2ND SEMESTER TOPICS
Hello there! After a short break, I am back with more tasks! The course I will be doing tasks for in this semester is called 'Material Design in English Language Teaching', this is a little different than the one in the previous semester since we-students are the ones designing the materials and creating exercises for ELT students. The first one we will be designing is called 'Language Awareness Task based on Corpus use', let's get started!
LANGUAGE AWARENESS TASKS BASED ON CORPUS
In order to comprehend the concept of language awareness tasks, it is essential to understand the terms such as data driven learning and corpus. Data driven learning is an approach to foreign language learning where students take a more active part than when they are guided by teachers and textbooks. They get data from the corpus and discover the patterns themselves while teachers help them formulate these patterns and provide the students some support. Corpus is briefly a collection of linguistic data that generally focus on grammar and vocabulary. Corpus provides the essential data to the students in order to discover the patterns in these kinds of tasks. The language awareness tasks are the final destination where the students put the information they gathered in use.
Here is a sample language awareness task based on corpus my friend Berk and I created. You can also click here to visit his blog.
Hello there! Today, I will be talking about my experience of creating a vocabulary teaching video for a flipped classroom.
We were supposed to choose a unit from 5th or 6th grade school books and create a vocabulary teaching video for the students. We chose 'Animals' from the book of 5th grade and created a video about animals by practicing their names and giving a specific feature about each of the animals that was presented in our video.
In my point of view, preparing flipped videos for young learners is rather useful because it can give them a more fun, effective way of learning while it adds more productivity to both the teachers and students. It also makes the course more interactive and gets the lack of oppurtunity to practice out of the way. However, the absence of a serious environment might cause some of the students to loosen and effect their learning in a bad way. Also, since it relies on videos, technological issues would become a huge challenge.
For we have a lot of alternatives, we did not have much of a difficulty while trying to find visuals, music and applications to use. After we decided on which of these to use in the video that is from animaker.com, we split the work, my partner edited the video on Movavi from which we also found the music, we both narrated certain parts of the video and added those parts to the video.
Aside from the video, I created and extra material, a crossword puzzle on crosswordlabs.com which is a super easy to use website for creating crossword puzzles. Then, I found some pictures on shutterstock.com and unsplash.com. After that, I put them all together and finalized the material. It was a really enjoyable and fun task to do.
Here are our materials, the flipped vocabulary teaching video and a crossword puzzle as an extra material my partner Berk and I created. Click here to visit his blog!
FLIPPED GRAMMAR TEACHING VIDEOS
Hello there! Today, I will be talking about my experience of creating a grammar teaching video for a flipped classroom.
We were supposed to choose a grammar topic from the book of prepatory classes and create a grammar teaching video for the students. We chose ' will and be going to' and created a video about the rules of these, situations to use them and led students to practice by giving some examples.
After we decided on which topic to focus on , it was a very similar process to the previous task we did, the vocabulary teaching video. We divided the work, recorded the voiceovers, edited them and put some visuals and music in the video., we created a quiz for the students to practice their skills.
We didn't encounter any problems since we were already familiar with this kind of a task. We split the recording work into two parts, one being 'will' and the other 'be going to'. After that, my partner took care of editing while I prepared a quiz.
After finishing the recordings, we combined them with visuals we found on Storyblocks on Movavi from which we also found the music. Storyblocks is a website that you can find numerous videos, images and audio and Movavi is a simple to use video editing application. When it comes to the quiz, I visited Quizizz and Educandy to get ideas and decided on making it on Quizizz which is a very simple and useful website for preparing quizzes and alike.
Here are our materials, the flipped grammar teaching video and a quiz as an extra material my partner Berk and I created. Click here to visit Berk's blog!
Here is a link to the quiz if you want to test yourself. It will be available until June 5, 11.45 p.m.
If you can't have the chance, here are the photos of the questions.
AUGMENTED REALITY
Hello there! Today, I will be talking about my experience of preparing an augmented reality integrated teaching material for high school English prep class students.
We had two options to choose as a task which are 'exploring a city abroad' and 'exploring a global issue'. I decided to choose the first one and used mainly Canva for preparing the handout. The handout consists of several exercises and activities for the students.
Firstly, I was supposed to guide the students to explore the city I chose which is Rome. I introduced two major landmarks of the city that are Colosseum and St. Peter's Basilica, I put pictures of them, wrote a paragraph for the students to have some knowledge about them on the handout and attached informative videos, virtual walking tour videos for each of them. Also, I put two barcodes that they can scan to check out the 3D versions of Collosseum and St. Peter's Basilica. After that, I wrote 4 appealing questions about the places they can answer after they finish watching the videos and looking at the models.
Secondly, I introduced the National Roman Museum, added its picture and embedded a 360 video on the picture so that students can walk around the museum and check out the pieces in there. Just like what I did with the landmarks, I asked 4 questions to the students about the museum.
Then, I introduced 2 local food from Rome, put their pictures and embedded recipe videos for 'Cacio e Pepe' and 'Supplì' which are the dishes I introduced. I asked 4 questions about these as well.
Lastly, I completed the handout with a task for the students. I asked them to imagine that they have been to Rome and now that one of their friend is going there, they are supposed to recommend their friend places to see, food to eat and some activities to do.
I spent a lot of time trying to decide what places to include since there were so many choices but after that, I didn't face any serious challenges. I used Sketchfab for the 3D models and Qr Code Generator for creating the barcodes but other than these two, I mostly used Canva to prepare the handout since that is such an easy and helpful software to use.
Click on the image to see my work!
WEBQUEST
Hello there! Today, I will be talking about my experience of creating a technology-enhanced project and a webquest.
After we introduced the task to the students, we gave them several ideas and introduced to some of the applications and programs they can use while preparing their videos. Finally, we showed them the criteria of their vlogs.
I prepared this task with my partner, Berk. Here is a link to his blog, check it out!
I prepared this task with my partner, Berk. Here is a link to his blog, check it out!
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