Speaking English Online Course Concept

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Temática III - Desenho da aprendizagem online

Actividade Alternativa

Pedro Vargas

Participação no Fórum
Trabalhos realizados
Speak it too o site
Wiki
Google+ Community
OLDS MOOC

PPeL6: Actividade alternativa - submissão de tarefas http://www.moodle.univ-ab.pt/moodle/mod/forum/discuss.php?d=4883382

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Actividade alternativa - submissão de tarefas
por Pedro Vargas - Domingo, 24 Fevereiro 2013, 02:16

Boa noite colegas e Professor

Mais uma vez agradeço aos que ao longo destes dias me manifestaram o apoio
e agradeço também o incentivo dado pelo professor, só a combinação de
ambos me permitiram voltar aos trabalhos

Submeto à apreciação:
O meu projecto de aprendizagem online. Trata-se de uma parte de um curso
que comecei a desenhar. Aqui fica a proposta: speak-it-too-o-projecto

Como não apresentei nada nas diferentes fases propostas para a actividade
alternativa, aqui ficam também dois documentos que preparei de acordo com
as instruções fornecidas e que serviram de base para a minha proposta:
1. Distribuição das actividades por abordagem pedagógica

2. Aspectos relevantes no desenho da actividade online

Entretanto, já concluí o site e as actividades cujo desenho apresentarei
amanhã, mas se houver tempo para darem uma vista de olhos, aqui fica o link
para o site: https://sites.google.com/site/speakittoo/

A todos bom trabalho e desculpem a minha ausência!

e-cumprimentos

Pedro

Responder

Re: Actividade alternativa - submissão de tarefas
por José Mota - Domingo, 24 Fevereiro 2013, 12:48

Olá Pedro :-),

Fui dar uma vista de olhos e gostei bastante do que vi. Confesso que fiquei

1 de 3 26-02-2013 17:13


um pouco surpreendido com a quantidade de trabalho que conseguiu
desenvolver.

Uma nota apenas para referir que, à semelhança do que aconteceu com a
Cristina e com a Inês, e que discutimos aqui no fórum da UC, o seu wiki no
Wikispaces está como privado, ou seja, apenas têm acesso as pessoas que
forem convidadas. Trata-se, fiquei a saber, de uma nova política do
Wikispaces que requer que a conta da pessoa que cria o wiki seja
confirmada. Como a confirmação telefónica está indisponível para
Portugal, a outra hipótese é pagar 1€, coisa que nem todas as pessoas
estão dispostas a fazer quando têm que utilizar o cartão de crédito para
um pagamento com esse valor. A Cristina usou o Google Wallet e correu
bem.

Se quiser que o curso seja aberto, no sentido em que as pessoas possam
aceder aos conteúdos e recursos todos, terá que optar pelo pagamento
referido ou, em alternativa, usar o PBWorks, que também é uma
plataforma wiki bastante boa. A solução mais vantajosa é criar o wiki na
área académica - https://plans.pbworks.com/academic.

Continuação de bom domingo,

[] JM
Mensagem superior | Responder

Re: Actividade alternativa - submissão de tarefas
por Pedro Vargas - Domingo, 24 Fevereiro 2013, 19:26

Speak_it_to_binder.pdf
Boa noite a todos

Aqui fica o link para o post do meu Desenho de Actividade:
http://pedrovargasmpel6.blogspot.pt/2013/02/speak-it-too-desenho-
de-uma-actividade.html

Para os que estiverem interessados em fazer as actividades, aqui fica uma
introdução e um convite a visitarem o site...

2 de 3 26-02-2013 17:13


https://sites.google.com/site/speakittoo/home

Bom trabalho e bom resto de fim de semana.

e-cumprimentos

Pedro
Mensagem superior | Responder

Nome de utilizador: Pedro Vargas. (Sair)

3 de 3 26-02-2013 17:13

Speak it too: online course concept

Introduction
Why Speak it too?
To help students to speak English better is the core of this online course.
Internet provides content and new ways to interact and communicate… and language stands
mainly for it: Interaction and communication. Students will have the chance to train the
English language and find a new way of doing it online too.

Objectives
This course has as its main purpose to allow students to find new ways of learning and training
their skills, and mastery of the English language, using resources online.
The full course will be available for everyone, although it was conceived as a subsidiary course
to presencial courses.
Students must engage in a complet set of activities to complete the course, and their progress
depends on the success they have managing the use of a range of resources and tools, from
communication, to sharing, and from bookmarking to real language production.

The four language skills
The course is based on the 4 learning Skills: Listening, Reading, Speaking and Writing. For each
of the skills there will be 5 activities and in each activity 5 tasks. Tasks are mainly directed to
the skill to be worked but most of the times students will be working more than one skill at the
same time since we cannot put a language ‘in boxes’.

Communication and interaction
All activities have tasks where students will have to produce artifacts that they then must post
and present to the community.
The activities of sharing and interacting is part of the language learning process since students
must interact and comment the artifacts produced by the others to complete the activities!

At the same time students have a Google+ community that work as a general forum where
they can interact with the teacher and with the other students.
The course is asynchronous but at the Google+ community there’s a chance to try some
hangouts or other online interactions.

Length and schedule
All activities were conceived as single learning units that will take from 60 to 120 minutes to be
completed, depending on the mastery of both the tools and the English language, and the
amount of time students spend looking for information on the net. They must also have time
to go over the other students’ posts on every individual blog.
The full course will have 20 Activities and it is expected a minimum of 50hours to complete it.

