Evaluation on Podcast

This week, we are going to analyse and evaluate our podcast posted last week. In terms of it, we are goging to use the checklist made by Jamieson, et al.

General Evaluation: the two videos draw learners’ attention on listening although some target vocabulary will also be learned. Regarding this, if we look at the tasks designed  for listening practice, it provides various oppotunities for learners to improve their listening abilities including listening for gist and details. Yet, detailed practice with vocabulary appeared in the transcript is not enough.

Learner fit:

a) appropriate level: we assume that our learners are at a B1-B2 intermediate (CEFR) level, so the materials we use are a little chanllenging yet suitable for this level according to Krashen (1981:54) .

The Input hypothesis says that we acquire by understanding language containing i +1, that is, we move from one stage to another by understanding language that contains structures at that level, a bit beyond where we are now.

b)learners’ types: the tasks designed for the listening practice are quiet comprehensive. With visual aids (pictures for new words, and vedios) , audios (conversations in the videos) and reading materials (transcript of conversations), and interactive activities (muted practice video), almost all kinds of learners (visual, auditory, read/write and kinesthetic) are considered. However, the reading materials and writing practice is relatively insufficient, that type of learners may not find it comfortable or effective when they complete the tasks. Yet, it is a listening practice, so the lack of the reading and writing practice is tolerable.

c) appropriate difficulties of materials: admitted, the speaking speed in the videos are fast and accent may casue some difficulties (not very much with visual aids) for learners, yet it is good for them challenge themselves.

Authenticity: first, let’s start with the materials we used as our listening practice. Accroding to Morrow (1977:13), ‘An authentic text is a stretch of real language, pro- duced by a real speaker or writer for a real audience and designed to convey a real message of some sort’, the language which was used in the dialogues in the two videos (conversations between a banker and a client)  can be considered as authentic.

Second, let’s consider the correspondece between the learning activity and the target of language activities of interest out of the classroom. The two videos are real-life situations, which make the language learned from the videos can also be used out of the classroom into learner’s daily life. Thus, the learning materials are authentic for learners.


Krashen, S. D. (1981). The “fundamental pedagogical principle” in second language teaching. Studia Linguistica, 35(1‐2), 50-70.

Morrow, K. (1977). Authentic texts and ESP. In S. Holden (ed.), English for Specific Purposes. London: Modern English Publications, 13–17.


Language learning potential: In the listening task, we provide a list of vocabulary which will occur during the videos and we also give detailed meaning and pronunciation of those words. Student can read the vocabulary in advance and after watching the videos, which helps them better remember the words they learned in the listening task. In addition, further exercises based on the task were given after the videos. Therefore, students can reinforce words, grammar and listening practice when they finished the exercises. This at the same time will improver students’ listening capacity.

Impact: As Dan mentioned above, we provided visual aids, audios, reading materials and interactive activities in the task, so learners can acquire knowledge in a comprehensive way. Based on that, we assume that learners are in favor of our task and find it interesting to practise listening in this way. And since the conversations in the videos were from real life, learners can also use what they acquired in their daily lives.


Create a positive learning experience

Practicality: It is easy to access to listening exercises we have made on website. Students could definitely use it without any help as long as they’ve got basic computer skills. As for hardware, the exercises can either be used in the classroom as long as make sure there is one computer available or can better been done in the labs. It will take up to 20mins for two sections which is not time-consuming. Most of the questions are appropriate for intermedium students, however the accent may be a bit difficult for those don’t get used to British accent.




a new diary by Lydia

It is a nice weekend. I felt that I myself was deeply absorbed in music and literature. I was daydreaming about my brilliant future,just a ridiculous dayreaming of everything. future scholarship on successive study is the soul of my heart. I want to embrace all the favourite subjects:classical literature, educational management, compose, educational psychology and translation… too much output in working, I felt myself being drag empty. I am eager to all the knowledge I need,not haste to start my job career to fast again. I bought several books online in Amzon with the help of a kind PHD student,and download many beautiful melodies from KUGOU into my cell phone. books and music make my life meaningful and colourful.here are some best music to recommend :

1 whenever, wherever by  Sakira.(single selected)

2.mei hua san nong in classical Chinese TV play.(all in the three series)

3.yi tian du long ji   in classical Chinese TV play.(all editions)

4.Bei Jing ren  zai niu yue In classical Chinese TV play.(Liu Huan)

5.ShangHai ren zai Dong Jing in classical Chinese TV play..(Liu Huan)

6.xi shuo ci xi  in classical Chinese TV play.(******NOT FOUNDED IN KUGOU,NEED HELP)!!!!!!!!!

