Reading for ESL students Podcast series lesson plan Project description
• Topic Reading materials in English • Age group EFL (English as a foreign language) young adults and adults • Level CEFR B1 (Common European Framework of Reference). • Materials Reading habits questionnaire (handout 1, found at the end of this lesson plan) Rubric (handout 2, found at the end of this lesson plan) Internet links Google presentation
of
the
basics
of
podcasts:
https://docs.google.com/presentation/d/1fZq6fTKtEqgrROmzw_DgMqz6 f_YlmXuF8tS8EswqxFo/edit?usp=sharing
Tutorial on Audacity and podomatic: https://screencast-o-matic.com/watch/cqjFVEth2U
This is a podcast series reading project focused on the importance of reading and its great and positive impact on the development of communicative competence and language skills on English language learners. This lesson plan is not intended to be carried out in a single lesson and thus the length of the tasks isn’t specified; it may be adapted to different contexts and timing. Introduction
“Free reading is not only an important bridge to acquisition of more complex language; It also allows the foreign language student to maintain contact with the target language, and to continue to improve, despite the absence of native speakers” Stephen Krashen, 1996. Reading in the target language is an essential aspect in the learning and teaching of a language. FL (foreign language) students need to get opportunities to be familiar different types of
materials such as comic books, novels, magazines, newspapers, and even some websites and blogs with information students may find interesting. In addition, technology makes it easier to link this learning experience with the use of resources such as podcasts which will enable them to share what they like and also find new sources of inspiration to continue reading. This project is based on the reading of different types of materials in English and the creation of podcasts about them as a way to talk about their favorite ones, share that experience with others and with any luck encourage them to find out what moves them into reading.
Objectives To improve students´ reading skills and find out what makes them passionate and triggers their interest to read. To increase the amount of time spent reading in English by revising different types of materials. To share information about their favorite material by creating a 3 series podcast about it.
The driving quiestion
Reading, what are you into??
Procedure
Task 1 Class work Finding out what I like - Draw a book on the board for ss (students) to brainstorm any ideas that come to their minds, they can be positive or negative in case they mention the fact that reading isn´t a pleasant activity to them. Let them express their thoughts to get useful information about their reading habits and preferences.
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Give out the reading habits questionnaire (handout 1). Students answer the questions individually and then comment on their answers in small groups.
Task 2 Class work Types of reading materials and resources - Get reading materials (comic books, books, magazines, newspapers, etc.) in advance and show them to ss. Have ss work in teams to take a look at them. Allow some time to do so and then ask them to exchange the materials with a different group. Monitor to find out what they think. Other options such as audio books, e readers and websites such as goodsreads or digital magazines can be included since these generations are used to using them and find them more interesting. Task 3 Outside work Getting my own reading material - Ask ss to get their own material and start reading it. They can choose whatever they want as long as it´s something they find appealing, something they really want to read no matter the topic. -
Ss have to read at least 15 minutes every day at home, work, on the bus, etc. They have to keep a journal to write down their opinions, what they like and don´t like, etc.
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Depending on the type of material they selected, ask ss to investigate about: The author of the book they chose, the genre of his/her literary work, other books he/she has. If the they chose a newspaper or magazine, they need to do some research on its sections, publication frequency, types of articles, etc. For websites, audiobooks and e readers, ss have to investigate about the types of materials available on those sites, whether they can be downloaded, etc.
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Depending on the characteristics and needs of ss, the time they spend on the reading of the materials before they start creating their podcasts may vary.
Task 4
Class work
What are podcasts? - Write “podcasts” on the board and have ss brainstorm what they know about them. - Show the following presentation to ss to get a general idea on podcasts: https://docs.google.com/presentation/d/1fZq6fTKtEqgrROmzw_Dg Mqz6f_YlmXuF8tS8EswqxFo/edit?usp=sharing
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Tell ss they have to create a 3 series podcast on the material they read. They will use their journal ideas and investigation to work in groups of three. You can form the groups or let them decide who their partners will be.
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In class, assign some time for ss to share with the members of their team what they´ve read so far, their journal notes, and information gathered. This will help them get ideas to include on their podcast.
