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VIDEO LESSON PLAN OUTLINE FOR ELEMENTARY / (PRE-) INTERMEDIATE

CLASSES
ASKING ABOUT AND GI VING LOCATI ONS (1 teaching hour)
ASKING FOR AND GIVING DIRCTIONS (1 teaching hour)
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A I MS
ACT I V I T I E S
To motivate students to
participate and work through
an integrated skills framework.
To generate their background
knowledge on prepositions of
place and direction.
To focus on grammar
functions / structures,
language and vocabulary
development.
To consolidate students
skills in giving locations and
directions.
To assist the development of
listening skills in a natural
context.
To see the language in action
and understand the culture in
which it is used.
To enhance a real-life and
communicative purpose for
interaction.
To involve students in real-
world tasks and expose them
to authentic language in order
to be used outside the class.
To encourage note-taking as a
mnemonic device.
To develop an awareness of
their memory skills in the form
of questions, and at the same
time to test their ability to
follow directions.
To set up situations for role
play.
PRE-VIDEO
WORK (3-4 min)
nform students
that this lesson will
require at least !
teaching hours.
Tell students you
will play a video
song and that they
will have to identify
what the lesson is
going to be about.
nform students
that they will need
to take notes in
order to remember
the content of the
video song
nform students
that this video
song will help them
to practise the key
vocabulary words
and phrases
needed for certain
tasks.
"tudents must
briefly introduce
the topic.
"tudents
understand its
ob#ectives.
$nsure instructions
are simple and
clear.
WHILE-VIDEO WORK (37 MIN)
1
st
VIEWING (3:29 min) INTRODUCTION to
the topic
"tudents attention is attracted via the short video
song in order to introduce them to the theme and
vocabulary bank.
"tudents note down as many prepositions they
can hear and/or recall as possible.
Teacher elicits responses through peer
interaction %definitions are given in the &'(.
)ith the help of the power point slide *, students
practise certain propositions of place.
2
nd
SILENT VIEWING (1:50 min) R!CTICE
of location skills.
"tudents watch a !
nd
short video about the
location of +oses classmates in their classroom.
"tudents must point out where they are seated.
They take turns. ,or further practice, the teacher
asks them to give all the possible locations of
their seating in their classroom.
"tudents focus on the "#$$%$ "#&m$ and
#$di'ti(n video techniques %see pp. --*(. They
are used for language study, for observation and
to predict the possible locations.
3
#d
SILENT VIEWING (5:35 min) R!CTICE
of direction %and location( skills.
.
"tudents watch a .
rd
short video about giving
directions.
,irstly, they are introduced to the vocabulary prior
to any questions and directions given.
The "#$$%$ "#&m$ and #$di'ti(n video
techniques are used again.
"tudents must predict the correct prepositions
before answers and directions are given.
"tudents are also encouraged to approach the
interactive board in order to trace the path %on a
street map( to get to a place. f they get confused,
they can ask their classmates help.
L E A R NI NG
OB J E C T I V E S
ACT I V I T I E S
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"tudents will be able to/
0nderstand and demonstrate
the use of prepositions 1 by
asking about and giving
locations, by asking for and
giving simple directions 1 as
accurate as possible.
2ake effective use of the
taught vocabulary, grammar
functions and structures %by
employing the appropriate
prepositions, the correct
sequence words in giving
directions, and imperatives(.
mprove their self-confidence
in speaking.
mprove their oral skills
through pair-work interaction
and turn-taking without
teacher intervention.
Through the use of video
techniques, students will
gradually become more
observant and recall as
much detailed information as
possible.
POST-VIDEO WORK ( 5 min )
OST)VIEWING (ROUND)U * REC!)
The teacher summari3es all the taught prepositions with the help of the
power point slides - to 4 1 which are also distributed to the students to
provide them with the opportunity of review at home.
PRE-VIDEO WORK (2
nd
teaching hour 5 min)
5s both warm-up and review, the teacher tests students knowledge on
prepositions of direction and location.
WHILE-VIDEO WORK (2
nd
teaching hour - 35 min.)
VIDEO VIEWING (1:+3 min) List$nin, t( !UT-ENTIC DI!LOGUES
of asking for and giving directions.

