Digital Media Activities
Watch-then-tell Speaking Activity
Students will practice using the past tense
Intended students:
The intended class for this activity is an adult ESL school in Southern California at the intermediate level. The students vary widely in terms of age and educational backgrounds. Most of them are native speakers of Spanish and Korean although there are a few from China, the Philippines, and Indonesia. They have already learned the past tense but need additional practice especially in oral skills.
Time needed:
20 minutes
Objectives:
Students will learn/practice the following:
· vocabulary to describe the objects that appear in the video clip
· the past tense of regular and irregular verbs
· describing a sequence of events with appropriate transition words
Procedure:
(5 min.) Step 1: Give the students handout #1 (see below) and read each item aloud having them repeat in chorus.
(3 min.) Step 2: Divide the class into pairs and seat them so that half of the students can see the screen and half cannot. Tell them to remember as many details as they can to repeat to their partner. Show the first 1 min. and 20 sec. of the video.
(3 min.) Step 3: Have the students who saw the video relate what happened to the half who did not see it. Monitor closely for the use of past tense verbs.
(3 min.) Step 4: Have the students switch roles and show the last 30 seconds of the video (2:35-3:05). The students who see the clip have to tell the others how the video ended.
(3 min.) Step 5: Allow the students to watch the entire video and narrate using the past tense.
Evaluation:
A very likely scenario is that the video will not play on the projector. The contingency plan will be to have the video clip handy on my laptop with a well-charged battery. The viewers can sit close to the screen if necessary to see the video clip.
References:
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Material:
YouTube link to video
http://www.youtube.com/watch?v=xd63g3d8qOs
Students will practice using the past tense
Intended students:
The intended class for this activity is an adult ESL school in Southern California at the intermediate level. The students vary widely in terms of age and educational backgrounds. Most of them are native speakers of Spanish and Korean although there are a few from China, the Philippines, and Indonesia. They have already learned the past tense but need additional practice especially in oral skills.
Time needed:
20 minutes
Objectives:
Students will learn/practice the following:
· vocabulary to describe the objects that appear in the video clip
· the past tense of regular and irregular verbs
· describing a sequence of events with appropriate transition words
Procedure:
(5 min.) Step 1: Give the students handout #1 (see below) and read each item aloud having them repeat in chorus.
(3 min.) Step 2: Divide the class into pairs and seat them so that half of the students can see the screen and half cannot. Tell them to remember as many details as they can to repeat to their partner. Show the first 1 min. and 20 sec. of the video.
(3 min.) Step 3: Have the students who saw the video relate what happened to the half who did not see it. Monitor closely for the use of past tense verbs.
(3 min.) Step 4: Have the students switch roles and show the last 30 seconds of the video (2:35-3:05). The students who see the clip have to tell the others how the video ended.
(3 min.) Step 5: Allow the students to watch the entire video and narrate using the past tense.
Evaluation:
A very likely scenario is that the video will not play on the projector. The contingency plan will be to have the video clip handy on my laptop with a well-charged battery. The viewers can sit close to the screen if necessary to see the video clip.
References:
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Material:
YouTube link to video
http://www.youtube.com/watch?v=xd63g3d8qOs
Grammar with WeChat
Students will get practice using the present and present progressive tenses.
Intended students:
This activity was designed with an intermediate level Intensive English program in Southern California in mind. The students are young and technologically savvy.
Time needed:
5 minutes for the in-class demo. More if the students need to work in pairs.
Objectives:
Students will practice the following:
· present and present progressive tenses to express time now
· adjectives and adverbs as used in descriptions
Procedure:
Part 1
The teacher hooks his or her phone up to the projector and shows the students the following steps. A few handouts with the same information are available for those who have never used the program before.
1. Open WeChat
2. Go to Contacts at the bottom of the page
3. Type “ArsLinguae” (without quotation marks) into the search box at the top of the page
4. Add me to your contacts
5. Tap the Discover icon
6. Tap the Moments bar
Once in Moments, the activity, instructions, and example should pop up automatically. Tap the grey chat box at the bottom of the post to reply. Be sure to include a photo by using the grey camera icon before you hit the reply button. Otherwise the photo and text get jumbled and it will be hard to tell whose picture goes with which post.
Part 2
Each person in the class posts one photo along with their reply of at least three sentences. Posting more than three sentences is ok. An example is on the handout.
Evaluation:
A potential problem is that the students are not familiar with WeChat or do not own a smartphone. If this happens, the students will be paired with someone who is capable of doing the activity as a tutor.
References:
Alice Kang may have been the first one to propose this idea. I think we doubled this activity the first week of class.
Students will get practice using the present and present progressive tenses.
Intended students:
This activity was designed with an intermediate level Intensive English program in Southern California in mind. The students are young and technologically savvy.
Time needed:
5 minutes for the in-class demo. More if the students need to work in pairs.
Objectives:
Students will practice the following:
· present and present progressive tenses to express time now
· adjectives and adverbs as used in descriptions
Procedure:
Part 1
The teacher hooks his or her phone up to the projector and shows the students the following steps. A few handouts with the same information are available for those who have never used the program before.
