The Benefits Of Using Videos To Practice Past Tenses
The Benefits Of Using Videos To Practice Past Tenses
Incorporating videos in learning can definitely increase students' understanding and skills in learning the language. Integrating videos to tasks in order for the students to practice past tense is better. This article entails how you could make use of video tasks to practice past tenses in various ways.
Simple Past
Provide students a list of infinitives of irregular verbs and ask them to call out or write down statements using as many verbs as they can while watching the film. For example, "The dog grew really big".
Select one of the three pronunciations of "ed", for example, /id/, and ask the students to create as many statements about the video as they can, using only verbs with that pronunciation while watching or afterwards. They might call out "Stop!" while watching the film. You can give different teams various pronunciations to work with.
Past continuous
Stop the video rather than set it on pause. Ask the students what happened when the screen went blank.
Do the same as above. This time, present a scene where the actions of the characters are not exactly clear. For example, "What is he looking at?" or "How is he feeling?" Watch the next scene to check.
Ask the students to remember the actions that occurred as they watch the video. Then ask them questions when you stop the video or set it on pause. For example, "What happened while he was trying to open the safe?" or "What was happening outside while he was searching for the documents?"
Set a video on pause during a famous continuity problem. For example, a character is wearing different clothes in the same scene. Ask the students what the characters in the film were doing the last time they saw the character that makes the scene not match. You could easily find lists of these types of movie errors on the internet. You could also do the same to test the students' memory of the last time they saw that same character. For example, "What costume was he wearing?" or "What was he carrying the last time we saw him?"
Select a video that has a split screen or other means of showing what is happening at the same time such as swiftly cutting between two scenes. Prior to watching, ask the students to create sentences from a list of actions about two things that they believe happen at the same time. Watch and check.
Provide students statements about the film with the Past Continuous parts taken out. For example, "He was _________ when his manager came into his office." The students would try to predict what the missing part is. Watch the film and check.
Place a clock next to the screen while the students are watching the film or TV series. Test the students on what is happening at particular times. For example, "What was happening at 14:03?" or "When was she having a shower?" If the students would be testing each other, allow them to make notes while watching the film. You can also do the same.
Past perfect
Watch a movie and present the story in a non-chronological order. Ask the students to determine which scenes preceded each other.
Ask the students to place the actions in the movie in order before watching. Then, use Past Perfect to check their answers. For example, "Actually, he had already ingested the poison when his wife stabbed him."
Provide students a list of events that happened in the film. Tell the students one important point in the middle of the movie. They have to predict which things from the movie already occurred at that point. Watch and check.
When the students finished watching the film, ask them to work in a group and retell the story backwards. For example, "They got married, "When they got married, they had just saved the kingdom from destruction", "When they saved from the kingdom from destruction, they had already given up", and such.
Present students half sentences about the movie with the Past Perfect parts taken away. For example, "He had already _________ when his boss came into his office." Ask the students to guess the missing part. Watch and check.
Ask the students to explain why certain events occurred. For example, "He could not find the money because someone else had already taken it."
Play the movie halfway through a scene. Ask the students to predict what had just happened. Rewind and check.
Narrative tenses (Past Simple, Past Perfect and Past Continuous)
Provide students statements that depict the time relationship between two different actions in the film with the tenses taken away. For example, "The man _______ (shoot) the car windows. They __________ (nearly run into) him." Ask the students to place the two actions into one sentence in the proper tense for how they think those events happened. For example, "The man shot the car windows and then they nearly ran into him" or "The man shot the car because they had nearly run into him." Watch the film and check. You might want to provide them a list of appropriate linking words such as "while" and "so" to make it easier.
You can play a version of The Alibi Game by asking the students to create notes on every single detail that takes place in the film. The students would then question each other as if the person answering pretends to be one of the characters in the film. If they get more than three answers wrong, they are actually not that character and so would have to be fried.
Used to
Prior to watching a movie set in the past, the students could try to create sentences about the life in that particular era.
Watch a movie that begins with a scene in the past such as a childhood scene. While watching the later scene, like the character's present life, the students might ask the teacher to set the film on pause every time they believe they can create a sentence contrasting what is on the screen with that character's past. For example, "He is wearing a suit but he used to wear shorts and a T-shirt."
Select a film with a flashback to the character's earlier life. For example, the time when the character used to be a criminal before he settled down or the character's life before he was arrested. Watch a part of the film just prior to the flashback and then stop it before the flashback begins. Ask the students to create as many sentences about the character's previous life as they can. Since "Used to" is only used for habits, you could exclude sentences about things that seem to be one-off events. You could also allow the students to use Simple Past as well.
Play a historically inconsistent scene from a movie. Ask the students to determine the error. There are numerous corrections on the internet. You could select a comedy or an animated feature that is intentionally inaccurate.
Play a scene from a historic movie and ask the students to create negative sentences about what time it could be representing. For example, "It could not be Stone Age, because they did not use the wheel at that era.
Select a film where the characters that lived in one time period had to cope with a different one. An example would be the pilot episode of Futurama, where the character was frozen and woke up 300 years later. Ask the students to predict and explain what problems the character would face in the new time. For example, "He has difficulty with food because he used to eat real fruits and vegetables in his previous time period."
Present Perfect
Give the students a list of actions in the movie and state what events have already occurred and which have not happened yet when you set the video on pause. You could also put in scenes that the students would not believe would happen. This would work best as a back to back activity where the students looking away from the screen do the task from their partner's descriptions of what happens. On the other hand, you could only show them the worksheet when you set the video on pause to test the student's memories more. You could also show the students the worksheet at the start but not allow them to look at it while they are watching the film.
Simple Past and Present Perfect
When the instructor sets the film on pause, the students are asked to use the Simple Past and Present Perfect to compare the action on the screen to their own lives. For example, "He coughed and I have coughed many times today" or "He flew to Hawaii and I have been to Hawaii." You could also ask the students to create negative sentences instead or as well. For example, "He paid the bell boy a tip. I have never stayed in a hotel with bell boys."
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