PGI410188-41010064DO/ME (20202) - Tecnologias em Ensino e Aprendizagem

Hello, again! 

I enjoyed the activities regarding speaking proposed by Stanley (2013). Some of them have resources that I had not heard of before. I will explore these tools when I have more time! The activity I liked the most is 8.1 Spoken journals because it requires little preparation and can be used with all levels. Since I use WhatsApp groups with my students, I would probably ask them to send me their recordings through this app. I would propose that each student wrote a question they would like their classmates to answer. Then, I would ask students to choose at least three questions to answer in a recorded message they could either send me privately or to the group. I also think this would be a good alternative for a self-evaluation. Two activities that I will try soon are 8.2 Speaking pictures and 8.12 Animated film. I believe encouraging students to engage in creative activities increases their motivation.

1) My main goal when aiding the development of student's speaking skills is to provide them with an activity that makes language disappears so that life can appear (I may have stolen with quote from Tosltoi ). Thinking about that I'm a fan of activities that engage students and are concerned with the topics they want to discuss.

2)

8.1

8.2

8.9

3) So, one thing that I feel mostly safe to assume is that learners don't want to "reflect on their language learning" in class as suggested in activity 8.1 Ok, maybe if you're thinking about undergrad students at a Letras course, but such a small population... My adaptation to activities 8.1, 8.2, and 8.9 would be to let students choose a topic (e.g. a tv series, a book, something that they are currently studying in a different class). Then, I would mash them together and propose a podcast as the final project (spoilers: that's actually what my unit for this class will be).

Hello, everyone! 

These are the slides I used for my presentation today. I talked about activity 8.3 Reading Aloud and put a few extra resources you might find interesting.

See you!

Hi, here is the activity that I would choose and how I would adapt. 

Hello everyone

I really liked the ideas proposed by Stanley and I think all of them could be a very good and interactive way of dealing with speaking in class. The activities I liked the most were 8.2 and 8.8. Both of them deal with creativity and I think that this would motivate students. 

In activity 8.2, in the variation (for older learners) I would probably ask students to choose a picture of themselves in a place they really like and describe what they have done during that day. Later on, this could be posted on a blog so all the students could see and listen. In activity 8.8, instead of creating a radio, we could definitely create podcasts! The students could also choose a topic they enjoy and in small groups (2-3 students) they could have a conversation about this topic and explain a little bit about it. The teacher could also give some suggestions in case they don't decide on a theme to talk about. Afterward, the teacher could create a podcast with the students (choose a name and everything) and post this somewhere (it could be on Youtube, or even on Spotify). Activity 8.8 could actually be the class project, in which they would work for several classes (working on drafts and researching about the topic chosen) until they in fact produce the podcast.

I really liked the activity Talk-radio show and I think it would be a great activity to use as a project. Instead of a radio show, I would propose the students to create a podcast about the topics discussed during the semester. I think it would be nice for them at the end of each unit, to talk about the topic and turn the content they learned into a talk show. The students would be engaged in the project and dedicated to create a nice show for them to share with friends and family. 

The activities are again very interesting and provide some engaging ideas. The activities I like most were 8.5 and 8.9, as they are interactive and allow students to talk to their classmates. I also found activity 8.7, “tourists from the virtual world”, quite creative, and I would certainly like to use the idea, especially with children or teenagers. But, in my variation, only one student would be looking at the virtual place, and he would have to describe it, while the other students would try to draw the place on the board according to the colleague's description. The drawing group would also be encouraged to ask questions so that they could better illustrate the location. In this way, the whole class would be involved and practicing their oral skills in a fun activity. 

Hello there, everyone!

Personally, I liked the activities that focus on fluency, mainly the 8.3 and 8.5. Moreover, another one that caught my attention was the number 8.1 (Spoken Journal) due to its focus on learner autonomy. Besides, I really liked the games "https://www.stopdisastersgame.org/" and the one suggested on the slides from Kellen Geremias "http://playspent.org/". Both games can be used for excellent classes focused on communication, not only speaking but integrating all 4 skills.

Hello, everyone

Every activity in Stanley’s book is easy to adapt to different contexts and different levels. Stanley has taken care to organize all units around an aspect or skill. I would recommend unit 8.3 Reading aloud for almost any subject.  In this unit, we can use the voice dictation of iOS or Android devices which converts speech into text. 

When it comes to speaking, the activities I liked the most were: 8.2 Speaking pictures, which involves students uploading pictures/drawings to a website where it is also possible to record audio files to go with these pictures; 8.4 Unscripted and scripted dialogues, which is about students recording themselves to later listening to their recordings thinking about possible improvements they could make. Activity 8.6 Guided tour and activity 8.8 Talk-radio speaking are the ones I found the most fun to work with groups. The former involves students creating an itinerary about a place/city tourists might want to visit, recording some useful information about specific tourists attractions tourist might find interesting to check, and the latter, involves students creating a radio talk show talking about a variety of different subjects. I think learners would enjoy working with the activities suggested by the author, since most of them seem to be quite fun to work with groups, having students participate in them quite a lot.

I really enjoyed activity 8.8 Talk-radio speaking. I think it is a very nice way of engaging students and also dealing with other skills such as reading and writing besides speaking. I think that the procedures for the activity as proposed by Stanley could really work. However, I would add other things to that: teachers might decide to have a "news program" and video record students or do that in the form of a podcast too. 

I also think that students should have models of the talk-radio shows beforehand, which the teacher could use in order to analyze with students how it words, the way language is used.