INTRODUCTION
Rationale
Information technology significantly enhances various aspects of life, particularly in education, by providing widespread access to modern scientific and technical resources This advancement has notably improved people's awareness and understanding In the context of teaching English, integrating information technology is crucial for fostering active student participation Before introducing new lessons, teachers must establish foundational knowledge to ensure that students can effectively grasp and retain new information, ultimately leading to successful learning outcomes.
The "Warm-up" phase is a vital component of English classes, serving as a preparatory exercise that engages students before delving into more intensive learning activities Defined by Thesaurus and Webster's Dictionary (1994) as the act of exercising or stretching, this stage is essential for setting the tone and enhancing student readiness, as noted by Peterson (2010).
Warm-up activities stimulate creative thinking and enable students to engage with their learning in innovative ways By the conclusion of these activities, all students are prepared to concentrate on their language lessons effectively (Leblanc, 2011).
During the warm-up, teachers can employ various methods and tools to actively engage students and facilitate a more natural acquisition of knowledge.
As a teacher at Con Cuong High School, I have integrated innovative methodologies into my lessons, utilizing tools like movie maker-based videos and total video converters I discovered that incorporating movie maker videos in warm-up activities significantly boosts student engagement and facilitates natural knowledge acquisition Additionally, these videos expose students to new vocabulary in real-world contexts, enhancing their language skills while fostering a collaborative spirit among peers This experience has inspired me to share insights on "Applying Videos in Warm-Up Activities to Encourage EFL Grade Students."
11 students' active attention and participation"
In my experience, utilizing movie maker-based videos in the classroom significantly enhances students' learning processes These engaging visual tools not only capture students' attention but also foster active participation, making lessons more interactive and memorable By integrating video content, educators can create a dynamic learning environment that encourages students to immerse themselves in the subject matter.
The Improvement of the Experience
The integration of movie maker-based videos in the teaching and learning process has gained significant attention from educators globally However, in Vietnam, particularly in mountainous regions, the use of these videos remains underexplored Currently, movie maker-based videos are recognized as one of the most effective tools for enhancing lessons, especially during warm-up activities, to engage students and encourage their active participation.
The Methodologies of the Experience
The integration of movie maker-based videos in education has gained significant attention from educators globally, yet their use remains limited in Vietnam, particularly in mountainous regions These videos are recognized as highly effective tools for enhancing teaching, especially during warm-up activities, as they capture students' attention and encourage active participation in the learning process.
III THE PURPOSE OF THE THEME
Incorporating movie maker-based videos into warm-up activities in English class can significantly enhance lesson effectiveness by actively engaging students' attention and participation The teacher aims to share insights on how these multimedia tools can foster a more interactive learning environment, ultimately enriching the educational experience.
IV THE OBJECTS AND SCOPE OF THE THEME
1 The objectives of the theme
- This study focuses on researching methods of teaching Warm-up for Con Cuong high school students
- Subjects of the study are students in grades 11
2 The scope of the theme
- This study is concerned with using movie maker-based videos in warm up activities in English 11
- The research was conducted in the classrooms of Con Cuong high school during the year 2021-2022
The teacher applies a variety of research methods such as:
- Methods of investigation and observation
- Researching teaching methods through documents, networks, colleagues
CONTENT
Literature Review
This section provides a concise literature review on the intersection of movie-maker-based videos and education, highlighting previous research related to teaching and learning Additionally, the study will address key issues surrounding student involvement and assessment practices within this context.
1.1 The Definitions of warm - up activity
Warm-up activities play a crucial role in English lessons by helping students transition from the outside world to a focused learning environment According to Leblanc (2011), these activities prepare students to engage with the lesson, ensuring they are ready to learn and concentrate on language tasks They also encourage participation from all students, including those who may be more hesitant to engage Flanigan (2011) emphasizes that warm-up activities set the right frame of mind for learning, maximizing the benefits of the course Overall, effective warm-up activities are essential for helping students achieve their language goals and enhancing their overall learning experience.
William James (1890) defines attention as the mind's ability to focus clearly and vividly on one object or thought while simultaneously ignoring others This process involves a selective withdrawal from certain stimuli to effectively engage with the chosen focus.
