7 thoughts on “Welcome to Teresa’s pre-class activities”
About the Class
PRESENTER: Paul Maglione
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Paul will illustrate how entertainment video, such as clips from current movies or music videos, can be used as the basis of a complete lesson plan for all levels of learners of English, both within and outside of the classroom.
PRE-CLASS TASK: Please post your answers HERE on this class page in the comments section below.
(1) Many learners of English are convinced that if they do not understand 100% of an English-language communication or dialogue, they are not "understanding" it. But we know that learning a language means "negotiating meaning." Authentic English-language coversation is faster, uses more slang, acronyms and idioms, and can be less clearly pronounced than graded material made for teaching. Do you think it's better to use authentic materials (which?); graded materials; or both? And why?
(2) Many "learn with video" sites use subtitles (in English or sometimes the learner's L1) to aid comprehension. Do you think this is a good idea, or not? And why?
Teresa Moore: Response:
1) It is best to use both. Students in a formal language learning environment are exposed to academic language because they will be and should be tested with their peers. They also are learning the language in order to become productive members of society. Most academic settings incorporate casual English as a part of the language program. It is important that a student be exposed to all linguistic aspects of a language.
Depending upon the school here, a student is in a push-in program or they are placed in specific content classes, just as other students after they are tested to determine their level of language proficiency. This means that a student is taking, math, algebra, English, science, just as any other student would be.
2) I have always used sub-title videos in the language class room. I think it helps to associate the written with the spoken language. It aids with word recognition, spelling and pronunciation. Reply|Report Abuse
Teresa Moore
PRE-CLASS TASK: Please post your answers HERE on this class page in the comments section below.
(1) Do you ever use music in the classroom? If so, do you use it to build pronunciation and listening skills? How?
Depending on the concept that is being taught, many videos can fulfill the need.
(2) Which songs have you used (or would like to use) that you'd recommend to other teachers?
I have used many. This depends upon the objective, age level and the content. With that being said I will list a variety of YouTube videos that can be used for many purposes.
Lion King2. We Are One (This has a multitude of uses both culturally, linguistically and just for pure enjoyment). The Lion King is wonderful and seems to go across age levels and cultural backgrounds.
III. ESL video music and these are videos created by teachers. This one is "Up, Up, UP," by Shania Twain. It has multiple choice fill in the blanks with the music. This helps with listening, vocabulary and comprehension.
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Active listening is allowing someone else to talk unconditionally. That means suspending any judgement or self-talk while they speak. Active listening is a key to effective communication in our personal and professional arenas. However, did you know that active listening can improve your well being? There are many benefits to active listening. The participants will learn about and practice active listening.
PRE-CLASS TASK: Active Listening Practice
1. How do you know when someone is really listening to you? List the things that indicate they are listening. You may provide examples.
2. What do you gain from talking and what do you gain from listening?
3. Do you prefer to listen or talk? Explain your choice.
Teresa Moore Pre-Class Task for Active Listening:
1. How do you know when someone is really listening to you? List the things that indicate they are listening. You may provide examples
A. Signals to active listening are: a. Body language … eye contact, nodding of the head, negative or positive responses from the person to whom you are speaking, hand motions, etc.
2. What do you gain from talking and what do you gain from listening?
A. Talking provides a means of two way communication. All communication begins with expressing an idea. One is able to express an idea through talking and to begin communication. No matter what language one uses, we express our thoughts, feelings, emotions through speaking.
B. One gains knowledge through listening. Listening is an extension of communication.
3. Do you prefer to listen or talk? Explain your choice.
A. I prefer to listen. I enjoy learning, by listening I am learning from the speaker. When one listens to a speaker, that person gains input that is processed/internalized by the listener as knowledge.
About the Class …SPELL THAT SOUND. PRESENTER: Mau Buchler
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Pronunciation of English words and phrases has very little to do with the way they are written. This class will provide techniques that make spelling into a personalized tool for improving pronunciation.
PRE-CLASS TASK
Question 1: Imagine you know absolutely no English.
Imagine you hear the phrase: "Ready for this?"
If you had to write what your heard (ready for this?), and knew nothing of English spelling or grammar. How would you spell: "Ready for this?"
Question 2: Which sounds are unique to the English language?
Language of instruction: English
PRE-CLASS TASK
Question 1: Imagine you know absolutely no English. Imagine you hear the phrase: "Ready for this?"