Evaluation
The evaluation will be based on an award progress system. Every time a student completes an
activity the teacher will credit him an award and give him/her access to the next activity. Every
time a student fails to complete an activity it’s the teacher role to help and encourage the
student to complete the tasks in the activity.

At the end of the course thare will be an award/diploma for the ones finishing all the activities.

Here is the award chart:

Language resources
Language resources will mainly cover general English topics. All the resources are already
available online. The course activities are based on online open resources: from Youtube,
Wikipedia, open sourced blogs and sites. There will also be links to institutional sites whenever
they become useful to the activity.

How does the course work?

Speak it too – The Site
https://sites.google.com/site/speakittoo/
The site Speak it too is the anchor, the place where students start all the activities of
the course. It is open sourced licensed under a Creative Commons Attribution 3.0
Unported License.
Anyone can go through the activities, do some exercises, read texts, but to fully
experience the course students, must enroll on it by asking to the teacher to be part of
the google+ community and gain access to the wiki where they can post, comment and
have feed-back and grades on their submitted works.

The individual Blogs

A blog is one of the best good and useful tools for students to inprove
their writing abilities, since they have to be concern and carefully think
with what they write, knowing that many will have the chance to read
their texts.

To improve student’s writing skills a teacher can think of tasks that require them to
post in their blogs, for example where they express their opinions and ideas by writing
in some topics that are chosen by the teacher.
To improve reading, teacher may use articles and asks them to read and reflect on
them and post their opinions…
All these postings can involve writing production, but with so many resources online
students will be able to all so post their own audios and videos, and the blog can turn
to be the optimum onboard diary, not only a repository of all the activities but a place
to share, a chance to show to the ‘world’ our work, giving others the chance to
comment on them…

The Speak it too Wiki
http://speakittoo.wikispaces.com/home

Wikis are excellent for collaboration!

They help students to communicate and collaborate with each other, and to organize
and get to know what the others are doing.

Teacher can use a wiki to ask students to upload their works, for example:
presentations, videos, audio files, and all kind of other documents. The teacher can
also use it to upload materials, assignments or students' grades. It's a very useful tool
for students to interact with their teacher and with their classmates. Finally it can turn
to be the ideal place for collaborative work.

Google +

Google+ works perfectly as a social bookmarking web service for storing,
sharing, and discovering web bookmarks.
Both teacher and students can post good online materials, such as links, videos,
activities and games that will contribute for a full learning process. It’s also the place
for all the general questions and feedback. Since students must write in English it will
definitely be a helping tool to expose students to the language. The community it’s a
private place where students should be more secure to interact, since only the ones
taking the course can access it. Google+ also allows hangouts which are a powerful
source of language training.

Google + Speak it too community:
https://plus.google.com/communities/104099910839973355320

Tools to be used in the first activities
Voki

http://www.voki.com/

Croak it

http://croak.it/

Other Tools to be used in follow-up activities

Prezi

http://prezi.com/your/

Mindmeister

http://www.mindmeister.com/

Wordle

http://www.wordle.net/

Aspetos relevantes no desenho da
atividade online
Para quem como eu tem vindo a desenhar atividades pedagógicas, sempre para contexto
de sala de aula, a mudança conceptual obriga um exercício de rutura e de abertura a
uma panóplia de novos meios e contextos online que recriam a forma como são
entendidas as ideias, conceitos e vivências dos intervenientes no processo pedagógico:
professor, aluno e instituição.

Perspectivo-me, desde logo, num contexto de disponibilização de conteúdos gratuita e
de acesso livre, sem as barreiras institucionais que um vincula a uma escola ou
Universidade me obrigariam.

O ponto de partida a nível pedagógico passa não por ensinar pelo uso de recursos
online, mas antes assenta no conceito de apreender a aprender com os recursos
disponibilizados e com os outros.

Como ideias centrais da minha reflexão pedagógica aponto:

1. O processo de interação como veículo de motivação e de construção do
conhecimento: desenvolvendo dinâmicas que privilegiem a colaboração e a
discussão entre os intervenientes, de modo a que o feed-back seja dado também
pelos pares e não exclusivamente pelo professor

2. Uma dimensão de ‘multitasking’: onde as propostas de atividades a realizar
desenvolvam diferentes competências (na minha proposta, particularmente as
diferentes competências linguísticas)

3. A prática como suporte à reflexão: procurando que ao realizarem as
diferentes tarefas os alunos criem consciência de que o processo de
aprendizagem online exige rigor e disciplina e que dessa reflexão surge a
construção de saber.

4. O desenvolvimento da autonomia: da reflexão e da tomada de consciência o
aluno deve conseguir desenvolver novas competências com vista à sua
autonomia, por forma a que o processo de aprendizagem se constitua como
verdadeiro instrumento ao serviço da construção de saber e de desenvolvimento
de novas competências.

Num ambiente online os processos tendem a valorizar os conhecimentos formais ou
informais dos alunos, colocando-os em diálogo e colaboração uns com os outros,
libertos das barreira impostas pelos horários, hierarquias e pré-requisitos. Em última
análise fazem de todos os intervenientes aprendizes dentro do próprio processo de
construção de saber e de saber fazer.

Na criação de uma atividade online procura-se que os alunos aprendam a analisar,
organizar e selecionar informações que os ajudem à tomada de decisões; que
desenvolvam uma autonomia criativa e comunicativa, sempre num contexto solidário de
partilha e de cooperação.

Numa atividade online o professor é sobretudo um orientador e um desafiador, mas
também um aprendiz!