1. Open WeChat
2. Go to Contacts at the bottom of the page
3. Type “ArsLinguae” (without quotation marks) into the search box at the top of the page
4. Add me to your contacts
5. Tap the Discover icon
6. Tap the Moments bar
Once in Moments, the activity, instructions, and example should pop up automatically. Tap the grey chat box at the bottom of the post to reply. Be sure to include a photo by using the grey camera icon before you hit the reply button. Otherwise the photo and text get jumbled and it will be hard to tell whose picture goes with which post.
Part 2
Each person in the class posts one photo along with their reply of at least three sentences. Posting more than three sentences is ok. An example is on the handout.
Evaluation:
A potential problem is that the students are not familiar with WeChat or do not own a smartphone. If this happens, the students will be paired with someone who is capable of doing the activity as a tutor.
References:
Alice Kang may have been the first one to propose this idea. I think we doubled this activity the first week of class.
WeChat Activity Handout
Getting into WeChat:
1. Open WeChat
2. Go to Contacts at the bottom of the page
3. Type “ArsLinguae” (without quotation marks) into the search box at the top of the page
4. Add me to your contacts
5. Tap the Discover icon
6. Tap the Moments bar
Posting your reply:
Tap the grey chat box at the bottom of the post to reply.
Describe where you are and what you are doing.
Write at least three sentences using the present or present progressive tenses and a few descriptive adjectives.
Be sure to include a photo by using the grey camera icon before you hit the reply button.
Example:
I’m sitting in a Barnes & Noble. I hear country music playing in the background. The theme of the song is a young man dying of a broken heart (a typical country music plot). In front of me is a bookcase in the Crafts & Hobbies section. The top shelf houses an interesting origami craft book.
Getting into WeChat:
1. Open WeChat
2. Go to Contacts at the bottom of the page
3. Type “ArsLinguae” (without quotation marks) into the search box at the top of the page
4. Add me to your contacts
5. Tap the Discover icon
6. Tap the Moments bar
Posting your reply:
Tap the grey chat box at the bottom of the post to reply.
Describe where you are and what you are doing.
Write at least three sentences using the present or present progressive tenses and a few descriptive adjectives.
Be sure to include a photo by using the grey camera icon before you hit the reply button.
Example:
I’m sitting in a Barnes & Noble. I hear country music playing in the background. The theme of the song is a young man dying of a broken heart (a typical country music plot). In front of me is a bookcase in the Crafts & Hobbies section. The top shelf houses an interesting origami craft book.
Shadow Puppet in a Speaking Class
An accuracy exercise to practice the past progressive tense
Intended students:
The students for this activity are enrolled in an IEP and all own either a smartphone or iPad which they use regularly. They are young and good at technology. There are 10 students in the class. This activity also assumes the students have Reflector or a similar program that allows the screen on their mobile device to appear on the projector.
Time needed:
30 minutes for the presentations (10 students x 2 min. each). One week preparation for students.
Objectives:
· foster intrinsic motivation by allowing the students to talk about themselves
· practice the past progressive tense
· increase productive vocabulary
· develop critical listening skills
Procedure:
Preparation
1. Give each student an instruction sheet at the beginning of the week and walk through each step. Hook an iPad up to the projector and give a demonstration if technology permits.
2. Students take pictures of what they do throughout the week using their mobile device. (washing the car, going to work, cooking dinner or whatever they want to share with their classmates)
3. At the end of the week, they compile 6 photos they like the best and narrate what they were doing using the Shadow Puppet app.
4. Have them listen to the recording and check that they are using past tenses.
5. Re-record if necessary.
Presentation
6. Play the final version for the whole class. Students fill out the attached rubric as they listen to their peers’ presentations.
7. Students may ask the presenter additional questions as the teacher changes the mobile devices.
Evaluation:
Not all the students may have access to Shadow Puppet. In this case, they can take pictures with their phone or a digital camera and create a PowerPoint slideshow that they narrate in front of the class instead of making a recording. The worst case scenario is that the reflector doesn’t work. In this case the students will be put in small groups of 3-4 students each where they can play their presentations for each other and fill out the evaluation forms.
References:
Rubric adapted from one created by Sarah Matsui for the Testing and Assessment class.
Material:
Speech Projects
Self- or Peer Assessment
Speaker: ___________________________________________________
Evaluator: _________________________________________________
EVERYONE
Yes
Could have been better
The opening was interesting and caught the audience’s attention.
The presentation consistently used past tenses (past progressive, simple past, or past perfect)
The speaker spoke clearly.
The speaker spoke at an appropriate speed.
The speaker spoke with enthusiasm about the topic.
The speaker was well prepared.
The speaker used visual or audio aids well.
POWERPOINT ONLY
The speaker spoke to the whole audience.
The speaker made eye contact with the audience.
The speaker used appropriate gestures and posture.
Other comments:
Instruction Sheet for Shadow Puppet Activity
1. Download Shadow Puppet from the app store. It should be free.
2. Take pictures of what you do during the week that you want to share with your classmates. The pictures could be of your workplace, your school, library, friends, or anything else your classmates may find interesting.
3. Choose no more than 6 pictures to share record yourself telling what you were doing in each picture.
4. Listen to your recording. Did you use the past tense the whole time? Are there any other mistakes?
5. Make a second recording and fix the errors.
An accuracy exercise to practice the past progressive tense
Intended students:
The students for this activity are enrolled in an IEP and all own either a smartphone or iPad which they use regularly. They are young and good at technology. There are 10 students in the class. This activity also assumes the students have Reflector or a similar program that allows the screen on their mobile device to appear on the projector.
