ICYMI , EDO, IDC – Do you know what these abbreviations stand for? Do you care whether you know them or not?
I’m not interested in texting / Internet abrreviations for their own merit. I have no plan to have students memorise them. I’m interested in them as a tool to expose my deaf and hard of hearing teenage students to some of the commonly used phrases they represent. Teenagers like abbreviations. In addition, I have a few hard of hearing students whose distorted hearing causes them to adopt very odd versions of what they think they heard on television… They are interested in such phrases.
For this acitivity students must first begin with the worksheet. On the worksheet they are asked to match abbreviations to their meanings. Then the students are asked to watch the lovely (absolutely lovely!!!) short video “The Present”. As they watch they are required to rewrite the text without abbreviations.
My deaf and hard of hearing EFL students tend to completely ignore prepositions. I don’t take it as personal affront since they demonstrate an equal lack of interest in using them in their mother tongue as well.
You don’t need prepositions when you use sign language. It’s all clear without them.
When they do use them there is language interference because many prepositions are used differently in different languages (this year I have students who speak or sign Hebrew, Arabic, Russian, Amharic and French at home!). For example, in English you live “on” a street but in Hebrew you live “in” a street.
I know the lovely video below could be used for many many other things (feelings, wishes for the future) but I use videos for what I need and it does a good job of highlighting the direction of movement.
Especially as I’ve never had the opportunity to teach “bump into” before!
All this doesn’t mean that we can’t discuss the other issues as they come up. I’m just not going to include them on the video lesson.
One more thing.
My teenage students love romantic videos…
*** Many thanks to the amazing Regina Shraybman for finding this video for me!
In class my high-school students and I encounter a substantial number of reading comprehension passages that have to do with the environment. I think it is a “safe” subject for book & exam writers and is most certainly an important one.
However, this week I became worried that my students now think that every mention of the color “green” has to do with the environment. Despite being aware of the fact that one shouldn’t be teaching lots of idioms together, all at once, I felt I needed to highlight the fact that not every use of the word “green” is related to the environment. So I’m using the video below as a trigger. The related worksheet appears under it.
“This teacher has completely ignored all the wonderful personification going on in this video”.
“But”, I would argue, “I use videos to serve a purpose and don’t build lessons because I found a great video (I waited with this one for more than two years!!!)”.
You might be staring at me, patiently or not, at this point.
I needed to find a way to use the video for the weaker levels, those teenagers studying elementary level material. Something which could be also be good for the teachers I work with as part of my counseling job who do teach younger learners. So I related to the topic of feelings without actually using the term “personification”. I’ll let every teacher decide whether it is time to introduce the term or not. (See exercise below)
(Note – I specifically began with multiple choice questions before moving to open ended ones, since my students need modeling).
A little introductory exercise that is suitable for struggling middle school learners working independantly for the first time at the the computer – simple but not babyish. This is their first exposure to Edpuzzle and Edmodo (with Quizlet to come, as its flashcards can be easily embedded).
I reccomend using in “full screen” mode – then the questions and the visuals can be seen at the same time.
We’ve been studying the story “Thank You M’am” by Langston Hughes for a bit over two months. It’s part of our literature segment in the EFL program.
I felt that my deaf and hard of hearing students need to review the story before taking the summative assessment.
I found a video which was obviously made by young people – Mrs. Jones in the video has braces! The creators stuck to the basic story line but there are some obvious differences. That actually is useful, as the higher order thinking skill “Comparing and Contrasting” is one we are working on.
Although I’m using this video review without the soundtrack for obvious reasons, I think the fact that you can see the characters talking but not hear them serves as a useful review for students without a hearing loss as well. Especially as the video is not entirely faithful to the text . One example I found amusing was that the creators felt the need to take inflation into account – Mrs. Jones gives Roger TWENTY dollars instead of ten.
On the other hand, the dialogue serves as more material to compare. In short – enjoy!
“Uncovering Motives”, “Generating Possibilities” or perhaps “Inferencing”. I think all these Higher Order Thinking Skills (HOTS) can be discussed with this lovely video.
These thinking skills make it seem like a good pre-reading activity for teaching the story “Thank You Ma’m” by Langston Hughes (in our literature program) despite the fact that the boy depicted in the video isn’t a teenager. The video isn’t childish so I believe the students will not have a problem.
Though frankly, I actually began working on the video as a way to use “modals” in context. So you’ll see that element there too.
