Using Picasa to make an oral presentation about one’s life

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking (beginner / intermediate):

Students give a short prepared presentation, without practicing word for word, and answer clear questions.

Students describe their family, living conditions, educational background.

Students ask and answer simple questions about familiar topics (e.g., weather, hobbies, social life, music, sport).

Students ask and answer questions about habits and routines.

Students take notes on the main points of a presentation.

Speaking (intermediate):

Students ask and answer questions about pastimes and past activities.

Grade Level(s): 6-12

Activity Summary:

Students compile a series of pictures about themselves and their family. They use Picasa to make a slide show which shows just pictures, no text. They make an oral presentation using only the slide show as an auxiliary. their classmates take notes about the presentation and ask questions.

What you need:

Access to Internet

Access to Picasa

Preparation:

Familiarize yourself with Picasa and prepare a slide show about yourself and your family with a dozen of pictures. Explain the assignment to your students.

Directions for the students:

“ You will make a presentation about yourself and your family. In order to do so, you will use Picasa to help you make a slide show that contains only images, no text. You will compile a dozen of pictures about yourself and your family, that you will insert in your slide show. To understand how it works, let’s demonstrate with … (you model the activity by explaining how to use Picasa and by showing a slide show you created yourself).

Sample:

Here is a sample slide show I have made for the students, to use as a model.

Using Windows MovieMaker or Apple i-Movies to create a trailer for a film adapted from a book studied in class

Class or Subject Area: English / Foreign Language

Specific Learning Objectives:

Writing (intermediate):

Students give a straightforward prepared presentation on a given literary work in a clear manner.

Students describe the plot and sequence of events of a film or book, and narrate a story.

Writing (advanced):

Students produce clear, smoothly flowing, storyboard for the adaptation into a movie of literary works.

Students critically appraise classical as well as contemporary literary texts in different genres.

Speaking (intermediate / advanced):

Students deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning.

Grade Level(s): 10-12

Activity Summary:

After a short tutorial on how to write a storyboard, students use Windows MovieMaker or Apple i-Movies to translate their own storyboard into a short film. They are asked to create a trailer for a hypothetical movie adapted from a book studied in class.

What you need:

Windows MovieMaker or Apple i-Movies

How it works:

The teacher previews the trailer of a movie of his choice. He then transforms that trailer into a storyboard that he gives her/his students as a model while showing them the trailer used as sample. Students work in groups to create their own storyboard. Then, they shoot their movie, edit it with Windows MovieMaker or Apple i-Movies and publish it.

Preparation:

Preview the trailer of a movie and adapt that trailer into a storyboard. Give them a short tutorial about Windows MovieMaker or Apple i-Movies if needed.

Explain the assignment to them

Directions for the students:

“ You have been asked by a movie producer to work on the trailer of [title of the book studied in class]. You will (1) write the storyboard for that trailer and (2) shoot it and edit it. To understand how it works, let’s demonstrate with … (you model the activity by showing an example of a storyboard you created yourself).

Sample:

Here is a sample model of a storyboard created after the trailer of the French movie “Entre les murs” (The Class), available on YouTube.

Using Flashface to work on vocabulary related to human physical features: face, eyes, hair, …

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking/Writing: Students use a series of phrases and sentences to give a description or presentation of people.

Speaking/Listening/Reading: Students ask and answer questions about people’s physical features (face, eyes, hair ...).

Grade Level(s): 10-12

Activity Summary:

Students use Flashface to practice the vocabulary terms related to human facial features (parts of the body and characteristics), like in the following examples:

- face: elongated, round, square, oval…

- eyebrows: thick, thin, bushy…

- eyes: blue, green, dark, light, big, almond-shaped…

- hair: dark, light, short, long, bald, moustache, beard…

- chin: douible, square, receding, pointed, prominent…

- mouth / lips: thick, thin, lower, upper, fleshy, lipstick, lipgloss…

What you need:

Access to Internet

Access to Flashface

How it works:

Students 1 uses Flashface to draw a sketch artist that (s)he later describes to Student 2.

Student 2 uses Flashface to draw a portrait according to the description given by Student 1.

They compare both sketches and make comments.

They exchange roles.

Preparation:

Familiarize yourself with Flashface so that you can give your students a short tutorial, if needed.

Explain the assignment to them

Directions for the students:

“ You have witnessed a crime and you are the only person who saw the perpetrator. You need to describe that person. In order to do so, you will use a software to help you draw a sketch artist. You will later give a description of your drawing to your partner. (S)he will make her/his own drawing according to your directions and you will compare both portraits. After that, you switch roles with your partner. To understand how it works, let’s demonstrate with … (you model the activity by explaining how to use Flashface and by showing examples you created yourself).

Sample:

Here is a sample model made with Flashface.

Using Google SketchUp (or Gliffy.com) and PowerPoint to describe one’s house

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking (intermediate): Students describe their home and where they live.

Speaking (intermediate): Students describe places and objects in a simple way.

Speaking (intermediate): Students describe in details their family and their living conditions.

Speaking (intermediate): Students talk about likes/dislikes and make comparisons.

Grade Level(s): 10-12

Activity Summary:

Students use modeling software downloadable for free on the Internet (such as Google SketchUp or Gliffy.com) to describe their home. They convert their models into images that they paste into a PowerPoint slideshow. They comment orally their presentation (either by using the recording feature on Power Point - Insert/Sound/Record Sound – or by giving a live presentation in class). A second option is to allow your students to make a short movie instead of a PowerPoint Presentation. In this case, they give a tour of their house with their comments as a soundtrack.

What you need:

Microsoft PowerPoint

Access to Internet

Access to Google SketchUp or Gliffy.com

Preparation:

Familiarize yourself with both Google SketchUp and Gliffy.com, so that you can give your students a short tutorial, if needed.

Explain the assignment to them

Directions for the students:

“ You will describe your home and your living conditions. In order to do so, you will use a software to help you draw your house. After drawing your house and its different rooms, you will insert your drawing into a PowerPoint presentation and give your classmates a tour, adding your comments. To understand how it works, let’s demonstrate with … (you model the activity by explaining how to use both Google SketchUp and Gliffy.com and by showing examples you created yourself).

Sample:

Here is a sample model made with Google SketchUp.

Using the web site of a major operator of bus and rail service to give directions

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking: Students give directions to explain how to get from X to Y, by foot or public transport.

Writing: Students write about how to get from X to Y.

Listening: Students understand / follow directions relating to how to get from X to Y.

Grade Level(s): 6-12

Activity Summary:

Students use the Trip Planner provided by major operators of bus and rail service to find out and explain to others how to go from one place to another.

What you need:

Access to Internet

Access to web sites such as Lingt or AudioDropbox where students can leave recordings

How it works:

With beginners, it is advised to have the students work in groups. Students of Intermediate or Advanced classes should work individually. Groups or individuals use the Trip Planner feature to explain how to get from one place to another. Teachers can choose to guide them with questions such as:

- If you leave your starting point at 2:00 p.m., at what time can you expect to reach your destination?

- How many different modes of transportation would you use?

- What would be those modes of transportation?

You can use those questions to generate discussions on the pros and cons of public transportation in a given city.

Preparation:

Make a list of itineraries you want your students to comment. Those may be related to places that your students will visit in real life or places described in a novel you are reading in class. Assign each student (or group of students) one of the items on your list.

Have them talk / write about them.

Directions for the students:

“ I will assign for each of you an itinerary in one of the cities we have discussed in class. Using the Trip Planner feature, you will work on the best / most time effective itinerary. Your task is to make comments (orally or in writing) to your classmates about the experience.

To understand how it works, let’s demonstrate with … (you model the activity by explaining how to use the Trip Planner from home to school).

Sample:

Here is a sample activity I have used for AP students who read a French novel as a Summer Assignment. They were asked to describe the trip the main character made every day to go from home to school.

Using Google Maps to describe places or write descriptions about places

Class or Subject Area: Foreign Language

Specific Learning Objectives:

Speaking: Students describe aspects of a given environment in a list of points.

Writing: Students write about everyday aspects of a given environment.