Time needed:
30 minutes for the presentations (10 students x 2 min. each). One week preparation for students.
Objectives:
· foster intrinsic motivation by allowing the students to talk about themselves
· practice the past progressive tense
· increase productive vocabulary
· develop critical listening skills
Procedure:
Preparation
1. Give each student an instruction sheet at the beginning of the week and walk through each step. Hook an iPad up to the projector and give a demonstration if technology permits.
2. Students take pictures of what they do throughout the week using their mobile device. (washing the car, going to work, cooking dinner or whatever they want to share with their classmates)
3. At the end of the week, they compile 6 photos they like the best and narrate what they were doing using the Shadow Puppet app.
4. Have them listen to the recording and check that they are using past tenses.
5. Re-record if necessary.
Presentation
6. Play the final version for the whole class. Students fill out the attached rubric as they listen to their peers’ presentations.
7. Students may ask the presenter additional questions as the teacher changes the mobile devices.
Evaluation:
Not all the students may have access to Shadow Puppet. In this case, they can take pictures with their phone or a digital camera and create a PowerPoint slideshow that they narrate in front of the class instead of making a recording. The worst case scenario is that the reflector doesn’t work. In this case the students will be put in small groups of 3-4 students each where they can play their presentations for each other and fill out the evaluation forms.
References:
Rubric adapted from one created by Sarah Matsui for the Testing and Assessment class.
Material:
Speech Projects
Self- or Peer Assessment
Speaker: ___________________________________________________
Evaluator: _________________________________________________
EVERYONE
Yes
Could have been better
The opening was interesting and caught the audience’s attention.
The presentation consistently used past tenses (past progressive, simple past, or past perfect)
The speaker spoke clearly.
The speaker spoke at an appropriate speed.
The speaker spoke with enthusiasm about the topic.
The speaker was well prepared.
The speaker used visual or audio aids well.
POWERPOINT ONLY
The speaker spoke to the whole audience.
The speaker made eye contact with the audience.
The speaker used appropriate gestures and posture.
Other comments:
Instruction Sheet for Shadow Puppet Activity
1. Download Shadow Puppet from the app store. It should be free.
2. Take pictures of what you do during the week that you want to share with your classmates. The pictures could be of your workplace, your school, library, friends, or anything else your classmates may find interesting.
3. Choose no more than 6 pictures to share record yourself telling what you were doing in each picture.
4. Listen to your recording. Did you use the past tense the whole time? Are there any other mistakes?
5. Make a second recording and fix the errors.
Facebook as grammar practice
Students will gain practice using the present perfect tense
Intended students:
This activity was designed for a beginning level grammar class at an adult ESL school in Southern California. The students range in age from 18-60 years and represent a healthy mix of language and educational backgrounds. Their L1s include Chinese, Korean, Spanish, Farsi, and Hindi.
Time needed:
5 minutes in-class demo
Objectives:
Students will
· practice using the present perfect tense
· intrinsic motivation
· enhance class community and collaboration
Procedure:
Week before
Have everyone create a Facebook account if they don’t have one already and add invite them all using the Facebook group feature.
Day of the activity
Hook the class computer up to the projector and walk the students though each of the steps on the handout.
Responses are graded according to the correct use of the present perfect tense the adverbs “for” and “since”. Spelling or other grammar points are ignored in the evaluation provided the resulting sentences are intelligible.
Material:
See below
Evaluation:
Some of the older students may not have access to a computer or be unfamiliar with Facebook. If this happens, the younger students can be paired with the older ones to help them complete the activity using computers at the college library or a language lab if one is available.
References:
Ideas were taken from a handout by Grace Hur for the CATESOL 2011 Regional Conference.
Facebook Activity Sheet
1. Log in to Facebook and click on the ESL Class group.
2. Find the thread I have created titled “Present Perfect Tense”.
3. Click on “comment” and type your answers to these two questions:
How long have you studied English?
How long have you lived in California?
4. Responses will be graded according to the correct use of the present perfect tense, and how you use “for” and “since”. Don’t worry too much about spelling or other grammar.
Students will gain practice using the present perfect tense
Intended students:
This activity was designed for a beginning level grammar class at an adult ESL school in Southern California. The students range in age from 18-60 years and represent a healthy mix of language and educational backgrounds. Their L1s include Chinese, Korean, Spanish, Farsi, and Hindi.
Time needed:
5 minutes in-class demo
Objectives:
Students will
· practice using the present perfect tense
· intrinsic motivation
· enhance class community and collaboration
Procedure:
Week before
Have everyone create a Facebook account if they don’t have one already and add invite them all using the Facebook group feature.
Day of the activity
Hook the class computer up to the projector and walk the students though each of the steps on the handout.
Responses are graded according to the correct use of the present perfect tense the adverbs “for” and “since”. Spelling or other grammar points are ignored in the evaluation provided the resulting sentences are intelligible.
Material:
See below
Evaluation:
Some of the older students may not have access to a computer or be unfamiliar with Facebook. If this happens, the younger students can be paired with the older ones to help them complete the activity using computers at the college library or a language lab if one is available.
References:
Ideas were taken from a handout by Grace Hur for the CATESOL 2011 Regional Conference.
