Workshop

// This is the space for participants’ collaboration on videos+lesson plans. Please post your ideas for video projects to this workshop space, and this can help develop these ideas into "ready-to-use" lesson plans that all would be permitted to use and distribute freely. // ** toc
 * 


 * Hi All, If you'd like to make a short video that can be used to review/practice grammar points, etc, please add it here. Perhaps by the end of the session we'll have 10 or 15 activities that we can combine for a DVD, and make the file available for download (you can download the file and burn the DVD on your computer so country codes won't be a problem). You don't have to follow the format below. Again, the goal of this particular page of the wiki is to pull together the teacher produced video activities of the session and make them available for everyone to use if they'd like. Cheers :) Ryan **

Notes: To make this I used google images to find photos illustrating these emotions. I use a Mac, so when I had the photos I put them in an iPhoto album and "played" it -- the software automatically adds music and motion (Ken Burns effect). I then used a screen capture software (iShowU, Captivate, Camtasia) to record the playing of the album, trimmed the beginning and ending with video editing software, and uploaded to blip.tv. PS I didn't select that particular thumbnail image :)

Skill Level: Beginning  Grammar: Present Tense, Adjectives, Participial Adjectives  Modalities: Pictures, Role play, Video quiz  Overview:
 * Introduce the grammar/vocabulary (to look: tired, bored, frustrated, excited, sad, angry, surprised, confused, thirsty, happy)
 * Practice with pictures
 *  Practice with role play
 * Quiz with teacher produced video

Video Quiz Procedure: Write the following fill-in-the-blank structures on the board. Play the video, and pause at each picture. Ask the students to write the complete sentences.

 media type="custom" key="2947057" || || || || || || || ||
 * **Prompt** || **Correct:** ||
 * 1. He looks . || He looks tired. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">2. He looks . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">He looks bored. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">3. He looks . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">He looks frustrated. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">4. They . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">They look excited. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">5.  . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">He looks sad. ||
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">6.  . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">He looks angry. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">7.  . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">He looks surprised. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">8.  . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">She looks confused. ||
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">9. . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">He looks thirsty. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">
 * <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">10.  . || <span style="font-family: 'Helvetica','sans-serif'; font-size: 9pt;">She looks happy. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">

**Student Video Projects**
contributed by Kristi Reyes**
 * that integrate video or incorporate student-produced video,
 * "Speaking with the Stars":** For this project, students (Level 5, high intermediate) transcribed scripts from movie clips. Then they were videotaped simply reading the scripts. During the term, they practiced with their teams and receive coaching from the instructor and instructional aide on pronuncation, stress, pacing, volume, etc. Then were then videotaped again. The team showing the most improvement received certificates and awards. See more at [|Speaking with the Stars] (first and second rounds of student videos are located on the [|class blog] -- the winning team is also be featured there) where you'll also see a brief description of another project for Vocational ESL, "Successful Job Interviews," which is designed similarly (winning team for VESL located on [|VESL blog]).
 * Want ideas for integrating online video?** See [|ESL Buffet.]Scroll down to "Integrating Internet-Based Video Clips" under Presentations and Workshops. There are the handouts for two presentations I made at the California State CATESOL Conferences and elsewhere the past few years.
 * Video Resume:** After reading about the emergence of video resumes in a [|Time magazine article] and practicing listening comprehension and vocabulary with the first scene from the movie //Legally Blonde// (in which Elle applies and gets accepted to Harvard Law School with a video application -- handouts available for download at [|ESL Buffet] under VESL Projects), students wrote traditional paper resumes and then made resumes on a PowerPoint template, and then were videotaped or made a "movie" with Movie Maker.
 * Advertising and Marketing:** Ad Analysis Project: Students learned about advertising strategies ([|Slate video]), chose an ad and analyzed it with team members, and made presentations.This was followed up with an "Advertising Mini Project:" Students used online ad-making sites to write advertisements. (See handouts at [|ESL Buffet] under VESL Projects).
 * Movies:** Materials I have created for movies I love to use as a break from the norm in my classes. Feel free to download, but please give credit if you publish! See [|ESL Buffet "Using Movies to Teach English."]
 * News/TV programs:** I remember the days when I used to sit with the VCR remote recording programs to use in my lessons, frustrated by having to pause to cut out commercials. Well, these days many news programs (20/20, Dateline, etc.) have online videos of segments (often with transcripts! – great for making listening cloze activities), and usually the ads are only at the beginning. I love this inspirational segment from MSNBC’s “The Today Show” about Dr. Q, a former migrant field worker who realized his dream. It is motivational to my students, many of whom come from a similar background. The video is located at [|MSNBC] (fully embeddable), and I have made a handout, available at [|Using Video].
 * Web 2.0:** See "[|Using the Web: Computer Projects"] for articles I wrote on using video with [|Zentation], [|VoiceThread], [|Dipity], [|Glogster], and [|BubblePLY].

