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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I would like to use this feature as a way for my L7 students to record an oral journal about themselves (for PBLA) or to post their learner reflections. Normally these are written but I think having oral samples would a great addition to their portfolios.
LINC 2-3, Grammar, Present Progressive Tense
In order to assist the Learners in doing their home work and for a quick revision of the rules of the tense, the teacher can record the rules along with sentence examples.
Nano-gong for practicing Cold Calls
Students may practice Cold Calls for Job search through the nano-gong. The same can be applied to Skype activities. The activity might be guided, when students are working in pairs under the instructor's guidance, or as evaluation, when the student is being interviewed by the instructor through Nano-gong or Skype.
Using this applet as the recording device for our PBLA Speaking activities looks like it is a feasible way for lower level students to be able to save their own recordings as well as sending them to the teacher.
Using NanoGong to make voice recordings is an interesting, engaging activity for my students to practise their speaking skills. They use NanoGong 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 NanoGong. If voice recording is added to the language learning activity, it makes practical. The instructor can use NanoGong 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.
I find it very useful to use a Nanogong 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.
Nanogong Voice Activities
The Nanogong 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 Nanogong 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.
Nanogong Voice Activities for Pronunciation
Nanogong voice activities have a lot of potential for speaking practice, but they can also be effectively used for pronounciation 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 teahcer can provide feedback and assign more corrective exercises as needed.
Nanogong Voice Activity
As well as pronunciation practice, nanogong can be used for a variety of activities. A Nanogong 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.