Podcasts
By Marco Antonio Vargas Solís Diplomado
ALAD –CELE 2014
http://alad.cele.unam.mx/
Podcasts This project is to introduce students to podcasts, use web quests and produce their own podcast consisting in three episodes. Objectives To familiarize with podcasts, and podcast-related software and websites. To install and use recording/editing audio software in order to have resources available to their own podcast. To familiarize with podcasting hosting sites like Audioboo or PodOmatic. To record three episodes which will constitute their podcast series and to post it in a public hosting site. How would you feel to know that virtually all the world can listen to your opinion? This is a good opportunity to improve your speaking skills! We will work on several sessions.
Session one: Brainstorming about podcasts. Teacher asks students if they know what a podcast is. After some answers, teacher offers a definition and shows several podcasts directories available in the web. An operational definition could be that provided by Tony Vincent: “A podcast is a series of audio or video files on the Web that can be cataloged and automatically downloaded.� Full document can be found here: http://www.comalisd.org/technology/How%20To's/iPods/Podcasting_Booklet.pdf If there is no Internet available in the classroom, here is a list of websites that students can be referred to: Podcasts for educators: http://recap.ltd.uk/podcasting/index.php The University of Sidney Directory: http://sydney.edu.au/podcasts/index.php BBC Learning English: http://www.bbc.co.uk/worldservice/learningenglish/ Also Teacher could download and have available several audio or video podcasts to share with the students (see suggestion below). Alternatively, students can see this video I made as an introduction to podcasts: https://www.youtube.com/watch?v=NXpfd6Ae3hI Teacher can assign as homework to watch this playlist: https://www.youtube.com/watch?v=gCoA5UVS8tQ&list=PLFRoAvDAKiU50Spj6LW 9sdVQN92hUyLpW Alternatively, watching the videos in one class can constitute a complete lesson.
Session two: Objective: students will familiarize with the types of activities that can be done with a podcast. Will carry out pre-, while and post-listening tasks with a podcast episode (these activities are samples in order to be familiar with podcasts and the kind of activities that can be done with them, if teacher considers appropriate he/she can use only one). Preparation: Teacher should have available the audio for these podcasts: Intro: http://www.bbc.co.uk/worldservice/learningenglish/general/englishatwork/2012/02/120208_eng lish_at_work_introduction_v2.shtml Episode 1: http://www.bbc.co.uk/worldservice/learningenglish/general/englishatwork/2012/02/120215_eng lish_at_work_episode_1_story.shtml For the first episode, teacher elicits some questions about the different people that work in a company. Asks students if they work. If they do so, teacher asks where and what different job titles do people have in their company. If students do not work, teacher can ask about companies students know well or the companies where their families work. Teacher hands out or projects the following worksheet:
English at Work - Intro
I.
Listen to get a general idea. Answer these questions.
1. 2. 3.
What product does this company produce? What is the name of the company? Why is Paul angry?
II.
Match the name with the job.
1. 2. 3. 4. 5.
Neil Anna Paul Tom Denise
a) b) c) d) e)
Job candidate Office assistant Narrator Manager Sales executive
Complete the text Hi I'm Neil. (1)__________ for joining me on English at Work - a new series of programmes set in an (2)__________, full of top tips to help you (3)__________some useful business (4)__________which you could use in the workplace. In the next few (5)__________you can join me on an introductory tour around one of London's biggest ()__________ ___________ __________manufacturers, called (6)__________ __________ ___________ . We're going to hear from some of the employees that (7)__________so hard to keep the business running smoothly. So come on then! Let's step into the office and eavesdrop on Tip Top Trading's possible newest recruit. I say 'possible' because she is still being interviewed for the job of Sales Executive‌
Students and teacher review each section and have a feedback session. Teacher asks what do students think will happen next and plays a preview of the second episode to check students’ predictions. If time allows or teacher considers appropriate, another listening session could be made with episode one: Teacher elicits some questions about the job interviews: “Have you ever been to a job interview? What kinds of questions are you asked? You are going to listen to a girl in her job interview. You will listen three times, in the first one you will get a general idea of the story and will answer some general questions. In the second you will complete a chart with the names and the job titles of the people who participate in the story. In the final listening you will complete a text with words from the recording.� Teacher hands out or projects this worksheet:
English at work –episode 1, The Interview. Name ______________________________________________________________ I. Listen to the first part of the recording and answer these questions. 1. Where is Anna? a) At home b) In a cafeteria c) In a pub d) On a bus 2. Why I she in the bus? She goes… a) To a movie b) To a fashion preview review
c) To a job interview
d) To a casting in news
3. Where? a) At big dog training
b) At tip top trading
c) At flip flop playing
d) At ding dong dangling
4. What is it? a) A company in London
b) A cafeteria in Compton
c) A cinema in London
d) A company in Southampton
c) Very nervous
d) A little nervous
5. How does she feel? a) Very well b) A little tired
II. a) b) c) d) e) f) III.
-decisions -university
Listen again. Check the expressions you hear. A good exchange of the clothes to buy A good example that comes to mind I'm particularly proud of I’m particularly loud on Timekeeping is important to me Thanksgiving’s November the fifth Listen to part 2. Complete the conversation with expressions from section II and with words form the box. -experience
-finally
-manager
-promote punctuality
-sugar
Paul: Come in. Hello, I'm Paul, the (1) _______________ of Tip Top Trading. And you must be….? Anna: It's Anna. Paul: Yes, very good. Thanks for coming. Now somewhere in this pile, I've got your CV… Anna: Err, is that it there? Paul: Oh yes, thanks Hannah. Your qualifications look impressive but what sales (2) _______________ can you bring to our company? Anna: I worked in a shop once. Narrator: Ohhh Anna! Sell yourself. Give a good example!
