The document provides information about ANVILL, a free online language learning tool from the University of Oregon. It discusses ANVILL's features such as being free for public schools, avoiding privacy issues, and having responsive email support. It notes some limitations, such as ANVILL not working on Macs and being easier if students have emails. The document provides examples of how ANVILL could be used for oral assessments, collaborative activities, and language practice. It also includes tips for setting up teacher and student accounts on ANVILL.
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.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
This lesson plan involves students giving presentations about environmental pollution. The class will be divided into three groups to create PowerPoint presentations on the topic after watching a related video. Students can use laptops and USB drives during their presentations. The groups will be able to contact the teacher with questions about their presentations via email or social media in the two weeks before their presentations. After presenting, students will write an assignment reflecting on the strong and weak points of their presentations based on teacher feedback. The best presentation will demonstrate genuine understanding of the topic, strong English skills, and effective technology use.
The document contains 8 lesson plans for teaching English. The first lesson plan is about environmental pollution and has students do a group presentation on the topic using a classroom projector. The second lesson plan is about Santa Claus and involves showing pictures, a video, and group research about legends of Santa Claus. The third lesson plan focuses on Halloween and includes showing pictures, a video on preparation for Halloween, and discussing events in students' home countries.
The document contains 8 lesson plans for teaching English. Lesson plan 1 involves students making presentations on environmental pollution after watching a related video. Lesson plan 2 focuses on discussing Santa Claus through pictures, a video, and group research. Lesson plan 3 teaches about Halloween through pictures, a video on preparation, and imaginary games.
The document summarizes a lesson on teaching reading expression and punctuation cues to second grade students using VoiceThread technology. The teacher had students record themselves reading sentences and then evaluate if they used proper expression and punctuation. Some students drew pictures related to the book they were reading. The teacher reflects that the lesson helped students hear how expression improves reading but that she could have done more modeling and broken the group into smaller sizes.
The document provides an overview of using video in the classroom. It discusses the benefits of video for teaching and learning, as well as practical ways to incorporate video into lessons. Specific techniques are presented, such as previewing, viewing, and post-viewing activities. Best practices for using video effectively are also outlined. A variety of video examples for language teaching are listed, covering topics like vocabulary, grammar, pronunciation, and content knowledge.
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.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
This lesson plan involves students giving presentations about environmental pollution. The class will be divided into three groups to create PowerPoint presentations on the topic after watching a related video. Students can use laptops and USB drives during their presentations. The groups will be able to contact the teacher with questions about their presentations via email or social media in the two weeks before their presentations. After presenting, students will write an assignment reflecting on the strong and weak points of their presentations based on teacher feedback. The best presentation will demonstrate genuine understanding of the topic, strong English skills, and effective technology use.
The document contains 8 lesson plans for teaching English. The first lesson plan is about environmental pollution and has students do a group presentation on the topic using a classroom projector. The second lesson plan is about Santa Claus and involves showing pictures, a video, and group research about legends of Santa Claus. The third lesson plan focuses on Halloween and includes showing pictures, a video on preparation for Halloween, and discussing events in students' home countries.
The document contains 8 lesson plans for teaching English. Lesson plan 1 involves students making presentations on environmental pollution after watching a related video. Lesson plan 2 focuses on discussing Santa Claus through pictures, a video, and group research. Lesson plan 3 teaches about Halloween through pictures, a video on preparation, and imaginary games.
The document summarizes a lesson on teaching reading expression and punctuation cues to second grade students using VoiceThread technology. The teacher had students record themselves reading sentences and then evaluate if they used proper expression and punctuation. Some students drew pictures related to the book they were reading. The teacher reflects that the lesson helped students hear how expression improves reading but that she could have done more modeling and broken the group into smaller sizes.
