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Stage Vidéo Anglais

Stage Vidéo Anglais. Sequence types and tips. Sequence type. educational videos made specifically for language learning vs. authentic video material. Sequence type.

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Stage Vidéo Anglais

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  1. Stage Vidéo Anglais Sequence types and tips

  2. Sequence type educational videos made specifically for language learning vs. authentic video material.

  3. Sequence type Drama – most video, TV and film material with scripted dialogues and/or dramatic elements. (feature films, TV soap operas, drama series, plays, situation comedies, etc.) Documentaries – any material which is non-fictional and/or unscripted. (TV current affairs investigation, TV news programmes, interviews and sports programmes, TV talk shows, etc.)

  4. Sequence type TV commercials – all kinds of TV or cinema advertising material or short promotional videos. Music videos – generally used to refer to pop music videos of all kinds, but could include songs and musical numbers from TV light entertainment shows or cinema musicals.

  5. TIPS (to be discussed …) It is better to exploit a short segment of a video thoroughly and systematically rather than to play a long sequence which is likely to result in less active viewing on the part of the students. When you use short isolated sequences, you must expect your students to be interested in other parts of the video concerned, and you should be prepared to respond to the interest.

  6. TIPS (to be discussed …) Treat each sentence as a text, just like a language presentation passage in a book or a dialogue. Plan your lesson using both the video script, if available, and the video itself. Any sequence chosen for use in class must be intrinsically interesting or attractive and must comprise a complete unit of meaning regardless of its context.

  7. TIPS (to be discussed …) With a few exceptions, your video sequences must be suitable for exploitation in a single one-hour class period. They are likely to be no more than five minutes in length and may be as short as thirty seconds. It is more important to grade the task or activity so that the class can deal with it, rather than to grade the video material itself.

  8. TIPS (to be discussed …) Language items to be taught: is the aim to teach language from the screen or to stimulate discussion or other skills work among the students? Though video can be used very effectively to introduce and review vocabulary, this is seldom the most important criterion for selecting a particular sequence.

  9. Conclusion Source : 'VIDEO in ACTION' by Susan STEMPLESKI , Barry TOMALIN. ISBN 0-13-945619-8 yvan.baptiste@ac-montpellier.fr

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