Video-Audio Materials in the English Classroom

By: Mashael Al- Salem

Video-Audio Materials in the English Classroom

“One picture is worth one thousand words[1].”

_{An (1946)}

Whenever I ask my students what they have done during the weekend, most of them say that they have watched a movie in a video or watched TV. Televisions and videos become part of our daily lives- they offer us a myriad of ways to hear news and information, to keep up with recent services and commercials, to provide fun and entertainment and to help us learn. The role of TV and videos in learning and education is not newly introduced. During the revolution of technology and its use in language teaching and learning, particularly the use of computers and digitizing systems, TV and videos were the first to manifest their way in the field of education. The Midwest Program on Airborne Television Instruction (1961, P 4) have stated that “During the past ten years schools and colleges have been discovering that television can make a real contribution to the educational program. They have found that it can be used in many ways to meet the modern educational problem…”

And since we are living in “a visually oriented world” (Stoller, 1990, P 62), videos and TV have pull their stocks in the ESL/EFL context, and their shares become quite profitable. In this paper, I shall refer to the use of videos and TV in the classroom as video-audio (seen and heard) material integration. Video-audio material(s) may include documented films, TV programs, movies, series and other materials that combine motion picture with sounds. Although many video materials are available in the market, yet, many teachers are reluctant to use them in the language classroom. I will attempt in this paper to discuss the usefulness of video-audio material in teaching and learning English, the challenges you may face in carrying out this task and a plausible solution to the video-audio obstacles. I will also refer to the right way to ingrate the video-audio material in the English classroom. In addition, I shall reflect upon my personal experience in using video material in teaching English speaking skill.

Why Using the Video-Audio Material?

Most educators and teachers regard visual and auditory aids as valuable tools in English Language Teaching (ELT). By combining these two aids into one aid or tool the value has become even greater. The merits of using video-audio material in teaching are touchable and undeniable. If you have doubts about why you need to use video-audio material in your classroom, I have listed reasons and benefits collected from educational experts to vanquish your suspicions about the effectiveness of this tool in ELT.

1. Video materials (films) are accessible English language products available to EFL students (Voller &Widdows, 1993, P 342).

2. Video-audio material is “a continuing source of listening material especially for countries where the opportunities to meet people who speak English may be rare” (Benda, 1982, P 21). The Midwest Program on Airborne Television Instruction supports this point strongly. It has stated that “television helps students acquire good listening and viewing habits” (1961, P 13). I may add that since good listeners are good speakers the video material will eventually help students to be good speakers.

3. According to Stoller (1990, P 62) “films and later videos bring authenticity, reality, variety, and flexibility into the second- language classroom”. To build upon this point, Kritzer (1976, Introduction section, xix) stated that “television can bring liveliness and immediacy to education that no other medium can provide”. This simply means that videos reflect real world environment since they combine seeing and listening together. They also provide a derivation from conventional classroom to more exciting learning atmosphere.

4. Videos and films are excellent instruments to present “the country and its culture” (Allan, 1985, P 19). By the country here we mean the American or the British country. This indicates that video-audio material helps to cross cultural boundaries and understand how other people live, act and interact based on their beliefs and values. And as Burt has stated (1999) “They (videos and films) can provide a realistic view of American culture.” which our students need to obtain since we all know that learning a language is learning the culture of this language.

5. Video materials are considered kind of visual aids that “provide added incentive to learn and are interesting for the students” (Finocchiaro, 1968, P17).

6. Video materials and films “can be used to create both imaginative and skill-developing activities (and) to teach language function” (Voller &Widdows, 1993, P 342). This is most useful since the trend of education is toward language communication and language integration. Videos, as a matter of fact, present us with an excellent source of how language is used in every day communication and how it is used to fulfil and convey one’s need.

7. According to Dewing (1992, Introduction section, ¶ 1), “video can act as a catalyst for thinking, inspiring (students) to learn”.

8. Videos and TV programs help immensely in developing literacy without resolving to books (Arnove, 1976, P 203).

9. Video materials encourage and support the various learning styles (Gunter, Jones & Moss, 1991, P 10). Because of the seen-heard feature in videos, students with visual learning style and those with auditory learning style both will be satisfied with the presented material. Even kinesthetic learners, those who learn through motion and physical action, may find some sort of comfort in the video material.