Some of you may notice that this video wasn’t made on the EDPUZZLE site, which I love and use frequently. I’m taking an in service training course on EDTECH with Hishtalmoodle (highly recommended, interesting & with excellent support for participants) and it seems there is a lot of redundancy in the field of educational technology. Many programs offer similar services. As part of the course requirements I experimented using Zaption. I did not conduct an in-depth comparison of the two sites but am very happy with the large (and constantly growing larger) set of comprehensive features for use in class that Edpuzzle offers and did not find any reason to switch programs. In addition I am not happy with the way the Zaption is displayed when embedded in the blog. Please note that you must scroll sideways to see the questions.
Once again, thanks to the blog “Film English” for introducing me to this video.
Remember the old saying: “Don’t put all your eggs in one basket”?
Well, I’ve decided to put some eggs in a new basket.
I’ve opened a virtual stand at a very organized, very large and official site, where teachers sell materials and lesson plans, called Teachers-Pay-Teachers.
For openers, I’ve revisited those delightful cavemen who learn how to share and collaborate when hunting for eggs (with the blessing of Paul Yan, their creator), but have taken the film in a completely different direction:
Many thanks to the lovely Beata Gulati for sending me this video in time for Valentine’s Day!
Anything to do with romance goes down well with my teenage students. This video has no spoken dialogue, the vocabulary level of the written English is simple, all is understood when watching the video in silent mode, and the heroine is Deaf! It’s as if the film has Valentine’s Day written all over it!
The use of that particular kind of alarm clock in the video doesn’t make sense. I “complained” about it to Beata but that’s just quibbling. Frankly, I think it is an opportunity to expose the students to the phrase “it doesn’t make sense!” If you watch the video and don’t understand why it doesn’t make sense, scroll down to the end of the post. I’ll explain it there.
Happy Valentine’s Day!
Deaf people use an alarm clock that vibrates. The clock has to be placed on her bed for Swetha to be awoken by it.
Music videos with holiday songs simply do not work with most of my deaf and hard of hearing students. I was only able to use Pharrell’s “Because I’m Happy” video back in September’s holiday seasonbecause that video is incredibly popular, has a simple word in the chorus (happy) AND I had a version of it in American Sign Language.
So I gave up trying to make a holiday themed video lesson and just used a short video, without dialogue (of course!) with a surprise ending. Something to interest teenagers. Thanks to Leo Selivan for introducing me to this video. You can have the students begin with the version below or watch the film The Black Hole on YouTube first so as to see it without it being paused.
Here it is below.
Note: In the embedded version you see below the first question appears a second too early. In the version you find at this link this problem doesn’t exist, but you must answer on a separate page/doc, which is what I asked my students to do in any case.
I had to consider so many different constraints when creating this video-homework-task that it became quite difficult. Time will tell how effective it was.
1) The first constraint was actually time – I HAD to have it ready by Monday (two days ago). I’m trying to get my new students used to doing homework online, once a week. I post new tasks on Monday nights. Believe me, with this group it is an uphill battle.
2) We’re celebrating the New Year next week and I really wanted to have the activity relate to happiness in some way.
3) I really needed to practice the word “would” right away, even though many students haven’t learned the second conditional yet. It’s a very common word yet the electronic dictionary doesn’t help them understand it. My goal was to stress the hypothetical aspect of the word, and only that. Trying to imagine yourself participating in one of these two videos and thinking about what it would be like to have certain things happen to you, seemed to me to be the way to go.
4) Students indiscriminate use of Google Translate (or alternative online translators) make it very problematic to assign certain types of tasks. If I just ask the students to create sentences to describe things that would make them happy, copy sentences into suitable columns in a table, or sequence events depicted in a video, they’ll do it all in L1. I call this situation:
“No English was harmed in the course of completing this activity”.
So I added gap-filling to the sentences before copying them into the table, simply to make it harder to use the online translator blindly. Not entirely satisfied with the results, but I had to stick to the “happy” theme.
5) I had to use TWO videos. I knew my deaf students would like the video made by deaf students at a Film Summer Camp. However, I have a group of new (very new) hard of hearing students who not only don’t use sign language, they don’t want to have anything to do with it. I believe they will relax over time, I’ve seen it happen many times before. The kids study together! So I used a version without sign language and made sure the questions didn’t mention it.
6) I had to make sure the activity fit into one page. It is quite astonishing how many students do not “see” the part on the second page!
So, here are the two videos. Below them are two worksheets. The “blue” one is a bit harder than the “red” one.