AE Live 7.2: Integrated Skills - Combining Listening, Speaking, Reading, Writing and Grammar - By
00:0-1 | Hello everyone and welcome to the second session in american | |
00:04 | English Live Teacher Development series seven . My name is | |
00:08 | Lauren and I'll be with you today along with my | |
00:10 | colleague behind the scenes heather who will be serving as | |
00:13 | moderator to help answer your questions and respond to your | |
00:16 | comments . During the session today , our host kate | |
00:20 | will be talking with our presenter , Dieter bruhn , | |
00:23 | who will share ideas for successfully , including all aspects | |
00:27 | of language learning and classroom tasks that lively and engaging | |
00:31 | regardless of the age or level of the students . | |
00:35 | So let's get started . Hello everyone Welcome . Welcome | |
00:40 | , Welcome . We're so happy to have you here | |
00:42 | with us today for american English Live Teacher Development series | |
00:46 | seven and this is our second session as Lauren said | |
00:50 | . So let's begin . Um let's take a look | |
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01:22 | during our next session . Today is our second session | |
01:27 | of american english live and we have an exciting lineup | |
01:31 | of topics related to T so methodology , curriculum and | |
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01:46 | will be able to use the practical ideas discussed throughout | |
01:49 | the series . So here's what to expect today . | |
01:53 | Each session is about 60 minutes long and it's often | |
01:57 | related to an American English e teacher massive , open | |
02:01 | online course or to a teacher's corner theme on the | |
02:04 | American English website . The presenter will present the material | |
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03:00 | a week . And finally , before we begin , | |
03:05 | we invite you to register for our tehsil methodology moocs | |
03:09 | or massive open online course . As you can see | |
03:13 | this course started on January 27 , but it's not | |
03:16 | too late to register . So the last day to | |
03:19 | register is February seven . We hope that you will | |
03:22 | go to that link and join the course with us | |
03:26 | . So with support from our global education partners , | |
03:29 | you will explore current methodologies for teaching english learners of | |
03:34 | different ages in many learning context through this course while | |
03:38 | exploring best practices for teaching , listening , speaking reading | |
03:42 | and writing , including grammar and vocabulary , which was | |
03:45 | very similar to our session today . You will learn | |
03:48 | how to create an effective and communicative language classroom for | |
03:52 | all learners . So orientation began January 20 and it | |
03:57 | runs from 27 January through March two . As I | |
04:02 | mentioned before , registration closes on February seven . So | |
04:05 | make sure to sign up today . Yeah and now | |
04:09 | for today's session integrated skills , combining listening , speaking | |
04:14 | , reading , writing and grammar . Mm This session | |
04:17 | will address an integrated approach to teaching , speaking , | |
04:21 | reading , listening , writing and grammar skills . Together | |
04:25 | we will identify challenges associated with combining language skill areas | |
04:30 | and discuss ways to overcome these challenges . We'll explore | |
04:34 | how to develop and implement a variety of multi skill | |
04:37 | instructional options and you will be equipped with a toolkit | |
04:43 | for conducting more interactive learner centered lessons that motivate students | |
04:48 | and hold their interest . And now it's my pleasure | |
04:51 | to introduce our presenter today . Data Room Dieter is | |
04:55 | president and founder of One World Training specializing in education | |
05:00 | and training programs around the globe With Masters degree in | |
05:04 | T cell and language and international trade . And more | |
05:08 | than 25 years of teaching and training experience . Data | |
05:11 | has conducted workshops all over the world including brazil Thailand | |
05:16 | , cambodia Vietnam , burma , India Pakistan Korea japan | |
05:21 | Senegal . And the U . S . Data has | |
05:24 | served on the executive board of co Colorado T cell | |
05:28 | since 2005 including two years as president In 2018 . | |
05:33 | He and his co presenter , Patrick Randolph , receive | |
05:36 | the Best of Cotis award for their innovative presentation on | |
05:40 | using creative writing to enhance academic writing . So , | |
05:44 | welcome dinner . We're so happy to have you here | |
05:46 | with us today . Thank you . I think I'm | |
05:50 | here we go . I want to make sure my | |
05:52 | head's not being cut off . Hello everybody . Thank | |
05:55 | you . Thank you kate for that wonderful introduction and | |
05:59 | thank you everybody around the world for joining in today | |
06:02 | . Um I know we have all different kinds of | |
06:04 | time zones so I appreciate you being here for this | |
06:07 | very very exciting topic . Integrated Skills , something that | |
06:11 | I am very , very passionate about and something I've | |
06:14 | done a lot of training on around the world and | |
06:16 | a lot of teachers struggle with . So I'm excited | |
06:18 | to be here with you today and I appreciate your | |
06:21 | taking the time to spend with me . So let's | |
06:24 | go ahead and get started . Um what I'd like | |
06:27 | to do is first take a look at the next | |
06:30 | slide , which we're going to talk about what integrates | |
06:33 | integrated skills are and why why use integrated skills ? | |
06:38 | Essentially ? Integrated lessons are lessons that combine listening , | |
06:44 | speaking , reading , writing and oftentimes also grammar in | |
06:48 | meaningful context . So instead of doing these skills separately | |
06:52 | , try to interweave them . Um the advantage of | |
06:55 | this is that integrated skills reinforce language acquisition and learning | |
07:01 | in different ways and they address quite a few different | |
07:04 | learning styles so we can address more learning styles by | |
07:07 | using this methodology also , integrated lessons make learning more | |
07:11 | fun and relevant and hopefully you'll see why today um | |
07:15 | and can lead to greater mastery of the language . | |
07:19 | And finally , integrated lessons are suitable for small and | |
07:23 | large classes and different levels . I know a lot | |
07:26 | of you teaching different context , some of you have | |
07:29 | very , very large classes , some of you have | |
07:31 | smaller classes , different levels . So we're going to | |
07:34 | kind of cover all this today and it should be | |
07:37 | very , very exciting . So I'm going to start | |
07:40 | you off with a question . Um what challenges do | |
07:46 | you face in your situations when you try to combine | |
07:49 | listening , speaking , reading , writing and grammar ? | |
07:52 | So if you want to type some comments in there | |
07:54 | , what are your biggest challenges ? Yeah , great | |
07:58 | question . What do you think ? Everybody we'd love | |
08:00 | to hear from you ? So what challenges do you | |
08:03 | face when you try to combine all of these skills | |
08:06 | into your lesson ? What do you think ? I | |
08:10 | know in our first session , we had a lot | |
08:11 | of people who mentioned the time constraint issue , but | |
08:15 | maybe in your context , um it's something different . | |
08:18 | Let's see . Value says time is a big challenge | |
08:23 | . What else , what other challenges do you face | |
08:26 | everybody when trying to combine all of these skills ? | |
08:30 | Rosalind says , I have a large class and it's | |
08:33 | , it's difficult to divide this . Um , limited | |
08:37 | time . A lot of people like do have mouth | |
08:39 | , which Greece wants to net Zanella Monica . A | |
08:44 | lot of people saying time . Um Nicoletta says large | |
08:48 | classes . Um , let's see , Yeah , a | |
