Keeping  the  Screenagers  Happy  

Ben  Goldstein  

You  Tube  teen  videos  :  New  genres  

Videoblogs  (Vlogs)  incorporaAng…  •  “Haul”    (shopping)  •  How-­‐to  (e.g.  DIY  decoraAons)  •  “Draw  my  life”  

•  Prank    •  Beauty  (e.g.  hairstyle  ideas)  •  React  (clip  with  people  watching  other  clips)  •  Tours  –  ciAes,  rooms,  etc.  

 

We  are  part  of  a  global  visual  conversaAon    

72  hours  of  fresh  video  uploaded  every  hour  

 

800m  visitors  watching  videos  every  month    

 

I’m  not  Cool:  Kevin  Wu  7.2  M  views  /  44.500  comments  (8/2011  -­‐  present)    

www.educanon.com

Language  Focus   Skills  PracAce    

SAmulus   Resource  

Uses  of  video  

     The  Role  of  Video  

Before  

•  Exploited  as  audio  (focus  on  comprehension  only)  

•  Not  integrated  into  other  skills  or  language  work  

•  Seen  as  light  entertainment  

•  Consisted  of  inauthenAc  material  specially  prepared  for  learner  (overly  scripted)  

Now  

•  Visual  dimension  exploited  •  Integrated  into  coursebooks  

&  programs  

•  Seen  as  a  sAmulus  to  or  culminaAon  of  other  tasks  

•  Consists  of  authenAc  material  and/or  genres  which  learners  produce  themselves  

 

The  moving  image  for  

language  focus:    ignore  the  visual  

The  moving  image  as  sAmulus:    embrace  the  

visual  

The  moving  image  for  skills  

pracAce  :   extend  the  exploitaAon  

DabbawallasIN JAPANUnit 6 Video 6.3

BEFORE YOU WATCH 1 Look at the pictures from the video. Match them with the correct words.

dabbawalla lunchbox Mumbai traffic

1. 2. 3. 4.

2 Complete the sentences with the words from Exercise 1.

1. is a big city in India.

2. Big cities always have a lot of .

3. A takes lunch to people in India.

4. People put food for lunch in a .

WHILE YOU WATCH 3 Watch the video. When do you see these things? Write numbers 1 to 5.

1. A man on a bicycle

2. A man in a kitchen

3. A map of Mumbai

4. A man in an office building

5. A lunchbox with rice

4 Watch the video again. Circle the correct answers.

1. The girl’s brother / cousin works in Mumbai.

2. He takes lunch / breakfast to people.

3. A lot of people in India like hot / cold food for lunch.

4. There are about 4,000 / 40,000 dabbawallas in the city.

5. The job is easy / dangerous.

AFTER YOU WATCH 5 Work with a partner. Take turns asking and answering the questions.

Where do you eat lunch?

What do you usually eat?

Who makes your food?

What is your favorite lunch?

I usually eat lunch in the cafeteria at my school.

Unit 6 | 83

The  moving  image  as  resource    

 as  means  of  instrucAon  &  

source  for  creaAon  

 

  Tornadoes. Terrifying. Dangerous. Deadly. Every year, tornadoes kill about 60 people and do millions of dollars of damage in the United States of America. For the people of Dixie Alley, in the southern part of the US, tornadoes are a part of life.

  These scientists research tornadoes. They are called ‘Storm Chasers’. They knew that the 27th of April 2011 was no ordinary day in Dixie Alley.

  They want to drive their special car into a tornado to study it. But first, they have to find one.

  F5 tornadoes have winds higher than 400 kilometres per hour. This one is over a kilometre wide. It’s too dangerous to drive the car into. But they can still help the people of Dixie Alley.

  The tornado crosses the road.   The team watches, but there is nothing they can do.

Conclusions  

•  Explore  the  visual  sAmulus  of  video  •  Experiment  with  genres  and  sources    •  Engage  learners  with  moAvaAng  topics  through  video  

•  Exploit  video  as  a  launchpad  for  /or  the  culminaAon  of)  other  skills  &  language  work  

•  Empower  learners  to  make  their  own  videos  and  provide  classroom  input