Tuesday, April 20, 2010

Twitterbean Rationale

c.f. Aja's Blog:

Twitter provides English language learners a means of connecting with native speakers, encountering authentic input while restricting usage to 140 characters or less. The strict limits force students to critically use vocabulary and abbreviations that mirror native speakers' usage. This project will just be one means of using twitter in the classroom as students will have experience using twitter to follow a celebrity or cause, communicating with classmates and posting reactions to readings and discussions. Using twitter as a form of data collection and reporting will: focus students on collecting specific pieces of data in accordance with the character limit, allow for numerous entries, while saving the data and making it open for public view. Below are instructions for using twitter in the context of students' politeness measuring project.

2nd Life

I signed up to second life as Jamon Delicioso. I was able to customize most of my appearance and basically, made a doppelganger of my true self. I realize that the fun thing about 2nd Life would be to make myself different from my true self but hey, I'm as entertaining as watching paint dry. I have yet to actually walk around the joint but when I do, I will seek out some language academies.

I can see the benefit to using the world as a language CALL tool. I've heard there are enclaves where one can go to learn just about any language one would want to learn. That is kinda cool. Although, the downfall would be that you don't get to practice listening and speaking as much as reading and writing.

Thursday, April 1, 2010

e-journaling

Cohen and Ishihara cite e-journaling as a great way to reflect on their own learning experience. A way of self assessment that can be easily viewed by not only the learner, but the instructor and his/her peers in the classroom.

Something I would emphasize to the student would be to have them pick certain areas where they are deficient and write about that. By writing on it, the student is actively acknowledging his/her weaknesses and will be able to attack those problems with gusto!

I would say that the use of e-journaling would be limited to high-intermediate to advanced students who may have a much better grasp of writing in the L2. Allowing the collaborative effect of multiple viewpoints and suggestions, the learner could really benefit from this type of activity.

Wednesday, March 10, 2010

Project Proposal - 3-10-10

Aja Gorham
Jay Grahovac
Jesse Ackles

CALL Project Proposal: Making Simple Requests

Set up:



· You are going to dinner with your boss or the father of your significant other. How would you pass them the butter?

· You are going for coffee with a friend you have not seen in a while. How would you ask the barista for your drink?

· Making a request in English can have gradations of politeness that speakers use depending on who they are talking to. Your job is to go out and collect data! Find out how native speakers use different polite markers to make a request. Apart of making request is also receiving an answer. While you record the answers also record the responses. If you can not catch the entire exchange take note of whether the speaker was answered with another question, an action, or a yes or no.


CALL Activity: Using Twitter.com, record native speakers making requests in public spaces, such as:



· Starbucks - "Can I have a grande mocha no whip?"

· The cafeteria - "May I have a diet coke?"

· The movie theater - "Two tickets for Avatar, please."



Text a request you hear to twitter via a pre-established account or record the request you hear and post no less than 6 tweets; one request per tweet. The tweets will be displayed in front of the class and discussed as a group. The discussion will revolve around common usage and ask students to make guesses as to the context of the situation and answers. Once students have the opportunity to review posted request students will be placed in groups based on context. Students will be guesses assigned a situation and asked to categorize the request posted. Situations may include:



· Dinner with the in-laws

· Asking for directions from a stranger

· Asking a good friend for a loan

· Etc.


Once students categorize the requests, based on situation, students will be asked to post the collected and organized data on the class blog. Each group will respond to the instructor's assignment posting with their category and a series of requests. Student will also be asked in this posting for possible answers to request. Some students will have this data from observations and be able to share their finding with the groups whereas other may have to generate content based on experience. In both cases engaging students in a complete dialogue will serve as a mirror to authentic and frequently occurring behavior.The blog will function as an online catalog of phrases and follow-ups for student's reference .


CALL Activity: Podcast. In the theme of Mission: Impossible



· A daily podcast modeled after the famous TV show, Mission: Impossible will be used to inform the students of their “mission” for that day.

