ESL

 ** Listening Activity Types ** Listening skills may seem more passive or less demanding than other language skills. However, when students are engaged in listening activities, they employ different competencies. For instance, when trying to comprehend and interpret a message, they need to know morphology, syntax, vocabulary (grammatical competence), the social and cultural expectations of native speakers in the language studied (sociolinguistic competence), how to use pronouns and conjunctions in a cohesive and coherent manner (discursive competence), and how to make educated guesses to compensate for gaps in their knowledge (strategic competence). In sum, listening activities require the interplay of different types of knowledge that go beyond “getting what it was said.” ( L2 represents English as second language)
 * World Languages Learning Activity Types (ESL) **

Listening Activity Types ** Speaking Activity Types ** When learning a foreign language, speaking skills are crucial to students’ engagement and sustained language development. The activity types proposed below are appropriate for students with different levels of language proficiency. Speaking Activity Types ** Writing Activity Types ** (both expository & creative) Writing in L2 focuses on both the process and the product. When working with writing skills, students can engage in all three modes of communication— interpersonal, interpretive, and presentational. In addition, writing abilities involve the same four competencies mentioned above (grammatical, sociolinguistic, discursive, and strategic) that enable learners to convey meanings with accuracy across cultures. The activities proposed below address both expository and creative writing skills. Writing Activity Types ** Reading Activity Types ** The cognitive processes involved in reading in a foreign language are similar to those described for the listening skills. Students bring into play grammatical, discursive, sociolinguistic, and strategic competences when attempting to comprehend and interpret a written message. The following activity types may be performed either silent or aloud. Reading Activity Types ** Viewing Activity Types ** Viewing abilities are critical for “zooming into” the target language culture. Through viewing activities, students can observe authentic interactions among native speakers learn about differences among dialects, accents, registers, and body language without leaving the boundaries of their classroom. Viewing Activity Types
 * ** Activity Type ** || ** Brief Description ** || ** Possible Technologies ** ||
 * Listen to a conversation || Students listen to a conversation in L2, either live or recorded (e.g., from a textbook supplement, radio broadcast, skit, guest speakers).  || CD; Web audio site, iTunes U  ||
 * Listen to a teacher’s prompt(s) || Students listen to a conversation in L2, either live or recorded (e.g., from a textbook supplement, radio broadcast, skit, guest speakers).  || Podcasts, recorded audio, teacher tube  ||
 * Listen to a broadcast || Students listen to a broadcast in L2 (e.g., radio, television, news, performance).  || Recorded radio, podcasts  ||
 * Listen to a poem/song || Students listen to a poem recited or song sung in L2, live or recorded.  || Web; iTunes, podcasts  ||
 * Listen to an audio recording || Students listen to a recording in L2 (teacher- or student-made; professionally produced).  || Podcasts; Web  ||
 * Listen to a presentation || Students listen to a live or recorded presentation in L2 (e.g., guest presentation; student-created oral report; teacher-created lecture).  || Presentation software, video/audio conference  ||
 * Listen to a story || Students listen to a story written and read aloud in L2.  || CD; Web; YouTube, podcasts  ||
 * ** Activity Type ** || ** Brief Description ** || ** Possible Technologies ** ||
 * Have a conversation with a partner/small group || Students converse with a limited number of others in L2 (improvised or with prompts). || Audio/Video conference; telephone ||
 * Have a conversation with a large group || Students converse with a large group in L2 (e.g. question-and-answer with a guest speaker; improvisational performance; class discussion). || Audio/Video conference; ||
 * Perform role plays || Students speak in L2 in character in a simulated situation (e.g., ordering dinner in a restaurant; checking in at the airport; skit, play, impersonation, puppet show). || Video camera, audio recorder ||
