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© Marisa Constantinides, CELT Athens, 2014 [email protected]
*First, a few things about the machinima itself
What Why How
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*What
the use of real-time computer graphics engines to create a cinematic production.
http://en.wikipedia.org/wiki/Machinima
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Why• Content control
• Language control
• Motivation/engagement
• Comprehensible input
• Language acquisition
• Modality preference
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*How
Language input
Receptive skills
Productive skillsLesson Objectives
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*How
model prompt
end
Teacher created
Student created
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Teacher Generated Machinima
Considerations
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Label - introduce
Not on the machinima or video necessarily
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Language Controls
Yes No
If showcasing language points or items of vocabulary
If using video for listening skills development
70% Make text comprehensible
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Text – Speech Bubbles
Advantages Disadvantages
• Can help visual learners• Makes listening to accents
easier• Gives opportunity to
explore new vocabulary
• Unnatural – not the intended use of the medium
• Makes Ss text-dependent• Does not improve
listening skills• Reading & following
action sometimes difficult
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Rules & Explanations
Yes No
• If for self-access • If for revision
• If in class• Keep separate• Do outside video
Best put in separate worksheet
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Techniques Toolkit
• 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
© Marisa Constantinides, CELT Athens, 2014 [email protected]
*Techniques Toolkit
• Speech bubbles to complete• Partial viewing (half screen) • Back –to – back viewing• Gapfills • Ordering
images/sentences/events• T/F – multiple choice ….etc…
© Marisa Constantinides, CELT Athens, 2014 [email protected]
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
focus on the basic situation first focus on the plot focus on the characters focus on factual information focus on the language used
encourage the students to react to the video encourage the students to practise some of the language used
*Staging receptive workPre-viewing
activities
Viewing activities
Post-viewing activities
© Marisa Constantinides, CELT Athens, 2014 [email protected]
Lateral
thinkingFlexible thinking
High
productivityHigh originality
Variety of solutions Independen
ce of view
© Marisa Constantinides, CELT Athens, 2014 [email protected]
Fluency Flexibility Elaboration Originality
© Marisa Constantinides, CELT Athens, 2014 [email protected]
Elements of creative
behaviour
Relationship to Language Production
Fluency Ability to produce large numbers of ideas
Easy & ready flow of talk; production of sustained talk
Flexibility Ability to produce diverse ideas (not the same kind)
Ability to follow & respond to changes in conversation;
Elaboration Ability to add on to and embellish an already existing idea
Ability to avoid simplistic responses; ability to improve set phrases and embellish them; useful for writing
Originality Ability to produce uncommon, 'clever' ideas
Ability to produce novel utterances; avoidance of clichés
© Marisa Constantinides, CELT Athens, 2014 [email protected]
Thank you for listening!
Ευχαριστώ που με ακούσατε!
My email [email protected]
My Twitter IDhttp://twitter.com/Marisa_C
My Centre www.celt.edu.gr
My Blogshttp://marisaconstantinides.edublogs.org/
http://celtathens.wordpress.com/
