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The videos are very engaging and I believed that having an interesting video which is age appropriate will help our SEN students.

The Queen of Grammar videos series are very entertaining. I never knew learning grammar can be so fun. Humour is a great way to keep the audience entertain. I can relate it well because of it’s local context but because of the local context, I also need to be mindful when communicating it with my students. It is important to speak good English as an AED LBS because students tend to replicate things that we say at times.

The 74 Shmoop videos are good for visual learners. There are a lot of animations. It provides useful tips on how to differentiate the commonly confused words and the usage of each word. I find that these videos can be used to teach my students in the future as it is easy to understand the concepts.

Using movies to teach a lesson is also useful. My colleague used to teach Physics using X-men video. I’ve never explored what movies will be good to teach English lesson but I know that I should be able to get snippets of the movie which will be useful when teaching my SEN students.

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Reflection from the resources.

1. Queen of grammar.
The videos from the series are funny to me because of the puns they use  around the English words.

I feel to use the videos in the lesson, there should be a given context. There is a need for explanation on what had happened in the video because some parts of it can get confusing especially for children.

2. 74 Shoop Videos
The same as how the Queen of grammar series. The 74 video is a good playlist that can be use to teach certain topics.

3. Learning from Videos
Ready made lesson plans

4.  Article on how movies work for secondary school students with special needs.

I like how the author of the article shared the lesson flow of using a video to teach.

Pausing at the right moment of the videos after a scene to ask a question. The questions should be easy to respond and held at a conversational approach to the whole class. Students open up and readily shares their idea because of the context the video has created.

5. Learning English through movies.

Purposeful in using videos to teach:
Choosing the right movie to use as an example to teach meanings. The selected movie has to be interesting. It has to be aim to make students understand. There has to be lines that is teachers can use and explain.

Overall
The most important take away has to be from the article where it mentions teacher can use movies to teach but the videos shown should be as short as two minutes and no longer than fifteen minutes. It should be aim to highlight the skill that the students are trying to practice.

In using videos, we learn how native speakers, British or American sounds like. Personally, I used videos to learn back when I was studying literature. Although not encouraged by my literature professors, by watching the films I was able to further reinforce what I have read. I remember that literature was hard for me but my interest is what kept me going. The books were thick, 19th century was a bit hard to visualise, even more so stories from the famous playwright, Shakespeare.

I think using videos is an excellent way of conveying certain skills that students need to acquire. I feel video modelling is one of them. In using videos I need to be mindful of the selection. The important aspect is to identify the skill to highlight in the video and able to provide the explanation for the student to link the ideas.

I foresee that I will be using the resources in sections of my lessons such as tuning in. I think a two minute video is an excellent way to start of a session.

Thank you Dr. Liz, I will be adding these resources into my inventory.

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Queen of Grammar
1. Fun way to introduce grammar to the pupils. Though the videos are short there are many examples of grammar rules in each video.

List of 74 Shmoop Videos on Grammar
Will add this to my bucket list for my pupils to learn during withdrawal sesions. There are many examples of grammar usage and quite a number of which I myself am not aware of. I am also learning from these videos.

Watching movies is an excellent way to improve English, grammar and pronouciation, as the actors are native English speakers. Turning on the subtitles in English will help those who are weak in English to listen to and check with what is on the subtitles.

Good resources! I will share these resources with my colleagues too in the school. Thank you Dr Liz!

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I would love to use the Queen of grammar videos! I love that it not only uses humour but it is also relevant to our local context. Students will get to learn about the difference between present perfect and past perfect tense, prepositions and other foundations of language but in a more fun way. I believe students generally dislike learning the structures of language in a very technical manner because it can be boring, and confusing. Hence, videos are one way I intend to use to inform and engage my students.

Shmoop will be a great addition to teach language and literacy. They have been simplified in a way that caters to the needs of all students, especially some of our SEN students. Thank you for sharing these resources with us Dr. Liz :)

An alternative could be that incorporate video modelling into our lessons or role play with students after introducing a concept. Actively engaging them will allow them to retain the concepts they have learnt.