The document provides an overview of using video in the classroom. It discusses the benefits of video for teaching and learning, as well as practical ways to incorporate video into lessons. Specific techniques are presented, such as previewing, viewing, and post-viewing activities. Best practices for using video effectively are also outlined. A variety of video examples for language teaching are listed, covering topics like vocabulary, grammar, pronunciation, and content knowledge.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
This document contains a lesson plan for teaching English about various topics such as environmental pollution, Santa Claus, hurricanes, and smoking. The lesson plan outlines the objectives, materials, procedures, and assessments for instructing and engaging students on each topic. It provides links to videos, instructions for group activities, and guidelines for feedback and evaluation. The overarching goal is to help students improve their English communication skills through discussing and presenting on different subject matters.
This document provides information about an Intermediate Oral Skills course offered through the Minnesota English Language Program in Spring 2014. The course aims to improve students' listening and speaking skills for academic purposes. It will be held Monday through Friday from 2:30-4:25pm, with some Thursday classes in Jones Hall. Students will develop their skills through activities like discussions, presentations and language lab work. Assessment will include presentations, tests, homework and a final exam. Students are expected to attend regularly and participate fully in English. The document outlines course objectives, materials, policies and support available.
Modifying listening material in serving students with authentic materialwiji83hastuti
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
- The document contains a lesson plan for a 45 minute English class focused on travel vocabulary, places to visit, and grammar structures like the present perfect and past simple tenses.
- The lesson involves vocabulary practice, reading a magazine article about travel, listening to dialogues and a song, and role playing conversations to practice asking for travel information.
- Some students may struggle with understanding new vocabulary related to tourism or distinguishing between the present perfect and past simple tenses. The teacher provides strategies like having students write their own dialogues first to help build confidence.
This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.
This document summarizes a guided reading lesson that used technology to teach first grade students to read with expression. The teacher played recordings of expressive and non-expressive reading. Students then recorded themselves reading and evaluated their own expression. While the technology added only a small amount of time, it was highly effective by allowing students to hear examples and evaluate their own reading skills in a memorable way.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
Unit 8. New ways to learn, Lesson: Communication & cultureChau Bui
This document contains a lesson on communication and culture that involves tasks using electronic devices. It begins with a warm-up spinning wheel activity and introduces a lesson on using electronics in class. Students are assigned tasks to discuss in pairs their opinions on using devices in class, survey other students, and answer questions about a passage on how American school children use devices. The document provides examples of conversations and responses for the tasks. It concludes with assigning homework on the advantages and disadvantages of early device use and preparing for the next lesson.
This document outlines a training course to help English Language Learner (ESL) students succeed in community college. The 15-week course will focus on developing skills in six key modules: attitude, time management, task precision, problem solving, student networking, and family support. Target students are "Dreamers" who were brought to the US as children. Over the course, students will practice speaking, listening, reading, writing, vocabulary, and using educational technology. Instructional strategies include group work, presentations, journals, and software practice. The goal is to help ESL students navigate college and feel supported in their educational goals. Student progress will be evaluated through quizzes, assignments, presentations, and computer activities.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
The lesson plan aims to develop students' use of the modal verb "should" and contraction "shouldn't" in the context of giving advice. Students will read emails seeking advice, discuss in groups what advice to give, write responses using "should" and "shouldn't", and present their responses. The teacher will provide language feedback, correcting errors involving the target language on the board.
Stiati utilitatea florilor in mediul business?Carla Alman
Nu subestimati puterea florilor in zona business. Studiile arata ca acestea sunt bune atat pentru consolidarea relatiilor cu clientii, cat si pentru cresterea productivitatii angajatilor. Cum? Totul este explicat in aceasta prezentare Power Point. Vizionare placuta.
The document summarizes a meeting of education representatives from various institutions in Thurrock to discuss skills development in the local population. It notes that while Thurrock has high employment, many jobs are low-skilled and low-wage. Reports indicate Thurrock has potential for economic growth but lacks a skilled workforce. The group discussed visions for improving educational participation and progression routes between schools, further education and adult learning to build skills and engage employers to meet future business needs.