Listening: Students understand descriptions made by their classmates or by the teacher.

Grade Level(s): 6-12

Activity Summary:

After a short tutorial on how to use Google Maps, students are (virtually) sent to places of interest related to the language or topic studied in class. In “Street View” mode, they explain what they see on their way from X to Y.

What you need:

Access to Internet

Tutorial on how to use Google Maps (this one is in French)

Google Maps

Skype in the classroom

Access to web sites such as Lingt or AudioDropbox where students can leave recordings

How it works:

With beginners, it is advised to have the students work in groups. Students of Intermediate or Advanced classes should work individually. Groups or individuals describe what they see in “Street View”. Their classmates take notes and answer a few questions to show that they understood what they heard. Students take turns (a) describing and (b) taking notes. For advanced levels, students may be asked to contact by Skype a given public place (when a phone number is displayed by Google) and to ask for more information about what those places have to offer (opening hours in a restaurant or museum, price for service, etc.).

Preparation:

Make a list of places or “hot spots” you want your students to discover. Those may be places that your students will visit in real life or places described in a novel you are reading in class. Assign each student (or group of students) one of the items on your list.

Have them talk / write about those places.

It is highly recommended that you do the exercise yourself in preparation for your class. Some European cities have graffiti that you do not want your students to read…

Directions for the students:

“You will see a short video explaining how to use Google Maps. You can ask any questions if something is unclear. Then, I will assign for each of you an itinerary in one of the cities we have discussed in class. Your task is to make comments (orally or in writing) to your classmates about what you see.

To understand how it works, let’s demonstrate with … (you model the activity with a city and a description of your own).

Sample:

Here is a sample activity I have used for AP students who read a French novel as a Summer Assignment. They were asked to describe the environment of the main character in the novel. The web site used by the students to organize their trip is the one of the RATP, the public transport company operating in Paris, France.

"La vie à sac": Kamron

Kamron, jeune migrant afghan à Calais
Uploaded by lavieasac. - Watch the latest news videos.

Qu'est-ce qu'on appelle "La Jungle" à Calais?
Pourquoi est-il particulièrement difficile d'être Afghan à Calais?
Pourquoi Kamron a-t-il "choisi" Calais et pas une autre ville de France?
Quel dilemme vivent les jeunes qui décident de rester en Afghanistan?
Quel rôle joue l'association des "Secours catholiques" pour les migrants?
Pourquoi Kamron est-il content quand il sort des bureaux de la sous-préfecture?
Pourquoi certains compagnons de Kamron refusent-ils de se montrer à la caméra?
Quels sont les principaux problèmes d'une vie dans "La Jungle" de Calais?
Pourquoi certains migrants choisissent-ils de dormir dans les buissons et pas dans les tentes?

"La vie à sac": Maro

Sadio et sa fille Maro, mal logées à Villeneuve le Roi
Uploaded by lavieasac. - Watch the latest news videos.

Que font Sadio et sa fille Maro au début du reportage? Qu'explique Maro?
Quel est le problème des immeubles dont parle Anne-Claire Colleville?
Pourquoi Maro ne pouvait-elle pas rester dans l'immeuble où elle vivait avec sa mère?
Quel loyer paye Sadio?
Qu'est-ce qui faisait peur à Maro quand elle vivait dans cet immeuble?
Pourquoi c'est Maro et pas sa mère qui s'occupe des relations avec les services de santé?
Quelles sont notamment les responsabilités de Maro?
Montrez que chez "Médecins du Monde", on ne s'occupe pas que de problèmes de santé. De quoi s'occupe-t-on également, selon ce reportage?

"La vie à sac": Patrick

Patrick, Sans Domicile Fixe à Toulouse
Uploaded by lavieasac. - News videos from around the world.

Quelle est la situation de Patrick?
Quel âge a-t-il?
D'où est-il originaire?
Où s'est-il installé?
Qu'est-ce que c'est, "faire la manche"?
Qui est Geneviève? Quel est son travail?
Que fait l'association "Médecins du Monde" à Toulouse?
Patrick explique sa situation présente par une "cassure" dans son enfance. De quoi s'agit-il?