Video Podcast

Video Podcast

ESL/EFL Podcast Likes and Dislikes Series

“Sports”

Francisco Rojas Lopez

1. Description of intended students

This podcast series is for my future students from 2th grade of a public High School in Chile. There are 35 students in this class; it is like any other class in Chile. Some of them are really interested in learning English, but most of them are not. They are like any teenager; they like listening to music, watching videos and films, playing soccer and hanging around with their friends. They are between 15 and 16 years old. They are native Spanish speakers and do not speak a second language because they think that it is not necessary. They need to know that learning English can be fun; they can meet new people, and to know about different cultures and societies, but most important they need to know that they can learn English; they can use it to express themselves; to talk about their thoughts and experiences, and to talk about their country and culture.

2. Description of language objectives and content objectives

- Language objectives for series: Expressing Likes and Dislikes; the students will be able to write and talk about what they like and what they do not.

I love

I hate

I like

I don’t like

I enjoy

I can’t stand

I’m crazy about

I’m sick of

I’m tired of

- Content objectives for series: Different topics of daily activities; the students will see how people live in a culture that is different from their own, and how English is used.

Food

Lifestyles

Sports

Clothes

- Language objectives for the individual podcast

I like

I enjoy

I don’t like

- Content objective for the individual podcast

Sports; American Football. Points of view of two different

students living in the United States.

- Explanation of reasoning ; connect with students needs

I chose these objectives for this video podcast because the students need to know about language and culture at the same time; they can understand how American people have fun and the traditions they have; how people of other countries who are living in the United States see and understand these traditions;. We can relate this content with students’ experiences and make some contrasts between them; after this activity the students will be able to talk about what they like and what they do not.

3. Description of the elements that make the podcast comprehensible

First of all I have to say that this video podcast is just one part of the activity. The students will be asked to find some information about American football before watching the video in order to collect some useful insights.

I think that this podcast is comprehensible because the language objectives that I chose for this episode are clearly identifiable. They can hear and read by themselves where people used the certain structure in their speech. They can read keywords that make the content comprehensible. They can watch real images of a football game that illustrate what the people are saying. They can compare the differences between a native and a non-native English speaker. At the end of the video the students can read a summary with the structures that were presented.

After watching the video the students will receive a worksheet with questions about what they heard and with a list of examples that show how to use these structures. The script will be written in the worksheet; if they have any doubt, they can read the text and find what they need.

4. Descriptions of the strategies that we have covered that have informed the choices that you have made with the podcast and how you will use it with students.

This whole activity was created thinking in some of the strategies that we have learned here. First of all I thought in High Expectations and faith in the learner because the first interview was made with a native speaker of English; this can be a bit difficult for the students to understand. I wanted to use real English in order to expose them to a real accent and intonation. I think that if they receive the proper support, they will be able to understand the message.

I thought in Teaching Through Content because the students can relate their traditions and experiences to those of people in different countries and societies. We can go deeper in the topics and understand how people live in other parts of the world. We can discuss about specific issues that caught the attention of the students; for example, what a freshman is or what an exchange student is.

The use of Multimedia technology to teach language and culture. We can bring small pieces of the target culture into the classroom. This video podcast was created in a real context; the images and the interviews were taken from real situations and conversations; the students can see how English is used in a real context and how culture is expressed through traditions and customs.

Do you like American Football?

Reflection 6 - A case of effective language teaching

The students were asked to write a persuasive speech, and present it in front of the class. Through brain storming the students decided what topics had to be presented; some of them were abortion, working age, alcohol, and video games. Each student took a topic, and started to work on that. The teacher gave the students an example worksheet with the appropriate structure for the required speech; they had to start with an anecdote or a quote; to kick out the conversation they had to establish their point of view and make a strong statement about their topic. The students had to look for information on the Internet, and write down their thoughts in the worksheet given. The Chilean teachers made some corrections; after that they were ready to present their work.
From my point of view in this activity the teacher gave the students a really good support; he gave them an appropriate scaffolding. One particular student caught the idea immediately; he was quite motivated, and willing to share his opinion. He asked for help at every moment; even when he was on his free time. I think that this student was pretty engaged with the activity because he found that he could tell something interesting to share with the class. All of this was reflected on his final presentation because he was one of the strongest speakers, and the most eloquent.

