TEACHING WITHAUDIO-VISUAL RESOURCES

Benoît GuilbaudSenior French Language Tutorbenoit.guilbaud@manchester.ac.uk

Teaching with audio-visual resources

Benefits Downsides & pitfalls

- fosters multimodal approach

- increases motivation

- improves listening skills

- provides realistic context

- can replace instructions in L1

- can cater for learning disabilities

- can be time-consuming

- requires grammar input balance

- can be difficult or daunting

- may generate technical difficulties

- can make it difficult to cater for

learning disabilities

Copyright, etc.

ERA licence

JISC - Legal Guidance for ICT Use in Education, Research and External Engagement

The Copyright Licensing Agency

Understanding Intellectual Property

Creative Commons

Copyright, etc.

“This recording is to be used only for non-commercial

educational purposes under the terms of the ERA Licence”

Copyright, etc.

Teaching with music

Low/mid-level learners (A1 → B1)

Using music at A1 → B1 levels

Focus on lyrics is not necessary

Describe genre, emotions, instruments

Create “real-life” context (bar, public place)

e.g. Exchanging phone numbers in a loud pub

Break down emotional barrier

Wake everyone up!

Teaching with music

Mid/high-level learners (B2 → C2)

Using music at B2 → C2 levels

Fill-the-gaps lyrics

Look at figures of speech, sub-text

Study song in context (political, social)

Make up additional verse

Write your own song!

Teaching with video

Low/mid-level learners (A1 → B1)

Using video at A1 → B1 levels

Activities not based on transcription

Listening for particular words can be hard

Use video as prompt for description

Describe people’s appearance, setting, genre

Look for specific people or situations

Put story back in order

Teaching with video

Mid/high-level learners (B2 → C2)

Using video at B2 → C2 levels

Content-based questions (open / closed)

Listen for specific phrases, words

Disambiguation tasks

Put dialogues back in order

Write summary

Give opinions, discuss contents

ExerciseDesign your own activity

Design your own activity

In groups of three:

On a computer, access the session resource page at http://goo.gl/KHjCK7

Pick one of the suggested YouTube videos, or choose your own

Think of a language learning task based on this video

Fill in the form outlining your task

Present your work to another group, and vice-versa, with feedback

Box of broadcasts

Box of broadcasts

Log in as a UoM user

Browse and watch TV programmes, films

Request a programme recording

Embed your programme in Bb9

http://bobnational.net

Using animations & semiotics

Using animations & semiotics

Use animations to complement instructions in FL

Show, hide, move, reveal, flash, conceal

Using animations & semiotics

vingt-deux ___

seize ___

trente ___

treize ___

six ___

douze ___

deux ___

13

40

21

69

59

30

41

20

16

39

6

12

22

2

quarante ___

quarante-et-un ___

vingt-et-un ___

cinquante-neuf ___

soixante-neuf ___

trente-neuf ___

vingt ___

20

20

20

20

Using animations & semiotics

vingt-deux ___

seize ___

trente ___

treize ___

six ___

douze ___

deux ___

13

40

21

69

59

30

41

20

16

39

6

12

22

2

quarante ___

quarante-et-un ___

vingt-et-un ___

cinquante-neuf ___

soixante-neuf ___

trente-neuf ___

vingt ___

22

13

21

20

16

30

6

12

2

40

41

59

69

39

1. Jean-Paul Jasserand

2. Mme Leboeuf

3. Antoine Bernard

4. Anne-Marie Lépine

5. Frank Martin

a. architecte

b. professeur de tennis

c. agent des postes

d. journaliste

e. secrétaire

?

Using animations & semiotics

Benoît GuilbaudSenior French Language Tutorbenguilbaud@manchester.ac.uk

Thank you for attending