10. The video-audio material offers aids and guidance in the learning process. These aids and guidance, according to Duke (1983, P 23) “are often most effective when transient and accompanied by spoken and pictorial explanation so that they supplant or support the learner’s own mental imagery”.

11. Last but not least, the equipments needed are not hard or expensive to afford. You do not need a language laboratory or a set of devices to each student you have in the classroom when you plan to introduce a video material. Equipments needed for introducing video-audio material are discussed in Before You Start section (see the basic hardware).

Today, videos, films and TV are not only part of our daily activities, they have become part in our education and learning whether inside classrooms or outside of them. Educators and teachers, nowadays, recognize the value of using TV and videos in teaching, especially ELT. Through inspecting the various benefits listed above, you and everyone else will acknowledge the big role TV and videos may play in your classroom.

Obstacles and Challenges

Regardless to the advantages and characteristics attached to the video-audio material which tempt both the teacher and the student to be more drawn into the educational process, it is not without flaws. Using videos is a challengeable task. It involves commitment, consideration, and careful planning. There are a number of reasons that make teachers, English teachers in particular, hesitant in using videos and TV in their classrooms.

The first problematic issue arises from the difficulty in locating suitable material. Benda (1982, P 21, ¶ 4) has written that “native… professional tapes are (not) available all the time. And available tapes do not always contain subjects appropriate to the needs and objectives of a particular group of learners.” In addition, “authentic videos may contain language, content, or themes that are controversial, or even inappropriate to the adult ESL classroom” (Burt, 1999). There are millions of videos and films that the teacher needs to choose from, to inspect and to preview before introducing the material to the students.

The selection of appropriate videos presents another obstacle. This process of selection and evaluation is time consuming. Burt (1999) has said that “It takes time for the teacher to preview and select authentic videos and then to prepare activities for learners.” The teacher, as a matter of fact, may need and spend even more time in explaining unfamiliar cultural and religious concepts. This obviously will cause interruption to the flaw of ideas, confusion and diversion from your course objective path.

In addition, the use of authentic videos in ELT will expose English learners to slang and informal language. This will be hazardous to your course objective that demands students to acquire and produce formal language. Inseparably from this point, we will find authentic videos presenting us with inappropriate verbal and physical expressions (body gestures). Besides that, authentic videos mostly include music. This musical aspect, in particular, is not accepted in my country, KSA.

Finally, I may say that videos and TV may cause physical problems. We usually present videotapes in a room with dim light or in a dark room to make movie images clearer. When the show is over, we switch on the main light. This may cause harm to sight. Moreover, it is scientifically known that watching TV or videos continuously for more than 15 minutes may lead to numbness in the brain activities and may weaken attention- students may take time to respond and get back to reality. Regarding this specific point, I will say that videos create an atmosphere that allows for daydreaming. Some students drift away when watching the big screen. This will cause students to miss the whole point of the video.

Your Way Out

Every problem has a solution(s). Obstacles in integrating video-audio material in ELT may be overcome easily with little determination and for-planning. If you intend to apply video-audio material in your class but worry about where to find suitable videos, the following suggestions may ease your worries.

- Choose materials especially designed for ESL/EFL. There are a lot of videos produced to meet your intentions and objectives (see Appendix A).

- Edit videos and materials to your liking. The editing, as Salah El-Araby has suggested, may be done “to suit the proficiency level and varied interests of the learners” (1974, P162). You may copy films, movies, series…etc from one tape to another taking out inappropriate scenes and events in the process. If your material is on a compact disc (CD), you may use Windows Movie Maker program to select the scenes you need only. However, make sure that you heed to copyright terms and conditions.

- Contact local production agencies and ask them to edit the videos you have selected. These agencies are well equipped and can take away music tracks and inappropriate events, gestures and words. Again you have to gain permission from original production companies before you change the videos.

- Prepare yourself in advance. Decide on the materials you wish to use in ELT and see if you can get them before the term starts. This way you will have chance to evaluate the stuff, to think of the right ways to present them, and to write suitable activities on them.

- Make your own movie. If you are talented enough and you have what you need for the task, you can develop and create your videos. You can do this even without using real video materials. It is possible to construct PowerPoint slides with pictures and texts and then import them to the Windows Movie Maker. The program will present the slides as a motion picture. I recommend this way for two reasons. First, you do things the way you see fit- choose pictures, sounds and texts. Second you can present written text in the video slides. In this way, you will combine two skills: reading and listening. And this skill integration will hopefully lead to better learning.

