Lingua.com Listening
Sophie Reynolds
Touch, Listen and Learn is a unique, interactive Early Learning flip charts book which gives children an exciting new way to learn essential words and themes by adding a sound element. Use our talking pens with the 11 interactive charts to reinforce speaking, listening, and reading skills. Interactive audio games for each chart follow a scaffold learning approach, whereby learners build on their prior learning. Teachers can even record their own questions and comments directly onto each chart, making tailored learning and personalisation possible.
An ideal resource for early learners, ELLs and Special Needs students, the interactive audio games challenge children to identify and recall specific words and provide immediate reinforcement. There are also opportunities for self-correction, vital for language learning.
You can also buy Touch, Listen and Learn in our Bilingual Foundational Skills Kits together with a PENpal, audio-labels and books (available in Arabic, Haitian-Creole, Mandarin, Spanish, Urdu, or Vietnamese).
This is our collection of music videos that go with our songs. You can alternate between watching the video and listening to the song depending on how much screen time your kids have already had that day ;) The videos are great because they are very visual, include the lyrics and are designed so that children can deduce the meaning of the song lyrics through the context of the video. Remember that you can slow down the speed of the video, which is a great idea for younger learners or beginners.
These tutorials and summer camp Spanish classes are designed to help families get the most out of the program. Each class will have tips on how to prepare your kids in the description of that class and the 2 classes will build on each other. Please make sure that your kids watch the related songs/videos before attending the class and remember that they can watch the class more than once or rewind if they need something clarified. During the classes your kids will explore the topic, cover vocabulary and meaning, practice pronunciation, see frequently used grammar structures and will be lead through the related worksheets and online games so that they understand how to use them and can either complete them during the class or after the class has finished. The classes are fun and throughout the class they will be asked to participate in different ways.
The best thing that you can do to help your kids learn Spanish is to make this an enjoyable activity that they like to do! Remember that they are out of their comfort zone (and you might be too!) and they don't have to learn everything immediately. The best way you can set them up for success is to get them to actually like learning the language.
We love helping kids learn Spanish and we are always looking for ways to make our users lives easier. So, if you need anything, just send us an email at in...@rockalingua.com and we'll be happy to help :)
Listening can be one of the hardest skills to develop. Luckily, YouTube has a lot of features that can help you develop listening skills. I thought this could be very helpful for my students, so I did some research and compiled some best practices. You can develop your own listening if you have the right strategies, self-awareness, and process.
Each of these features can help adjust the video quality to better suit your listening experience. I typically advise people to listen to it once at full speed without captions or transcript, and then use those tools to go back and listen again and fill in gaps.
Guiding your own learning is a satisfying way to help you toward your goals, and these are some tools for getting more comfortable with those skills. I hope these ideas and resources are helpful for you and I would love to hear about your feedback on them or implementation of them; please email me at [email protected]. Good luck!
The activities in a language course can be classified into the four strands of meaning-focused input (learning through listening and reading), meaning-focused output (learning through speaking and writing), language-focused learning and fluency development. The four strands principle applies to the learning of vocabulary in the same way that it applies to the learning of grammar, and to the learning of the skills of listening, speaking, reading, and writing. We need to learn vocabulary through all the four strands. Meaning-focused input, meaning-focused output, and fluency development activities are all communicative activities where we are involved in understanding and producing messages. The basic requirement of these communicative activities is that we are working at a level of difficulty which is suitable for our present level of proficiency.
The deliberate learning of vocabulary involves deliberately studying unknown words (preferably through the use of bilingual word cards), deliberately focusing on vocabulary with the help of a teacher or a dictionary as when doing intensive reading, getting feedback on our spoken and written production, and deliberately learning strategies such as guessing from context, using word cards, analysing words into word parts, and dictionary use.
We can apply the four strands in the same way to the learning of the four skills of listening, speaking, reading and writing. Because three of the strands involve communicative activities, the major differences between the learning of listening, speaking, reading and writing come from the focus on input (listening and reading) or output (speaking and writing), and particularly on the ways of doing deliberate learning for each of the four language skills.
Deliberate learning activities are typically the kinds of activities we think about when we think of how to learn another language. However, deliberate learning is only one strand of a well-balanced course and should take up no more than one-quarter of the total time in a course.
Did you acoustically understand all the words of the speech unit? Repeat playing until you fully understand it. You may also speak after each speech unit. This way, you will also improve your German pronunciation.
Readylingua has been realized by the entrepreneurs Ulrike Glavitsch and Josef Eggler from Glavitsch Eggler Software. Readylingua offers languages in Swiss top quality through podcasts and audio books from various sources and areas. The readylingua method for online language learning has been developed in collaboration with Prof. Dr. Jzsef Szakos from The Hong Kong Polytechnic University, Hong Kong. Together with the software SpeechIndexer the readylingua method has been presented at international conferences since 2004.
We offer special prices to schools and companies. Readylingua provides a genuine added value for language learning to your students or employees. Our unique study method with simultaneous reading and listening lets you train your reading and listening comprehension skills at the same time. We provide exciting contributions in our continuously growing audio archive that consists of news broadcasts, audio literature and contemporary as well as non-fiction contributions. This way, language learning is a pleasure.
The lesson focus on practicing key skills related to listening, speaking, collaboration and critical thinking. You will need at least 90 minutes to complete this lesson, if used as a flipped ESL lesson. However, lesson can run up to 3 hours ( consider two 90-minute lessons or for university teachers adjust as needed).
While targeting intermediate and upper-intermediate language learners of english, it is highly adaptable as it have been purposely designed to faciliate mixed-levelled classes. This includes in a tertiary institution such as a university or within a professional environment, targeting professionals.
Speakers at the Distinguished level are able to use language skillfully, and with accuracy, efficiency, and effectiveness. They are educated and articulate users of the language. They can reflect on a wide range of global issues and highly abstract concepts in a culturally appropriate manner. Distinguished-level speakers can use persuasive and hypothetical discourse for representational purposes, allowing them to advocate a point of view that is not necessarily their own. They can tailor language to a variety of audiences by adapting their speech and register in ways that are culturally authentic.
Speakers at the Distinguished level produce highly sophisticated and tightly organized extended discourse. At the same time, they can speak succinctly, often using cultural and historical references to allow them to say less and mean more. At this level, oral discourse typically resembles written discourse.
A non-native accent, a lack of a native-like economy of expression, a limited control of deeply embedded cultural references, and/or an occasional isolated language error may still be present at this level.
Speakers at the Superior level are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, such as social and political issues, and provide structured arguments to support these opinions. They are able to construct and develop hypotheses to explore alternative possibilities.
When appropriate, these speakers use extended discourse without unnaturally lengthy hesitation to make their point, even when engaged in abstract elaborations. Such discourse, while coherent, may still be influenced by language patterns other than those of the target language. Superior-level speakers employ a variety of interactive and discourse strategies, such as turn-taking and separating main ideas from supporting information through the use of syntactic, lexical, and phonetic devices.
Speakers at the Superior level demonstrate no pattern of error in the use of basic structures, although they may make sporadic errors, particularly in low-frequency structures and in complex high-frequency structures. Such errors, if they do occur, do not distract the native interlocutor or interfere with communication.