DISCUSSION POINTS from http://cte319.pbworks.com/activity+-+intro+to+vocabulary+profiling
DISCUSSION POINTS from http://cte319.pbworks.com/activity+-+intro+to+vocabulary+profiling
DISCUSSION POINTS from http://cte319.pbworks.com/activity+-+intro+to+vocabulary+profiling
DISCUSSION POINTS from http://cte319.pbworks.com/activity+-+introduction+to+ddl
DISCUSSION POINTS from http://cte319.pbworks.com/activity+-+introduction+to+ddl
DISCUSSION POINTS from http://cte319.pbworks.com/activity+-+introduction+to+ddl
I’ve mostly used AUDACITY for sound recording and editing, usually dealing with EFL-type listening tasks. However, there are some good sites that focus on creating digital music. This can open up some interesting projects for students, and could even have a specific focus in language teaching when it comes to stress and intonation, or producing a digital ‘jazz chant’.
Top 10 Sites for Creating Digital Music
1. Myna – Far and away my favorite online music editor. This is very similar to Garageband and a nice alternative for those who do not have the Apple application.
2. Soundation – Very easy to use, with a drag/drop interface for creating excellent-sounding music.
3. Jam Studio – Fun site that lets users select a “key” to play in and a theme to match.
4. Loop Labs – Nice time- line editor; learning curve is a bit higher than most sites.
5. Your Spins – Great site for mixing prerecorded music and sharing with others.
6. Indaba – Unique site where users can create collaborative music pieces to make one final product.
7. Creating Music – Very user friendly website shows kids how to create digital music.
8. Contrapunctus Variations – Wonderful site for creating orchestral music by selecting an instrument and clicking on a time line.
9. iNudge – Fun site for kids, who can make music by drawing shapes.
10. Glitchscape – Create sound by drawing vector shaped rectangles.
From http://www.techlearning.com/blogs_ektid30880.aspx
Great summary of 10 top sites for creating timelines, from the multi-media variety down to the basic text version.
Here are some tools educators can use to create timelines, from David Kapuler:
1. Capzles– Quite simply one of the nicest timeline creation sites around, with a beautiful user interface as well as the ability to embed into a site.
2. Time Rime – An excellent site with educational instance (great for teachers) that allows users to create multimedia timelines.
3. xTimeline – Share wonderful looking timelines with audio, video, and pictures. Very user friendly too.
4. TimeGlider – Great site that not only lets users create multimedia timelines butlegends as well. There is a “plus upgrade” in the works specificallyfor education.
5. Dipity – Create beautiful timelines with the ability to add video/pictures.
6. Time Toast – A bullet point centered timeline w/ text and pictures.
7. Preceden – A fun easy site to use to create interactive timelines.
8. Timelinr – A very simple to use timeline generator that only displays text.
9. Our Timelines – Create timelines by using preexisting forms (text only).
10. Read Write Think – Very similar to Our Timelines for creating text only timelines.
Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – TechLearning.com.
What with all the voice recognition software and Text-to-speech software available for free, the idea of IPA as a working tool for practitioners is fading fast. However, there are still times when you have basic technology (photocopied worksheets) and you would like to do some detailed work on pronunciation. Trouble is, this often means transcribing some text into IPA-speak. Not an easy thing to do–especially for people like me who have low musical intelligence.
This site is a neat solution…just paste in your text, and it will transcribe into an IPA(ish) version: http://upodn.com/phun.asp.
Here is the above paragraph in IPA-speak:
wə́t wɪθ ɒ́l ðə vɔ̀js rɛ̀kəgnɪ́ʃən sɒ́ftwɛ̀r ǽnd tɛ́kst- tú- spítʃ sɒ́ftwɛ̀r əvéləbəl fɔ́r frí, ðə ajdíə ə́v ajpié ǽz ə wə́rkɪŋ túl fɔ́r præktɪ́ʃnərz ɪ́z fédɪŋ fǽst. hɑ̀wɛ́vər, ðɛ́r ɑ́r stɪ́l tájmz wɛ́n jú hǽv bésɪk tɛknɑ́lɪdʒi ( fótokɑ̀pid wə́rkʃìts) ǽnd jú wʊ́d lájk tú dú sə́m dətéld wə́rk ɑ́n pronə̀nsiéʃən. trə́bəl ɪ́z, ðɪ́s ɒ́fən mínz trænskrájbɪŋ sə́m tɛ́kst ɪ̀ntú ajpié- spík. nɑ́t ǽn ízi θɪ́ŋ tú dú– əspɛ́ʃli fɔ́r pípəl lájk mí hú hǽv ló mjúzɪkəl ɪ̀ntɛ́lədʒəns.
Bear in mind that like all machine translations, it may not always give the correct transcription in context.
The Federer match is live on Eurosport. He must win to keep his hopes alive of winning a seventh Wimbledon title.
ðə fɛdərər mætʃ ɪz lajv ɑn eurosport. hi məst wɪn tu kip hɪz hops əlajv əv wɪnɪŋ ə sɛvənθ wɪmbəldən tajtəl.
Federer and Mirka live in Switzerland with a live-in nanny and the lively twins.
fɛdərər ænd mirka lajv ɪn swɪtsərlənd wɪθ ə lajv– ɪn næni ænd ðə lajvli twɪnz.
As we move more into the world of corpora of written English, the next logical step is to consider a corpus-informed approach to teaching and learning spoken English.
There are some spoken corpora available online (http://quod.lib.umich.edu/m/micase/ is a good example of one) but the key problem is how to get recorded speech into a text form that can be processed.