Recorded programmes English language lesson

Television allows students to see a wider world and different cultures.
I think it is wonderful for teaching what I think is one of the most underrated aspects of language learning right now,
which is culture. You can see the culture in action, you can see the body language, you can see the environment. You
can see the way people behave and, therefore, for that alone I feel video should be part of almost every class and
every classroom session.
Barry Tomalin - Teaching With Technology, Programme 4
Here’s an example, focussing on markets:
You ask the class to think of a scene which they know, let’s say a market, for example, in their country. Then you play a
video of the same scene - the market. Then you ask your students to think of one difference and one similarity while
they’re watching the scene. Play the video. Always get the similarities first and then find out the differences. At the very
end of the session, you can ask your class what have you learned about British culture, or American culture, wherever
the video comes from.
Barry Tomalin - Teaching With Technology, Programme 4
So far the activities we have discussed involve the students watching and then reacting to programmes. However, there are
many activities which involve the students more dynamically with the material. Here are a few examples:
Silent viewing 1
The students watch a section of video with the volume turned down. They have to describe the situation and imagine and
predict what is being said.
Silent viewing 2
With the screen turned away from the class, students take it in turn to watch a section of video with the sound turned
down. The student has to describe what is going on for benefit of the class. This is a very challenging but productive and
rewarding exercise. It’s important to choose the video carefully. For higher level classes a scene with lots of action is
appropriate. For lower levels, a scene with less action but more opportunity for description is suitable. This activity can also
be done in pair s, with half the class describing for a partner before they swap places.
‘Blind’ viewing
In this activity, the students hear the scene but the screen is turned away from them. They have to predict and describe
what they think can be seen. After some discussion the scene is played with the screen turned to the class.

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