Why use videos?
So why should we use videos? Well, for a change of pace and a change of focus, to add variety to the class, and because the language is fairly 'authentic'. They also focus on listening comprehension. What's more, they're probably easier for students to understand than coursebook listenings or other listenings involving disimbodied voices. With videos, students get more contextual information, they see body language, facial expressions, lip movement; all of which aid comprehension.
The purpose of the video
Videos are often used because they're related to the topic you're focusing on. For example, if in class you're looking at language for job interviews, you can easily find sample job interviews on youtube. If the topic is technology and computers, a video involving computer nerds might be fun.
Another common purpose is to focus on the language that comes up. It could be anything from language for job interviews to a specific grammar point, such as conditionals or modal verbs. I have a video activity prepared for a documentary about the possibility of the earth being hit by a meteor, and some really good conditional come up. So I do the video activity, highlight the conditionals, then go into a more traditional presentations of conditionals.
Types of videos
DVDs are nice because after doing the activity, you can “give them the answers” by showing it again with English subtitles. If you have access to a computer and the internet, there are a huge number of things you can do, such as songs. You can find the lyrics online, then make a gapfill. Of course you can find pretty much anything online, for example TV series and film trailers, the latter being nice because they don't go on for too long.
Selecting a video
The last point leads nicely to the next one: selecting a video. A rule of thumb: the longer the video, the higher the level the students need. This is because if it lasts 15 minutes, you'll probably only play it once, so students will just have one chance to get it. And longer also means more language to process. But there's something to be said for extensive listenings, but you also have to wonder if it's the best way to spend valuable class time, especially nowadays when students can easily watch videos at home.
I tend to favor shorter videos when possible, by which I mean two to five minutes. This way you can play it several times, thus making the listening more intensive, and it's more likely you can use it for lower levels.
Finally, videos should be as 'authentic' as possible, by this I mean use practical, everyday language, so sitcoms are pretty good. Perhaps it's better to avoid too much news.
This is similar to ordinary coursebook-type listenings. You need to set the scene or activate the students' knowledge. For example, if you're going to show a clip from a film, ask the students if they've seen it. Those who have say what they remember about it; those who haven't ask questions.
It may also be necessary to pre-teach lexis to aid comprehension. This may involve creating a worksheet where students match lexis to meanings, or maybe it could be done on the white board.
In my book, the first viewing should be for gist, which can often be some variation of, 'What happens?' Or if they have previously predicted what's going to happen, they see if they were right. But having some sort of task when they're watching is important because it forces them to make more of an effort and listen more carefully.
I remember when I first started doing videos I would sometimes have them do gapfills and such on the first listening, but I noticed that instead of watching the video, they were looking down at the worksheet, which kind of defeats the purpose of showing the video. So for the first listening I want them to have their eyes on the video and hopefully to enjoy it.
The second listening can be for detail: multiple choice, gap fills, ordering sentences or phrases, though that may mean additional preparation for the teacher. An easier option is to have them take notes on what happens, then work in pairs and compare them and retell.
These are pretty much the same as an ordinary listening. If there was a specific language focus, you could go into that. Depending what the video was, it could lead to a discussion, debate or roleplay. An even easier option is just to ask them what their reaction was, which is especially effective if it was a bit controversial.
BBC Five minute interviews
In 'BBC five minute interviews', someone is interviewed for exactly five minutes. This can be quite demanding but doable, especially for higher level students. Above is a link to an interview with Australian supermodel Elle Macpherson.
This could be related to topics like models, fashion, business (she's now a businesswoman). For the pre-viewing activity you could ask the students to tell you (or each other) everything they know about her. If you have a computer you can even check their answers on Wikipedia. Then ask them to write down the questions they'd like to ask her if they could interview her. Also, it might help things along to pre-teach some vocabulary such as 'entrepreneur, lingerie, a nose for business, raise children, a single mum, to wind down'.
For the first viewing I ask them to listen to see if any on the questions were the same, in the second to take notes on the interview. Then I have them retell what she said. For the after viewing they can role play the interview, or answer some of the questions themselves, i.e. Do you have a nose for business? What is your biggest achievement'? Is it harder being a women in business? What do you find attractive in a man/woman? What do you do to wind down?
By the way, another idea with the BBC is One-minute World News.