If you had to write what your heard (ready for this?), and knew nothing of English spelling or grammar. How would you spell: "Ready for this?"
A) I would spell this question in this way: REDI FUR THEES?
For Linking purposes: redifuthees?
B) Which sounds are unique to the English language? The …REA(Diphthong)… in ready and the …IS… in this … The …. OR …. in for.
PRINCIPLES OF CONTENT CREATION FOR PRONUNCIATION LESSONS
PRESENTER: Jennifer Lebedev
PRE-CLASS TASK INCLUDED BELOW the class description. Please respond in a comment on this page and comment on your colleagues' responses.
Jennifer will share key principles that have guided her own creation of content for pronunciation lessons. Participants will be invited to study and discuss models that allow for meaningful practice, personalized content, and multiple encounters in different formats.
1. Choose 10 “-ing” words for a group of high beginner students to practice.
2. What would you do with these words? Name two possibilities. (For example, “I’d ask the class to read the list with me. Listen-repeat.”) MY RESPONSE: My class schedule for this says: 11/22, but, I will post a brief comment. Building on the previous class from Drew:
1) The list contains several progressive verbs, I would select 8-10 and create a story that involves those verbs and create a video that would provide visual/auditory reinforcement of the targeted verbs and share with the class.
2) Follow up exercises might be: A) Create your own story board with the targeted verbs B) Prepare a pod cast of the story to share with the class C) Work with a partner to create a prezi using some of the targeted words
The Art of Sounding Native:
PRESENTER: Drew Badger
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Learn to help students improve their listening skills and sound like native speakers with Drew Badger's Fluency Bridge method. This important lesson will teach you how to deconstruct native English, organize it into easy to understand parts, train individual fluency skills and prepare students for fast, fluent speech comfortably.
PRE-TASK
Watch the four videos below from EnglishAnyone.com’s Master English Conversation 2.0 program in the
order below. (If the links aren’t clickable, please copy and paste them into your browser’s address bar.): http://www.youtube.com/watch?v=3UAW6fWRYV0 http://www.youtube.com/watch?v=-4n_mcqz9XY http://www.youtube.com/watch?v=Xyz8QLKt1r0 http://www.youtube.com/watch?v=oZr7joiusdQ
Then, answer the question below in a comment on this page.
What do you think is the #1 thing stopping most English learners from becoming confident, fluent speakers?
If you have any questions after watching the videos, please email me at info@englishanyone.com and I’ll answer them for everyone in the presentation. Post-Class Assignment will be uploaded and available
immediately after the presentation.
That’s it. Pretty easy, huh?
1)What do you think is the #1 thing stopping most English learners from becoming confident, fluent speakers?
Drew, I am glad you and your helper got the carrot cake finished. I hope you both enjoyed it, it seemed a little scary going there at first.
____ My Response _______
This is a very open-ended question. Trying to limit this to only one response is very difficult. There are three factors that effect language acquisition: cognitive, neurological and affective. If we discuss Piaget and Krashen, we find that Piaget identified a 'formal operational stage' where children were able to develop a native like pronunciation up to approximately 11 years of age. Learning a language involves knowing and applying abstract rules about a language. Younger children have not yet reached this abstract learning stage. On the other hand, older learners have acquired knowledge of linguistic functions of their own language and can associate those to their L2.
Finally, having knowledge of the affective filter will assist anyone who is working to teach another language to students… Reply|Report Abuse
Shrinkin' and Linkin' Pre-Class Activity:
1) English is not a melodic language as compared to other languages, for example, Spanish whose sounds match the alphabet. Also, English has many words which have more than one meaning and some words are spelled the same with different pronunciation. These are just some of the reasons that English is difficult to learn. The rhythm of English also changes depending upon the region of the U.S. where the language is spoken, further complicating the issue. However, regionalisms are common in most countries.
2) English is my native language. However, I speak a regional dialect, according to some native English speakers, because I am from Kentucky and I have an accent.
3) I have used songs and have shared some of the videos from Jason's online videos with students. I think clapping out sounds while singing helps with the cadence of the language. Providing visual with sound also helps.
5 days ago
About the Class
PRESENTER: Paul Maglione
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Paul will illustrate how entertainment video, such as clips from current movies or music videos, can be used as the basis of a complete lesson plan for all levels of learners of English, both within and outside of the classroom.
