“Overall goal : Practice and improve English listening skill with the fun movie 'Kungfu Panda'."
*Focusing skill : Listening skill
*Target student : about 9th~11th grade students (high level middle school students or high school students)
*Used multimedia : Video (movie “Kungfu Panda”)
Why??
Since interest level and the difficulty level of the spoken texts are important, when you are choosing listening materials. Also authenticity is important consideration too.
So I chose the movie “Kungfu Panda”, which is very popular among the students, so it would be good for grabbing their attention in practicing listening English, and make their learning interesting. Also the language used in this movie is authentic and the content is level appropriate for middle school students.
*Focusing skill : Listening skill
*Target student : about 9th~11th grade students (high level middle school students or high school students)
*Used multimedia : Video (movie “Kungfu Panda”)
Why??
Since interest level and the difficulty level of the spoken texts are important, when you are choosing listening materials. Also authenticity is important consideration too.
So I chose the movie “Kungfu Panda”, which is very popular among the students, so it would be good for grabbing their attention in practicing listening English, and make their learning interesting. Also the language used in this movie is authentic and the content is level appropriate for middle school students.
Also I used movie(video) instead of just mp3 file to simulate the visual dimension of listening with paralinguistic and extralinguistic information, because not all of the input to a listener is aural. Most of the time the listener also sees the speaker and the speaker’s surroundings.
*Contents and organization of the materials :
Video clip, prelistening activities (or questions), top down questions, bottom up questions, checkpoint (including ; vocabulary, grammar, idiom (or expressions)) etc….
Why??
I used prelistening activities to lower students’ anxiety in addition to providing context and activating background knowledge.
Also, for the successful listening, I used both bottom up and top down questions to improve students’ overall listening skills.
Two important and interrelated factors in developing listening ability are purpose and memory. So I made questions that make students focus on specific information and require them to do something meaningful with that information including inferring questions. Also comprehension checking activities help learners monitor their understanding of a text while they are listening to it, and also help to chunk the text into more manageable units.
*Contents and organization of the materials :
Video clip, prelistening activities (or questions), top down questions, bottom up questions, checkpoint (including ; vocabulary, grammar, idiom (or expressions)) etc….
Why??
I used prelistening activities to lower students’ anxiety in addition to providing context and activating background knowledge.
Also, for the successful listening, I used both bottom up and top down questions to improve students’ overall listening skills.
Two important and interrelated factors in developing listening ability are purpose and memory. So I made questions that make students focus on specific information and require them to do something meaningful with that information including inferring questions. Also comprehension checking activities help learners monitor their understanding of a text while they are listening to it, and also help to chunk the text into more manageable units.
And lastly, I pinpoint some vocabularies, expressions or idioms, or grammar in the checkpoint before moving on for the further learninng.
댓글 없음:
댓글 쓰기