Additional Info

• Name: My Favourite Game

• OVERVIEW

• Linguistic dimension

• CEFR Level: B1, B2
• Linguistic dimension - Skill(s): Speaking/Reading/Writing/Listening
• Duration: about 230 minutes
• Target language: Any modern language

• ICT dimension

• ICT resources:
  • Internet connection; Internet access, PCs with Internet access for all participants, projector,
  • microphones for recording spoken output on PCs
  • account for getting access to PowToon

  PowToon: http://www.powtoon.com

  YouTube for publishing animation

• ICT competences: Use IT-tool PowToon and uploading animation to YouTube Produce clear speech using a PC microphone Use online dictionaries for new vocabulary and for listening carefully to learn the words as they are pronounced online

• Detailed description of the task

• Situation / theme(s): Creating an animation for giving instructions of how to play one’s favourite game
• I can...:

  I can

  • understand simple instructions and carry them out (B1)
  • understand detailed instructions and put them into action (B2)
  • add my own simple oral instructions to the animation
  • write a simple text on my favourite game (B1)
  • point out essential features of how to play
  • find the correct terms for my game
  • use a variety of linking words
  • apply correct grammatical form for giving precise instructions (B2) pass on detailed information and instructions of how my favourite game is played
  • create a simple animation (B1)
  • create an animation with precise and detailed instructions (B2)
  • speak clearly into the PC microphone.
  • pronounce the words and terms needed for this task correctly
  • give brief feedback on the outcomes (B1)
  • give precise feedback on my findings
• Product: animation created with PowToon
• Product requirements or prerequisites:

  students should

  • understand the instructions on PowToon in English
  • know how to use the Internet
  • know the grammatical form of giving instructions concerning PowToon and how to play my game
  • be able to use online dictionaries and use the new terms accurately in to their animation correctly
  • acquire correct pronunciation of new terms by checking the pronunciation online.
• Process:

  teacher

  • gives students a list of helpful words for constructive criticism and explains
    • answers to questions students might have concerning the vocabulary

  students

  • think of their favourite game (5 minutes)
  • draft a description of their favourite game (15 minutes)
  • if necessary, create an account on PowToon (10 minutes)
  • listen to the online tutorial instructions for creating animations (10 minutes)
  • create their own animation with spoken and written instructions of what the game is about and how to play the game (80 minutes)
  • publish their animation on YouTube (20 minutes)
  • send an invitation/link to their classmates to view their product (5 minutes)

  class members

  • view the products created by their colleagues
  • choose three products to try,
  • get together in groups of 4 to 5,
  • have a conversation with their colleagues for feedback on any problems they may have identified
  • comment on their experience in class concerning the Internet tool and the given criticism.
  • write a comment on one of the other products (105 minutes)
• Division of roles (optional): Students are both instructors (as creators of the animation) and players.
• Consolidating activities suggested or follow up plan:

  Students have to

  • write a comment or give some brief feedback on their experience following the instructions
  • review and reprocess their product according to the given criticism and present the corrected version to the class
  • create and assess a vocabulary field for giving orders
• Success factors or evaluation criteria:

  Students have done well if they have

  • created an animation that corresponds to their language skills
  • made themselves understood by their colleagues who tried to follow the instructions in the animation about their game
  • give some helpful feedback or comments to help your colleagues to improve their products

  assessment grid on the following aspects:

  • instructions
  • animations
  • game

  (also see below)

• Authors: Christa Doil-Hartmann; Timo Marksfeld This email address is being protected from spambots. You need JavaScript enabled to view it.

• Didactic added value of the task and other information

• Practical hints for teachers:

  Prepare PCs and Internet to avoid losing time booting.

  If your students have problems understanding the instructions in the tutorial for Powtoon, prepare a simplified hand-out in English of in their L1 and be prepared to explain the tool and assist your students with their progress.

  Use the grid below to have your students evaluate the various games see final page

• Additional methodological or didactic comments:

  Make sure that all games are tried out and sufficient feedback is given to each student on their products.

  A final discussion on the final corrected versions should take place in class and be attended by every student.

• Reasons why this task is a model of best practices:

  Students are motivated to use the target language in the context of explaining the instructions to a game that they really enjoy.

  They are likely to enjoy creating an animation and expanding their ICT skills

  Based on the feedback from their colleagues, they may try to use PowToon for other situations and presentations.

• Impact that it is expected to have on the teaching practices and attitudes:

  Teachers might like to apply PowToon for their own teaching purposes, integrating animations in teaching units on Smartboard or Promethean or another whiteboard.

• Reasons why this task travels well:

  The task travels well as PowToon is easy to understand and to teach students to use. The task also furthers creativity and requires the application of the target language while using ICT on the basis on CEFR.

• Rationale and/or theoretical underpinnings of the task: PowToon can be used for various topics dealt with in the different national curricula, such as e.g. favourite animals, sports and other favourites.
• Preferencial target age group(s): Any age group