Homework witrh a Voice.pptx
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HOMEWORK WITH A VOICE – VIDEO & VOICE APPS FOR SPEAKING HOMEWORK Marisa Constantinides, CELT Athens Angelos Bollas, CELT Athens 16:00 - 16:50, 8 May, 2022, Spring ’22 Virtual IP Exhibition Visit Spring ’22 Virtual IP Exhibition Even with the best of intentions, classroom opportuni.es for developing speaking fluency and accuracy are never enough. Technology can come to the rescue with a variety of easy to use applications and tools that can motivate and maximize student talking .me. Our presentation will cover tools and apps for all ages and levels and will be especially useful for preparing for speaking exams.
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Homework witrh a Voice.pptx
- 1. www.celt.edu.gr info@celt.edu.gr Homework with a Voice Video & Voice Apps for Speaking Homework
- 4. www.celt.edu.gr info@celt.edu.gr Types of homework Preparation Consolidation Exploration Extension
- 5. www.celt.edu.gr info@celt.edu.gr What does research suggest about the value of homework?
- 6. www.celt.edu.gr info@celt.edu.gr Some research supports it Some research condemns it
- 7. 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)
- 8. www.celt.edu.gr info@celt.edu.gr Homework with a voice => Speaking Homework
- 9. 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)
- 11. www.celt.edu.gr info@celt.edu.gr Can it be done?
- 12. 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)
- 13. 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)
- 14. www.celt.edu.gr info@celt.edu.gr Other characteristics of Speaking Homework: •Out-of-class setting allows learners rehearsal time (me, just now )
- 15. 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)
- 16. 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)
- 23. www.celt.edu.gr info@celt.edu.gr Mobile Voice Recorders
- 25. www.celt.edu.gr info@celt.edu.gr Flipgrid Ideal for - Discussions - Online debate club - Story building and telling
- 28. www.celt.edu.gr info@celt.edu.gr Exam Speaking Practice Many exams include some sustained talk work
- 30. www.celt.edu.gr info@celt.edu.gr Evaluations or opinions after reading or listening https://www.youtube.com/watch?v=SegRAKKOp3A
- 31. 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
- 32. www.celt.edu.gr info@celt.edu.gr Storytelling Almost a natural for voicethread h/w
- 33. 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
- 34. www.celt.edu.gr info@celt.edu.gr Stories as follow-up or as prediction work PPP or TBL
- 35. www.celt.edu.gr info@celt.edu.gr Same story – different prompts for prediction
- 36. 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
- 37. www.celt.edu.gr info@celt.edu.gr Other types of speaking
- 39. 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
- 40. 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
- 41. www.celt.edu.gr info@celt.edu.gr Instructions My example is a recipe but any instructions will do
- 43. 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
- 44. www.celt.edu.gr info@celt.edu.gr Speaking Activities - which ones for HW? Roleplaying Problem Solving Discussing info-sharing Narrating Reporting Negotiating Commenting/ critiquing Debating Instructions
- 45. www.celt.edu.gr info@celt.edu.gr Not all types suitable – choose mostly monologic genres for homework But dialogues can be recorded outside class time too on Zoom or other VLE!
- 46. www.celt.edu.gr info@celt.edu.gr Where do we keep all this material ? Wiki Edmodo Schoology School platform Blog
- 47. www.celt.edu.gr info@celt.edu.gr Question Time! 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!
- 48. www.celt.edu.gr info@celt.edu.gr Thank you all!!! Website www.celtathens.com/ Email info@celt.edu.gr Twitter http://twitter.com/Marisa_C Blogs http://marisaconstantinides.edublogs.org/ http://cambridgedelta.org/ http://cambridgecelta.org/ www.celtathens.com/blog Facebook https://www.facebook.com/Marisa.Constantinides Find out about us here
- 49. 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.