This document discusses using video clips to enhance English language learning for speaking, listening, and pronunciation. It describes how videos can be used both in and outside of class, providing models for learners. It introduces the concept of "flip teaching", which moves lectures outside of class and allows more hands-on learning in class. Examples are given of homemade instructional videos created for language learning, including videos on making s'mores and telling a story in the past tense. Benefits discussed include allowing more review time and collaborative learning opportunities for students.
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
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.
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
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.
English Languagefor International CommDavid Brooks
A presentation for Marine Biosciences Department Freshmen as part of the English Language Program Orientation for Kitasato University, Written by David Brooks, Presented on April 12, 2010 by David Brooks and Junko Miyase,
Kitasato University Campus, L1-302, 13:00-14:30 along with the MB Dept Head and the 5 other English Language faculty members
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.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
English Languagefor International CommDavid Brooks
A presentation for Marine Biosciences Department Freshmen as part of the English Language Program Orientation for Kitasato University, Written by David Brooks, Presented on April 12, 2010 by David Brooks and Junko Miyase,
Kitasato University Campus, L1-302, 13:00-14:30 along with the MB Dept Head and the 5 other English Language faculty members
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.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
This power point provides images designed to support a speaking activity involving: present perfect, past participles, etc. It also wraps up with a writing opportunity through imagery.
Scaffolding Learning in an Academic ESL Listening-Speaking ClassMarsha J. Chan
Transitioning from a general listening-speaking class to an academically-oriented one can be challenging. After introducing oral communication competencies for low-intermediate learners, the presenters will describe effective scaffolding techniques that help learners systematically build skills and confidence in a curriculum that highlights communicating on campus and listening to lectures.
By Marsha Chan and Ann Roemer
Using Entertainment video in EFL by Paul MaglioneJason R. Levine
ELT MOOC by Jason R. Levine on WiziQ.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
ELT MOOC by Jason R. Levine on WiziQ.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
When it comes to "live streaming a classroom" the first thing you should consider is privacy. Do you want the entire world to be able to see your live stream or just your students? Here is a shortlist of education online communication types you could consider:
School-Wide Announcement (ideal for live stream)
Public School Meeting (ideal for live stream)
Grade Wide Online Session (ideal for private live stream)
Private Classroom Lesson (ideal for online meeting technology)
Small Breakout Sessions (only available with video conferencing software like Zoom)
One on One Meeting (ideal for online meeting technology)
As you can see, the list above goes from public-facing live streams to private online meetings. It's important to start by considering your audience and the type of live stream or online meeting you want to host.
Similar to Using Video to Flip ESL Speaking, Listening, and Pronunciation (20)
What Language Teachers Must Know to Teach PronunciationMarsha J. Chan
How can language teachers prepare themselves to teach English pronunciation? Three pronunciation experts--Marsha J. Chan, Donna M. Brinton, and Judy B. Gilbert--describe what teachers must know to teach students to pronounce English more clearly. We believe that any well-trained teacher can teach pronunciation. In a live presentation, which you may view online, we provide a training framework drawn on current theory and practice, engage participants in interacting with numerous points, and offer resources for further information. We describe and give examples of essential conceptual issues, basic oral language features, and fundamental instructional concerns. We offer practical suggestions for classroom teachers of English learners.
Teaching English Pronunciation to Adult BeginnersMarsha J. Chan
Being able to pronounce clearly is a vital part of oral communication, and teachers play a pivotal role in helping learners establish good habits in both pronunciation and listening discrimination from the beginning. Investing in pronunciation instruction early can give beginners the ability and confidence to speak English clearly and launch them on their language learning journey.
Pronunciation Hot Topics: A Global PerspectiveMarsha J. Chan
What do pronunciation specialists consider to be topics worthy of discussion amongst themselves? This study investigates the issues that international pronunciation specialists elected to discuss during a one-year period. The authors, both members of an invitational electronic mailing list (e-list) for pronunciation specialists, analyzed the e-list discussion strands and threads over the one-year period from August 2014 to August 2015 to determine the four topics that elicited greatest degree of interest, interaction, and in-depth discussion. The hot topics of this year, summarized here, are: 1) techniques for helping Vietnamese speakers learn English pronunciation; 2) stress shifting in British and American English; 3) the respective merits of differing vowel charts; and 4) the value of contrastive analysis for research and teaching.
ABOUT THE AUTHORS
Marsha J. Chan is an educational consultant, owner of a small business, Sunburst Media for Language Learners, and Professor Emerita of English as a Second Language at Mission College, Santa Clara, California. She has presented over 200 professional seminars and workshops at regional, national, and international conferences and at educational institutions in the USA and abroad. She is the recipient of numerous excellence awards. She is co-founder of CATESOL's Teaching of Pronunciation Interest Group (TOP-IG) and former officer of TESOL's Speech Pronunciation and Listening Interest Section (SPLIS). Author of several English language textbooks, she has created thousands of learning objects in print, audio, and video formats. As Pronunciation Doctor, she provides 2000 free instructional videos at http://www.youtube.com/PronunciationDoctor.
Donna M. Brinton is an educational consultant based in Beverly Hills, California. She has taught on the TESOL/Applied Linguistics faculties of the University of Southern California, Soka University of America, and the University of California, Los Angeles, where she also served as the coordinator of the university’s English as a Second Language program. She has written and co-edited numerous professional texts and is one of the authors of Teaching Pronunciation: A Course Book and Reference Guide (Cambridge University Press, 2010). Donna frequently presents on the topic of practical phonetics at national and international conferences. Her interest lies in the practical application of phonetics to the second/foreign language classroom and in helping prepare teachers to teach pronunciation.
Encouraging adult English learners to help children become bilingualMarsha J. Chan
Adult English learners can play a crucial role in helping young children maintain their home language and become bilingual. The presenters demonstrate several activities using and valuing home and school languages, fostering growth in dual language learners. Attendees examine a bilingual book project and discuss adaptations for their own students.
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Using Video to Flip ESL Speaking, Listening, and Pronunciation
1. +
Using Video to
Enhance or Flip
ESL Speaking,
Listening, and
Pronunciation
Marsha Chan
The Pronunciation Doctor
Mission College and Sunburst Media
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. +
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. +
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. +
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. +
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
8. +
Video viewing assignment
Introduction
Ingredients
Other
things you’ll need
Directions
Optional
follow-up: Plan a presentation
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. +
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 ______________
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. +
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.
17. +
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
25. +
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?
26. +
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
_________________.
28. +
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
29. 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
Editor's Notes
Flip teaching (or flipped classroom) is a form of blended learning [CLICK] which encompasses any use of technology to leverage the learning in a classroom, so a teacher can spend more time interacting with students instead of lecturing. [CLICK] This is most commonly being done using teacher-created videos that students view outside of class time. It is also known as backwards classroom, reverse instruction, flipping the classroom, and reverse teaching.[1][CLICK]The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class. Students would then be assigned an assessment for homework to demonstrate their mastery of the topic. In flip teaching, the student first studies the topic by himself or herself, typically using video lessons created by the instructor[2][3] or shared by another educator, such as those provided by the Khan Academy. In the classroom, the pupil then tries to apply the knowledge by solving problems and doing practical work.[4][5][6] The role of the classroom teacher is then to tutor the student when they become stuck, rather than to impart the initial lesson. This allows time inside the class to be used for additional learning-based activities,[7] including use of differentiated instruction and project-based learning.[8] [CLICK]Flip teaching allows more hands-on time with the instructor guiding the students, allowing them to assist the students when they are assimilating information and creating new ideas (upper end of Bloom's Taxonomy).[9] Flipping the classroom has also proved to lessen the drop out rate among students, and an increase in the amount of information that the students learn. Many people speculate that flipping the classroom would be harmful to students who do not have access to the internet outside of school. However, many teachers have found ways around this by burning CDs, and giving out thumb drives with the videos on it.[8]-Wikipedia[CLICK]Essentially, flip teaching allows teachers to time-shift and expand total learning time. - TED-Ed | About
Toaccess this video, copy and paste this URL into your browser: http://youtu.be/oliIf38clE8
Ask audience: What can ESL students learn from this video? (language, culture, how to organize ideas, how to present, deliver)
Toaccess this video, copy and paste this URL into your browser: http://youtu.be/0ue3B8zkaJI
Toaccess this video, copy and paste this URL into your browser: http://youtu.be/a9Jw3X3Bd-E4 minutes
Ask audience: Which speaking assignment is more difficult, the cooking demo or the story in the past? Why?
To view this video, copy and paste this URL into your browser: http://youtu.be/J-ltTI6s1701:27