· "Your mission, should you chose to accept it, is to go lurk around some strangers and tweet what they say but don't look like a terrorist. This message will self-destruct in 10 seconds."



Call Activity: Blog

· The class blog will be used to tie the two above activities together and report on the success of the students’ progress.

Thursday, March 4, 2010

Let's catch a game!! Podcast #2

Podcast for March 4, 2010

Goal: to instruct L2 English learners what they might hear or expect to say at a baseball game in Chicago. Link: http://jamon326.podbean.com/

Vocabulary:

“Dog” – slang term for a hot dog
“Brew” – slang term used for a beer
“Beer Guy” – the person selling beer
Ticket – what you use to gain entrance to a Wrigley Field
Program – something some baseball enthusiasts use to keep score at a game - may be purchased from a vendor.
Vendor – a person who walks around the park selling food, drink, etc.
Usher – workers at the ballparks who assist patrons find their seats and make sure no one does anything stupid.
Bleachers – the seats located in the outfield – usually without back support. Medium to high priced tickets.
Box Seats – the seats close to the field that generally cost a lot of money
Grandstand – where the majority of the seats are located – medium priced.
Upper Deck – the seats in the upper level of a baseball stadium – usually lower priced.

Helpful Links:

Wrigley Field
U.S. Cellular Field
Common Foods at a Ballpark


“This is part of The Welcome to Chicago series – Survival English for Students from Abroad studying in Chicago.”

Episode #564 – “What you need to know when attending a baseball game in Chicago.”

Friday, February 19, 2010

Podcast - Bartender/Patron Exchange

Link: http://christinemarieanderson.podbean.com/2010/02/22/ordering-a-drink-at-the-bar-draft-1/

Our podcast is concerned with ordering a drink at the bar and the basic utterances one might expect to hear and use while out for a night on the town.

Goal: to help L2 English learners be comfortable ordering a drink(s) when in a bar atmosphere and to help them be aware of the basic etiquitte involved during the various interactions.

Target Audience: Advanced Foreign English students of drinking age. They are here for academic purposes, but this podcast is in a more survival English vein.

This is part of the Welcome to Chicago series: Survival English for Students from Abroad Studying in Chicago.

Episode #563 – “Phrases you need to know before going to a bar.”

Helpful vocabulary from this lesson:
For more information on these words, visit dictionary.com

pint
blood alcohol concentration
shot
mixed drink
intoxicated
light beer
alcohol content


The Dos of ordering a drink:

Scenario One: Do Order all of Your Drinks at Once.

Bar Etiquette - How to Behave at a Bar

Scenario Two: Do be Specific when Ordering Drinks.

Drink Database: A website that lists all drinks one might order at a bar. Drinks Database

All things Beer - Beers

Scenario Three: Do have your order ready when approached by the bartender.

Bar Etiquette - How to Behave at a Bar

Scenario Four: Do know your limit.

A way to calculate your BAC - Blood Alcohol Content

Taxi Services in Chicago - Get me home safe!

Additional Link(s):

How to order a drink at a bar - Survival English

Places to go out to on the weekend in Chicago

Thursday, February 18, 2010

PodCast for CALL

Here is our transcript of how to order a drink at a bar podcast: An audio file will follow shortly:

Podcast for February 15, 2010:
Goal: to help L2 English learners be comfortable ordering a drink(s) when in a bar atmosphere.
Vocabulary:
- Light beer
- pale ale
- lager
- stout
- Rum and coke
- Whiskey and coke
- Screwdriver – Orange juice and vodka
- Vodka and cranberry juice
- Gin and tonic water
- Margarita – tequila and lime juice
- tab
- shot

This is part of the Welcome to Chicago series – Survival English for Students from Abroad studying in Chicago.

Episode #563 – “Phrases you need to know before going to a bar.”

