☆Let’s Think
1.
Sarah says that videos can
supplement the intellectual depth of written material by providing real-world
context, visual examples, or even expert interviews that can make abstract or
complicated subjects more relatable. Provide a specific example for this point.
Do you have any related experience?
2.
Share your experience of a
passive form of consumption that Tom mentions in terms of video usage in
learning.
☆Hints for Points
For
1.
Seeing is believing.
Geography, for instance, needs more films for students to know about the features
of each region on this planet, such as landscape, climate, economic activities,
and culture.
2.
Good movies are effective
teaching materials. They attract attention of students and give them strong
impact, leaving an experience in them.
3.
Videos and books supplement for
each other. Videos facilitate understanding of the subject while books provide
detailed information that videos leave out.
Against
1.
Videos have less information
than books do. The information in videos has been filtered and edited. The raw
data are in books.
2.
Overuse of videos may lower
students’ reading and writing skills. Watching a video takes up time, reducing
time to read and write.
3.
Watching a film in class is a
passive activity. Students cannot freely inquire, research, and analyze matters
related to the subject during the play although mind can run. It is essential
to work on appropriate length and timing of video usage in curriculum, such as
assigning watching a related video as homework.
☆Response for Ideas
and Expression
【Thesis】I agree with Sarah that schools should
incorporate more videos in the curriculum.
【Supporting Details】Videos are realia and so indispensable in
classes. They contribute to motivation, engagement, and better understanding of
the reading materials. They also supplement provision of some types of
information that reading cannot provide. For example, they can show actual
audio and visuals of battle grounds in history classes, chemical reactions that
are too dangerous to demonstrate in a school lab, or a certain expression uttered
in a real conversation in a foreign language class.
【Counterargument-treatment & Conclusion】 Of course, reading materials make up the
core of academic learning as most of the academic information is only in books.
However, videos enhance learning when they are used as supplementary materials
for reading, and therefore, they should be utilized more in classes.
(130 words)
【Thesis】Although I don’t deny the remarkable teaching
effect of videos used in schools, I am skeptical of its total benefit in the
long run.
【Supporting Details】For one thing, studies come down to accurate
comprehension of the reading materials and training of critical thinking, and
intensive and comprehensive reading is necessary to develop the mind of
students. Videos can make it easier to understand the reading material to some
degree, but they are nothing more than that. Also, as Tom is concerned, they
may hamper the active learning, giving students false satisfaction that they
have learned the subject well enough. For instance, watching chemistry class
videos introducing each element of the periodic table may provide some general
ideas about elements, but it can give little real knowledge of them that is acquired
by actually experimenting on the samples and reading the related information
about them. (143 words)