Listen Like a Local. Student Created Authentic Listening Activities. Darcy Johnson Westwood HS, Round Rock ISD (Austin)

Transcription

1 Listen Like a Local Student Created Authentic Listening Activities Darcy Johnson Westwood HS, Round Rock ISD (Austin)

2 Purpose of presentation: To share a series of strategies and practicum that will lead STUDENTS to present their VERY OWN authentic language listening clips and create accompanying activities for their classmates. General outline: FIRST SEMESTER: Teacher created authentic listening activities + Individual (student) documented practice with authentic resources. Students use essential tools necessary for interpretation of authentic clips SECOND SEMESTER: Students plan and create mini- lesson, meet with teacher, & present with peers

3 So, what s so good about using authentic resources? LE5 & LE6 (Learning Experience)- TELL Project (Teacher Effectiveness for Language Learning)- Please help me identify the application of these standards as we go through the presentation! Cultural products, practices, and perspectives can be found! Sources are relevant

4 TELL PROJECT: LE- 5: Teacher provides opportunities for students to acquire language in meaningful contexts. a. Students are active participants in a variety of language learning opportunities throughout the lesson. b. Students engage in language learning opportunities anchored in the modes of communication. c. Students are equipped with strategies that enable them to stay in the target language. d. Students engage daily in pair and/or small group activities. e. Students assess, evaluate, and use authentic materials to support language acquisition.

5 LE-6: Teacher provides opportunities for students to engage in cultural observation and analysis. a.students recognize and understand how their own culture affects their views of other cultures. b. Students recognize and understand their own and others ways of thinking (perspectives). c. Students frequently use cultural products and practices to contextualize language tasks. d. Students can use their language skills and cultural understanding to interact effectively in a cultural context other than their own.

6 And. What s so good about students creating & presenting their own activities? STUDENT-CENTERED!!!! ALL modes are engaged (Interperative, Presentational, Interactive)

7 FIRST SEMESTER

8 Introduce Authentic Resources with lessons that students will emulate during second semester Examples of Teacher-made videos: 1. Why Spanish at all? Students discuss motives for learning Spanish in the language classroom, watch a video of locals talking about how Spanish serves a purpose in their career and lives, and answer comprehension questions. 2. Listening- multiple choice questions for interviews with native speakers Panama Mexico Accompanying listening activity

9 Example # 3 (This is in your packet) Authentic Resource activity based on current events/ relevant to Spanish speaking culture Link to BBC Mundo PALABRAS CLAVES: prueba, la dignidad, el pueblo, renunciar A.) Lee los datos de un artículo (BBC.com) sobre el renuncio del ex-presidente Guatemalteco: El presidente de Guatemala, Otto Pérez Molina, presentó su renuncia al cargo. 3 de septiembre, 2015 La razón: el escándalo por corrupción que desde hace meses sacude a Guatemala. Los delitos por los que la Fiscalía requiere a Pérez Molina son: asociación ilícita, cohecho pasivo y caso especial de defraudación aduanera Pérez Molina también dijo que el verdadero fraude está en la evasión de impuestos. Los empresarios son los "que por tradición no han pagado impuestos" y por eso no hay recursos para educación y salud, indicó.

10 Example # 3 Continued... B.) Después de mirar el video de BBC mundo, contesta: 1. Cuáles verbos se usaron en que indican acción que ocurrió en pasado (pretérito y imperfecto)? Haz una lista y indica cuáles son pretérito y cuáles son imperfecto: A. Pretérito: B. Imperfecto: 2. De la lista anterior escoge un verbo del pretérito y un verbo del imperfecto para explicar sus usos. Por ejemplo, Específicamente, por qué / cómo se usa como verbo del imperfecto/ pretérito?: 3. Cómo reacciona la gente hacia el renuncio de su ex-presidente? Están de acuerdo? Justifica tu respuesta: 4. Según la chica al final del video, Qué lección tiene que aprender la gente de Guatemala? 5. Cómo reaccionarías tú si nuestro presidente Obama fuera culpable de la corrupción?

