Authentic video in the classroom: Ireland II

My second example of utilising authentic video in the EFL classroom is based on the same 50-minute travel video as my first. Of course, one can apply this to any video, but this time I will stick with Ireland. How I do it now will, however, differ from my last post because now I’ll concentrate on the language and vocabulary awareness in detail (but I wouldn’t use both methods on the same video in the same class, though). This approach is, however, associated with a lot of painstaking preparatory work for the teacher, because transcription of the video material needs to be done, at least for some of the clips. It takes about 1 hour to take down 5 minutes of video material, so one needs plenty of time to get a complete transcript. I rather enjoy transcribing videos and sound; oddly enough I experience the process as relaxing, especially if there is no deadline approaching. And having a transcript for a video makes the creating of tasks so much easier.

I’ve previously said that I use the gamification platform Didactor for most of my online material, and this is true for when I want the students to work with authentic video as well. This set of tasks/games are connected by following Ian Wright on his aforementioned tour of Ireland. They are, however, separated by task type and Ian’s activities. Variation is important for student motivation, and even though I might use the same game types over and over again, I try to vary how they are used.

The “game board” that the students start out with looks like this:

VideospelThe idea is that they start with task number 1A and then follow Ian’s route one step at a time until they reach the end of the journey. By then they should have a pretty clear idea of what life and travelling in Ireland is all about as well as key concepts and vocabulary needed in order to get by.

In order to illustrate the student’s journey, I’ve recorded the learning process in nine shortish video clips, because I thought those would better describe what the student is supposed to do than if I tried to do it in words. NB! In some of the tasks I’ve made use of my students’ mother tongue, Swedish, but that could be changed into any language really. In fact, Didactor can be used for any language learning whatsoever, not only English, and also for other subjects.

1. Antrim – Giants’ Causeway

There are three different steps here, ie.  two different gap texts – one based on vocabulary, the other on verbs – and a vocabulary game on the videoclip vocabulary with definitions in English for clues.

2. The Troubles

Here I’ve simply used a multiple choice task type for the first step, which therefore is simply traditional listening comprehension, whereas the second part comprises a bilingual wordlist to the video clip, with the English part scrambled. A lot of background info on the violent and bloody history of conflict between the Loyalists and the Republicans is provided here, something every student, language learner or not, should have in his bag of general knowledge when he steps into adulthood. The activity is rounded off with a take on pub life and the traditional Irish pint of Guinness.

3. The craic and nightlife in Belfast

This is quite simply a dictation kind of task involving intense listening and writing (+ spelling and grammar).  I’m a firm believer in the theory that one can’t write what one can’t understand when listening, and technology has revived the ancient language learning methodology of dictation, something that quite simply does not work in the non-tech classroom any more. But given the control over the audio, many a student actually enjoys dictation activities.

This is also the last video clip here involving two tasks, the latter on the same principle as the one described in Environmental collocations – but this time having the student provide the English translations of single words from the dictation.

4A Road bowling

This is a memory game played a little differently. First of all, hardly any of my “memory” games are played with hidden cards – I don’t think remembering where something was is as important as getting the student’s brain cells working by trying to connect one item with another. But here I’m not aiming for words, instead I have made the game consist of bits and pieces of lines from the video. The student has to actively listen for what is being said in order to connect two pieces of sentences to each other.

4B Janus the fertility god

The task type SORTER is based on the idea of  sorting words or concepts into various categories. Well, it can be used for sorting scrambled lines of text, too. I would argue that this task is impossible to solve or to score satisfactorily on without listening, which again serves the idea of active listening in the classroom, ie. listening serves a functional purpose, and not just perfunctory activity.

5A Dublin and checking into a hostel

At this stage, the flipped classroom might well come into play because this activity is very much based on a communicative situation; Ian is checking into his hostel, and the skills to successfully obtain accommodation in a foreign country is something all of today’s language learners most certainly will need at some time or another in his life. Supposing hotel bookings and checking in will be the theme for the next communicative lesson, this task might very well fill the function of “homework” in anticipation for that lesson. It’s based on a combination of scrambled lines of dialogue, clues in the form of the same lines in the mother tongue, and a hangman-type activity without the “hanging”.

6 Attending a hurling game in Dublin

No sport except Gaelic football can be more Irish than hurling and therefore a must when dealing with Ireland in the English language classroom. This is a very short and rather simple game-type activity with a time factor, but it still gives the student an idea of what distinguishes hurling from other sports.

7 Cobh – the seaside town

The Titanic, the Lusitania, World War I, and Irish emigration are all part of the history of the small town of Cobh. A true/false/doesn’t say activity here.

8 Blarney Castle and the gift of the gab

This is the very last of my demonstrations here, one on the myth of becoming a good speaker by performing the rather awkward ritual of kissing the Blarney stone. The activity comprises the unscrambling of whole chunks of sentences to be heard in the video clip. Scaffolding in the form of mother tongue versions is provided.

 The whole Ireland-theme presented this way could be finished off with the same post-video/post-computer activities as described in my previous post here, but now wordchecks or quizzes on vocabulary and collocations could be added.