Anna: Oh right…mmm….well (3) ________________________________ is when I was involved with a campaign to (4) _______________ and sell a new range of clothes – I loved doing it and it was… Denise: Oh sorry, excuse me, here's your tea Paul. Paul: Thanks Denise. Now Anna, it looks like you've achieved a lot during your time at (5) _______________. Could you give me an example of good team working during your time there? Denise: Sorry! I forgot the (6) _______________. Paul: Thank you Denise. Anna: Hmm, so you want an example? I was the treasurer of the debating society at university. That was OK I suppose. Narrator: Come on Anna. Be more enthusiastic – the debating society is exciting! Anna: I mean… (7) _______________________________ how I organised the finances for the debating society. We had a very small budget and I had to make (8) _______________ on what to buy. Narrator: I like it! "I'm particularly proud of" - Positive but not boasting. You're doing well. Paul: Very impressive – so you're a good planner Anna! We like organised people here... ooops, silly me. I seemed to have spilt tea over your CV. Anna: Oh, do you need some help? Paul: Oh no…I'm sure it'll dry out… carry on please… Anna: Also… (9) ______________________________________ … Narrator: "Timekeeping is important to me" – that's good! Anna: I always try to complete my work on time. At university I never handed my assignments in late. Paul: That's good to hear. We like (10) _______________ here… Denise: Excuse me Paul. Sorry it's a bit late – but I thought you might like a biscuit with your tea. Paul: Hmm thanks….oh lovely, custard creams… mmm. Now Hannah, (11) _______________ I wanted to ask you what exactly made you apply for this job at this company? Anna: Errrr… ooo… well. The reason I applied is…. Narrator: Yes, yes, yes Anna? Do you need a bit more time to think? Anna: Errr…mmm… Narrator: What's she going to say? How would you answer that? Join us next time to find out. Before we go, here's a reminder of some of the great lines Anna's used today… A good example that comes to mind I'm particularly proud of. Timekeeping is important to me. Until next time, bye bye!
Session 3: Teacher offers a lecture with recommendations from Tony Vincent’s document on setting things up to prepare their podcasts. Objective: familiarize students with the process of creating a podcast. Preparation: A suitable summary of Tony Vincent recommendations. An example of this are these Prezi presentations of mine: On preparing: http://prezi.com/vmfrobex4th6/creating-apodcast/ On recording: http://prezi.com/gnfj_sco8eg6/tips-for-recording/ Students are assigned to produce their podcast in teams with three episodes of about three minutes long about the topic of their choice, supported on a web quest, whithin a week from this lesson. Ss are allowed time to prepare and rehearse their podcasts. There could be one session devoted to this or some time of the regular lesson to check syntax, pronunciation or the progress in general before the uploading and publication date.
Session on publication Objective: To listen to other students’ podcasts and to post comments on their classmates work. Preparation: Teacher listens to and has available some sample episodes to comment on. Procedure: Students are given their classmates links in order to listen to and comment on their podcasts. As this is basically an assignment and the comments will be read online, Teacher can have some sample podcasts downloaded from the teams postings and discuss them in class. Teacher will assign grades according to the following rubric:
Poor Podcast lacks either a general name or a slogan. Episodes identified only with number or not identified. Not three episodes Length of episodes is less than 3 minutes
Regular Podcast lacks either a general name or a slogan. Episodes identified only with number or not identified.
Good Podcast has a general name and a slogan. Episodes identified only with number.
Very good Podcast has a general name and a slogan. Episodes identified only with number.
Excellent Podcast has a general name and a slogan. All three episodes posted with an individual identifying name
Length of episodes is less than 3 minutes
Length of episodes is 3 minute minimum.
Length of episodes is 3 minute minimum.
Voice, pronunciation and delivery in general, appropriate for students’ level. With many impeding comprehension errors. Content is completely irrelevant to the topic previously chosen.
Voice, pronunciation and delivery in general, appropriate for students’ level. With several impeding comprehension errors. Content is vaguely relevant to the topic previously chosen.
Length of episodes is less than 3 minutes, but are consistent. Voice, pronunciation and delivery in general, appropriate for students’ level. With some impeding comprehension errors. Content is relevant to the topic previously chosen. Some digressions are acceptable.
Voice, pronunciation and delivery in general, appropriate for students’ level. With few impeding comprehension errors. Content is relevant to the topic previously chosen.
Voice, pronunciation and delivery in general, appropriate for students’ level.
Content is relevant to the topic previously chosen. Or is coherent with the names of podcast or episode.