Personal views -
I've used videos as part of my "tool box" for the past 10 years and must admit that it is an interesting experience which always gives positive results if certain rules are respected. Some of these rules I had at the beginning, and over the years, one or two have been added ... they are -
1) Video lessons (2 or 3 x 1 hour sessions) only once or twice a
term with any one class is enough, but short clips can be used at any time
- why not at the beginning of a lesson, a news item, a publicity spot ....
.
2) It takes time for students to realise that videos can be used
for work and not just for leisure so don't tolerate passive viewing - the
students must know beforehand what they have to do - oral explanation,
work sheet etc.
3) The students must know that they will be evaluated, as they are when they study a lesson in their English book. Videos are "familiar friends" for a majority of students, so you must be quite clear and show by the way that you orient your lesson, the feedback that you expect.
4) No video lessons during the last week of term time.
5) Sequences shouldn't be longer than 3 minutes (which is quite long really) ... legally, 3 minutes are "tolerated", (it isn't a legal right), and if you show more, you could have problems... the same sort of problems that you could have if you photocopied a document which is "copyright"...
These "rules" are just suggestions - I always believe that teachers
do what they think is best with each class - teachers know their classes,
and use the best method (in spite of what the occasional inspector may
say).
I could propose certain video sequences that I have used, but
I think that the teacher must find his own, - if he isn't convinced, it's
the same problem as when he works with a book that he doesn't like - the
message doesn't get through.
I'll
only say that I've used quite a few extracts from old black and white films,
+ "Barry Lyndon", "Amadeus", "Twilight Zone", "Mr Bean" 
(excellent,
no dialogue - only body language... the lesson possibilties are vast)...
To finish this short introduction, let's just say that working with video demands more preparation, and foresight - it's new for the students and maybe for you - but the effort is rewarded.
These five
techniques, Freeze Frame, Sound Only, Silent Viewing, Split Viewing and
Normal Viewing, have become popular for teaching language with video.
All suggest
working with short sequences of action (one to three minutes long),
repeated several times. A typical class period, or even a single activity,
may incorporate more than one technique. Here are a few of these
techniques found on the Web :
Freeze Frame
This technique is simple. Press the Pause
or Still button on the video recorder so that the picture "freezes" on
the screen. You'll need a video cassette recorder (VCR) in which the image
stands still and clear for about a minute. Don't worry about "burning"
the picture into the screen or damaging the tape. These problems are no
longer an issue due to advances in VCR technology.
What you will now have is a picture. (Think
of a video as being made up of millions of pictures.) All of the activities
you do with pictures in the classroom are still valid: describing the people
or scene, introducing new vocabulary, making inferences about the characters'
habits, livelihood, or economic status from their clothing or physical
shape, and so on.
The magic of video, however, is that the
characters move and speak. Use Freeze Frame just at the point when a character
is about to respond to a question, at a crucial moment when he/she must
make a statement or reaction, or when he/she has an interesting expression
on his/her face. Ask the students to guess what he/she will say or
do. Then release the pause on the VCR, and let them compare their answers
with what actually happens.
Freeze Frame is useful, too, for pronunciation
and grammar practice. Stop the tape when a character has used an intonation
pattern, grammatical structure, or idiom that you want the students to
practice. Rewind slightly so that they can hear the utterance again, and
repeat it, either along with or following the character's voice.
Almost every classroom video activity includes
the use of Freeze Frame.
Sound Only 
While Silent Viewing involves getting information
through our eyes, Sound Only involves listening for aural clues to
the action. These include sound effects such as ambulance sirens and car
horns, animal sounds, doors slamming, a baby crying, a telephone ringing,
and so forth. To use this technique, turn the brightness control until
the television screen goes dark. (If this is awkward, or if you still see
some of the picture, cover the screen with a newspaper or cloth.)
What is left is, in effect, an audiotape.
Students listen to the sounds and the accompanying conversation and make
predictions about what is happening: Who and where the people are and what
they are doing. They can also try to describe a character from listening
to his/her voice: Is he/she tall or short? old, middle-aged or a teenager?
friendly or unfriendly?
