* THREE-PODCAST SERIES. FOOD AND TRAVEL ARIADNA GÒMEZ MARTÌNEZ
LESSON PLAN FOR BEGINNERS “FOOD AND TRAVEL” OBJECTIVE: Students will create a 3-podcast series individually and in teams, related to experiences of their travels and strange or delicious food they have tried when travelling, using audio editing software and publishing on Podomatic and Audioboo sites. LEVEL: Beginners POPULATION: One 35 group, ages random between 15 to 50 years old. RESOURCES: Personal computer, and gadgets that students have, (iPhones, mobile pones with internet access, iPads etc…)
During the course, students will learn past simple, present progressive and idiomatic future tenses; vocabulary related to the topic as word quantities, measures, food, seasons, geographical places, leisure activities. General plan when divided the group into teams, try to have four members in each one; that is because I have observed that they need to do collaborative work, in general we are used to work alone in language classes, but when we (the teachers) really make an effort on creating a cool environment in the group, students are able to share ideas and enjoy the job with their partners. Â Moreover, for a basic level, it is important to monitor their work anytime, so, if they work with others, it enhances the activities with the each ones' contributions.
There are four main actors that take part in a task, everyone will work in the part they had chosen in advance, but the following one are important: a) Observer (the one who has the panoptic view, who has a wider vision of their necessities and process, including the target, internal organization). b) Compiler (he/she has to work side by side to order and obtain all the information from everybody in the group). c) Inspector (assure that everything is ok, that everyone has the material and then he/she will receive it in order to check spelling, grammar issues and content). d) Animator (here the cheerleader roll is not needed, so, I think it must change into a facilitator, who will moderate and make sure everyone there is working including him/herself).
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Group in general. To present the topic with some pictures of food and talk about the origins. Elicit from students their experiences of food when travelling. Time: 5-8 min. Â
* Activity 1. Group in general. Brainstorming
vocabulary related to food, travels, (places) leisure activities and sports. If needed, with the support of some web dictionaries, they have to search for the ones they think they will require in order have a wider glossary. (Teacher would use the visuals suggested). Time: 10 min. * 
http://traductor.babylon.com/espanol/a-ingles/# http://www.wordreference.com http://www.thefreedictionary.com
http://tv.disney.go.com/disneychannel/passtheplate/index.html
* Activity 2. Group and
* (For this task, teacher will give a brief explanation of how to record on this web app). Teacher has to listen to all of them. This job must be done at home.
individual work. (First recording) Teacher will check all the words pronunciation. Time: 10–15 min. * Individual and homework. Eventually, all the students have to record every single word on Audioboo. The goal of this task is to reinforce their intonation and pronunciation.
* http://audioboo.fm/
* Day two. * Activity 3. Team work. Check some podcast related to the
topic (travel and food), not just for listening to, but for knowing the structure, contents and information displayed. This encourages Sts to listen authentic speech, and provides natural models. Teacher shows some of them, eventually he will give them time to explore as many as they find. Needed mobiles with internet. Time: 15 min.
* Suggested sites: * http://www.bbc.co.uk/food/tv_and_radio * http://www.bbc.com/travel *
* Suggested sites: http://www.slideshare.net/slaidsherin/ audacity-tutorial-19505369 Audacity http://www.youtube.com/watch? v=N5Rzc46daaM Podomatic http://www.youtube.com/watch? v=gfD1PwGecw4 Audacity http://www.youtube.com/watch? v=Jjw1TJsZpvo Podomatic http://www.youtube.com/watch? v=QbbbHuTEfNg
* Group in general. To teach
Sts how to create a podcast with a suitable software, (Audacity is recommended, and Podomatic for publishing it), so maybe with a couple of tutorials that teacher would have created in advance it will be great, if needed teacher can refer them to other tutorials on the web. Teacher will make sure Sts have understood the process; and asking them to get an account on Podomatic and send him the URL. Time: 20 min.
* On the other hand, it is important to reinforce Sts
pronunciation, therefore some tongue twisters in class will be very useful.
* Pair work. Practicing pronunciation, rhythm, intonation supported by tongue twisters. Teacher will hand out the material. He will read out the short sentences highlighting the stressed words, at the beginning in a very slow timming and eventually without slowing down. Focusing on intonation patterns and rhythm. 20 min. Teacher must monitor around.
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* Activity 7. Team work.
Write on the board Praise: I like the part where… Question: Tell me more about… Polish: Maybe you could….
Learners have to read their texts aloud. They all have to correct and monitor themselves. So they can practice pronunciation, spelling and to control nervousness. Teacher will write on the board the following in order to give Sts some tips on how to “help” their peers’ work improvement. Time 15 min.
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(Teacher! It is recommended to open an account on ePals Global Community, for being in contact with your students in a more controlled and professional way). http://www.epals.com/webmail T will listen to and check the recordings at home to give feedback.
Day four. Â
Activity 9. Team work. Final task, the group has to work together again (or change the partners) for creating a single script, where they can share experiences and creativity in order to generate a whole corrected text; for this challenge, T will provide them some ideas to have a better organization. It will be a dialogue narrating experiences of their trips and food tried. At the end, they have to practice in a rollplay. T will monitor them.Time 20 min.
To write the story events in an order that makes sense. To use details to describe what they do, think and feel. To use transition words when the setting (time or place) changes. first next second then after that before during last finally The narration has a starting and an ending (conclusion).
* Activity 9. Team work. Final task,
the group has to work together again (or change the partners) for creating a single script, where they can share experiences and creativity in order to generate a whole corrected text; for this challenge, T will provide them some ideas to have a better organization. It will be a dialogue narrating experiences of their trips and food tried. At the end, they have to practice in a rollplay. T will monitor them.Time 20 min.
* To write the story events in an order that makes
sense. * To use details to describe what they do, think and feel. * To use transition words when the setting (time or place) changes. * first * next * second * then * after that * before * during * last * finally * The narration has a starting and an ending (conclusion).
*To write the story events in an order that makes sense. *To use details to describe what they do, think and feel. *To use transition words when the setting (time or place) changes. First
next
second during
then last
after that
before
finally
*The narration has a starting and ending (conclusion).
During a week. Activity 10. Team work, collaborative and autonomous work from the teacher. Sts have to record on Audacity, edit and export into a MP3 file the dialogue, and finally upload it on their each one Podomatic account. As a team, send the URL to the T’s e-mail or ePals’.
RUBRIC Â Finally, evaluation, one will be applied for the inner activities done by each student in their group, T will provide to each team a chart with some aspects to observe during the collaborative process. And the other has to be assessed by the teacher, it will be group evaluation; focused on the speaking issues and quality of the recording.
Team evaluation. The recording tells the real or imagined story of an experience or event. It began by introducing the listener to the situation and characters. It is used narrative techniques to develop characters, experiences and events. Dialogue Descriptive sensory details Pacing It is narrated the story events in a clear, believable and natural sequence. It is used a variety of transition words or phrases to guide the listener whenever the setting (time or place) changed. First next second then after that before during last finally
The dialogue has a logical and memorable conclusion.
Teacher will evaluate the team.
Ariadna Gómez Martínez- CELEX-ESIME CULHUACÁN. IPN.
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