SKKN Applying videos in warm-up activity to encourage EFL grade 11 students' active attention and participation

Nội dung tóm tắt: SKKN Applying videos in warm-up activity to encourage EFL grade 11 students' active attention and participation

1. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” - The teacher asks students to work in groups - The teacher gives instructions - The teacher shows a video of some competitions and asks students to watch the video once. - The teacher asks students to write down competitions - T calls on students to answer - The teacher asks students to guess the lesson today - The teacher plays back the video to compare the answers. - The teacher leads to the lesson Unit 6: Competitions Lesson 1: Reading Sources: Sample 4: UNIT 8. CELEBRATIONS: Lesson 1: Listening Activity: Where I am I. Objective: By the end of the lesson, students will be able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic - Ask students to work in individual - The teacher show a video of featured images of relating to festival in Japan with appropriate music. - The teacher asks to match the events in the video and try to guess the key of the lesson - Whoever raises his/her hands the most quickly is given the chance to give out the answers (student gives reasons if necessary). If it is correct, he/she will get a point. - The teacher plays back that video for comparison. - The teacher asks to guess the name of the festival according to the suggested pictures. - The teacher leads to the lesson: Unit 8. Celebrations: Lesson 3: Listening Teaching experience Page 25
2. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” This section not only captures students' attention, but also provides an opportunity for students to expand their cultural understanding and vocabulary related to the topic of the lesson. Source: - movie maker-based video) - Some images in the video Teaching experience Page 26
3. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Sample 5: Unit 13 : Hobbies Lesson 1- Reading Activity: Game: What do I like to do? I. Objective: By the end of the lesson, students will be able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic II. Procedure: - The teacher asks students to work in groups - The teacher gives instructions - The teacher projects a video of hobbies to cheerful music and ask students to write out the main things - Students watch the video once, remember and write down the activities on their sheet paper - Which group gives out the answer correctly, they will be the winners. - The teacher calls on students to answer - The teacher plays back the video to compare the answers. - The teacher asks students to guess the lesson today - The teacher leads to the lesson Unit 13: Hobbies Question: What do I like to do? Expected answer: students can write down some hobbies( dancing swimming, drawing, cooking, riding a bike, petting a aardvark, running, painting, skiing, playing hide and seek and singing) Sources: - ( movie maker-based video) - ((The video was recorded at class) Sample 6: Unit 15: Space conquest- Lesson 1- Reading Activity: I. Objective: By the end of the lesson, students will be able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic II. Procedure: - In this part, the teacher will show a video relating to the space - Ask Ss to answer the question “ Where am I? Teaching experience Page 27
4. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” - When students give expected answer “I am in space” - Ask students to name the things in the video. - Give suggested answer (The images in the video consist of astronaut, Russia, spacecraft, space, lift off, ) - The teacher plays back the video to compare the answers. - The teacher asks students to guess the lesson today - The teacher leads to the lesson Unit 15: SPACE CONQUEST - Some images appeared in order in the video: Teaching experience Page 28
5. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Teaching experience Page 29
6. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” II. SIGNIFICANCE Choosing the methods to enter the lesson is one factor that makes the class successful and effective. As an English teacher at a high school in a mountainous district, the teacher is always looking for creative ways to enter lessons gently and effectively for students in mountainous areas. Applying movie maker-based videos in the warm-up part of English lessons has a positive significance in promoting students' active attention and participation in language development. First, before applying the new method, the teacher saw that students remembered minimal vocabulary and were afraid to learn words. Students were afraid to speak and participate in the lesson. However, practical teaching and students' learning have markedly increased since applying movie maker-based videos to warm-up activities. After a while, teachers noticed that the students actively attended and participated in the lesson and became more confident in communication activities, contributing to improving the quality of students and the effectiveness of teachers' teaching. Thus, the application of move maker- based video in warm-up activities creates a happy and exciting atmosphere for students to study and encourages the students' active engagement and participation. the class is attractive and creative, constructing interest in learning for students and a comfortable and happy atmosphere during the lesson. In addition, movie maker-based videos encourage students to form language naturally and actively participate in the task. Consequently, the lesson becomes easy for students to follow. Lastly, the class is attractive and creative, constructing interest in learning for students and a comfortable and happy atmosphere during the lesson. The teacher believes that if educators continue to implement this experiential initiative earnestly throughout the teaching process, the quality of English learning in the school will have more positive results. III. SUGGESTION Thanks to the benefits of videos edited in Windows Movie Maker can be saved on the computer and other removable disks, teachers can keep the movie for future use. Schools should start preparing learners for future demands hence the need to integrate Windows Movie Maker and other ICTs in the teaching and learning of different subjects. The scope of using the moviemaker application in this paper, in addition to supporting the preparation of teaching in the subject of English, educators can also apply for different subjects such as history, geography, civic education, Teaching experience Page 30
7. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” biology at many levels from elementary, primary school, secondary school, and high school or even at degrees of higher education The application of moviemakers in preparing videos per the lesson's content is essential. Teachers can have many video clips showing the same content, so teachers need to select the most selective carefully when preparing lessons. If teachers abuse too much, using videos will reduce the effectiveness of the lesson. The study of applying movie-based videos to teaching the Warm-up part in Grade 11 English was written with the desire to help students have interest in learning, actively take part in the lesson and achieve high results in English class, contributing to improving the quality of learning English subject. However, due to the limitations of time and the research process, the quality of this study and the level of application of research results are not high. The teacher hopes to receive many valuable comments on the topic from having more effective methods to help students achieve the highest marks in learning. The teacher looks forward to hearing from educators, colleagues’ and friends’ comments, and the support of the school so that the topic can be supplemented, perfected, and become more valuable to serve the teaching process better. Teaching experience Page 31
8. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” 1. Images of Students’ Performance in Class. The lesson is taught with traditional method The class used movie maker video Teaching experience Page 32
9. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” The class used movie maker video Teaching experience Page 33
10. “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” REFERENCES Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 156-171. Lumturie Bajramia and Merita Ismailia(2016) The Role of Video Materials in EFL Classrooms. Sherman, J. (2003). Using authentic video in the language classroom. Ernst Klett Sprachen. Nicolas Gromik (2004) Windows Movie Maker in the English as a Foreign Language Class Vol. 1 Barton, Roy, and Terry Haydn(2006). Trainee Teachers` Views on What Helps Them to Use Information and Communication Technology Effectively in Their Subject Teaching. Journal of Computer Assisted Learning 22: 257-272. Rosalba Velandia (2008) The Role of Warming Up Activities in Adolescent Students' Involvement during the English Class no.10 Ashia Akther( 2014) Role of Warm-up Activity in Language Classroom: a Tertiary Scenario Ningthoujam (2016) Video Journal of Education and Pedagogy video-can-have-a-powerful-impact-on-teaching-and-learning Teaching experience Page 34