Learning English with CBC
Listening Lessons for Intermediate Students
Based on CBC Manitoba Radio Broadcasts
October 12, 2012
Lesson 80: Self Study Edition
Level: CLB 6 and up
Topic: The Changing Classroom
Language Skills and Functions: Listening – listening to a short interview for main ideas and detail
Speaking – expressing opinions
Reading – reading a text and classifying opinions
Writing – completing an application form
Language Competencies: Vocabulary, Pronunciation, Listening and Speaking Strategies, Socio-cultural/sociolinguistic Competence
Language Tasks: Answer questions about classrooms you have experienced
Use new vocabulary in a match activity
Listen for detail in a radio interview about high school students l using laptops in the classroom
Express opinions about the use of technology in the classroom
Read an on-line news story about laptops in high school and classify opinions in the story as in favour or not in favour
Give written feedback about the benefits and challenges of using computers in an adult EAL classroom
Complete an application form to apply for a used computer through the Computers for Schools program
Essential Skills: Reading text, oral communication, writing
Appendices: Transcript
Answers to Worksheets
Manitoba Memo
It doesn’t seem that long ago that books and blackboards were the main tools used for learning in an average classroom. Textbooks were precious commodities and passed on from one year to the next. Today, it is hard to find a school in Canada without computers and Smartboards. Technology is everywhere. Many believe it has only begun to revolutionize education and learning.
Some educators and parents are less enthusiastic about this development than others, but even those who doubt the benefits of technology can’t imagine going back. The question is how much technology should be allowed into the classroom? And how do we incorporate and integrate technology to ensure it improves learning and knowledge retention?
How can technology transform education and engage students? Consider these examples:
· Elementary school students, equipped with a digital camera or a cell phone with a camera, explore the halls of their school and take pictures of the shape they have just learned about in class, e.g. a rectangle or square;
· Junior high students have access to iPhones, iPads and iPod touches and use this technology in class to research information, to send completed work or questions back and forth to their teacher and to access their teacher’s website, which lists lesson questions and resources;
· High school students have a laptop on their desk, allowing them to use the internet for research, to work from digital textbooks and to get tutorial support;
· Post-secondary and adult learners take entire courses on-line, accessing the course at any time, potentially from anywhere around the world and possibly even free of charge.
However, even the strongest supporters of technology in education do not suggest it can replace in-person instruction or replicate the communicative relationships developed when students and teachers work side-by-side in a classroom. And there’s one other reality educators and policy makers must keep in mind. Technological access isn’t the same for everyone. Schools have to be aware that not every student has a computer or tablet of their own, or a computer at home. In fact, statistics estimate that one in five households in Canada do not have a computer and/or an internet connection. Most of these households are lower income households. If technology is to truly transform learning, the next challenge will be to ensure everyone has access to it.
Background
1. Can you describe classrooms you have experienced?
Think about the elementary or secondary school classrooms you have experienced in either Canada or another country. Do you have the language skills to describe what the classrooms were like and how they operated? Read the following questions and try to answer them in a complete sentence.
a) How many students were in a class? What was the average student /teacher ratio for the classes?
b) What supplies did the teacher use?
c) What supplies did the students have to bring?
d) Did the teacher have computer equipment? If so, how did the teacher make use of computers in the classroom?
e) Were parents directly involved in the school in any way? Did they come for meetings with the teachers to discuss student progress?
f) Was there a parent group that worked with the school to plan events or raise money?
g) Were there companies or corporations that donated items to your school?
h) What do you think of the idea of having a large corporation donate money or items to a school?
2. Vocabulary definitions
Here are some words you need to know to understand the CBC interview.
Vocabulary
a collegiate A collegiate is another word for a high school or secondary school that focuses on academic studies, not vocational studies.
a laptop A laptop is a small, portable computer.
the fall Fall is the season between summer and winter. It is also called autumn.
St. Vital St. Vital is the name of a suburban neighbourhood in south Winnipeg.
Discovery Education Canada Discovery Education Canada is a company that sells digital resources to schools. These resources include computer programs and videos students can use to help them learn.
to develop something If you develop something, you design it or make it. For example, Discovery Education has developed or designed a range of products for teachers to use in the classroom.
resources for schools A school’s resources are the materials and products they use every day. Examples of resources are books, computers and sports and music equipment.
technology Technology is the machines and equipment that provide new ways of doing things. Technology is based on modern knowledge of science and computers.
a tablet A tablet is a small technological device that is somewhere between a cell phone and a laptop. It has a screen and a keyboard. An iPad and a Blackberry Playbook are both considered tablets.
to transform something If you transform something, you completely change its appearance or form. For example: Immigration has changed or transformed many communities in Canada.
to be appropriate When something is appropriate it is correct or suitable for a particular time, situation or purpose.
an iPad An iPad is a tablet made by Apple. It allows you to listen to music, play video, read books, send email, surf the Internet, organize photos, play games etc.
affordances Affordances are qualities or things that allow a certain kind of action. For example: Students who have laptops at their desks have opportunities or affordances to use digital textbooks in class.
creativity When we say creativity is an important part of education, we are talking about students using their creative skills. For example, they may use their imagination, their artistic abilities or do something unique and original.
intelligence Intelligence is our capacity for learning, reasoning and understanding. It is what allows us to understand certain truths, facts or relationships or apply certain skills.
