Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘screencast’

Easy Technology for the EFL Classroom

I did a special seminar for teachers at IH Brno today, based on easy-to-learn, easy-to-use technology that they could incorporate into their teaching. Here is the presentation, complete with clickable links:

All of the links and a lot of the ideas came from Twitter, which I would highly recommend joining if you’re not on there yet (see this post for more information)

Please let me know what you think, as well as if you have any extra ideas you can add to the mix.

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Twitter and Screencasts as texts

As a pre-session CAM task, we have been asked to choose one written and one spoken text-type and come up with a plan to develop a (theoretical) one-to-one student’s receptive skills relating to these text types. This is my attempt:

Written: Twitter conversations

  • Genre features: short messages. Between typical spoken and written style. Generally quite informal. Many abbreviations / codes. Use of ellipsis to shorten texts (only 140 characters are allowed)
  • Schemata: SS needs to access Twitter schema (i.e. Twitter-specific lexis), plus schema related to the type of conversations they follow (i.e. celebrity chat, teachers, businessmen)
  • Sub-skills:
    • Identifying the topic of the text and recognising topic changes.
    • Identifying text-type and the writer’s purpose. (i.e. giving information, asking for help, encouraging support for a cause)
    • Inferring the writer’s attitude. (helpful, humorous, sarcastic)
    • Understanding text organisation and following the development of the text.
  • Strategies needed:
    • Activating background knowledge of the topic before reading the text.
    • Guessing the meaning of unknown words from context.
    • Seeking clarification.
    • Indicating lack of comprehension.
  • How to develop these skills:
    • First, focus on Twitter lexis (RT, ff, via, blog, post, mention, hashtag, tweet, feed)
    • Find out from the student what kind of people they follow. Divide them into groups by the function of their tweeting e.g. Do they generally tweet ideas? links? information? Work with the student to show them how this can help them to understand the messages.
    • Choose some of the conversations which the student has tried to follow. Work with them to look at cohesive devices throughout the text.
    • Using the same conversations, examine how the writer has shortened the text to fit the 140-character limit.
    • Look at example tweets from their feed and examine the writer’s attitude in each. Identify keys to recognising this attitude, including words, knowledge of the writer (are they known to be e.g. left-wing), pragmatics.

Spoken: Screencast tutorials.

  • Genre features: Supported by visuals. May include some technical language. Imperatives and other instruction-giving structures (If you click here…) Computer lexis.
  • Schemata: Computing schema, schema related to specific tool (e.g. voice-recording software), instruction-giving schema
  • Sub-skills:
    • Perceiving and distinguishing between different sounds.
    • Dividing speech into recognisable words or phrases.
    • Distinguishing between given and new information.
    • Using discourse markers and context clues to predict what will come next.
    • Guessing the meaning of words and expressions.
    • Identifying key information and gist.
  • Strategies needed:
    • Activating background knowledge of the topic before starting to listen.
    • Using non-linguistic information (situation, context, etc.) to predict what will be heard.
    • Using non-linguistic visual clues to help infer meaning.
  • How to develop these skills:
    • Focus on computing lexis, especially related to navigating on-screen (click, hover, press, button, cursor, mouse, upload, download)
    • Watch screencasts with student highlighting instances of these words.
    • Study different methods of giving instructions (imperatives, first conditional…)
    • Watch screencasts focussing on the instruction language.
    • Watch screencasts without sound to predict the content.
    • Transcribe a screencast to work on sound distinctions / divisions.
    • Use the transcription to study discourse markers / cohesion.

Has anyone focussed on these as text-types in the classroom? I’d be interested to know if my strategy reflects your own.

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