using video podcasts for listening and to generate speaking

a) Listening and language development:

Real English for real situations:

http://www.real-english.com/,

http://www.real-english.com/reo/index.html

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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