Finalmente, para uma abordagem de uma atividade online há que fazer recurso de uma
parafernália de recursos e ferramentas dos quais destaco:

 Para a avaliação e organização: Wiki
 Para a escrita colaborativa: Google docs
 Para o diário de bordo: blog
 Como agregador: Scoop it
 Para as pesquisas on-line - motores de busca: google, yahoo, etc
 Para a discussão, fóruns, apresentação de propostas oline: Google+, Wiki e
opcionalmente: facebook, skipe, twiter, etc.
 Outros: Prezi, Mindmeister, Voki, croak.it, mindmeister, etc.

Distribuição das atividades por
abordagens pedagógicas
Tipologia em foco: Cognitivista-Behaviourista

O que ter em conta?
Esta abordagem pedagógica concebe que a aprendizagem se manifesta no
comportamento e que este comportamento pode ser condicionado através de um sistema
de castigos e recompensas. Comportamentos desejados podem ser estimulados por um
quadro de recompensas; comportamentos indesejados podem ser suprimidos através de
feedback negativo.

O professor fornece conteúdo e leva a aprendizagem. O aluno é responsável por
internalizar o material apresentado pelo professor.

Existem diferenças individuais entre os alunos, cada um com as suas próprias ideias
pré-concebidas e preferenciais estilos de aprendizagem, mas o conhecimento permanece
essencialmente pré-determinado, com o papel do professor assente na transmissão do
conhecimento através de uma série de atividades de aprendizagem.

Atividades a desenvolver

Análise de conteúdos de diferentes tipologias pela leitura, visualização e audição de
conteúdos e realização de exercícios online de aplicação de conhecimentos. Todos os
exercícios dão feedback imediato e professor funciona como facilitador dos conteúdos.
O feedback é dado pela agregação dos exercícios realizados e pela atribuição de
classificação a cada uma das tarefas realizadas.

Tipologia em foco: Construtivista

O que ter em conta?

Segundo esta teoria, o conhecimento é totalmente subjetivo, exclusivamente construído
por cada aluno através de uma combinação dos seus conhecimentos e crenças, e novos
estímulos.

Quando os alunos encontram uma experiência ou uma situação que entra em conflito
com sua atual forma de pensar é criado um estado de desequilíbrio. Em seguida, devem
alterar a forma como pensam para restaurar o equilíbrio ou criar um novo equilíbrio.
Para fazer isso, urge dar sentido à nova informação, associando-a com os
conhecimentos pré-adquiridos.

Quando não somos capazes de acomodar a nova informação à nossa antiga maneira de
pensar, reestruturamos o nosso conhecimento atual para um nível superior de
entendimento.

No modelo construtivista, o professor facilita a aprendizagem mas não o dirige. O

papel do professor a orientar os alunos e ajudá-los a encontrar uma forma de resolver
um problema.
Aprende-se mais a fazer.

Criação de artefacto(s) com recurso a ferramentas e software open source. A tarefa
exige a recolha de recursos e subsídios e o desenvolvimento do domínio das novas
ferramentas: Croak.it, Voki, Prezi, Mindmeister, Wordle, etc. Trabalho em colaboração
com colegas. O professor apoia os formandos na resposta às duvidas suscitadas pelas
diferentes tarefas envolvidas na criação do(s) artefacto(s).

Tipologia em foco: Conetivista

O que ter em conta?
A Aprendizagem e o conhecimento assentam na diversidade de opinião.
A aprendizagem é um processo de conexão de nódulos especializados ou fontes de
informação.
A aprendizagem pode residir em ferramentas não-humanas.
A capacidade de conhecer é mais importante do que o que é conhecido atualmente.
Manter as conexões é necessária para uma aprendizagem contínua.
A capacidade de ver conexões entre ideias e conceitos é fundamental.
A atualização e atualidade dos recursos são vitais na aprendizagem.
A tomada de decisão é em si um processo de aprendizagem.

Partilha online de artefacto(s) em blogues ou numa rede social. Reflexão sobre a
partilha de artefactos produzidos por pares envolvidos no mesmo processo,
nomeadamente pela realização de comentários às publicações dos outros alunos.
Produção colaborativa de um instrumento/documento colectivo através de uma WIKI.

Activity 1 – Listening
Tarefa 1

Nesta tarefa os alunos terão de ouvir um texto e completar um
exercício onde devem preencher espaços em branco com
informação do diálogo que estão a escutar.

Operacionalização: O professor disponibiliza o áudio e um texto para a realização
de um exercício de aplicação de capacidades de compreensão do registo oral da língua.

Duração: 10 minutos
Objectivo pedagógico: Desenvolver a capacidade de compreensão oral com recurso a
suportes digitais online.

Abordagem pedagógica: Cognitivista/Behaviourista
Link para a actividade: https://sites.google.com/site/speakittoo/listening/activity-1---listening

Tarefa 2

Nesta tarefa os alunos terão de publicar o texto produzido no seu
blogue individual e disponibilizar o link para esse post na página
da Wiki indicada pelo professor.

Operacionalização: Os alunos publicam conteúdo online num blog e partilham essa
publicação numa Wiki.

Duração: 5 a 10 minutos
Objectivo pedagógico: Sujeitar à apreciação de outros conteúdos em formatos e suportes
diversificados, nomeadamente em suporte escrito.

Abordagem pedagógica: Construtivista e Conectivista


Tarefa 3

Nesta tarefa os alunos terão de produzir um texto completando
um excerto de uma conversa telefónica com informação
específica.