 * Engage in a question and answer activity || Students ask and/or answer questions from others in L2 (e.g., exchange personal information; request directions; interact with guest speaker). || Audio/Video conference ||
 * Repeat || Students repeat what someone else says in L2 (e.g., tongue-twister games; “Whisper Down the Lane”/”Telefono Descompuesto;” oral exercises). || Podcast, audio recorder ||
 * Have an informal debate || Students debate an issue in L2. || Audio/Video conference; audio recording ||
 * Deliver a presentation || Students deliver an (in)formal presentation (e.g., advertise a product, present a report; perform a commercial for a tourist destination). || Presentation software; video recording ||
 * Create an audio/video recording || Students create a recording (e.g., a commercial for an invented or real product; “how to do it” demonstrations; a song or rap). || Garageband, iMovie - Audio recording/ video recording; podcast ||
 * Tell a story || Students tell a lengthy or short story in L2. || Garageband, iMovie - Audio recording/ video recording; podcast – flip video ||
 * Sing || Students sing a song in L2. || Garageband, iMovie - Audio recording/ video recording; podcast – flip video ||
 * Define terms orally || Students provide L2 definitions for L2 words. || Audio recording with ipods ||
 * Describe something || Students describe an object, person, place, or idea in L2. || Audio recording with ipods ||
 * Recite || Students recite a rehearsed piece in L2 (e.g., poem, quotation, common phrase). || Audio recording with ipods ||
 * ** Activity Type ** || ** Brief Description ** || ** Possible Technologies ** ||
 * Engage in a question- and-answer activity || Students ask and answer questions about different topics (e.g., daily routines, personal traits, target culture, likes and dislikes). Email; word processor; chat, online discussion  || Email - Gaggle; word processor- Word, Pages; chat – [|www.edmodo.com] ,; online discussion - Moodle  ||
 * Write a paper || Students compose a written response (e.g., position paper, essay, report) to a prompt (e.g. art critique, passage from textbook, newspaper article).  || Word processor, blog, wiki  ||
 * Label objects || Students prepare labels to match to objects in the class, at their homes, and/or at school.  || Word processor; drawing program like Comic Magic; concept mapping software like [|www.bubbl.us.com] or Inspiration  ||
 * Define terms in written form || Students use new and old vocabulary to compose a glossary of terms (e.g., glossary of terms for textbook chapter, literary piece read in class or as a homework)  || Word processor; concept mapping software, wiki  ||
 * Write a sentence/paragraph || Students write a sentence or paragraph to describe an object, situation, and/or place.  || Word processor; concept mapping software  ||
 * Create a comic || Students create a comic strip to apply functions, culture, grammar, and/or vocabulary related to a given topic.  || Word processor; drawing program; comic creation software; Comic Magic  ||
 * Write a script || Students write a script for a soap opera episode, a comedy skit, or a play.  || Word processor, wiki  ||
 * Write a poem || Students write a poem (e.g., haiku, cinquain, diamond, concrete poetry).  || Word processor, wiki  ||
 * Write a letter || Students write a letter in response to a prompt (e.g., penpal/keypal communication, letter to a family member, letter to the Editor, a complaint).  || Word processor; Email - Gaggle  ||
 * Create a game || Students create a game to practice vocabulary, grammar, language, functions, culture (e.g., flash cards, Bingo, Jeopardy).  || Word processor; drawing software - ActivInspire; presentation software- Keynote, Powerpoint (find templates online)  ||
 * Write a story || Students write a story inspired by personal experience, a cultural topic, or a literary work read as part of course assignments.  || Word processor, wiki  ||
 * Write journal entries || Students write journal entries using targeted grammar structures and vocabulary (e.g., diary, blog, dialogue journal).  || Word processor; blog; wiki; Email list; discussion forum in Moodle  ||
 * Create a book || Students create a book (e.g., biography, cookbook, poem collection, picture book).  || Word processor; drawing software; presentation software; Web software like storybird.com/teachers, [|www.mixbook.com], alpha.zooburst.com  ||
