Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eB2Hm8906074; Sat, 2 Dec 2000 12:48:08 -0500 (EST) Date: Sat, 2 Dec 2000 12:48:08 -0500 (EST) Message-Id: <e4.dcfc8b7.275a8ed6@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Howardaded@aol.com To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5365] Re: Crossroads Cafe X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Unknown sub 171 Content-Type: multipart/alternative; boundary="part1_e4.dcfc8b7.275a8ed6_boundary" Status: O Content-Length: 4998 Lines: 72 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Dear Holly, It's great to hear that the CC videos are in use. I used them with a low-intermediate class with much success. Keep in mind that the supplemental materials (work texts, photo stories, partner guides) were designed to support independent learning, so it takes special attention to make them work in the classroom. Also, each episode runs for approximately 30 minutes and usually follows multiple story lines. With so much input, my learners had to work hard to stay alert and focused. However, when given the choice, they consistently decided to watch each episode in it's entirety. I found that using the Teacher's Resource Books, combined with the actual scripts and portions of the photo stories worked the best. I didn't use the worktexts at all. The Teacher's Resource books provide video highlights, summaries of the episodes and reproducible handouts. The scripts allow for the learners to actually follow and/or practice all or parts of the scenes. And the photo story books have a page in each unit that highlights vocabulary and grammar structures found in the episode. I would often present the vocabulary and/or the summary and/or the script. The goal for learners with poor listening comprehension was to listen for key vocabulary and phrases. These touch points alone provided excitement and support for learners who felt overwhelmed. Naturally, learners with higher listening comprehension loved following along and finding that they could understand and even catch the humor. Often, they provided encouragement to the learners who needed more support. The excitement was contagious and allowed for a positive group dynamic to form. >From there, based on what I felt was most relevant, I wrapped up each episode by focusing on one of the story lines. For a simple activity, I would use something from the Teacher's Resource book. If time allowed, I would often do a problem-solving activity and a discussion. Discussions, of course, were lively, objective and easily turned into writing assignments. I hope this helps. Have fun, Gail Fox Director of Adult Education Howard Area Community Center
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