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|Learners write a number next to
each item on a list of topics to show the order in which
the topics are mentioned in a video segment.
Followup: the accuracy of the ordering is checked. The next activity may involve finding detailed, specific information in the video segment, based on the familiarity the learners have acquired with the topics and their order.
|This activity may follow another
activity in which the topics that appear in the video
segment have been identified, or learners have eliminated
from a larger list topics that do not appear.
Students begin this activity with a list of topics, comprehensible to them, in mixed-up order.
Procedures for traditional classroom
|Students watch and number topics
individually. The video segment should be played several
Followup stage: Students may work in pairs to check the ordering of topics; the video can be played again to reconcile differences in answers.
Adaptations for ITV
|No adaptation of this activity is
necessary for its use in the ITV classroom.
In the followup stage, the teacher may gather student worksheets and choose one for anonymous display on the visual presenter. The group can comment on the accuracy of the ordering. Alternatively, students may be invited to check results with a neighbor. Receive sites may compare results with each other over the audio channel while the sound monitors (speakers) at the originating site are suppressed, so as to reduce classroom noise. Or an originating-site student can be paired with a receive-site student through the use of headphones.
As part of a federally funded grant project to develop models in distance education, a team of Hawaii researchers shot naturalistic video clips in Beijing, China, which were subsequently developed into Chinese listening lesson materials.The structure for these lessons was based on work done in the area of reading strategies and schema theory by Profs. Jim Lee, Bill VanPatten, June Phillips, and Irene Thompson (see related ideas in the NFLRC NetWork A Distance Reading Course in Russian, Spring 1997). In the listening activity sequence shown here, students have already viewed the video clip without sound and have seen a number of vehicles common on the streets of Beijing. First, the instructor conducts brainstorming on matching vehicle names to vehicle types; then he re-shows the video with sound and asks students to identify the order in which the vehicle types are mentioned in the video. After the stages shown here, the lesson moved on to the Specific Information stage, where students gathered details about each vehicle type.
Set-up for global activity. A handout which has been distributed to the whole class is shown on the visual presenter. The class has just finished looking at the Chinese names of vehicles listed on the handout, and is about to identify the order in which these vehicles appear in the video. The teacher's spoken instructions serve to notify both the engineers and the students of what is about to happen.
Listening task: ordering. The students watch the video with sound (sample) to do the ordering task.
checking results of task. The instructor calls on a
student at a receive site to confirm
the order of appearance of the vehicles in the video, and
uses the visual presenter to show the ordering on the student