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Unit (2) Computer-Assisted Language Learning (CALL)

Unit (2) Computer-Assisted Language Learning (CALL). Dr. Nazmi Al- Masri Sept 2012 The Islamic University of Gaza. Computer-Assisted Language Learning (CALL). Objective By the end of this unit, the participant pre-service teachers will be

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Unit (2) Computer-Assisted Language Learning (CALL)

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  1. Unit (2)Computer-Assisted Language Learning (CALL) Dr. Nazmi Al-Masri Sept 2012 The Islamic University of Gaza

  2. Computer-Assisted Language Learning (CALL) Objective By the end of this unit, the participant pre-service teachers will be enabled to use the following computer and word functions to enhance teaching English for Palestine • CD player • Video player • Word keyboard shortcuts (33 shortcuts in a table) + clouring text, • Drawing tables (hidden) • Track changes • PPP

  3. Using CD player Teaching Task (1) • With loudspeakers, the computer functions as a useful CD/ audio / media/ real player that provides faster access to audio-materials, without the manual fast forward or reverse (which saves time in class). • As a Palestinian English language teacher, think & try to list 3 pedagogical functions of CD player in teaching English for Palestine. • …………. • …………. • …………. • .................

  4. CD/Tape/cassette player can be used to conduct activities involves training SS in some ‘enabling skills such as: 4.1 perception of sounds 4.2 stress 4.3 intonation patterns 4.4 accents 4.5 attitudes 4.6 practice’ in various styles of listening comprehension

  5. Using Video player • With LCD & loudspeakers, the computer functions as a useful video player (audio-visual videos on discs or flashes) which can provide practice in all language skills. • As a Palestinian English language teacher, think and try to list 3 pedagogical functions of video player in teaching English for Palestine. • …………. • …………. • ………….

  6. Children enjoy watching videos- WHY? • Many students enjoy watching TV & videos more than listening to a cassette for various reasons. Which one do you agree most? Why? In pairs, list 2 more reasons. • The setting, action, emotions, gestures, etc, that our students can observe in a video clip, provide an important visual stimulus for language production and practice. • It is actually easier for learners to understand video material when the face of the speaker is visible. • Students are exposed to authentic English in a natural context. Not only is this by exposing them to "real people", but they view real situations too. • .............................................................. • ...........................................................

  7. Variety of video viewing techniques/ activities Harmer (2007:310) In pairs , which ones do you agree with most? Why? List 2 more activities. • Silent viewing (playing the video without the sound) • Freeze framing (freezing the picture and asking the students what they think will happen next) • Partial viewing (covering most of the screen with a piece of paper) • Picture or speech (half the class watches the video while the other half faces away) • Subtitled films (students see and hear the English language) • Picture-less listening (listening to the audio before watching the video) • Comparison & contrast: • What happens next • Observe and write

  8. Criteria for choosing a video In Pairs, try to list 3 criteria for choosing a video

  9. Criteria for choosing a video 1 Length of the extract (2-3 minute video) 2 Appropriateness of content 3 Sound and picture quality 4 Extent of visual support and language density

  10. Further Reading on using videos • Video and young learners 1: http://www.teachingenglish.org.uk/articles/video-young-learners-1 • Video and young learners 2: http://www.teachingenglish.org.uk/articles/video-young-learners-2 • PICS Video guidelines: http://www.uiowa.edu/~pics/tips.html#Topic%2012

  11. Word keyboard shortcuts As a Palestinian English language teacher, think and try to list 2 pedagogical functions for each of the following computer keyboard shortcuts in teaching English for Palestine. • bold • italics • underlining • highlighting • hyper linking • colouring font • Strike through (abc)

  12. Pedagogical functions of tables • As a Palestinian English language teacher, think and try to list 3 pedagogical functions for using tables in teaching English for Palestine. • …………. • …………. • ………….

  13. Pedagogical functions of hidden tables • As a Palestinian English language teacher, think and try to list 3 pedagogical functions for using hidden tables in teaching English for Palestine. • …………. • …………. • ………….

  14. Pedagogical functions of track changes • As a Palestinian English language teacher, think and try to list 3 pedagogical functions for using track changes in teaching English for Palestine. • …………. • …………. • ………….

  15. Evaluating PPP • Look at the following 4 different PP slides made by your colleagues last semester; number them according to their effectiveness and give reasons.

  16. Evaluating PPP

  17. Evaluating PPP

  18. Evaluating PPP

  19. Evaluating PPP

  20. Pedagogical benefits of PPP • As a Palestinian English language teacher, think and try to list 3 pedagogical functions for using PPP in teaching English for Palestine. • …………. • …………. • ………….

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