Operacionalização: os alunos produzem um texto personalizado com recurso a um
processador de texto à sua escolha.

Objectivo pedagógico: Desenvolver a escrita criativa com recurso a um conjunto lexical
reduzido.


Tarefa 4
Nesta tarefa os alunos terão de gravar o texto produzido na tarefa
3 recorrendo para tal à ferramenta online: Croak it.
O audio Croak it produzido deve ser publicado no blogue
individual de cada aluno e disponibilizado o link para esse post
na página da Wiki indicada pelo professor.

Operacionalização: os alunos gravam um registo áudio de um texto recorrendo a uma
ferramenta disponível online e disponibilizam esse artefacto online.

Objectivo pedagógico: Promover a capacidade de autocrítica no domínio da língua falada.


Tarefa 5
Nesta tarefa os alunos terão de ouvir os áudio Croak it produzidos
pelos outros alunos e na comunidade do Speak it too do Google+
interagir com os outros alunos para confirmar dados recolhidos.

Operacionalização: os alunos ouvem os artefactos áudio produzidos pelos colegas e
interagem online para confirmar os dados recolhidos durante a audição dos diversos áudios.

Objectivo pedagógico: Exercitar a capacidade de audição de registos áudio produzidos e
disponibilizados em formato digital e promover a interação.

Abordagem pedagógica: Conectivista


Progresso

No fim da actividade, na Wiki, será atribuído o distintivo (Listening
Steel Award) correspondente à conclusão da Actividade 1.

O aluno passa a poder aceder e realizar a Actividade 2.

Activity 1 – Reading
Tarefa 1

Nesta tarefa os alunos terão de ler um texto online, retirado do
site Shortstories101. o texto é sobretudo motivacional para
estimular a leitura de outros textos. Os alunos podem também
ouvir parte do texto numa Voki.

Operacionalização: O professor disponibiliza um texto a ser lido.
Objectivo pedagógico: Desenvolver a capacidade de leitura com recurso a suportes
digitais online.

Link para a actividade: https://sites.google.com/site/speakittoo/reading/activity-1

Tarefa 2

Nesta tarefa os alunos terão de selecionar um texto de entre a
oferta de textos disponibilizados online no site Shortstories101.

Operacionalização: os alunos procuram, leem e selecionam um texto disponibilizado

na internet.

Objectivo pedagógico: Desenvolver a leitura pela seleção e recolha de textos.


Tarefa 3

Nesta tarefa os alunos terão de publicar o texto selecionado no seu
blogue individual e disponibilizar o link para esse post na página da
Wiki indicada pelo professor.

Operacionalização: Oss alunos publicam conteúdo online num blog e partilham essa

diversificados, nomeadamente em suporte escrito



Tarefa 4

Nesta tarefa os alunos terão de produzir e publicar o audio Voki de
parte do texto por si selecionado no seu blogue individual e
disponibilizar o link para esse post na página da Wiki indicada pelo
professor.

Operacionalização: os alunos publicam conteúdo online num blog e partilham essa publicação
numa Wiki.


diversificados, nomeadamente em suporte áudio.



Tarefa 5

Nesta tarefa os alunos terão de ler os textos disponibilizados pelos
outros alunos e votar na Wiki o texto de que mais gostaram de entre os
propostos pelos colegas.

Operacionalização: Os alunos leem os textos dos outros colegas para poderem votar o que
gostaram mais na Wiki.

Objectivo pedagógico: Desenvolver a leitura como forma de seleção de informação .
Abordagens pedagógicas: Conectivista


Progresso

No fim da actividade, na Wiki, será atribuído o distintivo (Reading Steel
Award) correspondente à conclusão da Actividade 1.


Activity 1 – Speaking
Tarefa 1

Nesta tarefa os alunos terão de ler sobre uma personalidade
famosa na Wikipédia ou no Biography channel.

Operacionalização: O professor disponibiliza o links para a pesquisa sobre
personalidades e os alunos selecionam uma das personalidades famosas.

Objectivo pedagógico: Desenvolver a capacidade de leitura com recurso a suportes
digitais online.

Link para a actividade: https://sites.google.com/site/speakittoo/speaking/activity-1---speaking

Tarefa 2

Nesta tarefa os alunos terão de produzir um texto biográfico
enquadrado por um conjunto de questões guia.


Objectivo pedagógico: Desenvolver a escrita criativa com recurso a informação
biográfica.

Abordagem pedagógica: Cognitivista/Behaviourista e Construtivista


Tarefa 3

Nesta tarefa os alunos terão de gravar o texto produzido na tarefa
2 recorrendo para tal à ferramenta online: Voki.

Operacionalização: os alunos gravam um registo áudio de um texto recorrendo a uma
ferramenta disponível online.

Objectivo pedagógico: Promover a capacidade de autocrítica no domínio da língua falada.
Abordagem pedagógica: Construtivista


Tarefa 4

Nesta tarefa os alunos terão de publicar o audio Voki produzido
no seu blogue individual e disponibilizar o link para esse post na
página da Wiki indicada pelo professor.

Operacionalização: os alunos publicam conteúdo online num blog e partilham essa

Objectivo pedagógico: Sujeitar à apreciação de outros conteúdos em formatos e
suportes diversificados, nomeadamente em suporte áudio.



Tarefa 5

Nesta tarefa os alunos terão de interagir com os outros alunos
procurando identificar as personalidades apresentadas em registo áudio
nos blogues individuais.

Operacionalização: os alunos produzem textos em formato de comentário aos Vokis dos outros

alunos.