Reflection 5 - A topic in language education that I want to know more about

I would like to know more about how integrate the first language and culture into the ESL classroom. I have seen how students get stuck when they try to explain something but they do not know how to say it in English, and it is worst when the teacher just speaks one language. Sometimes the students can be misunderstood , and the teacher will not get what the student is trying to say. It would be great to know some effective strategies for giving the students the opportunity to express some ideas in their native language; they can tell to the rest of the class something interesting about their culture and language. It would be great to have printed and online dictionaries in different languages, or to have some keyboards with different characters in order to make easy for the students to find some information and the correct word for what they are writing.
I found a good article that gave me another point of view of how we can understand or integrate the first language into the classroom; from the point of view of the author giving some space to the first language is teaching tolerance in the ESL class; students who feel discriminated or with lack of confidence can feel more motivated and willing to learn if the teacher gives them an opportunity to use their first language and culture.

http://www.ccsf.edu/Resources/Tolerance/lessons/lang01.html

Reflection 4 - If only he knew…

If he only knew that it is really important to have high expectations for the students; he could help them to master the new language and culture. In my teacher shadowing I have seen how important is to set clear goals for the students. It is critical that teachers trust in their students; they have to believe that the students can improve if they have good opportunities to show what they can do.
I think that the role of the teacher is to prepare the students far beyond the standard tests or the next assignment. For immigrant kids life has not been easy; they came here running away from war or poverty; some of them have lost their parents or siblings in dramatic situations; they came here with just a few pieces of clothing, and no money on their hands, but they deserve a good opportunity to improve their way of living. It is not fair to think that these kids just can apply for jobs that Americans do not want to do; it is important that teachers really believe in the students' potential; they have to trust in them and give them all their support.
One thing that has caught my attention is that some of the activities seem to be motivating and with a real purpose, but the students do not find any reason to do them. From my point of view these activities do not have any language or content objectives; the students do not see how the work done in class can help them to improve their writing or reading; they prefer hanging around with their friends and keep improving their speaking.
I found a good article that talks about high expectations; not only for ESL students, but also for students and schools in general.

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk11.htm

Reflection 3 - Response to a question about English teaching

http://www.everythingesl.net/askjudie/?i=11117&n=0

How a teacher should be eclectic in their approach to language teaching?

Re: Teaching

by Francisco Rojas Lopez on Nov 19 2008 8:04 PM

From my point of view teachers should be eclectic most of the time specially in language teaching. We all know that students have different backgrounds; they learn in many ways; they are interested in different things. Teachers have to be aware of these differences; they have to appreciate them in order to make their instruction more effective.
It is necessary to understand that teaching demands a long-life learning; we can not teach in the same way year by year; we always have to be in contact with new research or new experiences that can help us to improve our teaching; we have to take the best of these different approaches and put them into practice and see what works and what does not. Also, it is important to have a strong teaching philosophy leading our decisions; it is important to have in mind some criteria at the moment of deciding what you are going to do; but also it is a good sign for your students because they know what expect from the teacher.
To learn a new language can be a really difficult task, but we are responsible for making this process successful and motivating for our students.

I decided to answer this question because in this week, working with the ESL class at Lewis and Clark High School, I have seen the importance that diferentiated instruction has in teaching; how important it is to have high expectations for our students; how teaching through content can motivate them when they are doing a task; the importance of giving some space to the first culture and language in the class. An ESL/EFL teacher needs to have all of this knowledge in mind when he or she is planning or teaching a class. In this class where there are students from all over the world; with different ages and with a different previous instruction; the teacher needs to be aware of this in order to give the students the opportunity that they need to master the new language and to understand the new culture.

Reflection 2 - Websites that might help

In my teacher shadowing I have seen a lot of students with different backgrounds; with different needs and attitudes towards English and American society in general. One particular student has caught my attention because he does not like to be here; for him living in the U.S. does not make sense, and that makes learning English much more difficult. He is from Nepal; he has lived here just for three months which it has been really hard for him; he sees American culture quite different from his own culture and language; however, he pays attention to what the teacher says, and sometimes he tries to participate in the activities; he tries to speak as much as he can, and his listening comprehension is really accurate. I think that he needs more time to assimilate the new culture and language in order to understand and master American culture and English.
From my point of view a good way to help this student is giving him the opportunity to know more about the U.S. by himself; I think that Internet can provide this help because he can learn apart from what he is been taught at the school; he can find some interesting topics from American culture and relate them with his own experience; he can find similarities and differences that can make learning more meaningful for him.
A good website to know about American culture is http://www.americanfolklore.net/index.html; here he can find American legends; heroes and villains stories; spooky stories. It is a huge source of American traditions and culture.
Other website that might help is http://www.teachertube.com/ because apart from learning something about culture, he can know about American history; science and English in general.
National Geographic is an excellent website; here students can learn about many cultures in a matter of seconds, and of course everything is in English. http://video.nationalgeographic.com/video/
Using these kinds of websites this student can help himself; he can understand better his new country and culture. He can guide his own learning and his own experience.

Reflection 1 - Podcasting my way to mastery of English

http://www.eslpod.com/website/

I would use these podcast series because there are a lot of interesting topics that I can use as an English learner; when we arrived here it was really difficult to deal with simple things; going to the grocery store was a really difficult challenge; we did not know what kind of language or vocabulary was necessary to keep up with the conversation.
In this website we can find topics related to daily life activities such as, shopping for specific things, reading food labels or talking about product quality. For each podcast we have the script and the vocabulary related to one specific episode. This kind of podcast will assist me back home because I can keep in touch with real stories in English; I can practice what I learned here; besides, I can learn new stuff that I could not practice here. I would use this website once a week in order to go deeply in each episode; I need time to assimilate the new vocabulary, and to relate this new material to something that I can use in a real context.

The Classroom Story

What strategies do you see from our Bilingualism and Biliteracy class?

I could see five different strategies:
1. Teaching through content
2. The activity was student-centered
3. The activity was meaningful and with a real purpose
4. Social interaction
5. High expectations

What are the most effective?

From my point of view the most effective strategies were Teaching Through Content, Social Interaction and High Expectations. The students wrote the letter with a real purpose; they wanted to get traffic lights in order to make the community life safer. They had a reason to write; therefore, the task was meaningful for them. They were involved in the process and could make decisions at every time; the teacher gave them his support and always trusted in them. At the end of the project the students were able to create more complex texts and improved their English skills.

What are the barriers to teachers to teach English in a way that is motivating to students now?

After reading chapter five I can say that some of the barriers are: when students believe that the task does not help them to solve problems immediately; they are not interested in learning; when the assignment is not understood by the students, this makes the content not meaningful; therefore, they are not willing to take risks.
The content; on the other hand, is selected by the teachers who have different interests than the students. Textbooks are designed by people far away of the schools and classes; thus, they do not know the students. When the content is centered in grammar and vocabulary the students just learn about rules and isolated words that are not useful to them, in order to solve problems in their personal lives. Teachers do not give the students the possibility to use language in a creative way. With these approaches students learn language that will be used in the future, not in their present lives.

What will you like to know about your future students?

- I want to know if they are willing to learn English.
- What their motivations are.
- What the students' strongest abilities are.
- If they have the support of their families.
- What they expect about me.

I am looking forward to work as teacher back home as soon as I can, and put into practice all what I have leanrt here. Also, I want to keep in contact with some of my teachers here in the U.S in order to tell them what I am doing with my students and what their improvement is.

Activity for Gina

In Chilepodcast you can listen to podcast of Chilean students talking about their personal lives, and maybe you can learn about schools in Chile. This is a good opportunity for you to learn Spanish.

http://chilepodcast.blogspot.com/

Run-ons And Comma Splices

Comma Splices:

Gina's interaction with the target language can be greater, because the two groups interact each other daily, but they do have different points of view about certain topics such as lifestyles and culture.

Gina's interaction with the target language can be greater because the two groups interact each other daily, but they do have different points of view about certain topics such as lifestyles and culture.

The Public Market and Chinatown were the places that I liked the most, in these places you can find a lot of interesting things to do, eat and watch.

The Public Market and Chinatown were the places that I liked the most. In these places you can find a lot of interesting things to do, eat and watch.

Run-ons:

For this reason it is important to have in mind the students' interests, we have to give them the opportunity to think by themselves if English or Education in general can make a difference.

For this reason it is important to have in mind the students' interests. We have to give them the opportunity to think by themselves if English or Education in general can make a difference.

Then they can compare and contrast their reality and learn that it is possible to live better.

They can compare and contrast their reality; then they can learn that it is possible to live better.

