One YouTube clip (no sound) + one watcher and talker + two just listening and asking questions = so much language
In my workshop at IH Barcelona on Friday, I suggested the following generic activities to be done with YouTube clips.
I'm a huge fan of Kieran Donaghy's Film-English.com, with its brilliant selection of YouTube and Vimeo clips and accompanying lesson plans, but sometimes you just see other clips that look just so amazing for class — except that you don't have a lesson plan.
Below, generic ideas that lead to the production of a lot of language without your requiring any more material than the clip itself.
1 | Commentators and listeners
With this one, you put learners in 3s, and have two sit with their backs to the video (sound initially off) while their partner provides a running commentary, with as much detail as possible, as in the illustration, above. The example I gave:
— Tom Walton (@Tom_IHBCN) February 15, 2015
2 | Brainstorming a better list
Everyone loves lists, don't they? YouTube does too!
But before you get your learners to watch (and before you start typing up and photocopying a True/False exercise for them!), give them the topic, and get them to (1) brainstorm their own list in small groups; then (2) watch and check off which things on their list are mentioned; if they then (3) list everything mentioned in the video they can then (4) compare lists: theirs, the video's, and those of other groups; and finally (5) discuss who produced the best list.
Here's the hilarious video I suggested as an example:
Here's another example, with a fuller outline of the lesson. Look for "how to" videos, or just about any video with a title starting "7 things…", "10 ways…" etc.
3 | Summarise and present
The brilliant Joe Hanson [ YouTube channel ] has lots of clips this idea will work with:
— Tom Walton (@Tom_IHBCN) December 22, 2014
I suggest having the learners watch at home, with each group picking a different video (their choice), and working on their summary outside class (think Edmodo small groups, WhatsApp, shared Google Drive presentations, etc).
What they're then doing in class time is making the short oral presentations (I suggest 60-90 seconds, maximum 3 slides), with Q+A time at the end to ensure maximum participation of the whole class.
Look for videos with lots of information and/or presenting ideas, with TED being another site with videos this will work with.
4 | TED feedback
If you watch videos on TED, you're probably familiar with how their rating system works. If you choose to rate one of their talks, you get a pop-up window with a selection of adjectives you can use:
With any video — not necessarily from TED — you can do the same thing. It works particularly well with videos that divide opinion and reaction in your class (like this one, for example) and if you allow your learners to come up with their own adjectives to "rate" it.
If you then pool the adjectives they're come up with and have them pick which 3-5 best describe it, you've got the basis of a class debate.
5 | Video clips as storytelling prompts
One of the things apart from YouTube that we looked at in the workshop was digital storytelling. I'll return to that in a separate post, but mentioned that video clips that tell stories are great as writing (or speaking) prompts for kick starting ideas (and language) to be included in digital storytelling projects.
In Friday's workshop I suggested this Springsteen song but they tell me Taylor Swift is kind of more popular now 😉 :
The Taylor Swift song has worked well (thanks, Kim) with teens who (1) brainstormed a list of what they guessed would be in a Taylor Swift love song clip; (2) checked that off in a first watching (sound on); (3) listened to the lyrics on a second watching; (4) in 3s, used the song for a dictogloss activity, with their versions then being checked against the actual lyrics; (5) debated what exactly happens in the story — clip and lyrics; before (6) recycling the language that had come up in class into their own collaborative stories (some produced in text, some in audio form).
Look for song video clips that tell stories, which then also give you a text (the lyrics) you can then exploit in the usual ways.
6 | Football (etc.)
One not mentioned in the workshop, but football is always a winner in class, isn't it? My son (one of my key sources for video clips for class) showed me this amazing Facebook page with sports clips the other day.
Generic lesson plan? Pick the right clip (look for controversy!) and you probably don't need one! With certain learners, they'll talk endlessly (possibly not always intelligently 😉 ) on the subject…
Personally, out of choice, I'd dump my coursebook and just talk about football…!
- Previous posts on exploiting particular YouTube clips (though some of the videos will have been taken down)
- Five things to look for in YouTube clips
More from the workshop coming. See also these links.