English Spotlight 2

Video Links for Year 2 Middle School

Integrating Educational English Videos: A Comprehensive Approach

Videos screened for educational purposes serve as valuable tools to help teachers present new
concepts effectively or recycle already taught content. Curated videos revolve around a set of
aspects of the topics dealt with in the English Spotlight 2; namely jobs and job-related activities
and interviews, common foods and drinks, technology, online devices and activities, body parts
and ailments, etc. Each video is designed to enrich classroom learning through compelling
content. Effective integration involves assessing the relevance and complexity of content,
introducing key vocabulary using visual aids or concise lessons, generating interest with pre-
viewing activities, promoting active engagement through note-taking and discussions, reinforcing
learning with post-viewing exercises like role-plays and quizzes, incorporating video themes into
subsequent lessons, and evaluating comprehension through diverse methods. These videos not
only enhance understanding but also foster interactive and engaging learning experiences in the
classroom.
Important Notes about Using Videos
1. Though all videos presented in the table below are aligned with the English Spotlight 2
curriculum and considered appropriate for the age and level of middle school students,
teachers are encouraged to preview the videos and ensure that they are appropriate for
their specific learners.
2. It is also possible for teachers to select parts of videos that are best for their learners. If
the content is useful and appropriate, but the length of the video is too long for your
student group, select the portion of the video that you think is most suitable!
3. The videos are available online, which means they sometimes include an advertisement
at the start. Please pre-set your video before class starts and DO NOT show ads to
students.

Following the table of links below, a detailed video-activity structure is suggested to guide
teachers in effectively planning and utilizing these instructional videos. Teachers might like to
follow the sample to design their own activities.

1
Key:
Videos to use with students Videos for teacher learning

Welcome Back Topic and Time Link to Video Notes

Basic English Dialogues:
Welcome Back Introducing Yourself Bing Videos 16 Questions and Answers for
4 min Introducing Oneself and Engaging in
Conversations ( revision and recycling)
Days of The Week :
Days of The Week Uses high energy chant to teach Days
Welcome Back Bing Videos
2 min 08 sec
of the Week- Pronunciation

Months of the year Song:

Months of the year Bing Videos Uses high energy song with Modern
Welcome Back
2 min 48 sec Rhythm to revise Months of the Year.

https://www.bing.c
om/videos/rivervie
School Dialogues:
w/relatedvideo?q=
School and classroom language/
video%20introduci
School Dialogues: conversations :
Welcome Back ng%20yourself%20t
6 min recycles school and classroom
een&mid=F6DA52E
language. Teacher might split into 2
B84D77E88271DF6
parts for more focus.
DA52EB84D77E882
71D&ajaxhist=0
Simple Past Tense with regular and
irregular verbs

Students will be exposed to common

What Did You Do? regular and irregular verbs describing
Welcome Back Bing Videos
5 min 25 sec weekend activities. More focus is put
on simple past tense with irregular
verbs.

How’s the Weather Song

How's The Weather? Bing Videos Recycling asking and answering

Welcome Back 2 min 05 sec questions about the weather/ adjectives;
sunny, rainy, cloudy, snowy.

2
 Super Simple Songs :
Do you like? Yes, I do / No, I don’t.
Do You Like Lasagna Question and answer format
Unit 2 Milkshakes? Bing Videos (affirmative and negative). Teachers can
2 min 40 sec encourage students to chant
independently, suitable for beginners or
false beginners.
Natural English Conversation:
Short video that can be used to
Food Preferences Bing Videos introduce the Food Unit. It includes
Unit 2
1 min 29 sec simple yet very useful food vocabulary
at this level (fast food, burger, flavors,
tasty, sausage, sweet, etc.)."
At the Restaurant:
In a restaurant setting: The video
reviews vocabulary related to arriving at
At the Restaurant
the restaurant, requesting menus, and
Conversation
Unit 2 Bing Videos ordering food. Teachers may choose to
5 min
create their own tools to assess
comprehension or act out parts of the
video. Real-life English usage is
particularly engaging in this context!
Describing Food:
This video focuses on describing food,
using adjectives to express preferences
(liking/disliking food), cooking
Describing Food
Unit 2- vocabulary, including idioms, and
4 min 13 sec
Bing Videos describing food textures (e.g., juicy).
Teachers should use it whenever
possible to help students memorize this
food-related vocabulary.
Daily routines revisited:
Daily Routines Featuring Frequency
Talking about Daily
Adverbs and a Storyline. Teachers may
Unit 3 Routines Bing Videos
encourage students to discuss their
4 min 48 sec
own daily routines. The teacher may
choose to split the video into two parts.

3
 Daily Routines Vocabulary : (brush
Daily Routine teeth, make bed, go to school, drive to
Unit 3 Vocabulary Bing Videos work, study, exercise, take out the
6 min 23 sec trash, etc.) – Vocabulary is presented
with visuals, sometimes humorous.

