Lesson Plan

Cinthia Ivette Bautista García Podcasting Project

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CENTRO DE ENSEÑANZA DE LENGUAS EXTRANJERAS

Diplomado Actualización en Lingüística Aplicada Para Profesores de Lenguas

LESSON PLAN FOR A PODCAST PROJECT

Teacher’s name: Cinthia Ivette Bautista García

Institution: UNAM CCH Azcapotzalco

Topic: Everyday conversations at school.

Students’ characteristics: High school students.

Teenagers among fifteen and seventeen years old.

Level: Basic / A1

Resources:

Podcasting Planning Sheet

Computer equipped with a microphone,

headphones and an audio and editor and recorder

General Objective: To create a five-episode podcast in

order to enhance Students’ language production with a

semi-controlled practice.


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OVERVIEW: The aim of this lesson plan is to provide teachers a guide of classroom as well as extra activities in order to

have students create a podcast series. It is planned to be carried it out during the last month of the semester since it has

the intention of reviewing all the topics studied all along the semester. It also has all the rubrics and evaluation tools as

well as links of tutorials of the media resources. Timing for each activity is suggested, however, it may vary according to

students’ level, technological skills as well as commitment. The creation of a podcast has the objective of making students

to increase their oral practice outside the classroom using the target language in the institution program. This is also

intended to have a final review and reinforce all the topics seen all along the semester.

Objectives:

Students will practice listening skill by listening to some podcast episodes in order to get a general idea of what a podcast

is.

Students will practice writing production by writing their podcast scripts

Students will practice the vocabulary presented in previous classes

Students will practice pronunciation by using an internet tool to listen to some modeling of their dialogues, they will repeat

what they listen.


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PROCEDURE:

TEACHER ACTIVITIES:

Previous the introduction class:

• It is suggested the teacher creates a facebook group so that students can share their class and online work as

well as to solve questions and share useful material. By using this group the teacher can upload the annexes

and ask Ss’ to take the to class. This will avoid the teacher bringing copies to class if each student is responsible

for his material.

• Teacher will listen to some episodes of the following podcast in order to have an idea of what is expected from

students.

http://englishconversations.org/lessons/miyakos-education-an-english-speaking-course/

• Teacher will have to see the following web sites in order to get to know the available web material as well as the

annexes.

http://youtu.be/psf_C7GUYxA for Audacity

http://youtu.be/fX5UBulNkCE for Podomatic

http://www.slideshare.net/cinthizb/podcasting-19126616



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• T will get copies of handout one (One per team). Annex 1

• T will get copies of the Podcasting Planning students’ sheet. Annex 2

• T will get copies of the rubrics for students. (One per each student) Annex 3

In the classroom

Class one.

Activity one

Opening Activity: Teacher will show hand out one ( annex one) in order to present the topics of the conversations.

Eliciting questions:

1. Where are these people?

2. What are they doing?

3. What are they wearing?

4. What’s the weather like?

5. What can you do, see, eat, and wear in these places?

T will team up the class (2 or 3 Ss’ per team)

Ss’ will orally answer the Eliciting questions.

Estimated time for this activity: 10 minutes.


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Activity two:

Teacher will give Ss’ a copy of the handout one (annex 1) here they will have to write five questions according to the

images. The handout has cue words so as to give students some hints of the kind of questions you are expecting from

them.

For homework Ss’ will share their questions in the class group on facebook or getting copies done of their work and giving

in to the different teams. This is in order to exchange ideas for building up their conversations.

Estimated time for this activity: 75 minutes

Class two:

The group will work on teams again, the same teams they made the last class.

After having shared their questions Ss’ will start creating their conversations based on the questions written and the ones

gathered from their classmates the previous class.

Conversations should be written based on the following contexts:

1. First school day.

2. Where's the cafeteria?

3. What's your favorite food?

4. What's your favorite vacation spot?

T will provide Ss’ a copy of the peer evaluation rubrics so they can know the content of the work.

T will monitor Ss’ work and will start making corrections to their work.

Ss’ will exchange their conversations to make corrections


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By the end of the class the group will have their conversations finished.

T will check and correct the conversations the next class.

Estimated time for this activity: 90 minutes.

Class Three:

After having checked and corrected the students’ conversations, teacher will present the tutorials. Once questions

have been clarified T will give students a copy of the handout 2 to work with the podcast in the following site:


T will provide Ss’ a copy of the Podcasting Planning Sheet (see annexes)

Teacher will tell students they are going to record their conversations using Audacity. They will have to bring them

to class in order to be corrected or approved.

As homework Ss’ will create their Podomatic account

Encourage Ss’ to use the Facebook group to solve questions and to share useful links.

Class four



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After having checked the entire Ss’ podcast, T will carry out the rest of the class in the computer center where

students will access or will create their Podomatic account in order to show them how to upload files. They will

upload the episode “0” where they introduce themselves. T will share their Podomatic account on facebook to have

a record of their work.

