Scroll through the range of options available.ġ1. Now students can feel confident to begin working on their films. A mind map illustration on the blackboard would clarify these prewriting tasks. Perhaps the whole class would focus on one of these subtopics or each pair/group of students could be assigned a different subtopic under the umbrella of domestic travel. Direct students to the website and have them click on “make a movie”.Īs an aside, for a lesson on cultural domestic travel you might advise or ask your students about story lines dealing with customs, food, holidays or geography. Confirm that Adobe Flash is properly installed on the computer or device of use.ĩ. Assign students in pairs to work on the project.Ĩ. (e.g., show me the money, time is money, put your money where your mouth is, talk is cheap)ħ.
Brainstorm some money-related idioms with students by making a list on the board. Tell students they will create their own digital visuals and text focusing on these idioms.Ħ. Ensure students know what idioms are by defining it.ĥ. For example (for the sake of this article), we will focus on the use of money-related idioms in English. Introduce the lesson objective to students and the concept of using Dvolver to achieve the learning goal. Write the Dvolver website on the chalkboard.Ĥ. What better way to do this than to create a movie that can serve as an exemplar for your class? ģ. To do this, you need to familiarize yourself with the site’s functionality first. Prepare a simple Power Point presentation, if possible, that will enable students to conceptualize the lesson prior to completing it. I recommend the ones on the Dvolver Tutorial YouTube channel ( ).Ģ. Acquaint yourself with the Dvolver website by watching a YouTube tutorial or two. It will be a step-by-step guide that will provide TESOL educators with a roadmap to incorporate such technology into their language teaching, be it for curricular or extracurricular purposes. This article sets out to delineate the utility and uniqueness of a simple website like Dvolver for instructors and students alike to maximize its language learning potential in the classroom environment. Indeed, we intended to create a 45-minute lesson plan that centered on teaching the upper beginner to lower intermediate high school students how the website worked and how they could experiment with language in cutting-edge, imaginative ways that might improve attitudes toward learning a second language (learning English can be enjoyable).
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