to engage someone When you engage someone, you attract their attention and keep them interested in something. For example: My teacher really knows how to engage her students and keep them interested in a topic.
a zero-sum game This expression means that you receive the same advantage from someone that you give to them. For example, neither party in an arrangement or a negotiation benefits more than the other. Diplomatic negotiations are often described as a zero-sum game.
a backlash When there is a strong negative reaction toward a decision or event, we refer to that reaction as a backlash against it. The backlash or reaction makes it very clear that some people do not like what has taken place.
a distraction A distraction is something that stops you from paying attention to what you are doing. For example: Miguel was distracted in class today. He wasn’t paying attention to his teacher because he was checking messages on his cell phone.
to balk at something If you balk at the cost of something, it means you aren’t sure you want to pay that much for it or you decide not to buy it at all.
to address something When you address a problem, you try to figure out a way to deal with it or solve it.
3. Vocabulary Match
Learning and practicing new vocabulary before you listen makes it easier for you to understand
the story. After you have read the definitions for the vocabulary in the podcast, see if you can
match these vocabulary words with their meaning. The first one is completed for you as an
example.
Vocabulary Word / Meaning1. d_ a collegiate / a) / using imagination, artistic abilities, originality etc.
2. __ a laptop / b) / something that stops you from paying attention to what you are doing
3. __ a tablet / c) / special opportunities to do certain things
4. __ to be appropriate / d) / a type of high school
5. __ an iPad / e) / when neither party in a negotiation benefits more than the other
6. __ affordances / f) / to try to figure out how to deal with something
7. __ creativity / g) / a strong negative public reaction toward a decision or an event
8. __ intelligence / h) / a portable computer
9. __ to engage students / i) / to stop at an obstacle or refuse to proceed unless some conditions are met
10. __ a zero-sum game / j) / to be correct or suitable for a certain situation or purpose
11. __ a backlash / k) / a person’s ability to learn and apply knowledge and skills
12. __ a distraction / l) / a small technological device that has a screen and a keyboard
13. __ to balk at something / m) / to attract students interest and attention
14. __ to address something / n) / the brand name of one kind of tablet
4. Predict what the interview is about
In this interview, Terry MacLeod talks to Dean Shareski about the decision a high school in Winnipeg has made to allow students to have a laptop in class. Dean Shareski works for a company that sells digital programming and other learning resources to schools. Can you think of pros and cons about having laptops in the classroom that Terry might discuss with his guest?
Here are a few examples:
One pro they might discuss is … how technology helps students learn.
One con they could talk about is…the cost of bringing technology to the classroom.
They might talk about…how students can be distracted by technology.
I wonder if they’ll talk about…how teachers can use technology effectively.
5. Get ready to listen
In this podcast, you will hear three speakers. You will hear:
Marcy Markusa – host
Terry MacLeod – interviewer
Dean Shareski – guest
6. Listen for main ideas and supporting detail
Listen to the CBC interview for information about education and technology. Sometimes you will need to listen for a factual detail. Sometimes you will have to listen for a main idea. Listen to the interview as many times as you need to. Decide if each statement is true or false.
1. / Students in Grade 11 and 12 will each have a laptop in class. / True / False2. / Laptops are always the most appropriate way of learning. / True / False
3. / Teachers in the primary grades are making use of iPads. / True / False
4. / Some people feel that education doesn’t need technology such as laptops. / True / False
5. / The best kind of classroom either has lots of technology or no technology at all. / True / False
6. / Technology can sometimes distract children from learning. / True / False
7. / The cost of a laptop or a tablet computer can be a problem for a family. / True / False
8. / Schools should help families who cannot afford to purchase a laptop or tablet computer. / True / False
After you listen
a) Review your pre-listening predictions
Were you able to predict some of the pros and cons of students having laptops in the classroom?
b) Express your opinions about students have laptops in the classroom
Can you express your opinions about topics that may not be familiar to you? Can you express agreement/disagreement with the opinions offered by others? Think about the following situation. What is your position? Think about what you might say. Ask a friend to discuss the topic with you so you can practice expressing your opinions.
Situation
Your child attends Dakota Collegiate and is required to have a laptop for classroom use. Parents are expected to pay for their child’s laptop if they can afford it. You have been invited to attend a parent meeting to give your feedback and express your opinion on the subject.
Here is some language you can use to express your own opinion:
I think it’s a good idea for students to have laptops in the classroom because ………..
I don’t think it’s a good idea for students to have laptops in the classroom because ………
I’m not sure what I think of the idea. I’d like to hear what others have to say before I express my own opinion.
Here is some language you can use to agree or disagree with someone else’s opinion:
When you agree… / When you disagree…That’s true. / I don’t agree with you at all.
That’s right. / I don’t think that’s true.
I completely agree. / That’s nonsense (not polite).
I think so too. / I’m afraid I have to disagree with you.
That’s my opinion too. / I understand your point, but…
That’s a good point. / With respect, I have to disagree.
c) Read a text and classify opinions
Can you read a text and identify people’s opinions on the subject being discussed? In the text in Appendix 2, Winnipeg School Makes Laptops a Classroom Must-Have, many people give their opinion about laptops in the classroom. Read the text and notice their reactions to the idea of each student having a laptop in class. Some are in favour. Some are not or are unsure. Record their responses on the chart by checking the appropriate column. Can you include the reason for their response?