Class Five

T will designate each team an evaluation task. Using the rubrics previously given, they will evaluate their classmate

work. T will decide on the evaluation roll. They can do the evaluation process on the computer center.


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ANNEXES


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ANNEX ONE

Look at the pictures. Write questions with the words given.

Hello Good

What’s From

Morning Live Do Job

Number


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Excuse me

How Park Bank near Get

Is there

Ingredients

Favorite Like Cook

What’s


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Favorite Why Spot What Like Wear Can

Weather Eat See Do


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Possible questions

What’s your name? Where are you from? Where do you live? What’s your phone number? What do you do?

Excuse me?

How do I get to..?

Is there a… near here?

Is it next to..?

What’s your favorite food?

Can you cook it?

What are the ingredients?

When do you eat it?

What’s your favorite

vacation spot?

What can you

eat/do/see/visit/wear etc in

this place?


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ANNEX TWO

Name:_______________________________________ Group:________________________

Date:___________________

Podcasting Planning Sheet

Directions: Complete the planning sheet and have it approved by your teacher BEFORE you begin creating your

podcast.

Podcast Guidelines (Lineamientos):

All podcast content must have APPROPRIATE LANGUAGE and should be APPROVED by the teacher before

production•

Podcasts should be 2-3 minutes in length

All group members should participate.

All steps for creating a podcast must be followed in order to create the podcast successfully. (Check annex 1)

1. Write a short description about the content of your podcast.


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2. Show your idea to the teacher for approval.

3. Use your notebook to write down the series of interview questions

4. In the space below, write the name of each group member and what his/her responsibilities are for completing

the podcast project.

5. Below are the steps necessary for completing a podcast successfully. Place a check mark in the box after

completing each step.

□ Create the audio content for the podcast Play the audio content for the podcast for your teacher to

approve quality and content

□ Convert the audio content file to an MP3format

□ Publish your MP3 file and test it using any MP3 player

□ Create your podcast news feed using an RSS file

□ Publish your podcast


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ANNEX THREE

Podcast Project

Después de ver los siguientes videos, descarga Audacity y el Lame (decodificador) Para Windows o Mac, según sea el

caso.

http://youtu.be/psf_C7GUYxA

http://youtu.be/7tK45echI2A

http://youtu.be/9cG6LhQxZM0

Comienza a hacer pequeñas grabaciones de prueba y exportar a la carpeta donde guardas tus proyectos de inglés.

Una vez que ya estés segur@, comienza a grabar tus proyectos.

Usa los siguientes temas:

1. First school Day.

2. Where's the cafeteria?

3. What's your hobby?

4. What's your favorite food?

5. What's your favorite place for a vacation?

http://youtu.be/psf_C7GUYxA

http://youtu.be/7tK45echI2A

http://youtu.be/9cG6LhQxZM0


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Rubrica para los podcast. Al escribir tus scripts, asegúrate de incluir los siguientes aspectos a considerar

en tu evaluación. Utilízalas para evaluar a tus compañeros asignados en clase.

First school day

Aspectos a evaluar Si No Olvide preguntar o

contestar

Me presente mencione mi nombre y

pregunte por el de mi compañer@ o

conteste a estos.

Mencione mi edad y pregunte la de mi

compañer@ o conteste a la pregunta

Mencioné mi origen y pregunté por el de

mi compañer@ o conteste a la pregunta

Mencione mi grupo (clase) Y pregunte a

mi compañer@ o conteste a mi

compañero el mío.

Hice o conteste a la pregunta sobre mi

número telefónico y proporcione el mío.

Hice o conteste a la pregunta sobre mi

página de facebook y proporcione la mía.


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Where’s the cafeteria?


contestar

Use un saludo introductorio

Pregunte Excuse me? O algo similar y/ o conteste a la

expresión.

Hice o conteste la pregunta Is there a ... near here?

Mencione la ubicación del lugar a encontrar

Hice o conteste a la pregunta How do I get there?.

Proporcione instrucciones acerca de cómo llegar al

lugar solicitado

Agradecí por la información

What’s your favorite food


contestar

Salude o conteste el saludo a mi compañer@

Mencione mi comida y/o pregunte acerca de la comida

favorita de mi compañero.

Mencioné el nombre de mi comida favorita y el origen

(Mexican dish, Italian dish etc.)

Mencione los ingredientes de mi platillo favorito

Mencione básicamente algunas cantidades y medidas

de los ingredientes contenidos en mi platillo favorito

Hice o conteste a la pregunta sobre mi página de

facebook y proporcione la mía.


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What’s your favorite vacation spot?


contestar

Salude o conteste el saludo a mi compañer@

Mencione y/o pregunte acerca mi lugar favorito para ir

de vacaciones

Utilicé el verbo CAN para preguntar o mencionar lo

que puedo hacer en este lugar


que puedo comer en este lugar


que puedo ver y/o visitar en este lugar


que puedo usar (ropa y accesorios) en este lugar

Hice y/o conteste a la pregunta acerca del clima en

este lugar.


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Documents

Lesson Plan