Creative collages is about bringing words (written and spoken) together in a modern style video production. Students can type words, cut out printed words, create their own words, put them together on top of each other, combine them with other materials. At the same time words / sentences can be recorded and combined with the images. These ideas work well in conjunction with the art lesson.
Everybody is familiar with the concept of television commercials. Relying on the 30 second common framework students develop a short script. Depending on their language skills this include up to sophisticated scripts. In this example the focus is on learning adjectives. Check out the German example: https://youtu.be/YyXq0xupd_I
Video drama is an active support for the application of a foreign language. It is based on long running ideas of staging a language – where body movement and expression can help language learners to get confidence in applying the foreign language but also learn through experimenting with their foreign language.
Step-by-step guide on how to embed a video-clip into an internet text page, add any text (or transcription) to the text page, link all the words of the text to an online dictionary, and link to other electronic practice exercises, such as Hot Potatoes. The CLIL store project was funded by the EU. The repository of existing units is open access, therefore, teachers or students wishing to use existing units do not have to register with the service before viewing or using the materials. The authoring interface has been designed to be user-friendly, however, new users are encouraged to read the step by step guides provided on the project website and if possible to avail of one of the many training workshops offered by the Tools team.
Video created by Language School PELICAN in Czech Republic as one of
the POOLS-3 Project outputs.
Using video in class should include pre and post viewing activities.
Before viewing you can ask students to predict key expressions or
brainstorm vocabulary. During viewing a tick list could be used to help
keep track of the language. Follow-up activities should encourage
students to use the information they have gathered and to explore
concepts or ideas contained in the video. A large variety of strategies are
available as post-viewing activities. These strategies can serve to
consolidate and extend learning.
Learners write and create a subject to narrate their experience in a foreign country. They write a script in the target language and shoot the mini-documentary in target language, following the script that they wrote. At the end they can subtitle the documentary in the mother tongue. Alternatively, the video could be realized in the mother tongue and subtitled in the target language. In this case the learning objectives are different.
Machinima (filming in computer-generated environments) allows us to create recordings in simulated environments that would otherwise be too expensive to visit or to recreate settings populated by actors (using avatars) in order to capture or produce “real-life” situations. The real voices of the actors are used in the filming. In this example great care has been taking with the scripting and post-production to create an interesting example of a role-play scenario which is linguistically accessible to Italian language learners.