Listening
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The document provides guidance on developing effective listening practice activities for language students. It recommends that teachers use the target language for at least 60% of class time to provide sufficient listening practice opportunities. Several specific listening activities are described, such as quick questions, audio programs, film scenes, songs, and games. The document also outlines best practices for structuring listening activities, including preparing students, playing audio multiple times while varying tasks, and clarifying vocabulary. Teachers should set clear but achievable comprehension goals for activities rather than expecting word-for-word understanding.
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The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
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This document discusses strategies for improving second language pronunciation through self-monitoring techniques. It describes strategies like critical listening, transcription, writing corrections, and self-correction that allow learners to identify their own pronunciation errors. The strategies help learners improve features like message units, primary phrase stress, and intonation. Research suggests these strategies can effectively improve pronunciation when integrated into language courses with instruction, practice opportunities, and feedback.
Transcription and Self-Correction Strategies for Improving L2 Pronunciation
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Phonemic Awareness Project
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
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Listening
- 6. How much should we expect the students to understand? Students do not have to understand everything that appears on the audio program, but they should have general comprehension of the situation and know key vocabulary that is essential for the task. How many times should we play the audio program? Play the audio program until students are able to complete the task you have outlined for them.
- 7. When teaching listening, it is important to remind students that in most listening situations the aim is not to remember the specific words or phrases used but to extract the main ideas or information. When presenting an exercise, it is also important to prepare students for the task through pre-listening activities. These include asking questions about the topic, asking students to make predictions, and making use of the context provided by the pictures and the situation. How can we help students to better understand Listening exercises?
- 9. A check-up 9:00 am Wednesday Dr. Epstein Talk about a few problems 2:30 Tomorrow the 13th Harry Norris Purpose of visit Time Day or Date George Colby makes some appointments. Complete the chart:
- 10. EC CL DF DW AK