Using YouTube Videos in the English Language Classroom
- Connor O'Donoghue
- 2 days ago
- 3 min read
Teachers are always on the lookout for engaging, real-world material. There aren't many resources that can match YouTube for variety and immediacy: from travel vlogs to how-to guides, from comedy sketches to interviews, there’s something for every level and interest. But how do you turn a video into a proper language lesson? In this post, we’ll look at why video is such a valuable classroom tool, how to use it within the standard receptive skills framework, and some creative twists that can make your lessons even more memorable.
Why use video in class?
For most learners today, video is part of everyday life. They stream YouTube on their phones, follow influencers, and often come to class motivated by things they’ve watched online. Bringing video into lessons has several clear benefits:
Engagement: moving images and real voices grab attention more than audio alone.
Realism: in real life, we usually see the people we’re listening to. Video mirrors this.
Motivation: students recognise YouTube as “their world” rather than just “classroom English.”
Accessibility: there’s an endless supply of free material on every topic imaginable.
Flexibility: short clips can fit neatly into a single task, while longer videos can support project work.
Using the receptive skills procedure
The good news is you don’t need to reinvent the wheel. A video is essentially another listening text, just with pictures. That means the familiar receptive skills procedure still applies, with a few tweaks:
Lead-in/prediction: Before pressing play, build curiosity and generate interest. Use the video title, a still image, or a freeze-frame. Ask students what they expect to see.
Pre-teach vocabulary: Go through some words that may trip students up when they watch so that they don't get "blocked"
Gist task: Play the clip once with a very simple question for students to see if they've got the overall idea (e.g. Why does everyone look so happy?).
Detail task: Set more targeted questions, such as What three tips does the speaker give? or Where does the action take place?
Post-viewing: Extend the topic. A class discussion, a role-play, or even a group project (like writing a script for their own video) could all work well.
This sequence keeps the lesson structured while allowing students to experience the video in stages.
Creative and imaginative activities with video
Beyond the standard framework, video opens up space for more interactive tasks. Here are some classroom-tested ideas you can adapt:
Split information: Divide the class into two groups. One watches with sound but no picture, the other with picture but no sound. They then explain to each other what they saw/heard before watching again together.
Describe and draw: One student watches while their partner faces away. The watcher describes what’s happening, and the partner draws or takes notes. Then they compare with the original video. Works especially well with short action clips.
Memory challenge: Choose a video where someone is packing a suitcase, shopping, or cooking. Ask students to list as many items/actions as they can remember. Replay and check. This focuses on listening for detail and builds vocabulary.
Silent viewing prediction: Play the clip muted. Students guess what is being said, or even script short dialogues. Then replay with audio and compare.
Pause and predict: Stop the video at a key moment and ask, What do you think will happen next? Simple, but it sparks creative thinking and prepares them for narrative listening.
Script it yourself: After watching, small groups write and perform their own short video on the same theme — perhaps even filming it on their phones. A fun way to move from comprehension into production.
Final thoughts
YouTube isn’t just a “fun extra.” With the right framework, it becomes a tool for developing listening skills, sparking discussion, and encouraging creativity. Whether you stick with the classic receptive skills sequence or experiment with more imaginative activities, videos can help your students connect classroom English with the real world.
Want to develop more practical classroom techniques? Our Certificate in Teaching English to Speakers of Other Languages (CELTA) give you hands-on experience with using authentic materials like video.
Dr Connor O'Donoghue hails from Ireland and he started teaching English as a foreign language in Poland in 2003 and he became a CELTA trainer in 2008. He has taught and trained in Ireland, the UK, France, Italy, Slovenia, Macedonia, Poland, Russia, Kazakhstan and Vietnam. Connor also holds a Masters and a PhD in Education from Trinity College in Dublin. He has previously managed large teacher training centres in Vietnam and in London before founding DC Teacher Training.
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