08:54 | lot of time and large class sizes . Great , | |
08:58 | well , thank you for sharing those and I think | |
09:00 | those are definitely challenges that many teachers around the world | |
09:04 | face around timing around large classes . And how do | |
09:08 | you do this ? The great news is that we | |
09:11 | can we can actually tackle those questions here today . | |
09:14 | So let's go to the next slide and look at | |
09:17 | our goals for today . You guys just mentioned some | |
09:21 | challenges . So the first goal is to recognize that | |
09:24 | the challenges associated with combining all of the skills can | |
09:29 | be overcome . So there is hope second , um | |
09:33 | explore sample lessons that integrate listening , speaking , reading | |
09:37 | , writing and grammar . Today , we're going to | |
09:39 | look at two different lessons , one at a more | |
09:42 | basic level and one that's more intermediate to high intermediate | |
09:45 | to give you some variety . I'm also looking at | |
09:49 | how can we adapt the activities , especially what we're | |
09:53 | looking at today to different contexts and different levels . | |
09:57 | And finally that you walk away with the tool kit | |
10:00 | of ideas to really motivate your students and also to | |
10:03 | help them improve their language skills . So let's go | |
10:07 | ahead and get started with the first lesson . Um | |
10:10 | , we're going to do a lesson that's based on | |
10:13 | the song Old Macdonald had a farm . The song | |
10:16 | is actually used as a tool to build interest to | |
10:20 | get the students attention . Songs are always fun . | |
10:24 | Um , that's the basic purpose of the song , | |
10:26 | also to introduce vocabulary . Um , in Old Mcdonald's | |
10:31 | had , Old Macdonald had a farm . Today , | |
10:32 | we're going to introduce six animals , You can see | |
10:34 | the pictures down at the bottom there . Um , | |
10:37 | we're also going to present grammar in context instead of | |
10:41 | just presenting rules , we're going to make it contextual | |
10:44 | and relevant for the students . Then once we introduce | |
10:49 | grammar , we're going to include listening , speaking , | |
10:52 | reading and writing that all reinforce that grammar point . | |
10:57 | And finally , the kind of materials that you'll need | |
11:00 | for this particular lesson would be a worksheet with a | |
11:05 | map of Old Macdonald's farm . That's what you would | |
11:07 | see on the right side , basically it's a piece | |
11:10 | of paper that has a barn , a pond and | |
11:14 | a road and that's kind of the map of the | |
11:17 | farm that we're going to use for the lesson today | |
11:20 | . So and that the animals are used as cutouts | |
11:23 | , there's small cutouts of the animals and I usually | |
11:27 | also have a set of large print outs that I | |
11:30 | can use on the board so that I could model | |
11:33 | things . Okay , so let's go ahead and get | |
11:35 | started . Um With Old Macdonald had a farm . | |
11:41 | I like to start with vocabulary introducing the animals and | |
11:46 | the sounds they make . Um This is something that | |
11:49 | you can take time with . Um If your students | |
11:51 | need a lot of support with just vocabulary , you | |
11:55 | can do different activities . Um Today we're just going | |
11:58 | to sort of throw it up there on the , | |
11:59 | on the screen for you . But the cow says | |
12:03 | , moo chicks , say chick horses , say nay | |
12:06 | sheep says baa ducks , say quack and pigs say | |
12:10 | oink I know in different languages , they sometimes make | |
12:13 | different sounds . So what I like to do is | |
12:16 | once we've introduced , the vocabulary is sing the song | |
12:20 | . And what we're going to do today is we're | |
12:22 | just going to sing the first verse . We're going | |
12:25 | to sing one verse of the song just in the | |
12:28 | interest of time . And what I like to do | |
12:31 | also is when we're singing the song , the students | |
12:33 | can hold up their little cut out of the animal | |
12:36 | that we're singing about , so feel free to join | |
12:39 | me . Kate is an amazing singer . I hope | |
12:41 | she's going to join me and all of you around | |
12:44 | the world . Are you guys ready ? Okay , | |
12:48 | Old Macdonald had a farm E I E I O | |
12:55 | . And on his farm he had a cow E | |
12:59 | I I O with a moo moo here and a | |
13:04 | moo moo there here a moo there a moo everywhere | |
13:08 | . A moo moo . Old Macdonald had a farm | |
13:12 | . E I E I 00 Thank you . I | |
13:20 | hope all of you are singing along or at least | |
13:23 | maybe clapping or smiling . So anyway , so that's | |
13:26 | where we do the song and the song again . | |
13:29 | It's just it's sort of the attention getter , the | |
13:31 | warmup introducing vocabulary and have a little fun . But | |
13:35 | now we're going to get into the first part of | |
13:38 | the lesson which is grammar and for this particular lesson | |
13:42 | , the grammar point is prepositions of location next to | |
13:48 | between across from and in . And what I like | |
13:54 | to do on the board is I'll draw the road | |
13:57 | and then I'll have a large a large print out | |
14:00 | of the barn and the pond . And then we | |
14:03 | can use this as a way to build the grammar | |
14:09 | . So I've sort of created a map there where | |
14:12 | the animals are and we can say things like the | |
14:16 | sheep is next to the horse , the horses across | |
14:21 | from the barn , the cow is between the barn | |
14:26 | and the pond . The ducks are in the pond | |
14:30 | . So when I introduced the grammar here , I | |
14:33 | introduce it this way , which is very , very | |
14:35 | visual for the students , which is , which is | |
14:37 | really helpful for them instead of just giving them rules | |
14:40 | , they can actually see something live . But also | |
14:44 | if you look at the next slide , in addition | |
14:47 | to the visual representation , I also like to use | |
14:51 | a structure chart so they can see how the language | |
14:55 | is structured . And instead of explaining grammar , we | |
14:59 | present the grammar and a structured chart in context . | |
15:02 | So for example , the cow is next to the | |
15:05 | pig with between . Um I could add two more | |
15:09 | , a little space there with an because between we | |
15:12 | need to have an end . So for example , | |
15:14 | the cow is between the barn and the pond . | |
15:19 | We also have grammar here of singular versus plural . | |
15:23 | So the cow is but the chicks are or the | |
15:27 | ducks are . So I create this in a very | |
15:30 | visual way for the students so they can access this | |
15:33 | as well to help them . Okay , so now | |
15:36 | we've presented grammar in context . Any questions or comments | |
15:40 | so far before we move on , I see a | |
15:44 | lot of people who said they love the song and | |
15:48 | Edgar says he loves the chart as well . And | |
15:52 | just a lot of very happy , happy folks saying | |
15:55 | things like nice , great song , et cetera , | |
15:59 | awesome . Well thanks for the comments . I'm glad | |
16:02 | you're enjoying it so far far . So now that | |
16:05 | we've introduced the grammar in a fun way . We're | |
16:08 | going to move into the next skill which is going | |
16:11 | to be listening and we're going to talk about listening | |
16:14 | and speaking that's starting with listening . So what I | |
16:17 | like to do is now that we have introduced the | |
16:20 | prepositions of location , The listening activity will allow the | |
16:25 | students to now apply it in a really fun way | |
16:29 | . And the way this works , we're going to | |
16:30 | imagine that kate is sitting there with her little cutouts | |
16:35 | of the animals and she has her worksheet , which | |
16:39 | we're looking at right now , which has the bar | |
16:41 | and the pond and the road . Now I as | |
16:43 | a teacher , I'm going to tell kate where things | |
16:46 | are and when I say them , she's going to | |
16:48 | put them in the correct place on this little worksheet | |
