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Homework witrh a voice

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A joint seminar with Angelos Bollas

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Homework witrh a voice

  1. 1. www.celt.edu.gr info@celt.edu.gr CELT Athens Teacher Development Webinars – 2017 Homework with a Voice
  2. 2. www.celt.edu.gr info@celt.edu.gr Angelos Bollas CELT Athens CELTA Tutor Cambridge English Examiner - IELTS Examiner IATEFL Conference Committee member #ELTchat Co-Moderator Marisa Constantinides CELT Athens Director CELTA & Delta Course Tutor IATEFL Learning Technologies SIG Committee member #ELTchat Co-Moderator
  3. 3. www.celt.edu.gr info@celt.edu.gr “Few, if any, people achieve fluency in a foreign language solely within the confines of the classroom.” (Brown, 2007:1)
  4. 4. www.celt.edu.gr info@celt.edu.gr Some Reasons Time Nominating Shyness Reluctance Over-eagerness
  5. 5. www.celt.edu.gr info@celt.edu.gr “If communication practice is one of the most important components of the language learning/teaching practice, it is one of the most problematical. It is much more difficult to get learners to express themselves freely than it is to extract right answers in a controlled exercise.” Ur (1981: 2)
  6. 6. www.celt.edu.gr info@celt.edu.gr Ideal Scenario “[For students to improve on their fluency, teachers] must be willing to let go of some of the control in [their] classrooms; …[they] must be willing to set up situations in which fluency can develop, and then encourage the students to actually communicate.” (Brown, 2003: 7)
  7. 7. www.celt.edu.gr info@celt.edu.gr Can it be done?
  8. 8. www.celt.edu.gr info@celt.edu.gr
  9. 9. www.celt.edu.gr info@celt.edu.gr Speaking Homework is an ideal opportunity for learners to practice using the language in an EFL context (i.e. where English is NOT used in everyday life) (see Barker, 2005; Schneider, 2001)
  10. 10. www.celt.edu.gr info@celt.edu.gr Characteristics of Speaking Homework: •Low-stress, •Low-stakes, (no loss of face – redo potential) •NNEST – NNEST, Lower SS anxiety Lower affective filter Progress towards fluency (see Krashen, 1982)
  11. 11. www.celt.edu.gr info@celt.edu.gr Other characteristics of Speaking Homework: •Out-of-class setting  allows learners to focus less on accuracy, leaving them free to concentrate on improving fluenc (Littlewood, 1984)
  12. 12. www.celt.edu.gr info@celt.edu.gr Other characteristics of Speaking Homework: •Out-of-class setting  allows learners rehearsal time (me, just now )
  13. 13. www.celt.edu.gr info@celt.edu.gr Long-term goal •Oral interaction in English •Self-selected topics •Relevant to SS own interests •On a regular basis Confidence building, motivating language experience (Bassano, 1986)
  14. 14. www.celt.edu.gr info@celt.edu.gr Students’ report that… “they no longer feel such anxiety about using the language and are able to give a much better account of themselves when the opportunity arises.” (Barker, 2005: 83)
  15. 15. www.celt.edu.gr info@celt.edu.gr Voice Recording Audio Tools
  16. 16. www.celt.edu.gr info@celt.edu.gr Vocaroo https://vocaroo.com/i/s0hx8jsgmXeN
  17. 17. www.celt.edu.gr info@celt.edu.gr http://www.voicethread.com/ Voicethread
  18. 18. www.celt.edu.gr info@celt.edu.gr Mobile Voice Recorders
  19. 19. www.celt.edu.gr info@celt.edu.gr Voki https://www.voki.com/
  20. 20. www.celt.edu.gr info@celt.edu.gr Soundcloud https://soundcloud.com/
  21. 21. www.celt.edu.gr info@celt.edu.gr Video Recording tools
  22. 22. www.celt.edu.gr info@celt.edu.gr Appear.in
  23. 23. www.celt.edu.gr info@celt.edu.gr Flipgrid
  24. 24. www.celt.edu.gr info@celt.edu.gr Nawmal
  25. 25. www.celt.edu.gr info@celt.edu.gr Exam Speaking Practice Many exams include some sustained talk work
  26. 26. www.celt.edu.gr info@celt.edu.gr
  27. 27. www.celt.edu.gr info@celt.edu.gr Storytelling Almost a natural for voicethread h/w
  28. 28. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Storytelling: Depending on level, support them as much as you feel is necessary. The goal is for them to (re)tell a story.  Fluency, Accuracy and Range (both word choice, grammar, pronunciation, intonation, etc.), Relevant Length, Discourse Markers
  29. 29. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Prediction tasks: Upload the pictures/title of the text(s) you are about to use in following class and ask them to predict the content.  Fluency; Responding and Initiating
  30. 30. www.celt.edu.gr info@celt.edu.gr Stories as follow-up or as prediction work PPP or TBL
  31. 31. www.celt.edu.gr info@celt.edu.gr Prompts for story reproduction
  32. 32. www.celt.edu.gr info@celt.edu.gr Same story – different prompts for prediction
  33. 33. www.celt.edu.gr info@celt.edu.gr Other types of speaking
  34. 34. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Six thinking hats  Students respond to a problem, event, case study or controversial statement by using one of the six thinking hats each time (change their hats from time to time)
