Podcasting for language learning

The video Podcasting in Plain English mentioned that anyone can do podcating, subscribe other's podcast and download it onto a computer or portable devices. Students could listen to the podcast to learn a language when they are walking, waiting, eating or doing other things as many times as they want. There are so many educational podcasts in all kinds of websites. But personally I prefer iTunes. Nowadays Apple's products are so popular that many have downloaded iTunes. You can search for podcasts and probably you will find your desire ones.

 

I found lots of great episodes on iTunes. I listened to one called "ESL-Gerunds as Subjects" The learning objectives for advanced students, according to Maryland Content Standards for Adult ESL/ESOL, would be able to write a detailed paragraph with topic sentence, and know how to use gerunds. The episode is short and sweet. It gives some examples of writing topic sentences with gerunds as the subject. It explains clearly what gerund is and how to use it in a sentence. It also claims that there are other ways to express the same meaning, but using the simple form of the verb should be avoided. I could use the examples in the video to teach how to write a topic sentence. A topic sentence should be not too broad or too specific. And then I would let students to brainstorm some evidence to support the topic sentence. Besides of using a gerund as the subject, I would also teach using a gerund as the complement, or the object of a sentence. I would ask the students to use gerunds to write about their hobbies.

Comic strips

I created a story "Let's go to New York" on Storybird. The website's pictures are beautiful, but I found it hard to save the pictures I wanted and used them for the story. I can use the pictures around the selected one. Students can use Storybird to create their own story. Based on students' level, it can be one sentence or a paragraph on each page. With the lovely pictures, students would be motivated to write compositions and more willing to read others' stories.

Performance Indicator
High Intermediate Language Skills Writing Indicators: Draft, organize, write and edit a short paragraph using a topic sentence, supporting details and transitions.

Assessment
Two students read each other's story and write down the structure of the paragraph and the transitions. Peer helps to revise the paragraph, including correct grammar errors and make the expression more effective. They then exchange their composition and write another paragraph to continue the story.

Photo show video

Let the students use their own photos to create a photo show video is a great way to learn the target language. It can be used to keep a journal, create a story, talk about hobbies and interests, and also learn new words with related pictures. Due to the formal limit of the captions, students need to summarize their ideas in a short sentence, or they would need to add text in another scene. Animoto is a user-friendly tool for this purpose. It has many styles to choose and has further functionality in the pro version.

I created my video to show some photos of my spring break. I used the simple past tense to narrate the story. The teacher can ask the students to write a journal or talk about their interests and give rubric to train certain grammar points such as simple past tense and conjunctions.

Performance Indicator
ESL.I.5-8.1.1.12: Students convey information and ideas through spoken and written language, using conventions and features of American English appropriate to audience and purpose.

ESL.I.5-8.4.1.2:  Students describe, read about, participate in, or recommend a favourite activity, book, song, or other interest to various audience.

Assessment
The teacher gives a rubric before the assignment. In class activities: 1. Randomly form groups with two students. 2. Let them watch each other's video. 3. The creator illustrates the video while playing. 4. The listener gives feedback and helps the creator revise the video based on the rubric. 5. Ask a few students to narrate their partners' video. After class activities: Let the students write a self-evaluation of the task. Including the creating process, difficulties they met, their partner's opinions, what they learned from others' video, etc.

My TEDed lesson: 3 ways to speak English

I created a TEDed lesson called "3 ways to speak English". The presenter is a black girl. She uses three distinct ways to speak English when she talking to different kinds of people.

Objectives:
Students would be able to understand the main idea of the video
Students would be able to express their opinions with others

Assessment:
I give two multiple choice questions to assess whether the students understand the main idea of the video. After letting the students discuss their opinions of the video in class, I will let them watch another TED talk which is related to the issue. The TED talk is the second link in Dig Deeper. The students discuss the main idea of the talk in groups and then I will stop by to listen. Eventually, I will ask one student to talk about his/her ideas in front of the class and then everyone can jump in to give comments.

The flipped classroom

What is flipped classroom? Generally speaking, it has three parts: students watch instructional videos at home, teacher scaffolds students' homework in class, teacher gives feedback and assessment after class. The videos should truely provide the comprehensible input for the students to help them finish the homework. Teacher need to control the time in class to make every minute valuable. In the flipped classroom, teacher does not need to explain everything to every student. Instead, the teacher provide help for individuals based on their own problems.

 

 

Why we want to flip the classroom? Some students may find it difficult to finish the homework by themselves. Although they feel like they understand what the teacher said, and took notes in class, homework can still be challenging. Group study is a way to change the scenario, but it also has many problems. For example, the advanced students may not want to waste their time to help others, or unwilling to help their competitors. The opinions from peers are likely to be wrong also. However, if the students discuss their homework in class, they will have chances to ask for help from the teacher directly. They do not have to write down their questions and struggle all night with their homework. Having a question and receive help right away will surely make them feel less frastrated.

 

According to Three Reasons to Flip Your Classroom, a flipped classroom can (1) increases comprehension of the material; (2) increases interaction with instructor and peers; and (3) increases critical thinking as a natural part of the learning process. The students can control their learning pace by pausing and repeating the videos. Therefore, they can understand the materials better. The teacher, although s/he does not truly teach the class, s/he still need to "lead the class from behind".