Facebook Activity Sheet
1. Log in to Facebook and click on the ESL Class group.
2. Find the thread I have created titled “Present Perfect Tense”.
3. Click on “comment” and type your answers to these two questions:
How long have you studied English?
How long have you lived in California?
4. Responses will be graded according to the correct use of the present perfect tense, and how you use “for” and “since”. Don’t worry too much about spelling or other grammar.
Vocabulary with Fotobabble
Students will enhance their vocabulary retention by actively searching for the words they learned in class.
Intended students:
The book used as a base for this activity was designed for non-credit ESL programs in the US. It is at the beginning level.
Time needed:
10 minute in-class demo
Objectives:
Students will:
· increase their productive vocabulary
· engage in autonomous learning
Procedure:
1. Students are given a list of 12 nouns (buildings/businesses) at the beginning of the chapter.
2. The students take pictures of buildings they encounter during the week and post them on Fotobabble. Those who do not have a phone that supports Fotobabble can take pictures with a regular camera and email them for the teacher post for them. They may post as many pictures as they like.
3. Demonstrate how to use Fotobabble by hooking up a mobile device to the class projector and walking through the steps. Have a hand out with the same information for the students to take home or have them take notes.
4. Steps on the handout
1. Download the app
2. Touch the camera icon at the bottom of the screen to take a picture.
3. Tap “use photo” if you like the picture or “retake” if it comes out fuzzy.
4. Tap the read “Record” button on the bottom left corner and tell where you took the picture. Be sure to add a description of what the building is (Laundromat, cafeteria, bank, etc.).
5. You may re-record as many times as you wish.
6. When you are happy with your picture and recording, tap Share in the top right corner.
7. Under Sharing, you will see Facebook. Turn on Facebook sharing. Hit Ok and post.
8. The next class will start with a discussion of which buildings they found.
Evaluation:
Students may find the Fotobabble to Facebook account set-up difficult. If this happens, they can just post their pictures onto Facebook and write about them. They can talk about the pictures during the next class.
References:
Materials taken from: English in Action 1, 2nd ed. by Barbara Foley and Elizabeth Neblett. Chapter 7: Downtown
Material:
Vocabulary List
Directions: Find as many of these places as you can during the week. Take a picture with Fotobabble and post it on Facebook.
1. Bank
2. Bookstore
3. Coffee shop
4. Laundromat
5. Shoe store
6. Supermarket
7. Drugstore
8. City hall
9. Library
10. Police station
11. Park
12. Post office
How to take a picture with Fotobabble and post it on Facebook.
1. Download the app
2. Touch the camera icon at the bottom of the screen to take a picture.
3. Tap “use photo” if you like the picture or “retake” if it comes out fuzzy.
4. Tap the read “Record” button on the bottom left corner and tell where you took the picture. Be sure to add a description of what the building is (Laundromat, cafeteria, bank, etc.).
5. You may re-record as many times as you wish.
6. When you are happy with your picture and recording, tap Share in the top right corner.
7. Under Sharing, you will see Facebook. Turn on Facebook sharing. Hit Ok and post.
8. The next class will start with a discussion of which buildings you find.
Students will enhance their vocabulary retention by actively searching for the words they learned in class.
Intended students:
The book used as a base for this activity was designed for non-credit ESL programs in the US. It is at the beginning level.
Time needed:
10 minute in-class demo
Objectives:
Students will:
· increase their productive vocabulary
· engage in autonomous learning
Procedure:
1. Students are given a list of 12 nouns (buildings/businesses) at the beginning of the chapter.
2. The students take pictures of buildings they encounter during the week and post them on Fotobabble. Those who do not have a phone that supports Fotobabble can take pictures with a regular camera and email them for the teacher post for them. They may post as many pictures as they like.
3. Demonstrate how to use Fotobabble by hooking up a mobile device to the class projector and walking through the steps. Have a hand out with the same information for the students to take home or have them take notes.
4. Steps on the handout
1. Download the app
2. Touch the camera icon at the bottom of the screen to take a picture.
3. Tap “use photo” if you like the picture or “retake” if it comes out fuzzy.
4. Tap the read “Record” button on the bottom left corner and tell where you took the picture. Be sure to add a description of what the building is (Laundromat, cafeteria, bank, etc.).
5. You may re-record as many times as you wish.
6. When you are happy with your picture and recording, tap Share in the top right corner.
7. Under Sharing, you will see Facebook. Turn on Facebook sharing. Hit Ok and post.
8. The next class will start with a discussion of which buildings they found.
Evaluation:
Students may find the Fotobabble to Facebook account set-up difficult. If this happens, they can just post their pictures onto Facebook and write about them. They can talk about the pictures during the next class.
References:
Materials taken from: English in Action 1, 2nd ed. by Barbara Foley and Elizabeth Neblett. Chapter 7: Downtown
Material:
Vocabulary List
Directions: Find as many of these places as you can during the week. Take a picture with Fotobabble and post it on Facebook.
1. Bank
2. Bookstore
3. Coffee shop
4. Laundromat
5. Shoe store
6. Supermarket
7. Drugstore
8. City hall
9. Library
10. Police station
11. Park
12. Post office
How to take a picture with Fotobabble and post it on Facebook.
1. Download the app
2. Touch the camera icon at the bottom of the screen to take a picture.
3. Tap “use photo” if you like the picture or “retake” if it comes out fuzzy.
4. Tap the read “Record” button on the bottom left corner and tell where you took the picture. Be sure to add a description of what the building is (Laundromat, cafeteria, bank, etc.).
