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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Using PoodLL to make voice recordings is an interesting, engaging activity for my students to practise their speaking skills. They use PoodLL for pronunciation practice (i.e. syllable stress, past tense -ed ending...etc.), role-play, telling short stories and for assigned speaking tasks (i.e. formative assessment task), and also receive audio or written feedback from me.
Learning a language can be quite enjoyable with PoodLL. If voice recording is added to the language learning activity, it makes practical. The instructor can use PoodLL for dictations. First, the instructor would pick an appropriate text to a record dictation. Then, learners listen to the recording. It can be played back as many times as needed.
PoodLL for pronunciation
A good pronunciation exercise is for students to compare their own pronunciation and intonation to that of a native speaker. I would create a new page with a voice recording of myself reading a nursery rhyme, a simple dialogue, or a sequence of sentences. I would then provide the text for that audio with emphasized words and intonation highlighted. Next, I would include a link to a PoodLL activity so that students can record themselves reading the same text. Students can listen and compare to the teacher's recording. As an option, students can submit their final recording for grading.
I find it very useful to use a PoodLL activity to elicit correct conversational responses. The instructor records different questions or utterances around a theme and the students choose the most appropriate response. This can be done in all levels with increasing difficulty - using more linking, faster speech etc.
PoodLL Voice Activities
The PoodLL Voice Activity could be used in a Presentation Skills Unit. After learning about the parts of an introduction and scripting an introduction, learners could use PoodLL to record and submit their introductions for instructor feedback. This would allow instructors to quickly assess whether all parts of the introduction are there .... and provide feedback if something is missing. Once learners have recorded a successful introduction they would be welcome to move on to practice the body of their presentation.
PoodLL Voice Activities for Pronunciation
PoodLL voice activities have a lot of potential for speaking practice, but they can also be effectively used for pronunciation exercise. A learner who has difficulty pronouncing "th" sound, for example, can be assigned to read aloud an record a llist of minimal pairs, such as "bat" and "bath". This activity can also be used for intonation patterns, such as statements vs questions. Students can be assigned to read aloud a list of statements and sentences and record themselves. The teacher can provide feedback and assign more corrective exercises as needed.
PoodLL Voice Activity
As well as pronunciation practice, PoodLL can be used for a variety of activities. A PoodLL activity can be used to get learners to introduce themselves at the beginning of the course. The instructor can enable show so that students can listen to each others' bios, and then partner up and introduce each other in class. Another idea could be to play the bios in class and ask the students to guess who is who.
PoodLL Voice Mail
You could create an activity around the PoodLL app about leaving a voicemail message. The learner could respond to instructor created scenarios – phoning in sick at work, cancelling or making and an appointment. You could ask the learners to evaluate their own recording for clarity and content. An additional activity would ask learners to transcribe each other’s voice mail messages. This could stress the importance of leaving a clear concise message.
Posting links to website URLs greatly increases the speed at which learners can access information, especially at lower levels where mistakes with one letter are common. Learners spend less time trying to type in the URLs and more time on the task you want them to achieve and will end up where you want them. No more "Teacher I can't find it" excuses.
I have used the PoodLL voice recorder with a level four class. All students were given a text to read and practice. I chose so that the text had a majority of known words. Students were given time to practice reading it. By the deadline, they had to submit it to me for evaluation.
Each student had a different text. As a teacher, I wanted to see if I could understand the various accents. If each student does the same text, my brain has it after the second time and I'm not really processing the speech.
I gave each student feedback on difficult consonants particular and specific words they needed to practice.