Ideas for Applying the Edulinc Courseware (from Stage 2)
Ideas for using the courseware from Stage 2 participants. (Refer to the original "Ideas for Applying" glossary In Stage 2 to see who the contributor was.)
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In pairs or small groups, students act as teachers to correct their mistakes with forming questions properly. This may also be used as a quiz.
I think it would be an engaging, authentic writing activity to have students message each other in the computer lab to try to find out answers to questions. At benchmark 2 they would have to be simple question like personal information questions such as "When did you come to Canada?". They could also be questions about an event such as "Where is the party?", "When is the party?", etc.
Introduce the basic rules of sentence stress to students. Provide students with a short passage related to the current topic (i.e. a passage containing immigration statistics if studying Managing Information). Students use the NanoGong voice recorder as they read the passage aloud for the first time. Ensure students save the initial recording. In a blog entry on pronunciation, provide a YouTube link on sentence stress, such as, as a supplemental resource. Encourage students to be aware of sentence stress in their daily speech, share their progress or newly discovered pronunciation resources with classmates on blog postings, and continue practicing the same passage. In a week or two, have students record themselves again. After comparing the two recordings, students can share their pronunciation successes on the blog, thereby creating social presence and a community of sharing.
Blogs can be very useful to assess students' writing skills. New students could share information by introducing themselves and identifying their goals for learning English on a blog. Students could also write to share their field trip or travel experiences.
Simple reading task
I know how challenging it can be for my LINC 2 students to visit a website to read for information. So I always assign a simple reading task for them to start with. I added a weblink in my course for my students to learn about the hospital in their community. I got the students to look for the main menus on the first page and copy the words. And later on, they compared the list with the class. More advanced students can be encouraged to click on a menu that interests them to read and learn more.
By using Skype, students can stay connected with each other and collaborate outside the classroom. This is a great opportunity for students to practice their listening and speaking after school.
Assign students to watch a specific program i.e.Fifth Estate Voyage if the Black Dragon, at a specific date and time, After the program ends the students sign on to a Skype conference call and discuss the program, online with their classmates. By giving their observations and opinions to the group, this type of activity will lead to more confidence in speaking and public speaking..
Skype for Moc Interviews
Using Skype activities for Moc Interviews with LINC 5-7 students, can be a good practice for online job interviews. It might be used as pair activity (instructor selected pairs), or students instructor practice for LINC students looking for apprenticeship.
I would use Skype to hold mock job interviews with students. At a predetermined time, I would have a one-on-one conference with the student and ask a set of questions. I could even record the conversation to review at a later date for assessment purposes.
The Sleepover audio has been downloaded from Tutela. Listen to the audio first and take notes. In groups of three discuss some of the cross-cultural differences that the audio file might have brought to your attention. Role-play your debate in class. (Students are asked to find partners from different countries and role play situations in which kids asked to sleep over at a friend`s house) . Idioms and expressions, such as " once in a blue moon", " every cloud has a silver lining", "over my dead body", etc. would be discussed.