A serious game: The Migrant Trail

 

The Migrant Trail based on the background that every year the undocumented Mexicans steal into the U.S. In the game, you can play as a migrant or a patrol. You can see everyone has his/her own story and motivations. The game is telling us "Although the migrants have many reasons to do that, they should always respect the law".

I played every individual on both side. There are nine migrants and three patrols. As a migrant, I need to head north to the pickup before I run out of supplies and I must avoid getting caught by the patrols. The group will encounter many difficulties which are the real scenarios for the migrants. I only made it once among nine characters. The patrol side is much easier. All you need to do is follow the evidence the migrants left and you will catch them eventually.

Maryland Content Standards for Adult ESL/ESOL says that high intermediate ESL/ESOL learners will be able to read simple descriptions and narratives on authentic topics; follow specific written directions/instructions to perform an activity; identify fact and opinion in a text. Therefore, the learning objectives for high intermediate learners should be follow the instructions and understand the culture background.

 

There are lots of readings in the game. To be honest, if the students do not read the introductions and instructions, they are missing a valuable part of the game. The readings provide the basic information of the whole event. The students would know where is Mexico, Sonoran desert, and Arizona. What would the migrants do before they go into the desert? What is their motivations? The game provide adequate characters to let the player experience the migrants' feelings and the patrols' attitude. The player would feel the desperate of the migrants. When a group member twist his/her ankle or get sick on the way, s/he will be left behind. It is really hard to avoid the patrols in the game. Although a migrant once arrived at the pickup, it says the character now lives in fear that he could be deported at any time. I feel really sad about that. If the player do not pay attention at the readings, s/he would not have the strong feeling of the issue.

 

 

The teacher's job is to make sure the students have read the introductions carefully. For me, I will ask some questions to help they understand the readings better. For example, "What is the desert the migrants have to cross?" "How much the migrants have to pay for the party?" "How many found bodies or skeletons each year?" In addition, I will let them share their opinions of the game with their group members. Ask them "Do you agree with the Patrol C that the migrants should do it in a right way?" "What would you do if you tried VISA but failed? Would you risk your life in the desert?" By playing and discussing the game, students will have a better understanding of the issue.

 

 

Assessment: The assessment will be paper work. The teacher print out another migrant's file in the game that they did not read before, followed a few questions about the main idea and details in the reading. And then ask them to write a brief essay to argue with the migrant pretending they are a patroller.

A casual game: Sound Factory

In Sound Factory you play a role of a bored worker who wants to please his co-workers by making music from the old factory machinery. You need to unlock all the instruments in the limited time, in the meanwhile, you have to finish the work quota and turn off all the items when the boss is coming. I played the little game over ten times but stuck by the level three since it has a bug. My co-worker's satisfaction degree just stopped after the boss came and gone. I could not unlock items if they were not happy. Anyway, students would love to get involved in the game since creating music is really interesting, especially when they can keep unlocking amazing instruments. No matter you are an adult or a child, you will have much fun.

In the game, the player need to understand the instructions to pass the level. When the boss is coming, the player need to stop all the instruments quickly. If failed, the player also need to read the instruction to find out which part was not completed so that he/she could play better in the second try. Every instrument has a name, such as "Radio", "Whistle", Xylophone", etc. The students are expected to remember all the names of the instruments. According to Maryland Content Standards for Adult ESL/ESOL(p.11), the reading indicators of low intermediate ESL/ESOL learners can be: apply simple context clues to determine the meaning of new words; comprehend simple and compound sentences in authentic materials; identify main idea, chronological order, and simple transitions in texts on familiar subjects. The grammar indicators include future tense, present perfect tense, adverbs, conjunctions and so on. Therefore, I think Sound Factory is suitable for the low intermediate level or above.

The teacher could teach the words in the game. For the game itself, it is simple enough. Students should not have any problems to pass the levels. However, for the low intermediate learners, they might have questions about the names of the instruments. I will teach the prefixes, suffixes and the roots when teaching words. For example, the root "xylo" of "xylophone" means "wood"; and "phone" can indicate musical instruments. The students can remember the word easily once they understand the root. Then I will provide some words with the same root, such as "saxophone", and introduce a new instrument "water phone". Also, I will use the images from the game to teach vocabulary since students are familiar with them in the game.

Although I believe the walkthrough is not crucial for the game, I would give some tips to help the students. One tip is that you can click on the instrument's icon at the bottom to toggle them on and off immediately.

To assess whether the learning objectives had been met, I will give the students orders to see if they are able to response correctly. For instance, the students need to compose the xylophone when I say "xylophone"; when I say "stop the tea cup" they need to do the same thing. When the students are familiar with the vocabulary, I will show them the images of the instruments and ask them to say the words. In addition, the students can practice the simple past tense by telling what he/she did in the game. They may say "I composed the mouse choir, and then I turned on the radio..." For the higher level, the students may use some conjunctions to make it more clearer. The open-ended exercise will ensure every student has something to say.