Attention is crucial in the teaching-learning process, as it significantly enhances a child's ability to understand and retain information It enables individuals to concentrate on relevant data, forming lasting memories while minimizing distractions to complete tasks effectively According to John Ratey (2001), attention encompasses more than merely noticing stimuli; it includes various processes such as filtering perceptions, managing multiple inputs, and assigning emotional value to these experiences.
The term 'participation' encompasses concepts like 'taking part,' 'involvement,' and 'consultation.' According to dictionary definitions, participation can be understood in two ways: first, as 'taking part in' or simply 'being present,' and second, as 'having a part or share in something,' which connects to ideas of empowerment and ownership This latter interpretation emphasizes the importance of individuals feeling valued and capable of making a meaningful impact.
In an educational setting, participation is commonly associated with interactive teaching strategies that enhance student motivation, albeit without significant repercussions on their effectiveness Additionally, participation can also refer to engaging in class discussions.
Class participation plays a crucial role in student learning, as highlighted by Ken Shore (1998) When students engage in discussions, they develop the ability to articulate their ideas clearly, enhancing their comprehension of the subject matter Additionally, by asking questions, they seek information that deepens their understanding For teachers, class participation serves as an important feedback mechanism; students' inquiries reveal areas of confusion, allowing educators to tailor their instruction to meet students' needs effectively.
Active student participation in class enhances engagement and interest in lessons, as passive listening can lead to diminished attention By contributing to discussions, students are exposed to diverse perspectives, enriching their learning experience Additionally, participation provides valuable feedback for teachers, allowing them to assess student understanding and address any misconceptions, ultimately fostering a more effective educational environment.
Participation fosters dialogue among students, allowing them to comment on each other's ideas and engage in discussions on specific topics This interaction plays a vital role in enhancing the learning process.
1.4 The Definitions of Windows Moviemaker application
Windows Movie Maker, also referred to as Windows Live Movie Maker, is a versatile video editing tool that allows users to capture raw video footage, edit it, and enhance their projects with titles, transitions, and various video effects (Shaw, 2008).
Windows Live Movie Maker, released between 2009 and 2011, was a user-friendly video editing software suite by Microsoft that has since been discontinued It enabled users to create and edit videos using photos, animations, and built-in sounds and effects, making it accessible for both teachers and learners without requiring advanced computer skills The software also allowed for easy publishing on platforms like OneDrive, Facebook, Vimeo, and YouTube.
Table 1 The Movie Maker Interface
This is the storyboard where you will add images, music, and videos Work with arranging your media here.
Preview all changes made to the movie here so you can view as you edit
Easily navigate options by clicking the desired tab
Table 2 Toolbar working with Photos, Video, and Music
2 Literature Review of Related Studies
The impact of technology on education, particularly in learning foreign languages like English, has been transformative Deitering and Huston (2004) emphasize that technology transcends mere information delivery, fostering learner-centered educational environments Similarly, Papert (1993) views technology as a vital resource that promotes socially constructed knowledge and understanding Thus, technology serves as an essential tool for both teachers and students, enhancing and facilitating the learning process.
2.2 Roles of movie maker-based videos on teaching and learning process
2 2 1 Roles of movie maker-based videos on teaching process
Windows Movie Maker is a valuable resource for educators, offering versatility and adaptability to enhance various learning environments (Fredrick, 2010).
The value of a video clip as a teaching tool lies in its potential to 1 Tap simultaneously into core intelligence, 2 Engage both hemispheres of the brain,
3 Manipulate students’ alpha and beta brain waves, i.e., relax or make them alert (Berk, 2009) Thus, through Windows Movie Maker, the teacher can produce a film that assists learners to easily see the relevance of the new lesson to real live situation Video-based lectures can become a cost-effective teaching method (Toledo University YouTube Fridays) that they can be created once and then saved in libraries to be used by a large number of academic educators (Reshel - Sayed, 2013)
2.2.2 Roles of movie maker-based videos on learning process
Video-based lectures enhance student interest and attention, as noted by Towers (2007), Zelaznik (1996), and Ozkan (2002) Utilizing movie maker-based videos offers an authentic learning experience, defined by Chapelle (2001) as a task that students are likely to face beyond the classroom environment.
