Created by beginner students of Mandarin in Higher Education, this role play scenario is performed in a location that is appropriate to the content, helping increase the authenticity of the task.
Video editing suitable for those people who are shy to speak in front of the camera. They can use images, written texts, their voices, puppets or any other resource to create a video clip about anything.
Students use any video recording device to video record each other in a class activity. Later they watch the video at home, transcribe their speech and fill in a self-evaluation form. Strengths and weaknesses from their performances are highlighted and discussed in the following class. Self evaluation, critical thinking and constructive criticism are some of the skills practiced within this activity.
Students practice the L2 by speaking to other students from abroad through Skype, Hangout or other telecollaborative tools. Two students, one from Spain and another one from the USA (English-Spanish L1 &L2), speak half of the time in English, another half in Spanish and sometimes they use code switching when they do not know specific vocabulary, so they help each other. They talk about different things (food, Xmas, what they do at school, in their free time, favourite films and books, etc). At the end of their talk, they provide feedback about this activity.
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.
In this example the teacher is using a simple tool called Present.Me to act out a part of an exam. In this example we can see a teacher working with a student but this could easily be two students working together. The questions have been written into PowerPoint and uploaded into the system and then the voice and webcam has been added to a the PowerPoint. The tool is very easy to use.
In this example the student has been asked to create a PowerPoint presentation and then add their voice to it. The student used a free tool called MyBrainShark.com which allows students to upload video, PPT, Word docs, PDF files and much more and then add their voice. The resulting videos can then be shared or embedded. The tool is free and very easy to use.
This video starring some of the Pelican staff was made especially for
Video for all meeting in Brno. It shows a simple recording of both sides
of a telephone conversation edited together.
Having met examples of telephone language and practised key
expressions, learners can script and capture a conversation using
simple video techniques. They can plan the location and make the
recordings of both halves of the conversation separately and then edit
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.