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The videos uploaded are definitely a good source to be used for teaching students language. Back then, when I was in primary school, I do not recall my teachers using videos to teach language. I wish that they had done that then.

The use of video in classrooms can facilitate the students to get more interested in learning and at the same time, enhance their communicative competencies.

Queen of Grammar series is very engaging and funny. The information is succinct and to the point. Humour is a useful tool to arouse students' curiosity and engagement.

Shmoop videos are a useful tool to teach students grammar and vocabulary. These videos are short and simple to understand. It is a good way to clear certain misconceptions about certain words.

Students with SEN would benefit from learning with the use of videos and movies. It helps students who learn best visually and through auditory. As an AED LBS, I have to ensure that before using videos and movies to teach my students, I take into consideration the following points such as whether the video is interesting and engaging and are the students able to comprehend the content. Not all videos that are available online are suitable for our students, thus educators have to be mindful when choosing videos and movies for their class.  Chosen videos have to be age-appropriate.

All the videos are definitely useful sources that I would use in future during my withdrawal sessions as as AED LBS

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Key takeaways:

1. As seen in the Queen of Grammar series and the short videos by Shmoop, humour can be a very useful tool. These videos used humour to incorporate examples and non-examples, which will help students with remembering the rules, as well as the dos and don'ts. Short videos are also great for students who may be distracted or have a short attention span. The videos bring out main points which are iterated over and over again, thus helping with remembering.

2. Videos and movies are an excellent medium for multi-sensory teaching as it incorporates audio and visuals. For most movies, the students also get to see language being used in an authentic setting, and how language may very across different genres (e.g. science fiction vs documentary). The incorporation of subtitles may also help with the processing of these words and learning new vocabulary.

3. It is important to direct the students' attention to key features, especially in movies. In some movies, there might a lot of things going on at once and so it is important to zoom in on the key points so that the students do not get distracted. Selection of material is important as well, the movies need to be pitched at the right level and the content has to be appropriate.

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As a primary/secondary school student in the past, I recall wishing that my teachers would show us more videos during lessons. Now, as an educator, I have a better understanding that videos and movies are not just a form of entertainment during lessons, but should be carefully selected and used to enhance teaching and learning.

As Coencas (2007) mentioned, visual and auditory learners who have difficulty with printed text would benefit from the use of movies during lessons, since it builds motivation in learning by taking away the stress they may feel when having to learn through written/printed text. For example, grammar can be quite a “dry” topic for most students and even more challenging for students with literacy difficulties. However, using videos like the Queen of Grammar series or the Shmoop videos would not only engage and entertain older students, but also introduce common grammatical errors in bite-sized portions. I feel that using these videos would be an effective way of “hooking” students into the lesson, before scaffolding their learning of the technical aspects of grammar.

The lesson plans and tips from All at C and OTUK are also very useful and I’m eager to explore how I can use their suggestions in my teaching. One takeaway I had is that just like how we can choose different forms of text (novels, short stories, posters etc.) to build our students’ interest in language & literacy, different forms of videos (movies, short films, commercials etc.) can also be used capture our students’ attention and be expanded to reading or writing activities. For example, we could get students to consider the purpose of the video (narrative, persuasive, informative etc.) which would tie in with a writing activity. However, there is definitely the need to check for movie ratings and consider if the video content is age-appropriate for students, and especially when using YouTube videos, they might get deleted so it’s best to save them if possible.

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The videos are engaging and interesting. The videos have also made me realise that learning does not have to be from books only. We can tap on other platforms such as videos to teach a child. As a student, I have always enjoyed watching videos during lesson time. I feel that students enjoy watching videos. Thus, as an AED (LBS), I would like to use videos as part of my lessons with my students.

I like The Queen of Grammar videos as those videos teach specific skills. The videos are funny which makes them interesting and the videos are also short. The videos show us how to use tenses and countable and uncountable nouns correctly. I would teach these specific skills first before introducing these videos so that the students can understand the content in the videos.

The Shmoop videos are useful to teach children grammar rules. The videos can also be used for students who have common misconceptions. The examples used in the videos are clear thus students will be able to understand them easily. I feel that even younger students would be able  to learn from these videos due to the clarity.