Data
This survey aims to investigate the impact of using movie maker-based videos in warm-up activities on teaching and learning, as well as on students' active attention and participation Over seventy students participated in the study by completing both pre- and post-questionnaires.
The teacher implemented the survey for 2 groups of students The students were asked to choose the option in pre – test
Table 3.1 The number of students choosing options in the Pre-questionnaire part
Questions Option The number of students choose their answer
Question 1: How did you find the teacher use warm-up activity at the beginning of the lesson?
Question 2: How did you find the warm-up activity attracted your attention?
Question 3: How much did you participate in the
Question 4: How did you find the warm-up activity in the development of language?
Question 5: Would you like to learn and participate in the teacher's warm-up
Table 3.2 The number of students choosing options in the Post questionaire part
Questions Option The number of students choose their answer
Question 1: How much do you feel like movie maker – based videos designed in warm-up activity at the beginning of the lesson by the teacher?
Question 2: How did you find the warm-up activity using movie maker- based videos attracted your attention?
Question 3: How much did you participate in the
Question 4: How did you find the warm-up activity used movie maker- based videos helpful in the development of language?
Question 5: Would you like to learn and take part in the warm up activity that the teacher used moviemaker – based videos like this?
Analyses and Evaluations
This section presents and discusses analyses and evaluations of practical problems carefully in order to find out the drawbacks which the experience has mentioned
The study was conducted at Con Cuong high school, located in the west of Nghe
An, with a total of 33 classes from three grades from 30 to 40 students per class along with 84 teachers who have been considerate, enthusiastic
English is a mandatory subject in Vietnam's education system; however, the effectiveness and quality of its teaching and learning vary significantly across different regions Notably, there is a marked disparity in interest and engagement in English among urban students compared to those in rural, mountainous, and disadvantaged areas This gap can be attributed to a combination of both objective and subjective factors.
Firstly, the innovation of teaching methods with a positive teaching orientation, taking the learner as the center, is the subject of learning activities
Innovation in education faces challenges due to the long-standing dominance of traditional teaching methods These methods are primarily teacher-centered, where the instructor takes the lead in the learning process As a result, students often engage passively, focusing on memorization and following the teacher's directives rather than actively participating in their own learning.
Teachers often employ techniques like questioning, reviewing past materials, and engaging in casual conversations to warm up the class However, incorporating elements such as jokes, songs, funny videos, games, stories, or pictures can significantly enhance student interest and engagement Without these dynamic approaches, the classroom atmosphere can become dull and boring, leading to a lack of student interest in new lessons Consequently, students may struggle with active attention and participation, resulting in a tired and unfocused classroom environment.
Since the academic year 2019 – 2020, our school has been equipped with a TV and internet to support teaching and learning English Various videos, pictures,
Teachers often overlook the vast resources technology offers to enhance student engagement, particularly in English language instruction Many educators hesitate to incorporate warm-up activities, fearing they may consume too much time Additionally, some teachers fail to invest adequate effort in creating dynamic and engaging lessons, missing out on valuable teaching tools that could capture students' attention and foster active participation.
In many classrooms, the use of video sessions during warm-up activities is often perceived as limited and monotonous Teachers typically review previous lessons before introducing new content, frequently neglecting engaging warm-up activities that could enhance student participation and interest.
Con Cuong High School, situated in a mountainous region, faces significant challenges that hinder the learning process for its students, most of whom come from low-income farming families and disadvantaged backgrounds The student body primarily consists of ethnic minorities who do not view English as a second language, resulting in a limited understanding of its importance in both life and education during this integration period Consequently, many students struggle with English proficiency and exhibit shyness in communication Additionally, parents often lack foreign language skills and depend solely on classroom instruction for their children's education Compounding these issues is the scarcity of essential learning resources, such as computers and laptops, which restricts students' access to educational media and further impedes their learning opportunities.
Despite having access to English education in secondary school, many students enter high school with minimal knowledge and a limited worldview A significant issue is their poor vocabulary, which causes them to feel timid during teacher-led activities This confusion often leads to a refusal to engage with assigned tasks, resulting in a heavy and ineffective learning atmosphere in English lessons.