"tudents watch a short video and pay attention to the way language is
used. ,ocus of attention is to help them become familiar with standard
formulas used when asking for and giving directions. They are given the
opportunity to see the language in real action %'./t.#$ '(m0&#is(n p. *(
and benefit from developing their direction and location skills.
)ith the 1#$$%$ 1#&m$ technique, ask students to write down the dialogues
that refer to the various ways of asking for directions in order to test key
vocabulary and language formulas. 6aving students memori3e simple
dialogues is a way of helping them improve their vocabulary skills.
"tudents are also given a handout with key vocabulary words and phrases to
help them think about what they would say and to describe how to get from
one place to another %with all possible variations(. They are also encouraged
to begin with courtesy phrases such as introductions, greetings and small talk.
POST-VIDEO WORK
OST)VIEWING (-O2EWOR3) ( 5 min )
"tudents are asked to draw a street map where they select and highlight
several locations as reference points to be used in the activity assigned for
homework.
7ased on their sample map %and given handout( they are asked to write
down 8 short dialogues where 5 asks for directions and 7 gives directions.
These directions can also be practised verbally in a #(/$ 0/&4 to develop
fluency and confidence in speaking %p.*( 1 with student 5 giving directions
from the map and student 7 tracing the path onto a blank version of the
same map.
5sking for and giving directions is a topic that may take several class periods
to cover and plenty of review time before students are tested. Therefore, make
sure your students have a good handle of the taught material before moving
on to another topic.
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F E E DBACK I MP L E MENTATI ON / T E ACHE R ROL E S
7riefly introduce the topic through the video song IDEA SUGGESTER
9lay the short video extracts for students to work on the prepositions MATERIAL PROVIDER
:rgani3e students work ORGANIZER
9rovide clear instructions on the step-by-step procedures to be followed INFORMATION GIVER
2onitor interaction and pair-work %from a distance( MONITOR
,acilitate performance on oral discourse in the &! %if required( FACILITATOR
5dhere to clarifications of students difficulties with their approach to PARTICIPATION
viewing and answering questions ENCOURAGER
:rgani3e some kind of feedback at the end of each video work and
before the end of the lesson FACILITATOR
$ncourage collaboration and peer feedback, and praise students efforts ASSESSOR
$licit students opinion of the video activities, their feelings, and
what they have acquired through viewing EVALUATOR
SKILLS
The students are acquainted with audio-visual equipment used in real-life
classroom settings.
They are also acquainted with most prepositions of place and direction,
with various landmarks, with the verb ;7$<, the present simple tense and
the imperative.

They are capable of asking about and giving locations as well as of asking
for and giving simple directions.

2ost of them can interact in the target language, however with lapses in the
&'.
The more capable students can work independently and support their
peers without teacher intervention.
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RESOURCES
&
AIDS
TE!C-ING 2!TERI!L
0se of power point slides and short video extracts focusing on the use of
prepositions of location and direction.
6andout with prepositions for revision.
"upplementary material for further practice and aiming at testing.
VIDEO
APPROXI MATE TI ME L I MI T : FI RS T TEACHI ! H"#R
' minute to settle down
.-8 minutes of 9+$-=>$: ):+?
@/.A minutes of '
st
=$)BC %video song(
@/A! minutes of !
nd
=$)BC
!A/.A minutes of .
rd
=$)BC
- minutes to wrap up the lesson
S EC"$ TEACHI ! H"#R
- minutes as warm up and review of the taught material
'/8. minutes of .
rd
=$)BC
!A/.A minutes 1 use of language D role play
! minutes to assign homework
CL ASSROOM MANAGEMENT : %&EAR' ( %AI R )"R*


