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Report from the field – Martin Anders
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7 thoughts on “Report from the field – Martin Anders”
That’s a great find, Martin, thanks. I use a graphic novel, “The Arrival” by Shaun Tan, in a similar way. Since there are no words, we talk about the images and make our own story.
That is interesting. I think that using videos (and music) is a great way to keep the motivation level high. Thanks for sharing how you used this in a CI setting.
I also have a couple of questions: when you are asking a story like this based on pictures are you focusing on any key structures? Do you treat it like a normal story with PQA beforehand? Also, do you solicit cute answers from the kids or are you looking for them to give answers based only on what they see in the pictures? Did you write out a script for the story beforehand, or just have it in your head based on the video?
Do you find that having the images allows you to use more unfamiliar vocabulary than you normally would? or does it make it more difficult by more or less demanding the use of more vocabulary?
I wouldn’t use a video like this with level 1 kids, but I think it’s perfectly doable from level 2 onwards. Almost all the structures we need are very high frequency: there is, she walks, she plays, she goes, she looks, she writes, she enters, she touches, city, street, wall, shop, puppet, table, etc.
We just had to add shop window, shelf, she stumbles and she (dis)appears. So I decided not to do any PQA beforehand. We started to describe what we see and sometimes tried to guess what would happen next, with the ending left open.
I didn’t write out a story script beforehand, either.
I wrote the readings after having told and retold the whole story and having watched the video.
Here are the links for the present tense reading and the past tense reading.
I think, in general, images allow me to use more vocabulary (because everybody can see what it means) and make it still comprehensible.
That is a gripping video! Thanks for sharing your experiences with different levels and approaches.
On use of pictures – I’ve used pictures (I took, found online, or clip art that comes with Word) and put them into a Powerpoint file (or just into a Word document, depending on time). Back in the day I used these to demonstrate a big list of vocabulary words but I have turned it into a starting point for CI. I find it a nice way to vary the days I aim to spend mostly on listening input. Some of my more resistant students like it better than a no-picture PQA day. Maybe because there’s something else to look at than me?? It helps me, too, though. More structured content, maybe, but I can always skip over a slide if discussion is going somewhere else. I can also compare a picture to a student and so on like in PQA. Somehow it’s easier for me, though.
Anyone have a reading/narration for this video in Spanish?
Jim, there is a Spanish reading on the Embedded Reading Page: http://embeddedreading.com/?s=Alma
Great! Thanks Martin for passing along this awesome idea. The power of collaboration.