Students frequently rely on outdated, passive learning methods due to their limited learning abilities, leading them to listen and transcribe what teachers write on the board without truly understanding the material This creates a barrier that hinders their comprehension of the subject matter, resulting in a lack of confidence and reluctance to engage in classroom activities, ultimately making the learning experience ineffective.
Solutions and Suggestions
Teachers are essential in fostering a supportive learning environment for students, significantly enhancing their autonomy Qualified and experienced educators typically exhibit a range of key characteristics that contribute to effective teaching and positive student outcomes.
First of all, a teacher who displays interest and positive feelings about a subject can reflect those positive feelings toward students, thus increasing their motivation to learn the subject
On the other hand, the teacher’s enthusiasm was an effective predictor of students’ intrinsic motivation Students’ motivation to learn maybe enhanced through the teachers’ interests in their subject
Teachers' beliefs in their ability to implement effective teaching strategies, manage classrooms, and foster student engagement significantly enhance student learning, as evidenced by studies on perceived self-efficacy Moreover, a strong sense of self-efficacy among teachers positively influences student motivation and teaching effectiveness While honing teaching skills is crucial, it is equally important to prioritize student learning by encouraging dialogue, providing clear instructions, and offering comprehensive explanations Engaging students in banter promotes questioning, reflection, and active participation in the subject matter.
Classmates play a crucial role in motivating students to engage more actively in lessons, which enhances their natural language acquisition Increased participation leads to more effective learning, as students remain attentive and involved Therefore, teachers should promote collaborative work among students, encouraging them to support one another in their improvement.
The lesson plans included six activities for two experimental groups aimed at examining the impact of movie maker-based videos on EFL students' active attention and participation at Con Cuong High School These videos were strategically designed and integrated into each activity to stimulate and enhance students' diverse potentials By centering the tasks around these engaging videos, the activities fostered enthusiastic involvement from students, thereby promoting their active attention and participation in the learning process Detailed information for each learning period is provided in the accompanying table.
Table 4.1 The list of lesson plans
Activity Units Movie maker-based videos
What are the young people doing?
What do I like to do?
V Pedagogic, Scientific, Practical Characteristic and Novelty of the Experience
There have been various standards of effective pedagogy, including engagement, effectiveness and inspired thinking
Effective learning is driven by student engagement, which encompasses the attention, curiosity, interest, optimism, and passion students exhibit during the learning process This engagement significantly influences their motivation to learn and advance in their education.
Research indicates that video learning enhances motivation and promotes deeper understanding, significantly improving students' skills in facilitating discussions and problem identification.
Video learning enhances classroom effectiveness by allowing educators to foster active learning environments Once produced, educational videos can be reused and updated, freeing up valuable classroom time for live discussions and increased student engagement.
1.3 Inspired Thinking Increase: Visual cues combined with audio play a considerable role in the comprehension and retention of new material James Mc Quivey (2014) claims one minute of video equals approximately 1.8 million written words Thus, when a video is used in the classroom, students are forced to think critically when introduced to complex content
This study relies on direct observation of treatment groups, avoiding personal perspectives and subjective factors It employs careful documentation through photographs and video recordings to ensure objective analysis.
This study is based on meticulously designed research rather than random observation Initially, students take a pre-test to assess their starting level in general English Following the instructional period, they complete a post-test to evaluate their progress The entire process is carefully structured to ensure reliable results and meaningful observations.
This study presents a replicable experiment, indicating that identical results can be obtained if the experiment is duplicated While the number of participants may vary, typically around 30 students per class who have attended two sessions, the proportional level scores remain consistent with the findings of this research.
Traditional lesson plans and teacher-centered methods often result in monotonous classes that hinder student engagement In contrast, video presentation tools and movie maker-based videos significantly enhance motivation and relaxation among learners, making them more receptive to new ideas and knowledge compared to conventional teaching methods.
Learners gain knowledge through active exploration rather than passive listening, fostering a more engaged learning experience In activities that incorporate video, students work independently while the teacher serves as a facilitator, promoting a learner-centered approach This method not only enhances engagement but also allows learners to acquire a diverse range of skills and knowledge throughout the process.
