Welcome!
Welcome to the blog for your course, Teaching Special Populations: Young Learners, Teens, and Adults!
This will be the place for your "outsourced memory" - a place where you can access information shared and seen in class, as well as extra information that may come up during the week.
The blog will also be home to the virtual component of the course, where you and your classmates will be uploading the work you do online, and where we can view and comment on each others' work before our face-to-face sessions.
I hope you make great use of the blog as we go on this journey together!
This will be the place for your "outsourced memory" - a place where you can access information shared and seen in class, as well as extra information that may come up during the week.
The blog will also be home to the virtual component of the course, where you and your classmates will be uploading the work you do online, and where we can view and comment on each others' work before our face-to-face sessions.
I hope you make great use of the blog as we go on this journey together!
Good Afternoon Kari and friends. this is me Wilson.
ReplyDeleteGood Afternoon peers and teacher
ReplyDeleteWelcome to this new challenge for us. I'm sure we will nourish by knowledge and many experiences.
Hi Wilson and Nancy! Good to see you figured out how to comment!
ReplyDeleteMates, please help me with phone numbers of everyone can include me in whatsapp page
ReplyDeleteMates, please help me with phone numbers of everyone can include me in whatsapp page
ReplyDeleteI wish a good week to all my classmates and Teacher Kari.I am JORGE I am fighting with the technology this time.! Finally i did it!
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteVideo as a listening tool can enhance the listening experience for our students. We very rarely hear a intangible voice in real life but as teachers we constantly ask our students to work with recorded conversations of people they never see. This is often necessary in the limited confines of the language school and sometimes justifiable, for example, when we give students telephone practice. However, we can add a whole new dimension to aural practice in the classroom by using video. The setting, action, emotions, gestures, etc, that our students can observe in a video clip, provide an important visual stimulus for language production and practice.
ReplyDeleteThere are many things we can do with these clips. So we would like to demonstrate a wide variety of them. There are specific films which have been released recently, however, they could be adapted for use with a similar scene in a different film depending on availability. In the following lessons we have tried not to concentrate too much on specific dialogue that students may not be able to pick up; this allows lower level students to be creative in the classroom, using video as a stepping stone to fun and communicative activities.
The activities involve pre-viewing, while-viewing and post-viewing tasks.
Video as a listening tool - pronunciation
In some listening exercises we must concentrate on specific dialogue to enable our students to learn. It is necessary to challenge them to listen when dealing with features of pronunciation. I find movies provide a good source of authentic listening material for the practice of pronunciation and I use them accordingly. This particular movie exercise deals with connected speech, in particular prominence (or sentence stress). Without going into too much detail here, English is a stressed-timed language, meaning that certain syllables in a sentence have prominence therefore create a beat, other syllables tend to be said quickly making it difficult for our students to hear. Prominence, which is the speaker’s choice, is used to convey meaning. This is exactly what I want to exploit here. The movie is Family Man and uses the scene where Jack returns home after abandoning his family on Christmas morning and has to take the resulting tongue-lashing from his wife Kate. It involves a recognition exercise which helps students hear that some parts of the sentences are prominent and they are Kate’s choice. It also has an argument role-play allowing students to practice sentence stress in context. The use of video is an advantage here as it is an emotional scene with lots of gestures, adding weight to the situation.
Teacher: Kari Miller
Student: Isabel Velasteguí
Hi Isabel. You need to comment in the correct post. Also, if it is not in your own words (like this comment, which comes from http://www.onestopenglish.com/methodology/methodology/teaching-technologies/teaching-technologies-teaching-english-using-video/146527.article, then it will be an automatic zero.
DeleteVideo as a listening tool can enhance the listening experience for our students. We very rarely hear a intangible voice in real life but as teachers we constantly ask our students to work with recorded conversations of people they never see. This is often necessary in the limited confines of the language school and sometimes justifiable, for example, when we give students telephone practice. However, we can add a whole new dimension to aural practice in the classroom by using video. The setting, action, emotions, gestures, etc, that our students can observe in a video clip, provide an important visual stimulus for language production and practice.
ReplyDeleteThere are many things we can do with these clips. So we would like to demonstrate a wide variety of them. There are specific films which have been released recently, however, they could be adapted for use with a similar scene in a different film depending on availability. In the following lessons we have tried not to concentrate too much on specific dialogue that students may not be able to pick up; this allows lower level students to be creative in the classroom, using video as a stepping stone to fun and communicative activities.
The activities involve pre-viewing, while-viewing and post-viewing tasks.
Video as a listening tool - pronunciation
In some listening exercises we must concentrate on specific dialogue to enable our students to learn. It is necessary to challenge them to listen when dealing with features of pronunciation. I find movies provide a good source of authentic listening material for the practice of pronunciation and I use them accordingly. This particular movie exercise deals with connected speech, in particular prominence (or sentence stress). Without going into too much detail here, English is a stressed-timed language, meaning that certain syllables in a sentence have prominence therefore create a beat, other syllables tend to be said quickly making it difficult for our students to hear. Prominence, which is the speaker’s choice, is used to convey meaning. This is exactly what I want to exploit here. The movie is Family Man and uses the scene where Jack returns home after abandoning his family on Christmas morning and has to take the resulting tongue-lashing from his wife Kate. It involves a recognition exercise which helps students hear that some parts of the sentences are prominent and they are Kate’s choice. It also has an argument role-play allowing students to practice sentence stress in context. The use of video is an advantage here as it is an emotional scene with lots of gestures, adding weight to the situation.
Teacher: Kari Miller
Student: Isabel Velasteguí