AUDIO TITLE: Would a Top Banana Run Around Like a Chicken With Its Head Cut Off?
SUBJECT AREA: Language Arts
INTENDED AUDIENCE: Grade 8 students
At the end of the lesson, students will:
- Define an idiomatic expression
- analyze the meanings of some common English language idioms
- synthesize their knowledge of idioms by presenting literal and figurative interpretations of some idioms through visual images
- There is no extraneous background noise.
- Volume is constant and consistently audible.
- Good voice quality among all speakers.
- It expresses ideas clearly.
- The tone is kept conversational, and it does not sound like a lecture.
- The interview format works in keeping the tone light. The interviewers have very good rapport with the guest and, in fact, even help contribute to the discussion.
- The content is clearly expressed and is also well-organized.
- Audio is short enough to hold the learners’ attention.
- Teacher must supplement the use of this audio with a study guide or a ‘During Listening’ activity in order to draw learner participation.
|Rating Area||High Quality||Medium Quality||Low Quality||Rating|
|Curriculum standard addressed and use of audio should enhance student learning||Curriculum standard partially addressed and use of audio might enhance student learning||Curriculum standard not addressed and use of audio will likely not enhance student learning||High|
|Accurate and current||Information correct and does not contain material that is out of date||Information correct and does contain material that is out of date||Information not correct and does contain material that is out of date||High|
|Clear and Concise Language||Language used is of age appropriate and vocabulary is understandable||Language used is nearly age appropriate and vocabulary is above/below student age||Language used is not appropriate and vocabulary is clearly inappropriate for student age||High|
|Motivating and Interesting||Topic presented so that students are likely to be interested and engaged in learning||Topic presented to interest students most of the time and engage most in learning||Topic presented so as not to interest and not engage student in learning||High|
|Learner Participation||Topic presented so that most students are actively engaged in learning||Topic presented so that some students are actively engaged in learning||Topic presented so that most students are not actively engaged in learning||Low|
|Technical Quality||The material represents best available media||The material represents media that are good quality although there are some problems||The material represents media that are not well prepared and are of very poor quality||High|
|Effectiveness Rating||There is evidence that use of media has shown positive impact on student learning||There is little evidence that use of media has shown positive impact on student learning||There is no evidence that use of media has shown positive impact on student learning||High|
|Free from Bias||There is no evidence of objectionable bias or advertising||There is little evidence of objectionable bias or advertising||There is much evidence of bias or advertising||High|
|User Guide and Documentation||The documentation is excellent resource for use in a lesson. Documentation should help students use the material||The documentation is good resource for use in a lesson. Documentation may help students use the material||The documentation is poor resource for use in a lesson. Documentation does not help students use the material||High|
|Pacing Appropriate||The audio material is presented so that most students can understand and process the information||The audio material is presented so that some students start to understand and process the information||The visual material is presented so that most students cannot understand and process the information||High|
|Clarity of Organization||The audio material is well organized so most of the students understand the information||The audio material is fairly well organized so the students might understand the information||The audio material is poorly organized so most students cannot understand the information||High|
To increase student engagement, the teacher could have a pre-listening activity to build background. Then the teacher should provide a listening preview and give worksheets for the students to fill out during the listening activity.
After listening, teachers can have students talk about the meaning of the idioms and have the students select 10 idioms for which they will write 10 good sentences. This may be done with a partner or as a group. As a final activity, students can choose one or two idioms from the list to illustrate. These will be compiled to create a Classbook of Illustrated Idioms.