Before You Start

Kritzer wrote that “education is a truly cybernetic system, in which three complex (agents) …are coupled, namely the student, the teacher and the environment” (1976, P 4). To get the outmost results from the video-audio material, the material has to meet the expectations of the first two agents and has to be suitable for the third agent. This means that a teacher who wishes to use videos has to convince him/herself of the usefulness of the video-audio materials used in the class, and it is used to play a role in the learning process and not just to fill free class time. Also learners have to be ready knowing what they will be seeing and what they need to do afterward. Teacher’s enthusiasm and learners’ readiness are not quite enough. The environment in which the task will take place has to be set. This involves providing the class with the essential equipments and requirements (see The basic hardware).

The basic hardware.

In order to present video-audio material in your classroom, according to Allan (1985), you need to have the following hardware:

· A videocassette recorder (VCR)

· A television receiver or a monitor. The television has the capacity to accept video signals in addition to receiving television signals. The monitor, on the other hand, receives only video signals.

· If the video is on a CD, then you need a videodisc player or digital video device (DVD)

Naturally your classroom has to have an electricity socket to plug your devices in, and make sure that the input of your devices matches the socket input power. You need of course a table that is high enough so all the students can see the show, “every student must be in a good viewing position” (Cochran & Kieffer, 1955-1962, P 213), and strong enough to hold the TV set and the VCR or DVD. It is possible to replace the TV set or the monitor with an overhead projector. The projector is more effective in the sense that you can move it “to obtain the appropriate image size (and you can connect it to) an extension speaker or headphones” (Brown, Harcleroad & Lewis, 1977, P 394 & P 407).

General guidelines.

As I mentioned before, to introduce video-audio material in your teaching, you need to decide on the material. Voller and Widdows (1993, P343) give us few hints on video material selection making. These hints are:

- avoid films with a lot of dialects;

- avoid long slow-moving films or ones full of monologues;

- avoid films that assume detailed background knowledge of a subject or culture, which the students do not have;

- choose films with strong story line;

- choose films with clearly drawn main characters.

I may add my own hints, and these are:

- Do not use subtitled films or video material, especially if the subtitle is provided in the students’ native language. Native language subtitles distract the students from listening to the target language spoken in the video material. Students will be busy reading what is said rather than listening to it.

- Make sure that the images are visible and the sound is clear.

- Evaluate the films and the students’ reaction using a standard checklist (see Appendix B).

In the ESL/EFL Classroom

“In EFL setting, where authentic materials are scarce and students are rarely exposed to the natural pace of native speakers of the target language, (the video) can be valuable source of input and highly relevant to language acquisition” (Bedjou, 2006, P 28). For example, “a student who is having difficulty reading Carlotte’s Web can watch a tape of the movie based on the book and participate in (the class) discussion” (Dewing, 1992, P 4). This is but one example of how video-audio material can be put to use in an English reading class. As a matter of fact, there are a number of teachers who implemented the video material in their English classes and were satisfied with the output. Below is a brief history on how some of these teachers did it.

John Scacco (2007, P 10) had used a movie as part of his EFL class. He used To Kill A Mockingbird, which was based on the novel by Harper Lee, to encourage his students to talk and discuss variety of themes. From what Scacco had written, I would say that the video was intended to develop students’ English speaking skill. The movie, as Scacco said, was presented to university students in Morocco, and the movie dealt with different issues in the US (e.g., racism, poverty, discrimination based on ignorance…etc). What Scacco had remarked was that during the show, he had “one hundred young people (who) sat quietly for two hours, applauded (when the show was over), and asked questions and discussed issues raised by the film”. Students showed interaction and curiosity to know more about the issues of racism and poverty.

Carlos Mayora (2006, P 17) used what is called the video station. “At the video station students work on vocabulary building and listening comprehension exercises from recorded news reports, movies, song clips, and documentaries.” Activates were designed based on “video segments that were selected from programs of topical interest to the student”. The exercises on the video materials were given before, during and after the show. The “previewing activity” included general discussion with the students to check their knowledge of the topic going to be presented. The “viewing activity” involved “answering multiple choice questions, filling in the blanks, drawing inferences, and listening for the gist”. The last stage is the “post-viewing” where students were given the chance to comment on the show and to express their enjoyments or objections.