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1. Silent Viewing
2. Freeze Frame
3. Role play
4. Behaviour Study
5. redi!tion
". #hin$ing and Feeling
%. Sound only
&. 'at!her( and )i(tener(
*. #elling the Story
1+. ,ulture ,ompari(on
-#omalin, B. .1**+/, Video in the 0ngli(h ,la((, #e!hni1ue( 2or Su!!e((2ul #ea!hing, BB, 0ngli(h3
Video in the EFL classroom
#0,456780S
+I$E" TECHI,#ES
-#omalin, B. .1**+/,Video in the 0ngli(h ,la((, #e!hni1ue( 2or Su!!e((2ul #ea!hing, BB, 0ngli(h3
TECHI,#ES $EFIITI" E$#CATI"A& "-.ECTI+ES
SI&ET +IE)I!
laying the video e9tra!t with the (ound
turned down. )earner( wat!h the video and
de!ide what i( happening and what (pea$er(
are (aying.
6t allow( learner( to (pe!ulate a:out the
(ituation and the language u(ed. By the time
the (ound tra!$ i( played, they will already
have 2ormed an e9pe!tation o2 what will :e
(aid, and will 2ind it ea(ier to gra(p and
under(tand the word( u(ed.
6t !an :e u(ed either a( an a!tive viewing
ta($ at the :eginning o2 the le((on or a( a
(timulu( to !onver(ation in !la((.
FREE/E FRA0E
re((ing the ;au(e< :utton on the video
re!order to =2reeze= the pi!ture on the (!reen.
6t allow( learner( to loo$ more !lo(ely at
individual image( or utteran!e( within a
(e1uen!e.
6t i( u(e2ul 2or detailed language (tudy,
o:(ervation and de(!ription.
R"&E %&A'
)earner( u(e their own word( and
per(onalitie( to a!t out the (ituation they
have wat!hed on the (!reen.
)earner( are a:le to tran(2er language 2rom
the (ituation on the (!reen to their own
u(age.
Roleplay and a!ting out are al(o valua:le
2or developing 2luen!y and !on2iden!e in
(pea$ing.
-EHA+I"#R ST#$'
6t 2o!u(e( on the non>ver:al way( in whi!h
people e9pre(( them(elve(? 2a!ial
e9pre((ion(, ge(ture(, po(ture, dre((,
phy(i!al !onta!t and (o on.
6t aim( to (en(iti(e learner( to !onvention(
o2 :ehaviour in another !ulture. #he point i(
not ne!e((arily to get the learner( to imitate
:ehaviour in the 0ngli(h>(pea$ing (o!iety
:ut to :e aware o2 how it di22er( 2rom that o2
their own !ountry.
%RE$ICTI"
#he tea!her (top( the video and eli!it( 2rom
the !la(( what happen( or what i( (aid ne9t.
@n important method o2 developing
!omprehen(ion, al(o valua:le 2or promoting
di(!u((ion and 2o(tering (pea$ing ($ill(.
THI*I!
A$
FEE&I!
6t 2o!u(e( on the thought( and emotion( o2
the !hara!ter( in a video (e1uen!e, and their
relation to what i( (aid.
Fo!u( i( on the interpretation o2 :ody
language and it( relation to language.
Re!ogni(ing emotion( through video
(en(iti(e( learner( to the importan!e o2
regi(ter and al(o provide( opportunitie( 2or
(pea$ing pra!ti!e.
S"#$ "&'
@!tivity 2or li(tening to the video and
imagining the pi!ture.
#hi( te!hni1ue provide( pra!ti!e in
de(!ri:ing A identi2ying thing( or people, :y
their de(!ription and 2ollowing an oral
de(!ription o2 (omething.
)ATCHERS
A$
&ISTEERS
4ere, hal2 the !la(( wat!h the (!reen and the
other hal2 li(ten. #hen the wat!her( e9plain
to the li(tener( what they have (een.
#he a!tivity provide( pra!ti!e in (pea$ing,
o:(ervation and a!!urate reporting. -
TE&&I!
THE
ST"R'
)earner( wat!h the end o2 a video (e1uen!e
and try to !on(tru!t the (tory that led up to
it. #hen they wat!h the whole (e1uen!e to
(ee how !lo(e their (tory wa(.
#hi( a!tivity i( de(igned to (timulate oral
and written !ompo(ition.
C#&T#RE
C"0%ARIS"
)earner( 2o!u( on di22eren!e( and
(imilaritie( :etween the mother>tongue
!ulture and the !ulture o2 an 0ngli(h
(pea$ing !ountry.
@llowing !ompari(on( :etween the learner=(
!ulture and the !ulture o2 the language :eing
learned i( not only valua:le in it( own right,
:ut it al(o ma$e( learner( aware o2 their
own !ulture. 6t i( a u(e2ul (timulu( 2or !la((
di(!u((ion too.
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