Larc
- 1. Final Assignment LARC Social Media Workshop 2012
- 2. Reflections INVENTORY: Synchronous activities? Adobe Connect/ Asynchronous activities? Fronter (our “wikispace”) Which graded exercise called for an immediate “tech-revamp”? Final oral presentation! Currently ⇒ students record in audacity ⇒ students upload to individual folder Fronter ⇒ only the teacher has access to the individual productions. Challenges? Benefits?
- 3. Information to set the stage Language: Portuguese Student age: 20-65 (mostly 25-35). Student language level: elementary. Native language: Swedish. Web 2.0 tool: youtube.com
- 4. The assignment – part one Timeline of the assignment (parts 1-4): two weeks Instructions for the students: PART 1 How? Youtube channel ⇒ upload ⇒ record from webcam Talk straight to the camera. No reading from scripts allowed. First, shortly introduce a friend named Miguel and give as much personal information about him as possible (name, surname, civil status, age, country, profession, nacionality, where she lives, where she works, interests etc). You should then proceed to talk about: 1. His daily routine. 2. His interests, likes and dislikes. 3. What his plans for the future are (use compound future) Then describe Miguel and a friend of his called Joaquim, both physically and psychologically (personality/ character). Don't forget to include: Comparisons between the two men (more … than, less … than, as ... as ...) Some contrastive examples of “ser” and “estar” Colors and clothing
- 5. Make all videos easily available in one single place? http://legacy.wallwisher.com/wall/PR1011
- 6. The assignment – part two Instructions for the students: PART 2 How? Video manager ⇒ uploads ⇒ click on your recording ⇒ annotations Review your own recording critically and, using the annotations feature, add notes to your youtube video about, for example: -Any word you later on realized you’ve mispronounced -Any grammar mistakes you later on realized have slipped into the presentation -Any sentence you found specially difficult to build -Any particular word/sentence that is BR (Brazilian Portuguese)/PT (European Portuguese) -etc IMPORTANT! Don’t forget to also include in the annotations the translation of new vocabulary for your classmates.
- 7. The assignment – part three Instructions for the students: PART 3 How? Classmates’ video links ⇒comment ⇒ create a video response Listen to all of your classmates’ videos. Pick TWO videos to ask questions (in Portuguese) about what was said. Vary the question words as much as possible. For example: If recording says: “Miguel likes to collect stamps and play golf”. Your questions might be: “Where does Miguel buy his stamps? “How often does he play golf?” “Why does he like stamps/golf?” “Who does he play golf with?” etc (please give priority to those entries that still don't have any feedback. Each video must have at least 2 feedbacks) Your feedback can either be in form of post or another video.
- 8. The assignment – part three (alternative) Instructions for the students: PART 3 How? Classmates’ video links ⇒comment ⇒ create a video response or post Listen to all of your classmates’ videos. Pick TWO videos to make comments about (in Portuguese): TWO things you really liked about the presentation (concerning language, contents, pronunciation) and ONE thing that could be improved (concerning language, contents, pronunciation). (please give priority to those entries that still don't have any feedback) Your feedback can either be in form of post or another video.
- 9. The assignment – part four Instructions for the students: PART 3 How? Classmates’ video links ⇒comment ⇒ create a video response or post Answer all videos responses you have received. Your feedback can either be in form of post or another video.
- 10. Additional information Expected language goals: (according to the European Language Portfolio for levels A1/A2) 1) “understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. 2) “introduce oneself and others and can ask and answer questions about personal details such as where one lives, people one knows.” 3) “interact in a simple way provided the other person talks slowly and clearly and is prepared to help”. = communication-oriented
- 11. Additional information Grading/ assessment – Grade reflects the following factors: 1) Will and capacity to speak 2) Contents: Satisfactory/insufficient, inadequate; level of difficulty 3) Language: Intelligibility; capacity to express oneself in a clear manner; fluency (use of language with ease and certainty; speed and rhythm); use of strategies to solve linguistic problems; vocabulary and expressions (scope, variety and correctness), grammar (scope and correctness) 4) Pronunciation and prosody
- 12. Pictures