Walter Fangl (1966, P 13) used films in English teaching. He wrote that:

(He) presented a series of ten programs for beginners of English produced by a British team in Stockholm under the title “This Is English”. The films were all in English, and each ran for about 14 minutes…. (He) introduced each program by explaining the new words, phrases, and grammar, and after the program (he) reviewed the material by doing some phonetic or pattern drills.

According to Fangl, students liked the films because “they were humorous as well as instructive”. His students’ response was so positive that it encouraged him to use other films and programs.

My personal experience.

I am a Teaching Assistant at Al-Karj Health Institute for Girls. I teach English language for undergraduate students specialized in the field of nursing. I am a big fan of movies, films and TV programs. And when the chance of using videos in my English classes, especially in teaching speaking skill, crossed my path, I seized the chance and did not hesitate at all. Where I work, I have a language laboratory that contains all essential devices (e.g., TV, VCR, PC, overhead projector, transparent projector, individual headphones, and loud speakers) that facilitate learning and teaching. I also have my personal laptop that I can use in the lab or in the class. Since I have different kinds of technology, I am expected to use them to achieve the outmost results. During my teaching I used what I have basically in teaching listening and medical terminology but not in my speaking classes.

My English speaking classes usually run in the traditional way. I either suggest a topic and have a general discussion, students present topics individually, or they come in groups and each group performs a scene or play a role. However, due to the low linguistic level my students have, their weak unclear and sometimes incorrect pronunciation, and lack of participations from some students, I am rarely content with my speaking classes and with what my students present. Therefore, I decided to introduce video-audio material during the speaking class. And because my speaking class is a two-hour course that is given in one day every weak, I have plenty of time to present the show and held a post-view discussion.

My first video-audio material was medically oriented. The video was a medical program on how to perform CPR, cardiopulmonary resuscitation. This tape was available at the institute library to be used in Fundamentals of Nursing course. The video was 20 minutes long, highly instructional, with no musical tracks and with clear colored written texts. When the show was over I gave my students worksheets to answer. After the task was finished and the students took off their headset, big boom of remarks started (in their native language), and students began to talk to one another about what they have seen. After a while the talk calmed down, and I soon started to ask questions directing the discussion to be done in the target language. My questions were simple and clear and some students answered with the help of the worksheet. Later on I used two video tapes: one on burns and the other on the human skeletal system. Results from using these videos were inferior to the first one because the terms used in the videos were very highly medical and hard to remember.

To change the mode of the videos presented I chose to present various episodes from the ER series. I recorded four episodes from the Saudi Arabia Television Channel 2. The episodes were not subtitled and edited to suit all kinds of viewers. I would say that my students enjoyed the show extremely and mostly all students participated in the discussion and were eager to express their point of view regarding what they have seen. Even students who never commented on the previous videos fall into the discussion either by nodding with agreement about what is said or saying simple words to indicate their opinions.

Toward the end of the semester, I have purchased a documental film titled Deep into the Ocean. The film was produced by VideoMaster Production Company and was subtitled. The use of this video was a failure in comparison to the other video presentation. Some students took off their head set and refused to listen because of the musical feature embedded in the material. Those who continued watching told me that they were busy reading the Arabic subtitle.

Recently I have performed a micro-teaching lesson in one of my master courses, and in my lesson, I used a video clip at the beginning of the lesson that lasted only 15 seconds. My colleagues who acted as my students during the micro-teaching expressed their content and enthusiasm in the use of videos in the teaching session. Also, my supervisor commented positively on how the clip was shown and integrated into the lesson.

I am a big supporter of using video-audio clips in teaching English in our classrooms. I strongly believe that if the right materials are shown and presented correctly in the class, great results will yield out. The preceding discussion has dealt with the use of video-audio material in ELT. I have attempted to pinpoint the effectiveness of video-audio material in teaching and learning English. I have also presented a number of advantages in integrating this technique into the teaching process and discussed some of the obstacles faced in carrying out this task. In addition, there are some suggestions to overcome the difficulties you may encounter in presenting video shows. There is also a brief history regarding teachers who used videos, films and TV programs in their ELT classroom. Finally, I have discussed and reflected upon my personal experience in using video material in teaching English speaking skill.

Appendix A:

Below are two lists of videos and films published for ELT. The first list contains some items that have been selected and adopted from Allan’s list (1985, Pp 106-112). The second list is adopted from El- Araby (1974, P 187).

