Video Lesson Plans.docx

VIDEO-BASED LESSONS TO MAKE YOUR CLASSROOM EXPERIENCE MUCH MORE PLEASANT

By Costas Eleftheriou

Video Lesson 1 (Approximately 40 minutes): Lion King Trailer Video Link: https://www.youtube.com/watch?v=4sj1MT05lAA Age: 9-12 years old Pre-viewing Task 1 Teacher asks students some questions related to the film trailer they are going to watch to familiarize students with the content of the video and elicit useful vocabulary. Some proposed questions are given (5-7 minutes): 1. Do you watch animated films? 2. Say about your favourite animated films. 3. Do you know the role of the movie trailers? Do you think they help the viewer? Task 2 A picture taken from the film is given to the students in order to interact with it and elicit useful vocabulary. Some proposed questions are given (5-7 minutes):

1. What kind of film is it? 2. Try to say words that are related to the topic of the film. 3. Can you find good and bad characters in the picture? Tell us about them.

While-viewing First viewing Task 3 Silent viewing Students watch the film trailer without sound, according to Tomalin’s Silent viewing technique (5-7 minutes): 1. You are going to watch a video extract from the movie trailer of the film ‘Lion King’ without sound. What kind of film do you think this is? 2. What is happening?

Second viewing Task 4 Sound & Image on

Students watch the film with its image and sound on (5-7 minutes): 1. Watch the video extract and see if you have guessed correctly. 2. Find a bad character and say what you can understand about him/her and why you think he is not a good character. 3. What will the end of the film be in your opinion? Third viewing Task 5 To make students listen for specific information (5 minutes): While watching, try to fill in the missing words in the following dialogues. You will listen to the extract twice. 1. You’re all connected in the ……….. circle of life. 2. Everything the ……………. touches.

3. Run away and …………

…………….. .

4. If you ever ………… ……………, we’ll kill you. 5. I don’t want to ……………. about it. 6. You see? He ……………… in you.

Post-viewing Students are provided with feedback (5-7 minutes).

Video Lesson 2 (Approximately 60 minutes): New Boy Video Link: http://www.youtube.com/watch?v=FdeioVndUhs Age: 10-15 years old Pre-viewing Task 1 Teacher asks students some questions related to the subject of the short film they are going to watch to familiarize students with the content of the video. Some proposed questions are given (5 minutes): 1. Do you often watch films? 2. What kind of films you watch and why? 3. Could you name your favourite film? What exactly makes it your favourite film?

Task 2 A picture taken from the film is given to the students in order to comment it. Some proposed questions are given (5 minutes):

1. Look at the picture and try to guess what the film you will watch is about. 2. What kind of film do you think it is and why?

While-viewing First viewing Task 3 Watchers and listeners Students will be divided into two groups according to Tomalin’s (1990) Watchers and Listeners technique (12-15 minutes): You will create two groups: Watchers and Listeners. Listeners will turn their back to the screen and will only listen to the dialogues of the film. When the viewing is completed, Listeners will try to learn by asking questions what the Watchers exactly watched and learn details about the setting of the film and the characters.

Second viewing Task 4 Sound & Image on Both groups watch the film with its image and sound on (12-14 minutes): 1. Watch the film up to 07:03 and see if you have guessed correctly. 2. How would you feel if you were Joseph? 3. How do you think he feels? 4. What is the biggest problem he faces?

Task 5 Freeze Frame & Prediction Tomalin’s Freeze Frame and Prediction techniques are implemented (5 minutes): Look at Joseph’s face carefully (07:03) and explain how you think he will react and what the events will be from now on.

Third viewing Task 6 Students watch the rest of the film and two tasks are provide as an example (8-10 minutes): 1. Watch the last part of the film (07:03-09:45) and see if you guessed right. 2. Why did the boys end up laughing together?

Post-viewing Students are provided with two sayings related to the subject of the film (5-7 minutes) and are provided with feedback (7 minutes): Task 7

Discuss the two sayings provided above in connection with the final message of the film.

Video Lesson 3 (Approximately 70 minutes): Life in Victorian Britain Video Link: https://www.youtube.com/watch?v=GOqqCjvQTFo Age: 13-18 years old Pre-viewing Task 1 Teacher asks students some questions related to the video extract they are going to watch to familiarize students with the content of the video and elicit useful vocabulary. Some proposed questions are given (7-10 minutes): 1. Do you consider the study of history important? 2. What is your favourite historical era and why? 3. Do you know any events of the British history? 4. Have you ever heard anything about the Victorian era? If yes, what exactly?

Task 2 A picture depicting Victorian London is given to the students in order to comment it and elicit useful vocabulary. Some proposed questions are given (5-7 minutes):

1. Can you describe the picture? 2. What are your feelings when you see this picture? 3. Based on the picture, what was life like during that era you think?

While-viewing First viewing Task 3 Watchers and listeners Students will be divided into two groups according to Tomalin’s (1990) Watchers and Listeners technique (8-10 minutes): You will create two groups: Watchers and Listeners and the video extract up to 1:56 will be played. Listeners will turn their back to the screen and will only listen to the narrator of the video extract. When the viewing is completed, Listeners will try to learn by asking questions what the Watchers exactly watched and learn details about the extract.

Second viewing Task 4 Sound & Image on Both groups watch the video extract with its image and sound on (10 minutes): 1. What are your feelings about that era? 2. Would you like to live in Victorian Britain? 3. If you happened to live then, how do you imagine yourself? What do you think would be your place in the society? Task 4 Freeze Frame Tomalin’s Freeze Frame technique is implemented (5-7 minutes): Look at Queen Victoria’s face carefully (1:56) and say how you feel about her and if you consider her a positive or a negative personality, based on what you watched previously.

Third viewing Task 5 To make students listen for specific information and learn how to take notes (10 minutes): Now, watch the whole video, take notes and then try to find the missing information. 1. What do modern politicians believe about the Victorian era? 2. Are any negative aspects of the era mentioned in the video extract? 3. Which are the positive aspects of the era that are mentioned in the video extract? 4. Which notable personalities of the era are mentioned? 5. Which were the series of events that led Victoria to the British throne?

Post-viewing Students engage in Tomalin’s Culture comparison technique comparing and contrasting two pictures of Piccadilly Circus in London (5 minutes), engage in Tomalin’s Roleplay technique (8-10 minutes) and are provided with feedback (7 minutes): Task 6 Culture Comparison Compare and contrast the two photographs given. The first depicts Piccadilly Circus in London during the Victorian era and second depicts the same area in the 21st century.

Task 7 Pair work-Role play. Imagine you are a citizen in Victoria Britain and your classmate is a citizen of modern Britain. Exploiting the information you got, try to exchange information on your way of living.