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Methods and Theory:
English Language Learning
UNIVERSIDAD NACIOINAL MICAELA BASTIDAS DE APURIMAC
“Curso Internacional sobre Estrategias de Enseñanza y Aprendizaje
del Idioma Ingles.”
July 21 & 22, 2013
Claudia Behnke
Method: Grammar-Translation
Skill: Writing and Reading
Emphasis: Translation, L1 only.
Activities:
Read and translate texts.
Respond to written questions.
Memorize vocabulary and grammar rules.
Pros: Translation of documents with no communicative focus, or the study
of classic literature.
Cons: NOT AUTHENTIC, no production.
Method: Audio-lingual (Charles Fries)
Skill: Speaking.
Emphasis: Correct pronunciation.
Activities: Dialogues:
Teacher models a dialogue and students memorize and practice.
Pros: Good pronunciation.
Cons: NOT AUTHENTIC, no ‘real’ production.
Method: Direct (Berlitz & Sauzé)
Skill/system: Grammar and Speaking.
Emphasis: No L1!
Activities:
Use of visual aids to teach vocabulary.
The teacher speaks to students in l2 naturally and corrects students’
errors in L2. The teacher never translates.
Pros: Students receive ‘natural’ input in the L2 and may produce
authentically.
Cons: Students may need more support to learn the L2.
Method: Total Physical Response [TPR]
(James Asher)
Skill/system: Vocabulary
Emphasis: Comprehension before production (or action).
Activities: Solo use of the imperative.
The teacher states the command and demonstrates the action. The teacher does not correct
student error, but repeats the command and action.
The student only repeats the command or action when he or she feels comfortable. The final
phase has a student volunteer give the commands to the class.
Pros: Students are confident when they speak. Students comprehend without the use of translation.
Cons: TPR cannot teach grammar, no authentic input.
Method: Community Language Learning
(Charles Curran)
Skill: Speaking
Emphasis: Interpersonal communication, Fluidity is more important than correctness.
Activities:Based on themes and topics rather than grammar/vocabulary lessons.
The teacher advises students and seeks student input to create activities and facilitates
conversation.
Students (members of the community) learn through interactions with other community
members.
Pros: Students receive input and produce authentically. The class is student driven (i.e. class topic is
interesting and engaging). Students receive support from other classmates and the teacher.
Cons: Not all students are interested in the same topics. Not all students are comfortable producing
immediately in front of their peers.
Method: Natural Approach (Krashen &
Terrell)
Skill: Communicative (listening, speaking, reading, writing)
Emphasis: Comprehensible input!
Language Acquisition Device (LAD) Theory: Every human is born with an innate ability to acquire
language.
Each language has a universal grammar. As a child is exposed to input which activates
different grammar rules.
Natural Approach, cont.
Activities: The students interact with lots of comprehensible input.
Level of input: i + 1
Students must “negotiate meaning”.
The teacher exemplifies a natural use of the L2 and creates learning opportunities for students.
The teacher must create a stress-free environment so the students have a lowered “Affective
Filter”.
Natural Approach, Cont.
Pros:
Models how we learn our L1.
Creates an environment that is conducive to learning.
Encourages authentic and natural expression in the L2.
Encourages use of authentic materials = cultural information.
Cons:
The adult brain learns language differently than the child brain.
Method: Task-Based Learning
(Prabhu)
Skill: All language skills and possibly skills of other disciplines.
Emphasis: Using the L2 to complete real life tasks.
Activities:
Pre-task: The teacher gives instrucctions and may prepare students with relevant
vocabulary or grammar.
Task: Students complete the task as the teacher monitors.
Review: The students give and receive feedback.
Example: Information gap activity
Pros: Students are motivated to complete the task and use the L2 in the real world. Students
may also benefit from the task itself or strengthen their knowledge of other disciplines.
Cons: The task must be level appropriate or students will feel overwhelmed and defeated.
What method?
Students translate an old biology book from
Latin to English.
What method?
METHOD: GRAMMAR TRANSLATION:
Students translate an old biology book from
Latin to English
What method?
Student A receives an advertisement for an
apartment for sale. Student B is the owner of
the apartment and receives more details about
the apartment. Student A will call student B to
inquire more information about the apartment.
What method?
METHOD: TASK BASED LEARNING:
Student A receives an advertisement for an
apartment for sale. Student B is the owner
of the apartment and receives more details
about the apartment. Student A will call
student B to inquire more information about
the apartment.
What method?
Students receive a story about “Little Red Riding Hood”.
First they answer comprehension questions about the story in
English.
Then they work with a partner to underline all of the verbs
conjugated in the Past.
Next, students decide whether the past conjugation is ‘regular’ or
‘irregular’.
Finally, students write their own story in the past tense.
What method?
METHOD: NATURAL APPROACH:
Students receive a story about “Little Red Riding Hood”.
First they answer comprehension questions about the story in
English.
Then they work with a partner to underline all of the verbs
conjugated in the Past.
Next, students decide whether the past conjugation is ‘regular’ or
‘irregular’.
Finally, students write their own story in the past tense.
What method?
Students listen to the teacher model a
dialogue at a restaurant. Students then repeat
and practice the dialogue with a partner.
What method?
METHOD: AUDIO-LINGUAL:
Students listen to the teacher model a
dialogue at a restaurant. Students then
repeat and practice the dialogue with a
partner
What method?
The teacher demonstrates a ‘chores’ activity.
He demonstrates the action and says the
command. For example, “sweep!”. The
students repeat the action.
What method?
METHOD: TOTAL PHYSICAL RESPONSE
(TPR)
The teacher demonstrates a ‘chores’
activity. He demonstrates the action and
says the command. For example, “sweep!”.
The students repeat the action.
But... What method do I
use?
Why are the students studying English?
What is the objective of the lesson?
How many students are participating?
How can I accommodate different learning styles?
How old are the students? What are their cultural backgrounds? What
is their level of English?
The best method = An eclectic approach
Other techniques:
Increase STT (Student talk time) and
decrease TTT (Teacher talk time).
Always identify student errors. Give them
the opportunity to self-correct.
Elicit meaning: draw, mime, synonyms, etc.
NO TRANSLATION!
Always engage the students with the topic.
Be energetic and make things interesting!
Other techniques, cont. :
Ensure your students understand! Use comprehension check
questions (CCQs):
Grammar: “I am going to travel to Arequipa.”
Is this past, present or future? Are you traveling now?
When are your going to travel?
Vocabulary: “Sightseeing”
1. Obvious: In Cusco, Sam went and saw
many important historical places of Cusco like the
Qoricancha and Sacsayhuaman.
2. Yes/No: Can I go sightseeing in Paris?
3. 50/50: Do you sightsee at your house or when you
travel?
4. Open: If I got sightseeing in Peru, what will I see?
Ultimate: Students write an example sentence using the
vocabulary.
Teaching Grammar:
Two approaches:
Explicit: The teacher gives the grammar
rule or structure. The students practice and
produce.
Implicit: The teacher gives examples an
guides the students to define the rule or
structure themselves. The students practice
and produce.
Explicit Grammar Approach: FUTURE
TENSE
Teacher tells students: To form the future, add
“will” before the stem verb.
Students change verbs from the present to the
future.
Students write a dialogue using the future
tense.
Implicit Grammar Approach: FUTURE
TENSE
Students read the sentence “I will drink beer on Friday.”
Students answer questions:
When will you drink beer? Is this past, present or future? Etc.
Students receive more example sentences and must define the rule.
“Future = will + VERB”.
Students change verbs from present to future.
Students write a dialogue using the future tense.
P.A.C.E. Method
(Implicit Grammar Approach)
Gerunds vs. Infintives
Gerunds vs. Infintives
Gerunds vs. Infintives
P.resentation: students read a story or dialogue. After, they answer
comprehension questions.
A.ttention: Students return to the text and underline all infinitives and
circle all gerunds. With a classmate they begin to hypothesize why the
gerund/infinitive was used.
C.o-construcction: As a class the teacher will solicit hypothesis and
ask students to support these hypothesis with examples from the text.
After the rule is discovered, students will practice.
E.xtension: Students will produce the rule in writing or speaking. This
activity is used to evaluate the lesson.
Teaching Vocabulary:
Always create a context!
Present the vocabulary with visual aids:
graphs, photos, miming, as part of a story, etc.
Have students repeat the word, write the
word, identify the word and use the word.
Example:
Elicit the vocabulary: What’s the weather like today? (teacher
shows “windy”).
Students repeat “windy” and teacher checks for correct
pronunciation.
Check for comprehension: Show me “windy”.
Label a picture:
Use the word: What activities can you do when it’s windy?
When it’s windy I can fly a kite.
Teaching Reading
Select texts that are relevant, interesting and
level appropriate (i + 1).
Reading activities must have 3 parts:
Pre-reading.
Reading.
Post-reading.
Teaching Reading
Pre-reading tasks:
Students make hypothesis about the
reading based on the title.
Students answer pre-reading questions.
Students research the author or the cultural
importance of the reading, etc.
The teacher prepares students with key
vocabulary from the reading.
Teaching Reading
Reading:
Reading aloud keeps students on task, practices pronunciation but students
also need to READ SILENTLY.
Reading silently is when comprehension occurs.
Reading cycle:
Individual students read aloud for 3-4 paragraphs.
The students silently read the same 3-4 paragraphs and underline any
unknown vocabulary.
The teacher elicits the meaning of the new vocabulary and asks CCQs.
The teacher asks a few CCQs regarding the content of 3-4 paragraphs.
Repeat the cycle.
Teaching Reading
Post-reading tasks:
Students answer comprehension questions. (Demonstrates knowledge of facts and
events from the reading)
Students complete ‘big-idea’ activities:
Change the title.
Write a review or summary.
Write a love or hate letter to one of the protagonists.
Students produce:
Students write a poem, song, etc. about the reading.
Write a different ending.
Change the title.
Teaching Speaking
Give students materials to guide their speaking. Reading out loud IS
NOT speaking.
Narrate a comic strip.
Describe a photo.
Give directions.
Compare and contrast.
Other speaking activities:
Guess who
Prompt questions. “What are you going to do this weekend?”
Interviews (speed dating).
Teaching Listening
Listening is difficult!
Students can’t recognize words in the spoken form.
They have difficulty concentrating (depending on the type and
length of the passage).
They can’t remember what they have listened to.
They are so focused on understanding the first point mentioned in
the passage that they don’t pay attention to the rest of the audio.
They understand the words but not the overall message, or
meaning
Teaching Listening
Useful tools to practice listening skills
Using music in the target language
Web 2.0 tools: Voki
Using authentic videos in the target
language
Teaching Listening
Music: Why it is effective
It motivates students inside and outside of class to find music to
listen to in the target language.
It can be used to enforce culture (perspectives and references),
grammar, vocabulary, pronunciation and most importantly,
listening comprehension skills.
There is easy access for both teachers and students to music.
Teaching Listening
How to use music in the classroom
Start with pre-listening activities: Introduce the artist, where they are from, the
genre, the topic (introduce title), and if any awards have been won.
Have students make hypotheses about what the song is about based on the title,
and discuss unknown key vocabulary.
In groups, students draw a representation of a stanza of the song, then the class
orders the pictures and listens to the song to check the order.
It is important to choose songs that can be easily represented in drawings and that
tell a story.
Have students discuss whether their hypotheses were correct.
Teacher checks comprehension.
Teaching Listening
Other activities using music:
Pre-listening activities: Students receive the title of the song, and
then in groups create semantic maps associating other words with
the title.
While listening, each group will be assigned one stanza of the
song and will take notes to answer the following questions:
Who is the singer? Where is he from? Where is he now? What
is the singer’s dilemma?
Post-listening activities: The groups present their answers to the
class and discuss. Each group draws a visual representation of
their interpretation of the song.
Teaching Listening
Web 2.0 Tools: Voki
Voki is an online program that uses speaking avatars, which can be sent
and received as messages, or embedded in a website.
http://www.voki.com/
Teaching Listening
Web 2.0 Tools: Voki
Teachers can send speaking avatars to students. Students listen
to the message and then reply using their own avatars. In this
sense, Voki encourages listening in transactional interactions.
We can use Vokis in jigsaw listening activities. Teachers can
create characters telling different parts of the story and students
have to listen to the different characters and take notes in order to
re-create the logical sequence of events.
Teaching Listening
Examples of Voki activities
Listening comprehension activity using Voki (listening in an interaction with the
teacher)
Students listen to a recording on Vocaroo (Vocaroo.com) giving a brief description
of a famous figure in Latin America including a physical description.
Students then create their own Voki that resembles the physical description. After
brief research, the student then records a short message speaking as if they were
the famous person.
QuickTime™ and a
decompressor
are needed to see this picture.
Teaching Listening
Examples of Voki Activities
Jigsaw activity: Thanksgiving Day
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
Teaching Listening
Using Videos in the Classroom
Using videos allows the listener to process both the aural and
visual information transmitted by the speaker (Wagner, 2008).
Provides students with language used in real life as well as
cultural references.
Provides students with a visual, which can aid in listening
comprehension.
Simulates an authentic listening situation.
Teaching Listening
Using Videos in the Classroom
Using videos allows the listener to process both the aural and
visual information transmitted by the speaker (Wagner, 2008).
Provides students with language used in real life as well as
cultural references.
Provides students with a visual, which can aid in listening
comprehension.
Simulates an authentic listening situation.
Teaching Listening
Activities Using Videos
Activity #1:
Teacher shows a video on mute, and students hypothesize about
the content of the dialogue.
Teacher plays the video with sound and students compare their
hypotheses with the actual dialogue.
Teaching Listening
Example: Mafalda - Hypothesizing
QuickTime™ and a
decompressor
are needed to see this picture.
Teaching Listening
Activities Using Videos
Activity #2:
Teacher shows a video and pauses halfway through. The
students then make predictions about what is going to happen
next. Students must justify their hypotheses based on what they
have heard.
Teaching Listening
Example: El Chavo - Predicting
Teaching Listening
Why these tools are successful
They involve technology, which engages this generation of
students.
They can be cultural, which interests students.
They are accessible outside of the classroom, so students can
use them at home.
The songs and videos provide students with authentic language.
Questions?
Find this presentation at:
Contact me:
Claudia.behnke.az@gmail.com

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Curso Internacional UNAMBA June 2013: SLA Methods and Theory

  • 1. Methods and Theory: English Language Learning UNIVERSIDAD NACIOINAL MICAELA BASTIDAS DE APURIMAC “Curso Internacional sobre Estrategias de Enseñanza y Aprendizaje del Idioma Ingles.” July 21 & 22, 2013 Claudia Behnke
  • 2. Method: Grammar-Translation Skill: Writing and Reading Emphasis: Translation, L1 only. Activities: Read and translate texts. Respond to written questions. Memorize vocabulary and grammar rules. Pros: Translation of documents with no communicative focus, or the study of classic literature. Cons: NOT AUTHENTIC, no production.
  • 3. Method: Audio-lingual (Charles Fries) Skill: Speaking. Emphasis: Correct pronunciation. Activities: Dialogues: Teacher models a dialogue and students memorize and practice. Pros: Good pronunciation. Cons: NOT AUTHENTIC, no ‘real’ production.
  • 4. Method: Direct (Berlitz & Sauzé) Skill/system: Grammar and Speaking. Emphasis: No L1! Activities: Use of visual aids to teach vocabulary. The teacher speaks to students in l2 naturally and corrects students’ errors in L2. The teacher never translates. Pros: Students receive ‘natural’ input in the L2 and may produce authentically. Cons: Students may need more support to learn the L2.
  • 5. Method: Total Physical Response [TPR] (James Asher) Skill/system: Vocabulary Emphasis: Comprehension before production (or action). Activities: Solo use of the imperative. The teacher states the command and demonstrates the action. The teacher does not correct student error, but repeats the command and action. The student only repeats the command or action when he or she feels comfortable. The final phase has a student volunteer give the commands to the class. Pros: Students are confident when they speak. Students comprehend without the use of translation. Cons: TPR cannot teach grammar, no authentic input.
  • 6. Method: Community Language Learning (Charles Curran) Skill: Speaking Emphasis: Interpersonal communication, Fluidity is more important than correctness. Activities:Based on themes and topics rather than grammar/vocabulary lessons. The teacher advises students and seeks student input to create activities and facilitates conversation. Students (members of the community) learn through interactions with other community members. Pros: Students receive input and produce authentically. The class is student driven (i.e. class topic is interesting and engaging). Students receive support from other classmates and the teacher. Cons: Not all students are interested in the same topics. Not all students are comfortable producing immediately in front of their peers.
  • 7. Method: Natural Approach (Krashen & Terrell) Skill: Communicative (listening, speaking, reading, writing) Emphasis: Comprehensible input! Language Acquisition Device (LAD) Theory: Every human is born with an innate ability to acquire language. Each language has a universal grammar. As a child is exposed to input which activates different grammar rules.
  • 8. Natural Approach, cont. Activities: The students interact with lots of comprehensible input. Level of input: i + 1 Students must “negotiate meaning”. The teacher exemplifies a natural use of the L2 and creates learning opportunities for students. The teacher must create a stress-free environment so the students have a lowered “Affective Filter”.
  • 9. Natural Approach, Cont. Pros: Models how we learn our L1. Creates an environment that is conducive to learning. Encourages authentic and natural expression in the L2. Encourages use of authentic materials = cultural information. Cons: The adult brain learns language differently than the child brain.
  • 10. Method: Task-Based Learning (Prabhu) Skill: All language skills and possibly skills of other disciplines. Emphasis: Using the L2 to complete real life tasks. Activities: Pre-task: The teacher gives instrucctions and may prepare students with relevant vocabulary or grammar. Task: Students complete the task as the teacher monitors. Review: The students give and receive feedback. Example: Information gap activity Pros: Students are motivated to complete the task and use the L2 in the real world. Students may also benefit from the task itself or strengthen their knowledge of other disciplines. Cons: The task must be level appropriate or students will feel overwhelmed and defeated.
  • 11. What method? Students translate an old biology book from Latin to English.
  • 12. What method? METHOD: GRAMMAR TRANSLATION: Students translate an old biology book from Latin to English
  • 13. What method? Student A receives an advertisement for an apartment for sale. Student B is the owner of the apartment and receives more details about the apartment. Student A will call student B to inquire more information about the apartment.
  • 14. What method? METHOD: TASK BASED LEARNING: Student A receives an advertisement for an apartment for sale. Student B is the owner of the apartment and receives more details about the apartment. Student A will call student B to inquire more information about the apartment.
  • 15. What method? Students receive a story about “Little Red Riding Hood”. First they answer comprehension questions about the story in English. Then they work with a partner to underline all of the verbs conjugated in the Past. Next, students decide whether the past conjugation is ‘regular’ or ‘irregular’. Finally, students write their own story in the past tense.
  • 16. What method? METHOD: NATURAL APPROACH: Students receive a story about “Little Red Riding Hood”. First they answer comprehension questions about the story in English. Then they work with a partner to underline all of the verbs conjugated in the Past. Next, students decide whether the past conjugation is ‘regular’ or ‘irregular’. Finally, students write their own story in the past tense.
  • 17. What method? Students listen to the teacher model a dialogue at a restaurant. Students then repeat and practice the dialogue with a partner.
  • 18. What method? METHOD: AUDIO-LINGUAL: Students listen to the teacher model a dialogue at a restaurant. Students then repeat and practice the dialogue with a partner
  • 19. What method? The teacher demonstrates a ‘chores’ activity. He demonstrates the action and says the command. For example, “sweep!”. The students repeat the action.
  • 20. What method? METHOD: TOTAL PHYSICAL RESPONSE (TPR) The teacher demonstrates a ‘chores’ activity. He demonstrates the action and says the command. For example, “sweep!”. The students repeat the action.
  • 21. But... What method do I use? Why are the students studying English? What is the objective of the lesson? How many students are participating? How can I accommodate different learning styles? How old are the students? What are their cultural backgrounds? What is their level of English? The best method = An eclectic approach
  • 22. Other techniques: Increase STT (Student talk time) and decrease TTT (Teacher talk time). Always identify student errors. Give them the opportunity to self-correct. Elicit meaning: draw, mime, synonyms, etc. NO TRANSLATION! Always engage the students with the topic. Be energetic and make things interesting!
  • 23. Other techniques, cont. : Ensure your students understand! Use comprehension check questions (CCQs): Grammar: “I am going to travel to Arequipa.” Is this past, present or future? Are you traveling now? When are your going to travel? Vocabulary: “Sightseeing” 1. Obvious: In Cusco, Sam went and saw many important historical places of Cusco like the Qoricancha and Sacsayhuaman. 2. Yes/No: Can I go sightseeing in Paris? 3. 50/50: Do you sightsee at your house or when you travel? 4. Open: If I got sightseeing in Peru, what will I see? Ultimate: Students write an example sentence using the vocabulary.
  • 24. Teaching Grammar: Two approaches: Explicit: The teacher gives the grammar rule or structure. The students practice and produce. Implicit: The teacher gives examples an guides the students to define the rule or structure themselves. The students practice and produce.
  • 25. Explicit Grammar Approach: FUTURE TENSE Teacher tells students: To form the future, add “will” before the stem verb. Students change verbs from the present to the future. Students write a dialogue using the future tense.
  • 26. Implicit Grammar Approach: FUTURE TENSE Students read the sentence “I will drink beer on Friday.” Students answer questions: When will you drink beer? Is this past, present or future? Etc. Students receive more example sentences and must define the rule. “Future = will + VERB”. Students change verbs from present to future. Students write a dialogue using the future tense.
  • 27. P.A.C.E. Method (Implicit Grammar Approach) Gerunds vs. Infintives Gerunds vs. Infintives Gerunds vs. Infintives P.resentation: students read a story or dialogue. After, they answer comprehension questions. A.ttention: Students return to the text and underline all infinitives and circle all gerunds. With a classmate they begin to hypothesize why the gerund/infinitive was used. C.o-construcction: As a class the teacher will solicit hypothesis and ask students to support these hypothesis with examples from the text. After the rule is discovered, students will practice. E.xtension: Students will produce the rule in writing or speaking. This activity is used to evaluate the lesson.
  • 28. Teaching Vocabulary: Always create a context! Present the vocabulary with visual aids: graphs, photos, miming, as part of a story, etc. Have students repeat the word, write the word, identify the word and use the word.
  • 29. Example: Elicit the vocabulary: What’s the weather like today? (teacher shows “windy”). Students repeat “windy” and teacher checks for correct pronunciation. Check for comprehension: Show me “windy”. Label a picture: Use the word: What activities can you do when it’s windy? When it’s windy I can fly a kite.
  • 30. Teaching Reading Select texts that are relevant, interesting and level appropriate (i + 1). Reading activities must have 3 parts: Pre-reading. Reading. Post-reading.
  • 31. Teaching Reading Pre-reading tasks: Students make hypothesis about the reading based on the title. Students answer pre-reading questions. Students research the author or the cultural importance of the reading, etc. The teacher prepares students with key vocabulary from the reading.
  • 32. Teaching Reading Reading: Reading aloud keeps students on task, practices pronunciation but students also need to READ SILENTLY. Reading silently is when comprehension occurs. Reading cycle: Individual students read aloud for 3-4 paragraphs. The students silently read the same 3-4 paragraphs and underline any unknown vocabulary. The teacher elicits the meaning of the new vocabulary and asks CCQs. The teacher asks a few CCQs regarding the content of 3-4 paragraphs. Repeat the cycle.
  • 33. Teaching Reading Post-reading tasks: Students answer comprehension questions. (Demonstrates knowledge of facts and events from the reading) Students complete ‘big-idea’ activities: Change the title. Write a review or summary. Write a love or hate letter to one of the protagonists. Students produce: Students write a poem, song, etc. about the reading. Write a different ending. Change the title.
  • 34. Teaching Speaking Give students materials to guide their speaking. Reading out loud IS NOT speaking. Narrate a comic strip. Describe a photo. Give directions. Compare and contrast. Other speaking activities: Guess who Prompt questions. “What are you going to do this weekend?” Interviews (speed dating).