16:52 | . Um , what I like about this also is | |
16:54 | as a teacher as this is happening , you can | |
16:57 | see exactly where the students are putting things things . | |
17:01 | So it's very visual and it's easy for you to | |
17:04 | see if anybody struggling in the class . So let's | |
17:06 | go ahead and try this . You ready kate already | |
17:09 | ? That already the cow is across from the barn | |
17:16 | , so kate will put the calcium that works . | |
17:19 | The pig is next to the cow , the sheep | |
17:24 | is between the barn and the pond . The chicks | |
17:30 | are in the barn , the horse is across from | |
17:36 | the pond , the ducks are in the pond isn't | |
17:45 | that cool ? So this is kind of how it | |
17:48 | works for listening and all the students can then do | |
17:51 | this . You could do this several times . If | |
17:53 | you want to give them extra practice , the next | |
17:57 | activity is listening and speaking . So you'll work with | |
18:01 | a partner . So kate and I might work together | |
18:04 | and kate will tell me things will tell me . | |
18:07 | So it will clear off our worksheet first . So | |
18:10 | we'll remove all the animals . And then kate will | |
18:13 | say things like she might say the cow is between | |
18:17 | the barn and the pond and then I'll have to | |
18:19 | put the cow there so the students can take turns | |
18:23 | telling each other um where to put things on the | |
18:26 | worksheet . So this is a really fun way to | |
18:28 | do listening and speaking using the same format , the | |
18:33 | same grammar point , the same language , but in | |
18:36 | a different way . So that's how we would do | |
18:38 | listening and speaking . Okay , now let's move on | |
18:46 | to reading . So what we can do with reading | |
18:50 | and we can either have a worksheet with sentences on | |
18:53 | them like we see here . Or we could write | |
18:57 | these sentences on the board . If we have technology | |
19:00 | , we could put them use the projector to project | |
19:03 | them a lot of different ways . Um what the | |
19:07 | students do is the students read the sentences and put | |
19:10 | the animals in the correct way . So it's similar | |
19:13 | to the listening activity and the listening speaking , but | |
19:16 | now they're reading . So we're using another skill . | |
19:19 | So the ducks are between the barn and the pond | |
19:25 | , whoop . We took them out of the pond | |
19:27 | , we put in between the pig is across from | |
19:30 | the barn , the horse is next to the pig | |
19:38 | . The chicks are in the barn , the sheep | |
19:43 | is across from the pond , the cow is in | |
19:49 | the pond . What you can have a little fun | |
19:55 | with that . Um Anyway , but you can see | |
19:58 | now for reading and you could do again , you | |
20:02 | could have several different sets of readings where the animals | |
20:06 | are in different places , but again it gives them | |
20:08 | a chance to practice . You're not introducing a lot | |
20:11 | of complicated language , they're still doing the same thing | |
20:14 | , but now they're doing it with reading . Finally | |
20:18 | . What's the one thing we're missing ? Writing ? | |
20:23 | So let's go to the writing section . What I | |
20:26 | like to do for the writing is I'll usually create | |
20:29 | this on the board . Again , I'll use the | |
20:30 | larger size animals and create a setup here . Maybe | |
20:36 | a little bit of a different one . What I'd | |
20:38 | like you to do is the audience is to create | |
20:42 | some sentences about the animals where the animals are here | |
20:47 | . So what I'd like you to do is go | |
20:48 | ahead and type in one sentence about one kind of | |
20:52 | animal . So you could take the pig or the | |
20:54 | sheep , or the ducks , the horse , whatever | |
20:57 | animal you want and go ahead and type that in | |
21:00 | so you guys can actually engage and interact with me | |
21:03 | a little bit more here . Yeah , sounds good | |
21:06 | . So everybody take a look at this worksheet that | |
21:09 | the students would have and give us a few sentences | |
21:12 | and while you're doing that , I'll make some share | |
21:15 | some comments that we got . So Monica says , | |
21:18 | I and I work with kids and they love visual | |
21:22 | support and games . So I think she likes this | |
21:24 | idea and McConnell says , I love the ideas and | |
21:29 | very timely because I have to teach a lesson to | |
21:32 | young learners , so thank you . And yeah , | |
21:36 | and a couple couple of other comments like from roger | |
21:39 | about the great Chart and as a reminder , all | |
21:42 | of these materials will be on , our name will | |
21:45 | share that link . So let's see everybody . What | |
21:48 | sentences do you have ? Deana says the horse is | |
21:51 | across from the barn . Good one . Let's see | |
21:54 | . Pat says , the chicks are in the barn | |
21:58 | . Ha says the horse is next to the cow | |
22:02 | , and robert says the same thing . The horses | |
22:04 | next to the cow and Marcus , the pig is | |
22:08 | between the horse and the sheep . All right . | |
22:14 | And the ducks are in the pond from Camelia . | |
22:19 | Wonderful , excellent sentences , Everybody . Great . Okay | |
22:23 | , so I'm gonna go ahead and put my sentences | |
22:25 | up here now . Okay . And your sentences might | |
22:29 | be slightly different from mine because it depends on how | |
22:33 | you describe something , because I can I can say | |
22:35 | the horses across from the barn or I can say | |
22:39 | the cow is next to the horse , or I | |
22:40 | can say the cow is across from the pig . | |
22:43 | So there are variations that you'll get . But this | |
22:45 | is a fun way to right ? And now the | |
22:47 | students are writing , so they're getting all their skills | |
22:50 | here , they're getting they're listening , they're speaking , | |
22:53 | They're reading and they're writing all with our grammar point | |
22:57 | of prepositions of location as well as the singular plural | |
23:00 | one . So , a question you might ask is | |
23:05 | is how do I adapt this ? Another question might | |
23:08 | be , is this appropriate for adults ? Um Actually | |
23:13 | , the first , the second question I ask , | |
23:15 | is it appropriate for adults ? Yes . I have | |
23:17 | used this many times with adults and they love it | |
23:21 | . It's a lot of fun to sing and and | |
23:23 | and do these things . So even though old Macdonald | |
23:25 | had a farm is a Children's song , adults love | |
23:29 | this activity . Um Now we can talk about adapting | |
23:34 | this to different levels . Um we could add a | |
23:37 | question . So for the example , I showed you | |
23:40 | I didn't have the question , but I could add | |
23:42 | the question . For example , where is the cow | |
23:46 | ? The cow is between the horse and the sheep | |
23:49 | ? Where are the ducks ? The ducks are in | |
23:53 | the pond , so we can make it more of | |
23:55 | A . Q . And A . If we want | |
23:56 | to build or make it a little more difficult and | |
23:59 | we can also make our answers more complex . For | |
24:03 | example , I could say the cow is between the | |
24:06 | horse and the sheep and across from the pig . | |
24:10 | So again , I can I can make these a | |
24:13 | little bit longer . If you have a class where | |
24:16 | maybe some students struggle a bit more , you might | |
24:19 | want to have them keep it simple . If you | |
24:22 | want to challenge your higher level students in your class | |
24:26 | , you could have them write the longer sentences . | |
24:29 | So there are ways of adapting this even within your | |
24:31 | own classroom . So yeah , we have some nice | |
24:37 | comments here . Let's see , Mariani says they could | |
24:41 | use the structure chart while doing the writing activity . | |
24:44 | So maybe you could have the structure chart on the | |
24:46 | board or available for the students so that they could | |
24:48 | be reminded if there maybe a little bit of beginners | |