Social Interaction, High Expectations And Teach Through Content

In my future work with High School students in Chile I will include these three different approaches in my teaching. Why? Because I think it is necessary to make content meaningful for the students. It is important that our students can express their ideas and experiences. The activities must be plan in the way the students can see themselves reflected and integrated, we have to talk about our culture, desires, feelings, society and life.
In Chile teachers always tell their student if they learn English, they will have better jobs, better opportunities, in a few words they will have a better life. From my point of view these things are really important and maybe are true, but I am not sure that students really think that English can change their lives. For this reason it is important to have in mind the students' interests, we have to give them the opportunity to think by themselves if English or Education in general can make a difference. We can show them how different societies all over the world have improved their lives because they believed that through English they could be in contact with different people and communicate with them. Then they can compare and contrast their reality and learn that it is possible to live better. But to do all these things it is critical that we really believe in the students' potential, we have to trust in them and give them all our support, because this is our job. It is not our work put labels to our students neither go to a class thinking that those students can not do it better. We do not have to plan the activities thinking in what they do not know or "can not do" we must think in what they really know and build on that.

Video

Problem Solving And Social Interaction

Steps 1 and 2

What do you know about Mapuches’ culture?

Students have to work in groups of 6, the have to Brainstorm, Ideas about what they know.

They also have to write the most important idea in a cardboard and then explain it in front of the class

The teacher gives a brief description and introduction about Mapuches’ Culture; Hometown, Traditions, Food and clothing.

Teacher brings some visual aids. (mapuches’ jewelry )

Brainstorm about students own culture

Students have to work in groups of 6. They have to brainstorm, Ideas about what you know

They also have to write the most important idea in a cardboard and then explain it in front of the class.

Steps 3 and 4

Once the students have shared their ideas, the classroom as a whole decides which the most important concepts about both cultures are. Then, students compare the positive and negative aspects of each culture.

Steps 5 and 6

Students have to work in group of five and create four questions for a Mapuche guest speaker that is coming to the class. The questions have to be created based on what was discussed in class. The interview will be recorder in order to be analyzed in class and shared with the other English classes to make debates and exposition of the Mapuches’ culture for the school

Videos - Social And Psychologycal Distance

Dangerous Minds (1995) Choice

Gina's Social And Psychological Distance To Spanish Language, Culture And Speakers

Social Distance:

1. Social Dominance. Whose social group is more dominant?
From my piont of view in this case both native-English speakers and native-Spanish speakers have equal power. Due to Spanish is almost the second spoken language in The United States.

2. Interaction Pattern. How much do learners integrate, or do they do most things apart from the mainstream?
Gina's interaction with the target language can be greater, because the two groups interact each other daily, but they do have different points of view about certain topics such as lifestyles and culture.

3. Enclosure. To what extent does learner's group have their own resources for interaction, such as church, publications, clubs?
Certainly social distance can be greater in this point because the Latina culture expresses in a very different way. On the other hand they have their own institutions where they can interact among them.

4. Size. How large is the Group?
Gina's group is bigger than native-Spanish speakers.

5. Cohesiveness. How much does the group "stick together?
The two groups interact at every moment. For that reason the second language learner is exposed to the target language and culture many times.

6. Cultural Congruence. How are the cultural patterns and customs of the home culture and the target culture alike or different?
In this case cultural patterns and customs differ in critical points of view such as community life and traditions.

7. Attitude. What attitudes do the home and target cultural groups have toward one another?
From my piont of view nowadays there is a better understanding between both culture which is better in mastering a second language.

8.Intended Length of residence. How long does the learner intend to stay in the new country?

Psychological Distance:

1. Motivation. Does the learner want to learn the new language?
Gina is highly motivated in learning Spanish, so she has more possibilities to learn a second language.

2. Attitude. How does the learner feel toward the target culture group?
She wants to learn Spanish in a short period of time (a quarter).

3. Culture Shock. Is the learner suffering culture Shock?

School Visit to Bridgeport - Brewster

Our visit to Bridgeport - Brewster schools was quite interesting because we could watch how teachers do their job working with children that do not speak English as a first language. An important fact is that in these schools the 81% of the students speak Spanish and most of the teachers speak just English so teaching and learning can be pretty difficult. However, they set up high expectations for their students, like college classes, which is really important because the students know what they have to do and what is expected of them. I really liked the environment inside the schools, the messages written on the walls, the layout and organization of the tables inside the classrooms all of them painted in bright colors, every teacher in his/her room making the schools a comfortable place to be in. I would like to have these kind of facilities in Chile.

Seattle ... The Rainy City?