  35. 35. www.celt.edu.gr info@celt.edu.gr
  36. 36. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework
  37. 37. www.celt.edu.gr info@celt.edu.gr
  38. 38. www.celt.edu.gr info@celt.edu.gr Ready to describe this using your thinking hat?
  39. 39. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Online Debate Club: Assign different topics to different pairs/groups and ask SS to provide arguments for or against.  Fluency; Appropriacy; Turn-Taking; Repair and Repetition; Discourse Markers
  40. 40. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Summary: Upload a situation and some characteristics relevant to it in bullet-point format. Ask SS to summarise the information.  Fluency; Accuracy; Relevant Length; Repair and Repetition; Linguistic Range
  41. 41. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Response: Have Ss read or listen to a topic and give them a prompt with questions +/- vocabulary you want them to use.  Vocabulary Use; Fluency
  42. 42. www.celt.edu.gr info@celt.edu.gr Evaluations or opinions after reading or listening
  43. 43. www.celt.edu.gr info@celt.edu.gr Directions on a map
  44. 44. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Reporter for a day: Send your students out on a mission to explore a topic or interview people. Let them record their experience and present their findings.  Extended Speech, Fluency, Accuracy and Range, Functions
  45. 45. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Podcasts/Interviews: Assign one umbrella topic to whole class and ask them to interview people (friends, relatives, teachers, etc.) about an aspect of the topic. Record the interview  Turn Taking, Discourse Markers, Responding and Initiating, Fluency, Accuracy and Range
  46. 46. www.celt.edu.gr info@celt.edu.gr Instructions My example is a recipe but any instructions will do
  47. 47. www.celt.edu.gr info@celt.edu.gr
  48. 48. www.celt.edu.gr info@celt.edu.gr Ideas for Speaking Homework Oral (Learning) Diary: Ask them to keep a day-to-day diary, only not in writing but speaking.  Fluency; Accuracy; Relevant Length; Repair and Repetition; Linguistic Range
  49. 49. www.celt.edu.gr info@celt.edu.gr Speaking Activities Continuum Roleplaying Problem Solving Discussing info-sharing Narrating Reporting Negotiating Commenting/ critiquing DebatingInstructions
  50. 50. www.celt.edu.gr info@celt.edu.gr Not all types suitable – choose monologic genres for homework But dialogues can be recorded during class time too!
  51. 51. www.celt.edu.gr info@celt.edu.gr Only Voicethread?
  52. 52. www.celt.edu.gr info@celt.edu.gr Voxopop
  53. 53. www.celt.edu.gr info@celt.edu.gr TOEFL Exam Practice with Voxopop
  54. 54. www.celt.edu.gr info@celt.edu.gr Voki – loads of characters Ss can imitate Students can also create or change selected characters and use automated voices
  55. 55. www.celt.edu.gr info@celt.edu.gr Where do we keep all this material ? •Wiki •Edmodo •Schoology •School platform •Blog
  56. 56. www.celt.edu.gr info@celt.edu.gr
  57. 57. www.celt.edu.gr info@celt.edu.gr Join one of our courses in Athens Cambridge CELTA and Delta courses All year round CELTA: Intensive and Part-Time options Delta: Intensive (face2face) and Part-Time (blended) Take your career to the next level!
  58. 58. www.celt.edu.gr info@celt.edu.gr Thank you all!!! Website www.celt.edu.gr Email info@celt.edu.gr Twitter http://twitter.com/Marisa_C Blogs TEFL Matters, CELTA & Delta blogs #ELTchat blog • http://marisaconstantinides.edublogs.org/ • http://cambridgedelta.org/ • http://cambridgecelta.org/ Facebook https://www.facebook.com/Marisa.Constantinides
  59. 59. www.celt.edu.gr info@celt.edu.gr Thank you! Angelos Bollas T: @angelos_bollas FB: Angelos Bollas E: angelos@celt.edu.gr See you in Glasgow @ IATEFL 2017 Annual Conference
  60. 60. www.celt.edu.gr info@celt.edu.gr References Barker, David. (2005). Encouraging students to take their language learning outside the classroom. JALT Hokkaido Journal, 8, 79-86. Bassano, Sharron. (1986). Helping learners adapt to unfamiliar methods. ELT Journal, 40(1), 13-19. Brown, H. Douglas. (2007). Principles of language learning and teaching (5th ed). New York: Longman. Brown, James Dean. (2003). Promoting fluency in EFL classrooms. Proceedings of the 2nd annual JALT Pan-SIG conference. Retrieved June 7, 2010, from http://jalt.org/pansig/2003/HTML/Brown.html Ellis, Rod. (1994). The study of second language acquisition. Oxford: Oxford University Press. Krashen, Stephen. (1982). Principles and practice in second language acquisition. London: Pergamon. Littlewood, William T. (1984). Foreign and second language learning. Cambridge: Cambridge University Press. Schneider, Peter H. (2001). Pair taping: Increasing motivation and achievement with a fluency practice. TESL-EJ, 5(2). 1-32. Schmidt, Richard. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-58. Ur, Penny. (1981). Discussions that work: Task-centred fluency practice. Cambridge: Cambridge University Press.

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