PhrasalVerbShorts

=Phrasal Verb Shorts=

Create a 30-40 second video that illustrates the meaning of a phrasal verb
 * Description:**

Learn some phrasal verbs; Practice pronunciation
 * Pedagogical Goals:**

Middle intermediate to Advanced (Oral Skills class)
 * Level:**

HYPERLINK: [|http://web.li.gatech.edu/~rdrury/600/oral/video/dictionary.html]
 * Examples:**

DV Camera Computer Editing software
 * Materials and technology:**

1. I introduce project, and we watch previous student videos to demonstrate editing. 2. We select production teams, and teams then select their verbs. 3. Students write scripts which I offer to edit for language accuracy. 4. Students practice; I offer to coach pronunciation. 5. Students film and edit their shorts. 6. I post films on class web site. 7. We have Academy Awards on the final class.
 * Overview:**

1. I give an overview of the project, and we watch a couple of phrasal verb films to demonstrate editing. (see //**On the Double**// (2), //**Fool Around**// and **//Not on Your Life//** in link above)
 * Procedure:**

2. a) We organize the class into groups of four. I let people self-select and make suggestions about groups as I think appropriate. Each group is responsible for TWO videos. b) I give students a long list of phrasal verbs and let them select the verbs they want to work with. I select verbs that the students aren’t familiar with for the stronger students. I ensure that students understand the meaning of their respective verbs. (Steps 1 & 2 take a class period.)

3. Students write their scripts for homework. I offer to check their grammar and vocabulary, but I don’t require that they check with me. (Some students want to surprise me with their videos later.)

4. Students practice their screenplay. Here, too, I offer to check their pronunciation but don’t require it. (Steps 3 & 4 take a class period.)

5. Students film and edit their shorts out of class. (I give them a week to do this. I require students to work in .avi because of our software, though I sometimes have to take .mpg. I do not help with this part at all, either in production or post-production. I’m lucky enough to have a lab that has 20 workstations with editing software, and there’s a student assistant who works in the lab.)

6. I convert the .avi file to .wmv and post it on the Internet.

7. We hold an Academy Awards ceremony on the last day of class. (I send students the various categories by email, and the students watch all the films and vote anonymously via email. I compile the votes in secret and print award certificates using PPT. We divide the class into pairs of presenters for each category, and the presenters prepare a speech to introduce each category. After their introduction, they open the award envelope and announce the winner. The winner comes to the front of the class and gives an (impromptu) acceptance speech. See: LLLIIINNNKKKK (coming soon)

I see my role in this project as that of a language coach only; I avoid creating the expectation that I will help students with technology. I think this stance encourages students to a more open, authentic expression, and they gain not only language but also problem-solving experience. Of course, I’m fortunate to have resources here that enable students to do their projects independent of my technical help.
 * Teacher’s Role:**