7.dong jing ai qing  gu shi in Japanese classical   TV play.

8. dong ri lian ge in Korean classical TV play.

9. Guan lan gao shou in classical Japanese cartoon network.

10. Dream of the Red Chamber.( the oldest edition is an overwhelming classical edition on all items).

11. juan zhu lian in The voice of China by HuoZun.( lovely young guy).

12. SHE  ( unforgettable history of friendship)

13. LIANG JING RU( a lady with tender, loving and care).









21. HAN LEI  (Brilliant ability)

22************ an outstanding actress —–Fan ingbing overwhelming performed in the successful TV play—WU MEI NIANG CHUAN QI.(‘Wuzibei’,’nweitianxiexian’,’qian qiu’)No.1 actress, U DA JI)(Chinese ancient myth)



25. DINGDING—-AI YAO TAN DANG DANG.(The voice of China ) I can sing by myself…

26. All the best lyrics and melodies in  ZHEN HUAN ZHUAN….. And a great singer and composer —-LiuHuan.

27. 911(all losted)….. depression….

28 backstreet boys ( not very good)


30.Hotel California by The Eagles. ( unforgettable live show of GUITARS) — willing do die………………. magnificent instrument play!!!!! legend in history!!!!!!






Diary for today

It is a lovely day,  it reminds me of several beautiful things on music and literature.

1 Fountain by Dinka.

2 Bob Dylan’s  Blowing in the wind

3  Nightingale by Yanni.

4 qingzhou by lv xiu ling in China

5 Chronicles by Bob Dylan

6 Little Red Riding Hood

suck in deep happiness……


Get somebody’s goat!



What words or phrases can you think of when you see the picture?

Do you know the meaning of the title Get Somebody’s Goat?

Can you guess the meaning of it?

Actually, to get somebody’s goat is an expression about something that is annoying.

Do you want to know more about the usage?

Let’s listen to the radio programme The English We Speak! 

Before you listen, read the questions below and answer them after you listen!

Questions: 1. Who is annoyed?

                      2. What happened in the stroy?


p048h85p / audio /

Do you find it interesting? Do you know how to use the idoms now?

Can you share your own experience using this idom we learned today?!


What do think about this website? Do you like it or not?


Now, let’s explore more about this website. On this  website, you can learn many idoms. You can learn them through listening to the radio and reading the script if you are not able to listen under certain circonstance. Also, if you go to this website, you can practice the usage of the idiom with you partners!

Okay~It’s time for you to have fun using the website!



Assignment 2 Listening Activities


According to task-based learning teaching (TBLT) and communicative language teaching (CLT) approaches , we designed the following procedure to help students cultivate their abilitites of listening and speaking using the scene-simulation approach . We have different stages (pre, on and post) and use authentic material in our tasks.  All the steps are progressive and linked closely to each other. Also, we focus more on the usage and meaning on the language instead of form. Finaly, we extend our task into the real life to make it a real-life skill practice.


Here is the  scene-simulation of problem saving and service-offered in a bank for representation to communication approaches of language teaching  in specialised context.(task1-5)

1. Creating a context 

Aim: to have students be familiar with the listening topic (in the bank)

Questions: What do you usually do in the bank? ( reader can think about it for a moment)

2. Pre-teaching vocabulary

Target language: deposit, account, debit card, notes, value, PIN

English definition: http://dictionary.cambridge.org

Aim: Provide words which will struggle students when they are listening.

Pictures will be presented to help students remember the words.

3:Pre-listening task

Background and people who will be mentioned in the audio will be given and have student discuss the following question.

Fish is going to the local with some cash in her hand.

Question:What do you think she is going to do?

4: Listening for gist and details

Aim: to develop student’s listening ability of listening for gist and details.

Play the two videos once and have students check if they guess correctly ( task in step 3 );

Play the two videos no more than three times to complete the following tasks:

Multiple choice exercises : for video 1

Ask students to do some prepared multiple choice exercises as a tool of test to make sure they have already understood the listening materials.

Dictation (Gap-filling): for video 2

Have students write down the missing words for each gap.


Listening is  a graphical sensational tool of stimulation to get students inspired to imagine what will happen in their daily life.

Aim: to extend what they learn through the listening materials into their real life.

1 transcript will be given (click ‘answer’) and students can use it to practice with the video (we edited the video so that sutdents can either be the bank staff or customer in the conversations) .

2 real life skill: students will have to go to the bank to put the money into their account and change the PIN number.

Each student must be involved in the details of this session to ensure that their oral English ability can be really progressed.



Question:What do you usually do in the bank?

