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My ClassesI like to use a video camera, even if it is just a digital camera with video capability, whenever I can. I find it gives students encouragement to perform better, and it generates interest. For example, I wear a digital camera on my belt everyday, and when I see an opportunity arise, I'll use it: which is how I came up with creating a Visual Dictionary - where students will act out a new vocabulary word if it can be demonstrated easily. The students love this. Variation On The Activity to The LeftUse the previous exercises as a run up to doing video interviews like students will have seen on TV - either real news or entertainment report varieties. In a large class, you can limit the number of pairs to do the interview instead of having everyone in the class do it. Then later, when you are doing other video activities, you can rotate who performs in order to include everyone as time passes. Another thing you can do that I have before is -- divide the class into groups of 3 or 4. They pick who will be interviewed and who will be the "reporter." Other roles can be added: Cue Card Person - the group can write the dialog on posters and have one member hold them off off screen during filming. You can also have one of the students run the video camera. I'm sure there are other roles you can invent that will be meaningful and help include more of a large class. Next StageWhen we film interviews or skits, I will often have the class critique them as we later watch them. We focus on body language and other presentation items. I find this works with high schoolers if I remind them that they will soon be doing job interviews or interviews for college and other things out in the real world. They will have to meet with people in the government and banks and the like to solve problems that commonly arise in the adult world. This is just another time I remind them that what they do in my class does have application in their future lives. And it does help with high schoolers... |
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