Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
Easi-Speak is a USB recording device in form of a microphone. It fun to use it also the classroom, pupils can play and pretend to make an interview. They record and listen to their own voices, which is quite an usual experience.
I really like the idea and am wondering whether I should incorporate some of these ideas into working on a novel with Class 12. I am not sure that they would have done a radio play in Class 9. And I believe that they would still profit from working with the text in this way – looking for the most relevant plot points and condensing the text, highlighting character’s features so that they come across in the recording (how do you portray a British Muslim with a Pakistani family background in speech without falling back on stereotypes?), translating the atmosphere that is created to evoke tension from literary language into sounds?
(I am also pondering whether we should transform the novel – or parts of it – into a graphic novel, or illustrate some of the scenes. Maybe we can even combine the two.)
Do any of you have experience attempting something like this in the Upper School? I’d love to know!
4 Comments
Great ideas and great project. I am sure the pupils loved it!
Easi-Speak is a USB recording device in form of a microphone. It fun to use it also the classroom, pupils can play and pretend to make an interview. They record and listen to their own voices, which is quite an usual experience.
Great idea! Such a holistic way to get the students into talking, listening, and continue working on the book!
I really like the idea and am wondering whether I should incorporate some of these ideas into working on a novel with Class 12. I am not sure that they would have done a radio play in Class 9. And I believe that they would still profit from working with the text in this way – looking for the most relevant plot points and condensing the text, highlighting character’s features so that they come across in the recording (how do you portray a British Muslim with a Pakistani family background in speech without falling back on stereotypes?), translating the atmosphere that is created to evoke tension from literary language into sounds?
(I am also pondering whether we should transform the novel – or parts of it – into a graphic novel, or illustrate some of the scenes. Maybe we can even combine the two.)
Do any of you have experience attempting something like this in the Upper School? I’d love to know!