Using movies might be more challenging than videos as movies are longer. Movies might also be more suited for older students as they might be able to understand the language used better as compared to the younger children. However, there are many considerations to take note of such as how much of time we have for the movie, and whether the movie is age-appropriate and whether there are subtitles available and whether there is a need to pause the movie at different points to check for understanding.  Movies can probably be used towards the end of the school term when we have more time to incorporate movies as part of our lessons.

On the overall, videos are a good way to engage students. As much as I would want to introduce videos in my lessons, I have to take into considerations that I have to teach the skills first before using the videos to reinforce the skills taught so that my students can understand the concepts better. I have to also ensure that the videos that I choose are age-appropriate for my students. I will also choose videos that are short to cater to students who have short attention span. Bearing all these considerations in mind, I will want to incorporate videos in my lessons.

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These are great videos that I can use for my withdrawal sessions in the future. Thank you Dr Liz!

ALL the videos were very entertaining with full of teaching points. I love watching all of them. I like how the actors used their acting skills to communicate the correct way of using good English and that they corrected it in the video at the same time. These videos can be use to reinforce students the proper use of English.

In these modern time, I find that Tv and videos are tools that most students enjoy. They tend to learn faster by watching things they see from Tv and Youtube videos. For SEN students, videos like this can be beneficial to them. I think that it can be a good tool to use as a tuning-in lesson during my withdrawal lessons with my students. It is a good way to capture the students’ attentions to spark excitement and curiosity in learning English. I can use these videos to teach vocabulary, different tenses, countable and unaccountable nouns and pronunciation.

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All the videos demonstrated how to use and learn the proper way to use the English language. And it can be a helpful tool to expose students to new vocabulary and use an appropriate structure. It reminds me of the short television episode called "Mind Your Language". This tv shows add comedy just like Queen of English. They are many other genres that promote good English speaking such as Toy-story and National Geographic documentaries.

By watching these videos, we can learn what words they use. Often they used words and phrases that we do not use commonly. We hear and learn how they pronounce the words, not only grammar and vocabulary. Watching English movies can enable students to improve their listening skills and develop their control of the English language by learning common everyday phrases that are especially useful to modern English communication.

By listening to authentic English speaking, students are more likely to understand actual speech in context. Additionally, watching movies puts vocabulary in context.  Now with modern platforms, we can strategise on the lesson in using subtitles in the videos. When not using the subtitles function, it helps learners improve their English skills and listening skills. With subtitles turned on it can increase the students reading speed and listening comprehension.

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The Queen of Grammar videos emphasised the importance of usage of proper tenses, countable/uncountable nouns, prepositions. For primary school students, they are likely not able to understand these videos. However, I can incorporate elements of what those videos showed, such as using concrete materials to present the concepts, using examples and non-examples, and elements of humour to keep the content engaging and relatable.

The shmoop videos are really effective in emphasising the differences in various grammatical terms. Their videos present concepts that I previously did not have a clear idea on how to teach, for example when one should use “farther” and “further”, and that “different from” is the term that should be used instead of “different than”. Another one that I recall was 'ate' and 'eaten', and although I could not find a video on it on their channel, I will be reviewing to see how I can adopt their methods to teach grammar rules.

For older students, movies are something I can use, as well as encourage class teachers to use in their teaching. I remember that I used to look forward to movie sessions in primary and secondary school whenever we finished year-end exams. Now looking back, I see how it can be used as a teachable moment, when it’s carefully structured prior to the screening. Questions I should consider are:

1. The suitable time to show the movie

2. Is it necessary to show the film in its entirety?

3. When and how to incorporate discussion time (in between scenes, or after the entire segment of the movie I wanted to show?)

4. Parts that I can replay, fast-forward or freeze-frame.

Movies, when used in carefully structured lessons, can help students facing low-self-esteem issues, or learn how to pronounce words more clearly. Given that we work with students with learning needs, many of them will feel less confident than their peers. As such, this would be a way I can utilise to help strengthen their self-image while at the same time targeting certain skills (e.g. language, concept, or behaviour).

