Presentation on theme: "“What’s Up, Doc?” Grammar with Cartoons Prof. Minna Nilanont Language Studies, English as a Second Language Prince George’s Community."— Presentation transcript:
“What’s Up, Doc?” Grammar with Cartoons Prof. Minna Nilanont Language Studies, English as a Second Language Prince George’s Community College
Questions What kinds of lessons with media do you remember? What happened before, during, or after the media presentation? What was the teacher’s purpose? Did they achieve their goal? How long ago was that lesson?
Personal Media Story I remember films from... SubjectTopicDate HistoryThe Donner Partyelementary school Home EconomicsBudgetingmiddle school HealthEmergency First Aidmiddle school HealthInterpersonal Communication high school
Questions What happened during these stages of the media presentation? before +Activating pre-existing schema with discussion or guiding questions during +Took notes +Fill out worksheet (teacher-prepared notes) after +Review new learning and answer discussion questions
The evolution of media Film strips TVVideoLaser Disc DVDYou Tube
Today’s Learners The web has created a “cultural and technological wave” in which learners demand “immersive educational experiences that are socially rich and informationally engaging” (Penrod, 2008). Penrod, D. (2008). Web 2.0, meet Literacy 2.0. Educational Technology, 48 (1), Cited in Díaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). New York, NY: Allyn and Bacon.
CALL Computer-Assisted Language Learning Videos and other media content are available for language learning and provide opportunities for expanding, supporting, and enriching instruction (Díaz-Rico & Weed, 2010). Díaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). New York, NY: Allyn and Bacon.
The numbers How many videos are available? Grammar 2,360,000 English Grammar 1,660,000 ESL Grammar 393,000 videos
Selecting Good Video Content Why cartoons? What criteria should we use to find video content that aligns with course outcomes or objectives?
Instructor Steps 1.Grammar introduction/review or 2.Model video and notes activity a. play the video for about 10 seconds. b. record the sentences in the correct boxes
Student Steps & Bloom’s Taxonomy/Activities StepsBloom’s Taxonomy - Students will... 1.Watching the Video - Give students the option to write notes and categorize them later on the second viewing. Remember/Understand: Identify tenses by listening 2.After the Video - Think/pair/share sentences Remember/Understand: Report what sentences were heard, Classify sentences by tense 3.Applying the Skills - Write a letter/report/complaint using target grammar Apply: Use target grammar, Demonstrate usage Create: Compose writing, Collaborate with peers Evaluate: Share and correct writing as a class
Objectives and Agenda 1.Short grammar review using up/grammar/tenses up/grammar/tenses 2.Watch Goldilocks a. write example sentences of all demonstrated tenses 3.Graded Group Activity 4.Review
Present Perfect Simple and Progressive Present Perfect Simple A: He has spoken. N: He has not spoken. Q: Has he spoken? ● putting emphasis on the result ● action that is still going on ● action that stopped recently ● finished action that has an influence on the present ● action that has taken place once, never or several times before the moment of speaking already, ever, just, never, not yet, so far, till now, up to now Present Perfect Progressive A: He has been speaking. N: He has not been speaking. Q: Has he been speaking? ● putting emphasis on the course or duration (not the result) ● action that recently stopped or is still going on ● finished action that influenced the present all day, for 4 years, since 1993, how long?, the whole week
Past Perfect Simple and Progressive Past Perfect Simple A: He had spoken. N: He had not spoken. Q: Had he spoken? ●action taking place before a certain time in the past ●sometimes interchangeable with past perfect progressive ●putting emphasis only on the fact (not the duration) already, just, never, not yet, once, until that day Past Perfect Progressive A: He had been speaking. N: He had not been speaking. Q: Had he been speaking? ●action taking place before a certain time in the past ●sometimes interchangeable with past perfect simple ●putting emphasis on the duration or course of an action for, since, the whole day, all day
Group Activity Objectives -- Students will... (Tasks) Watch the video twice Take notes Discuss with groups/complete notes (Grammar Concepts) Apply simple present and present progressive (facts/moment of speaking). Apply simple past and past progressive to past events (specific past events). Apply present perfect and present perfect progressive (context/experience). Apply past perfect and past perfect progressive (order of events).
What did they say? Write the sentences that you hear. Simple Present Present Progressive Simple Past Past Progressive Present Perfect Present Perfect Progressive Past Perfect Past Perfect Progressive
What was said? Who said that? https://www.youtube.co m/watch?v= 2JE1IHxFBp I
What happened? What was said. Simple Present“This bed is like (adj.) sleeping in heaven.” She eats everything without a care Papa Bear: “It’s time to get mad.” Goldilocks: “It tastes like paste.” Present ProgressiveBaby Bear: “She’s still sleeping in my bed.” Papa Bear: “I’m going to eat everything.” (future sense) Simple PastShe went to the bears’ house. She jumped and fell through the chair. She found the best bed for her. She got excited. She left her footprints on the floor. Past ProgressiveShe was standing on the chair and tasted the porridge. Present PerfectPapa Bear: “Somebody has been here.” Baby Bear: “We’ve got trouble.” Present Perfect Progressive“Somebody has been lying on my bed.” Moment of speaking: “Somebody has been messing with my porridge.” Past PerfectShe had broken the chair before she went upstairs. Past Perfect ProgressiveThe bears had been looking for the one who broke in. Retelling: “Somebody had been messing with my porridge.”
The bears go to the police and fill out a report
I went to church. As I came back to my house, I noticed that someone had broken my door, chair, windows and messed up my house. When I was trying to open my room, I saw a little girl sleeping on the bed. I decided to lock the door and call the police.
The bears go to the police and fill out a report I travelled out with my family to spend vacation with my uncle. On my way back home, I found out that someone had scattered things in my house and finished all of my food. I ran to the police station and filled out a report. I am very upset. I am going to have trouble sleeping tonight.
Practice/Evaluation Show a clip of a folk tale or a popular show. Goal: Students will write four sentences for each tense studied. + Write actions in the eight tenses that we have studied (2 sentences/tense). + Write a complaint/letter using the eight tenses (2 sentences/tense).
Sample Clip 1. Watch this clip 2. Practice writing sentences in the 8 tenses. 2. Pretend you’re one of the pigs or the wolf and write a letter to a friend about your day in the 8 tenses.
What happened? Practice. Retell the story. Simple Present Present Progressive Simple Past Past Progressive Present Perfect Present Perfect Progressive Past Perfect Past Perfect Progressive
Report/Letter to a friend
Sample HW Test on Unit 3 & 4 on July 3 * Watch videos * Do all exercises on * Book: Unit 3 & 4 - do all exercises and check with answer key in Course Content * Do extra exercises on
Tracking Statistics Did you know that… When you post videos to Blackboard, you can enable statistics tracking. Implications: We can draw correlations between viewership and success… or not?
YouTube Generation The world has changed because of the internet and YouTube. How will your teaching change for today’s learners?
Thank you! Thank you for listening. Good luck. Cheers to the future of education. There are many exciting things to come.