24:53 | . Um and then we have a comment from pharaoh's | |
24:56 | jean who says that he would like to see more | |
25:00 | activities for advanced learners , but I think he was | |
25:02 | saying that right before you share these ways of adapting | |
25:05 | to different levels and also don't worry , we're going | |
25:08 | to share some really great activities for higher level students | |
25:12 | in just a couple of minutes . Yeah , if | |
25:15 | we go to the next slide , maybe any other | |
25:18 | quick comments or questions before we move on . Do | |
25:21 | you have any questions about this activity or do you | |
25:24 | have any ideas you would like to share , related | |
25:26 | to this activity ? Let's see a lot of people | |
25:33 | saying things like I love this idea . For example | |
25:35 | , William Ivan luna said that um Gabby says , | |
25:39 | great ideas . Um waleed says , do we have | |
25:43 | to repeat the same sentences every time ? Um , | |
25:49 | repeating the same sentences well , in this particular one | |
25:53 | , the sentences can vary because as we create different | |
25:57 | maps of old Macdonald's farm , we are creating different | |
26:00 | sentences . Um , something else to keep in mind | |
26:04 | . This is an example of a more basic lesson | |
26:07 | . So students who don't have a lot of english | |
26:10 | , um , we're going to in a minute go | |
26:12 | to a higher level activity where it will be , | |
26:17 | it will have a lot more variety than what we're | |
26:19 | seeing here . So this is an example of how | |
26:21 | to do a fairly basic activity , fairly basic lesson | |
26:25 | using all the skills and a lot of times books | |
26:30 | that we use in materials when we're speaking or when | |
26:33 | we're listening or when we're reading or when we're writing | |
26:35 | , it changes all the time . And sometimes if | |
26:38 | you're a low level student that can be challenging . | |
26:41 | So this is an example of how to keep it | |
26:43 | really simple . You know , you could do extensions | |
26:46 | where maybe you pick an animal and write about the | |
26:48 | animal . If you if your students have enough language | |
26:51 | , you could expand this . And I think that's | |
26:53 | part of what's important is how can you take this | |
26:57 | idea and related to your particular situation to your students | |
27:03 | ? And do you want to challenge them a little | |
27:05 | more ? Do they need it more simple ? And | |
27:08 | these are all things that we can look at as | |
27:09 | as as teachers ? Right ? Yeah , just a | |
27:13 | couple of other ideas , Sheba said that you could | |
27:16 | use different propositions maybe for with a similar activity . | |
27:20 | And I think you could also use different objects . | |
27:22 | Maybe maybe different animals or maybe different items . Um | |
27:27 | , so yeah , there are a lot of ways | |
27:29 | to adapt this . So great . Everybody . Yeah | |
27:32 | , yeah . You can definitely increase the number of | |
27:34 | animals there . You could have a dog and with | |
27:36 | a bow , wow here in a bow , wow | |
27:38 | there . So there are a lot of ways to | |
27:41 | do that . So , thank you all so much | |
27:43 | . I love your questions . I love your comments | |
27:45 | . Were going to move now to the second lesson | |
27:49 | , which is going to be , as I mentioned | |
27:51 | , more intermediate to high intermediate . So this will | |
27:54 | be more challenging . And we're going to keep with | |
27:57 | the theme of animals . I'm going to call this | |
28:00 | one amazing animals . And what we're going to do | |
28:04 | , like we did last time , we're going to | |
28:05 | introduce grammar in context , we're going to complete some | |
28:09 | fun grammar and writing exercises so I like the word | |
28:13 | fun and grammar together . Students sometimes panic with grammar | |
28:18 | , but we want to make it actually fun . | |
28:21 | Um We're going to also have discussions and make predictions | |
28:24 | , which is a lot of fun . We're gonna | |
28:27 | do two kinds of reading activities . One is a | |
28:30 | jigsaw and the other is a reading relay . Um | |
28:34 | We're also going to introduce both global and detailed listening | |
28:38 | activities , and finally we're going to look at some | |
28:41 | high interest writing and presentation assignments , so let's go | |
28:45 | ahead and get started . Um and normally the way | |
28:50 | I start is I want to build interest with the | |
28:52 | students . So I'll start with a question like what | |
28:54 | is your favorite animal and why do you like this | |
28:57 | ? And as you can see there are a lot | |
28:58 | of animals on this , on this picture of the | |
29:01 | world , but they can choose any animals that they | |
29:05 | would like and we won't take the time right now | |
29:10 | . But if you think about what your favorite animal | |
29:13 | is , um and kind of thinking about that the | |
29:16 | last group we have things like panda and elephant and | |
29:19 | lion and all kinds of exciting ones . So this | |
29:22 | is this will build the context , it will build | |
29:25 | interest and it gets the student's already talking about the | |
29:29 | topic . So once we've introduced the topic , um | |
29:35 | we're going to go to the next slide , which | |
29:40 | is grammar and sort of like we did last time | |
29:45 | introducing grammar first in a very visual way . So | |
29:49 | these are all big animals . So buffalo is big | |
29:53 | , the rhinoceros is bigger than the buffalo and the | |
29:56 | elephant is the biggest land animal . So again , | |
30:00 | this is very visual which which is kind of fun | |
30:04 | and we're going to do one more on the next | |
30:05 | slide , we're going to look at what is , | |
30:11 | so we're going to look at the dogs here we | |
30:13 | have . The corgi is a small dog , the | |
30:15 | pug is smaller than the corgi and the chihuahua is | |
30:20 | the smallest dog , so the smaller than would be | |
30:23 | the comparative . This lesson actually focuses on the superlative | |
30:30 | which is going to be the most of something , | |
30:33 | the biggest , the smallest , the fastest . And | |
30:37 | so the whole lesson is going to be about animals | |
30:39 | , but with a focus on using superlatives . So | |
30:43 | now we're going to introduce again with grammar , the | |
30:47 | structure chart like we did with old Macdonald had a | |
30:50 | farm . Um what's interesting with superlatives is we can | |
30:55 | start with the superlative or we can start with the | |
30:59 | animal . That's why there are two charts here . | |
31:02 | So I could say the biggest land animal is the | |
31:05 | elephant , or I could say the elephant is the | |
31:09 | biggest land animal , the smallest dog is the chihuahua | |
31:14 | . The heaviest frog is the Goliath frog , and | |
31:18 | the most dangerous bat is the vampire bat , believe | |
31:22 | it or not . So we talk about vampires . | |
31:26 | Yeah , actually the vampire bat is the most dangerous | |
31:29 | bat . So even in the structure chart here , | |
31:32 | students are usually already getting interested . They're like the | |
31:35 | Goliath frog , the vampire bat , so it creates | |
31:38 | interest , but it also demonstrates two different ways to | |
31:43 | describe using superlatives . So we're going to do now | |
31:48 | is go to the next slide and we're going to | |
31:50 | look at , our topic is going to be grammar | |
31:53 | and writing and we talked about how we can make | |
31:57 | grammar fun . We have four sample sentences here . | |
32:02 | When I do this with students , I use a | |
32:04 | lot more than four . But this is just as | |
32:06 | an example for you . The first two are given | |
32:10 | as as a model . And because we can write | |
32:13 | the sent the words the sentences either starting with the | |
32:17 | superlative or starting with the animal . I have one | |
32:20 | example . I love it here . So strong bird | |
32:24 | , bald eagle . Keeping those words in the same | |
32:27 | order . The strongest bird is the bald eagle , | |
