This introductory section of the course is meant to give you a first impression of how the course works, who the people are and which tools we are planning to use. Moreover you will find a short introduction into the ideas of sustainable foreign language teaching and learning and into our thoughts about the topic Media usage and media literacy.
It would be interesting to know how much the teacher was involved into the flow of the project, and where it is potentially useful to check on it somehow to make sure there are no bottlenecks of some kind.
Well, after the class read the book, the pupils had time to work on writing the scenes – which had to be handed in for corrections and advice, e.g. with respect to additional sounds or more explanation needed etc. .
The pupils work in groups during lessons and the teacher is around, can be asked or can talk to the different groups. Hence the teacher always has on overview on what is going on.
The most difficult part is to convince the pupuls that the speaking also needs practicing – this is often underestimated – and has to be experienced (epsecially for pupils who do not listen to the teacher’s advice). That is probably one of the outcomes of the project:)
Hence the whole process does take several days (double lessons) – also because texts have to be corrected, rewritten, arranged, practiced, recorded…
I actually did this with a 7th grade during my last internship, but in German. The teacher and I didn’t really give the kids such a restricted structure but let them write scripts for either a stage or a radio play. It was mostly silly stuff but even in class 7 they did some amazing things with recording apps on their phones.
Thank you for the detailed instructions, I also like the more open alternative settings though. It sounds like a very valuable task, especially making up own dialogues allows for some creativity and seems only possible if the students really understand the text.
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6 Comments
It would be interesting to know how much the teacher was involved into the flow of the project, and where it is potentially useful to check on it somehow to make sure there are no bottlenecks of some kind.
Well, after the class read the book, the pupils had time to work on writing the scenes – which had to be handed in for corrections and advice, e.g. with respect to additional sounds or more explanation needed etc. .
The pupils work in groups during lessons and the teacher is around, can be asked or can talk to the different groups. Hence the teacher always has on overview on what is going on.
The most difficult part is to convince the pupuls that the speaking also needs practicing – this is often underestimated – and has to be experienced (epsecially for pupils who do not listen to the teacher’s advice). That is probably one of the outcomes of the project:)
Hence the whole process does take several days (double lessons) – also because texts have to be corrected, rewritten, arranged, practiced, recorded…
I might like to do that with my class 10 and the novel [i]bend it like Beckham[/i]. Can you tell us more about the equiptment needed?
Was this project done mainly in class or as homework?
I actually did this with a 7th grade during my last internship, but in German. The teacher and I didn’t really give the kids such a restricted structure but let them write scripts for either a stage or a radio play. It was mostly silly stuff but even in class 7 they did some amazing things with recording apps on their phones.
Thank you for the detailed instructions, I also like the more open alternative settings though. It sounds like a very valuable task, especially making up own dialogues allows for some creativity and seems only possible if the students really understand the text.