My favourite band is Bellowhead because they are loud!
The lyrics:
http://lyrics.wikia.com/Bellowhead:New_York_Girls
And at Radio 2, there's a lot of folk music:
http://www.bbc.co.uk/programmes/b01c6hbj
Radio 2 Folk Awards 2012:
http://www.bbc.co.uk/radio2/events/folk-awards-2012/
And to explore:
http://en.wikipedia.org/wiki/English_folk_music
http://en.wikipedia.org/wiki/English_folk_music#Traditional_folk_resurgence_1990-present
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Friday, 24 February 2012
mozart
The BBC's 'Genius of Mozart' festival on Radio 3 last January.
In Discovering Music, Charles Hazelwood takes us through Mozart's Clarinet Concerto:
http://www.bbc.co.uk/music/showcase/collections/p00bpnrx#/clips/p00c3r8c/in/collection/p00bpnrx
Have fun exploring Radio 3:
http://www.bbc.co.uk/radio3/
You can try Classic FM:
http://www.classicfm.co.uk/
http://www.classicfm.co.uk/search/?q=mozart&a=all&o=SERP1&submit-btn=Search
And Simple English Wikipedia:
http://simple.wikipedia.org/wiki/Mozart
And don't forget to watch Milosh Foreman's film 'Amadeus':
In Discovering Music, Charles Hazelwood takes us through Mozart's Clarinet Concerto:
http://www.bbc.co.uk/music/showcase/collections/p00bpnrx#/clips/p00c3r8c/in/collection/p00bpnrx
Have fun exploring Radio 3:
http://www.bbc.co.uk/radio3/
You can try Classic FM:
http://www.classicfm.co.uk/
http://www.classicfm.co.uk/search/?q=mozart&a=all&o=SERP1&submit-btn=Search
And Simple English Wikipedia:
http://simple.wikipedia.org/wiki/Mozart
And don't forget to watch Milosh Foreman's film 'Amadeus':
Sunday, 19 February 2012
websites for teaching and learning
(from an inset I did in August 2010...)
IMAGES
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)
ARTICLES:
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
AUDIO/VIDEO
(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:
CHILDREN
WEBSITES
(use Search facilities on each website)
(British Council)
(ID:18254 - password:sis)
(Search example:)
JOHN’S LIST
A COUPLE OF SUBVERSIVE SITES
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some video links
Francis Eales' Highly Recommended:
Using Authentic Video in the Language Classroom: Jane Sherman, 2003, CUP
http://www.cambridge.org/gb/elt/catalogue/subject/project/pricing/isbn/item1168473/?site_locale=en_GB
http://bilder.buecher.de/zusatz/21/21166/21166016_lese_1.pdf
http://www.developingteachers.com/books/review_uav.htm
Designing Authenticity into Language Learning Materials: Freda Mishan, 2005: intellect
Using Authentic Video in the Language Classroom: Jane Sherman, 2003, CUP
http://www.cambridge.org/gb/elt/catalogue/subject/project/pricing/isbn/item1168473/?site_locale=en_GB
http://bilder.buecher.de/zusatz/21/21166/21166016_lese_1.pdf
http://www.developingteachers.com/books/review_uav.htm
Designing Authenticity into Language Learning Materials: Freda Mishan, 2005: intellect
http://booklens.com/freda-mishan/designing-authenticity-into-language-learning-materials
Russell Stannard’s www.teachertrainingvideos.com demonstrates several websites mentioned
Russell Stannard’s www.teachertrainingvideos.com demonstrates several websites mentioned
Contact Francis via: http://www.eltcommunity.com/elt/groups/speakout
© 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'
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using video podcasts for listening and to generate speaking
a) Listening and language development:
The Speakout series: podcasts are available on http://www.pearsonlongman.com/speakout/ (though without the running scripts, available in the DVD rom at the back of the book)
LukesEnglishPodcasts:
http://www.youtube.com/user/LukesEnglishPodcast?ob=0&feature=results_main
BBC Learning English:
6 Minute English podcast: http://http-ws.bbc.co.uk.edgesuite.net/mp3/learningenglish/2012/01/bbc_6_minute_work_emails_web_120112_6min_english_work_emails_audio_au_bb.mp3
script: http://wsdownload.bbc.co.uk/learningenglish/pdf/2012/01/120112125447_6min_english_work_emails_pdf.pdf
Activities:
Real English for real situations:
The Speakout series: podcasts are available on http://www.pearsonlongman.com/speakout/ (though without the running scripts, available in the DVD rom at the back of the book)
LukesEnglishPodcasts:
http://www.youtube.com/user/LukesEnglishPodcast?ob=0&feature=results_main
BBC Learning English:
6 Minute English podcast: http://http-ws.bbc.co.uk.edgesuite.net/mp3/learningenglish/2012/01/bbc_6_minute_work_emails_web_120112_6min_english_work_emails_audio_au_bb.mp3
script: http://wsdownload.bbc.co.uk/learningenglish/pdf/2012/01/120112125447_6min_english_work_emails_pdf.pdf
Activities:
> 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 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
> 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 vocaroo.com (audio via computer)
or mailvu.com (video via computer webcam) and email the link to their teacher.