PRE-CLASS TASK: Please post your answers HERE on this class page in the comments section below.
(1) Many learners of English are convinced that if they do not understand 100% of an English-language communication or dialogue, they are not "understanding" it. But we know that learning a language means "negotiating meaning." Authentic English-language coversation is faster, uses more slang, acronyms and idioms, and can be less clearly pronounced than graded material made for teaching. Do you think it's better to use authentic materials (which?); graded materials; or both? And why?
(2) Many "learn with video" sites use subtitles (in English or sometimes the learner's L1) to aid comprehension. Do you think this is a good idea, or not? And why?
Teresa Moore: Response:
1) It is best to use both. Students in a formal language learning environment are exposed to academic language because they will be and should be tested with their peers. They also are learning the language in order to become productive members of society. Most academic settings incorporate casual English as a part of the language program. It is important that a student be exposed to all linguistic aspects of a language.
Depending upon the school here, a student is in a push-in program or they are placed in specific content classes, just as other students after they are tested to determine their level of language proficiency. This means that a student is taking, math, algebra, English, science, just as any other student would be.
2) I have always used sub-title videos in the language class room. I think it helps to associate the written with the spoken language. It aids with word recognition, spelling and pronunciation.
Reply|Report Abuse
Teresa Moore
PRE-CLASS TASK: Please post your answers HERE on this class page in the comments section below.
(1) Do you ever use music in the classroom? If so, do you use it to build pronunciation and listening skills? How?
Depending on the concept that is being taught, many videos can fulfill the need.
(2) Which songs have you used (or would like to use) that you'd recommend to other teachers?
I have used many. This depends upon the objective, age level and the content. With that being said I will list a variety of YouTube videos that can be used for many purposes.
Lion King2. We Are One (This has a multitude of uses both culturally, linguistically and just for pure enjoyment). The Lion King is wonderful and seems to go across age levels and cultural backgrounds.
http://www.youtube.com/watch?v=Dw9KNP1OTG8
A) Contractions
B) Tenses
C) Rhyme
D) Emotions
II. JenniferESL-YouTube has many to choose from.
http://www.youtube.com/channel/UC-9-kyTW8ZkZNDHQJ6FgpwQ
III. ESL video music and these are videos created by teachers. This one is "Up, Up, UP," by Shania Twain. It has multiple choice fill in the blanks with the music. This helps with listening, vocabulary and comprehension.
http://www.eslvideo.com/esl_video_quiz_intermediate.php?id=17260
About the Class: ACTIVE LISTENING PRACTICE..
PRESENTER: Dr. Nellie Deutsch
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Active listening is allowing someone else to talk unconditionally. That means suspending any judgement or self-talk while they speak. Active listening is a key to effective communication in our personal and professional arenas. However, did you know that active listening can improve your well being? There are many benefits to active listening. The participants will learn about and practice active listening.
PRE-CLASS TASK: Active Listening Practice
1. How do you know when someone is really listening to you? List the things that indicate they are listening. You may provide examples.
2. What do you gain from talking and what do you gain from listening?
3. Do you prefer to listen or talk? Explain your choice.
Teresa Moore
Pre-Class Task for Active Listening:
1. How do you know when someone is really listening to you? List the things that indicate they are listening. You may provide examples
A. Signals to active listening are:
a. Body language … eye contact, nodding of the head, negative or positive responses from the person to whom you are speaking, hand motions, etc.
2. What do you gain from talking and what do you gain from listening?
A. Talking provides a means of two way communication. All communication begins with expressing an idea. One is able to express an idea through talking and to begin communication. No matter what language one uses, we express our thoughts, feelings, emotions through speaking.
B. One gains knowledge through listening. Listening is an extension of communication.
3. Do you prefer to listen or talk? Explain your choice.
A. I prefer to listen. I enjoy learning, by listening I am learning from the speaker. When one listens to a speaker, that person gains input that is processed/internalized by the listener as knowledge.
About the Class …SPELL THAT SOUND.
PRESENTER: Mau Buchler
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Pronunciation of English words and phrases has very little to do with the way they are written. This class will provide techniques that make spelling into a personalized tool for improving pronunciation.
PRE-CLASS TASK
Question 1: Imagine you know absolutely no English.
Imagine you hear the phrase: "Ready for this?"
If you had to write what your heard (ready for this?), and knew nothing of English spelling or grammar. How would you spell: "Ready for this?"