A group of graduates visited their retired university professor and complained about stress in their careers. The professor served them hot chocolate in various cups, from plain to expensive. He noted that the nice cups were taken, leaving the plain ones, just as people desire only the best things in life. However, the cup does not impact the quality of the hot chocolate, just as jobs and status do not define life. Life is the hot chocolate while jobs are just tools; concentrating only on superficial things leads to failure to enjoy life's blessings. The happiest people make the best of what they have.
This document outlines a unit on sustainable development and competitive advantage. It discusses various policy approaches to achieving sustainable development, including command-and-control regulations, market-based incentives like carbon taxes and cap-and-trade systems, and the limits of relying solely on market mechanisms. The document analyzes the advantages and disadvantages of different policy tools and considers when intervention may be needed beyond market signals if environmental constraints are not respected. It also notes that international cooperation is important given the cross-border nature of many environmental problems.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
This document contains a lesson plan for teaching English about various topics such as environmental pollution, Santa Claus, hurricanes, and smoking. The lesson plan outlines the objectives, materials, procedures, and assessments for instructing and engaging students on each topic. It provides links to videos, instructions for group activities, and guidelines for feedback and evaluation. The overarching goal is to help students improve their English communication skills through discussing and presenting on different subject matters.
This document provides information about an Intermediate Oral Skills course offered through the Minnesota English Language Program in Spring 2014. The course aims to improve students' listening and speaking skills for academic purposes. It will be held Monday through Friday from 2:30-4:25pm, with some Thursday classes in Jones Hall. Students will develop their skills through activities like discussions, presentations and language lab work. Assessment will include presentations, tests, homework and a final exam. Students are expected to attend regularly and participate fully in English. The document outlines course objectives, materials, policies and support available.
Modifying listening material in serving students with authentic materialwiji83hastuti
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
- The document contains a lesson plan for a 45 minute English class focused on travel vocabulary, places to visit, and grammar structures like the present perfect and past simple tenses.
- The lesson involves vocabulary practice, reading a magazine article about travel, listening to dialogues and a song, and role playing conversations to practice asking for travel information.
- Some students may struggle with understanding new vocabulary related to tourism or distinguishing between the present perfect and past simple tenses. The teacher provides strategies like having students write their own dialogues first to help build confidence.
This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.
This document summarizes a guided reading lesson that used technology to teach first grade students to read with expression. The teacher played recordings of expressive and non-expressive reading. Students then recorded themselves reading and evaluated their own expression. While the technology added only a small amount of time, it was highly effective by allowing students to hear examples and evaluate their own reading skills in a memorable way.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
Unit 8. New ways to learn, Lesson: Communication & cultureChau Bui
This document contains a lesson on communication and culture that involves tasks using electronic devices. It begins with a warm-up spinning wheel activity and introduces a lesson on using electronics in class. Students are assigned tasks to discuss in pairs their opinions on using devices in class, survey other students, and answer questions about a passage on how American school children use devices. The document provides examples of conversations and responses for the tasks. It concludes with assigning homework on the advantages and disadvantages of early device use and preparing for the next lesson.
This document outlines a training course to help English Language Learner (ESL) students succeed in community college. The 15-week course will focus on developing skills in six key modules: attitude, time management, task precision, problem solving, student networking, and family support. Target students are "Dreamers" who were brought to the US as children. Over the course, students will practice speaking, listening, reading, writing, vocabulary, and using educational technology. Instructional strategies include group work, presentations, journals, and software practice. The goal is to help ESL students navigate college and feel supported in their educational goals. Student progress will be evaluated through quizzes, assignments, presentations, and computer activities.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
The lesson plan aims to develop students' use of the modal verb "should" and contraction "shouldn't" in the context of giving advice. Students will read emails seeking advice, discuss in groups what advice to give, write responses using "should" and "shouldn't", and present their responses. The teacher will provide language feedback, correcting errors involving the target language on the board.
