1. Aiden Yeh
Wenzao Ursuline College of Languages
Call-IS Academic Session
TESOL 2009
Denver, Colorado

2. Internet English Class
Thematic Podcasts Project
Basic Writing Class
Google Document & Ezine

3. http://ue1a.pbwiki.com/ http://ue1b.pbwiki.com/

4. • through a variety of activities
develop
and internet resources
listening/speaking designed to increase
and competence and confidence in
reading/writing these areas
fluency
• Such as Digital technology
(PPT, video, audio)
Enhance technical • Such as Web 2.0 tools
(blogs, podcast, etc)
skills
• Skills needed to complete
language learning tasks

5. Audio Recording & Editing : Audacity, Goldwave
Video Recording & Editing: Digital Camera, Windows
Movie Maker
Audio Visual Presentation: PowerPoint, Graphics,
Fonts

6. Video
Audio/Video
Audio/Video

7. Use language
skills to complete
task
Introduced to
Writing/publishing
authentic
blog entries and
materials (local or
podcasts
global)
Students

8. Image source: http://www.cooltownstudios.com/images/web2.0.jpg

9. Image source: http://www.cooltownstudios.com/images/timepersonoftheyear-you.jpg

10.  social networking: wikis, communication
tools, and folksonomies (based in people‟s
personal content) that emphasize online
collaboration and sharing among users
 User-generated content on the web
 Lets groups of people create, interact and
edit information on the web in new ways.

11. Image source: http://www.rossdawsonblog.com/Web2_framework_p3.jpg

12.  In 2005, the editors of the New Oxford
American Dictionary declared “podcasting”
the word of the year, defining the term as “a
digital recording of a radio broadcast or
similar program, made available on the
Internet for downloading to a personal audio
player”.

13.  User-created media content, usually audio or
video shows
 Can be accessed or downloaded at any time
and is made available on-demand to the
listener
 When we create podcasts we are in fact
creating and posting an audio file to the
internet
 You don‟t need an Ipod to listen to podcasts

14.  Authentic Audience
 Encourages creativity and collaboration
 Enhances effective communication skills
 Enhances students‟ oral and writing skills
 Engages students in their learning
 Gives students a voice

15. Students work in groups (5 in a group)

Create a podcast show about the assigned topic

Research and read about the topic

Decide on a podcast format [audio/video]

Pattern program based on a radio or TV talk show

Build a good storyline that will catch the audience‟s attention

Write a script

Narrative

 Conversational (dialogues)
Establish content

Present the Issue

 Discuss and offer solutions
Producing the show

Music

 Visuals (for video)
 Narrations, dialogues

16.  The theme of the show
 Script writing (editing & revising drafts)
 The audience the show is aimed towards:
students, general public
 Deciding on sound effects and music
 Commercial breaks (if any)
 Choosing simple tools, necessary
components, software, hardware to get you
underway

17.  Student-podcasters-
create and produce podcasts

Present and evaluate their own work

 Audience-
Listen/watch podcast presentations

Provide feedback based on the quality of podcast

production
Answer questions about the text/topic


18. • Modeling
1st • Setting Task
Stage Requirements &
Guidelines
• Planning
LEARNING 2nd • Writing/Editing
• Recording &
Stage
PROCESS Producing
Podcast
• Final work
3rd presentation
Stage • Group/self-
evaluation

19. AUDIO:
VOICE OVER/
VIDEO
BACKGROUND
MUSIC
IMAGES
&
AUDIO
PODCAST

20.  Themes
Forever Single

Taking Care of Your Parents

Transportation in Kaohsiung

Friends & Lovers

Long Distance (international) Relationships

Capital Punishment

Working Moms

Organ donation

Taiwan‟s News Media (Quality of News Reporting)

