What happens next
The teacher shows the students a scene and uses the pause control to stop the tape at various points. The students try to
predict what is about to happen or what is going to be said.
If a teacher has access to a video camera then a further dimension can be added to the class. As with recording the
students voices, the video can be used as a monitoring tool.
What I think is most useful for me is to use it for feedback purposes, actually recording the students themselves. I think
it’s useful for the students and the teacher. From my point of view as a teacher, I find that it helps a lot to have a
second chance to see what the students actually said. It’s very hard when you’re listening to the students doing a
debate or a discussion or a role play to simultaneously follow the debate and try to pick up things that you’d like to
focus on at the same time.
Sue Garton, teacher of academic English at the Palma Uni veristy, Mallorca - Teaching With Technology, Programme 4
As well as a tool for monitoring the students, the video camera can be used to create actual programmes. As a role play,
get the students to make their own programmes, such as talk shows and advertisements. If the students are allowed to
have control of the camera, then this becomes a very student-centred activity. It gives the class the opportunity to be
creative and imaginative in English.
This kind of activity is not suitable for all classes or students and as with any role play has to be set up and explained very
carefully. It’s also important to be sensitive to the fact that some students may not be comfortable being ‘on camera’.
The teacher shows the students a scene and uses the pause control to stop the tape at various points. The students try to
predict what is about to happen or what is going to be said.
If a teacher has access to a video camera then a further dimension can be added to the class. As with recording the
students voices, the video can be used as a monitoring tool.
What I think is most useful for me is to use it for feedback purposes, actually recording the students themselves. I think
it’s useful for the students and the teacher. From my point of view as a teacher, I find that it helps a lot to have a
second chance to see what the students actually said. It’s very hard when you’re listening to the students doing a
debate or a discussion or a role play to simultaneously follow the debate and try to pick up things that you’d like to
focus on at the same time.
Sue Garton, teacher of academic English at the Palma Uni veristy, Mallorca - Teaching With Technology, Programme 4
As well as a tool for monitoring the students, the video camera can be used to create actual programmes. As a role play,
get the students to make their own programmes, such as talk shows and advertisements. If the students are allowed to
have control of the camera, then this becomes a very student-centred activity. It gives the class the opportunity to be
creative and imaginative in English.
This kind of activity is not suitable for all classes or students and as with any role play has to be set up and explained very
carefully. It’s also important to be sensitive to the fact that some students may not be comfortable being ‘on camera’.
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