Książeczki elektroniczne

Książka online, czyli jak zachęcić do tworzenia i pisania

Z naszych obserwacji wynika, że im starszy słuchacz, tym mniejsza ochota na czytanie. O pisaniu nie wspominając. Na stu uczniów pisać po angielsku lubi JEDEN. I choć pisanie samo w sobie nie jest najważniejszą umiejętnością w kontakcie z językiem obcym (zaledwie 5% interakcji w prawdziwym życiu wymaga od nas znajomości zasad pisania w danym języku), o tyle pisanie samo w sobie pomaga "zebrać myśli".

Jako że nieustannie się szkolimy, część z naszej kadry realizuje szkolenia online w ramach programu eTwinning. Szkolenia te przybliżają nam nowinki technologiczne, które młodzież kocha!

Jednym z programów jest StoryJumper. Zaprosiłyśmy uczniów gimnazjalnych do tworzenia książeczek. Oto wyniki (dodawane w miarę napływania prac).

Read this free book made on StoryJumper  Autorka scenariusza: Julia Budzowska

Be like Alfred Hitchcock

I have discovered with great amazement that my teenage students were not familiar with one of the most significant film directors at all! Well, this experience was highly inspiring and in one evening the whole lesson plan was created.

The lesson is divided into two meetings which is crucial for its success.

DAY 1

Prior knowledge

TIME: 10 mins

Ask Ss some questions about American cinematography, Alfred Hitchcock and his films. Activate their prior knowledge, ask about favourite movies, directors etc. Check if they can elicit genres in cinematography and give examples of films and/or describe their features.
 

TASK 1 

 TIME: 5/10 mins

Show Ss the mosaic illustrating the most important films by Hitchcock asking them whether their have seen/heard about any of them. In my case, the answer was almost always negative so I spent some time talking about the plot and explaining the symbolism of the posters. With a creative group you can ask them to guess what the films are about.

TASK 2 

 TIME: 10 mins

Ask Ss what a trailer is, if they could indicate its features. Afterwards, play the video with Alfred Hitchcock inviting the viewers to watch his latest film "Psycho".

After the show ask Ss to compare and contrast this trailer with what they know from cinemas. Another thing to talk about is the person of Alfred Hitchcock and the way he presents the film, the plot and the location.

TASK 3

TIME: 10/15 mins
Tell the Ss that they are going to see famous scenes from two masterpieces - "Psycho" and "the Birds".
If you haven't asked them to make up stories in Task 1, do it now after watching the pieces.

TASK 4 

TIME: 10 mins

Give the Ss shuffled texts describing plots of the films. They can be spoilers or incomplete stories to leave some space for suspense ;) I used Wikipedia to prepare mine but the text should be adjusted to the Ss level.
Ask Ss to put the pieces in the correct order. Check it together explaining any new vocabulary. It is essential for the homework!

TASK 5

TIME: 5 mins

If your Ss got interested in Hitchcock's work you can show them a trailer (a good comparison again!) of the biographical film about this director. It's a filmed story of how "Psycho" was produced and starred with Anthony Hopkins, Helen Murren and Scarlett Johanson or Jessica Biel so Ss should be attracted by these names.

HOMEWORK - Be like Alfred Hitchcock!
Ask Ss to prepare an oral presentation of one of Hitchcock's films (can be the ones presented during the lesson) and give a speech where audibility, pronunciation, articulation and vocal expression will be judged.

DAY 2

TASK 1 

 TIME: 5/10 mins per person

Presentations of students' trailers.

TASK 2

Assessment - ask Ss to evaluate their performances. In this case it was an individual assessment sheet with 1-5 scale.

Comedies

I have decided to try CLIL with my oldest students who are 14-16 years old. As a topic I chose something I am familiar with - comedies. such words like "slapstick", "sitcom" or "canned laughter" are quite unknown to them and to be honest, I got lots of satisfaction from teaching them something I learnt being much younger during my studies.

Task 1

HOTS and LOTS questions were about films they watch, their favourite comedies, the reasons why they find a film funny. I also asked if they have ever come across these notions I mentioned before. They tried to quess their meanings and I have to admit they were pretty close giving the right answers! 

Task 2

Students were given a short original descriptions of the types od comedies: a slapstick, a stand-up and a sitcom. Their task was to match the descriptions with the names.

(a slapstick)

Comedy characterized by broad humour, absurd situations, and vigorous, often violent action. It took its name from a paddlelike device, probably introduced by 16th-century commedia dell'arte troupes, that produced a resounding whack when one comic actor used it to strike another. This comedy became popular in 19th-century music halls and vaudeville theatres and was carried into the 20th century by silent-movie comedians such as Charlie Chaplin, Harold Lloyd, and Mack Sennett's Keystone Kops and later by Laurel and Hardy, the Marx Brothers, and the Three Stooges.

 (a sitcom)

Radio or television comedy series that involves a continuing cast of characters in a succession of episodes. Often the characters are markedly different types thrown together by circumstance and occupying a shared environment such as an apartment building or workplace. Typically half an hour in length and either taped in front of a studio audience or employing canned applause, they are marked by verbal sparring and rapidly resolved conflicts.

(a stand-up)

This kind of a comedy can be defined as a comedy that is performed by an individual who stands in front of a live audience and tells jokes while speaking indirectly to them. The comedian performs with the aid of a microphone, which is either hand-held or mounted. There performances are later released on DVDs, internet or TV.

 

Task 3

We checked their answers together wondering what the characteristics of all types are. After each piece we watched a short film to see if all the elements were in:

SLAPSTICK

We watched old movies and Mr Bean to compare if the genre is still the same.

SITCOM

Here the task was different as students were shown the film without a canned laughter. Their job was to tell me what was wrong, akward in the film.

STAND-UP Comedy

In this case I put a pressure on the fact that a stand-up sometimes can be offensive, politically incorrect but that is one of its features.

Task 4
CLIL wants students to be creative and using the content in their culture (do you remember 4Cs?). Students got the homework:
- prepare a stand-up
- perform a slapstick

More details in the file: CLICK