List 1

Title: The Adventures of Charlie McBride

Publisher: Formavision (only available in France and Spain)

Components: Video – 180 minutes, 1 C90 audio cassette, Booklet with script,

exercises and teacher's notes.

Language Level: intermediate

Age Range: secondary / adult

Title: Britain Now

Publisher: Mary Glasgow Publications

Components: video – 71 minutes (3 videocassettes)/ scripts

Language Level: intermediate / advanced

Age Range: secondary

Description: Documentaries about three aspects of British life – roads, sports and

animals.

For class use.

Title: Comedy Time

Publisher: BBC English by Television

Components: video – 120 minutes (4 x 30-mintue programmes) Book of scripts and

teaching notes

Language Level: near-beginners/lower intermediate

Age Range: secondary / adult

Description: Four comedies, with dialogue written to feature controlled language

items. Most of the material is taken from Follow Me (see below) where

each story appeared as short episodes running through a series of

programmes. For broadcast or classroom use.

Title: Double Act

Publisher: Mary Glasgow Publications

Components: video – 15 minutes/ Teacher's notes/ Student's workbook/ Audio

cassette/ Slides

Language Level: upper intermediate

Age Range: secondary/ young adults

Description: A group of teenagers in a London comprehensive school organize an

end-of-term concert

For classroom use.

Title: The English Teaching Theater Video

Publisher: Heinemann

Components: video – 30 minutes (1 videocassette), Links to the language course

Further Off- Stage, Teacher's book, Student's book, Audio cassette

Language Level: students with about two years of English

Age Range: secondary / adult

Description: Video recordings of a selection of the best sketches performed by the

English Teaching Theater. Each sketch is built around language items

commonly found in an EFL syllabus and featured in Further Off-Stage

so that the video and audio cassettes can be used interchangeably.

For classroom use.

Title: Famous Authors

Publisher: Filmscan Ltd

Components: video – 125minutes (4 programmes)/ Background notes

Language Level: advanced

Description: An introduction to four literary figures: William Shakespeare, Charles

Dickens, D.H. Lawrence, George Orwell.

For classroom or individual use.

Title: Here We Come

Publisher: Filmscan Ltd

Components: video – 60 minutes (5 episodes)/ Active viewing guide

Language Level: elementary / lower intermediate

Age Range: 12 – 13 years

Description: Adventure stories featuring three English children.

For classroom use.

Title: It's Your Turn To speak

Publisher: Filmscan Ltd

Components: video – 120 minutes (20 lessons)/ Student's book/ Study guide

Language Level: elementary / 'false beginners'

Age Range: secondary / adult

Description: Dialogues and some documentary-style sequences present language

functions and structures. Video exercises prompt student production of

language.

British and American English sections.

For self-study or classroom use.

Title: Let's Watch

Publisher: Filmscan Ltd

Components: video – 70 minutes (9 units)/ Audio cassette/ Student's book/ Teacher's

book

Language level: pre-intermediate / intermediate

Age Range: secondary / adult

Description: each unit presnts a language structure and function within a complete

story. The stories center on everyday events in the lives of two British

families. A variety of topics is also introduced in documentary-style

sequences. Video-cued exercises and silent viewing sequences provide

language practice.

For classroom use. A separate self-study version is also available.

Title: On We Go

Publisher: BBC English by Television

Components: video – 7 hours 30 minutes (30 x 15-minutes programmes)/ 3 audio cassettes/ 3 students' book/ Teacher's note

Language Level: elementary / near beginner

Age Range: secondary / young adults

Description: features language structures within a story about the daily life of four

young people in London. Video cues for student listen/repeat.

For broadcast or classroom use.

Title: person to person

Publisher: BBC English by Television

Components: video – 60 minutes (10 x 6 minutes)/ Students' book/ Teacher's manual

Audio cassette

Language Level: intermediate

Age Range: late secondary/ adult

Description: the video covers part of a day in the life of more than a dozen people in

a variety of settings that are likely to be relevant to students. Controlled

dialogue presents chosen language functions in operation.

For classroom use.

Title: speak Easy

Publisher: BBC English by Television

Components: video – 60 minutes (14 sketches)/ Audio cassette/ Teacher's manual

Students' book

Language Level: intermediate

Age Range: secondary / adult

Description: mime sketches present social encounters and transactions. Several

language functions are mimed in the course of each sketch. Designed to

lead students to identify the communication needs of the participants

and to discover appropriate language. Can be used to teach other

languages.