5. You may re-record as many times as you wish.
6. When you are happy with your picture and recording, tap Share in the top right corner.
7. Under Sharing, you will see Facebook. Turn on Facebook sharing. Hit Ok and post.
8. The next class will start with a discussion of which buildings you find.
Vocabulary List
1. Bank
2. Bookstore
3. Coffee shop
4. Laundromat
5. Shoe store
6. Supermarket
7. Drugstore
8. City hall
9. Library
10. Police station
11. Park
12. Post office
1. Bank
2. Bookstore
3. Coffee shop
4. Laundromat
5. Shoe store
6. Supermarket
7. Drugstore
8. City hall
9. Library
10. Police station
11. Park
12. Post office
Beginner Listening with elllo
Students will increase their receptive vocabulary knowledge while increasing their critical listening ability.
Intended students:
This activity was designed for a beginning level ESL adult school class. It is the average size of non-credit program: 30 students with mixed backgrounds and interests.
Time needed:
20 minutes
Objectives:
· Recognizing key words: food, hamburger
· Listening for details: American food, chocolate cake, salad
· Recognizing new vocabulary: cuisine, replace, sundae, brownie, raw
Procedure:
The students will hear the recording a total of four times with a different activity each time.
Step 1: Students listen and write down what they think the discussion is about. Hopefully they can pick up “food” and/or “hamburger”.
Step 2: Give out copies of the handout. (See attached)
Students listen the second time and write in one-word responses.
1. What is Mari’s favorite food?
2. What is Mari’s favorite dessert?
3. What does Mari eat with her hamburger?
Step 3: Students write a number next to each word as they hear it in the dialogue. (Also on handout).
_____ French fries
_____ Hamburger
_____ Brownie
_____ Replace
_____ American
_____ Salad
_____ Cuisine
_____ Sundae
_____ Raw
_____ Desert
Step 4: Students compare their answers with someone sitting near them then listen one final time as the teacher pauses the audio at each answer and calls out the correct number.
Evaluation:
The link may not work or the internet connection may go down during the lesson. Since elllo does not offer a download option for this recording, the safest backup plan is to have a copy of the transcript handy for the teacher to read aloud to the class. If the students are unfamiliar with the ‘listen-and-write-a-number’ technique, the teacher may need to demonstrate using the first 2-3 words.
References:
The multiple-listening technique was learned from the materials in Dr. Purgason’s Intro to TESOL class
Audio link: http://elllo.org/english/0901/MariFood.htm
Students will increase their receptive vocabulary knowledge while increasing their critical listening ability.
Intended students:
This activity was designed for a beginning level ESL adult school class. It is the average size of non-credit program: 30 students with mixed backgrounds and interests.
Time needed:
20 minutes
Objectives:
· Recognizing key words: food, hamburger
· Listening for details: American food, chocolate cake, salad
· Recognizing new vocabulary: cuisine, replace, sundae, brownie, raw
Procedure:
The students will hear the recording a total of four times with a different activity each time.
Step 1: Students listen and write down what they think the discussion is about. Hopefully they can pick up “food” and/or “hamburger”.
Step 2: Give out copies of the handout. (See attached)
Students listen the second time and write in one-word responses.
1. What is Mari’s favorite food?
2. What is Mari’s favorite dessert?
3. What does Mari eat with her hamburger?
Step 3: Students write a number next to each word as they hear it in the dialogue. (Also on handout).
_____ French fries
_____ Hamburger
_____ Brownie
_____ Replace
_____ American
_____ Salad
_____ Cuisine
_____ Sundae
_____ Raw
_____ Desert
Step 4: Students compare their answers with someone sitting near them then listen one final time as the teacher pauses the audio at each answer and calls out the correct number.
Evaluation:
The link may not work or the internet connection may go down during the lesson. Since elllo does not offer a download option for this recording, the safest backup plan is to have a copy of the transcript handy for the teacher to read aloud to the class. If the students are unfamiliar with the ‘listen-and-write-a-number’ technique, the teacher may need to demonstrate using the first 2-3 words.
References:
The multiple-listening technique was learned from the materials in Dr. Purgason’s Intro to TESOL class
Audio link: http://elllo.org/english/0901/MariFood.htm
Ron interviews Mari
Part 1 Directions. Listen to the recording. Write one word to answer each question.
1. What is Mari’s favorite food? _________________
2. What is Mari’s favorite dessert? _________________
3. What does Mari eat with her hamburger? _________________
Part 2 Directions. Write a number next to each word when you hear it. The first one is done for you.
_____ French fries
_____ Hamburger
_____ Brownie
_____ Replace
_____ American
_____ Salad
__1___ Cuisine
_____ Sundae
_____ Raw
_____ Desert
Ron interviews Mari
Part 1 ANSWER KEY
Directions. Listen to the recording. Write one word to answer each question.
Directions. Write a number next to each word when you hear it.
__4___ French fries
___3__ Hamburger
___8__ Brownie
__5___ Replace
__2___ American
__6___ Salad
___1__ Cuisine
___9__ Sundae
__10___ Raw
___7__ Desert
Part 1 Directions. Listen to the recording. Write one word to answer each question.
