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Machinima for language learning
 

Machinima for language learning

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    Machinima for language learning Machinima for language learning Presentation Transcript

    • * or online
    • * or online
    • * What Why How
    • * the use of real-time computer graphics engines to create a cinematic production. http://en.wikipedia.org/wiki/Machinima
    • * • • • • • • Content control Language control Motivation/engagement Comprehensible input Language acquisition Modality preference
    • * Language input Receptive skills Productive skills Lesson Objectives
    • * Teacher created model prompt end Student created
    • * Considerations
    • * 1 min 10 mins More?
    • * 2 4-5+ More?
    • * Not on the machinima or video necessarily
    • * 2 4-5+ More?
    • * Language? Skills? Mixture?
    • * Vocabulary
    • * Yes If showcasing language points or items of vocabulary No If using video for listening skills development
    • * … and rules
    • * Advantages • Can help visual learners • Makes listening to accents easier • Gives opportunity to explore new vocabulary Disadvantages • Unnatural – not the intended use of the medium • Makes Ss text-dependent • Does not improve listening skills • Reading & following action sometimes difficult
    • * Yes • If for self-access • If for revision No • If in class • Keep separate • Do outside video
    • * Classroom Techniques
    • * • Play with sound off • Freeze-frame and stop the action at any point you want; ask for predictions • Play with sound off and just watch the images
    • * • • • • • • Speech bubbles to complete Partial viewing (half screen) Back –to – back viewing Gapfills Ordering images/sentences/events T/F – multiple choice ….etc…
    • * Lesson Shapes
    • * PPP PWP TBL
    • * Pre-viewing activities  tap the students’ background knowledge  stimulate interest in the topic  pre-teach essential vocabulary  give students a purpose for viewing  encourage students to predict/anticipate Viewing activities  focus  focus  focus  focus  focus on on on on on the basic situation first the plot the characters factual information the language used Post-viewing activities  encourage the students to react to the video  encourage the students to practise some of the language used
    • *
    • * Project based PWP TBL
    • *
    • Creative potential Language Use
    • Elements of creative behaviour Relationship to Language Production Fluency Ability to produce large Easy & ready flow of talk; numbers of ideas production of sustained talk Flexibility Ability to produce diverse ideas (not the same kind) Elaboration Ability to add on to and Ability to avoid simplistic embellish an already responses; ability to existing idea improve set phrases and embellish them; useful for writing Ability to produce Ability to produce novel uncommon, 'clever' utterances; avoidance of ideas clichés Originality Ability to follow & respond to changes in conversation;
    • My email info@celt.edu.gr My Twitter ID http://twitter.com/Marisa_C My Centre www.celt.edu.gr My Blogs http://marisaconstantinides.edublogs.org/ http://celtathens.wordpress.com/