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THE IMPORTANCE OF TEACHING ENGLISH THROUGH VIDEOS.
Zubaydullayeva Zarina Erkinovna
Tashkent Academic Lyceum No.2 of the Ministry of Internal Affairs of the
Republic of Uzbekistan
https://doi.org/10.5281/zenodo.15771475
Annotation:
This article provides information about the importance of
teaching English through videos. A well-known way to create meaningful context
for teaching English is through using media, which can be delivered through a
wide variety of print, audio, and visual formats. The current information age
requires teachers to be familiar with media and media literacy.
Key words:
videos, writing, grammar, vocabulary, EFL/ESL classroom
Integrating videos into lessons creates enticing visuals and a special
interactive environment in the EFL/ESL classroom. Teaching English through
videos also allows teachers to be creative when designing language lessons. As
Cundell (2008, 17) notes, “One of the most powerful ways that video can be
integrated into courses is for the visual representation they provide for learners
on otherwise abstract concepts.” This is the idea that compelled me to use a
homemade video to teach a one-hour “modals of speculation” lesson for my
intermediate students. Videos permitted me to provide my students with
audiovisual stimuli to introduce these important modal auxiliaries in a way that
made sense to my students. Rather than search for a video online, I chose to
accept the challenge and make my own short video for the lesson. An important
point is that I am not an expert in video recording, but I do know how to use my
camcorder. The same video can be used to teach different grammar points, such
as present and past simple, present and past progressive, future simple, and
“going to + infinitive” without to, all by using the technique of freeze framing. In
order to teach grammar, you need to play the video, freeze framing the picture
after each scene, and then ask questions. For instance, freeze frame the picture
and ask your students questions like, “What is s/he doing?” “What did s/he do?”
“What was s/he doing?” “What is s/he going to do next?” or “What will happen
next?” In this way students will be prompted to use the teaching point. Once you
elicit their answers, write them on the board and highlight the structure (e.g., “to
be + ing” form of the verb for present progressive, or “will + infinitive” without
to for future simple). Since the video consists of a sequence of action, adverbs
like first, second, finally, before, and later can also be introduced to and
practiced with students.
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The idea behind video and sound effects lessons can be used to teach a
variety of con - tent such as grammar, vocabulary, and creative writing to a wide
range of ESL/EFL students.
The same video that I used with my students can be used to teach
vocabulary items on home and kitchen appliances by recording sounds and
having students guess the origin. Being careful to respect people’s privacy, you
can also take the camera around the school, or even outside the school, and
record a variety of interesting sounds. For instance, you can record the sound of
students playing at recess, the period between classes, or sounds in the
lunchroom and then play the video for your students and have them guess the
source of the sound. Or you can record the sounds in a busy coffee shop, a
nearby underground station, or a noisy shopping center and play a guessing
game with students. You can even teach vocabulary about different jobs by
taking your camera with you to record the butcher who is cutting or grinding
meat or the cashier who opens the register and returns your change. Another
interesting variation is to enlist your students to record videos. For example, you
can ask them to record sounds during a picnic or some other activity they do on
the weekend. These videos can become part of your repertoire to teach
grammar and vocabulary. If you think your students might not have access to a
camera, you can give them the option of recording sounds with their MP3 and
MP4 players.
The same video that I used in my class can be used as a visual prompt for
writing assignments at different levels of English. As George (2002, 12) points
out, “Our students have a much richer imagination for what we might
accomplish with the visual than our journals have yet to address.” To use videos
in the writing class, you can show the video to your students using the
pictureless listening technique and ask them to write a story based on the
sounds they hear in the video. You do not even have to show them the video, as
the soundtrack itself serves as an effective audio prompt for writing. You can
also ask your students to videotape random scenes around them and bring their
videos to class. Then they can watch the videos together and create stories that
match the videos.
Finding appropriate teaching materials is not that hard, as our everyday life
serves as a perfect resource for creating effective lessons and activities. An
effective lesson does not necessarily require expensive and high-tech materials;
oftentimes, breaking the routines will excite students, engage them in the lesson,
and teach them the real use of language in context. Thus, one of the easiest and
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least expensive ways for teachers to prepare the most effective teaching
materials is to look around and never underestimate their sense of creativity
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