Question 2: Which sounds are unique to the English language?
Language of instruction: English
PRE-CLASS TASK
Question 1: Imagine you know absolutely no English. Imagine you hear the phrase: "Ready for this?"
If you had to write what your heard (ready for this?), and knew nothing of English spelling or grammar. How would you spell: "Ready for this?"
A) I would spell this question in this way: REDI FUR THEES?
For Linking purposes: redifuthees?
B) Which sounds are unique to the English language? The …REA(Diphthong)… in ready and the …IS… in this … The …. OR …. in for.
PRINCIPLES OF CONTENT CREATION FOR PRONUNCIATION LESSONS
PRESENTER: Jennifer Lebedev
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Jennifer will share key principles that have guided her own creation of content for pronunciation lessons. Participants will be invited to study and discuss models that allow for meaningful practice, personalized content, and multiple encounters in different formats.
Pre-lesson task
Look at this list. http://www.morewords.com/most-common-ends-with/ing/
1. Choose 10 “-ing” words for a group of high beginner students to practice.
2. What would you do with these words? Name two possibilities. (For example, “I’d ask the class to read the list with me. Listen-repeat.”)
MY RESPONSE:
My class schedule for this says: 11/22, but, I will post a brief comment.
Building on the previous class from Drew:
1) The list contains several progressive verbs, I would select 8-10 and create a story that involves those verbs and create a video that would provide visual/auditory reinforcement of the targeted verbs and share with the class.
2) Follow up exercises might be:
A) Create your own story board with the targeted verbs
B) Prepare a pod cast of the story to share with the class
C) Work with a partner to create a prezi using some of the targeted words
The Art of Sounding Native:
PRESENTER: Drew Badger
PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Learn to help students improve their listening skills and sound like native speakers with Drew Badger's Fluency Bridge method. This important lesson will teach you how to deconstruct native English, organize it into easy to understand parts, train individual fluency skills and prepare students for fast, fluent speech comfortably.
PRE-TASK
Watch the four videos below from EnglishAnyone.com’s Master English Conversation 2.0 program in the
order below. (If the links aren’t clickable, please copy and paste them into your browser’s address bar.):
http://www.youtube.com/watch?v=3UAW6fWRYV0
http://www.youtube.com/watch?v=-4n_mcqz9XY
http://www.youtube.com/watch?v=Xyz8QLKt1r0
http://www.youtube.com/watch?v=oZr7joiusdQ
Then, answer the question below in a comment on this page.
What do you think is the #1 thing stopping most English learners from becoming confident, fluent speakers?
If you have any questions after watching the videos, please email me at info@englishanyone.com and I’ll answer them for everyone in the presentation. Post-Class Assignment will be uploaded and available
immediately after the presentation.
That’s it. Pretty easy, huh?
1)What do you think is the #1 thing stopping most English learners from becoming confident, fluent speakers?
Drew, I am glad you and your helper got the carrot cake finished. I hope you both enjoyed it, it seemed a little scary going there at first.
____ My Response _______
This is a very open-ended question. Trying to limit this to only one response is very difficult. There are three factors that effect language acquisition: cognitive, neurological and affective. If we discuss Piaget and Krashen, we find that Piaget identified a 'formal operational stage' where children were able to develop a native like pronunciation up to approximately 11 years of age. Learning a language involves knowing and applying abstract rules about a language. Younger children have not yet reached this abstract learning stage. On the other hand, older learners have acquired knowledge of linguistic functions of their own language and can associate those to their L2.
Finally, having knowledge of the affective filter will assist anyone who is working to teach another language to students…
Reply|Report Abuse
Shrinkin' and Linkin' Pre-Class Activity:
1) English is not a melodic language as compared to other languages, for example, Spanish whose sounds match the alphabet. Also, English has many words which have more than one meaning and some words are spelled the same with different pronunciation. These are just some of the reasons that English is difficult to learn. The rhythm of English also changes depending upon the region of the U.S. where the language is spoken, further complicating the issue. However, regionalisms are common in most countries.
2) English is my native language. However, I speak a regional dialect, according to some native English speakers, because I am from Kentucky and I have an accent.
3) I have used songs and have shared some of the videos from Jason's online videos with students. I think clapping out sounds while singing helps with the cadence of the language. Providing visual with sound also helps.
5 days ago