Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)
Riba, Dalma: Using Video in the Classroom
analyse the Programme from the point of view of possible interpretations that might come up in class or details that might need further clarification. J. Loneryan's instruction Is well win. th taking Into consideration: "When introducing video ... for the first time, any tasks associated with viewing should tie deliberately simple." Teachers should also show confidence in hand! ing the machine, ie. he able to use appropriately the various facilities (the "pause", "stop", "start", etc. buttons); and preferably be prepared to carry out all the necessary adjustments during class with noting down counter positions in advance. In any kind of classes using video the actual viewing is preceeded by tuning in activites. In the case of viewing a section straight through the vocabulary and topic are to be introduced first, and a set of questions are given to the learners, Ihese questions concentrate on global understanding; later, for the second viewing they focus on details. Hole that it is not a good idea to ask students to make notes or complete a worksheet while they view as they will miss some of the information (especially in lower levels). A first viewing straight through can be checked with simple true or false questions. All active viewing guides should primarily support comprehension, but. can be developed into practice or reinforcing exercises. Longer units fire to tie divided up into shorter segments, and presented in a sequence interrupted by the same simple activities as above. On the other hand, the order of the segments can be rearranged and the class divided into groups watch the sections separately with the aim of trying to reconstruct the whole by an information gap exercise. This technique is suitable for documentary materials and, as it requires a certain amount of language for exchanging information, can be applied in accordance with the level of the learners. Silent viewing offers lots to do. Previewing questions for dialogues could be : Wtio are the people you see? Why are they there? Whit are they doing?