32:31 | giraffe , tall animal . Now we're going to start | |
32:34 | with the animal . The giraffe is the tallest animal | |
32:39 | . So let's look at number three . Um Why | |
32:42 | don't some of you write down what you would put | |
32:45 | for number three unusual animal , Duck billed platypus or | |
32:50 | number four ? You could also choose pull the bear | |
32:54 | , heavy bear . So why don't you guys type | |
32:56 | in the comments ? Um either number three or number | |
33:00 | four . What you would write as the answer ? | |
33:03 | Wonderful . Yeah . Let's see . Pat already has | |
33:05 | an answer for us . She wrote the most unusual | |
33:08 | animal is the duck billed platypus . That sounds pretty | |
33:11 | good . Uh huh . Renzo had the same sentence | |
33:17 | . Let's see . I see a lot of people | |
33:23 | writing sentences about the duck billed platypus . Let's see | |
33:26 | . Pat also is writing that the polar bear is | |
33:30 | the heaviest bear . And so as de la Cruz | |
33:33 | , the polar bear is the heaviest bear , awesome | |
33:37 | . Yeah , wonderful response . Let's go ahead and | |
33:41 | click here and we can see the answer , yep | |
33:44 | , you guys get that one right , and the | |
33:46 | next one , the polar bear , the polar bear | |
33:49 | is the heaviest bear , awesome . Okay , so | |
33:56 | and then there would be more , more examples here | |
33:59 | , but that's just a fun way . The nice | |
34:02 | thing about this grammar exercises is the students are enjoying | |
34:07 | writing about the different animals because they're learning about animals | |
34:12 | , but they're also doing grammar at the same time | |
34:14 | and they're practicing their writing skills . So it's it's | |
34:17 | a lot of fun . So let's go to the | |
34:19 | next slide now that we've done grammar and writing our | |
34:24 | next topic is going to be Wildcats . So we | |
34:27 | have the lion , the tiger , the jag wire | |
34:31 | , the cheetah , the cod cod and the bobcat | |
34:35 | . What I do is first have students talk about | |
34:38 | whether they like Wildcats and why ? Just again build | |
34:41 | the context , Get them talking about Wildcats . But | |
34:45 | then I , the second set of questions I wanted | |
34:48 | to ask them is what they think . If we | |
34:51 | can click here to the next one , what do | |
34:54 | you think is the largest , smallest and fastest wildcat | |
34:59 | ? So I want all of you to do first | |
35:01 | is I want you to type in what you think | |
35:04 | is the largest wildcat of these six . Which one | |
35:08 | is the largest ? Go ahead and type your answers | |
35:10 | . Yeah . What do you think ? Everybody , | |
35:12 | which one of these is the largest or the biggest | |
35:16 | ? Um Farida says the lion um iman says the | |
35:23 | tiger Jessica , the lion , Great short says the | |
35:30 | lion is the laziest . Can jesus says the tiger | |
35:37 | . So I think a lot of people are saying | |
35:39 | like lion or tiger , that's typical most of the | |
35:43 | time . Most people think the lion or the tiger | |
35:46 | is the largest . Um What about the smallest ? | |
35:49 | Which one do you think is the smallest ? Yeah | |
35:52 | . What do you think everyone , Which one of | |
35:54 | these is the smallest ? Which one is the smallest | |
35:58 | wildcat in the bunch ? Let's see . We have | |
36:03 | actually a few people who are switching over to the | |
36:06 | second to the next one which is the fastest is | |
36:09 | the cheetah . So a lot of people are saying | |
36:13 | that one , what do you think is the smallest | |
36:15 | one ? Everybody ? Let's see . Um Deana says | |
36:20 | the smallest is the bobcat . And so does the | |
36:24 | ali . And so so so yeah , I think | |
36:29 | a lot of people are saying the bobcat is the | |
36:32 | smallest one . Okay , so this is just making | |
36:36 | predictions . And one of the things that I always | |
36:40 | like to focus on with predictions is it doesn't matter | |
36:42 | if the answer is correct or not , it gets | |
36:44 | , it builds the interest and it gets to students | |
36:47 | engaged . And so what I usually do is is | |
36:50 | have students raise their hand , I'll say who thinks | |
36:53 | the lion is the largest and then people will raise | |
36:56 | their hand and then who thinks the tiger ? And | |
36:58 | so that way we can kind of see that there | |
37:00 | is some variation , just like some of you have | |
37:02 | some variation here . So once we do this , | |
37:06 | now we're going to get into the reading activity . | |
37:10 | And this is a reading jigsaw . Um I haven't | |
37:13 | uh an article I wrote about Wildcats which describes the | |
37:18 | largest , the smallest and the fastest . So I'm | |
37:21 | going to put students into groups of three and In | |
37:26 | the group of three , each student will get a | |
37:29 | slip of paper with information about one of the cats | |
37:34 | . So if Cates my team so I might get | |
37:37 | information about the smallest kate might get information about the | |
37:41 | largest and Jose might get information about the fastest . | |
37:47 | Okay , so we each have a slip of paper | |
37:50 | and so we want to think about which type , | |
37:52 | Where do they live ? So where is the where | |
37:54 | they live ? And finally under interesting information , I | |
37:58 | want the students to look for three pieces of interesting | |
38:01 | information . So if we click to the next slide | |
38:04 | , this is my slip of paper that I got | |
38:08 | . My slip of paper only gives me information about | |
38:11 | the cod cod . The smallest wildcat . So the | |
38:14 | smallest wildcat is the cod cod , which lives in | |
38:18 | the Andes Mountains in chile and Argentina in South America | |
38:24 | Cod cod only weigh about 2-2 and a half kg | |
38:28 | . They have excellent eyesight and hearing . Their favorite | |
38:32 | fruits are birds and small rodents when they are in | |
38:36 | danger , they climb trees for safety . Cod codes | |
38:40 | are rare and there are only about 10,000 of them | |
38:44 | . So this is what I read . I do | |
38:47 | not see the other two . I'm only going to | |
38:49 | look at mine . I'm going to be an expert | |
38:51 | on the smallest cat . So if we go to | |
38:53 | the next slide , this is my worksheet . This | |
38:56 | is the information I'm going to fill in . So | |
38:58 | the type of cat I put cod cod and then | |
39:02 | where do they live ? Um , Andes Mountains in | |
39:06 | south America . And interesting information . I have . | |
39:11 | The students pick three things . So there are more | |
39:13 | than three , but I let them pick three . | |
39:15 | So I chose , they weigh only 22 2.5 kg | |
39:19 | . Excellent eyesight and hearing and only 10,000 of them | |
39:22 | . So I collect this information . Then now we | |
39:28 | get into a listening and speaking activity with writing where | |
39:33 | ? No , we're still back at the former slide | |
39:35 | . Previous slide . Yes . So what I'll do | |
39:38 | now is I will talk to my teammates and ask | |
39:42 | questions . Um , so that I can complete the | |
39:45 | charts . I might say kate or who , what's | |
39:48 | the largest cat ? And kate will say it is | |
39:50 | the Siberian Tiger . So we can , Yeah . | |
39:55 | So we can ask each other questions to complete the | |
39:59 | chart without copying each other's charts . We don't want | |
40:02 | to copy , we want to actually ask questions and | |
40:04 | then , right , so then we complete the chart | |
40:07 | . Now . We are experts on three kinds of | |
40:09 | cats , even though we only read about one kind | |
40:12 | . Isn't that cool ? Very cool . Mm . | |
40:15 | Once we're done with that , the students can read | |
40:18 | the whole article about cats , but they're already already | |
40:21 | have a lot of the information . So it makes | |
40:23 | , makes the reading a bit more interesting and it | |
40:26 | makes it easier because they've already talked about the three | |
40:28 | kinds of wild cats . So that's a reading jigsaw | |
