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Using Video to Flip ESL Speaking, Listening, and Pronunciation

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Using Video to Flip ESL Speaking, Listening, and Pronunciation

  1. 1. + Using Video to Enhance or Flip ESL Speaking, Listening, and Pronunciation Marsha Chan The Pronunciation Doctor Mission College and Sunburst Media
  2. 2. + Value of using video clips for listening, speaking, pronunciation  To enhance learning during class            With audiovisual input Can be created specifically for English learners Can be carefully selected material for a general audience Can be theme-based with material for discussion Can present functional language Can focus on prosody and other pronunciation elements Should provide a model for learners to copy/emulate To preview material in a course book To augment material in a course book To expand on material in a course book To enhance learning outside of class…
  3. 3. + What is flip teaching?  A form of blended learning  Encompasses the use of technology to leverage learning in the classroom  Most commonly done using teacher-created videos that students view outside of class time  Moves “lecture” home and “homework” into class hours  Allows students more time to review and absorb “lecture” content.  Allows more hands-on time with the instructor guiding the students during class
  4. 4. + What are benefits of flip teaching?  Enables students more time to review and absorb lecture/presentation content.  Allows more hands-on time with the instructor guiding the students during class  Creates more collaborative learning opportunities among students  More 1-on-1 interaction builds stronger student-teacher relationships  Offers a way to share lecture material easily with colleagues, substitute teachers, students’ family, community
  5. 5. + Today’s examples  Homemade     Written with particular language objectives Recorded on Apple Macintosh Edited in Quicktime, iMovie, Final Cut Express Uploaded to www.youtube.com/pronunciationdoctor  Mission   videos College students access the Internet On campus At home
  6. 6. + How to Make S’mores from Pronunciation Doctor’s Youtube Channel www.youtube.com/pronunciationdoctor  Example  Instructional, describes a process, tangible, short  Video   viewing assignments (homework) Intermediate-low/mid Intermediate-high – Advanced-low  Post-viewing discussion  Presentation planning and implementation
  7. 7. + How to Make S’mores http://youtu.be/oliIf38clE8
  8. 8. + Video viewing assignment  Introduction  Ingredients  Other things you’ll need  Directions  Optional follow-up: Plan a presentation
  9. 9. + Introduction word don’t is acontractionof do and not. S’more is a contractionof what two words?  The  When people in the United States go camping, what do they like to do at nighttime? what cookbook did the first s’more recipe first appear?  In
  10. 10. + Prepare these things Ingredients  To make s’mores for about 1020 campers, what will you need?  a bag of large , about a pound  a box of _______________________ __, about a pound  a dozen __________________, about a pound Other things you need  A __________ or  A clean ____________  A ______________
  11. 11. + Directions
  12. 12. + Directions, continued
  13. 13. + In-class discussion  Discuss  Pairs, groups, whole class  What       the written assignment did you learn from the video? Language Culture Speech organization Speech delivery Verbal, nonverbal behaviors Auditory, visual messages  What ideas do you have about your own demo?
  14. 14. + Optional follow-up activity Students’ cooking demonstration  Prepare a 3-minute demonstration of how to make a simple dish. Use How to Make S’moresas a model.  Write your plan on paper.  Prepare the ingredients and utensils.  Rehearse your speech in front of a mirror.  Record yourself and make revisions.  Present your cooking demo to the class.   In person during class on ________ With a partner as videographer, make a video before class; bring the video to class on a USB flash drive or CD.
  15. 15. + Elena demos How to Make Blini http://youtu.be/0ue3B8zkaJI
  16. 16. + Tiffany’s Daffodils  Example from Pronunciation Doctor’s Youtube Channel www.youtube.com/pronunciationdoctor   Narrative, a story in the past time, concrete, focused on past tense phonology Video viewing assignments (homework)  Intermediate-low/mid  Intermediate-high – Advanced-low  Classroom discussion  Post-viewing discussion  Presentation planning and implementation
  17. 17. Tiffany’s Daffodils http://youtu.be/a9Jw3X3Bd-E
  18. 18. + Video viewing assignment: phonological analysis Chapter 5 Cleaning up the Backyard  Sound Focus 1 Words stress and intonation  Sound Focus 2 The /t/ sounds  Sound Focus 3 The /d/ sounds  Sound Focus 4 The regular past tenses –ed endings /t/, /d/, /id/  Sound Focus 5 Vowel length
  19. 19. + Sound Focus 1 Word Stress and Intonation
  20. 20. + Sound Focus 2 The /t/ sounds
  21. 21. + Sound Focus 3 The /d/ sounds
  22. 22. + Sound Focus 4 Regular past tense endings /t/, /d/, /id/
  23. 23. + Sound Focus 5 Vowel Length
  24. 24. + In-class discussion  Discuss the written assignment   What did you learn from the video?        Pairs, groups, whole class Pronunciation Vocabulary Story telling Speech delivery Illustrations Auditory, visual messages What ideas do you have about developing your own story?
  25. 25. + Oral presentation: a story about an event in the past time  Compose your own story about something that happened in the past.  Bring a first draft of your story to class on _________________.  Prepare the story for oral presentation on _________________.
  26. 26. Kim Chi traveled to Canada http://youtu.be/J-ltTI6s170
  27. 27. + Many other video sources, among them…  TED talks Riveting talks by remarkable people, free to the world (Advanced learners)  www.ted.com  VOA Voice   of America www.voa.gov learningenglish.voanews.com  Levels 1 and 2   Vocabulary, Comprehension, Listening Audio, pictures, captioned videos, quizzes and other downloadable learning materials
  28. 28. Marsha Chan CATESOL 2013 presentations  Using Video to Flip ESL Speaking, Listening, and Pronunciation Fri 8:30-9:30 Contact information   Games Employing Movement, Memory, Meaning, Minglin g, Monitoring, & Communication Fri 11:00-12:00 What Language Teachers Must Know to Teach Pronunciation Fri 3:30-5:00 Teaching of Pronunciation Interest Group Networking & Business Meeting Fri 5:00-5:45  Read, Write, Listen, Speak: Projects for Integrating Language Skills Sat 2:30-3:30  www.youtube.com/PronunciationDo ctor  www.linkedin.com/in/PronunciationD octor  www.slideshare.net/purplecast  www.marshaprofdev.blogspot.com www.sunburstmedia.com/present/pr esent.html  www.missioncollege.edu/depts/esl/f aculty/chan/chan.html Learning and Teaching the Music of Spoken English Sat 10:15-11:15  marsha@sunburstmedia.com   

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