- Видео 24
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Rod Cortes
Добавлен 15 июл 2013
Speaking Activity 1
This is an example video for the speaking activity about "My Passion." In the video, you can see the speaking part with clear markers for the use of Perfect tenses and showcase at the end.
Просмотров: 209
Видео
Microskills and Macroskills for Listening - Part 2
Просмотров 1,9 тыс.4 года назад
In the second half of this video, we finish the listening exercises that demonstrate how Microskills and Macroskills can be used and practiced. Then, there are answers for the main activity carried throughout the lesson, which is identifying these skills. Finally, there is a short closing with general ideas to keep in mind regarding the topic.
Microskills and Macroskills for Listening - Part 1
Просмотров 9 тыс.4 года назад
In this video, we talk about what Micro and Macroskills are and how they work. There are listening exercises that demonstrate how these can be used and practiced. However, the goal of the video is to practice identifying them throughout the lesson.
4 Lesson Elements for Better Lessons
Просмотров 2164 года назад
In this video we talk about 4 Elements to have better lessons: Setting purpose, Setting parameters, Everyone does everything, and Planned interaction. Incorporating these elements into a lesson will definitely increase engagement and help students learn more.
Bottom-Up and Top-Down Processing - Part 2
Просмотров 1 тыс.4 года назад
In this video we delve deeper into how Top-Down Processing works and give a final summary of how both type of processes work.
Bottom-Up and Top-Down Processing - Part 1
Просмотров 3 тыс.4 года назад
In this video we do a brief introduction into what each concept is and delve deeper into how Bottom-Up Processing works.
Schema Theory - Part 2
Просмотров 5454 года назад
Here are some exercises to exemplify how SCHEMA works.
Instructions for Oral Presentation with poster
Просмотров 8044 года назад
Instructions for Oral Presentation with poster
Place of Articulation - Communication and Pronunciation
Просмотров 24 тыс.4 года назад
Place of Articulation - Communication and Pronunciation
It was very helpful, thank you for your video
now, where is Waldo?
Wow! you're an amazing teacher! Thank you so much.
omg. can’t believe i understood this so easy comparing to sitting at lectures
It's very helpul!
Bravo! What a concise and lucid explanation, carry on. KABIR ALI TOOR FORMER VISITING LECTURER UNIVERSITY OF NAROWAL
İ enjoy your teaching 👌🏻👌🏻👌🏻
Perfect explanation 👍
Very helpful thanku
Thank you very much for this class, you are amazing🥲
Interesting video. Thanks for sharing it. I would like to get exercises as the ones you presented on your presentation. Thank you in advance.
I'm hearing sir SV lol
would please continue this series to talk about the micro and macro skills of reading comprehension
Thanks professor! It was really helpful
This is very useful, thank you so much.
YOU MAKES IT EASIER TO UNDERSTAND THANK YOU .....
You're welcome!
Wondering why you use /y/ instead of /j/?
I'm using the adaptation of the IPA that Peter Avery uses in his book "Teaching American English Pronunciation". I find it a lot easier for students to understand, as /j/ might be confused for /dʒ/ at the beginning by some students who aren't familiar with the IPA. Avery's adaptation of the IPA also changes some symbols in the vowels, which seem to help first time students in the matter.
No offense to my professor. But I feel this helped me understand better than my class.
"Stops cannot be extended..." Not me over here like "ppppppppppppppppppp"
1000th subscriber🎉🎉🎉🎉
Great!!
You made phonetics easy for us. thank you so much, and also we are requesting you to cover the whole part of phonetics at basic level.
Hi there, thanks a million for this pretty informative video, but I have a question: In which listening stage should the teacher employ top-down and bottom-up strategies? Is it within prelistening or while the listening stage? Many thanks for considering my request.
Top down and bottom up processing requires a text or audio to process. Therefore, both kinds of processing can only occur during the While stage, when a text or audio is present.
I'm currently studying psychology and am already preparing for the first exam. However, I'm stuck on a question/topic and can't get any further🥲. Maybe someone can help me please. "Which direction of information processing sets in when you start worrying about going to the restaurant before entering the restaurant. What role do higher-level knowledge structures play, what role do environmental stimuli play?" ... I think it all has to do with scheme and bottom-up/top-down, but I don't quite understand what it has to do with thinking before entering a place. I don't understand that at all. It's about 2 work colleagues meeting again after a long time in a course "social cognition" but both of them didn't have much to do with each other before and the woman suddenly finds him sympathetic and that's why the two meet in a restaurant (but the story has nothing to do with love).
