Fluency in Foreign Language Using iMovie

Becoming fluent in a foreign language involves many components. One of the most important components is oral conversation. What better way to analyze one's fluency in a language than to create a movie speaking in that language and then view it? This provides instant feedback on oral presentations, a venue for creativity, and the motivation to improve oral language skills. This is also a great tool for other students to interpret the movie and provide the English translation of the dialogue.

In this project, students use iMovie to create dramatic movies in which they speak in the language they are studying. Students work in production teams to develop original scripts, shoot video, and then edit their movies. Each member of a team assumes a job, such as writer, cameraperson, and so on, though all of the members are expected to be involved in all of the roles and processes. Students use AppleWorks to complete a storyboard (that includes the script) before they shoot their video. Their movies should be made up of scenes that could take place in everyday life. After the movies are complete, each group explains their project and shows their movie to the rest of the class.

After completing this project, students will be able to:

• Give oral presentations more competently in the language they are studying.
• Translate other groups' movies from the language in which they are created to English.
• Better evaluate correct and incorrect pronunciations and conversations in a presentation or dialogue.
• Give an oral presentation explaining their project and showing their movie.

After completing this project, students will be able to:

• Use AppleWorks to create a storyboard.
• Use a digital camcorder to take video footage.
• Use iMovie to import and edit video.

Students can assess each other's iMovie project by applying a teacher-created rubric. Items that could be included in a rubric include the following:

• Four people appear and speak a minimum of one sentence or question each on the topic that is assigned to the group.
• The introduction clearly presents the topic in the foreign language. (It can be one of the two scenes.)
• There is a minimum of two scenes and a maximum of four in the video.
• At least one question is asked and answered in the story.
• The foreign language is accurate, easy to understand, and to hear.
• Graphics and/or text show the meaning of the foreign language. (English translation may not be necessary if the visual meaning is clear.)
• A workable timeline that shows group participation is turned in with the script/storyboard on a specific date.
• Music is selected and used effectively.
• The script/storyboard is turned in promptly on the assigned date.

The teacher can check for understanding for each movie that the students present.

iMovie projects can be saved as QuickTime movies to share on a website or to add to students' electronic portfolios.

Tools

Macintosh computers, digital camcorders, iMovie, AppleWorks