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A big thank you to respectful lecturers for uploading all the useful interactive videos beneficial for teaching students in schools. As an AED(LBS), I will use this platform to teach my students who have difficulties with grammar.

Queen of Grammar

I think students will like to watch these 6 videos as to how I learn that grammar is important in daily life. These short videos convey important content and ideas that students may benefit from. As an AED(LBS), I will embark on teaching students of different tenses, countable and uncountable nouns. I will monitor and guide them on how they are applying this grammar when communicating with their friends. Over time, the students will be able to generalize it not only during English lessons, but when they are talking to teachers, parents and the public.

Shmoop Videos on Grammar

These 74 videos are useful for teaching vocabulary and grammar. Students will tend to be confused about using certain vocabulary words which have the same pronunciation. These videos will reinforce the students to use the correct vocabulary words based on the context. Thus, this delivery method of a multisensory approach generates interest in the students to learn effectively.

Integration of Movies in lessons

After reading the article on how the movie works, I recall back when I was AED (T&L) teaching maths of Proportional and Ratio chapters in my school. We start by introducing using movies and pausing along the way when needed while doing some activities. This strategy of multisensory I used was beneficial for ASD and dyslexics who do not perform well in Math. Now I have learnt the same strategy with various videos based on SEN students' needs. As an AED (LBS) I will take this learning point to apply it to my students with special needs.

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I know that most students prefer watching a video instead of just listening to a teacher speak about a content. From the videos that was shown, there were a few things that I feel I could use in the future as an AED(LBS).

Queen of grammar is a very interesting way to teach students grammar. Each episode has a clear rationale of the grammar they are teaching. If I want to use videos like Queen of Grammar, I must ensure that the student at least has the skills to comprehend the videos. I could use videos as a source of testing the student on their knowledge or as a way of sparking an interest to the lesson.

I would use movies to build on student’s vocabulary knowledge. Movies tend to be in proper English which will allow students to catch on the proper pronunciation of words. We do this by asking them to watch short video clips of movies and ask them to pick out a few new words that they learnt from the movie.

As some videos do not have subtitles, I feel that it is important that we ensure there are subtitles for the videos that we are showing to our students as some students may rely on sight more than auditory. Other than that, subtitles also allow students to record down the words that they are unsure of and clarify with us on the meaning of the word. I feel that videos give student a sense of ownership to what they have learnt watching it. However, as teachers, we must ensure that we check on their understanding and further build their literacy skills.

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Videos can be very helpful as a tuning-in to catch the interest of students. When it's used as a lesson development, it maintains their engagement; especially for learners with language and literacy difficulties.

'How to Learn English with Movies' mainly emphasize the importance of selecting an appropriate video/movie.

My personal favourite would be the 'Queen of Grammar' series as it is light-hearted yet the content is easy to understand.

Videos can also be used as a form of scaffolding - It meets the needs of our auditory and visual learners, then, the addition of subtitles will eventually help our learners with their reading.

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videos and tv are a tool that most children rely on during this modern era. They pick up things faster via youtubes and tv shows such as netflix, disney movie and more are some examples of media that are very well known among kids.
Many SEN students learn better thru visual and audio. These type of resources are very helpful during interventions.
I LOVE KUMAR, the grammar video is very useful, it capture the key element and it is not lengthy. to me, using humor is one way to get the message across.

From my personal experience, my senior AED LBS always starts her intervention with videos, videos related to the topic or lesson that will be taught. i realised students are more engaged with this technique.

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I find the videos attached in the lesson very interesting and eye catching especially for students that are disinterested in studying and intimidated by long comprehension text or thick books.

I found the queen of grammar series quite useful. The video wasn't too lengthy and is focused on specific topics such as tenses. This will be useful to retain the attention of the students. They also injected some humor which will make learning a more fun.

As for the idea of using movie to learn English, I found the idea compelling and worthwhile trying especially to auditory learners. Using movies and popular pop culture characters may grab the attention of the students making them more invested in learning. With our guidance, linking the movie to English, I feel it would be very useful. I have thought of attempting this however I haven't had the chance to thus far!

