About teaching with video the author Jeremy Harmer shows us why use the video (A1) about many reasons why can add a special dimension of the experience. For example, the seeing language- in- use, cross- culture awareness, the power of creation and the motivation ( the level of interested when the students have a chance to see language- in- use as well as heard).
The video problems topic tell us the need to be aware of a number of a potential problems like the poor quality of tapes and disks, the problem of just switching on the monitor in the classroom that is not specially exciting for television/ internet viewing population the "stop and start" trouble, that means, the problem of some students become frustrated when teachers constantly pauses and start the video, only showing little bits at a time.
The danger of language learning videos, however, is that they fail quality test either because the production is poor, the situations and the language are inauthentic, or the content is too usual.
Our choice, therefore, has to be limited to those sequences which our students will accept and enjoy.
Jeremy Harmer attaches the topic (A5, video as part of a lesson) that we can use a short video extract as one component in a longer lesson sequence in different ways.
He presents five techniques to teaching with videos and some of them we disagree, and it might not be interesting to use in a class, for example, silent viewing for music, teachers show a sequence without sound and ask students to say what kind of music they would put behind it and why.
In the other hand, we in fact agree that the picture or speech can be motivating for the students because this technique forces them to explain to the other students what is going on in the video.
The video problems topic tell us the need to be aware of a number of a potential problems like the poor quality of tapes and disks, the problem of just switching on the monitor in the classroom that is not specially exciting for television/ internet viewing population the "stop and start" trouble, that means, the problem of some students become frustrated when teachers constantly pauses and start the video, only showing little bits at a time.
The danger of language learning videos, however, is that they fail quality test either because the production is poor, the situations and the language are inauthentic, or the content is too usual.
Our choice, therefore, has to be limited to those sequences which our students will accept and enjoy.
Jeremy Harmer attaches the topic (A5, video as part of a lesson) that we can use a short video extract as one component in a longer lesson sequence in different ways.
He presents five techniques to teaching with videos and some of them we disagree, and it might not be interesting to use in a class, for example, silent viewing for music, teachers show a sequence without sound and ask students to say what kind of music they would put behind it and why.
In the other hand, we in fact agree that the picture or speech can be motivating for the students because this technique forces them to explain to the other students what is going on in the video.
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