Stiati utilitatea florilor in mediul business?Carla Alman
Nu subestimati puterea florilor in zona business. Studiile arata ca acestea sunt bune atat pentru consolidarea relatiilor cu clientii, cat si pentru cresterea productivitatii angajatilor. Cum? Totul este explicat in aceasta prezentare Power Point. Vizionare placuta.
The document summarizes a meeting of education representatives from various institutions in Thurrock to discuss skills development in the local population. It notes that while Thurrock has high employment, many jobs are low-skilled and low-wage. Reports indicate Thurrock has potential for economic growth but lacks a skilled workforce. The group discussed visions for improving educational participation and progression routes between schools, further education and adult learning to build skills and engage employers to meet future business needs.
A group of graduates visited their retired university professor and complained about stress in their careers. The professor served them hot chocolate in various cups, from plain to expensive. He noted that the nice cups were taken, leaving the plain ones, just as people desire only the best things in life. However, the cup does not impact the quality of the hot chocolate, just as jobs and status do not define life. Life is the hot chocolate while jobs are just tools; concentrating only on superficial things leads to failure to enjoy life's blessings. The happiest people make the best of what they have.
This document outlines a unit on sustainable development and competitive advantage. It discusses various policy approaches to achieving sustainable development, including command-and-control regulations, market-based incentives like carbon taxes and cap-and-trade systems, and the limits of relying solely on market mechanisms. The document analyzes the advantages and disadvantages of different policy tools and considers when intervention may be needed beyond market signals if environmental constraints are not respected. It also notes that international cooperation is important given the cross-border nature of many environmental problems.
The document discusses sustainable development and the market. It outlines how sustainable development is largely incompatible with neoclassical economics but not incompatible with capitalism. It argues that harnessing the power of the market can catalyze change by incentivizing economic agents to operate along ecologically sustainable lines. The document also discusses how companies' environmental performance has evolved from regulatory compliance to risk management to a focus on long-term sustainable development strategies. Finally, it notes how corporate accountability now extends beyond shareholder profit maximization to consider stakeholders and a triple bottom line of people, planet and profit.
IncPot: Social Media Analytical Center Sneh Sharma
Our social media analytics platform allows brands to connect with customers, measure performance across networks like Facebook and Twitter, and gain insights from customer conversations. It bridges the gap between brands and customers by facilitating dialogue and participation. The platform also enables competitive analysis by comparing a brand's performance metrics and online conversations to those of its competitors.
This is a vellum covered spiral bound property brochure. Inexpensive to produce on a relatively small scale and visually engaging for prospective buyers.
This document provides clues about a famous French architect. The architect's favorite number can be found divided in their most famous construction at least three times. This construction, finished in 1952, was a large housing complex built on stilts in Marseille commissioned after World War 2 to house 1600 people. It is located in a big park in Marseille and features dark, unwelcoming interior streets intended to discourage squatting.
The document summarizes the minutes from the November 20, 2008 meeting of the WCB Board. It discusses several items including land management plans in Tehama and Shasta Counties, expansions of ecological reserves and wildlife areas, habitat restoration projects, and a revised conservation easement monitoring policy which establishes requirements for grantees to monitor properties and report any violations.
Emerging Paradigms in International Management EducationJeremy Williams
The document discusses emerging paradigms in international management education. It summarizes key points from a presentation by Professor Jeremy B Williams on developing world-class management education in India and bridging the gap between theory and practice. Specific topics covered include the need for additional universities and colleges in India, improving employability of MBA graduates, internationalizing management education through innovative collaborations, and moving beyond traditional pedagogy to engage 21st century learners.
The results off the family questions thomasEva Rekkedal
This document contains questions from a survey given to students at Tyssedal primary school about their families. It asks students who they live with, how many siblings and cousins they have, how many pets their family owns, how many family members there are total, what day of the week the family spends the most time together, what indoor and outdoor activities the family enjoys, and how the family spends time together.