Vocabulary and Phrases

atm-enter-code-icon PIN numberbanknotes-512 Notescash_icon Valueflat_seo2-21-512Debit Cardrecurring-deposit-taxes-and-savings


PIN number /pɪn//ˈnʌm.bər/ a secret number that a person uses together with a special card to get money from their bank account out of a machine

Notes /nəʊts/:  a piece of paper moneya €20 note

Value /ˈvæl.juː/ :the amount of money that can be received for something 

Debit Card/ˈdeb.ɪt ˌkɑːd/a small plastic card that can be used as a method of payment, the money being taken from your bank accountautomatically

Deposit /dɪˈpɒz.ɪt/ :to put something valuable,especially money, in a bank or safe (=strong box or cupboard with locks)

Sources:http://dictionary.cambridge.org/dictionary/english/; Pictures: http://google.co.uk

Fish is going to the bank with some cash in her hand.

Question: What do you think she is going to do in the bank? 

Now, let’s listen and check if you guess correctly!

Now, let’s listen and answer the questions below:

Multiple choices

1.According to conversation 1, what did fish do in her bank account?

A.get some cash out of the account    B.put some cash into the account

C.change her PIN                                      D.check her balance

2.According to conversation 2, how much pounds did Fish change into small values?

A. 10        B.50      C.20     D.100


Conversation 1:

Fish (F):Excuse, (so), can I just put all of my money into __________?

Staff (S): Yeh, I can help you. So put your card into there for me. It asks for your PIN so I turn away.

F: Alright.

S: If you understand, it’s funny. It is ______________.

Conversation 2:

F: Excuse me, could you tell me how to ________________?

S: Yes, of course! Put your card in there for me.

F: Alright, thank you.

S: It’s asking the PIN you have got now, so port in and I’ll turn away.

F: Alright.

S: It is “Other services”, “Change PIN”. Now it asks you to put in your new PIN but don’t press the “Enter”, just put in the _________ and then it asks you to re-enter it again. Does it make sense?

F: Alright. Without “Enter”. Thank you.

S: Lovely. So while you put “Enter”, that is all changed for you. And it’s ready for you straight away.

F: Thank you so much! Oh, can I just ___________________________?

S: Yes, I can’t do but that’s fine, just ____________ for the cash around the corner cause they deal with that and I’m not allowed to deal with any money. Ok?

F: Alright, so they will change it for me?

S: Yes, they will change it for you.

F: Thank you so much! It’s so nice of you!

Answers for Listening Task

Well done! Let’s be a part of it! You can be either the bank staff or Fish in the conversation!

Real life skills

Now, you can go to the bank near you and try to do things we learn today!!

Come and tell us your feeling after you do them!!



CALL–The key role in language learning

Aiyu Zeng

To many L2 learners and teachers, it is not surprising to know there are various and numerous online materials provided and gained much of attention and interest. Many of them also would like to try and see how it goes, however, as for using it as one of the most significant instruction approach, it still remains a question. As a teacher as well as a learner, here are some of my points of views.

Firstly, as a teacher, before access to those recognized academic research on new technology in English learning, it is a bit risky to advocate CALL (computer-assisted language learning) since teachers are supposed to be responsible and at least confident for what we recommend. This is a part of students learning autonomy field, on the other hand, we are sometimes unsure how best to teach with new technology in terms of lack of competence, which definitely affect students’s attitudes’ on new technology as well. Without professional guidance, students will be skeptical to make use of computer in learning. Though attending online courses, reading academic research, checking up electric dictionary are the basic they could do with computer.

In the book Theory and Practice of Network-based Language Teaching, it mentions how networked computer in learning and teaching paralleled develops together with the shifting context of structural, cognitive and socio-cognitive, which has been seen roughly as a tutorial metaphor, a construction metaphor, and a toolbox metaphor according to Charles Crook.
We can put it in this, no matter in which perspective, situation, networked computer helps students with academic progression in nearly every aspect.

The CALL leads as a tutor model, consisting of grammar and vocabulary instruments in the earliest programs. Then the next generation of programs, it tends to solve testing and make learners to develop new understanding in a way of offering resources and simulated environment. Now it is more sociocognitive approaches to CALL from interaction with computers to interaction with human via computers. It allows individuals to access a learning world of speaker of the target language.

It is acknowledged that if properly used, CALL can be one of the key roles in language teaching and learning. It works as a tutor to deliver drills and practice, in the meanwhile it broadens learners horizon in creative actions during learning. With the development of networks, it connected people as global community, manipulating discourse in various ways.

Here network-based language teaching (NBLT)is a representative where can converse to with people all over the world twenty-four hours a day, seven days a week no matter where you are.