Sound Only may also be the chosen technique
when you want students to pay particular attention to a small piece
of dialogue, while avoiding the distraction of the activity on the screen.
This is particularly interesting when body
language and verbal language are contradictory; focusing on each separately,
can lead to interesting student observations.
The major advantage of this method over
audiotape is that students can positively confirm their guesses (or
laugh at their mistakes) immediately upon viewing.
Silent Viewing
Think about how much information we get
through our eyes: we make judgments about a person's age, physical appearance,
economic status, and mood. We know the time of day and the season of the
year. When two people are talking, we infer much about their relationship
and personalities from their body language. If we observe small details,
as we can through video close-ups, we can find out additional information:
whether a person is married (Is she wearing a wedding ring?); relaxed or
tense (Is he smiling broadly or grinding his teeth?); or concerned about
appearance (Are his shoes shined or dirty?). All of this information is
readily available for class discussion if you use the technique of Silent
Viewing.
In addition, video scenes usually present
many unsubtle clues to their content. (In fact, if you ask your students
to tell you about what they have just seen silently - both the sequence
of events and the content of the characters' conversation - most students
will give surprisingly accurate descriptions.) By watching a scene with
the sound off, students gain two major benefits:
1) time in which to absorb the content of a sequence without the anxiety
of having to understand the language and
2) a chance to fit the language that they hear on a second viewing into
a context.
Not surprisingly, their level of comprehension
in the second viewing is greatly superior to that of a "cold" first viewing
that includes both sound and picture.
To use this technique, turn the volume
control to its lowest setting so that the soundtrack is inaudible.
Silent Viewing is excellent for stimulating
speaking and writing: students want to communicate their interpretations
of the people and actions they have seen on the screen.
Oddly enough, during the actual viewing, sometimes the silence is
"uncomfortable".
Split Viewing 
This technique is based on the idea that
student partners will each know different, but incomplete, versions of
a story. In order to recreate the original story, they will need to share
their information. While creating materials in print or on audiotape to
use with this technique is an arduous task, video, with its separate visual
and sound tracks, adapts quite easily.
The "classic" mode for Split Viewing requires
the ability to send half of the class out of the room for a few minutes.
The remaining students watch the video with the sound off. The students
then switch places, with the students who just watched the video without
sound leave the room and the remainder listen with the picture off. (If
you have a second room available, you can make an audiotape copy of the
sound track for the listeners so that both groups can work simultaneously.)
You will want to create a viewing and listening task sheet for the students
to complete separately. Then they will come back together to share their
information.
An easier, quicker way is to rearrange
the students' seats so that half of the class face the screen and can see
and watch the video; their counterparts sit with their backs to the screen
and can only listen. This creates an information gap - the listeners lack
vital information and must question their counterparts about the setting,
the characters, and the characters' actions.
As the students watch, those who can see
may describe what is happening. Or you may tell the students to wait until
the sequence is finished; then the listeners can question the watchers.
One word of warning: choose a sequence
of no more than two minutes in length - the listeners get very jealous
of the watchers!
Normal viewing
At first glance, watching a video with both
the sound and the picture on does not seem to fit the label of "video technique."
It qualifies, however, as a technique in an educational sense: you, the
teacher, are choosing to show the video in this fashion in order to give
your students the visual and audio information they need to complete a
task.
Because the combination of both the visual
and audio tracks supplies an overpowering amount of information, it is
best to show very short sequences to your class - one to two minutes of
tape generally works best with students.
You will also want to create very structured
tasks for your class if Normal Viewing is used as an initial viewing. While
you can't expect detailed comprehension from your students, you can create
activities that focus on sequence of events, checking off things that they
see (or do not see), listening for paraphrases, and gaining impressions
that can lead into writing assignments.
The most common use of this technique,
however, is on a second or third viewing of a tape segment, after students
have a general impression of the content gained through silent viewing.Now
they can concentrate on activities that require recall of specific vocabulary
or language exchanges.
If you need the script of the film, try Drew's Script-O-Rama
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