This document is an operation manual for the Jerome 431-X Mercury Vapor Analyzer produced by Arizona Instrument LLC. It provides instructions on operating and maintaining the analyzer, including daily operation, sampling procedures, maintenance schedules, troubleshooting, and specifications. The manual contains various appendices that describe functional testing of the analyzer, using personal mercury dosimeters with it, internal dip switch settings, and an optional communications board.
Slide della presentazione che ogni associato fa di sé, della sua storia, delle sue competenze, dei temi che affronta, di ciò su cui può contribuire per i fini dell'Associazione
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Mobile & Online Social Networking to Support Advocacy & FundraisingAy Ling Liem
UNICEF's mission is to advocate for children's rights and help meet their basic needs. It works in over 150 countries through over 10,000 staff. UNICEF is funded by voluntary contributions from governments, companies, celebrities, and over 6 million individual donors. UNICEF's new strategy involves using mobile phones and social networking to support advocacy and fundraising. Specifically, it uses RapidSMS and social media platforms like Voices of Youth to collect data and raise awareness. In Indonesia, UNICEF engages over 25 million online users and 80 million mobile phone owners through SMS, TV, internet integration and celebrity partnerships to communicate and fundraise for children.
Cateva detalii (haioase) despre Sf. Petru si PavelCarla Alman
Buna!
Te-ai gandit de la ce vine numele Petru, Pavel, Paul sau Paula si ce semnificatie au? Dar ca numele ales pentru copilul tau reflecta de fapt personalitatea ta? Detalii de acest gen si idei pentru mesaje cu ocazia Sf. Petru si Pavel gasesti in aceasta prezentare.
La multi ani sarbatoritilor si distractie placuta!
How to Utilize Online Source for Listening and SpeakingAbadi Saada
This is a presentation about how to utilize online source for listening and speaking related to subject Information Communication and Technology in ELT (ICT in ELT)
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to maximize spoken English practice. It describes how to register and set up a talkgroup on Voxopop. It then gives examples of how teachers can use Voxopop in the classroom, such as having students introduce themselves, work on intonation, pronunciation, or narrative building. Finally, it discusses benefits of Voxopop for developing students' speaking, listening, and pronunciation skills, and notes some potential problems like upload times, students laughing at recordings, and microphone issues.
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to maximize spoken English practice. It describes how to register and set up a talkgroup on Voxopop. It then gives examples of how teachers can use Voxopop in the classroom, such as having students introduce themselves, work on intonation, pronunciation, or narrative building. Finally, it discusses benefits of Voxopop for developing students' speaking, listening, and pronunciation skills, and notes some potential problems like upload times, distractions, and technical issues.
Voxopop is a free online tool that allows teachers to easily create recorded discussions for language learners to access and practice spoken English. It enables interaction through student introductions and conversations, practicing intonation, pronunciation, and narrative building. Students can develop speaking, pronunciation, and listening skills by sharing recordings, both in class and at home. Voxopop requires only a computer, microphone, and internet access.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
The document outlines a 90-minute web-based English lesson plan about reported speech for intermediate students. The lesson aims to have students report people's exact words using all tenses. Students will access two websites - a slideshow presentation on reported speech and a Pink music video - to practice reporting conversations and song lyrics in order to learn grammar tenses. The plan describes having students prepare their computers, access the online resources during class, and complete exercises that require reporting speech.
The document provides an overview of using video in the classroom and includes tips, best practices, and examples. It discusses how video can be used for language learning, recommends keeping videos short and adding subtitles. Various techniques are described such as previewing videos, pausing to discuss, and having students re-tell or predict what happens. Examples given include using videos for vocabulary, grammar, pronunciation, and student-produced videos.
