Fun video tasks to practise Present Simple and Present Continuous
Fun video tasks to practise Present Simple and Present Continuous
There are various ways to learn to practice present simple and present continuous. One means is by integrating different videos in creating tasks. This article features ways on how you could utilize fun video tasks in practicing present simple and present continuous, thus advance the learning of your students.
Present continuous
The students can create as many true sentences as they can about what is happening on screen, when you set the film on pause. To make it more challenging, you could do this with the film turned off rather than pause. However, this would make the use of Present Continuous, less natural.
Select scenes from the scene where the actions of the characters are vague or less obvious, and print them out. You can present examples by using screen shots from YouTube. The students would then discuss what the characters are doing, or think what is happening in the picture. Ask them to write sentences with their ideas. Then watch the video back, and check.
After viewing the film, the students could imitate actions of what they saw from memory or worksheet. Have their partners guess what the students are doing. For example, "You are Joe, because you are standing in front of the mirror". On the other hand, students can describe actions that they want their partners to do. For example, "You are shooting at the helicopter". They might even copy a whole scene that way.
The students could predict what is happening from just the sound such as with the screen covered or turned off. Watch the film and check.
The students can predict what is happening off screen like what the other character is doing in another place or what is occurring in the next room. Watch the next scene to check.
Provide students some written descriptions of what would happen in the next scene and get the students to predict other character's reactions before they watch. For example, "When she first meets her blind date, he is wearing a Mickey Mouse tie". Watch to find out whether the reactions that the students predicted are what would be seen in the next scene.
The students could try to create sentences, which are true about the video and your classroom. For example, "The man is sitting down in this scene, and so are we".
Give the students a list of Present Continuous sentences and ask them to call out a number on the worksheet or the whole sentence when see the scene happening on the screen. This works best if some of the sentences are similar to the scenes happening on the screen but is not quite the same. For example, Present Continuous sentences contain false friends.
Provide the students with a list of the action statements in the Present Continuous but with the subject, left out. For example, "_________ is putting the fish in to the saucepan". Ask the student to predict who the subject is. Watch the scene and check.
Place the students in a sitting position where only on student in each pair can see the screen. The student who is watching the film would describe what is happening to his/her partner not facing the screen. They are then to complete the task on their worksheet. For example, have them complete sentences or putting events in the right order.
Present a scene where the character's action is not clear. The students would then predict what the character in the film is doing and why. For example, "The fish is shooting water from its mouth to hit insects and them eats them".
The students would try to match the sentence halves. For example, "He is yelling" and "at a dog that is eating his lunch". Then call out the right version as the students observe the actions in the video.
This idea is the same as above. The students would try to predict what verb or noun should go in the gap. For example, "He is _______ a briefcase" or "He is sitting on a _______". Watch to check and reveal the right answers.
Fast forward the film for about 30 seconds and ask the students to predict what is happening now before you restart the film to check. You can also do the same with online webcams.
Select a scene with a split screen and cover all except one part of the screen. Ask the students to predict what is happening in the other sections. What the film back to check, without covering anything.
Using a piece of card with a hole cut in it; cover all sections of the screen, except for a small area. Ask the students to predict what is happening when you set the film on pause. Watch again to check. Pause at the same points so that the students can check and improve their sentences. You can also the same with some assistance given to the students. For example, give the students a list of sentences to choose from, a list of nouns or verbs that they can use, or gapped sentences.
Present Simple
Select a movie that shows routine or other repeated action. Examples would be The Truman Show, As Good as It Gets, or the beginning of Four Weddings and a Funeral. Give the students some basic information to set to scene. For example, the students will watch the scene where the characters are getting ready for weddings. Ask the students to create as many Present Simple sentences as they can prior to watching the film. Watch the film and check. If the students are not be able to make statements, give them gapped sentences, pairs of sentences to choose from, or sentence halves to match. You could also do the same with nature films and science documentaries.
Select a film that is set in a world where the rules of nature or human behavior are different from the present world. Good examples are fantasy films, science fiction or a comedy. Ask the students the basic difference and ask them to predict how life is different. Watch and check.
Present Simple and Present Continuous
The students would ask the teacher to set the film on pause every time they think they can create a sentence using tenses that compares the action of the characters on the screen with their own habits. For example, "The character is playing the guitar, and I sometimes play the guitar". To make it more challenging and interesting, ask the students to create sentences about their classmates and what is happening in the screen. For example, "He is chatting with his colleagues. Jose almost always does the same at work." Their classmates could then confirm or deny.
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