Unfortunately, as a linguist and not a psychologist, I have only seen bottom up and top down when processing text or audios while reading or listening. However, I can add that top down requires is higher order thinking skills and Schema to work. But how your situation plays into the processing of info, I am not sure.
these are my answers for the dictation part: year j ??? thing 0 interdental fricative patch p bilabial stop fake f labiodental fricative nose n alveolar nasal year r palatal liquid thing ng velar nasal patch tʃ palatal affricate thick k velar stop nose z alveolar fricative
The video utilizes an adaptation of the IPA, suggested by Peter Avery and Susan Ehrlich in their book "Teaching American English Pronunciation". This adaptation is very similar to the one Marianne Celce-Muria uses in one of her books as well. The idea of using an adaptation is to make it easier or more understandable for students of the subject. So, in the adapted IPA, the initial sound for year would be /y/, whereas in the traditional IPA the intial symbol for year would be /j/.
You are a great teacher thank you soo much 🌹
VERY VERY HELPFUL!!!!!! THANK YOU SO MUCH FOR THE VIDEO
What a wonderful video it is!
Thank you very much!
Fabulous video. Learned a lot. Thank you sir!
Glad it was helpful!
Outstanding
Amazing
Thanks
im finna fail soooo hard bro 😞
Sir I am suffer with articulation disorder. I cannot pronounce S, Sh, T and D sounds clear.
Thank youuuuuuu so much 🥰🥰🥰🥰
Thank you for your video! It's so helpful! What about /h/? Is it a glottal fricative?
It depends on what author you believe. I like how Peter Avery and Susan Ehrlich describe the /h/ as a voiceless vowel. This is due to the fact that even if it is a fricative, the place of articulation will vary depending on the vowel after it. For example, the production of the /h/ will be different in the words 'heel' and 'hot'... the place of articulation varies, though the manner of articulation doesn't (like in vowels). I hope this helps.
@@RodCortesEdu Yes, that is helpful! Thank you for responding! :)
6:38 I guessed Central Park!!!! Woop Woop
Hello professor Thank you so much for your priceless advice and interesting guidance. I really appreciate your job.
👏👏👏👏👏👏👏💜💜💜💜
can you please post the list of the micro and macro skills for those of us who do not have this book? great lesson but i am not able to check my answers because i dont have the book.
There are more, but this is a good idea to start: Microskills & Macroskills for Reading ComprehensionBy H. Douglas Brown (2003) a.Microskills for Reading Comprehension •Discriminate among the distinctive graphemes and orthographic patterns of English. •Retain chunks of language of different lengths in short-term memory. •Process writing at an efficient rate of speed to suit the purpose. •Recognize a core of words, and interpret word order pattern and their significance. •Recognize grammatical word classes (noun, verbs, etc.), system (e.g., tense,agreement, pluralization), patterns, rules, and elliptical forms. •Recognize that a particular meaning may be expressed in different grammaticalforms. •Recognize cohesive devices in written discourse and their role in signaling therelationship between and among clauses. b. Macroskills for Reading Comprehension •Recognize the rethorical forms of written discourse and their significance forinterpretation. •Recognize the communicative functions of written texts, according to form and purpose. •Infer context that is not explicit by using background knowledge. •From described events, ideas, etc., infer links and connections between events,deduce causes and effects, and detect such relations as main idea, supproting idea,new information, given information, generalization, and exemplification. •Distinguish between literal and implied meanings
@@RodCortesEdu love that. thanks a lot for your explanation. In fact, I have the book, but some concepts are not clear to me like number 2, 4, and 6 in the micro-skills list. Can't wait to see more videos.
Good
great
I really appreciate your tutorials, very clear & didactic. Blessings from Lima-Peru in South America.
Great Lectures, Rod
Many thanks!
Wonderful !!!!!
Gracias por compartir!
Me hiciste acordar a mis prácticas docentes.
Excellent teacher!!
Perfect video .. PLEASE keep publishing such informative phonetics videos.
pov : your watching a dev r video
Sir! Pls share WhatsApp number
Awesome. Thanks.
I like the cooking analogy, from somebody who is not a good cook, it sort of explains how different the analogy can be if you are not a the expert and amicro can be described as a macro ; thank you