This document discusses creating narrow listening libraries to help students improve their listening comprehension skills. It describes how a narrow listening library contains several short listenings on focused topics by different speakers. Students can choose which topics and how many times to listen. The rationale is that narrow listening provides comprehensible input, improves motivation over typical listening exercises, and is practical to implement. The document outlines the development of a narrow listening library at Poole Gakuin University, including recording and editing listenings using Audacity and hosting them on a Moodle site.
Developing Students’ Listening Skills with Technology and E-resourcespaulsze
A presentation at the seminar ‘Enhancing students’ listening with the use of an e-listening platform’ on June 19, 2013; organised by Yan Chai Hospital Wong Wha San Secondary School for English Language teachers from secondary schools.
Presentation given by Dr. Charles Browne of Meiji Gakuin University in Japan at the METU Conference in Ankara Turkey. Explains why EnglishCentral is a great solution for learning and teaching English.
LOL and UPIC China collaboration PresentationAjarn Ken
This is the presentation for the collaboration between online English school, Language open Learning and English language School, UPIC, in Dandong, China.
Developing Students’ Listening Skills with Technology and E-resourcespaulsze
A presentation at the seminar ‘Enhancing students’ listening with the use of an e-listening platform’ on June 19, 2013; organised by Yan Chai Hospital Wong Wha San Secondary School for English Language teachers from secondary schools.
Presentation given by Dr. Charles Browne of Meiji Gakuin University in Japan at the METU Conference in Ankara Turkey. Explains why EnglishCentral is a great solution for learning and teaching English.
LOL and UPIC China collaboration PresentationAjarn Ken
This is the presentation for the collaboration between online English school, Language open Learning and English language School, UPIC, in Dandong, China.
What is the Cephalonian Method? Fostering Participation in Library OrientationsSt. Mary's University
It is a challenge to get students engaged and interested during library orientations. The Cephalonian Method addresses this engagement problem by giving students a guided way to ask questions about the library and get answers. During a library session., the librarian distribute printed cards with questions about library topics such as materials, services, and facilities. The librarian asks students to use the library website to try and find the answer to their question. A few minutes later, the librarian calls on each student to read their card and describe how they answered the question. There are several benefits to this approach. Some of these benefits are giving the students ownership of learning about the library, giving students to chance to learn from each other, and minimizing librarian burnout.
*Targeted for students between the end of their elementary school education and middle school
*The listening material for the activities centers on original, records native English speaker dialogs and monologs
*Dictation sections can be used as ready-made homework material
Presentation made by Clevia Pérez y Carmen Chacón from Universidad de los Andes Táchira in the The Web 2.0 for EFL teachers seminar (Nov 2007, Caracas/Venezuela)
Programa Oficial
El Nuevo Hipódromo de Las Flores publica el programa oficial que la reunión extraordinaria del martes 15, con los datos de cada competidor (últimas performances, padre, madre, pelaje, edad, stud, cuidador y jockey). Además, se pueden ver los pozos que tendrán algunas apuestas durante la tarde.
What is the Cephalonian Method? Fostering Participation in Library OrientationsSt. Mary's University
It is a challenge to get students engaged and interested during library orientations. The Cephalonian Method addresses this engagement problem by giving students a guided way to ask questions about the library and get answers. During a library session., the librarian distribute printed cards with questions about library topics such as materials, services, and facilities. The librarian asks students to use the library website to try and find the answer to their question. A few minutes later, the librarian calls on each student to read their card and describe how they answered the question. There are several benefits to this approach. Some of these benefits are giving the students ownership of learning about the library, giving students to chance to learn from each other, and minimizing librarian burnout.
*Targeted for students between the end of their elementary school education and middle school
*The listening material for the activities centers on original, records native English speaker dialogs and monologs
*Dictation sections can be used as ready-made homework material
Presentation made by Clevia Pérez y Carmen Chacón from Universidad de los Andes Táchira in the The Web 2.0 for EFL teachers seminar (Nov 2007, Caracas/Venezuela)
Programa Oficial
El Nuevo Hipódromo de Las Flores publica el programa oficial que la reunión extraordinaria del martes 15, con los datos de cada competidor (últimas performances, padre, madre, pelaje, edad, stud, cuidador y jockey). Además, se pueden ver los pozos que tendrán algunas apuestas durante la tarde.
Joint Presentation with Alan Bessette
The Second National Moodle Teachers and Developers Conference. Future University, Hakodate. 13-14 February 2010. Using Moodle for Program Administration.
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Pop-culture & Technology in Language LearningBrittany Don
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
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New development in herbals,
Bio-prospecting tools for drug discovery,
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
6. Comprehensible input
• Similar to narrow reading, narrow listening
recycles input and makes it more
comprehensible.