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When I was a kid, I was glued to the TV. I liked watching American drama series – Remington Steele, The Saint, The Man From UNCLE, etc. After that, I grew to love the British productions - hmmm, something about their accent makes the characters very attractive. I have watched My Fair Lady more than 20 times. I am also a big fan of movies, and I enjoy memorising lines so that I can use them in my conversations with friends (though I haven't got the chance to respond with the phrase "shaken, not stirred" yet).

So if you ask me whether learning English is possible through videos and movies, ABSOLUTELY!

The Queen of Grammar was over the top, but hilarious. It is great to see local productions getting involve to bring up the standard of English. SMOOP is an excellent resource to teach grammar, vocabulary, etc. as the videos are short and more importantly, engaging. I always believe that mixing humour and fun in our lesson make learning more effective (well, as long as the teacher does not get carried away, haha!)

Videos that come with lesson plans are a great help as it can get the teacher started. He can tweak and adapt the lessons to suit the needs of the class or what he is going to teach.

In summary, learning a language can be done using all forms of media - videos, songs, print etc. Teachers are spoilt for choice when getting ideas to conduct engaging lessons.

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Personally, video has always been my most preferred learning platform as a learner because it contains animation, pictures and graphics that help to aid lengthy and or difficult concepts. We can also tap on different videos of the same topic or concept to affirm the knowledge I retrieved from the first few videos. We can also pace our learning according to our comfort level. I am sure my students will feel the same too.

Things that I will consider when choosing a video for my students are to keep the video short and succinct. Even when the video is long, there are readily available functions on various platforms where we can specify the duration of the video to watch.

Shoomp video is great for ice breaking or for a-knowledge-a-day kind video. Similarly to the grammar video featuring Kumar as the Queen of Grammar.

Thank you Dr. Liz for the rich resources!

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The videos used in this E-learning session are engaging, especially the series 'Queen of Grammar' videos. The series of videos is very relatable to our context and it reminded me of my GP teacher who loves using drama elements in his lessons.

For students with SEN, the use of videos and movies will definitely be beneficial for them when learning language. When assessing the needs of our students, it is important for us to discover their learning styles. Videos and movies have a mixture of elements presented, such as text in subtitles, images and sounds. Both visual and auditory learners can benefit from learning through videos and movies. Other than learning language, the right selection of videos or movies can help students to learn other contents, such as values and history. By seeing and listening, learning is made enjoyable and memorable. Therefore, students will remember content taught better.

Lessons should be structured and aim to meet the objectives. It is important for us to remember to provide scaffolding when using movies in our lessons. In the reading, the writer broke down the lessons into different parts and inserting different activities in between to guide students. This is increase engagement and allowing students time to construct their knowledge by building on what they have already know. It is also good to inform student beforehand on what to look out for when using movies in the lessons.

The Shmoop videos are extremely helpful when teaching certain specific grammar rules. This is definitely something that I will use in the future when supporting students who are struggling to remember and understand grammar rules.

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The Queen of grammar shows common grammar mistakes that we make. Present and past tense; countable and uncountable, and collective nouns; wrong prepositions; singular or plural are parts of grammar that we need to master to speak and write good English. We can create real life situations (games/purchasing items/ asking for directions) in the community or neighbourhood where our students can interact with others and improve their speaking. Through these experiences, we can also spot common grammatical mistakes our students make and teach deliberately during withdrawal sessions.

Using Video Lesson Plans, we can engage students primarily and work on their language development. Videos creates memories and allows student to maximize retention. We can also connect and widen students’ vocabulary through videos. The curiosity and engagement to find out words and meanings while watching videos is developed through planned lessons and students are more likely to find out words and their meanings on their own.

Through movies, we can present information visually and auditory to students who do not have any prior knowledge. This helps students create impression and relate to what they will learn. We can also impart values and general knowledge to our students through movies. The accent of actors from different countries may be difficult for our students to decipher, therefore subtitles ensure they understand what they are watching. Eventually, subtitles as a scaffolding can be removed as the listening skill of our students improve.

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Short clips, videos, movies or even adverts can truly make words come alive. Reading can be a daunting task for some of our students with special needs. Using videos or certain scenes from movies can give them a visual representation of when they heard the word being used, how was it being pronounced and in fact, if the subtitles were on, how the word looks like.