The document provides an overview of using video in the classroom and includes various techniques and best practices. It discusses how video can be used for pre-viewing, viewing, and post-viewing activities. It also lists different approaches to incorporating video, such as using only video for online learning, blending video into an existing curriculum, or using video as a supplement. The document concludes by listing several examples of how specific types of videos can be used for language learning purposes.
Using video in the classroom can provide strong context for teaching English and bring the outside world into the classroom. Video is a powerful tool that engages visual learners and takes advantage of widespread internet access. It allows teachers to use short clips that maintain student attention and provide opportunities for focused pre-viewing, viewing, and post-viewing activities. Teachers can incorporate video into the existing curriculum, use it to supplement lessons, or implement a flipped classroom model where students learn independently from video outside of class.
The document contains 8 lesson plans for teaching English. The first lesson plan is about environmental pollution and has students do a group presentation on the topic using a classroom projector. The second lesson plan is about Santa Claus and involves watching a video, completing a worksheet, and having groups research legends about Santa Claus on their phones. The third lesson plan focuses on Halloween and includes showing pictures, watching a preparation video, and discussing events in students' home countries.
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to practice spoken English. It describes how to register and set up a talkgroup on the site. It then gives examples of ways teachers can use Voxopop with students, such as having students introduce themselves, practice pronunciation and intonation, build narratives, and check comprehension. Benefits of Voxopop include developing speaking, pronunciation, and listening skills through voice sharing from anywhere with only an Internet-connected computer and microphone. Potential problems that may arise include uploads taking a long time, students laughing at peer recordings, seeing it as just a game, and microphones not working.
The webinar will cover optional phonics review on July 6, 2016 from 7:00-8:00 pm CST. Participants are encouraged to login 10 minutes early and can access the webinar or recording through the provided link. The chat window before the webinar starts invites participants to share their beliefs about teaching phonics. Audio and video should be turned off unless raising a hand to speak. Technical support is available by phone for any login issues.
The document discusses the use of video in teaching and learning. It provides evidence from studies that show video can enhance student achievement and engagement. Some advantages of using video include illustrating concepts, showing real-life examples, and appealing to visual learners. However, there are also challenges like lack of resources, equipment and time. The document provides strategies teachers can use to enhance video in the classroom, such as having students do role plays, interviews and discussions. It also lists some resources and ways teachers can create classroom video blogs.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016hamoud aziz ladjadj
Micro-teaching is a technique used for teacher training. It involves teaching a short lesson (usually 5-10 minutes) to a small group of peers. Some key points about micro-teaching:
- It allows student teachers to practice teaching techniques on a small scale before doing it with real students. This helps build confidence.
- The short time frame forces student teachers to plan their lesson carefully and focus on key elements like objectives, methodology and timing.
- Peer observation and feedback is an important part. Observers can provide constructive criticism to help improve teaching skills.
- It is less stressful than doing a full lesson since the class is small. Mistakes can be made and learned from in a low stakes environment
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Re inventing the language lab
1. Bonnie Smithers
Spanish Teacher – K-5
Preston Veterans Memorial School
Website: srabonniespanish.webs.com
2.
3. What is ANVILL?
From the University of Oregon through a Federal Grant
Program
Features:
Free for public school teachers and students
Avoids Security/Privacy issues associated with “free” internet
tools
Fully functional program
Email technical support is very responsive.
Limitations or Obstacles
It is easier if students have an email to register and have
access to your course so that you can retain their responses.
You can also post a link for them to navigate to.
Runs on Flash player – ANVILL will not work on Macs…
4.
5. Este es un señal de la doctora Ligia Porras. Ella es una
dentista y tiene su clínica dental en la Antigua Guatemala.
Aquí tiene su señal en la pared afuera de la oficina. Y tiene su
horario lo cual es de lunes a viernes desde las ocho y media de
la mañana hasta las doce y media de la tarde. Después del
almuerzo, vuelvan a abrir otra vez a las catorce horas. (14:00
son las dos de la tarde.) Y están abiertos hasta las diez y
ocho horas y media, lo cual es las seis y media de la noche.
