Sunday, 19 February 2012

websites for teaching and learning

(from an inset I did in August 2010...)


for picutres/clip art:

To copy:
- right click and click on Save Image As

Open WORD document:
- drag+drop image from file onto page
- or click on Insert, then Picture, then From File/ClipArt
- click on Clips Online for more from Microsoft::

Or open PUBLISHER document:

Or use freeware publishing tools:

for photos:

(format can be changed)


To copy using Keyboard Shortcuts:
- press down Ctrl+A keys to highlight
- press down Ctrl+C keys to copy
- open WORD document
- press down Ctrl+V to paste

Or, if Firefox/Internet Explorer:
- click on File and open Print Preview
- format page to be printed with Page Setup


(right click and click on Save Target As)

(British Council)

to search:

to save:

To save audio/video files:
- copy URL/full web address
- paste in keepvid URL
- click on download
- click on Save File (not Open!)
- play file on media player
- or open Downloads window, right click on file, click on Open Containing File

Or use freeware media player for MP3 files:



(use Search facilities on each website)

(British Council)

(ID:18254 - password:sis)

(Search example:)




some video links

Francis Eales' Highly Recommended:

Designing Authenticity into Language Learning Materials: Freda Mishan, 2005: intellect

Jamie Keddie’s : has lessons based on Youtube videos.
For example:
© Frances Eales February 2012

From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'

using video podcasts for listening and to generate speaking

a) Listening and language development:

Real English for real situations:

The Speakout series: podcasts are available on (though without the running scripts, available in the DVD rom at the back of the book)

> Ask students questions from the podcast to orientate them to the theme.
> Students watch part and do a very simple task, e.g. ‘Put your hand up each time you agree with the people.’
> Students watch again and after each person recode what was said to a partner
> Students do a series of comprehension tasks, e.g. T/F, matching opinions to people etc.
> Students follow the podcast with script asking the teacher to replay parts as needed
> Focus on language features, e.g. the use of fillers and vague language; the use of the glottal stop in some accents; the occurrence of an item of spoken grammar, etc.
> Students are set homework tasks to watch podcasts independently, where possible, simultaneously following scripts.
> Students discuss the topics, practising the language feature focussed on earlier

b) Generating speaking inside the class:
> In groups students prepare to make a parallel video podcast; monitor and help with language; allow rehearsal time.
> Some students are directors (they may not want to be filmed); they work together practising with phonecams or flipcam, then take the films.
> Playback and feedback on what was good,  explore and teach from emerging language; focus on a few areas where students were making below level errors.

c)  Generating speaking outside the class:
> Students record themselves speaking either on (audio via computer)
or (video via computer webcam) and email the link to their teacher.
> Students make films outside class, e.g. their teacher, other people in the school, their host family, asking the same questions, then bring their films to class AND/OR learners as a class undertake a project, e.g. making short video films around the area
> The films are shown in class – further language work as relevant.
> Films or written work on the topic can be uploaded e.g. to
or an unlisted youtube site or a class wiki; podcasts made via
> Any recordings and films can be kept as a reference to show students’ progress and language development

From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'

integrated skills lessons


> Select a short video extract; give a very easy, authentic task for first watching.
Because teachers and students need to be aware of the importance of context.

But let's experiment: START WITH THE SOUND.
This is in Arabic: Don't look at the video; only listen and guess what it's about:

> Set relevant language focus tasks, e.g:  My Worst Week tasks from the previous post:


> Design a scaffolded speaking task related to the video:

a) A video about Second Life: design your own avatar:
Or a website about furniture: design your own wardrobe/room:
Or a video on how to 'Make your own home made board game for 99 cents':

b) Any favourite video moment: Sts describe a favourite film/TV moment:

c) A video about Google: Sts present a money-making idea.

Or a video about team building: Ss come up with their own idea.

> Design a writing task related to the video:

Watch a short indie film and comment on it:

a) Sts write an online profile;
b) Sts write a forum entry describing their favourite film or tv scene; 
c) Sts outline their money-making idea for a website competition. 

From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'

activities to support comprehension of authentic videos - part two



> predicting:

Whispering partners: as students watch the video, if they think they know what’s going to happen, they whisper it to their partner. This task reflects authentic experience when watching videos involving an element of suspense or comedy.

play from 3.20:

play from 1.00:

Worst Week of My Life: BBC


> task types:

to cope with challenging authentic ‘chunks’:
Who says this? Howard (H), Eve (E) or Mel (M)?
a) ‘It’s been in Mel’s family for 150 years. They have this rather charming tradition where they (uh) pass it down from generation to generation.’
b) ‘I always wanted a fairy-tale wedding of my own.’ etc.

to focus on useful phrases and chunks for language development:
2 Listen and underline the correct alternative.
a) Try it / Try it on. See what it feels like.
b) I’ve got to rush / dash.

to exploit the dramatic/emotional/affective aspect of the extract:
3 Complete the sentences about how the characters felt.
a) Mel is worried about...
b) Eve is impressed when she sees... etc.


> focus on comprehension, then speaking: 

In the Hot Seat: Ask learners to adopt a character from the video and assume their identity. They watch and then in same-role groups describe what happened, how they felt, what they’re going to do next, what happened before the incident, as relevant. They also write questions for other characters.    Volunteers then come to the front of the class or their group to sit 'in the hot seat' where they can be quizzed or interviewed by the rest. (Thanks to Jane Sherman who showed this activity many moons ago).

Dubbing: turn the sound down and students ad lib their character’s part.

From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'

activities to support comprehension of authentic videos - part one



> predicting:

What's this film? And what happens in it?

Wordle: clue: hitchcock

And in more detail:

Wordle: hitchcock's vertigo

And the film is:

Trailer from
Or from where there are lots of tools for teacher and student.
For example:

Use key-words for prediction
Go to Internet Movie Database (IMDB) 
At the top, type in a film title under Search.
Scroll down to right-hand bar for Quick Links.
Select Plot Keywords.  
Then select words to be used in conjunction with the trailer. 

Create a WORD CLOUD (part two): 
Go to Wordle:
Create a word cloud - paste your selection of words in – forma,t font and layout.
Do a screengrab. 
(by using the FN + PRTSC keys on your keyboard, then copying to Windows Paint:
click here for help:
Or save onto public board as a permanent link.
Word clouds can be used for prediction for any video extract with a clear storyline. Students predict the content and then watch and check.


> task types:

Watch an extract or trailer from a film/DVD  and discuss personal reactions:

Watch a review on TV/the web:

Read web forum reviews, blogs and comments:

From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'

Saturday, 18 February 2012

word clouds part one

What's all this about?
Try and put together a text using as many of these words as possible:

created at

Then check out this from Express English at:

And what's this story all about?
created at

It's from 6 Minute English at:

To make such a WORD CLOUD:
Go to:
and either paste a text, type in the webpage url or upload a file.
Then press 'visualise'
and save it as htlm embed, have it as full-screen and print it off, or make a pdf out of it.

OR for a groovier layout go to:
and do pretty much the same thing.
But we'll be looking at that later....

demotivational posters


What titles and captions would you give to these?

Make your own at:

Thanks again to Paul at the Globe

Created and added to this blog by my favourite student!