Daily Archives: 20/05/2015

Using technology with young learners of English: Task 6- creating a story

Please read the introductory post about the project.

The final task of the project asked students to create a story using the prompts below.

Title:……………………………………………..

One day, a/an ………………………. (character 1) and a/an ……………………………… (character 2) meet ……………………. (write the setting).

(Character 1) says: “…………………………………………………”(introduces himself/herself). (Character 2) says: “………………………………….”(introduces himself/herself). (Character 1) says: “………………………………..” (He/she talks about his/her problem)

(Character 2) says: “…………………………………..” (He/she gives advice to Character 1).

In the end, …………………………………………………. (what happens at the end of the story).

To publish their stories, students used Storybird. Storybird lets users make visual stories by using the artwork available on the website. Longform or pictures books and poems can be created on the website. The students were instructed to use Longform Book format to write their stories. When ready, the students copied the embed code of their stories and e-mailed it to their teacher.  Here are some examples:



Using technology with young learners of English: Task 5- Creating a poem

Please read the introductory post about the project.

For the task, students created a “Who I am” poem for a character from their favourite story, tale or a book (for example, Cinderella, Robin Hood, or the Wolf in the Little Red Riding hood!). They used the following  prompts to write their poems.

I am …………………… (write character’s name)

I am ……………(1)., ………………(2), and ……………(3) (write three adjectives to describe your character)

I am wearing…………….. (write what the character is wearing)

I love…………………………… (write what you character loves doing/eating/saying, etc.)

I fear ……………………… (1) and ……………… (2)… (write what you character fears)

I can …………………(1) and (2) ………………. (Write what the character can do)

When their poem was ready, they searched for the picture of their character on the web and by using the Blabberize website they made their character tell the poem. Blabberize is a free website which lets you upload a photo/picture and animate its mouth to make it talk. You can record your voice up to 30 seconds. The final product can be embedded to a blog/web page. Here are some of the poems created by the students:

Using technology with young learners of English: Task 4- Describing a hero

Please read the introductory post about the project.

The fourth task asked students to create their own heroes and describe it.  To draw their heroes, students used artpad. Artpad is very similar to Paint. It lets users to draw a picture and add a text. It does not require registration and the final product can be printed or e-mailed.

Here is the hero created by one of the students:

Figure 3

 

 

Using technology with young learners of English- Task 3: Giving advice for healthy diet

Please read the introductory post about the project.

For this task, students created a comic strip and gave feedback for healthy food. To create their comics, they used the makebeliefscomix website. It is a website which lets the users create their comic strips using a range of characters with different moods. It is free and not difficult to use.

Here are some example comic strips created by the students in the project:

1

2

3

4

 

Using technology with young learners of English- Task 2- Talking about daily routine.

Please see the introductory post about the project.

The second task designed for the project was about daily routines. Students were supposed to take photos of themselves showing their daily routine and create a timeline with those photos and their descriptions. To create their timeline, they used the timeline page produced by readwritethink. It is free and very easy to use.  When ready, students e-mailed their timelines to the teacher and we uploaded them on their blog.

The following is an example timeline created by one of the students. It is intentionally pixelated for privacy reasons.

Figure 4

 

Using technology with young learners of English- Task 1: Describing people

Please see the introductory post about the project.

In the first task, students chose a character (an avatar) from Voki, a free podcast creating service, and described it recording their own voices. They answered the following questions for their descriptions.

  1. What is the name of the character?
  2. What is she/he/it like? (hair colour, eyes, etc.)
  3. What is she/he/it wearing?
  4. What can she/he/it do?
  5. What does she/he/it like doing?
  6. What does she/he/it do everyday?

The handout in Turkish  (Vokikullanımı) gave step by step instruction to use Voki.  The following products were created by the students, individually, and shared on their classroom blog- which we created for this study.

Using technology with young learners of English- Introduction

After a long break, in this post I am going to write about the project I conducted in a young learners classroom last term. Using technology-mediated tasks with young learners of English has always been in my mind. I contacted my former student from the MA program and shared my idea with her. She agreed to participate and we implemented the project collaboratively in her Grade 4 classroom in a private primary school in Istanbul. For 6 weeks, we created tasks to be completed by using various technological tools. The tasks were related to the topics covered in the English lessons. For each task, two handouts were prepared. One in English- to introduce the task and give the task instructions; one in Turkish- to instruct students on how to use the technological tool to be used for the task completion. I wrote a chapter about this study for the upcoming book, “Encyclopedia of Foreign Language Education in the Digital Age.” I will share it with you when it is published.  In the next few posts, I will write about the tasks we used with young learners of English  and share some of their products with you. You can also create and implement similar tasks in your own context.

Task 1

Task 2

Task 3

Task 4

Task 5

Task 6

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