Objectivo pedagógico: Desenvolver a escrita como forma de interação e instrumento de
comunicação.

Abordagens pedagógicas: Conectivista


Progresso

No fim da actividade, na Wiki, será atribuído o distintivo (Speaking
Steel Award) correspondente à conclusão da Actividade 1.


Activity 1 – Writing
Tarefa 1

Nesta tarefa os alunos terão de ler um texto online,
retirado da BBC News Magazine.

Operacionalização: O professor disponibiliza o link do texto a ser lido.
Objectivo pedagógico: Desenvolver a capacidade de leitura com recurso a
suportes digitais online.

Link para a actividade: https://sites.google.com/site/speakittoo/writing/activity-1--writing

Tarefa 2

Nesta tarefa os alunos terão de produzir um texto utilizando
apenas um conjunto de palavras dadas.


Objectivo pedagógico: Desenvolver a escrita criativa com recurso a um conjunto lexical
reduzido.



Tarefa 3

Nesta tarefa os alunos terão de publicar o texto produzido no seu
blogue individual e disponibilizar o link para esse post na página
da Wiki indicada pelo professor.

Operacionalização: os alunos publicam conteúdo online num blog e partilham essa
publicação num Wiki.

Objectivo pedagógico: Promover a escrita pela partilha online de artefacto.


Tarefa 4

Nesta tarefa os alunos terão de produzir pequenos textos como
comentários aos posts dos outros alunos e que deverão publicar
nos blogues uns dos outros.

Operacionalização: os alunos comentam os textos produzidos pelos outros alunos.
Objectivo pedagógico: Desenvolver a interação e a utilização da língua como
instrumento ao serviço da comunicação.



Tarefa 5

Nesta tarefa os alunos terão de contribuir com uma frase para a
produção de um documento colaborativo alojado online no Google docs.

Operacionalização: os alunos produzem um texto personalizado com recurso a um documento
aberto e disponibilizado na internet.

Objectivo pedagógico: Desenvolver a escrita criativa e a construção de um artefacto
colaborativo.

Abordagens pedagógicas: Construtivista e Conectivista


Progresso

No fim da actividade, na Wiki, será atribuído o distintivo (Award)
correspondente à conclusão da actividade 1.


Speak it too! https://sites.google.com/site/speakittoo/

Site map
Online English
training
Listening Welcome to Speak it too - an Online English Training Course
Activity 1 - Listening
Reading This course is conceived to give you the chance to find how to work
Activity 1 - Reading online wih others and to practice your Reading, Listening, Speaking
Speaking and Writing skills.
Activity 1 - Speaking You can do many of the activities without registering, but to have
Writing feedback and a final award you must enroll on the course.
Activity 1 - Writing
Wiki Just send me an email to pedrojustovargas@gmail.com asking to start
Google+ Community the course.

I will send you back all the information needed and give you the chace
to submit and do all the activities. (There is only the first activity
available for each of the skills now, but there will be others soon!)

Please read carefully the First steps and Progress pages before
you start.

Good luck, I hope you enjoy doing this small course!

This work is licensed under a Creative Commons Attribution 3.0 Unported License.
Please make your reference as: credits to Speak it too - https://sites.google.com
/site/speakittoo/

Subpages (3): About me First steps Progress

Iniciar sessão | Atividade Recente do Web site | Denunciar Abuso | Imprimir Página | Remover Acesso | Tecnologia do Google Sites

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1 de 1 24-02-2013 19:09

About me - Speak it too! https://sites.google.com/site/speakittoo/home/about-me

Site map Online English training >
Online English
training
About me
First steps
Progress My name is Pedro Vargas.
Listening
I'm an EFL teacher in Portugal.
Reading I've always been concerned about how to give my students the chance
Activity 1 - Reading to develop their language skills online.
Speaking This site was created with the idea of giving them a chance to taste a
Activity 1 - Speaking little of what they can do with a punch of WEB 2.0 tools
Writing applied to English language learning.
Wiki
Each activity was conceived as a single unit. All activities and
resources are free and available since this is still an under construction
Google+ Community
educational project.


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1 de 1 24-02-2013 19:11

First steps - Speak it too! https://sites.google.com/site/speakittoo/home/first-steps

Online English
training
About me
First steps Before you start the activities, lets first check all you need to complete
Progress them:
Listening
Activity 1 - Listening 1 - Do you have a google account? If not create one here.
Reading
Activity 1 - Reading 2 - On your google account activate google+
Speaking
Activity 1 - Speaking 3 - On your google+ account go to products and create a blog on the
Writing blogger. That's where you are going to post your reflections and your
Activity 1 - Writing work!
Wiki
Google+ Community 4 - Learn to use all the tools and resources at Tools - Learn to use
them

Subpages (1): Tools - Learn to use them!


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1 de 1 24-02-2013 19:09

Tools - Learn to use them! - Speak it too! https://sites.google.com/site/speakittoo/home/first-steps/tools---learn-to...

Site map Online English training > First steps >
Online English
training
About me
First steps
Tools - Learn to The Blog on blogger
use them!
Progress
Listening
Reading
Activity 1 - Reading
Speaking
Activity 1 - Speaking
Writing
Wiki
Google+ Community

The Wiki from wikispaces

1 de 5 24-02-2013 19:11

Progress - Speak it too! https://sites.google.com/site/speakittoo/home/progress

Online English
training
About me
First steps To complete the course you have to collect all the awards.
Progress
Listening At the end of the course I'll email you a final award/diploma.
Reading
You can only move to next activity when completing the
Speaking
previous one, so to do Activity 5 you must first complete
Activity 1 - Speaking Activities 1, 2, 3 and 4.
Writing
Activity 1 - Writing Speaking, Listening, Reading and Writing Skills are
Wiki independent, so you can decide to make only one of these, but
Google+ Community
your course final award will only be granted if you finish all the
activities.

Each Skill as 5 activities and each activity has 5 Tasks.

In every activity you will be asked to produce something and
post it in your blog and at our Wiki.

Your evaluation and progress can only be checked there on
the page: Your progress. You will find my feedback there too.

For douts, sugestions or anything else you can use our social
group at Google+ Speak it to Comunity.

Award system

1 de 2 24-02-2013 19:10

Progress - Speak it too! https://sites.google.com/site/speakittoo/home/progress


2 de 2 24-02-2013 19:10

Activity 1 - Listening - Speak it too! https://sites.google.com/site/speakittoo/listening/activity-1---listening

Site map Listening >
Online English
training
Listening
Activity 1 - "On the phone"
Listening
Reading
Task 1 - Listen to the audio and complete the text with the
missing words.
Speaking
Activity 1 - Speaking EWG Audio Player
Writing
Wiki
Google+ Community
Secretary: Hello, Ultimate Computers. May I help you?

Caller: Yes, this is Jack Kordell from Hunter's Office Supplies. May I
______________ (1) to Elaine Strong, please?

Secretary: I'm sorry, but she's not in right now.

Caller: Okay, do you know when she'll be_________________ (2)?

Secretary: Uh, yes, she should be here later on this afternoon maybe about
4:30. May I take a message?

Caller: Yes. Ms. Strong sent me a brochure detailing your
____________________ (3) line of laptop computers with a
__________________ (4) of other software products, but there wasn't any
information about after-sales _____________________ (5).
Secretary: Oh, I'm sorry. Would you like me to fax that to you?

Caller: Yes, but our fax is being_____________________ (6) at the moment,
and it won't be working until around 2:30. Hum . . . could you try sending that
information around 3:30? That's should give me time to look over the
____________________ (7) before I call Ms. Strong, say, around 5:00.

Secretary: Sure. Could I have your name, telephone number, and fax number,
please?

Caller: Yes. Jack Kordell and the phone number is 560-1287. And the fax
number is 560-1288.

Secretary: Okay. Jack Kordell. Is your name_____________________ (8)
C-o-r-d-e-l?

Caller: No. It's Kordell with a "K" and two "l's." K-o-r-d-e-l-l."

Secretary: All right, Mr. Kordell. And your phone number is 560-1287, and the

1 de 3 24-02-2013 19:11


fax number is 560-1288. Is that ________________________ (9)?

Caller: Yes it is.

Secretary: All right. I'll be _______________________ (10) to send you the
fax this afternoon.

Caller: Okay, bye.
Adapted from: http://www.esl-lab.com/tc1/tc1.htm

Task 2 - Post the complete text in your blog.

Task 3 - Next you have a small part of a phone call, adapted
from the text above.

Complete the sentences with names, numbers and times.

You: I'm ___________________ , from
________________________ .

May I speak to Mr. ____________________ , please!
(...)

You: Ok, Could you ask Mr. _____________________ to call me
back, around ___________________ o'clock.

My phone number is ___________________ , and my fax
number is ___________________________ .

Task 4 - Record your text using Croak it and post the audio
link on your blog and on the wiki page: Listening activity 1 -
audio file
Learn how to use Croak it here: Tools - Learn to use them!

Task 5 - Listen to the other students croak it audios.

2 de 3 24-02-2013 19:11


Take notes on the names, phones and times and at the
Google+ Speak it too community and confirm your data with
the authors. (confirm at least two!)

When compleeting all the tasks you'll get your first Listening
award:

tc2.mp3 Pedro Vargas, … v.1


3 de 3 24-02-2013 19:11

Activity 1 - Reading - Speak it too! https://sites.google.com/site/speakittoo/reading/activity-1

Site map Reading >
Online English
training
Listening
Activity 1 - Listening "Short stories"
Reading
Activity 1 -
Reading
Task 1 - Read and listen to the Voki on a short story called:
Speaking
The age of stupid
Writing
The age of stupid
Wiki
Google+ Community God created the donkey
and said to him.
"You will be a donkey. You will work un-tiringly
from sunrise to sunset carrying burdens on your back.
You will eat grass, you will have no intelligence
and you will live 50 years."
The donkey answered:
"I will be a donkey, but to live 50 years is much. Give me only 20 years"
God granted his wish.

God created the dog
and said to him:
"You will guard the house of man. You will be his best Friend.
You will eat the scraps that he gives you and you will live 30 years.
You will be a dog.
The dog answered:
"Sir, to live 30 years is too much, give me only 15 years." God granted his wish.

God created the monkey
and said to him:
"You will be a monkey. You will swing from
branch to branch doing tricks. You will be
amusing and you will live 20 years.
The monkey answered:
"To live 20 years is too much, give me only 10 years." God granted his wish.

Finally God created man...
and said to him:
"You will be man, the only rational creature on the face of the earth.
You will use your intelligence to become master over all the animals.
You will dominate the world and you will live 20 years." Man responded:
"Sir, I will be a man but to live only 20 years is very little,
give me the 30 years that the donkey refused,
the 15 years that the dog did not want
and the 10 years the monkey refused."
God granted man's wish.

1 de 3 24-02-2013 19:12


And since then, man lives 20 years as a man,
marries and spends 30 years like a donkey,
working and carrying all the burdens on his back.

Then when his children are grown,
he lives 15 years like a dog taking care of the house
and eating whatever is given to him.

So that when he is old,
he can retire and live 10 years like a monkey,
going from house to house and from one son or
daughter to another doing tricks to amuse his grandchildren.

That's Life.

PALASH SHAH

in: http://www.shortstories101.com/funny-short-stories/age-of-stupid.html

Task 2 - Search the Shortstories101 webpage for a story like
this.

Task 3 - Post it at your blog.

Task 4 - Choose part of your story and build a Voki, register if
you are not registered, select a character you like and record
your text. (for more information on how to use Voki visit: Tools
. Learn to use them!). Include the Voki in your blog post.

Task 5 - Submit the link to your blog posting in the Speak it too
Wiki at: Reading activity 1 - Students' links.
Read the other students stories and vote your favourite at the

2 de 3 24-02-2013 19:12


Wiki.

Complete this activity to have your first Reading award:


3 de 3 24-02-2013 19:12

Activity 1 - Speaking - Speak it too! https://sites.google.com/site/speakittoo/speaking/activity-1---speaking

Site map Speaking >
Online English
training
Listening
Activity 1 - Listening 'Who am I?'
Reading
Activity 1 - Reading Task 1 - Choose one Famous historical Person and read
Speaking
about him or her at Wikipedia, or search the Bio Channel to
Activity 1 -
Speaking
learn more.
Writing Wikipedia
Wiki
Google+ Community

Here are some examples, you can choose one of these or
others...

Abraham Lincoln
1809-1865 - U.S. President

Joan of Arc
1412 - 1431 - Warrior

1 de 3 24-02-2013 19:12


Napoleon
1769 - 1821 - Military Leader

Task 2 - Prepare a text to read based on the following
questions about the Famous Person.
You have to present yourself as the Person.

· What are his/her dates and places of Birth? ( and
death?) - I was born on the...

· Why he/she was famous? - I'm famous because... / I
was famous because...

· What is/was his/her Profession? - I am a... / I was a ....

· Why is/was him/her famous? Two or three things he did.
- I fought / discovered / won / etc...

VERY IMPORTANT: Never refer to the name of your
Famous Person. The others will have to gess who he/she is.

Task 3 - Go to Voki, register if you are not registered, select a
character you like and record your text. (for more information
on how to use Voki visit: Tools . Learn to use them!)

2 de 3 24-02-2013 19:12


Task 4 - Post your Voki in your blog and the link to it, on the
Wiki page: Speaking activity 1 wiki page

Task 5 - Guess who is the famous person the other students
are presenting (4 or more).
Ad your guess as a comment on their blog posts.

Complete the activity to win your first Speaking award.


3 de 3 24-02-2013 19:12

Activity 1 - Writing - Speak it too! https://sites.google.com/site/speakittoo/writing/activity-1--writing

Site map Writing >
Online English
training
Listening
Activity 1 - Listening "A hundred Word Challenge"
Reading
Speaking
Writing
Wiki
Google+ Community

When training in England the Italian football manager Fabio
Capello claimed he could manage his players with just 100
English words.
So, how far could you get with a vocabulary of that size?

Task 1 - Read the article from BBC

100 words of English: How far can it get you?

Task 2 - Build a small text, poem or dialogue where you
only use these 100 words.

Most common words in English

Rank Word Rank Word Rank Word Rank Word Rank Word
1 the 21 this 41 so 61 people 81 back
2 be 22 but 42 up 62 into 82 after
3 to 23 his 43 out 63 year 83 use
4 of 24 by 44 if 64 your 84 two
5 and 25 from 45 about 65 good 85 how
6 a 26 they 46 who 66 some 86 our
7 in 27 we 47 get 67 could 87 work
8 that 28 say 48 which 68 them 88 first
9 have 29 her 49 go 69 see 89 well
10 I 30 she 50 me 70 other 90 way
11 it 31 or 51 when 71 than 91 even
12 for 32 an 52 make 72 then 92 new
13 not 33 will 53 can 73 now 93 want
14 on 34 my 54 like 74 look 94 because
15 with 35 one 55 time 75 only 95 any
16 he 36 all 56 no 76 come 96 these
17 as 37 would 57 just 77 its 97 give

1 de 2 24-02-2013 19:12

Activity 1 - Writing - Speak it too! https://sites.google.com/site/speakittoo/writing/activity-1--writing

18 you 38 there 58 him 78 over 98 day
19 do 39 their 59 know 79 think 99 most
20 at 40 what 60 take 80 also 100 us
Source: http://en.wikipedia.org/wiki/Most_common_words_in_English

Alphabetical order
a, about, after, all, also, an, and, any, as, at, back, be, because, but, by, can,
come, could, day, do, even, first, for, from, get, give, go, good, have, he, her,
him, his, how, if, in, into, it, its, just, know, like, look, make, me, most, my,
new, no, not, now, of, on, one, only, or, other, our, out, over, people, say, see,
she, so, some, take, than, that, the, their, them, then, there, these, they, think,
this, time, to, two, up, us, use, want, way, we, well, what, when, which, who,
will, with, work, would, year, you, your

Task 3 - Publish your work at your blog and post the link in the
speak it too wiki at : Writing activity 1 - students' links

Task 4 - Comment two of the other texts posted.

Task 5 - Think of the most interesting sentence you can do
with the 100 words and in the document A 100 word
challenge inspirational project write your sentence... you
can, of course, read the others...

Complete this activity to get your first writing badge!


2 de 2 24-02-2013 19:12

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1 de 2 24-02-2013 19:13

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Home Clouds Cloudscapes Events Tags Badges Support
Cloud created by:

Pedro José Coelho Justo
Edit Follow 17 views
Vargas
17 January 2013

This week has been really interesting and very demanding. I can't say that I'm
having the time I would like to follow so much of what is happening, but I'm very Search
happy about what I've read and learnt so far. As a teacher I found myself always
thinking on how to teach and use technology to help students learning...Here in
the MOOC I'm watching so many others sharing my concerns...How do we teach?
Why do we teach? How can we reach our students and guide them in an effective
learning path? I'm sure that the connection between what they learn in a school
Create a Cloud
context and effective knowledge for life must also take in account all their new
online environments. Miningful learning will only occur where it is miningful in their Pedro José Coelho Justo Vargas
lives! Sign out

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2 de 2 26-02-2013 21:18

Pedro Vargas: a dream on learning a language online - Cloudworks http://cloudworks.ac.uk/cloud/view/7111

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Cloud created by:

Pedro José Coelho Justo
Vargas
Edit Follow 101 views 1 favourite 12 January 2013

English Learning online

I often tell my students that they must sleep to start dreaming!
Search
I’ve been sleeping on this and I’m ready to tell you that my dream as a language
teacher is:

To find a way to get my students involved in active, self-compromised and
meaningful learning of a language, using the best they can all the resources and
Create a Cloud
instruments available. I use to say that a language school subject is not a subject
is a tool in the pursuit of happiness! Pedro José Coelho Justo Vargas
Sign out

Tags
My situation:

English learning languages
I’m teaching English as a foreign language to Portuguese adult students at a Example: Moocs Mpel6
public university. I’m also teaching English modular units to adults working When it comes to language
oldsmooc_language
already or looking for job opportunities. Al them occur in a traditional classroom practice, how to measure the
context. I face a lack of feedback from all the online activities I propose to effectiveness of the learning
deepen and complement my students language acquisition, during and after the process by providing
classes. I’ve no control over what they really train, when using all those links and meaningful context and
exercises I leave in a blog. feedback?
In Cloudscapes

Dreambazaar
The change I would like to see
A portfolio from
Pedro Vargas
To find a way to get students involved and engaged in learning online Example:
English language
through not just supplying the resources but also by giving them Enrolling students in a language learning
enhancement for
valuable feedback. Also make them feel the need for mastering the community, where they get aware that a
academic purposes
language to achieve other goals than not the language goal itself. language is not a school subject, but an
opportunity for success.

How I might go about bringing that change
Improve this cloud

Cooperativism is in the root of language itself and of There are already some communities such as Busuu or

1 de 4 26-02-2013 21:17


language acquisition. From the beginning of times your the recent Duolingo, that provide cooperative learning.
ability to communicate yourself is proportional to the I’m looking for how to integrate them, or others, in
ability of achieving your goals. traditional classroom learning.
I’m eager to find online light platforms, multitasked,
accessible through different devices that allow
cooperative learning of a language

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Laura Ramos
4:28pm 12 January 2013

Pedro, you're soooo right!

Did you see the template that was proposed for the Dreambazaar? I think it
would really help to better structure your Dream. And I recognize that's a bit
egotistic, because if you use the template I will have more information and will
be able to better accompany you in the pursuit of happiness :)

BTW, you should really team up with João Pedro Bourbon, just sayin' ;)

Pedro José Coelho Justo Vargas
6:13pm 12 January 2013 Edit

Thank you Laura...

I'm still working on the template... This was just a small step in!

Thanks for the advice!

Ricardo Nuno Castro Carvalho
8:18pm 12 January 2013 (Edited 8:24pm 12 January 2013)

<html />

2 de 4 26-02-2013 21:17


Lesley Shield
10:30pm 12 January 2013

Have you considered joining an organisation such as EuroCALL, (European
Association for Computer-Assisted Language Learning), Pedro? There's a
very active discussion list and community of practice. Details at:
http://www.eurocall-languages.org/ HTH, L.

Apostolos Koutropoulos
11:44pm 12 January 2013

I highly recommend EuroCALL. I am not a member but my library subscribes to
their journal so I have been able to read up on the recent literature on the
subject :)

Lesley Shield
1:00am 13 January 2013

Good to hear, Apostolos. The journal is 'ReCALL' - I've been involved with both
the journal and the organisation for some years. L.

Briar Jamieson
2:23am 14 January 2013

Hi Pedro, thanks for sharing your dream and really a dream for your learners'
success. I also wanted to add ' Livemocha' as an online collaborative language
learning site. Also, wiziq.com has a lot of free language classes, resources,
not necessarily community, but your learners might find peers to connect with
to continue their language learning activities outside of the class. Have you
thought of an activity for your learners to explore their interests in the target
language (ie they are interested in cooking so they join online forums about
cooking...authentic, engaging, motivating...). Looking forward to following you
on the realization of your dream. Briar

Keylor Murillo Moya
11:38pm 18 January 2013

Hola Pedro,

I understand your 'dream'. I believe that is the dream of every language
teacher at the moment: engage students and keep them motivated. It is very
difficult. Have you tried to introduce self and peer assessment feedback? I
they can evaluate their own activities and those of their peers they might get a
bit more motivated. It is also important that they are able to put into practice
what they learn, so I would add activities like podcasts or videos with
situations in real life, using their language in a role play or another context.

Keylor

3 de 4 26-02-2013 21:17


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Speaking English Online Course Concept

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