Jay Doubleyou: February 2012

The Speakout series: podcasts are available on http://www.pearsonlongman.com/speakout/ (though without the running scripts, available in the DVD rom at the back of the book)

LukesEnglishPodcasts:

http://www.youtube.com/user/LukesEnglishPodcast?ob=0&feature=results_main

BBC Learning English:
6 Minute English podcast: http://http-ws.bbc.co.uk.edgesuite.net/mp3/learningenglish/2012/01/bbc_6_minute_work_emails_web_120112_6min_english_work_emails_audio_au_bb.mp3
script: http://wsdownload.bbc.co.uk/learningenglish/pdf/2012/01/120112125447_6min_english_work_emails_pdf.pdf

Activities:

> Ask students questions from the podcast to orientate them to the theme.

> Students watch part and do a very simple task, e.g. ‘Put your hand up each time you agree with the people.’

> Students watch again and after each person recode what was said to a partner
> Students do a series of comprehension tasks, e.g. T/F, matching opinions to people etc.

> Students follow the podcast with script asking the teacher to replay parts as needed

> Focus on language features, e.g. the use of fillers and vague language; the use of the glottal stop in some accents; the occurrence of an item of spoken grammar, etc.

> Students are set homework tasks to watch podcasts independently, where possible, simultaneously following scripts.
> Students discuss the topics, practising the language feature focussed on earlier

b) Generating speaking inside the class:

> In groups students prepare to make a parallel video podcast; monitor and help with language; allow rehearsal time.

> Some students are directors (they may not want to be filmed); they work together practising with phonecams or flipcam, then take the films.

> Playback and feedback on what was good, explore and teach from emerging language; focus on a few areas where students were making below level errors.

c) Generating speaking outside the class:

> Students record themselves speaking either on vocaroo.com (audio via computer)
or mailvu.com (video via computer webcam) and email the link to their teacher.

> Students make films outside class, e.g. their teacher, other people in the school, their host family, asking the same questions, then bring their films to class AND/OR learners as a class undertake a project, e.g. making short video films around the area

> The films are shown in class – further language work as relevant.
> Films or written work on the topic can be uploaded e.g. to www.linoit.com

or an unlisted youtube site or a class wiki; podcasts made via www.audioboo.fm

> Any recordings and films can be kept as a reference to show students’ progress and language development

http://www.youtube.com/watch?feature=player_embedded&v=jaZCe7RL2hM

From notes provided by Frances Eales, author of Speak Out! (Pearson):

'Using Videos and Podcasts - The Real World in the Classroom'
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integrated skills lessons

1: START WITH THE VISUAL

> Select a short video extract; give a very easy, authentic task for first watching.
Because teachers and students need to be aware of the importance of context.

But let's experiment: START WITH THE SOUND.
This is in Arabic: Don't look at the video; only listen and guess what it's about:

http://www.bbc.co.uk/learningzone/clips/anansi-and-turtle-arabic/5750.html

2: COMPREHENSION

> Set relevant language focus tasks, e.g: My Worst Week tasks from the previous post:

http://jayjaydoubleyoudoubleyou.blogspot.com/2012/02/activities-to-support-comprehension-of_19.html

3: SCAFFOLDING

> Design a scaffolded speaking task related to the video:

a) A video about Second Life: design your own avatar:
http://secondlife.com/
Or a website about furniture: design your own wardrobe/room:
http://www.stegbar.com.au/services/resource_centre/wardrobe_designer/
http://www.girlsgogames.com/game/design-you-own-room.html
http://www.gamesgames.com/game/My-New-Room.html
Or a video on how to 'Make your own home made board game for 99 cents':

b) Any favourite video moment: Sts describe a favourite film/TV moment:

c) A video about Google: Sts present a money-making idea.

Or a video about team building: Ss come up with their own idea.

> Design a writing task related to the video:

Watch a short indie film and comment on it:

http://onceaweekfilmfest.blogspot.com/

a) Sts write an online profile;
b) Sts write a forum entry describing their favourite film or tv scene;

c) Sts outline their money-making idea for a website competition.

From notes provided by Frances Eales, author of Speak Out! (Pearson):

'Using Videos and Podcasts - The Real World in the Classroom'

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activities to support comprehension of authentic videos - part two

TV

a) PRE-WATCHING/DURING WATCHING:

> predicting:

Whispering partners: as students watch the video, if they think they know what’s going to happen, they whisper it to their partner. This task reflects authentic experience when watching videos involving an element of suspense or comedy.

play from 3.20:

play from 1.00:

Worst Week of My Life: BBC
http://www.youtube.com/watch?v=81Q3XQyMCrg
http://www.youtube.com/watch?v=sNkQFKlj_Ag

b) POST-WATCHING

> task types:

to cope with challenging authentic ‘chunks’:

1 Who says this? Howard (H), Eve (E) or Mel (M)?

a) ‘It’s been in Mel’s family for 150 years. They have this rather charming tradition where they (uh) pass it down from generation to generation.’

b) ‘I always wanted a fairy-tale wedding of my own.’ etc.

to focus on useful phrases and chunks for language development:

2 Listen and underline the correct alternative.

a) Try it / Try it on. See what it feels like.

b) I’ve got to rush / dash.

to exploit the dramatic/emotional/affective aspect of the extract:

3 Complete the sentences about how the characters felt.

a) Mel is worried about...

b) Eve is impressed when she sees... etc.

c) POST-WATCHING

> focus on comprehension, then speaking:

In the Hot Seat: Ask learners to adopt a character from the video and assume their identity. They watch and then in same-role groups describe what happened, how they felt, what they’re going to do next, what happened before the incident, as relevant. They also write questions for other characters. Volunteers then come to the front of the class or their group to sit 'in the hot seat' where they can be quizzed or interviewed by the rest. (Thanks to Jane Sherman who showed this activity many moons ago).

Dubbing: turn the sound down and students ad lib their character’s part.

From notes provided by Frances Eales, author of Speak Out! (Pearson):

'Using Videos and Podcasts - The Real World in the Classroom'
.
.
.

activities to support comprehension of authentic videos - part one

FILMS

a) PRE-WATCHING/DURING WATCHING:

> predicting:

What's this film? And what happens in it?

And in more detail:

And the film is:

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Trailer from http://www.youtube.com/watch?v=D0bV2gh4E7Y
Or from http://www.imdb.com/title/tt0052357/ where there are lots of tools for teacher and student.
For example:

Use key-words for prediction:

Go to Internet Movie Database (IMDB) http://www.imdb.com

At the top, type in a film title under Search.

Scroll down to right-hand bar for Quick Links.

Select Plot Keywords.

Then select words to be used in conjunction with the trailer.

Create a WORD CLOUD (part two):
Go to Wordle: http://www.wordle.net/
Create a word cloud - paste your selection of words in – forma,t font and layout.
Do a screengrab.

(by using the FN + PRTSC keys on your keyboard, then copying to Windows Paint:
click here for help:

http://video.about.com/graphicssoft/WinXPScreenshot-mov.--8z.htm)
Or save onto public board as a permanent link.

Word clouds can be used for prediction for any video extract with a clear storyline. Students predict the content and then watch and check.

b) POST-WATCHING

> task types:

Watch an extract or trailer from a film/DVD and discuss personal reactions: