Quick Guide
- Keywords: Videos, group work, discussion
- Learner English level: Intermediate and above
- Learner maturity: University and high school
- Preparation time: Less than 30 minutes
- Activity time: At least 30 minutes
- Materials: Laptop/tablet, TV/projector, blank numbered list handout (see Appendix)
This is a task that uses list videos as a stimulus for meaningful discussion and communication practice. List videos are videos that provide a list of the top number of items in a category, such as “Top 10 places to visit in Japan” or “My favorite things about Japan.” This format of video engages students by drawing on their background knowledge and experiences. Students work together in groups to build a consensus on a list.
Preparation
Step 1: Find a list video on YouTube. Choose a topic that students are familiar with. For example, the video can be related to Japan, the city/prefecture where students live, students’ hobbies, and so on. You can search for videos using keywords such as “top 5/10,” “top reasons,” or “favorite things.” To help increase students’ comprehension, make sure the video features many visuals related to the topic.
Step 2: Create a Word file with a blank numbered list (see Appendix for an example). Depending on the number of items listed in the video, change the number of items accordingly. Alternatively, you can ask students to write a list using a blank sheet of paper.
Procedure
Step 1: Divide the class into groups of three to five students. Hand out blank numbered lists to each group.
Step 2: Explain to students that they will work together in groups to write a list related to the chosen topic. For example, if the topic is “Top 10 reasons to live in Japan,” each group will compile a list of their top 10 reasons to live in Japan.
Step 3: Once each group has compiled a list, ask each group to share and compare their lists. Ask students follow-up questions to create more whole-class discussion. For example, if a group lists “Japan has good transport systems” as a reason, they could add that the trains are clean, on time, and go to most places.
Step 4: Explain to students that they will watch a video on the chosen topic. Ask students to write down what the person in the video includes on their list.
Step 5: Play the video using a laptop/tablet and TV/projector.
Step 6: Play the whole video without stopping. Then ask groups to check what they noticed.
Step 7: Play the video again, either all the way through again or stopping with each list item. Allow students to check their answers together as they watch.
Step 8: Play once more and stop with each list item to check answers together as a class.
Step 9: Have students compare the items in the person’s list from the video with the items in the students’ lists and get feedback from students regarding whether they agree or disagree with the person’s list.
Extension
Have groups choose a topic to prepare their own lists (with explanations) by either producing a video or giving a brief presentation to the class.
Conclusion
This task provides a compelling way for students to develop their listening skills and practice communication in groups, requiring very few materials. List videos can be used to facilitate lively discussion on a wide range of relevant topics.
Appendix
The appendix is available below:
