Developing language skills. November 2013

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this slideshow supports the discussion on how to develop language+ skills in the EFL classroom. Santiago de Chile.

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Developing language skills. November 2013

  1. 1. DEVELOPING LANGUAGE SKILLS USING RESOURCES AND ICT Postítulo Nov 2013. Mauricio Miraglia English Pedagogy, Universidad Alberto Hurtado
  2. 2. WHAT SKILLS CAN STUDENTS DEVELOP?  Getting the gist  Articulating oral discourse  Scanning for details  Articulating written discourse  Identifying text types  Inferring meaning of words  Identifying roles in communication  Inferring meaning of utterances  Recognizing settings and roles  Building new information  Inferring implicit purposes  Communicating new information  Comparing and contrasting information   Making connections with information given Checking with peers the message to communicate  Analyzing details  Exploring the context of communication  Responding to what’s been said  Responding to what’s been written Writing Listening Reading Speaking
  3. 3. HOW CAN SKILLS BE DEVELOPED?  Giving exposure to authentic communicative actions  Planning pre-while-post stages  Creating a playful & game-like experience  Getting them involved in meaning, not language, first.  Making sure there’s language volume  Making activities valid for language learning  Addressing diversity in the classroom  Setting up group work  Giving prompt feedback  Anything else to include?
  4. 4. HOW DO RESOURCES HELP DEVELOP SKILLS?  Picture stories  Facebook pages  Drills  Video lessons  Dictation  Big books  Fillers  Multimedia fórums  Readers  The board  Songs / music  PowerPoint  Sounds effects  Worksheets  Story telling  My Blog  Videos (DVD, online, MP4)  Google (search engines)  Dictionaries  Making role-plays  Cell phones  Twitter  Instagram  Facebook groups
  5. 5. DESIGN CONSIDERATIONS  Focus is on topics and tasks, not language  Instructions are short  Instructions are checked  Instructions are minimally needed or not needed (delux design)  Image quality and choice: best fit for the class & learning goals  Icons are well known, coherent and standardized for all designs  Information is not cluttered  Language used is faultless and consistent  Color framework and lay-out allow to focus on what’s relevant  Next action is clear for students  Evaluation is part of the experience (not an addition)
  6. 6. ANY CONCLUSIONS? Tools to carry on our conversation  http://padlet.com  http://prezi.com  http://bubbl.us  http://voicethread.com
  7. 7. NEW DESIGN TASK: NOV 16 PRESENTING VOICETHREAD  Building stories online  Building interaction outside of the classroom Tool to exploit: Voice Thread www.voicethread.com Postítulo Nov 2013. Mauricio Miraglia English Pedagogy, Universidad Alberto Hurtado

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