I love authentic video! A lot has been said about its use as a classroom tool and I couldn’t agree more. Videos are fun, engaging and they can provoke the most exhilarating reactions.
On the other hand, in my opinion, the way to approach authentic videos has yet to be properly developed. We teachers should aim to use video as if it were being watched outside the classroom. Make it relevant to our students’ daily lives.
By the way, I was inspired by Marek Kiczkowiak’s amazing blog post on how to design authentic tasks for listening and reading resources.
Do we really need to create a worksheet of exercises with filling in the blanks, true and false or order the events? What’s the point of this? These tasks are rather boring and not meaningful.
Instead, we should ask ourselves: If my students were to watch this video outside the classroom, how would they react to it? What would they say or do? All tasks I propose be done in class are how we attack a video in real life.
Why you should use authentic tasks with video
Why? These videos are non-scripted, spontaneous and full of real communication including fillers, hesitation, paraphrasing and emotional language. Think about the Chewbacca Mum which was the most viewed Facebook live video, watched over 160 million times. Your student has probably watched it as well.
Why? Vlogs are quite popular among teenagers and young women. Their titles are usually sensational, intriguing, outraged or just provocative; vloggers are smart enough to pique viewers’ interests by luring them into clicking. You can find vlogs of different subjects: travel diaries, make up, fashion, random stuff, cooking, DIY projects – you name it.