Ishihara, N. & Chi, J. C. (2004). Authentic video in the beginning ESOL classroom: using a full-length feature film for listening and speaking strategy practice. English Teacher Forum 42(1), 30-35.

Summary

With the proper support and preparation, movies can become an excellent teaching tool in the language classroom. Movies are interesting, motivating, authentic sources of language input. Ishihara and Chi outline many reasons why movies are great tools in the classroom. Among their many attributes, they provide multi-sensory input in the form of language, visuals, contextual cues, and cultural information.

Videos can be made manageable by cutting them up into different sections. While this breaks the continuity of the film, it allows the teacher to provide learning support and activities while at the same time diminishing the feeling of being overwhelmed by the language.

Why movies?

Summary

The authors identify three types of activities that can be used to teach with movies:

Pre-Viewing Activities

These activities serve to set a scene, activate student knowledge about the context of the scene, practice key vocabulary, and inform them of their expectations.

While-Viewing Activities

These activities focus students attention on visuals, specific language, general ideas, gist, and so on.

Post-Viewing Activities

These activities have students answer comprehension questions, practice predictions, and focus on speaking through role plays and other activities.

The Activities

Summary

What About Bob?• very interesting story with universal humor• no offensive language• good content for practicing and inferencing skills• probably not previously viewed by the students in their native language.

Pre-Listening Activities included:• reviewing key vocabulary, setting up the scene, and telling students to observe what happens.

While-Listening Activities included:• students sitting in pairs, with one student only watching, and one student only listening. • students watching a scene with dialogue (a dinner conversation) reconstructed it with strips of paper with the dialogue printed on it.

Post-Viewing Activities included:• role-plays were utilized to reconstruct the scene. • As an added bonus, students can also choose the best performances of the class.

Sample Activities with What About Bob?

Summary

Assessment• Informal Assessment – listening and observing students during activities and discussion• Handouts – comprehension questions• Tape Journal Assignment - students recorded, on cassette, answers to previously recorded, guided questions. Students had to:

• describe characters, describe an event, summarize the film, and give their opinion

Problems and Solutions• Technical Problems – know how to use equipment and have a back- up plan• Overwhelming Language – students should focus on general ideas rather than specifics• Previously Seen – students who have already seen the film can assist other students with comprehension or pay attention to more detail• Waste of Time - The teacher can point out that these activities offer lots of speaking practice, introduce new words and language, and also presents new cultural information.

Assessment, Problems, and Solutions

Summary

Ishihara and Chi’s article spelled out the why and how of movies in the classroom. They can serve as an interesting and authentic media – the source of rich cultural and linguistic input. With the

proper support and preparation, they can be used to practice many different skills, and are especially good for speaking

practice. While there may be some problems, if they are dealt with in advance, full-length movies become an excellent tool for

English language instruction.

Conclusion

Reflections

Ishihara and Chi did a good job explaining why movies can and should be Ishihara and Chi did a good job explaining why movies can and should be used in the classroom. They are interesting and motivating, they hold the used in the classroom. They are interesting and motivating, they hold the students attention, they are rich in context, they are a source of excellent students attention, they are rich in context, they are a source of excellent

language exposure, and they are full of cultural information. language exposure, and they are full of cultural information.

I have used videos in the classroom, but only as clips. I was wary of I have used videos in the classroom, but only as clips. I was wary of overwhelming students with too much authentic language, but the authors overwhelming students with too much authentic language, but the authors gave me a sense that with the proper support and preparation, full-length gave me a sense that with the proper support and preparation, full-length

movies can be used, and can provide more practice than just disconnected movies can be used, and can provide more practice than just disconnected clips.clips.

I think that readers can gather a good sense of the material development I think that readers can gather a good sense of the material development process from this article. The authors watched the film, most likely several process from this article. The authors watched the film, most likely several times, came up with objectives based on their students and what the movie times, came up with objectives based on their students and what the movie

offered, and then found specific scenes that contained the proper offered, and then found specific scenes that contained the proper language. They then made activities to focus on specific scenes and their language. They then made activities to focus on specific scenes and their

corresponding objectives.corresponding objectives.

The simple categorization of pre-, while-, and post-viewing activities gives The simple categorization of pre-, while-, and post-viewing activities gives the teacher a general sense of how to organize their video activities.the teacher a general sense of how to organize their video activities.

BenefitsBenefits

Reflections

There is a sidebar on the second page of this article that highlights an There is a sidebar on the second page of this article that highlights an inherent problem with showing movies in class. Students commented:inherent problem with showing movies in class. Students commented:

DrawbacksDrawbacks

““Don’t stop [the video] now. Don’t stop [the video] now. We want to see more!”We want to see more!”

““I have an appointment on I have an appointment on Wednesday so I can’t come to Wednesday so I can’t come to

class. Am I going to miss [class. Am I going to miss [What What about Bobabout Bob]?”]?”

Breaking up movies into manageable segments is good for practice, but it also breaks the Breaking up movies into manageable segments is good for practice, but it also breaks the continuity of the film, as well as the student’s interest and attention. A movie is usually continuity of the film, as well as the student’s interest and attention. A movie is usually

around 2 hours long. Breaking up a film and showing a few clips each class consumes a lot around 2 hours long. Breaking up a film and showing a few clips each class consumes a lot of time. It can turn a 2 hour movie into a multi-week unit. Although the students will be of time. It can turn a 2 hour movie into a multi-week unit. Although the students will be

learning a lot, I feel a loss of interest and motivation is inevitable.learning a lot, I feel a loss of interest and motivation is inevitable.

There are a few other drawbacks as well:There are a few other drawbacks as well:• Preparation to teach a movie takes a lot of time and energyPreparation to teach a movie takes a lot of time and energy

• Although these activities were designed for beginner levels, they were also made for Although these activities were designed for beginner levels, they were also made for adults. Younger age groups may require more (or less) structure.adults. Younger age groups may require more (or less) structure.

Application

The following activity was developed for a low level EFL middle school class in South Korea. Classes have between 30-40 students, and meet

once per week.

Though the article was based on showing full-length movies, this activity utilizes a five minute clip from an episode of Mr. Bean. All

activities, whether from TV shows or movies, are based around clips. The difference lies in the fact that teaching with a movie provides a

greater degree of connectedness - between both scenes and themes - than TV shows and other random clips.

For these reasons, and practical for purposes, only a clip is used. However, these activities can be extended, modified, and adapted for

other video-based lessons.

Application

The following activity was developed for a low level EFL middle school class in South Korea. Classes have between 30-40 students, and meet

once per week.

Though the article was based on showing full-length movies, this activity utilizes a five minute clip from an episode of Mr. Bean. All

activities, whether from TV shows or movies, are based around clips. The difference lies in the fact that teaching with a movie provides a

greater degree of connectedness - between both scenes and themes - than TV shows and other random clips.

For these reasons, and practical for purposes, only a clip is used. However, these activities can be extended, modified, and adapted for

other video-based lessons.

Application

Application

Application

Application

Discussion

List 2-3 discussion questions for the class. These questions will be the focus of the discussion for that reading in the weekly forums. Also copy these questions into a separate thread in the forum, so your classmates do not have to open the presentation each time they want to remember the questions.