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Date Posted: 09:01:49 03/14/11 Mon
Author: Angelina
Subject: TASKS : 3 AND 5

Well, here are tasks 3 and 5
Didn´t find a way to send as attachments by the forum, if you prefer me to send via personal e-mail let me know.

TASK THREE





Digital natives are considered those born from the 1980s, who have grown up
surrounded by tech equipments, using technology not only everyday but all the time in their routines.
They have great knowledge in tech.
They are multitasking and don’t fear experimenting.
They don't pretend to be interested in a class when they're not.
Being so, technology is really ``real life`` for them, it always interests them and can be a very motivational tool for teaching because when students are motivated they’re more open to ``inputs`` that may lead to real learning.
When they're bored we can see it clearly in their faces and in their attitudes. And many times, in the middle of a traditional class, we look at their faces and they seem to say: - Please teacher, do something different!
But what different could we do?
How could we, digital ``tech immigrants`` teach these native ``tech experts``?
Many are the challenges we face in teaching this generation. It's like having to go back to school and learning different styles. Having to study Psychology to understand the differences between students of our time and students now: what their interests are, their way of thinking, their different abilities etc.
We must get to know our students. Knowing them will help us choose our teaching methods and tools, so that we can meet their needs.
Changes in our ways of teaching need to be made in order to get these students motivated, interested and engaged; so that we can take their best in the learning process.
It’s not because we digital immigrants teachers didn’t grow up using all these tech ``things`` that they can not be our ``things``: we teachers can and must use whatever tools that can be effective and lead to our students engagement and real acquisition.




TASK 5


LISTENING TASKS



TASK ONE: GENERAL LISTENING QUIZZES - COLLEGE LIFE
http://www.esl-lab.com/

TASK TWO: http://www.eslfast.com/ A jealous girlfriend http://www.eslfast.com/eslread/ss/s037.htm

TASK THREE: Mixer 102 Dream House
Various people describe their dream house. http://www.elllo.org/english/Mixers/T102-Dreamhouse.htmhttp


I think all these tasks are good tasks and I’d surely use them in my classes:
Task one- as all my students are College students this topic certainly would interest them.
Tasks two and three- they are`` real life topics``, and this kind of topics can always be used.
The three tasks have good exercises that check understanding, vocabulary, grammar points etc.
Even though I consider all of them good tasks, in my opinion, they can be complemented so that their use can be the most advantageous to students.

1st- I think we must always prepare our students for a listening task: before playing any of them, something must be done to raise students’ interest on the chosen topics or on the activity itself. ( pre-listening activity )

2nd- - The texts must always be carefully chosen according to the level of students; they must be related to the students current learning ( grammar , vocabulary etc) or about a topic that interests them.

3rd- Some of the new vocabulary may be explained / introduced in advance so that they don’t feel totally lost during the listening time.

4th- Extra activities, oral and/or written should be prepared in order to ``make the most`` of the listening task: we, teachers must be certain whether the students really understood the text. Also, activities in which students give us feedback on the task given would be interesting .

These are the main points I can think of right now, that would make me consider the tasks ``weak`` or ``strong``: the above attributes are ``strengths`` and the lack of them ``weaknesses``. So, the 3 chosen tasks are strong in most ways, and weak in others.
And important: the sound is good, words pronounced clearly: ``conditio sine qua non`` for a successful listening task.
Angelina.

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