• Recycling facilitates language acquisition
(Krashen 1996)
7. Research findings: Dupuy (1999)
• Learners reported that narrow listening was
helpful in improving their French.
Listening comprehension
Fluency
Vocabulary
• Learners made significant gains in listening
comprehension.
• Comprehension increased with frequency of
listenings.
8. Motivation
• Learners agree with their teachers that
listening is important.
• Learners often find listening lab exercises
not interesting or effective (Harlow &
Muyskens (1994).
9. Student Reactions: Dupuy, 1999
• Narrow listening is more interesting and it
allows to listen more carefully.
• It helps me to listen to people speaking
French fluently even if I’m unable to
understand everything they say.
• Narrow listening helps me feel better about
French.
10. Our students
• I was surprised at how much more I could
understand with each listening.
• I liked no pressure to answer questions. I
liked that I could listen many times. I hate
listening in class because never enough
times.
• I got some new words.
11. Practicality
• A variety of listenings
• Listenings are readily accessible to students
• Immediate feedback
12. The bottom line
• Although empirical evidence for narrow
listening is weak, student reactions and its
possible positive effect on students’
motivation, make the case for narrow
listening.
• Narrow listening libraries are a practical
means to provide our students with access
to materials.
14. First Steps
• Narrow listening was initially offered
As a supplementary activity
To 1st year learners in an elective class
• Learners were asked to write 3 or 4
questions on a topic that interested them.
• The instructor wrote scripts to answer those
topics and found 2 or 3 speakers for each
topic.
15. First topics
• A total of 6 topics were prepared
American High School Proms, Movie Locations
for Harry Potter, Tea Time in England, etc.
• Listenings were scripted.
• Listenings were a bit longer (3 to 5
minutes).
• Students were given the listenings on CDs or
MDs.
• Students were advised to listen a minimum
of 8 times.
16. Second Steps
• Other colleagues became interested.
• The listenings were expanded and moved to
the Poole EnglishWeb site.
17. Narrow listening library
• Topics followed speaking class topics.
• There are now 20 topics with 59 listenings:
Vacations, shopping, movies, hometowns, food,
etc.
• Listenings are shorter (1 to 2.5 minutes).
• Listenings are unscripted.
20. Focus Questions
• 3 or 4 questions
• Two purposes
Guide speakers so that listenings are similar
Provide students with advanced organizer
21. Listenings
• Speakers are asked to speak
for about 1 to 2 minutes
naturally
without a script
• Listenings are
Recorded in a recording studio
Edited with Audacity and saved as mp3 files
Uploaded to our website.
22. Quizzes
• Optional
• Created within Moodle
• Short – five multiple choice or true/false
questions
• Specific to one listening
• Two chances to take quizzes
27. Website
• Located at http://poole-englishweb.com
• It is stored on a Moodle site.
• Moodle is a free, open-source course
management system.
• It is also user-friendly with extensive
support and documentation available at
http://moodle.org/.
30. Moodle Features
• Upload sound (and video) files
• Make announcements about the site
• Communicate with students
• Keep track of student use and quiz scores
• Create quizzes
Multiple choice, true/false, matching, short
answer, embedded answers (cloze), etc.
31. Website Considerations
• Webhost
Budget, reliability and support
• FTP server to upload files
Moodle uploads are limited to 2MB and most
sound files exceed that limit.
32. Future Directions
• More listenings
• Conversations
• Vocabulary glosses
• Images and maps
• Levels
Although there are differences between the listenings for one topic, many of the vocabulary, grammar features, expressions, etc. will be the same or similar. Repeated listenings with familiar input make the input more comprehensible for learners. Example: Food topic several of the speakers mention not liking natto because it is sticky and smelly.
Learners reported that NL helped listening comprehension first, then fluency and finally vocabulary
Last quote is half the battle.
Students were provided with a listening log. It is on the back of the handout.
Majority are unscripted.
These are in response to a student request. The number of chances to take the quizzes is decided by the instructor. Some of the original longer listenings have more questions.
Garage Band is an alternative for Apple users. Information about where to download and user’s manual is on the handout.
Open Audacity and Show features: Record, Mic input level, stop and play Input demo listening and play: point out the first part is too loud. Too close to the mike and input level was too high Demonstrate features: cut, silence, amplify, (undo and redo), noise removal, compress Demonstrate Export as mp3
Students have access to files at school and at home. Can be downloaded onto Mp3 players. Posts are automatically sent to participants
See handout
Vocabulary glosses, images and maps will help student understanding. As the number of listenings increase, it will be important to help students choose appropriate levels. One way that we will probably explore is to ask students to rate them as easy, so-so and difficult.