For classroom use.

Title: Television English

Publisher: BBC English by Television and the British council

Components: video – 3 hours (6 x 30-minutes videocassettes)/ Teacher's book

Language Level: upper intermediate/ advanced

Age Range: secondary/ adult

Description: extracts from BBC television archive material selected for use in

English Language Teaching. Accompanied by detailed suggestions for

use in the classroom. Each videocassette contains six extracts. They will

appear singly at about six-monthly intervals.

For classroom use.

Title: Visitron: The Language of Presentations

Publisher: Longman

Components: video- 120 minutes (2 x 60 minute cassette)/ Teacher's manual

Language level: intermediate

Age Range: secondary / adult

Description: The course features an independent consultant's presentation to the

board of a company which is experiencing severe trading problems. The

presentation is then segmented into units which form the basis for

intensive classroom work.

For classroom use.

Title: We Mean Business

Publisher: Longman

Components: video – 60 minutes ( 14 x 4 minute sketches)/ Viewer's hadbook

Language Level: 'false beginners' / pre- intermediate

Age Range: late secondary / adult

Description: A collection of amusing sketches using the same office situations and

language syllabus as the We Mean Business coursebook. It can be used

as an extension to this course or as a free-standing video-based course.

For classroom use.

Title: Your Life In Your Hand

Publisher: Longman Inc.

Components: two videos: Level 1 has eight episodes; Level 2 has seven episodes

Students' book for each level/ Teacher's manual

Language Level: Level 1 is for high-beginning students

Level 2 is for low-intermediate students

Age Range: secondary / adult

Description: This two level course is a romantic comedy about four young people

starting out on their own. Told in 15 episodes, the course covers both

functional and structural items. Each episode is preceded by a silent

version to prepare students for the sound version.

For classroom use.

List 2

Teaching English as a Foreign or Second Language

Find A word: British Instructional Films. Beginners to intermediate. (Black and White, 24 minutes, silent.) Notes.

Speaking English: British Council/C.O.I. Intermediate to Adults. (Black and white, 5 different tapes, 20 minutes each.) Teaching notes and scripts.

Susan's Birthday: Boulton-Hawker and NCAVAE. Intermediate. (15 minutes, sound film in color and a mute version.) Notes.

View & Teach: BBC and British Council. Teacher training. (24 different films.) Textbook.

What Happens Next?: British Instructional Films. Intermediate (12 silent films in black and white, 3 minutes each.) Teacher's notes.

What's the Price? What's the Time?: British Council/C.O.I. Intermediate. (2 black and white films.)

Walter & Connie: BBC TV Enterprises Ltd/British Council. Beginners to adults. (39 programmes, 14 minutes each.) A textbook and records.

Appendix B:

Here are two forms of worksheets that you can use to evaluate you material before, during and after the video show. The first worksheet is adopted form Av Instructional Technology Manual for Independent study (1977-1973, P 102). The second worksheet is taken from the Midwest Program on Airborne Television Instruction (1961, Pp 28-29).

Worksheet 1

Name________________________________________________________________

Course___________________________ Date_______________________________

Appraising and planning to use filmstrips

(You may copy this form to do this exercise.)

Title___________________________________producer_______________________

Sound___ Silent___ No. of frames___ Color___ b and w___ production year___ Study guide? Yes___ No___

1. Give a short description of the filmstrip content.

2. For what grade level(s) is the filmstrip suitable?

3. For what subject fields and unit topics would it be useful?

4. For what educational purposes would this filmstrip be useful?

a. To:

b. To:

c. To:

5. For what group size would the filmstrip be appropriate?

Large group? Small group? Independent Study?

6. Describe briefly how you would use the filmstrip with your class:

a. What key words or terms must be understood before viewing the filmstrip?

b. If you were to show the filmstrip to a large group, what would you say and do to introduce it?

c. What key questions should be answered by students who see the filmstrip?

d. In what activities might students appropriately engage while viewing the filmstrip?

e. What additional student activities might be generated by seeing this filmstrip?

7. Describe briefly how you might evaluate the outcome of showing this filmstrip to your class.

Worksheet 2

I. TEACHING

1. Central purpose of lesson: clear________________ Not clear_________________

Comment:__________________________________________________________

2. Development: Step by step________________ Disorganized_________________

Comment:__________________________________________________________

3. Summary: Effective_______________________ Weak_____________________