Our visit to Seattle was amazing. We had three beautiful sunny days which was really good because we could walk around the city without problems. We could watch and talk with people from different nationalities and see how people live in a city that gives them a wide variety of things to do. The Public Market and Chinatown were the places that I liked the most, in these places you can find a lot of interesting things to do, eat and watch ... I took beautiful pictures there. The visit to the Space Needle was awesome too, Seattle looks gorgeous from the sky.
On the other hand there are a lot of people living in the streets, the very same homeless people that you can find in every single city around the world, the same faces and the same stories.
I liked this modern city a lot. I want to visit it again as soon as I can, certainly three days are not enough.

REAL ENGLISH ACTIVITY

http://www.real-english.com/reo/1/unit1.html


Lesson: Normal, Formal and Informal Greetings.
Level: Beginner.
Activity: We are going to watch two videos, each with ten greeting dialogs in English. In the first video you must listen to the people and try to figure out what they are saying, but in the second one you can read the subtitles in Englishs. By the end of the activity we are going to do some exercises presented in the very same page.
Technology: Multimedia; videos and podcast.
Aims: Present real material to the students and contrast different ways of greetings.

I chose this web because we can see how English works in real situations and how people in different parts of the world use it. Multimedia can give us the opportunity to understand and know better the target language and culture. It is a powerful tool for teaching because teachers can bring pieces of that culture into the classroom and expose students to real dialogs or situations. Teachers not only teach grammar rules and vocabulary but also by using this kind of technology they can teach values, beliefs and ways of speaking of a certain group of people.

1. Interaction: we can achieve interaction with this website depending on the activity chosen by the teacher. Mainly you can work on listening, reading and writing, but you can also use it for speaking too; work in pairs in order to do the exercises in the same website.

2. Authentic Audience: in my opinion this condition does not apply to this website.

3. Meaningful Activities: from my point of view the activities presented in this website are meaningful for the students. They can watch, read and listen to how language works in a real situation. They can relate their experiences to real conversations in different contexts.

4. Exposure to/Creation of varied language: students are exposed to different kind of English speakers from different nationalities. They can perceive the differences between native and the non-native speakers.

5. Right Amount of time/Feedback: not only we can use this website in class guiding the activity and giving some support to the students, but also students can work by themselves whenever they like. They can assess understanding and increase difficulty by themselves.

6. Appropriate for Styles, Personalities and Intelligences: students can learn the content of the activity in different ways. Some of them can listen to the speakers and understand what they are talking about. others are going to listen to and read the English subtitles at the same time so they can understand better what the conversation is about.

7. Motivating: I think that students can feel more motivated when they see and understand how language works in a real context. trying to understand what people are talking about it is a challenge to them.

8. Student-centered: the main goal of this web page is to help students of English and people interested in it. Everything is designed to help students to improve their listening and reading skills and have a better understanding of the culture.

9. Autonomy: as I said before once students learn how to use this web they can work on it whenever they want and of course they can increase difficulty when they feel comfortable.

10. Multimodal: real-english.com provides different ways in which material is presented. Students can watch real people on the street, listen to them and read what they are saying which is quite important because students can understand better the new material and put into practice what they learned.

11. Comfortable Environment: for some people this website might be a bit confusing and messy. Maybe it is difficult to get use to it but it is a matter of time to feel more comfortable working on it.

Bookmarks - delicious.com

I like this kind of websites. You can find a lot of information related to different contexts. In Chileteach account there are several websites that can help you with your studies, for instance you can find links to TESOL Quarterly, CALICO Journal and Language Learning & Technology.

http://delicious.com

NATIONAL GEOGRAPHIC

MONKEY MAYHEM



GLOBAL WARMING



LIFESTYLES OF THE LOGGERHEAD TURTLE

COMMENTARY: CAN FREE READING TAKE YOU ALL THE WAY?

A RESPONSE TO COBB (2007)

Jeff McQuillan
Center for Educational Development
Stephen D. Krashen
University of Southern California

http://llt.msu.edu/vol12num1/pdf/mcquillan.pdf

This article is a response from the writers to an article written by Tom Cobb called COMPUTING THE VOCABULARY DEMANDS OF L2 READING; Cobb claims that free reading,which is when you read because you want to or when it is voluntary, is not enough to achieve vocabulary and , therefore, reading comprehension of L2 readers won't be good enough. On the other hand he gives to computers a highly important role in L2 reading.