Like what the article on ‘How to Learn English with Movies’ mentioned, the trick really lies in the selection of the video or movie you plan to show. It should be something age appropriate, enjoyable and for some, even impactful. If I were to use movies, it might probably form the body of my lesson, as it will take some time to dissect and teach explicitly what was being seen and heard from the video. I can choose certain scenarios for the student to learn the pronunciation of words from (it can be a dialogue or a narration etc), or the tone and also meaning of new vocabulary.

The ‘Queen of Grammar’ series would be a good filler to show the students if there is still time. This is so as the videos are funny, short and relatively easy to understand. Another way that I can utilise these videos are to pause at the mistakes that the character makes and ask the student if they know how to correct it. As the title suggests, this is to aid in the student’s basic grammar rules.

I would want to adopt the idea shown in the lesson plans included in the blog – All at C. It was a relatively well-thought-out process where they activated the prior knowledge of the students before drawing their attention to the various videos and then linking certain concepts that they wanted to teach. This was illustrated in the example video on online shopping. The blog really amazed me by showing that even the most ‘absurd’ video can be used to teach vocabulary (video of father and son duo making music dressed up as Star Wars characters). Perhaps, these videos can also be something that intrigue our students with SEN. These videos can also allow students to practice their speaking skills (e.g., asking student to describe the situation or what a particular character is wearing).  There was also a lot of pair work involved and this makes the session more interactive and ideal for group interventions.

Another thing which I picked up was from the journal article. It mentioned the comparison between novels/plays and film adaptation. Though this requires certain higher order thinking skills, but I feel that this would be relevant for secondary school students with SEN who have trouble with understanding the actual text. It can turn out to be a fun activity when certain parts of the book are compared with the film and students can point out what are the similarities/differences. This makes certain subjects like literature less daunting.

Overall, videos can be a good tool to use to make lessons more interesting and easier to understand. But these effects can only be achieved if the correct videos are chosen for the targeted audience. We would still need to take into consideration what works best for our students with SEN.

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After finishing looking through the videos and websites for this e-learning, I have grown to like the ideas that videos/movies can be used to teach language and literacy to my SEN students.

Many SEN students can learn better through visual and audio support.

The grammar video by Kumar was made in way that captures the key element of grammar in humor.

Sometimes when we teach individually during pull out sessions, we might forget about getting the student’s emotion of the day. Even on a bad day, fun moments will make them forget sadness and get engage in learning through jokes and humor.

These videos can help to increase their interest especially if it is something that they like.

Even though they might only be interested on what the movie is about at the start but as we start to teach them what they will learn, they will be excited to know.

For the movies, I agree we can use it sparingly to teach lessons. It can help us remember phrase and key ideas which we can use during our writing. I could still remember the movie Forrest Gump and the phrase he said: “Life was like a box of chocolates. You never know what you're gonna get”

Even though I have not watched the movie for a very long time, it is still etched in my mind.

You will never know what the students gonna get until you teach them all the fun things which can help improve their learning.

It will be a helpful tool as the videos can help to make them remember the grammar, tenses, or any components of learning. You can even act out scenes with them like reader’s theatre which can improve their reading fluency.

However, things to note is that is, we must watch the movie or videos and spot any parts which is not teachable like bad influences or words deemed bad or scenes that are not suitable for the age group.

Another idea is making your own movie! Students learn best when they see someone in the video which they like. They can scream as though they are seeing kpop stars. Short video clips on your lesson can really capture their attention and interest.

As educators, it is always important to find out their learning styles and work on it especially to our SEN students.

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I would use videos and movies to help students with SEN learn language through a different modality that is not just purely reading from books.

By introducing videos and movies from different time periods, I can also expose students with SEN to the evolution of language and vocabulary. It might pique their interest and motivate them. For students who are more musically inclined, the soundtrack from the movies can also interest them. As an educator, I can create activities around students writing a song/poem/rap using newly learnt vocabulary. They can also re-enact scenes from movies to practice their language skill of reading fluency.