Sometimes, ordering a drink at a bar can be difficult, however, after listening to this episode will help you know what you are supposed to say in each situation. This episode will focus on types of drinks you can order at a bar and how to order them.
First, we’ll discuss types of drinks that can be ordered at a bar. If you’re ordering beer, it might be helpful to know that there are a few different types of beers:
Light beer
Pale Ale
Lager
Stout
Generally, you can order these in either a pint glass, which is 20 ounces, or a bottle. When you order one in a pint glass, it is generally known as “on tap.”

Another kind of drink you can order is what is known as a “mixed drink.” Mixed drinks are generally made of a hard alcohol mixed with one other ingredient, such as pop, etc.
Rum and coke
Whiskey and coke
Screwdriver – Orange juice and vodka
Vodka and cranberry juice
Gin and tonic water
Margarita – tequila and lime juice

Word of warning: Drink a mixed drink slowly – “pace yourself”, as these drinks can be very strong; much stronger than your average beer. See chart for explanation.

Shots are definitely a very important drink at the bar as well. These are small amounts of liquor that are generally taken very fast because they do not taste good and they are very strong. Shots are customary on special occasions; for instance, your birthday. Expect to take a lot of shots that night!
Jager-bombs – red bull and jagermeister
Tequila
Goldschlager
Menthol shot (doc’s, rumple minz)
Red-headed sluts
Three wisemen – jose cuervo, jack daniels, and jim beam
Prairie fire – Tabasco sauce and whiskey

Things a bartender might say to you:
“What can I get for you?” or they may just point to you, it might also mean it is your turn to order.
“What’ll it be?”
“And for you?” used if your friend has already ordered…
“On the rocks? (The bartender is asking if you would like ice in your drink.)
“Straight up?” (No ice and no mix)
“Would you like to open a tab?”
“Do you have a designated driver?”
“I think you’ve had enough.”
“I think you’ve had one too many.”

Things you might ask to a bartender:
“What beers do you have n tap?” – note: maybe mention domestic and import
“What are the drink specials?”
“Can I start a tab?”
“How much is…?”
“May I also have a glass of water?”
“Could you call me a taxi?”

Ordering a Drink:
I’ll have a _____.
We’d like a pitcher of ________.
I’ll have a bottle of __________. Here, you can insert a bottle of beer, or a bottle of wine.
Can I have another ______. Drink you already had.
We would like another round, please.
I would like to order a round of shots.
I’ll have a _____ this time. Something different from what you had before.
Wrapping it up/things to remember:
Unless you are running a tab, try to tip a dollar or you may get ignored by the barkeep. Tips are not based on percentage; unless you run a tab.
Do not leave your drink unattended.
Never drink and drive over point oh eight. See chart.
Don’t start a fight. Be careful of drunk people who may be out to start trouble.

Thursday, February 4, 2010

L2 Lesson Critique

The Spanish lesson I listened to/watched --> http://www.youtube.com/watch?v=vJsowdfZNh8 was great. The instructor spoke slowly and was very deliberate in his pronunciation.

As far as content, we worked on the verb estar and went over all the different conjugations of the word. It was very helpful for my Spanish and if I had to recommend a lesson for a beginner, this one would be it.

The second lesson is an ESL lesson here --> http://www.youtube.com/watch?v=g72m8wyNzsI It speaks about the passive voice. This is sometimes a tough concept to learn, even for advanced students. The instructor speaks slowly and is very detailed about what the passive emphasizes. What is also important is that the instructor also shows an active version of each sentence - this visualization is important and can help to show the learner the different syntactic structures of the respective voices...

Thursday, January 21, 2010

Listen-up, fools!

I have a new webpage! Go here --> CALL'in All TESOLers! to check it out!! It's da bomb!

Wednesday, January 20, 2010

Adult Reading Activities

I found a nice website run by the California Distance Learning Project and it has a nice amount of reading activities. Here is the link --> http://www.cdlponline.org/index.cfm?fuseaction=activity1&topicID=11&storyID=96

They have reading activities on a wide range of subjects, from family to nature to science. I tried out a nice little story about Dolphins and the Tuna fishing industry. There was a vocab section, a question and answer session; and even a spot for the learner to write in their own words what they learned from the activity.