Wake Up! Daily Routines Song for

Kids
This is what I do when I wake up in the
Wake Up! Daily morning. This is a simple and humorous
Unit 3 Routines Bing Videos
2 min 50 sec chant to use for reviewing or recycling
daily activities. Teachers may find it
suitable for very beginners or false
beginner students.

Young Voices: What is your dream

job
What is your dream
Unit 3 Bing Videos Themes of Climate Change,
job? (Part 1) Environment, Becoming a Teacher,
2 min 56 sec
Journalist, and More - Adaptable for
Classroom Use

Who invented....?
The video presents/ recycles questions
Reinforcement of and gives answers about who invented
Simple Past with common items. A great review of
Unit 3 Bing Videos
Inventions vocabulary and past tense in context.
2 min 51 sec This video may be used as a game for
students who are familiar with some
inventors.
The power of reading versus the
The Power and overuse of technology: A teenager
Importance advises everyone to read, read, and
Unit 3 Bing Videos
of...READING! read. This video is a bit advanced, but
3 min 10 sec teachers can prepare students before
they view it. It's so interesting!
Technology What types of technology do you like
Unit 3 Vocabulary Bing Videos to use? Technology vocabulary
2 min 05 sec includes: podcast, download, upload,

4
 search engine, text a link, blog, text,
etc. (American English)
Vocabulary technology to revise or
Technology II –
Unit 3 Bing Videos recycle - Internet, website, search
4 min 35 sec
engine, Wi-Fi, homepage, email...
Protect Your Body: Text-based video
that recycles vocabulary such as 'go to
the doctor,' 'eat healthy,' etc. The
teacher might split it into parts and
Protect your body
Unit 4 Bing Videos design tools to check students'
12 min
understanding. Vocabulary items such
as food, protein, dairy products, pulses,
etc., are presented with text and
visuals. Just give it a try!
Healthy Eating Habits for Kids: Learn
Good Habits & Avoid Junk Food.
Healthy Eating Advice vocabulary: Should/should not.
Habits Bing Videos
Unit 4 Though the video may seem childish,
4 min 13 sec
it's very important.The video includes a
story emphasizing the importance of
eating healthy food and exercising.
Visit to a Doctor: Types of doctors,
doctor-patient discourse, reinforcing
Visit To A Doctor:
vocabulary related to ailments such as
English Vocabulary
Unit 4 2 min 49 sec Bing Videos cough, temperature, sore throat, cold,
antibiotics, etc. The video also provides
further explanations of these
vocabulary items.
Parts of the body :
Revisit various parts of the body: head,
Parts of the body in eyes, cheeks, chin, feet, elbow, etc. The
English teacher might ask students to watch the
Unit 4 6 min 44 sec Bing Videos
video again at home and then use
charades or other games in class. This
will be enjoyable and conducive to
learning.
Present Continuous Tense
Very beautiful video for presenting or
reviewing the present continuous tense
What are they
(affirmative, negative, and
Unit 5 doing? Bing Videos
5 min 49 sec interrogative). Includes engaging
outdoor scenes. Teachers can use
various activities during viewing, such
as chart filling, tailored to their needs.
Clothes Quiz Clothes Quiz
Unit 5 Bing Videos
2 min 18 sec Clothes Quiz: Review or presentation of

5
 the most familiar clothing items with
the use of visuals. Teachers might assign
this as a homework assignment and use
it as a basis for other activities such as
charades and games, like contests to
test how many words students know.
Light activities!
The "Clothes Vocabulary Flashcards"
video can be used by teachers to
introduce and reinforce clothing
vocabulary in class. Students can
Clothes Vocabulary
engage by repeating words and
Flashcards
Unit 5 2 min Bing Videos participating in games like memory
matching or charades. Assigning the
video as homework encourages further
review and helps students solidify their
understanding of the vocabulary
presented.
Clothes and Fashion:
The video covers vocabulary related to
clothes and fashion, including casual
Clothes and Fashion:
clothes, trainers, shoes, shirts, ties,
Everyday English
Unit 5 Bing Videos winter hats, and more. It can be
1 min 20 sec
assigned as homework to engage
students with English videos on
YouTube, or teachers can design tasks
to reinforce vocabulary related to
clothes and fashion.
Clothes Vocabulary Guessing Game:
Using visuals and multiple-choice options,
Clothes Vocabulary students are presented with a long list of
Guessing Game | vocabulary related to clothes. Teachers can
Unit 5 Activities Bing Videos exploit these words in class or at home to
5 min 22 sec help students remember as many vocabulary
items as possible and engage in charades
games or competitions. Additionally, the
video can be used for assessment purposes.
Let’s be Healthy:
Let’s be active for
A short, direct WHO talk encouraging
health for all
1 min 34 sec Bing Videos movement and discouraging inactivity.
Unit 6
Teachers can enhance this citizenship
lesson with additional materials to
reinforce the message.
Where are you Present continuous and places in the
going? What will city: An engaging video for teens with
Unit 6 you do? Where will Bing Videos plenty of visuals, focused on using
you stay? present continuous tense and
2 min 53 sec describing places in the city. Ensure the