1. What is Mari’s favorite food? _________________
2. What is Mari’s favorite dessert? _________________
3. What does Mari eat with her hamburger? _________________
Part 2 Directions. Write a number next to each word when you hear it. The first one is done for you.
_____ French fries
_____ Hamburger
_____ Brownie
_____ Replace
_____ American
_____ Salad
__1___ Cuisine
_____ Sundae
_____ Raw
_____ Desert
Ron interviews Mari
Part 1 ANSWER KEY
Directions. Listen to the recording. Write one word to answer each question.
- What is Mari’s favorite food? ___Danish hamburger______________
- What is Mari’s favorite dessert? _____Chocolate cake____________
- What does Mari eat with her hamburger? ______Salad___________
Directions. Write a number next to each word when you hear it.
__4___ French fries
___3__ Hamburger
___8__ Brownie
__5___ Replace
__2___ American
__6___ Salad
___1__ Cuisine
___9__ Sundae
__10___ Raw
___7__ Desert
Transcript of Interview
Ron: Hi, I'm Ron from Hawaii. I'm here with Mari from Japan. Today we're gonna be talking about food. So Mari, what's your favorite cuisine?
Mari: I think I like American food.
Ron: What type of American food?
Mari: I like hamburgers.
Ron: Hamburgers. Is that your favorite dish as well?
Mari: That is my favorite dish. My favorite hamburger place is right near where I went to university and they have this hamburger called the Danish Burger, and the Danish Burger has blue cheese inside the hamburger, so I love ... my favorite dish has to be the Danish Burger.
Ron: Do you like any side things like french fries with your hamburger?
Mari: I love french fries but I know that eating hamburger and french fries is a little bit unhealthy so I always replace the french fries for a salad.
Ron: A salad. OK. What about dessert? What's your favorite dessert?
Mari: My favorite dessert has to be chocolate cake.
Ron: Chocolate cake. Anything else? Do you like to eat it with anything?
Mari: No, I like chocolate cake by itself. Anything else? I like brownie sundaes, like brownies and choc ... brownies with vanilla ice-cream. I guess my favorite dessert is anything chocolaty.
Ron: Sounds good. So before you said you like to eat a salad. What type of salad, what type of vegetables do you like?
Mari: I like all vegetables. I like them cooked or raw but I don't like raw onions.
Ron: Not raw onions.
Mari: I really can't eat onions raw. That's probably the only vegetable I can't eat raw.
Ron: That's interesting. Thanks Mari.
Ron: Hi, I'm Ron from Hawaii. I'm here with Mari from Japan. Today we're gonna be talking about food. So Mari, what's your favorite cuisine?
Mari: I think I like American food.
Ron: What type of American food?
Mari: I like hamburgers.
Ron: Hamburgers. Is that your favorite dish as well?
Mari: That is my favorite dish. My favorite hamburger place is right near where I went to university and they have this hamburger called the Danish Burger, and the Danish Burger has blue cheese inside the hamburger, so I love ... my favorite dish has to be the Danish Burger.
Ron: Do you like any side things like french fries with your hamburger?
Mari: I love french fries but I know that eating hamburger and french fries is a little bit unhealthy so I always replace the french fries for a salad.
Ron: A salad. OK. What about dessert? What's your favorite dessert?
Mari: My favorite dessert has to be chocolate cake.
Ron: Chocolate cake. Anything else? Do you like to eat it with anything?
Mari: No, I like chocolate cake by itself. Anything else? I like brownie sundaes, like brownies and choc ... brownies with vanilla ice-cream. I guess my favorite dessert is anything chocolaty.
Ron: Sounds good. So before you said you like to eat a salad. What type of salad, what type of vegetables do you like?
Mari: I like all vegetables. I like them cooked or raw but I don't like raw onions.
Ron: Not raw onions.
Mari: I really can't eat onions raw. That's probably the only vegetable I can't eat raw.
Ron: That's interesting. Thanks Mari.
Integrated Speaking Activity
A TOEFL-like activity for students to practice their academic speaking skills
Intended students:
The intended students are enrolled in an IEP program that includes TOEFL prep as one of its goals. They are young and mainly from Asia. Most are aiming for higher education in the U.S. and the class size is small.
Time needed:
30 minutes
Objectives:
Students will:
· extract information from a written format (article)
· obtain additional information by watching a demonstration video (auditory input)
· mentally process the information and explain it to the teacher in a short speech
· gain practice at explaining a process
Procedure:
Step 1 Warm-up:
Teacher asks the students what they know about methane, where it comes from and how it is used. If they have not heard of methane before (highly unlikely), explain that it is what most gas stoves burn. Students brainstorm and T writes the facts they know on the board.
Step 2 Reading:
Students silently read an article on the horizontal drilling method of extracting natural gas from shale. They may look up words they don’t know in their dictionaries or ask classmates for definitions.
Step 3 Listening/Watching:
The whole class watches the following video clip produced by Chesapeake Energy Co.
Step 4 Speaking:
Students go to a computer lab and explain the process of horizontal drilling in a 1-min. recording. Grading would be according to the clarity of the presentation; easy to follow, appropriate transition words, first, second, third step, etc. This would also include comprehensible pronunciation.
No additional information is expected other than what is presented in the lecture and article.