For our students with SEN, watching videos and movies may enable them to understand the context of words used as it is part of the story and this can help them learn better and remember well. Comical presentation such as those from the Speak Good English Movement can also be more impactful as literacy concepts are presented in a novel and engaging way unlike just reading from a textbook or hearing a teacher deliver a lesson.

For students who may get confused by grammar rules, Shmoop videos are concise and emphasise specific rules with clear examples.

From my personal experience as a student, I had always wondered why my teachers would not show more videos during lessons. They were few and far between, occasionally only as a "reward" after having completed our exams and the teachers needed time to mark our scripts while we were engaged.

This e-learning made me realise that learning can occur through the use of videos and movies if the right content is selected.

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From this e-learning, I began to realise why most teachers use videos in their lessons. I really enjoyed watching the videos and wanted to watch more.

‘Queen of Grammar’ videos are more relatable due to the local context and language used. The humour in these videos helps increase engagement in our students and help them better understand the use of certain words. I can use these videos as an introduction to grammar and then add other grammar rules for students to practice.

Shmoop is an excellent resource to teach students language and literacy where students can re-play and practice at their own time. These videos are catchy and simple enough for our SEN students to understand. It comes in handy when teaching visual and auditory learners. I will definitely use these videos to teach writing, grammar rules, and punctuations. SEN students can also act out keywords after watching the video.

As I looked through the resources from ‘All at C’, apart from teaching the language, some videos included aspects of motivation and encouragement for viewers. I can use these videos to teach about other cultures, model appropriate behaviour and increase student engagement, especially for students with shorter attention span. These videos can be used for writing and comprehension strategies to help my students who have trouble generating ideas. This site is also helpful for subjects other than English. I can also use the ideas in the PowerPoint slides to customise my lesson plans to suit individual student needs. Useful for HBL lessons as well.

I must also take into consideration of students’ disabilities when choosing a video. For example, students with hearing disabilities may need subtitles to benefit from the videos they watch. I may also create a handout based on the topic in the video so that SEN students can read it prior to watching the video. This can help the student to follow and understand the video clearly.

I have also noticed that certain content may not be suitable for younger children, like beer advertisements, witchcraft, dangerous stunts and even poor pronunciation. Therefore, I must choose age-appropriate videos and those that can deliver the best outcome for my lessons.

Thank you for the resources, Dr Liz. All these are saved and bookmarked, ready to be used.

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There are 2 different kinds of videos in this lesson.

One type is focused on short videos teaching Grammar and the other is using movies to teach the language.

As a student, I really loved it when my teachers showed videos in class because it is much more engaging than listening to the teacher talking all the time.

In secondary school, during Literature classes, I was so happy that one of the O level texts for that year was Shakespeare's "Romeo and Juliet". For that whole year, my teacher simply played the movie (Baz Luhrmann's version, starring Leonardo Dicaprio) for us to analyse scene by scene. Coupled with readers' theatre, role-playing and discussions, every scene and quote was etched into my head (actually, even until now, I can remember the more significant lines!!). Every test and exam was a breeze to me and almost everyone of us scored a distinction for our O levels that year. This is the effect of using good, relevant movies or videos in class!

As an T&L teaching Geography for the past few years, videos are extremely useful to show and explain abstract things like how a tornado is formed or plate tectonics. I could have explained the same things just from using the textbook but nothing beats having good videos which have great explanations and detailed, moving images to explain something abstract in a shorter time.

When I taught English and social skills during my stint in a primary school, videos were also 'my best friend'. However, I also realised that English Grammar taught in primary school is tested in a very technical and specific manner. I would encourage everyone to explore many of the wonderful videos made by our local tuition centres. Haha! They teach in very fun skits as well, a little like Videos 1 to 6 in our lesson today.

Finding good videos is a really time-consuming task. It's not easy for time-pressed teachers. I'm grateful for some of the sites shared in today's lesson. I like allatc wordpress because they even include lesson plans. A pity that the blog doesn't seem to be updated anymore! I realise that they try to use current resources and topics (to that year/month) to teach English. I think I will use their lesson plans as a baseline to my own lesson plans for English lessons to teaching primary school students. Teaching in a primary school is really very new to me so this site is really helpful. Thank you!