Taiwan‟s TV Programs: Educational or Purely Garbage


21.  Students work in groups
 Research about the topic
 Set a storyline, length of podcast (10-15 min)
 Decide on type of podcast: Audio/Video
(audio/still-images, in-door/location
shooting)
 Write the script
 Submit script draft for corrections
 Edit/Revise/Finalize script
 Produce Podcast

22. SAMPLE OF RADIO
PODCAST USED IN MOCK
CLASS RADIO TV
PODCAST

24. Link: http://www.npr.org/templates/story/story.php?storyId=95937651

25. Comment
about their
commercial
Comment about
adding
TRANSITIONS

26. Verb form
Message lost in
translation
Word forms,
punctuations,
subject-verb
agreement, etc.

27. Traffic & Transportation in Kaohsiung
Linda : Joyce : Vincent:
Reporter #1 Host Reporter #2
Script Idea Script Idea Talk Show Idea
Video Director #2 Scenario / script Venue Arranger
writer #1
Photographer
Vivian: Seiko : Irwandi :
Cameraman Guest #1 Guest #2
Video Director #1 Script Idea Photo Editor
Photographer Scenario / script Video & Audio Editor
writer #2 Script Idea

28. Students learn how to ask and answer questions similar to talk
show programs

29. Students learn how to express opinions

30. Students go on location to film their video and
record their dialogues or mini-documentary
presentations.

31. Taking care of
parents/elderly
Students learn how to use current events to support
their arguments and discussions

34. Listen, http://www.archive.org/details/UE1A_Group9_Taiwan_News
What is the main message of Group 9's podcast topic?
1.
Did their show provide solutions to the problem? What are the
2.
given solutions?
Comment on the group's podcast.
3.
3.1 What can you say about the quality of recording?
Was the voice of the hosts/guests/characters loud and clear?

Was there any background noise that made it difficult to understand what

was being said?
Was the pacing (speed) of the delivery (oral delivery made by the

hosts/guests/characters) too slow or too fast?
3.2 Was there any sound effects or background music used? Was it
effective? In what way?
3.3 Was there anything that you like about their show? What is it and
why?
3.4 Was there anything that you didn't like about their show? What is it
and why?
3.5 If Group 9 is given the chance to do another presentation, what
would you suggest members of Group 9 to do to make their
presentation better?

35. 4. 1 Search the Internet and look for the
meaning of 'yellow journalism'
- What is the definition of 'yellow journalism'?
4.2 Would you characterize Taiwan's news
reporting as a form of 'yellow journalism'?
- If so, why do you say so? Give an example of a
sensationalized news report that has been the
focus of attention by the Taiwanese media (it
could be an old report that was sensationalized)
- Include references (websites) where you got the
information from

36. Blog entries for podcast shows comments are for the student-
viewers. You don't have to write a blog entry for your own
group podcast, instead you will write a self-evaluation.
Here's how:
 When you write a self-evaluation, think of the strengths
and weaknesses of your podcast presentation. Begin by
writing what the good points are, and then work your way
to discussing what aspect/s of your presentation should be
changed (if there are any).
 Assess whether you, as an individual member, contributed
your skills and knowledge to the group, or do you think you
could have done more? If so, what was it?
 What did you learn in the process of producing your
podcast show?
 What language skills and content/technical skills do you
think were enhanced in producing this project?
Link: http://ue1a.pbwiki.com/Group-presenters-self-evaluations

38. Student-Podcasters

Did they submit a script draft prior to

presentation?
Did they make the necessary edits/changes on

the script prior to audio/video recording?
Were jobs & responsibilities equally divided

among members?
Was the recording done indoor or on-location?

Was the audio/video editing neatly done or

were there any rough edges on the overall
quality of the podcast?
COMMENT on the overall CREATIVITY of the

SHOW

39. Being an ATTENTIVE AUDIENCE

Answered all the questions provided for blog

entry task
Thoughtful and in-depth remarks

Written language accuracy

New words/vocabulary used in the podcasts

were carried on and re-used in blog entry to
enhance vocabulary power
Paragraph/short opinion-essay writing style

Blog entry encourages readers to read or visit

blog

42. Image: http://www.cartoonstock.com/lowres/dcr0641l.jpg

43. getting ideas, beginning to plan
Final Evaluation prewriting
Publish/
Series of
share Publishing drafting drafts
Proofreading, from peers or the
Seeking
revising instructor
Editing
feedback
• aiding Ss in the actual process of writing
• finding the source of their problems in creating good written texts
• enabling them to overcome those difficulties

44. Seeking Feedback
[Google Docs, Twitter,
Facebook]
Drafting
Editing [Google Docs]
[Google Docs]
Students
Prewriting Publishing [Google
[f2f/Yahoogroups ] Docs/Ezine]
Teacher

45. Publishing
Editing
Seeking
feedback
Drafting
Published Essay = Product
Prewriting

46.  Watching news reports
 Reading news articles
 Discussion

47. Read the news article 'DNA 'backs Austrian incent claim'
1.
(see Yahoogroup's Links are for URL links)
Write a 5-paragraph persuasive essay.
2.
First paragraph = Introduction
1.
Second paragraph = Reason 1
2.
Third Paragraph = Reason 2
3.
Fourth Paragraph = Refute (argue against) the opposing point of view
4.
Fifth Paragraph = Conclusion
5.
Essay Guide Questions: Josef Fritzl is temporarily in prison for a crime he
3.
committed. He is being charged for sexually abusing his daughter, Elizabeth, and
for having fathered 6 of his children (1 child died during infancy). His lawyer
states that Fritzl is suffering from psychiatric problems which made him do these
heinous acts. Should Fritzl then go to a psychiatric hospital or prison? If you
were to judge his crimes, what sort of punishment would you give him? Would
you send Fritzl to a psychiatric hospital for treatment, send him to jail for the
rest of his life (Life imprisonment), or should he get capital punishment?
Deadline of first draft
4.
Submission guidelines: Upload your first draft to Google documents,
5.
and put the URL of your document in the links area of the Yahoogroup (see Fritzl
Folder).

50. Meeting task requirements

Length/number of paragraphs

Answers to guide questions

Content

Understanding of the topic

 Is the essay „off topic‟?
Interpretation/analysis/argument

Logical, coherent

 Does it make sense?
Technical

Flow

Transitions

Topic sentences

Can the reader follow the flow of contents

Style (active/passive voice, etc.)

 Grammar
 Typos

53.  Topic: Tourism
 Issue: Does tourism help or hurt the
environment?
 Task: Write a 3-paragraph opinion essay
Paragraph 1= Introduction

Paragraph 2= Body (Reasons & Support

statements)
Paragraph 3= Conclusion


55. The writer talked about Mount Ali where he has spent his

winter vacation. He prove that tourism brings many
benefits to Mount Ali. Unfortunately, I only could figure out
one from two reason which is provided by the writer.
It's better for you to make the outline in purpose to keep

it focus on the topic. For instance, the writer should be
reduce the explanation about what Mount Ali is. Then, on
the 2nd paragraph I found this sentence quot; In
conclusion, not only does tourism benefit Alishan district
with its prosperity, but is also helps the area shorten the
“huge gap” with modern societies.quot; which I did not
understand why the writer put this sentence in the body
paragraph.
My suggestion is read again your essay twice or three

times, and keep focus on the topic.

57. http://www.openzine.com/aspx/homepage.aspx

59. http://www.openzine.com/aspx/Zine.aspx?IssueID=1633

60. http://www.openzine.com/aspx/Zine.aspx?IssueID=1631

61. Iwas quite shocked when I saw my article on
the screen. I feel very happy and proud
because you put my article in it. Thank you
very much.
 Thanks so much Aiden, you have chosen my
writing and put it on the Ezine. It is so
awesome. Thanks a million. It so amazing.