Project-Id-Version: PROJECT VERSION POT-Creation-Date: 2016-03-20 22:10-0500 PO-Revision-Date: 2016-03-21 12:16+0900 Last-Translator: NAME Language-Team: LANGUAGE MIME-Version: 1.0 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: 8bit Plural-Forms: nplurals=2; plural=(n!=1); Language: es X-Generator: Poedit 1.8.7

 

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"A DAY IN THE LIFE" Video-Project
Creado:05-06-2017

VIDEO PRESENTATION PROJECT

“A DAY IN THE LIFE”

Taking into account the importance of technology in the daily life of our students, it’s necessary to include some activities that challenge them to connect different subjects in one purpose and to apply the ICT knowledge they have in a different context.

The idea with this project is to develop a cross-curricular activity with a very interesting final product.  In this way, students produce and present a video of a normal day in their lives including the most important aspects in their lives (school, family, friends). This is very entertaining because pupils show their life as they really experience it and at the same time, they practice grammar aspects (simple present) and vocabulary worked during the school year.

For students who definitely don’t have access to video, it’s possible to present a different activity focusing on oral production and the use of technology.

In general, this project engages students to:

  • Explore the ways that ICT can be used to communicate
  • Value the differences and similarities between classmates
  • Explore and experiment with technology and creativity
  • Challenge themselves to speak in English more confidently and productively

Key language:  Present simple for daily routines and free time activities. Vocabulary to talk about school, home-life, hobbies and activities.

The focus of this project was to motivate students to speak in English in a comfortable way, in a way that made them feel safe and confident, in a way which allowed them to show how they live and what they usually do. 

To develop this project students spent three terms (7 months) of the school year in receiving the input and filming themselves. With the help of co-teachers (native speakers) students could understand how to describe a daily routine and compare theirs to others from different cultures (indian, american and trinidadian). They also received the assessment rubric before filming themselves and the appropriate explanation of it. Besides, their oral text was firstly checked in a written version and duly corrected. 

VIDEO PRESENTATION RUBRIC

“A DAY IN THE LIFE”

STUDENT NAME: ________________________________          SCORE ______

CATEGORY

5

4

3

2

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Time-Limit

Presentation is 5 minutes long.

Presentation is 4 minutes long.

Presentation is 3 minutes long.

Presentation is less than 3 minutes OR more than 5 minutes.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces more than one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces several words.

Often mumbles or can not be understood OR mispronounces several words.

Props

Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.

Student uses 1 prop that shows considerable work/creativity and which make the presentation better.

Student uses 1 prop which makes the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Attire

Appropriate attire for audience, dress was built into theme of presentation.

 

 

Casual attire, appropriate for audience.

Very casual attire, wrinkled clothing or dirty.

General attire not appopriate for audience (shorts, no t-shirt, no shoes)

Content (vocabulary)

Uses vocabulary worked in class. Extends vocabulary by adding new words.

Uses few vocabulary worked in class. Extends vocabulary by adding  1 or 2 new words.

Uses very few vocabulary worked in class. Does not include any new vocabulary.

Uses several (5 or more) words or phrases that are not understood by the audience and does not include new words.

Grammar aspects

Grammar usage is correct  and contributes to the clarity and style of the video.  The video is easy to understand.

Grammar is usually correct with only a few mistakes. The meaning of the video is clear.

Proper grammar remains inconsistent and inaccurate in some parts of the video making it confusing and difficult to understand.

Error in grammar are found in every sentence making the video extremely difficult to understand.

OBSERVATIONS __________________________________________________________________________________________________________________________________________________________________________________________

The results of this project were amazing because students could engage themselves in a technological project and practice their oral abilities in another language at the same time. They used music, images and even their relatives made part of the videos. But the most important outcome of this experience was that students got self-confidence and that is something that improved their performance in the English class.