Los sábados están abiertos desde las ocho de la mañana hasta
las doce y media horas. Y claro que domingo, no abren. Su
teléfono es siete, ocho, tres, dos, uno, seis, ocho, ocho. Y eso
es la información de la clínica dental de la doctora Ligia
Porras.
6. 1. Look at the photo and make some observations.
2. Listen to me read the sign. Practice reading the sign.
3. Listen to an explanation of the sign.
4. Listen to the explanation of the sign and follow along
as I say it. Learn some new words!
5. Participate with your classmates by saying one of the
sentences of the transcription.
6. Practice dictation: Fill in some missing words of the
transcript. Answers to missing words.
7. Comprehension Quiz
8. The onus of the “Oral Test”
ANVILL – Teachers record the questions once
Assessing the wrong skill.
ANVILL – listening vs reading; speaking vs writing
Absenses, failing students, re-tests, rising stars.
Previous lessons always available.
Practice quizzes and activities are always available.
Students can re-take a test or quiz without you.
Advanced students will use Voiceboards to showcase
themselves.
9. 1. Practice recorder - students record themselves
2. Students comparing their voices to yours.
3. Quizzes can require a spoken and/or written
response.
4. Reading assessments for fluency
5. Video tape themselves speaking Spanish on
Voiceboards
10. 1. T-Cast – Teacher Cast - A virtual you.
1. Every T-cast is saved and can be inserted in other lessons.
2. Multiple uses:
1. Introduce a lesson,
2. new concept, new unit,
3. a cultural point
4. as a study guide.
2. Quizzes, Assessments and Surveys
1. Spoken audio and/or video teacher input
2. Student output for open-ended questions
3. Dictation practice
4. Guided reading practice
11. Collaborative voice input through Voiceboard.
Simply type in a question or topic and students can respond
to the question and to each other.
Students can type, record their voice or make a video of
themselves talking.
Good place for students to talk about themselves, their
opinions and their ideas.
Excellent place for brainstorming at the start of a new unit.
(What do you think we will be learning in this unit?)
Time saving way to learn more about your students.
If you teach the same class as another teacher in your
school, share lessons on ANVILL or take turns designing
lessons.
12. 1. Teacher created audio and/or visual input
1. Teacher can place a recording of the question on the same
page as the written question and a visual cue.
2. Teacher can also read multiple answer choices
3. Teacher can place a document or any other visual cues
2. Student output options
1. Spoken responses (voice output)
1. Ss can re-record themselves as many times as they want.
2. Ss can not listen to other Ss responses.
2. Scored multiple choice responses
3. Open ended written or oral responses.
3. All student responses can stay on the server
indefinitely. Student has a virtual portfolio.
13.
14.
15. Free Internet Language Lab tools
Vocaroo
Voice Thread
Fotobabble
Stand alone computer Language Lab
PowerPoint narration
Centers
16. Uses
Excellent way for oral homework to be completed and then emailed to you.
Instead of just writing the homework, they could record it.
Easy way for students to practice listening to themselves speaking a foreign
language
Can be used to assess reading fluency
Advantages
No registration
Easy to use and can be sent via email, or shared on Facebook, Twitter and other
social networks
Limitations
Access from your school may be blocked. Here is the information you should
give your IT person: Vocaroo currently requires TCP ports 1935 to 1938 to be
opened on your network.
Your recordings are not kept forever on the Vocaroo site.
Save them to your computer if you need them for longer than 30 days
Better for shorter recordings because the quality declines with length of audio.
It can be a little unreliable.
17. 1. Reading assessment objective: I can read aloud in
Spanish in a comprehensible manner.