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Point out that each episode of the three series will be based on the reading material they chose so they will be talking about three different materials, one per student (they are working in trios). All three students have to participate and help create each episode since this is a collaborative work.
Task 5 Class work Audacity and podomatic, tools to create my podcast -
Share the following link with your students. It´s a tutorial on the use of audacity:
https://screencast-omatic.com/watch/cqjFVEth2U -
Ss create one podomatic account per team and share the link in class so that they can start following each other and listen to their podcasts when they are ready.
Task 6 Class work Podcast guideline The elements included here can be changed to suit the teacher and class ‘needs. The 3 series podcast must…
• • • • • • • -
be focused on the materials each of the three classmates read, one per episode. be a presentation alongside the members of the team and its length should range from 2 to 4 minutes. have a catchy name be well organized include music include an intro and outro include a teaser on the next episode Work in class with the ss to answer any questions about the creation of their podcast series.
Task 7 planning my script and practicing - In class, have ss work on the organization of their audios. Each one must have a beginning, middle and end. They must also think of some catchy phrases to always include at the beginning and end of their recordings, and a teaser at the end to introduce the next episode. They have to map out their ideas on the reading materials to start practicing. To do so, give ss handout 2 to write their ideas. Monitor and help them when necessary. - Have ss record their audios on their cellphones to practice.
Task 8 Outside work Creating my podcast series -
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Ss work on their project outside the class and the due date depends on the characteristics of the course, ability of ss to use technology, etc. Ss will be given the following rubric (handout 3) to monitor their work and be aware of what will be assessed. This rubric can be used by the teacher to evaluate Ss’ work. It can also be used by the students themselves and their partners to evaluate their podcasts and improve them.
Task 9 Outside work Publishing and listening to class podcasts - Once their series are ready, they will publish, and the group will start listening to them. - Peer-assessment and self-evaluation can be included here by using the given rubric.
Task 10 Follow up Class work Sharing materials to continue reading -
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Based on the information on the podcasts and on what they found more interesting, ss will be able to exchange their reading materials to continue reading. Exchanges can continue as a way to rotate the materials so ss can get to know them and find out what triggers their interest to read.
Handout 1
Reading habits questionnaire
The following questionnaire will help you identify what English reading material could be the best for you. Underline your answers.
1. How much do you enjoy reading? A lot just OK not much
not at all
2. Have you read in English? Yes Mention what you´ve read _____________________________________________________________ _____________________________________________________________ No 3. What format do you prefer? Underline the one/ones that apply to you. Print books
e readers
websites
audio books
4. What genre do you find more interesting? Check the one/ones that apply to you. Comedy Drama Non-fiction Fiction Sci-fi Romance Horror Tragedy Other ________________________________________________ 5. What choices would you like to explore? Underline them. comic books books newspapers magazines
Handout 2 Mapping out my podcast episodes. Remember to use contractions and write like you talk to sound better and more natural on your recordings. Beginning
Catchy phrases to welcome your audience: _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ Introduction (start by talking about the reading material you read, mane, type, author, etc) _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
Middle
More detailed description of the material, your opinion about it, your journal ideas. _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
End
Include the information you gathered about the material, its author, type of publication or genre, other works of the same author, etc. _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ Catchy phrases to end _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
Teaser
Include information on the next episode _____________________________________________________ _____________________________________________________ _____________________________________________________
Rubric Handout 3 Podcast assessment rubric Team name: Excellent 4 points format
Sound
Technical aspects
Content
Information about the reading materials
Good 3 points
Fair 2 points
Needs improvement 1 point
- is between 2 to 4 minutes - includes assigned intro and outro - music selection enhances the mood -Includes teasers -the podcast has a snappy name - is good and clear - volume is acceptable - music and room noises don´t interfere with the recording - it´s evident the use of technical tools such as microphones, audio editing software, etc. - The podcast occurs on a three series - is well organized - is based on the three reading materials - is presented by all the members of the team - is clear, understandable and easy to follow. -makes sense - gives insights to connect the audience to readings - is creative and original - it engages the audience to select a reading material.
Out of the three materials presented, which one would you like to read? Why did it catch your attention? _______________________________________________________________________________