My Podcast Project
Title: Snow Stories
Main objective: To involve students in creating a podcast by interviewing them about their experiences during a recent snowstorm and their feelings about snow.
Level: Advanced Intermediate
Class type: Higher education, international students in an IEP in a U.S. university
Aim: For me: to develop podcasting and editing skills. For the students: optional extra speaking practice for the volunteers; listening practice for the whole class
Activity Focus: Speaking and listening
Time: 10-15 minutes
Materials: Skype interviews with the Skype mp3 recorder, live interviews with a digital voice recorder (Olympus WS-600S), Softonic or Zamzar WMA-mp3 file converter, Audacity for editing, Free Music Archive, hosted on Podbean and embedded in the class wiki.
1. Teacher invites students to share their snow stories on Skype.
2. Teacher records Skype conversations and edits them using Audacity.
3. Teacher also interviews students using a hand-held voice recorder.
4. Teacher converts WMA files to mp3 files using Softonic or Zamzar and uploads them to Audacity for editing.
5. Teacher collects the interviews on a single track in Audacity.
6. Teacher adds music and voiceover tracks.
7. Teacher publishes and shares the finished podcast.
Podcast Project Plan #2
Title: Pronunciation of scientific and subtechnical words
Main objective: To monitor the pronunciation of a list of cross-disciplinary scientific and "subtechnical" vocabulary in a pronunciation class for international teaching assistants.
Class type: Higher education, international teaching assistants in a U.S. university
Aim: The monitor students' pronunciation of words common to the physical and social sciences
Activity Focus: pronunciation
Time: About 5 minutes per recording
Materials: Chirbit (for student recordings) and Vocaroo (for teacher feedback)
1. Teacher goes over pronunciation of 80-100 words per week from the list "Subtechnical Terms Applicable to All Scientific Fields" from the book Communicate: Strategies for International Teaching Assistants by Smith, Myers and Burkhalter, pp. 231-237.
2. Student creates a Chirbit account and records the words of the week and sends the teacher the link (first time).
3. Teacher listens to the recording, returns feedback via Vocaroo and signs up to follow the student's Chirbit account.
4. Thereafter, the teacher can go directly to the student account to monitor the recordings when the student informs her by email that s/he has finished the recording.
5. Student may record the words that s/he mispronounced the first time.
6. Repeats every week.