Authentic video in the classroom: Ireland I

What you see here is an approximately 3-minute clip from a 50-minute travel video on Ireland. It is authentic, in the sense that it’s intended for English-speaking people interested in travelling and other countries, not for language learners per se. “Ireland” is one of many videos in the Globetrekker series produced by UK-based Pilot Productions. The series is based on the concept of having a travel guide touring a specific country, experiencing cultural highlights, meeting local people and basically learning about the country together with the viewer. The “guide” is not the expert here, the experts are the locals, and the viewer travels the country in the “guise” of the guide, which makes the videos quite entertaining and exciting – and ideal for the language classroom.

There is hardly any language classroom without the use of videos at one time or another. Youtube videos abound and you are sure to find something suitable regardless of subject matter at hand. Authentic video clips are the obvious choice for introducing real-life people, accents and situations, as well as giving the students a cultural frame of reference for the target language.

What activities are used in connection with video-clips in class? Most common, I would say, are the following:

  1. – for introducing a new subject: Watch and guess what we are going to talk about today.
  2. – to go together with a text: Watch and find similarities to what was said in the text
  3. – to go together with a text: Watch and look out for certain objects (= make a list)
  4. – for discussion: Watch and tell me (the teacher) what this has to do with the text we’ve read
  5. – to go together with a grammatical point: Watch and write down all the instances this particular structure is used
  6. – to illustrate situations: Watch and then tell me what this situation is all about. How would you react / What would you have said in the same situation?
  7. – for listening comprehension: Watch and answer the following questions

Quite a lot it would seem. However, I would argue that we could do much more if we applied the blended learning concept.

Hardly ever do the video clips replace  texts, and there is a good reason for that: the time variable that basically defines the video and audio media. Watching a video together in a class makes it rather impossible to pause, to rewind, to replay according to individual demands. By making watching video possible for all students at the same time, we make it impossible to adjust for individual needs and individual study. But if we take out the “all students at the same time”-aspect, and gave over the play and pause buttons to the students, a whole vista of new possibilities emerge, increasing the overall as well as individual student activity.

So, what could these alternative activities be? I will try to give at least a few scenarios in this blog.

Ireland I

Skills: Listening, reading, speaking/writing

Objectives: the student should be able to talk/write about life and travelling in Ireland based on the facts presented in the Globetrekker video

Pre-video phase – tuning in to the subject

The teacher writes down words having to do with Ireland on the whiteboard, eg. LEPRECHAUN, GUINNESS, GAELIC, JAMES JOYCE, CONNEMARA, THE TROUBLES etc. The students guess what country is represented and when they have arrived at the correct destination, Ireland, they can try to guess what phenomena these individual words are associated with. The answers will be found in the subsequent video.

Video phase – instructions what to do + work sheets –> student activity


The students are asked to do three things while watching the 50-minute video:

  • 1) Before watching he needs to read through all the keywords so that he knows what to listen out for.
  • 2) During the watching he is to draw the travel route in the blank map, and
  • 3) watch and listen for the given keywords on the worksheet, make additional notes in order for the keywords to make sense to him.

As he has access to the video online (in a closed community/LMS) he can pause the video whenever he likes, re-play what he didn’t catch the first time around, ie. he will now enjoy total empowerment and control over his own learning process. Neither is he confined to the classroom space – he can work from home as well.

The keywords have been sorted alphabetically, ie. they do not appear in the correct order. Thus the student has to read through the keywords several times in search for something to match what he has seen and heard. He does not have to find all of them – there is no 100% score to aim for here. The teacher decides how much  time will be allocated for this, and when he thinks it appropriate he stops the activity and calls for the students’ attention back to the class.

Post-video phase 1– Discussion in small groups

The students compare their findings in small groups, assisting each other in filling in missing information on the worksheet.

Post-video phase 2 – Debriefing

There are countless possibilities here , but I’ll just give a few, based on a simple PowerPoint slide show with ten keywords from the worksheet. 

Powerpoint1) The students work in pairs, but no worksheets allowed any more. You will show a keyword and the students take turns in telling his partner all there is to know about that keyword. If the partner has nothing to add, the first student will score a point. For the next keyword the partner in turn does the same. If none of them has anything to say both will lose a point.

2) Divide the class into 4-5 groups and give each group 10 blank papers. Explain the rules: You will show 10 keywords, one at a time, and each group should write down as many facts associated with that keywords as they can. The group with the most correct facts will score a point. The same with the next keyword until time is out or all ten keywords have been dealt with. The winning team will get a prize.

3) Let the students write down their names on small pieces of paper. Collect the names, put them together in a hat, let a student draw a name. That student will have to explain all he knows about the given keyword.

Post-video phase 3 – Final task for evaluation and assessment

Alternative 1)

Give the students a choice between 4-5 broader topics in connection with the video and have them write a composition of 200-250 words. For example:

  • 1. Music in Ireland
  • 2. Irish history
  • 3. Farming in Ireland
  • 4. Sports in Ireland
  • 5. Irish climate and geography

or a communicative topic like this one:

Imagine –

you have a friend you have met on the Internet and there only.

Now he/she tells you he/she is about to go to Ireland in a couple of weeks and as you have told him/her that you have done and read a lot about Ireland in school he/she asks for advice on where to go and what to do and see there exactly. His/her interests are very wide which means he/she is open to all kinds of activities. Write your reply to him/her now and try to uphold his/her image of you as the real expert on Ireland.

Length: about 200 words

Alternative 2)

A short test on facts related in the video. For example:



Alternative 3)

A photo album with nine stills from the video. The students’ task is to write short texts about six of them. For example:

Photo album