Utilizing moviemaker-based videos significantly enhances the learning experience for both teachers and students By incorporating authentic visuals and sounds, lessons transform from traditional textbook learning into an engaging environment where students can gain a clear and genuine understanding of the world.
Video technology bridges training gaps by enabling teachers to facilitate personalized learning experiences, allowing students to revisit content as needed for better understanding and retention It fosters collaboration and discussion by presenting diverse perspectives and cultural influences Additionally, Wenden (2002) emphasizes that effective language acquisition requires active learner engagement in the process of mastering new language elements.
Results
Utilizing Movie Maker in English teaching has significantly boosted my confidence in integrating information technology into the classroom This tool facilitates students' knowledge absorption and enhances lesson comprehension, making classes more engaging Additionally, it empowers teachers with limited tech skills to effectively gather, process, and create relevant videos that illustrate lesson content.
This section analyzes the results from both the pre-test and post-test conducted with the experimental and control groups It starts by outlining the rationale behind the pre-test and its findings, followed by a discussion of the post-test results following the treatment process.
1 Students’ attitudes towards Warm-up activities before and after the application
Chart 4.2 Students’ attitude about warm-up activities before and after application
The table presents the information about the proportion of students’ attitude towards warm–up activities before and after application There is a dramatic change about groups of students choosing “interesting”
The chart reveals a significant increase in students' positive attitudes toward warm-up activities, rising from 16% to 88% after the implementation of movie maker-based videos, marking a 72% improvement This change indicates that the majority of students found these lessons engaging and enjoyable However, there was also a notable decline in the number of students who reported that warm-up activities were effective.
After implementing movie maker-based videos in warm-up activities, 48.33% of students described the experience as "normal." Notably, no students selected the "boring" option, indicating a positive reception Additionally, only 4 out of 75 learners, representing 5.33%, chose "others," citing the activities as somewhat difficult and challenging.
From the data presented by the graph, it is clear that there were the considerable benefits of movie maker- based videos in warm-up stage
Students’ attitudes towards Warm-up activities before and after the application before after
2 Students’ attention and participation towards Warm-up activities before and after the application
The graph illustrates a significant shift in students' attention and participation in warm-up activities before and after the experiment, highlighting the crucial role that the warm-up stage plays in enhancing student engagement.
Chart 4.3 Students’ ability of language acquisition before and after application
The implementation of movie maker-based videos in warm-up activities led to a significant increase in student participation, with those who always participated rising from 4% to 54% and those who usually participated increasing from 6.67% to 32% Conversely, there was a notable decline in students who sometimes participated, dropping from 13.33% to 8%, and a dramatic reduction in those who seldom participated, falling from 82.67% to 6.7%.
The data presented in the chart above convinces that movie maker-based videos attract students’ engagement considerably
3 Students’ language development towards Warm-up activities before and after the application
Chart 4.4 shows students' ability of language development before and after implementing the application There were considerable changes in students' attitudes before and after the experiment
Students' attention and participation in warm-up activities before and after before after
Students' attitudes toward in warm-up activities' benefits for language development before and after useful useless
Chart 4.4 Students’ ability of language development before and after application
Significant changes in student attitudes were observed, particularly regarding the perceived usefulness of warm-up activities for language development The percentage of students viewing these activities as beneficial surged from 13% to 96% following the implementation of movie maker-based videos Conversely, the proportion of students who considered these activities "useless" plummeted from 87% to just 4% after the integration of media into lessons.
Data described in the chart indicates that applying movie maker-based videos in warm-up activities reaches a highly optimistic effect on developing students' language.
CONCLUSION
Procedure
Students from two groups completed pre-questionnaires designed to assess their attention, participation, and language development The survey, consisting of five questions, was administered within a timeframe of five to ten minutes The teacher then collected the completed sheets, aiming to evaluate the learners' levels of warm-up motivation, attention, and participation.
The two groups participated in an English program at school, where the teacher utilized movie maker-based videos for warm-up activities in seven lessons focused on reading and listening Due to a reduced education curriculum and the challenges posed by the Covid-19 pandemic, direct teaching and learning were impacted, resulting in the teacher conducting warm-up activities in only a few lessons in class.