  • 35. Teaching Listening Listening is difficult! Students can’t recognize words in the spoken form. They have difficulty concentrating (depending on the type and length of the passage). They can’t remember what they have listened to. They are so focused on understanding the first point mentioned in the passage that they don’t pay attention to the rest of the audio. They understand the words but not the overall message, or meaning
  • 36. Teaching Listening Useful tools to practice listening skills Using music in the target language Web 2.0 tools: Voki Using authentic videos in the target language
  • 37. Teaching Listening Music: Why it is effective It motivates students inside and outside of class to find music to listen to in the target language. It can be used to enforce culture (perspectives and references), grammar, vocabulary, pronunciation and most importantly, listening comprehension skills. There is easy access for both teachers and students to music.
  • 38. Teaching Listening How to use music in the classroom Start with pre-listening activities: Introduce the artist, where they are from, the genre, the topic (introduce title), and if any awards have been won. Have students make hypotheses about what the song is about based on the title, and discuss unknown key vocabulary. In groups, students draw a representation of a stanza of the song, then the class orders the pictures and listens to the song to check the order. It is important to choose songs that can be easily represented in drawings and that tell a story. Have students discuss whether their hypotheses were correct. Teacher checks comprehension.
  • 39. Teaching Listening Other activities using music: Pre-listening activities: Students receive the title of the song, and then in groups create semantic maps associating other words with the title. While listening, each group will be assigned one stanza of the song and will take notes to answer the following questions: Who is the singer? Where is he from? Where is he now? What is the singer’s dilemma? Post-listening activities: The groups present their answers to the class and discuss. Each group draws a visual representation of their interpretation of the song.
  • 40. Teaching Listening Web 2.0 Tools: Voki Voki is an online program that uses speaking avatars, which can be sent and received as messages, or embedded in a website. http://www.voki.com/
  • 41. Teaching Listening Web 2.0 Tools: Voki Teachers can send speaking avatars to students. Students listen to the message and then reply using their own avatars. In this sense, Voki encourages listening in transactional interactions. We can use Vokis in jigsaw listening activities. Teachers can create characters telling different parts of the story and students have to listen to the different characters and take notes in order to re-create the logical sequence of events.
  • 42. Teaching Listening Examples of Voki activities Listening comprehension activity using Voki (listening in an interaction with the teacher) Students listen to a recording on Vocaroo (Vocaroo.com) giving a brief description of a famous figure in Latin America including a physical description. Students then create their own Voki that resembles the physical description. After brief research, the student then records a short message speaking as if they were the famous person. QuickTime™ and a decompressor are needed to see this picture.
  • 43. Teaching Listening Examples of Voki Activities Jigsaw activity: Thanksgiving Day QuickTime™ and a decompressor are needed to see this picture. QuickTime™ and a decompressor are needed to see this picture. QuickTime™ and a decompressor are needed to see this picture.
  • 44. Teaching Listening Using Videos in the Classroom Using videos allows the listener to process both the aural and visual information transmitted by the speaker (Wagner, 2008). Provides students with language used in real life as well as cultural references. Provides students with a visual, which can aid in listening comprehension. Simulates an authentic listening situation.
  • 45. Teaching Listening Using Videos in the Classroom Using videos allows the listener to process both the aural and visual information transmitted by the speaker (Wagner, 2008). Provides students with language used in real life as well as cultural references. Provides students with a visual, which can aid in listening comprehension. Simulates an authentic listening situation.
  • 46. Teaching Listening Activities Using Videos Activity #1: Teacher shows a video on mute, and students hypothesize about the content of the dialogue. Teacher plays the video with sound and students compare their hypotheses with the actual dialogue.
  • 47. Teaching Listening Example: Mafalda - Hypothesizing QuickTime™ and a decompressor are needed to see this picture.
  • 48. Teaching Listening Activities Using Videos Activity #2: Teacher shows a video and pauses halfway through. The students then make predictions about what is going to happen next. Students must justify their hypotheses based on what they have heard.
  • 49. Teaching Listening Example: El Chavo - Predicting
  • 50. Teaching Listening Why these tools are successful They involve technology, which engages this generation of students. They can be cultural, which interests students. They are accessible outside of the classroom, so students can use them at home. The songs and videos provide students with authentic language.
  • 51. Questions? Find this presentation at: Contact me: Claudia.behnke.az@gmail.com