2. Assignment
a) Read the book “Dentistofobia”
http://miscositas.com/dentistofobia.html
b) Listen to the book “Dentistofobia”
http://www.youtube.com/watch?v=AIIQH2X8fFI
c) Go to www.vocaroo.com and record your voice reading the
first three pages. Please remember to begin the recording
with “Me llamo _____.”
d) Listen to your recording and re-record it until you are
satisfied with it.
e) Send it to me via email: smithersb@prestonschools.org
18. Students could record their answers to questions that
you have reviewed in class.
Picture dictation: listening comprehension
formative assessment on new vocabulary
Summative assessment of vocabulary from a unit.
19. Objective: I can draw a picture that is described to me.
Prepare lesson:
Draw a picture or use a photograph or clip art.
Record a description of a picture.
Upload to Vocaroo.
Place Vocaroo link on your website, or give to students.
Assignment:
Have students listen to the description on Vocaroo.
Have students draw what you describe.
Example: There is a sign. It is on a wall.
20. Uses
Listening comprehension practice:
Teacher can describe a picture. Then ask and answer questions.
Read a book aloud.
Lesson presentation of a particular concept covered in class.
Scripted or unscripted oral proficiency practice
Present a picture or set of pictures and have students add sentences to describe the
picture.
Drawings or pictures of a story can be annotated with audio
Advantages
Collaborative – multiple student and teacher input
Student-driven activities
Instant teacher feedback
Students and teachers can use the same username and password to protect
privacy and prevent public from accessing.
Limitations
Limit to 5 Voicethreads for free account.
For-pay School subscription is very powerful, but expensive
21. 1. Establishing Meaning – Pre-test find out what they already
know.
2. Listening Comprehension and Recognition
1. Respond non-verbally to questions about the picture.
2. Draw a picture as described.
3. Connection to Literacy
1. Fluency - Reading aloud
2. Reading for Comprehension
3. Dictation Quiz
4. Oral Production
1. Answer questions about the picture
2. Describe the picture
3. Produce an original picture and describe
5. Recognizing cultural differences
22. Uses
Excellent way to present comprehensible input for developing
listening skills.
Can be used as a dictation device.
Can be an assignment for all students to make their own
fotobabbles for presenting.
Advantages
Teachers can embed code into web pages or copy the link and
paste it into an email, blog or webpage.
Students may comment or ask a question
Fotobabble has a mobile version too.
Limitations
23. Example:
Record a telephone message for your students to listen
to. Then have them leave you a message as a reply
Limitations:
3 minute time limit on free version
24. You tube videos by ANVILL author Jeff Magoto
http://www.youtube.com/watch?v=_82Xvw-wauc&list=UU7-
oCv1zJX2tkl0mdTNO3Eg&index=3&feature=plcp
http://www.youtube.com/watch?v=C6Q1xomh7oc&feature=B
Fa&list=UU7-oCv1zJX2tkl0mdTNO3Eg
Ian James
TOEFL teacher whose blog was invaluable to this
presentation
See his blog at tefltecher.wordpress.com/
Russell Stannard
How-to videos on how to use the other websites I mentioned.
www.teachertrainingvideos.com
Good source for pictures:
New York Public Library:
25. 1. I want to have audio recordings of student responses to
questions or visual prompts.
2. I want my students to take a listening assessment outside of
class.
3. I want to embed documents, and other media with my
students in one place in preparation of the next class.
4. I want my students to go to lesson-related Internet sites.
5. I want to have a secure place where students can :
1. Respond to a topic . (e.g. “How do you like chicken cooked?”
2. Ask me questions about a topic (e.g. “How do you say “fried”)
3. Respond to other student responses (e.g. “Dave does not like
fried chicken.”
27. Internet access
Check site access at school
Microphones for recording spoken
responses
Headsets with microphones
Some laptops have microphone and cameras
built into computer
Helpful to have a camera, but not critical
Have students create an account.
29. Pick an easy
to remember
group
registration
key such as You should create a course for every level
the initials of of class that you teach (i.e Spanish
your school. I, Spanish III, etc.)