Evaluation:
The most likely thing that can go wrong is that the video won’t play. Contingency Plan 1: email the link to the video to the students and let them watch it in small groups on a smartphone (wifi permitting). Contingency Plan 2: Skip the video altogether and do a mini-lecture on the topic of well-drilling using the whiteboard to draw the platform, vertical shaft, etc. as visual support. After the lecture, the students read the article and the activity continues.
References:
Saito‑Stehberger & Oh (2009). Authentic iBT speaking practice using open‑source voice‑recording software. In Stewart, T. (Ed.). (2009). Insights on teaching speaking in TESOL (pp. 29-43). Alexandria, VA: TESOL.
A TOEFL-like activity for students to practice their academic speaking skills
Intended students:
The intended students are enrolled in an IEP program that includes TOEFL prep as one of its goals. They are young and mainly from Asia. Most are aiming for higher education in the U.S. and the class size is small.
Time needed:
30 minutes
Objectives:
Students will:
· extract information from a written format (article)
· obtain additional information by watching a demonstration video (auditory input)
· mentally process the information and explain it to the teacher in a short speech
· gain practice at explaining a process
Procedure:
Step 1 Warm-up:
Teacher asks the students what they know about methane, where it comes from and how it is used. If they have not heard of methane before (highly unlikely), explain that it is what most gas stoves burn. Students brainstorm and T writes the facts they know on the board.
Step 2 Reading:
Students silently read an article on the horizontal drilling method of extracting natural gas from shale. They may look up words they don’t know in their dictionaries or ask classmates for definitions.
Step 3 Listening/Watching:
The whole class watches the following video clip produced by Chesapeake Energy Co.
Step 4 Speaking:
Students go to a computer lab and explain the process of horizontal drilling in a 1-min. recording. Grading would be according to the clarity of the presentation; easy to follow, appropriate transition words, first, second, third step, etc. This would also include comprehensible pronunciation.
No additional information is expected other than what is presented in the lecture and article.
Evaluation:
The most likely thing that can go wrong is that the video won’t play. Contingency Plan 1: email the link to the video to the students and let them watch it in small groups on a smartphone (wifi permitting). Contingency Plan 2: Skip the video altogether and do a mini-lecture on the topic of well-drilling using the whiteboard to draw the platform, vertical shaft, etc. as visual support. After the lecture, the students read the article and the activity continues.
References:
Saito‑Stehberger & Oh (2009). Authentic iBT speaking practice using open‑source voice‑recording software. In Stewart, T. (Ed.). (2009). Insights on teaching speaking in TESOL (pp. 29-43). Alexandria, VA: TESOL.
Material:
Drilling a well for natural gas
Drilling a well to extract natural gas from the ground is a multi-step process requiring special equipment and highly trained personnel.
The first step is to choose a promising site for the well based on geologist’s expectations of where the natural gas reservoirs may be found. After the appropriate environmental permits have been obtained from state and federal authorities, the pad can be constructed and drilling can begin. The second step is to actually drill the well. This is done with a specialized drill bit that is a combination of metal and diamonds. The first phase of drilling goes down about 800 feet to clear the ground water table. The inside of the well is sealed by sheathing it with concrete and steel pipes to prevent contamination of drinking water as the natural gas passes through the completed well.
For the second phase of drilling, the bit keeps going down until it enters the rock layer that contains the methane gas. Once this layer is reached, the bit is changed and the well is drilled horizontally in several directions. This allows a greater area of rock to be exploited without having to drill additional vertical wells. Finally, all the tunnels are encased in concrete to prevent leakage of gas. This way, the gas may be extracted and transported in a safe, sustainable manner.
Information for this article was taken from a presentation by the Chesapeake Energy Co.
http://www.youtube.com/watch?v=vvRCYLnVWG8
Drilling a well for natural gas
Drilling a well to extract natural gas from the ground is a multi-step process requiring special equipment and highly trained personnel.
The first step is to choose a promising site for the well based on geologist’s expectations of where the natural gas reservoirs may be found. After the appropriate environmental permits have been obtained from state and federal authorities, the pad can be constructed and drilling can begin. The second step is to actually drill the well. This is done with a specialized drill bit that is a combination of metal and diamonds. The first phase of drilling goes down about 800 feet to clear the ground water table. The inside of the well is sealed by sheathing it with concrete and steel pipes to prevent contamination of drinking water as the natural gas passes through the completed well.
For the second phase of drilling, the bit keeps going down until it enters the rock layer that contains the methane gas. Once this layer is reached, the bit is changed and the well is drilled horizontally in several directions. This allows a greater area of rock to be exploited without having to drill additional vertical wells. Finally, all the tunnels are encased in concrete to prevent leakage of gas. This way, the gas may be extracted and transported in a safe, sustainable manner.
Information for this article was taken from a presentation by the Chesapeake Energy Co.
http://www.youtube.com/watch?v=vvRCYLnVWG8
Extensive Reading with Voice Over
How to get your iPad to read books to you
Intended students:
This activity was designed for an intermediate level ESL adult school non-credit class. The students are of varying ages and backgrounds totaling around 25 attendees per class.
Time needed:
10-20 minutes depending on the age and ability of the class.
Objectives:
Students will:
· Become more familiar with technological tools available to them
· Participate in extensive listening
Procedure:
Part 1: Turning on the Voice Over feature on an iPad.