To kick off a new lesson, the warm-up activity plays a crucial role in engaging students The teacher utilized movie maker-based videos to create an exciting atmosphere, effectively capturing students' attention and encouraging participation Following this, various interactive activities such as guessing games, filling tables, and answering questions facilitated natural knowledge acquisition and language development, allowing students to explore the new lesson's name and its key characteristics.
The teacher instructed participants from both groups to complete five post-questionnaires, mirroring the pre-questionnaire procedure The main objective of this assessment was to identify significant improvements among the participants Additionally, the post-questionnaire aimed to evaluate the advantages of utilizing moviemaker-based videos in warm-up activities, focusing on learners' attention, participation, and language development both before and after the experiment.
Lesson 1: Reading Time allowed: 5 minutes
I Objective: By the end of the lesson, students will e able to
- guess the name of the lesson as well as the content of the lesson
- name some characteristics of the lesson’s topic
- know some main vocabulary such as candles, blow out, …
- The class works in groups of 6
- The teacher asks students to watch a video
The teacher presents a lively video showcasing a birthday party and a wedding anniversary, accompanied by cheerful music Students are encouraged to identify and list the key activities associated with both celebrations, focusing on visual elements such as candles, numbers, cakes, balloons, presents, toys, and cards.
- T asks students to write down if necessary
- Which group raises their hand s the most quickly is given a chance to give out the answer If it is correct, they will get the point
- The teacher plays back the video to compare the answers
- Teacher asks students to guess the name of the lesson depending on their answers
- Teacher introduces the new lesson:
- Source: http://surl.li/UNIT3READING( movie maker-based video)
- Some images in the video:
Activity: Answer the question: What are the young people doing?
I Objective: By the end of the lesson, students will e able to
- guess the name of the lesson as well as the content of the lesson
- name some characteristics of the lesson’s topic
- The teacher asks students to work in groups
- The teacher projects a picture of voluntary activities to cheerful music and ask students to write out the main activities that take place in the video and
- Students watch the video once, remember some important information
- The teacher calls on students to answer
- Which group raises their hands the most quickly is given the chance to give out the answers If it is correct, they will get a point
- The teacher asks students to guess the lesson today
- The teacher plays back the video to compare the answers
- The teacher leads to the lesson Unit 4: Volunteer work
Question: What are the young people doing?
1 They are teaching for children
2 They are visiting the poor people
3 They are playing the guitar and singing to the old
4 They are reading for the disabled people
5 They are taking part in the anti- covid campaign
6 They are direct the old across the road
Source: https://bit.ly/UNIT4READING (movie maker-based video)
Some images in the video:
I Objective: By the end of the lesson, students will e able to
- guess the name of the lesson as well as the content of the lesson
- name some characteristics of the lesson’s topic
- The teacher asks students to work in groups
- The teacher shows a video of some competitions and asks students to watch the video once
- The teacher asks students to write down competitions
- T calls on students to answer
- The teacher asks students to guess the lesson today
- The teacher plays back the video to compare the answers
- The teacher leads to the lesson Unit 6: Competitions
Sources: https://bit.ly/3xOmKKU
Lesson 1: Listening Activity: Where I am
I Objective: By the end of the lesson, students will be able to
- guess the name of the lesson as well as the content of the lesson
- name some characteristics of the lesson’s topic
- Ask students to work in individual
- The teacher show a video of featured images of relating to festival in Japan with appropriate music
- The teacher asks to match the events in the video and try to guess the key of the lesson
In this interactive classroom activity, students who raise their hands the fastest are granted the opportunity to provide answers, with the option to elaborate on their reasoning if needed Correct responses earn the student a point, encouraging quick thinking and participation.
- The teacher plays back that video for comparison
- The teacher asks to guess the name of the festival according to the suggested pictures
- The teacher leads to the lesson: Unit 8 Celebrations:
This section not only captures students' attention, but also provides an opportunity for students to expand their cultural understanding and vocabulary related to the topic of the lesson
- https://bit.ly/UNIT8LISTENING( movie maker-based video)
- Some images in the video
Sample 5: Unit 13 : Hobbies Lesson 1- Reading
Activity: Game: What do I like to do?
