IE Active Listening 3:Task Assignments and Student Reports (Interactions and Presentations)
Ground rules for choice of videos to be shared with classmates for the ‘interactions’ and ‘presentations’:
* The videos should not contain nudity, extreme violence, or anything that might cause offense. If in doubt, consult with your teacher before using the video in groups or pairs in the classroom.
* They should feature a reasonable amount of language (e.g., not just scenery or instrumental music set to visuals).
* The sound quality should be clear enough for the language to be understood.
* It should be possible for most students at your particular level of IE to understand the video well after one or two repetitions.
* You are encouraged to select videos that feature a wide assortment of English in action (e.g., Australian, South African, Indian, North American, Irish, British, Singaporean, and English spoken by a variety of non-native speakers of the language).
* The ideal length of the videos is 4-6 minutes.
IE Active Listening 3:Task Assignments and Student Reports
The student tasks are designed to be done as homework. Each student will review different websites related to a task and theme. Each task will require that students (a)listen to videos on multi-media websites and make notes on them, (b)evaluate them and make choices about which would be most suitable to show others, (c)complete a written assignment for evaluation. If the student is part of a small group making a PRESENTATION to the class, then the group should prepare their material together and practice before class. If the student is doing an INTERACTION, an individual project, then he or she should change groups 3 or 4 times, speaking to different groups of students. This repetition helps the students doing the INTERACTION to acquire more confidence in speaking and the repetition improves their speaking.
An alternative for Interactions and Presentations in IE III
As a further challenge for students at the IE III level, particularly for the classes made up predominantly of returnees, the 'Interactions' and 'Presentations' may be in the form of lessons based upon videos they select themselves. In other words, the students will play the role of teachers rather than mere presenters. As content for the 'Interactions,' students can select from among the videos in the IE III Active Listening section at: . As content for their 'Presentations,' students can choose video content freely from the Internet, as long as it conforms to the 'ground rules' for video selection.
Teachers may model the tasks set up for one of the videos at [ How Can I Tell If Someone Is Lying To Me? ]. Those tasks are outlined below. It may take 25 or 30 minutes to complete the tasks. The tasks will serve as a model for what students are expected to create for their classmates when preparing for the Interactions and Presentations. The teacher will demonstrate the task model for the video "How Can I Tell If Someone Is Lying To Me?" For their 'Interactions,' groups of 4 will select one of the other 4 videos in the 'relationships' category (ensuring that no two students in the group has responsibility for the same video). The 4 other videos are entitled: "How to have a long distance relationship," "How to know you're in love," "How to be the perfect boyfriend," or "How to make public displays of affection."
MODEL Classroom Tasks related to Relationships
Title of Video: How Can I Tell If Someone Is Lying To Me?
Location:
[It's the first video in the 'relationships' category near the bottom of the page.]
Purpose
The purpose of these tasks will be to practice getting the main points from a video and the key supporting details. In the process you will learn something about how people behave (verbally and through body language) when they are lying.
Pre-listening Questions
Can you tell if someone is lying to you? If so, what gives it away?
When do you think lying is acceptable? Give an example of when you told a lie that you thought was justifiable.
Do you think you're a 'good' (i.e., 'effective') liar or a bad one? Why or why not?
If you could study how to lie more effectively, would you be interested in learning the techniques?
Pre-listening Task
Students prepare a list of ten statements about themselves, five of which are true and the remainder BELIEVABLE lies. Alternatively, several lies could be embedded in a story that the student prepares about himself/ herself.
In groups of 3 or 4, students read their statements (or tell their stories) to classmates. It is important that the presenters look up from their paper when they speak. Classmates will note down their observations about the oral delivery and body language. At the end of each list of statements or story, the classmates will speculate about which items were lies and why they thought so.
Listening Task
As you listen to the video, note down the behaviors that are often associated with lying.
They will include:
Post-listening Questions
Did you find anything paradoxical or contradictory about the behaviors exhibited when lying?
Do you think there are any cultural differences in the contexts in which Japanese people might tell lies or in the way they do it?
From the context, what do you think these expressions mean? Listen to the video again and try to catch the meaning in context. Compare your interpretations with those of your classmates:
smell (a bit of) a rat
poker face
being economical with the truth
Students have a go at producing their own
tasks based on videos of their choice
Students are then asked to select a video on one of the IE themes and they must create a lesson with a structure similar to the one in the model. It must have:
Purpose
Pre-listening Questions
Pre-listening Task
Listening Task
Post-listening Questions
PRESENTATION
This PRESENTATION isto be prepared by students working in a small group on the Cross-cultural theme. There are many news stories on the internet about this broad theme, including cross-cultural differences in the arts, education, on employment environments, and media coverage. The following list of sites present some excellent materials from which student groups may chose a video. Once they have chosen a video, they should not only resent a summary of the material, but do some background research as well and find contrasts between Japan and the country covered in the story. Afterward, they present their findings to the class. Roughly speaking, students should plan on each person in the group speaking between 3-5 minutes (and not any longer).
Movie Trailer Websites:
All Movie:
Internet Movie Database:
Star Pulse film website: