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General topics include Web Site More information. The last, the teacher introduces the content and what happen in the conversation in order to direct the students to focus on the material. Speed up the development process with a powerful ActionScript editor, including custom class code hinting and code completion. For more info, see Adobe Creative Suite 5.
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Adobe flash professional cs5 help pdf free. Using Adobe Flash Professional CS5 (Interactive Video) to Teach Listening in Senior High School
This is not matter because the learning process will not be bothered. The operator canan clicks the questions button easily after finishing the discussion part.
Later on, the questions session should ask the information in the dialogue. In this video, the questions are about every information in the dialogue. They are knowledge and comprehension levels. These levels are about the definition, concepts and descriptions that is available in the dialogue. By using these two levels of questions, the target of listening listening can be obtained, that is, knowing the information deeply.
To operate the video is very simple. In the menu, there are four buttons. Dialogue1 is a conversation that will be discussed. Then, in discussion, there will be cut of the dialogue1. The conversation has been chunked into each statement by each speaker. After finishing the discussion, go back to the main menu to choose the next dialogue. It is the question about all the conversations before. Based on the model of interactive video given, students can be encouraged by seeing the video.
They will be interested to listen to the material because it is not boring material anymore. This video is designed by using colorful pictures. They just feel that they are playing Angry Bird together in the classroom. The first one is pre-teaching. The second one is whilst teaching. In whilst teaching, teacher plays the video and discusses the content of the video with the students. The third is post-teaching.
In post teaching, teacher gives the conclusion and reflection to the students. Pre-teaching The first one one teacher greets and prepares the students.
Greeting the students is important to know how the students are. Besides that, teacher has to make sure that the students are ready to study by their attendance in the classroom. The color is blue and it is rather er small. Based on the example, the students can think and guess why the teacher gives them that example. Therefore in their mind, the teacher may describe about something and the topic is descriptive. This example directs thethe students to think critically.
After that, teacher asks the students some questions. The questions are about the topic given. Now the teacher directs them to the main topic in the conversation that will appear. How does it look like? The last, the teacher introduces the content and what happen in the conversation in order to direct the students to focus on the material.
Her son just moved to his new apartment. His mother called him to know everything in his new apartment. So, listen to the conversation carefully. Whilst Teaching First thing to do in applying interactive video is by playing the video. Teacher plays the video in front of the class and all of the students watch the video together.
At the first play, the students will see the topic of the material as the picture in the appendix1. Then the teacher goes to the menu page see appendix 2. It is a dialogue that students have to understand. As mentioned in the background, students need to train to listen to a good pronunciation so that the conversation is taken from people who speak English as their mother language. This way can help help students to be familiar with English spoken from a good speaker.
In order to make students sure about the dialogue, the conversation plays twice. As suggested by Harmer that playing listening audio once may not be enough. To play the dialogue twice is very easy.
Teacher only needs to click one button and the dialogue will be played. After that, the teacher asks the students whether the students can get all of the point of the conversation. If more than one third of the students said no, the discussion will be lead. They are asked to mention which part that they cannot get.
After students mention it, the teacher comes back to the second page see appendix2. In the page, the teacher goes to the discussion session. This session is about the cut of the conversation.
Each sentence has been separated as the picture given. Figure 3 This model is the cut of the conversation. So the students will not destructed by another statement.
It can also help students to focus on which part that they cannot understand. In this part, the students can have interaction directly with the material.
This interaction will help students to catch the sentence easier as Dick and Carey mention in the chapter II. The teacher has to make sure that all of the students have understood about the conversation. However, it is different with audio cassete, winamp or video that cannot repeat one sentence only. As the result, the concentration of the students to listen to the difficult sentence can be bothered.
After discussing the dialogue, teacher can continue study with the questions session. To check whether the students are successfully trained by this material, the teacher shows the questions questions about the first conversation. It is suggested by Harmer that the listening sequence is started with listening to a conversation then followed by the questions.
These questions are important to force the listeners to focus on the conversation. In the beginning, teacher shows the first page of questions session see appendix6.
While the questions appear, the students read them quickly and answer the questions in a piece of paper directly. They have to answer it quickly because if they pass one page in the video, they will be left behind. It plays once in short time in order to avoid cheating since cheating is not allowed. It is expected that they do not have chance to cheat because they have very limited time to answer.
The teacher asks one of the students to read the first questions and answer it. There There will a feedback directly. Based on this video, all of the students can know their ability directly. In addition, the answers have been settled on the video. They have been available in the interactive video so it will save times for the teacher to check the answer one by one. After finishing answer the questions, now the teacher comes to next story. It is also about descriptive but different dialogue.
The The content of this story will be harder than before. It is because of the students have been trained before in details. In this story, students are only helped by the video.
They have to master the story by watching the video while listening up that story. There will be not discussion anymore like the first dialogue because the story has its own video to help learners to interpret the story. In this session students must pay all the attention in order to get the story. This will give them a new challenging inn listening.
After listening to the second story, the students again are tested whether they can get the story or not. In this part, teacher asks the students to retell the story in a piece of paper by their own words. It is assumed that the students can retell the story because they can see the visualization of the story before. This question still in the same level as before, that is knowledge and comprehension level.
Teacher and students discuss the mistakes that they have made and correct it together. The teacher asks students to pay more attention to the dialogue and increase their concentration while listening. After that, teacher teacher concludes the lesson.
It is done in order to give students the summation of material so that they know the extraction of the material given. It helps them to focus on the lesson to build their framework on their mind.
The last, the teacher closes the the class. That is the end of the lesson and also the class. Conclusion Interactive video by Adobe Flash Professional is very good material in listening training. Repeating the parts that students do not understand will make them understand what the speaker are saying. It can train the students to listen the difficult statements. This material is also complete material that is very easy to use.
So it is very suitable with the teenagers in studying in the school. The teacher teacher can start with pre teaching that is introducing the topic.
Then it continues with the whilst-teaching. In this part, the teacher plays all of the contents of the video. The last is post-teaching post that is conclusion of the lesson. Teacher summarizes the content of the video. This video is assumed will be more interested than some listening materials that usually used by the teachers because it is like a game.
Retrieved on November 1st, from www. Brown, H. Language Assessment Principle and Classroom Practice. San Fransisco: Longman. Guo, N. Retrieved on Nov 09, from www. The History of Flash. How to Teach English. Kuala Lumpur:: Longman. Instructional Media and Technologies for Learning.
Mathew, D. North Carolina Cooperative Extension Service. P and Jonathan N. Speaking New York: Routledge. Second Language Listening.. United States of America: Cambridge.
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