Additional Info

• Name: Legends

• OVERVIEW

• Linguistic dimension

• CEFR Level: B2
• Linguistic dimension - Skill(s): Reading / Writing / Speaking/Listening
• Duration: 3 x 45
• Target language: English or any other European language

• ICT dimension

• ICT resources:

   

  YouTube clip

  http://youtube.com/watch?v=35jVsyWFss4

  http://youtube.com/watch?v=eJCm8W5RZes

  online dictionary http://dictionary.reference.com/

  power point  or other similar software

  Movie Maker software of goanimate (www.goanimate.com)

  Postermywall(www.postermywall.com)

   

• ICT competences: Searching the internet for specific information Making a video clip with Windows Movie Maker or goanimate Using mobile phones/cameras for educational purposes Using on line dictionaries Preparing a poster using postermywall

• Detailed description of the task

• Situation / theme(s): Myths and Legends
• Product requirements or prerequisites: Internet access, Windows Movie Maker or similar software for making video clips or movies, online dictionary with definitions, PC, video recording device
• I can...:

  I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

  I can present clear, detailed descriptions on a specific set of subjects related to myths and legends.  

  I can understand extended speech and lectures and follow even

  complex lines of argument provided the topic is reasonably familiar.

  I can understand most current affairs programmes about  legends.

  I can write clear, detailed text on a wide range of subjects related to my field of interest.

• Product: their own poster or video clip about legends from their country using ICT.
• Product requirements or prerequisites:

   

   Internet access, Windows Movie Maker or similar software for making video clips or movies, online dictionary with definitions, PC, video recording device

• Process:

   

  Introducing the topic – Teacher asks some questions about myths  to familiarize the students with the topic such as:

  1. What is a myth?
  2. What does a myth include?
  3. What is the aim of the myths?
  4. How are they passed from generation to generation?

  (These questions can be shown ona slide  Power Point or other) (5 minutes)

  Power point presentation  - The teacher shows a presentation about Greek Mythology and ask students whether they agree with the information (5 minutes)

  Play video clip “Narcissus and Echo”  https://www.youtube.com/watch?v=35jVsyWFss4 twice to introduce these characters   and students watch and listen  carefully        (10 minutes)

  Comprehension check -Teacher gives students a hand-out as to check    (Echo and Narcissus worksheets 1,2,3) (the activities on the handout include filling the charts, reordering statements ) ( 20 min)

  Discussion ; Activity 1– Students search the Internet to discover whether there is a legend with the same lesson in their own country. (5 minutes)

  Vocabulary preview (group work ) - students are divided in  groups of 3-4 according to the class size; each group looks at the 

  handout (Greek Gods worksheet 1) and tries to match the words to the definitions. Then, each group tries to make sentences by using the words from the box. The students can use their smart phones for help  (10 minutes)

  Peer assessment (students exchange their sentences with another group and discuss their ideas.(5 minutes)

  Teacher evaluation; Activity 2 – teacher monitors the student tasks and selects the best sentences written by the students  (10 minutes) 

  Play the video clip called “Greek Gods”  https://www.youtube.com/watch?v=eJCm8W5RZes  twice. Students watch it carefully. (8 minutes)

  Comprehension check – Students work in groups and each group is assigned to deal with 3 gods or goddesses from the video clip. Teacher gives students another hand-out  to check comprehension(Greek Gods worksheet 2)   (filling the charts ). The teacher facilitates the correction of the worksheet asking the different groups to share their ideas with the class and together reach the best solutions ( 20 min)

  Setting homework; follow up activity – in the same groups, students research to find out other legends from their own country, then create a video clip about one of them.  Another option is to prepare a poster about selection of  myths and legends from their own countries using postermywall. The product they create for their homework is to be shown in the next lesson. 

   

• Division of roles (optional): Group work
• Consolidating activities suggested or follow up plan:

   

  Set of activities included in the task aimed at memorizing vocabulary

  Research to find out other legends from their own country, then create a video clip about one of them

         prepare a poster about selection of  myths and legends from their       own countries

• Success factors or evaluation criteria:

   

   Students have done it well if they have successfully produced the product and  reach the outcome of the lesson ,and if  they have made a considerable use of the suggested ICT tools and if they corresponded  well to the CEFRF criteria set for this lesson.

• Authors: Aslı Lüle
• Acknowledgements: Aslı Tarakçıoğlu

• Didactic added value of the task and other information

• Practical hints for teachers:

   

   

  The teacher should make copies of all the worksheets before the lesson.

  Be sure that video clip will work properly on PC device before lesson starts

• Additional methodological or didactic comments:

   

  Students should prepare a transcript of their video clip and bring it to the classroom in case   technology fails.

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

   

  This task is an  example of recalling and memorising the myths and legends vocabulary through lexical exercises that involve student centred work. These myths and legends are needed in working with literature since there are references in novels, plays and poems. 

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

   

   

   Encourage teachers to adopt TBLT and CEFR in their practice and implement ICT in the teaching approach

• Reasons why this task travels well:

   

  This task comprises three language skills (listening, writing, speaking) and it can be modified and used at all levels. Also, students are engaged in freer practice. This task may be performed by many different ICT resources not only the above mentioned. 

• Rationale and/or theoretical underpinnings of the task: ICT & TBLT CEFR level B2
• Preferencial target age group(s): High school students