Subject English
Title/topic Modal auxiliaries and similar verbs and structures in past tenses
Age of students, grade, language level 8th grade (15 years)
Used method videotask
Used programme/site/app Edpuzzle
Duration in minutes:
Place (homework, lesson, outside etc)/necessary equipment:
Objectives of the method:
Description of the method (what was done before the lesson, during the lesson, after lesson) This video and lesson is for revision. Modal auxiliaries and verbs (and the other structures) have previously, however, been taught at a word or phrase level, as in Could you pass me some butter, please? The aim of the video is to provide the students an overview of the topic, revise the familiar forms and introduce some new (e.g. ought to). I have added some control questions so that I can see whether the students have made the exercise. Also, this video was followed by another exercise on Socrative. In class, the students continued practicing the subject matter by doing the exercises in their workbook and I helped them individually.
Links to the materials (or upload the materials to the google drive site and add the link here) Video ‘Modal Verbs’ that can be found on YouTube was put to edpuzzle
Describe what was easy/useful for yourself as a teacher in preparing the material Using the app was easy.
Describe what was difficult in preparing the material To let go of the control and not being sure whether the students are actually studying the subject matter. There were some technical problems with the quality of the voice in the recording. Also, creating the tasks is quite time-consuming.
Describe what was easy/useful for yourself in implementing the material
Describe what was difficult in implementation of the material
What were the benefits for students? Think about students’ motivation, responsibility, interest etc based on student surveys, observations Some students enjoy working on their own or in pairs, small groups. These kinds of video tasks might be more motivating for cultural topics and learning new words rather than grammar.
What was difficult of using the method from the students’ perspective? The idea with the videos is that the students can watch them as many times as necessary in order to be able to fill in the exercises, but I am not sure whether they actually did that. Also, even if the topic is explained in the workbooks as well, the problem is that the students don’t read the information, but instead only fill in the exercises. Thus, if the teacher does not teach the topic for them, they do not study it themselves either, they only do the exercises. Also, not all the students did the homework (watched the video).
Author Tea Alakoski
School Porolahti Peruskoulu