I Objective: By the end of the lesson, students will be able to
- guess the name of the lesson as well as the content of the lesson
- name some characteristics of the lesson’s topic
- The teacher asks students to work in groups
- The teacher projects a video of hobbies to cheerful music and ask students to write out the main things
- Students watch the video once, remember and write down the activities on their sheet paper
- Which group gives out the answer correctly, they will be the winners
- The teacher calls on students to answer
- The teacher plays back the video to compare the answers
- The teacher asks students to guess the lesson today
- The teacher leads to the lesson Unit 13: Hobbies
Question: What do I like to do?
Expected answer: students can write down some hobbies( dancing swimming, drawing, cooking, riding a bike, petting a aardvark, running, painting, skiing, playing hide and seek and singing)
- https://bit.ly/UNIT13READING ( movie maker-based video)
- https://bit.ly/UNIT3READING ((The video was recorded at class)
Sample 6: Unit 15: Space conquest- Lesson 1- Reading
I Objective: By the end of the lesson, students will be able to
- guess the name of the lesson as well as the content of the lesson
- name some characteristics of the lesson’s topic
- In this part, the teacher will show a video relating to the space
- Ask Ss to answer the question “ Where am I?
- When students give expected answer “I am in space”
- Ask students to name the things in the video
(The images in the video consist of astronaut, Russia, spacecraft, space, lift off, )
- The teacher plays back the video to compare the answers
- The teacher asks students to guess the lesson today
- The teacher leads to the lesson Unit 15: SPACE CONQUEST
- Some images appeared in order in the video:
Significance
Selecting effective methods to introduce lessons is crucial for achieving success in the classroom As a high school English teacher in a mountainous district, I continually seek innovative approaches to engage my students Utilizing movie maker-based videos during the warm-up phase of English lessons significantly enhances students' attention and encourages active participation, ultimately fostering their language development.
Before implementing the new method, the teacher observed that students had minimal vocabulary retention and were hesitant to engage in speaking activities However, after introducing movie maker-based videos as warm-up activities, student participation and confidence significantly improved Teachers noted a marked increase in active attendance and communication skills among students, enhancing both their learning experience and teaching effectiveness This innovative approach not only fosters a joyful and engaging classroom atmosphere but also encourages active student involvement, making lessons more attractive and stimulating, ultimately cultivating a love for learning.
In addition, movie maker-based videos encourage students to form language naturally and actively participate in the task Consequently, the lesson becomes easy for students to follow
Lastly, the class is attractive and creative, constructing interest in learning for students and a comfortable and happy atmosphere during the lesson
The teacher is confident that a dedicated implementation of this experiential initiative by educators will lead to significantly improved outcomes in English learning at the school.
The advantages of using Windows Movie Maker allow teachers to save edited videos on their computers and removable disks for future use To better prepare students for upcoming challenges, schools should integrate Windows Movie Maker and other ICT tools into the teaching and learning processes across various subjects.
This article explores the versatile application of the Moviemaker tool, which not only aids in the preparation of English teaching but can also be effectively utilized across various subjects such as history, geography, civic education, and biology Its adaptability makes it suitable for all educational levels, from elementary and primary schools to secondary and high schools, as well as higher education institutions.
Utilizing moviemakers to create videos aligned with lesson content is crucial for educators With numerous video clips available on the same topic, teachers must carefully choose the most effective ones for their lessons Overusing videos can diminish their impact, making it vital to strike a balance for optimal learning outcomes.
This study explores the use of movie-based videos to enhance the Warm-up section in Grade 11 English classes, aiming to boost student interest and engagement while improving academic performance in English Despite the constraints of time and the research process, which have impacted the study's overall quality and application, the teacher seeks constructive feedback to develop more effective teaching methods that can help students excel in their English studies.
The teacher eagerly anticipates feedback from educators, colleagues, and friends, as well as support from the school, to enhance and refine the topic, ultimately adding greater value to the teaching process.
Recommendation
The lesson is taught with traditional method
The class used movie maker video
The class used movie maker video