Archive for the ‘Little Bens’ works’ Category

I. Alien Invasion (TCGS)

Posted: 2014 年 06 月 06 日 in TCGS
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From March 25th to May 20th, it was a privilege to teach 40 intelligent students at National Taichung Girls’ Senior High School (TCGS). Ben seized this opportunity to arrange a series of activities which may add some spice to their routine schedule. Specifically, four activities were involved—-alien invasion, lip sync, MV shooting, and singing.

I. Alien invasion:

This activity comes from “Digital Debris,” which embodies language teaching, locative media, games and technology in ELT. The activity is actually named “INVADER” with an aim to infiltrate  a human community, and collect anthoropological reconnaissance data for the imminent full-scale invasion. Well goes the warning: “Do not, at any cost, alert the humans to your actions.”

Practically, teachers may apply this GPS-based game to your speaking-training course. If you are not familiar with locative media or have problem dealing with technology, just skip the GPS mapping task, get your students find a place to shoot a film. They will find a way out by themselves.

This game works wonders for students to practice describing objects or scenes. In this case, teachers may teach them a set of adjectives before the game so as to boost their performance. Somehow, this game arouses students’ creativity and intrinsic motivation, which goes a long way toward successful language learning.

Website of INVADER with a sample video.

http://digitaldebris.info/invader/

Step-by-step instruction

https://dl.dropboxusercontent.com/u/1105743/IED%206%20April%202013.pdf

Alien Invasion I (瓊儀/榆方/佳家/婉琳/絜茵/珮彣@TCGS)

Alien Invasion II. (育慈/幸檥/芳瑀/潔儀/彥淇/妤婷@TCGS)

 

II. Lip Sync (TCGS)

Posted: 2014 年 06 月 06 日 in TCGS
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From March 25th to May 20th, it was a privilege to teach 40 intelligent students at National Taichung Girls’ Senior High School (TCGS). Ben seized this opportunity to arrange a series of activities which may add some spice to their routine schedule. Specifically, four activities were involved—-alien invasion, lip sync, MV shooting, and singing.

II. Lip sync:

By definition, lip-sync is to move the lips silently in synchronization with a pre-recorded soundtrack. Practically speaking, it can be adapted into a creative speaking activity. In this way, learners may not only memorize the lyrics pretty well but also get themselves fully involved in the scenario created by the song itself.

1. Play the lip-sync sample video to motivate students and explain how lip-sync works.

2. Group students in twos and ask them to choose a song of their own.

3. Video the performance and upload it to a teaching platform.

4. Vote for the most entertaining videos and ask the winners to perform in person.

If students are too shy to do lip-sync, teachers may ask them either to pick an easier/slower song or focus on doing lip-sync and facial expressions. Students can grade one another in terms of lip-sync correctness, facial expressions, body languages, creativity, popularity, etc. In this case, low-achievers may have an incredible performance that makes teachers’ chins hit the floor. Hopefully, low-achievers’ motivation is highly-enhanced as a result. For advanced levels, English teachers can work with IT teachers to engage students in collaborative teaching and learning.

Sample lip-sync videos:

https://benology0317.wordpress.com/2013/11/03/lip-sync/

Lip sync–Mix (依霖/潔/思瑩/雅文/語庭/依廷@TCGS)

 

Lip sync–2012popdanthology (宜蓁/翊儒/亭誼/子函/子耘/季佳@TCGS)

 

III. MV Shooting (TCGS)

Posted: 2014 年 06 月 06 日 in TCGS
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From March 25th to May 20th, it was a privilege to teach 40 intelligent students at National Taichung Girls’ Senior High School (TCGS). Ben seized this opportunity to arrange a series of activities which may add some spice to their routine schedule. Specifically, four activities were involved—-alien invasion, lip sync, MV shooting, and singing.

III. MV shooting:

For most students, reading is a boring task because all they need to do is just “read.” Therefore, efficient teachers often mix the reading task into interactive activities. In my case, MV shooting is a way out.

To make an impressive music video, students have to fully understand the lyrics and the context of the song. Therefore, not only do they “read” carefully but also “think” logically because they have to arrange the events of their MV. Apart from the verbal part, they also learn non-verbally from facial expressions, body languages like postures or gestures, and so on. The best part of theMV shooting is the FUN.

For students of different levels, the target song can be as easy as a birthday song or as challenging as a piece of rap music. Leave it to your students. Have faith in them.

By the way, movie trailer shooting can be another choice. It works the same as MV shooting.

Self-made MV–Bad day (羽莛/滌華/維妮/昀頡/培瑜/礎安@TCGS)

 

Self-made MV–The man who can’t be moved (悅芳/珉/佳樺/佩柔/宛儒/郁儒@TCGS)

IV. Singing (TCGS)

Posted: 2014 年 06 月 06 日 in TCGS
標籤:,

From March 25th to May 20th, it was a privilege to teach 40 intelligent students at National Taichung Girls’ Senior High School (TCGS). Ben seized this opportunity to arrange a series of activities which may add some spice to their routine schedule. Specifically, four activities were involved—-alien invasion, lip sync, MV shooting, and singing.

IV. Singing:

Few people hate singing. Even the worst singers can sing a song because singing itself is fun.

Practically, students may have a hard time memorizing reading texts of a book, but they find it much easier to recite lyrics of songs. Therefore, incorporating singing into language learning is an effective strategy, particularly for underachievers. Specifically, teachers can start from easier songs to build their confidence until they are ready for the challenging ones. For advanced students, personally I would love to encourage them to sing faster songs, songs with extensive vocabularies, or even a piece of rap music.

Through singing, students not only learn some new words and repeated grammatical patterns, but also imitate the singer’s way of singing and speaking, which may help themselves to sound more native. Besides, as students listen to the songs, they do listening training unconsciously, too. Most importantly, they have fun because singing is interesting and the learning process is painless.

In my class, I often introduce two songs to advanced students.

1. The Mom Song

https://benology0317.wordpress.com/2013/10/12/the-mom-song-william-tell-momism/

2. It wasn’t me (Be careful when introducing this song because of its “mature” lyrics, though the song is great for practicing diverse accents.)

https://benology0317.wordpress.com/2013/10/09/it-wasnt-me/

Singing–Where is the love (凱琳/曼欣/沛儀/怡君/芝羽/采倪@TCGS)

 

Singing–Just a dream (玟瑾/昕儒/之綺/可微/語晴/函@TCGS)

A Thousand Years (TCHCVS)

Posted: 2013 年 10 月 19 日 in TCHCVS
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How many times in a lifetime do 40 young ladies sing a love song to you? This is it! If this is not true love, what makes true love? HA!

A Thousand Years is a song by American singer-songwriter Christina Perri and David Hodges. It serves as an interlude for a romantic movie–The Twilight Saga: Breaking Dawn. Ben was so honored to have a class of 40 lovely angels rehearsing for an inter-class song competition, and videoed their heart-melting singing. Hope that the angels can take advantage of the following videos to make the performance even better!

Rehearsal video of little Bens

2013/11/12 Rehearsal

2013/11/13 Performance

MV (Christina Perri)

Accompanied by a piano and a cello (The Piano Guys)