Once you've found a video you could use to present language , you then have to decide when you will introduce it in your teaching of a unit. There are several possibilities:

* it could be used to present language - either for the introduction of new of language or to what has been taught by other means and methods;
* it could be used to check whether students are already familiar with the language and can use it confidently, to help the teacher diagnose problems;
* it could be used to stimulate learners to produce the language themselves through or discussion.

We return to these uses in the last part of this , when we look in detail at for video in the lesson.

are a of some language syllabuses. A unit of work might be based around a like ecology or the leisure interests of young people in Britain or the education systems of different countries. A video programme about the same could be a welcome addition to that unit. It could put a different on the ; it could introduce new information; it could invite comparison of the ways the same subject can be treated in different or from different points of view.

Another way of through is by means of subject matter introduced in the textbook for language practice. For example, talking about the people do is often used to practise describing daily routines. There may be video materials on your shelves showing people at work which you could use to extend practice of this kind. An exercise in describing places could be based on a video which showed a particular town. All of this uses video to introduce variety and interest to classroom work.

Your syllabus may include slots for the development of certain skills such as listening to or writing reports. You could think of using video material occasionally as an to these activities. A video recording of a meeting could give practice in taking notes of main points. A documentary programme could form the basis for discussion in the weekly slot for activities. Viewing an interesting story the exercise of listening skills.

You do not always have to have a to other on the syllabus. Some sets of video material are self-contained and come with their own activities: a serial story, a training for management skills, a set of business meetings. Any of these could their own regular slot on the timetable: a Sherlock Holmes story once a month, perhaps, or a weekly session for the Business English group to view the next episode of Bid for Power. a of different video materials could be used in a earmarked for video. The important thing is that the slot be timetabled in, so that even where video provision is very limited, everyone is encouraged to think about how they can use what there is.

This brings us on to thinking about how you can video into your lesson. The rest of this looks at how you might do this, using examples from a of video materials, ELT and non-ELT. The Video Plans in this are taken from Teacher's Guides and other print support produced for video materials. Although the suggestions are for a piece of video, they have been because the ideas are transferrable to other materials.