A new student already had a rudimentary understanding of English.
Wondered if you had spent any time in Kingdom Unido.Su response was not, had not lived in United Kingdom.
However, in his younger days love watching Hollywood movies and he learned his English.
Without any formal education in English, this man was a living testimony to the power of video and film when it comes to language instruction.
So keep in mind:
How can a teacher leverage this amazing resource during English classes? what makes it so powerful anyway?
Colin McGinn, in his book, "The Power of Movies" says: "the child has to learn to read before the literary narration can be processed, but watching a film requires nothing beyond the ability to dream."
"The 'grammar' movie recapitulates the 'grammar' of dreams, which is written in the genes".
Also says: "the film enters the brain through their sensory centers and radiates outwards to the emotional subregions," showing the film to live in the senses, not intellect.
The secret movie
Here, then, is the secret of what films are so powerful...
Touch the emotion and engaged in multiple ways, especially visual and auditory senses.
How often in conversation people refer to a scene in particular of a movie you watched?
Then, how can I use this powerful communication medium in an atmosphere of class?
Selecting short films and video clips, a teacher can use as a basis for the discussion of class with students who create sentences based on what they see.
A wide range of vocabulary can be covered in a video.Para this to be effective, however, some precautions have to be observed.
It is important for the video clip to be short, perhaps 3 to 4 minutes as máximo.Clips about 2 minutes in length are ideal.
This allows concentration on a few scenes without overwhelming the student.Dialogue, if any, may also be more easily parse.
Repeat broadcasts
Usually takes more than one showing that a student fully grasp the meaning of the video, especially for beginners.
Therefore the video may play the first time, and asked students to describe in their own words what happened.
Or, the teacher may wish to make specific questions about some of the scenes out of students in the conversation.
Some lines may be repeated by the teacher and the meaning explained if students are not clear of them.Then the video can be played again.
This time, students will extract more él.Las questions may also have lines of repeated and key repeats.
Finally, the video can play is a third time if necessary.
This time, students are able to absorb completely many more details, perhaps some gestures, facial expressions, intonations voice etc.
Then, they can be encouraged to take the place of the actor or actress and repeat lines along with the body language that was used.
Repetition and gestures
This coupling repeating vocabulary along with appropriate gestures and body language is particularly effective to help a student to remind new words.
As learning becomes an experience brain and the body full, with emotion attached to words, vocabulary means a greater chance of reaching the long-term memory.
As to the subject matter, any good taste video clip can be used but humorous clips are particularly effective.
When students are beginning to laugh at a comedy scene, relax and start to absorb the sense and sounds without having to concentrate on ella.Comedia can perform a vivid impression in the mind.
A teacher may wish to include a brief video clip at some point in each lesson.
Adds variety to the period of education, relaxes the students, and creates a very cheerful atmosphere in which students lose some of their inhibitions and become the bravest attempt your new vocabulary.
Summary of video on the effective use of the lessons of English:
Make short video clips - 3 to 4 minutes máximoRepita the display 2 or 3 vecesPreguntas and repeat the diálogoUtilizar same body language as actors and actresses, when repeticiónUtilizar humor, clips lines whenever possible
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