Notes on Using Video in the Language Classroom

by Josef Essberger

Because it is so close to language reality - containing visual as
well as audible cues - video is an excellent medium for use in the
language classroom. It can be used in many different ways and for
teaching or revising many different language points. These notes are
intended to help you think about how you can use video in your
classroom. They are not exhaustive, because ultimately the ways in
which you use video are limited only by your own imagination.
Types of Video
Authentic Made for Language Teaching
Bought, or recorded from television.*
• Feature films (fiction)
• Cartoons
• Documentaries
• News/Weather
• Interviews
• Games shows (often based on words)
• Ads/Commercials
Specifically designed for learning the target language.
Produced by all the major publishers or DIY.
• General courses
• Listening practice
• Business English
• How to (eg presentations)

Strong points
• realistic
• interesting
• up-to-date
• original
• inexpensive
Weak points
• mainly for higher levels
• no prepared workbook/exercises
Strong points
• adapted to level
• practise specific structure/vocabular y
• come with work books/exercises
• cued with minutes/seconds
Weak points
• rather unrealistic
• can be boring (esp. for teacher)
• expensive
• date easily

* be aware of copyright considerations when copying any material
Methods of Exploitation
Playback Language
• picture with sound
• picture without sound
• sound without picture
• uninterrupted
• interrupted
• freeze-frame
• with subtitles (target/native)
• without subtitles
Grammar
• eg tenses
• what's he doing/going to do/just done?
• retell the sequence
• eg prepositions
• where's his hand?
Vocabulary
• description (scenes/people/ objects)
Listening
• general comprehension
• specific information (names, dates, numbers)
Speaking
• discussion (before/during/ after: opinion, body language,
acting, filming etc)
• prediction (guess the end/create interest)
Reading
• conceivably
Writing
• summary
• journalist's report
• critic's review

Tips
• Be fully conversant with the tape (contents, length, order
etc).
• Always check the tape beforehand: quality, format
(PAL/SECAM, long-play/short- play etc).
• Always check the VCR/TV beforehand: power supply,
connections, remote control, channel etc.
• Always try to work with a remote control.
• Make sure you are familiar with the VCR and its controls
(play, pause, rewind, volume, channels etc).
• Before the lesson: insert the tape, cue it and zero the VCR.
• Check the volume, tone and angle of view from different
parts of the room.
• Make sure you rewind to the right place. Take your time.
Nothing is worse than losing your place.
• Try creating your own worksheets tailored to an authentic
sequence.
• Give students something to watch or listen for while the
tape is playing. This can get increasingly difficult or detailed
with each repetition.
• Don't play a tape without giving an introduction or setting
the context (unless there is a good reason for not doing so).
• Let the tape do the work. Don't say yourself what the tape
says.
• Don't play a tape for too long without stopping.
• Be sensitive and realistic as to what students can be
expected to memorize.