40:31 | . This can be done with all kinds of readings | |
40:34 | and sometimes you can have two students doing a reading | |
40:36 | jigsaw . You might have four , depends on the | |
40:39 | reading that you're using . So anyway , so let's | |
40:42 | go on to the next uh yeah , it's a | |
40:48 | nice little comments here . America says that the jigsaw | |
40:53 | permits us to use different skills since there's an information | |
40:57 | gap which is great comment and actually is a nice | |
40:59 | connection to our previous webinar where our presenter talked a | |
41:03 | bit about information gap activities . Um and then we | |
41:07 | have another one . Yeah , definitely . Yeah . | |
41:10 | Go ahead . Sorry , another comment from marianna who | |
41:15 | says we could also help we could maybe incorporate flashcards | |
41:20 | into this activity . So that's a great idea to | |
41:24 | definitely Yeah , great ideas . And yeah , this | |
41:27 | idea of it being an information gap , information gaps | |
41:30 | for students to communicate . So even though it's a | |
41:34 | reading activity , it's actually an information gap which is | |
41:37 | what I said with listening . They're speaking they have | |
41:39 | to read , they have the right so and we're | |
41:41 | using the grammar . So in this one activity we're | |
41:43 | using all of the skills . Just in that one | |
41:45 | activity . The next activity focuses on listening . And | |
41:53 | um our topic is going to change from wild cats | |
41:56 | , two birds and we have four birds here . | |
41:59 | We have the ostrich , the vulture , the hummingbird | |
42:02 | and the falcon . What I would do is kind | |
42:04 | of what we did before . We're not going to | |
42:06 | do this now because of time . But the students | |
42:08 | would talk to each other and make predictions again . | |
42:12 | What they think is the largest bird , the smallest | |
42:15 | , the fastest and the highest flyer . And again | |
42:18 | I would have raised hands like who thinks that the | |
42:20 | largest bird is the ostrich , Who thinks it's the | |
42:22 | vulture ? So again this builds interest and lets us | |
42:27 | get prepared for the listening . So we're going to | |
42:30 | start with global listening which is on the next slide | |
42:36 | . Global listening is listening for main ideas or main | |
42:40 | concepts . So in this chart we have the ostrich | |
42:44 | , vulture , hummingbird and falcon . And then we | |
42:48 | have largest birds , smallest bird , fastest flyer , | |
42:51 | highest flyer , fastest runner , smallest eggs and heaviest | |
42:56 | bird . So what I will do is I will | |
42:59 | read a presentation to the students about birds and while | |
43:03 | I read they're going to put a check mark or | |
43:05 | a tick in the correct space based on um where | |
43:12 | the correct answer is . So this is kind of | |
43:14 | a fun . They don't have to write much . | |
43:15 | That's just all they have to do is put a | |
43:16 | little check mark . So I'm only only going to | |
43:19 | do the beginning of the presentation because we don't have | |
43:22 | a lot of time . But this will at least | |
43:23 | let you see . And we're going to imagine that | |
43:26 | kate is going to put a checkmark when she hears | |
43:29 | the correct answer is everybody ready ? So good afternoon | |
43:33 | everyone , thank you for coming to my presentation . | |
43:36 | My name is deter brune and I am an expert | |
43:40 | on birds . Today . We're gonna learn about some | |
43:44 | really interesting birds and I think you will learn a | |
43:47 | lot in my presentation . Let's start with the largest | |
43:52 | bird . The largest bird is the ostrich . Ostriches | |
43:58 | can be as tall as three m in a addition | |
44:03 | . Ostriches are also the heaviest bird , And they | |
44:06 | can weigh up to 145 kg . In addition , | |
44:14 | ostriches are the fastest runners of all birds . In | |
44:18 | fact , they can run 70 km/h . Let's move | |
44:24 | on to the smallest bird . The smallest bird is | |
44:28 | the hummingbird . That that that okay , so you | |
44:32 | get the idea , I'm not gonna do the whole | |
44:35 | thing and if we click again , we'll see all | |
44:38 | the answers . But we're going to we're going to | |
44:41 | um not worry about that , but that's the global | |
44:46 | listening . So let's go to the next slide and | |
44:49 | we'll get to detailed listening . In the detailed listening | |
44:55 | section . I go through the questions first with the | |
44:58 | students so they know what to listen for here . | |
45:02 | I only have two examples . Um when I'm actually | |
45:06 | doing this , I'll have I'll have maybe six or | |
45:08 | eight questions , but this is just to for a | |
45:10 | sample . But in this case , for example , | |
45:13 | before we learned that the ostrich is the fastest runner | |
45:17 | in the detailed list , saying it's how fast can | |
45:20 | an ostrich run , 17 , 70 or 170 km/h | |
45:26 | or what is true about hummingbirds ? So these are | |
45:29 | sample questions . They'll listen to the presentation again and | |
45:34 | they'll circle the correct answer . Okay , so that's | |
45:37 | more for the detailed so again , global listening and | |
45:41 | detailed listening . Okay , so let's move on . | |
45:46 | Any questions so far comments about , Well , we've | |
45:49 | done so far just a lot of people excited about | |
45:54 | the birds in the comments . So I really like | |
45:58 | this activity . They're fine . Well let's move on | |
46:03 | to the next activity which is a reading really . | |
46:09 | This is one of my all time favorite activities . | |
46:13 | I love this activity . The context , the topic | |
46:17 | that we're going to use for this activity is sharks | |
46:22 | . Uh huh . And what I like to do | |
46:26 | is start with again a discussion so the students can | |
46:31 | talk and have a dialogue about this . But do | |
46:34 | you like sharks ? Why are why not ? Are | |
46:38 | you afraid of sharks ? Sharks ? Why are why | |
46:41 | not ? How many different kinds of sharks do you | |
46:43 | think there are ? What I'd like all of you | |
46:46 | to do is focus on question # three . Which | |
46:51 | is how many different kinds of sharks do you think | |
46:55 | there are ? I want you to just take a | |
46:58 | yes and type it in the comment box . Whatever | |
47:01 | you think It looks like you're shiro thinks around 500 | |
47:07 | . Great . What other answers do you think ? | |
47:09 | How many different kinds of sharks are there ? And | |
47:11 | we did have a nice comment from Gabby about the | |
47:15 | previous activity that the check chart is very practical . | |
47:19 | Um , Next way to incorporate that global listening practice | |
47:25 | . Let's see . Ali . Ali says I love | |
47:28 | sharks . There are more than 360 species and France | |
47:33 | says , oh no sharks any other numbers without without | |
47:38 | getting on your phones and looking at google . Exactly | |
47:42 | . That's the hard part . In a says hundreds | |
47:45 | . Uh let's see . Monica says 300 de la | |
47:51 | Cruz says over 400 Elizabeth says maybe 50 . So | |
47:56 | lots of great responses . Everyone thanks for participating . | |
48:00 | Yeah . And the thing I like about predictions is | |
48:02 | that you get a range . I've had a range | |
48:05 | one time I did this and one student said there's | |
48:08 | one kind of shark . Another woman said like 1000 | |
48:11 | . So you get all kinds of numbers . But | |
48:14 | it builds this is designed to build the excitement and | |
48:18 | to build the interest . Okay . So we have | |
48:22 | a lot of different numbers . We don't know the | |
48:23 | answer yet , but at some point we will find | |
48:27 | out which is a lot of fun . Okay , | |
48:30 | so after the discussion , what we'll do next is | |
48:34 | we're going to move on to some predictions . And | |
48:39 | in the predictions , the first prediction is kind of | |
48:42 | what I asked you on the last slide , which | |
48:44 | is how many different kinds of sharks are there ? | |