or mailvu.com (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 www.linoit.com
> Films or written work on the topic can be uploaded e.g. to www.linoit.com
or an unlisted youtube site or a class wiki; podcasts made via www.audioboo.fm
> Any recordings and films can be kept as a reference to show students’ progress and language development
http://www.youtube.com/watch?feature=player_embedded&v=jaZCe7RL2hM
http://www.youtube.com/watch?feature=player_embedded&v=jaZCe7RL2hM
From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'
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integrated skills lessons
1: START WITH THE VISUAL
> 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:
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:
3: SCAFFOLDING
> Design a scaffolded speaking task related to the video:
a) A video about Second Life: design your own avatar:
http://secondlife.com/
Or a website about furniture: design your own wardrobe/room:
http://www.stegbar.com.au/services/resource_centre/wardrobe_designer/
http://www.girlsgogames.com/game/design-you-own-room.html
http://www.gamesgames.com/game/My-New-Room.html
Or a video on how to 'Make your own home made board game for 99 cents':
http://secondlife.com/
Or a website about furniture: design your own wardrobe/room:
http://www.stegbar.com.au/services/resource_centre/wardrobe_designer/
http://www.girlsgogames.com/game/design-you-own-room.html
http://www.gamesgames.com/game/My-New-Room.html
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.
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:
http://onceaweekfilmfest.blogspot.com/
a) Sts write an online profile;
b) Sts write a forum entry describing their favourite film or tv scene;
http://onceaweekfilmfest.blogspot.com/
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'
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activities to support comprehension of authentic videos - part two
TV
a) PRE-WATCHING/DURING WATCHING:
> predicting:
a) PRE-WATCHING/DURING WATCHING:
> 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
http://www.youtube.com/watch?v=81Q3XQyMCrg
http://www.youtube.com/watch?v=sNkQFKlj_Ag
b) POST-WATCHING
> task types:
> task types:
to cope with challenging authentic ‘chunks’:
1 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.
c) POST-WATCHING
> focus on comprehension, then speaking:
> 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'
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activities to support comprehension of authentic videos - part one
FILMS
a) PRE-WATCHING/DURING WATCHING:
> predicting:
a) PRE-WATCHING/DURING WATCHING:
> predicting:
And in more detail:
And the film is:
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Trailer from http://www.youtube.com/watch?v=D0bV2gh4E7Y
Or from http://www.imdb.com/title/tt0052357/ where there are lots of tools for teacher and student.
For example:
Use key-words for prediction:
Go to Internet Movie Database (IMDB) http://www.imdb.com
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: http://www.wordle.net/
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:
click here for help:
http://video.about.com/graphicssoft/WinXPScreenshot-mov.--8z.htm)
Or save onto public board as a permanent link.
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.
b) POST-WATCHING
> 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:
Write your own forum reviews or write a full exam-type review.
Write a quiz based on the film:
http://www.quibblo.com/quiz/edksR7x/Inception-Movie-Quiz
http://www.ibeatyou.com/quiz/2a8455/inception-2010-movie-quiz
http://www.imdb.com/title/tt1375666/faq
Write a quiz based on the film:
http://www.quibblo.com/quiz/edksR7x/Inception-Movie-Quiz
http://www.ibeatyou.com/quiz/2a8455/inception-2010-movie-quiz
http://www.imdb.com/title/tt1375666/faq
From notes provided by Frances Eales, author of Speak Out! (Pearson):
'Using Videos and Podcasts - The Real World in the Classroom'
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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:
Then check out this from Express English at:
http://www.bbc.co.uk/worldservice/learningenglish/general/expressenglish/2012/02/120213_ee_romance.shtml
And what's this story all about?
It's from 6 Minute English at:
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2012/02/120216_6min_english_cyberwar.shtml
podcast:
http://www.bbc.co.uk/podcasts/series/6min
script:
http://wsdownload.bbc.co.uk/learningenglish/pdf/2012/02/120216153117_120216_6min_english_cyber_attacks.pdf
To make such a WORD CLOUD:
Go to:
http://tagcrowd.com/
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:
http://www.wordle.net/create
and do pretty much the same thing.
But we'll be looking at that later....
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Try and put together a text using as many of these words as possible:
awaiting birthday broke comment complain dinner english explain express feb feeling flowers found friend gift girl girlfriend give going guy happy home house life links london love man moderation people person present really red removed romance romantic roses rules someone special story sure talk things think valentine words wrote yes
created at TagCrowd.com
Then check out this from Express English at:
http://www.bbc.co.uk/worldservice/learningenglish/general/expressenglish/2012/02/120213_ee_romance.shtml
And what's this story all about?
anbarasan answer attacks authorities bangladesh bangladeshi bbc border bye carried claims computers corporation countries cyber cyberspace english ethirajan experts government group hacked hackers hello incident indian information issue jackie kaz latest listen minute months number official originated question recent related report response specify story today war warfare websites world yes
created at TagCrowd.com
It's from 6 Minute English at:
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2012/02/120216_6min_english_cyberwar.shtml
podcast:
http://www.bbc.co.uk/podcasts/series/6min
script:
http://wsdownload.bbc.co.uk/learningenglish/pdf/2012/02/120216153117_120216_6min_english_cyber_attacks.pdf
To make such a WORD CLOUD:
Go to:
http://tagcrowd.com/
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:
http://www.wordle.net/create
and do pretty much the same thing.
But we'll be looking at that later....
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demotivational posters
What titles and captions would you give to these?
Make your own at:
http://cheezburger.com/FlashBuilder/Demotivation
Thanks again to Paul at the Globe
Created and added to this blog by my favourite student!
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