The authors give a reinterpretation of Cobb's study and conclude that he underestimates the amount of reading of the L2 readers, because they can read about different topics such us newspapers, novels, academic articles and so on or even if they just read about one issue free reading is a good tool to improve our vocabulary and spelling.

PODCASTS

To me:
I would work with these two pages

http://www.eslpod.com/website/

http://a4esl.org/podcasts/

For the students:
This is a good website to practice listening and pronunciation.

http://www.manythings.org/songs/

Here you can practice reading, listening and watch real situations in English.

http://www.real-english.com/reo/1/unit1.html

And for Gina:
In Chilepodcast you can listen to podcast of Chilean students talking about their personal lives, and maybe you can learn about schools in Chile.

http://chilepodcast.blogspot.com/


I would continue the idea of Real-English because with this kind of videos we can bring pieces of the target culture into the classrooms.

CMC - CALL - DRILL & PRACTISE

A good example of CMC is Sharedtalk a virtual community of people interested in languages in general. Here you can find your future language partner and practice your writing and communicative skills.

http://www.sharedtalk.com

This is difficult to me because I have used this web lots of times ... but I have to say and according to some articles that I have red on the Internet you can find some mistakes on this web page, but at the same time is really useful. You can easily have access to a great amount of information. Besides it is a good opportunity to practice writing and publish something interesting to you and for people around the world. So sometimes we cannot believe all we read.

http://www.wikipedia.org/

http://www.frozennorth.org/C2011481421/E652809545/

___________________________________________________________________

A good example of CALL is Wordreference an online language dictionary. What I like of this page is that apart from searching for word translations you can ask in forums for the meaning of certain words and people all over the world can help you to find the appropriate translation or usage according to the context. You can also listen the pronunciation of the word.

www.wordreference.com

I am not sure if we can say this web is not so good to practice reading comprehension, but it is true that feedback is not present here. The activities are presented in pdf so you cannot modify them. You cannot answer the questions below each reading and you have to click several times to have access to the activities.

http://www.abcteach.com

____________________________________________________________________

Esl-lab is good drill & practice web page to practice listening comprehension. You can listen to different dialogs, answer the questions and assess yourself. You have instant feedback. You can also read the script of each conversation.

http://www.esl-lab.com

This web provides a lot of writing quizzes. It is a guide for writing and grammar but the explanations are really confusing. They are written in a very technical language. On the other hand the interface is really messy!

http://grammar.ccc.commnet.edu/GRAMMAR/quiz_list.htm

TEACHING TEXT AND CONTEXT THROUGH MULTIMEDIA

Claire Kramsch
University of California, Berkeley

http://llt.msu.edu/vol2num2/pdf/article1.pdf


This article emphasizes the importance of multimedia for teachers and language learners to teach and understand some aspects of the culture of the target language. It is an analysis of a multimedia Quechua language program and its relation between text and context.

Multimedia permits learn a second language not only as a set of grammatical rules, but also watch, listen and interpret how language works when native speakers interact in real situations. Through multimedia we can take into account verbal and paraverbal behaviors, gestures, body movements. According to the text most of the video-based multimedia materials are focused on linguistics and grammatical items, the same as textbooks. The filmmaker decides who is going to appear on the screen and those who do not. Therefore he or she leaves out some aspects of the culture and maintain others, which is quite different from being in the host community where you can confirm or eliminate some beliefs or insights about a certain culture.

New technologies such us Internet, videos and CD - ROM shift the traditional form of teaching, linguistic items, to teach values, beliefs and ways of speaking of a certain group of people. Of course when you are learning a new language you cannot learn the context, it must be experienced. This is the importance of multimedia, students can learn about culture of the target language no matter if they are in the host country or not. Students can go back to previous materials or go further and rearranged the conversation or situations in order to make new interpretations or confirm previous conceptions.

Multimedia offers a wide variety of authentic videos that help both teachers and students to have a better understanding about the target language and culture. To learn a new language it is necessary to know how to use grammar and meanings of words but also it is necessary to know how native speakers express feelings, desires or angry.

Webquest: The Labor Day

Why American people celebrate Labor Day the first Monday of September?

Why do people say not to wear white after Labor Day?

What is the relation between the Knight of Labor and the Labor Day?

http://www.history.com
http://www.dol.gov
http://media.www.thehilltoponline.com
http://askville.amazon.com/people-wear-white-Labor-Day

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