48:48 | Do you think they're 25 150 . 50 or 500 | |
48:54 | ? Go ahead and type in the comment box . | |
48:56 | How many you think if you think it's a . | |
48:58 | B or C . 25 ? 1 50 or 500 | |
49:02 | What do you think everyone for ? Now ? We | |
49:04 | are looking at the multiple choice question . The answer | |
49:08 | is a B or C . Yoshiro is sticking with | |
49:13 | his 500 , which is uh see very nice . | |
49:16 | Dylan for you says . See leah Jimenez says be | |
49:20 | by South says B . Dora Linda says , I | |
49:24 | think there are 500 species or 500 types . And | |
49:28 | you're Han says she thinks 150 . So lots of | |
49:32 | different responses . Great job , everybody . Great . | |
49:35 | And that's normal with this . Usually , usually we | |
49:38 | get a range . You know , some people pick | |
49:39 | a some pick be some pixie . Okay , we're | |
49:42 | not I'm not going to tell you the answer . | |
49:44 | Now . We're going to do another prediction , Which | |
49:48 | is # two . What is the largest shark ? | |
49:52 | What do you guys think ? Is it the great | |
49:54 | white shark ? The whale shark or the bull shark | |
50:00 | ? All right . What do you think ? Everybody | |
50:02 | , Which one is the largest shark ? The great | |
50:04 | white shark , the whale shark or the bull shark | |
50:08 | ? Let's see what answers you have . Gabby says | |
50:11 | the whale shark is the largest shark . Um , | |
50:15 | let's see . Uh , Acela says , be the | |
50:21 | whale shark . Renzo says the great white shark . | |
50:25 | So lots of different responses option also thinks it's the | |
50:28 | whale shark . Great , thank you . Hey , | |
50:32 | thanks . So normally I have about nine questions that | |
50:36 | I normally ask here , but again , I'm just | |
50:37 | showing you two of them just to get the idea | |
50:40 | of what this done . So this builds interest , | |
50:42 | students are predicting , but they don't know the answer | |
50:45 | , right ? We're getting different answers . So what | |
50:48 | we do next is we actually go to the reading | |
50:50 | relay and the way the reading really works is um | |
50:55 | , I have the class divided into small teams . | |
50:58 | I usually for this activity , do teams of three | |
51:02 | . Um just because I I usually have nine questions | |
51:05 | , so each student will get three and the teams | |
51:08 | and then depending on how many teams I have , | |
51:11 | I will tape one copy of the article on the | |
51:14 | wall for each team . So , Um , if | |
51:18 | for example , I have 30 students in my class | |
51:21 | and I have 10 teams , I will have 10 | |
51:24 | articles on the wall . Um if I have , | |
51:28 | I did this at a conference one time and I | |
51:30 | had almost 200 people in the room . So I | |
51:33 | had 200 people doing this activity . So this works | |
51:37 | . It doesn't matter how many students do you have | |
51:39 | ? I know this is was one of the questions | |
51:41 | at the beginning . Um The more students , you | |
51:44 | have , the more articles you can tape on the | |
51:47 | wall then the way this works is the students will | |
51:52 | have a sheet with the questions on they predicted before | |
51:56 | , but now they actually are going to find the | |
51:58 | real answers and they're going to take turns running to | |
52:02 | the wall to find the answer . This is a | |
52:04 | scanning activity . It practices scanning skills . So let's | |
52:09 | say I have question number one , um , which | |
52:12 | is , uh , what is , how many different | |
52:15 | kinds of sharks are there ? I'm going to run | |
52:17 | to the wall . I'm going to look at the | |
52:19 | article and then I am going to find the answer | |
52:25 | . I'm going to come back to my team and | |
52:28 | tell them the answer and we're all going to circle | |
52:31 | the answer . So everybody is engaged , even though | |
52:34 | I personally was the one who found the answer . | |
52:37 | All of us are circling the answer . Then kate | |
52:40 | will answer number two , For example , what is | |
52:42 | the largest shark ? She's going to run to the | |
52:45 | wall and find the answer . So basically we take | |
52:49 | turns , the fastest team with all correct answers wins | |
52:53 | . Okay . So if our team is fastest will | |
52:57 | say bingo when we're done and then when everybody's done | |
53:01 | , we'll go through them and the fastest team with | |
53:04 | all the correct answers wins . So sometimes a team | |
53:09 | is fast , but they make mistakes . So this | |
53:12 | is really fun because it engages the team . The | |
53:15 | students are up there running . It's a competition , | |
53:18 | but it's also very exciting . It's a high energy | |
53:21 | activity . So that's how the reading really works . | |
53:25 | And if we go to the next page , the | |
53:27 | first question I ask you is , how many different | |
53:29 | kinds of sharks are there ? And the answer is | |
53:32 | 500 . When I first created these materials , the | |
53:36 | answer was 350 . So the number of sharks that | |
53:41 | we know about is increasing . Um I just read | |
53:45 | an article two days ago , they found four species | |
53:50 | of crawling sharks , sharks that used their fins to | |
53:53 | crawl on the bottom of the ocean , four of | |
53:56 | them in near Australia , I think it was . | |
53:59 | So that was four new species . So That's exciting | |
54:03 | . Right ? So they're fighting now . There are | |
54:05 | 500 . And what is the largest shark ? The | |
54:07 | answer is the whale shark is the largest shark , | |
54:12 | and also the largest fish . So this is fun | |
54:17 | . And we found the answers and then we're going | |
54:20 | to compare , see if we got them . All | |
54:22 | right at the end . So that's how are reading | |
54:24 | really works . Once we do the reading relay , | |
54:28 | we can read the whole article . Um Again , | |
54:32 | we have a lot of information from the relay . | |
54:35 | Now we have some expertise on sharks . It's fun | |
54:39 | to read the whole thing because some of that information | |
54:41 | we already know . Okay , so let's move on | |
54:45 | to the final piece here , which is writing and | |
54:50 | presentations and I put these together because we're going to | |
54:55 | use a worksheet that we can use either for writing | |
54:58 | or we can use that worksheet to help us with | |
55:01 | presentations . And what happens is students will choose a | |
55:05 | type of animal that interests them , like bears , | |
55:08 | dogs , turtles , snakes , bats , butterflies , | |
55:13 | um Anything you can imagine , we don't want them | |
55:16 | to name a specific thing . We don't want them | |
55:18 | to say a cobra , which is a kind of | |
55:20 | snake . We want them to pick the larger type | |
55:23 | of animal . So horses , anything that's big like | |
55:27 | that , then they're going to choose three superlatives that | |
55:32 | they want to . So let's say for me I | |
55:34 | decided to pick snakes . Okay now I'm going to | |
55:38 | choose three superlatives , like largest , smallest , most | |
55:43 | dangerous , dangerous . Um I could do heaviest , | |
55:47 | I could do most interesting . Um If you're doing | |
55:52 | dogs , you might do fastest . So you just | |
55:54 | , the students decide which three they want to use | |
55:58 | . Then they're going to write those in their worksheets | |
56:01 | and then they're going to right where the species lives | |
56:05 | . So for example where this particular type of snake | |
56:09 | lives and three interesting facts very similar to what we | |
56:11 | did with the , with the Wildcats . But now | |
56:15 | we're creating our own information and doing our own research | |
56:19 | and then they're going to use this information for presentations | |
56:23 | or writing or both . So if we go to | |
56:25 | the next page we can look at what the worksheet | |
56:28 | looks like . So at the top we have the | |
56:30 | type of animal . And then for me I'm going | |
56:34 | to choose the largest , the smallest and the most | |