[|Text to Speech Movies]
**Create a text-to-speech animation for ESL/EFL - from Nik Peachey's blog, [|Learning Technology Teacher Development]**

Nik's blog entry provides a short instructional video on how to use the online application, [|xtranormal], as well as a number of lesson ideas, such as
 * Create the first scene from a story and get your students to create the next scene.
 * Get students to create their own soap opera, adding a new scene each week.

He also gives the pros and cons of the application, and links to other of his blog entries with teaching ideas. [|Xtranormal] would make a great tool to introduce how to write a script and how to create character through appearance, actions, and speech. //(Contributed by Elizabeth Hanson-Smith)//

<span style="color: #258333; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Produced Video Activities & Animations
** Contributed by Cora Chen **

1. I made a series of short videos about the wonders of the ocean and put them in one blog (with interactive exercises): Dances from the Depths [|http://ocean.edublogs.org]

I was filming the species through the glass panes at the aquarium of California Academy of Sciences by using the video function of my tiny digital camera. For each of the videos, I also created interactive comprehension check and basic vocabulary exercises (on colors & prepositions) for ESL learners at the beginning level: [|The Flamboyant Greek Soloist] [|The Dancer in Fancy Costume], and [|The Dancer in Stripes] These exercises can be done after they watch this videos. I used [|proprof.com] to create these exercises.

Here is another version of the video quizzes created using the eslvideo.com quiz builder: http://corachen.web.officelive.com/video.aspx

2. Here are some of my animations for ESL: [|http://cora-films.blogspot.com] I was trying out the animation creator [|Xtranormal] and really liked the many features it offers: There are many backgrounds, characters, voices in many languages, even music and sound effects to choose from. This animation creator also allows you to edit your movies anytime.

=PROJECT PEACE= This project take 2 or 3 class hours to complete. Firstly, I read the [|Project Peace] website at home and introduced the project to my students. We listened to each song, watched the videos perpared by other schools and then chose our favourite song (there are 7 to choose from) We downloaded the PowerPoint templates of the song 'Love Train' from the [|Peace Packs] page then one of my students arranged the song cards at home as we had like 7 same song cards-chorus, it would have been waste of time to paint the same lyrics.

In the next lesson, the students brought their crayons and coloured pens to the class and in pairs they drew pictures related to the lyrics on the card and then painted their pictures (I took pictures of them while drawing to put in our class Wiki).

Finally, after finishing all the cards, one of my students took photos of others holding up the cards. At home one of the students put the lyric cards in order and sent them all to another student who prepared the video on Movie Maker. It was a very collaborative project as everyone had a responsibility.

I put up the video on the project website and our class Wiki. The comments from other teachers and classes have been so motivating as it was great to see 13-14-year olds work very hard on a very important topic.

Here is the link to our project: http://projectpeace.ning.com/video/love-train-by-tvo804 http://tvo804.wikispaces.com/PROJECT+PEACE

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[|Dvolver] with African Animals

I have carried out the African animals project with my 6th graders. It's not much but it's a start and my students really enjoyed themselves. Our unit was about African animals. They learned many vocabulary words like; hooves,prey, predator, claws, camouflage, stipes and spots. Our aim was to have them use these vocabulary words in making a short film! Below are some of the links of the short films. I believe it's a great activity for young students who are just getting started with combining the internet and their English language skills.

http://www.dvolver.com/live/movies-210239 http://www.dvolver.com/live/movies-210412 http://www.dvolver.com/live/movies-210016 http://www.dvolver.com/live/movies-209766