Step 1
Hook up an iPad to the projector and have the students copy what the teacher does on their own iPads. If they don’t have an iPad, they can take notes and try out the feature at an Apple store or borrow one from a friend.
Step 2
Walk the students through the following sequence.
1. Tap Settings -> General -> Accessibility (at the bottom)-> Voice Over (top)
2. Find the Speaking Rate bar and put slide the switch close to the turtle picture.
3. Turn on Use Pitch Change
4. Go back to the main Accessibility Menu
5. Tap Accessibility Shortcut
6. Tap Voice Over
7. Open a book in the Kindle or iBooks app (either one works)
8. Rapidly hit the home button 3 times to turn the Voice Over feature off and on. This takes some practice.
9. Hold the iPad up and swipe down with two fingers so the students can see how to turn on the continuous reader feature. Otherwise the voice will only read one line at a time.
Part 3: Homework assignment
Listen to one short book (10 pages or less) or one chapter of a book as they read the text on their electronic screen and write a ½ page journal response evaluating the book or the e-reading or both. A rubric for evaluation purposes is attached.
Evaluation:
The teacher’s iPad may not mirror properly on the projector. In this case, the teacher can ask if any of the students have used Voice Over before. If so, they can show others the steps in small groups. In a worst-case scenario, the teacher can draw diagrams of what is on the iPad on the whiteboard. It will take quite a bit longer this way but should still work.
References:
Larson, L. (2012). Preservice teachers explore e‑book reading. Journal of Adolescent & Adult Literacy 56(4), pp. 280–290. doi:10.1002/JAAL.00141
How to get your iPad to read books to you
Intended students:
This activity was designed for an intermediate level ESL adult school non-credit class. The students are of varying ages and backgrounds totaling around 25 attendees per class.
Time needed:
10-20 minutes depending on the age and ability of the class.
Objectives:
Students will:
· Become more familiar with technological tools available to them
· Participate in extensive listening
Procedure:
Part 1: Turning on the Voice Over feature on an iPad.
Step 1
Hook up an iPad to the projector and have the students copy what the teacher does on their own iPads. If they don’t have an iPad, they can take notes and try out the feature at an Apple store or borrow one from a friend.
Step 2
Walk the students through the following sequence.
1. Tap Settings -> General -> Accessibility (at the bottom)-> Voice Over (top)
2. Find the Speaking Rate bar and put slide the switch close to the turtle picture.
3. Turn on Use Pitch Change
4. Go back to the main Accessibility Menu
5. Tap Accessibility Shortcut
6. Tap Voice Over
7. Open a book in the Kindle or iBooks app (either one works)
8. Rapidly hit the home button 3 times to turn the Voice Over feature off and on. This takes some practice.
9. Hold the iPad up and swipe down with two fingers so the students can see how to turn on the continuous reader feature. Otherwise the voice will only read one line at a time.
Part 3: Homework assignment
Listen to one short book (10 pages or less) or one chapter of a book as they read the text on their electronic screen and write a ½ page journal response evaluating the book or the e-reading or both. A rubric for evaluation purposes is attached.
Evaluation:
The teacher’s iPad may not mirror properly on the projector. In this case, the teacher can ask if any of the students have used Voice Over before. If so, they can show others the steps in small groups. In a worst-case scenario, the teacher can draw diagrams of what is on the iPad on the whiteboard. It will take quite a bit longer this way but should still work.
References:
Larson, L. (2012). Preservice teachers explore e‑book reading. Journal of Adolescent & Adult Literacy 56(4), pp. 280–290. doi:10.1002/JAAL.00141
Journal Evaluation Rubric
Student____________________________________ Class___________________________________
Evaluated By________________________________ Date___________________________________
Excellent
[ ] Shows careful thought
[ ] Includes your opinion in a way that will persuade your readers
[ ] Uses exactly the right word for what you want to say
[ ] Perfect spelling and grammar in the final version
Proficient
[ ] Shows some thought
[ ] Your opinion is presented in clear terms
[ ] You used the right words
[ ] Minor spelling and grammatical errors in the final version
Adequate
[ ] Entry was done but with minimal attention
[ ] A general opinion is expressed but without much explanation
[ ] Sometimes you use the wrong word for what you wanted to say
[ ] A few errors in spelling or grammar (no more than 5 per page)
Limited
[ ] Entry is done but with no thought. No logical order of ideas.
[ ] No opinion is given or it is not understandable
[ ] You often use the wrong words
[ ] There are many spelling and grammatical errors (more than 5 per page)
Student____________________________________ Class___________________________________
Evaluated By________________________________ Date___________________________________
Excellent
[ ] Shows careful thought
[ ] Includes your opinion in a way that will persuade your readers
[ ] Uses exactly the right word for what you want to say
[ ] Perfect spelling and grammar in the final version
Proficient
[ ] Shows some thought
[ ] Your opinion is presented in clear terms
[ ] You used the right words
[ ] Minor spelling and grammatical errors in the final version
Adequate
[ ] Entry was done but with minimal attention
[ ] A general opinion is expressed but without much explanation
[ ] Sometimes you use the wrong word for what you wanted to say
[ ] A few errors in spelling or grammar (no more than 5 per page)
Limited
[ ] Entry is done but with no thought. No logical order of ideas.
[ ] No opinion is given or it is not understandable
[ ] You often use the wrong words
[ ] There are many spelling and grammatical errors (more than 5 per page)