56:37 | dangerous . But I could choose fastest . I could | |
56:40 | choose whatever I want . But those are the three | |
56:42 | I'm going to choose and then there's a space for | |
56:45 | where they live and three points for three interesting facts | |
56:51 | . So let's go ahead and click and this is | |
56:52 | the information that I'm getting . So the largest snake | |
56:56 | is the green anaconda lives in south America . The | |
57:01 | Green Anaconda can weigh 550 kg . They spend most | |
57:05 | of their time in the water and they kill their | |
57:07 | prey by squeezing or crushing it . I'm going to | |
57:12 | do the same thing for the smallest snake , which | |
57:14 | is the Barbados thread snake . I'll add in the | |
57:17 | information as well as the most dangerous , which is | |
57:19 | the inland type end . So at the end I | |
57:23 | will have a worksheet with all of this information . | |
57:27 | I can then take this information and use it for | |
57:30 | writing . So if you think about our reading on | |
57:34 | Wildcats , I can use that as a model . | |
57:37 | But now I'm going to write about snakes . Uh | |
57:42 | , for presentations , we can think about the presentation | |
57:46 | on birds , we can use that as a model | |
57:49 | and I could give a presentation on snakes for example | |
57:52 | . Good afternoon everybody . Thank you for coming to | |
57:55 | my presentation , My name's theater . And today I'm | |
57:57 | going to talk to you about snakes and then I | |
57:59 | can go through my presentation . So this worksheet works | |
58:03 | great for both of those . Anyway , so that | |
58:06 | kind of covers this less than this lesson is actually | |
58:10 | something you would do over a number of days . | |
58:13 | As you can see . It's a lot of material | |
58:15 | . It's more like a unit , but it includes | |
58:17 | listening , speaking , reading , writing , grammar , | |
58:20 | and over the course of several days you can do | |
58:22 | and if you're doing presentations that will take even more | |
58:25 | days . But it's a way to show you how | |
58:27 | you can do this at a more intermediate to higher | |
58:31 | level . Let's go to the next slide just to | |
58:34 | kind of summarize before we get to questions . So | |
58:38 | today we learned that the challenges associated with combining all | |
58:43 | the skills can be overcome . Also that listening , | |
58:47 | speaking , reading , writing and grammar can successfully be | |
58:51 | integrated into fun and engaging lessons like we saw today | |
58:55 | third , that activities can be adapted to different contexts | |
58:59 | and different levels and finally , student motivation and learning | |
59:05 | will be enhanced . So using these kinds of activities | |
59:08 | get students more motivated which helps them learn . So | |
59:12 | before we finish , I just want to go to | |
59:14 | the next slide and ask if there are any final | |
59:17 | questions or comments that you would like to share . | |
59:20 | Ideas . Yeah . Thanks for that wonderful presentation deter | |
59:24 | what questions and ideas do you have for us ? | |
59:27 | Everyone . Let's say we have some really nice um | |
59:31 | comments that we've been collecting , Merica says and I | |
59:35 | think she's really talking about the reading relay activity , | |
59:39 | that it's a very nice activity that involves physical movement | |
59:43 | . Um And Rose says the reading relay can also | |
59:47 | be used in different subjects . Great . And um | |
59:51 | Deana wrote that reading relays help students reinforce their skimming | |
59:55 | and scanning skills . That's great . Excellent . Um | |
59:59 | Let's see one question from Jemima , which I believe | |
60:02 | was about the present , the researching the type of | |
60:07 | animal and then doing a presentation was how much time | |
60:11 | would you a lot for that lesson ? Um That's | |
60:15 | a great question . The actual research piece and this | |
60:19 | is something that it would depend on your context . | |
60:22 | Do you have access to computers ? Do the students | |
60:25 | have access ? How can they get the information ? | |
60:28 | Um you could assign that for homework , for example | |
60:32 | ? Um They could , homework would be to find | |
60:34 | the information and fill in the worksheet . Um so | |
60:38 | it depends on how you want to structure it . | |
60:40 | Um if you have access to a computer lab at | |
60:43 | school , you could have the students there and maybe | |
60:46 | give them 30 minutes or something to find all the | |
60:48 | information that they need . Um so it kind of | |
60:51 | depends on the situation . Um the big thing is | |
60:55 | taking that information and then converting it into a writing | |
60:59 | or into the presentation and that could also be to | |
61:03 | some degree done at home or you could do class | |
61:06 | time or a combination of both . A great question | |
61:11 | . Great . And let's see , we have a | |
61:12 | couple of really nice um , accolades here , let's | |
61:17 | see . Um wow , really nice idea to make | |
61:20 | students happy to write about any animal they like . | |
61:23 | That was from Lowestoft . So thank you for that | |
61:27 | . And let's see an amazing session as always deter | |
61:30 | you are simply wonderful . Thank you so much from | |
61:34 | Thank you . And yeah , and also from Pat | |
61:39 | , this is a very practical weapon are I love | |
61:42 | it . So I think in a lot of people | |
61:43 | are writing . Thank you . So , really wonderful | |
61:46 | session today , date are we really appreciate it and | |
61:49 | I think a lot of us have some great ideas | |
61:51 | that we can use in our classrooms in the next | |
61:53 | couple of days or weeks . Yeah , thank you | |
61:57 | everybody for joining and for participating and sharing and asking | |
62:01 | questions and Keep in mind that these are two sample | |
62:06 | lessons , but you can adapt this to other contexts | |
62:10 | . Today we focused on animals , but this can | |
62:12 | be , these types of activities can be used in | |
62:14 | all types of context . So I wish you all | |
62:17 | the best of luck . I hope that you can | |
62:20 | implement these ideas in your classes and that your students | |
62:23 | will love them and learn a lot . So thank | |
62:26 | you so much . I appreciate your time . Thank | |
62:28 | you kate for moderating . I appreciate that . To | |
62:31 | definitely thank you so much . So yes , that | |
62:36 | concludes our session for today . And once again we | |
62:38 | want to thank our presenter dieter for explaining these key | |
62:41 | concepts related to integrating skills in our classrooms with some | |
62:46 | really practical ideas for how to do so . And | |
62:49 | as always we want to thank you are wonderful , | |
62:51 | wonderful audience for your great participation . |
DESCRIPTION:
This session is part of the American English Live! teacher professional development series. The webinar will address an integrated approach to teaching speaking, reading, listening, writing, and grammar skills. First, we will identify some challenges associated with combining language skill areas, and weâll discuss ways to overcome these challenges. Next, we will explore how to develop and implement a variety of multi-skill instructional options including meaningful grammar activities, dynamic reading relays and jigsaws, interactive writing games, engaging speaking activities, and high-interest listening tasks. By the end of the session, participants will have developed a toolkit for conducting more interactive, learner-centered lessons that motivate students and hold their interestâteachers will be ready to adapt and use these innovative ideas immediately!
OVERVIEW:
AE Live 7.2: Integrated Skills - Combining Listening, Speaking, Reading, Writing and Grammar is a free educational video by .
This page not only allows students and teachers view AE Live 7.2: Integrated Skills - Combining Listening, Speaking, Reading, Writing and Grammar videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.