6
 video is appropriate for their level.
The weather vocabulary:
The weather vocabulary video
The weather in my discusses weather conditions in various
country cities: heat, clouds, snow, storms,
Unit 6 Bing Videos
5 min 03 sec lightning, etc. It may be challenging for
weaker students, so adapt by using
tools and pausing periodically to check
comprehension.
Teachers Children just won't stop talking in
class?
1. Relax

What To Do When 2. Assess your lesson plan

Students Won't 3. Build in time for them to talk
STOP Talking Bing Videos
4. Have a call-and-response to get
their attention
5. Don't continue to try and talk
over them 6. Set clear expectations
for noise level 7. Revise (or create)
seating chart
Teachers Strategies for Link Managing Large Classes
Managing Large Presented by American English Live, this
Classes video provides tips on how teachers
can manage interactive activities with
57 min large classes. Teachers may find this a
useful video for implementing games
and activities recommended in the
English Spotlight series.

Video-viewing Activity Structure

Teacher Preparation and Planning

Before using a video in the classroom, the teacher should prepare for the activity by:

 Selecting a video based on its relevance to the current and upcoming units and lessons.
 Watching the video to assess its content, difficulty level, relevance, and values conveyed.
 Identifying key vocabulary, challenging phrasal verbs, expressions, or collocations.
 Determining what part of the video to use. Remember that at the early stage of
language learning, videos of 1-3 minutes are usually ideal.

7
  Designing charts, questions, and tasks for both the while-viewing and post-viewing
phases.

In-Class Activities

Before students watch the video, it's important to present or revisit key vocabulary and activate
their prior knowledge about the topic. This preparation enhances their understanding:

 Introducing or Revisiting Key Vocabulary:

o Share the objective to help students anticipate what they will view, if
appropriate.
o Write key terms or vocabulary items on the board and use visual aids or
flashcards.
o Provide definitions and highlight concepts and context as needed.
o Review collocations and other language components for better comprehension.
 Activating Prior Knowledge: Activating prior knowledge helps learners connect new
information to existing knowledge, enhancing comprehension and engagement. It
supports critical thinking by encouraging students to reflect on their experiences:
o Ask open-ended questions. For instance, if the topic is climate change, initiate
discussion with questions like "What do you know about climate change?" or
"How does it affect our lives?" Capture responses on the board to guide further
exploration.
o Use visual stimuli. Show still images from the video or use flashcards to prompt
discussion and predictions. Visual aids engage students and help them visualize
concepts related to climate change.
o Provide a brief overview. Give a concise summary of the video's topic using cues
to activate anticipation and curiosity. For beginners, consider a matching exercise
or chart to reinforce understanding and prepare them for the video content.
o Encourage discussion. Prompt students to share predictions about what they will
see and learn in the video, encouraging active participation and focused viewing.
o Highlight key points. Emphasize specific aspects or themes that students should
pay attention to during the video to keep them engaged and focused.

By following these steps, teachers can effectively activate students' prior knowledge, foster
discussion, and prepare them for meaningful learning experiences while watching the video.

While-Viewing Activities

During this phase of the lesson, after the previewing activities, proceed as follows:

 Provide charts or worksheets for students to fill out during the video, focusing on key
vocabulary, main ideas, and specific questions.
 Play the video in segments, pausing periodically to discuss content and ensure
comprehension.

8
  Ask guiding questions such as “What just happened?” or “What do you think will
happen next?” to stimulate critical thinking. Make students are on task.
 Encourage students to take notes on important points or new vocabulary as they watch,
using the board for emphasis.
 Use true/false or multiple-choice questions during pauses to actively engage students
and reinforce understanding.

Post-Viewing Activities

Following the viewing activities, assess comprehension while students share ideas and key
learnings. Consider the following activities:

 Discuss the video's content. Facilitate student sharing of viewing guide/chart answers or
questions and clarify key points. Depending on time, have students repeat segments of
the video or practice pronunciation in chorus.
 Role-play scenes from the video using new vocabulary and expressions.
 Write a summary or personal response to the video. Encourage sharing insights and
discuss moral lessons, relating them to students' lives.
 Create a quiz or organize a game (e.g., vocabulary bingo) to reinforce learning,
incorporating grammatical structures, functions, or other aspects.
 Invite students to review the video at home and acknowledge their efforts to make the
lesson productive.

Teachers should integrate the video's vocabulary and themes into future lessons, projects, and
assessments for continuity and relevance. Regular assessment and feedback are crucial for
gauging understanding and improving learning outcomes across Grade 7, enhancing student
engagement, and maximizing the video's educational impact.