 * Participate in an online discussion || Students engage in online discussions and take a stand on assigned topics (e.g., global warming, bilingual education, international policy).  || Discussion forum in Moodle, social room like Edmodo, text messaging  ||
 * Create a test || Students create a topic or chapter test with a peer (e.g., multiple choice, cloze, true or false, matching pairs).  || Word processor; Web authoring software like Hot Potatoes  ||
 * Create an illustration accompanied by text || Students create a map, a concept map, word pictures, a mural, or a storyboard to illustrate historical events or cultural topics related to a textbook unit.  || Drawing software – comic magic, activinspire; concept mapping software- inspiration, [|www.bubbl.us] ; presentation software – keynote, powerpoint  ||
 * Create a newspaper/newsletter/ news magazine/ brochure || Students synthesize information from textbooks, encyclopedias, and/or websites and develop a print-based or electronic periodical. || Word processor; desktop publishing software; Web authoring software - iweb; wiki ||
 * Create a chart/table || Students compile and synthesize information from different sources and organize it in charts and/or tables. || Word, Pages, Keynote, Powerpoint, Excel ||
 * List word families || Students develop word clusters (e.g. “Familias de Palabras”). || Word processor; concept mapping software – [|www.bubb.us], inspiration ||
 * Edit || Students assist each other with their writing projects (e.g., peer editing). || Word processor- Google Docs, wiki ||
 * Take notes || Students record relevant information on course topics (e.g., presentations, field trips, videos). || Word processor; concept mapping software; wiki or Google docs (for collaborative note- taking) ||
 * ** Activity Type ** || ** Brief Description ** || ** Possible Technologies ** ||
 * Read a story || Students read and analyze stories by relevant authors from their target language to get acquainted with different literary styles || Web; ebook reader ||
 * Read a poem || Students read and analyze poems by authors from different nationalities and literary traditions || Web ||
 * Read a newspaper/magazine || Students read and extract information from newspapers and magazines from different countries where their target language is spoken. || Web ||
 * Read a book/novel || Students read and analyze books and novels from different literary traditions and authors || Web; ebook reader ||
 * Read a letter || Students read letters from newspapers or magazines, family archives, legal documents (e.g., from and to editors, from one family member to another one, legal notifications). || Email; Web ||
 * Read a textbook || Students read and extract information from textbooks (e.g., cultural notes, grammar, vocabulary lists). || Web; ebook reader; CD ||
 * Read a comic (e.g. for children; political cartoon) || Students read a comic and relate it to the cultural and/or political reality/realities represented || Web ||
 * Read a chart/table || Students read chart(s)/table(s) to extract information and to connect it to course topics (e.g., weather service, census data by languages, health issues by countries). || Web ||
 * Read an article (e.g. encyclopedia entry; Web page) || Students read article/s to further their knowledge about course topics (e.g. encyclopedia entry; Web page; electronic journals and magazines). || Web ||
 * Read a diary/journal || Students read entries from peers’ diaries/journals posted online. || Web; blog, Moodle ||
 * ** Activity Types ** || ** Brief Description ** || ** Possible Technologies ** ||
 * Watch a performance || Students attend a live performance or watch a recorded event  || UStream, Web; DVD; YouTube  ||
 * Watch a video || Students watch contemporary or classic movies, video clips of commercials, documentaries, to enhance comprehension of course topics.  || Web; DVD; YouTube; Hulu  ||
 * Observe a live interaction || Students attend or watch interactions in the target language to get acquainted with different communication styles (academic and non-academic) in different settings (e.g., sporting event, at the airport, a job interview, at the doctor’s office).  || Web; Webcam; videoconference; UStream  ||
 * View an exhibit || Students take physical or virtual field trips (e.g., to an art museum, cultural artifacts, other students’ works, school exhibition).  || Web; Web-based virtual fieldtrip; videoconference  ||
 * View image(s) || Students use images to elicit information about course topics (e.g. pictogram; photographs; drawings).  || Web,- Picassa, Flickr, [|www.piclits.com]  ||