11 1. Write a summary of the text, then react (give an opinion). Later discuss with partner, record partner s reaction 2. Alternative to a summary? Write 5 comprehension questions for the text that you could ask your parnter about the text. 3. Word pyramid: Students choose words that represent various key players in the text. 4. Higher level thinking/ Analysis? Have students guess what will happen next or have students decide what information is missing in order to understand the big picture Other examples For general use of authentic texts: Create a handout that works for most audio (or even visual) texts Examples:

12 In order to decrease anxiety with authentic texts & increase familiarity with authentic texts also include: Students fill in an awesome authentic resource chart (mine came from Parthena Draggett- THANK YOU, Parthena!) throughout the first semester, based on their audio/ written authentic text of choice. For each source they explain: 1.) Summary of content 2.) Identify & list the code of the text s cultural theme (students use a list of AP/ IB themes) 3.) List and define a couple of new words found in the text

13 Examples of IB Themes 1. Communication and media a. advertising b. bias in media c. censorship d. internet e. mail f. press g. radio and television h. sensationalism in media i. telephone. 2. Global Issues a. drugs b. energy reserves c. food and water d. global warming, climate change, natural disasters e. globalization f. international economy g. migration (rural urban, or international) h. poverty and famine i. racism, prejudice, discrimination j. the effect of man on nature k. the environment and sustainability. ALSO SEE: Social relationships, customs and traditions, cultural diversity, health, leisure, science and technology

14 second semester

15 SEMESTER 2 Students are introduced to instructions during the first week of 2nd semester. They spend a week to brainstorming & forming groups, then they are asked to sign up for a date when they can briefly meet with teacher to discuss their plans. During the fifth six weeks, students begin presenting their authentic clips. I schedule *one presentation per class during the fifth six weeks. Student handout *Sweet! That means less lesson planning for me!!!

16 Student- generated listening practice with authentic resources Purpose: Students will improve listening skills and demonstrate comprehension by presenting and being presented with a variety of real-world authentic listening texts. Students will also gain more insight into cultural practices and perspectives. Practice will increase student performance on AP/IB assessments and in the real world. Students should: In groups of 3-4 choose a sound clip 45 seconds-2 minutes and design a listening activity for classmates. Topics will vary, but the activity should be based on appropriate material for the classroom. Good resources for current events are BBC Mundo and Radio Naciones Unidas. Resources for pop-culture can be found on you tube and many other sites. Please choose a clip that interests you and your group. You should have the website available to play on the teacher computer on the day of your presentation. Your clip should be related to the Spanish-speaking world, and you should be able to code your resource under one of the themes from your authentic resources guide. Create a comprehension activity. It can be a multiple choice quiz, a note-taking exercise with guided outlines, an illustration activity, or anything else that you can think of that would encourage fellow classmates to really listen. Your activity should engage students in both listening comprehension AND cultural analysis. Try to have students do higher level thinking activities in which they analyze, evaluate, critique, and apply language and cultural understanding.

17 Instructions, continued Prepare an introduction in Spanish to the clip that includes any relevant background information that should be included. Each person should speak for at least 20 seconds fluently (more is desired to exceed expectations). Arrange a time for your group to meet with Mrs. Johnson on an orange day before school or during A lunch. The goal of this meeting is to review and revise activities before the scheduled date of presentation. ALL groups must meet with Profesora Johnson at least 2 weeks ahead of the scheduled date of class presentation. Be prepared to explain how your text and activities meet the requirements listed above in numbers 1 and 2. The goal is for all group members to show up on the date of the meeting. However, if less than 66 % of the group is NOT present on the date required, then another date will be selected for the group. Part of the score on the rubric covers being present and prepared on the date of the meeting with Mrs. Johnson. Therefore, please bring your listening text, rubric, activity, and an open-mind (Mrs. Johnson may ask you to make revisions) to the meeting. Make a grading "key" for the comprehension activity to give to Mrs. Johnson. Some activities may or may not be collected for a daily grade, but each presenter will be given a quiz grade based on the rubric.

18 Major points to highlight for students (troubleshooting): Students should choose works that aim to please the teacher Students should review relevant background information with the class Students should choose topics that are short, relatively simple, and related to cultural themes. Students should choose subjects that are interesting to them. Students should develop activities that encourage ACTIVE engagement from peers. Students should meet briefly with teacher before presentation -Trust me on this one

19 Student products Student created products 2016 example incendios Chupacabra Justin y la espada de valor- internet link Venezuela blocking twitter- internet link