AE Live 7.2: Integrated Skills - Combining Listening, Speaking, Reading, Writing and Grammar - Free Educational videos for Students in K-12 | Lumos Learning

AE Live 7.2: Integrated Skills - Combining Listening, Speaking, Reading, Writing and Grammar - Free Educational videos for Students in k-12


AE Live 7.2: Integrated Skills - Combining Listening, Speaking, Reading, Writing and Grammar - By



Transcript
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
00:54 at this fantastic photo featuring teachers from the Al Fashir
00:58 Sudan viewing group . We love to see our teacher
01:01 participants actively engaged in professional development . So please share
01:05 your photos by emailing american english webinars at FH I
01:10 3 60 dot org or by sharing them on social
01:13 media . If you share them on social media ,
01:16 be sure to tag us at american English for educators
01:20 so that we can see them and hopefully share them
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
01:35 course design and learning through professional networks and communities of
01:39 practice . Which sessions are you most excited about ,
01:43 share your responses in the chat and we hope you
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
02:08 and I as your host , will ask questions and
02:11 make comments as well . But we really hope to
02:13 hear from you our audience so that we can address
02:17 your ideas and experiences . So please please share your
02:21 thoughts , ideas , questions , comments , etcetera in
02:24 the chat box and the comments were excited to see
02:27 what you have to say today . When our session
02:31 comes to a close in about an hour , you'll
02:33 have an opportunity to receive a digital badge for your
02:36 participation . We will share a link in the chat
02:39 box and in the comments and um you just need
02:43 to click on that link and complete a short quiz
02:46 about today's session . You must answer two out of
02:49 three multiple choice questions correctly and once you have done
02:53 so successfully , you should expect to receive your badge
02:57 by email from badger at badger dot io in about
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 .
Summarizer

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 we’ll 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 interest—teachers will be ready to adapt and use these innovative ideas immediately!

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