Und Dani würd gern mit…

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http://edition.cnn.com/video/?/video/us/2008/05/15/goldberg.old.pumps.kare

Pre viewing Task:

The teacher introduces the new vocabulary for the video:

century                       Jahrhundert

gas pump                  Zapfsäule                                                                       

sticker                                    Aufkleber

cash register             Kasse

gallon                         Gallone [Hohlmaß 4,54 Liter; amerikanisch 3,78 Liter]

gas                             Benzin/ Sprit

spinning                     drehend

capable                      fähig / passend

charging                     berechnen/ verlangen

Pupils guess what the video could be about.

While viewing task

While the pupils see the video for the first time, they write down all numbers they hear. During the second time they write down to what the numbers refer (the teacher stopps the video if necessary).

numbers:                   refers to:

4 $                              …

3.99 $

6 000

10 000 $

9.99 $

12 month

8500

Post viewing task

The teacher puts the sticker of the video on the board, or stopps the video where it is shown.

What does that mean? Talks with the class about the sticker and the video.

Why is this specific pocast suitable?

I think it is a comprehensible topic, the vocabulary is not too hard. The article has not too many difficult words in it, the speaker of this segment is not very fast is and he is articulate. The topic is interresting. Looking at the people their gestures and the things shown in the video you can already understand a lot.

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Enjoy listening.

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While-listening task
2. What is said about illegal immigration? Write down as much as you can.

Post-listening task
3. There is said something about cultural changes. What could these changes look like and which changes are welcome and which are not?
4. Know describe your imagination of multicultural America. What does it look like?

Link: http://www.voanews.com/specialenglish/archive/2008-03/2008-03-02-voa2.cfm

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students get to know a part of aboriginal culture, aboriginal art

they get to know problems of the aborigines

Task:

Students take notes during watching the video.

After watching the video, students should retell what they saw (partner activity).

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First, here is the link to watch the podcast: http://www.youtube.com/watch?v=xRr4AJtPpgg

This video podcast is about the English and the Chinese Women’s football teams. I think, as it shows two different cultural backgrounds, as well as different Englishes its a good podcast to foster intercultural learning. Another point, why I chose this one was, because the podcast is probably something new to the pupils. It’s about sports which is normally a boy’s thing. But here, girls are playing a typical boy’s game. And finally, China is an upcoming nation and it’s necessary for the pupils to learn something about this country …

Pre- Listening Activity:

Brainstoming about what is typical for boys and what is typical for girls … Afterwards there can be a short discussion (if possible) about the itmes that the boys and the girls noted.

While- Listening Activity: Gist Listening

What are the main differences between the football teams of England and China?

What do all the players have in common?

As the language and the words which are used are not that easy, I wouldn’t recommend the podcast below grade 10.

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Title of the podcast: Going Green

pre-listening task: picture on the board/ohp: globe covered with waste/dying animals/power plant/ etc. Pupils should come up with some ideas and identify the problem of dissipation of energy/global warming/waste management.

while-listening task: prepare a sheet with questions that help understanding the content. ( right/wrong task)

1) Going and living green is difficult. (w)

2) Only few people can take part in reusing and recycling (w)

3) Reducing greenhouse gas is easy and helps you to save energy bills (r)

4) Recycling is not only beneficial to the environmenet but also financially and socially.(r)

3) Small changes can add up to big differences. (r)

4) Going green doesn’t help you or the environment at all.

Post-Listening

pupils create a poster mind map to the following topics in groups:

recycling in society/recycling at home/

reusing items in society/reusing items at home/

saving energy globally/ saving energy individually.

They can draw pictures/use colours as well. Finally they present their posters to the class.

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1 Pre- listening:

- Make pupils think about as many friends and relations as possible and let them note down their names on small cards

- How often do they speak to them or contact them?

- What way of communication do they use?

2 While- listening:

Pupils tick the correct answers, choose whether the statements are true or false and complete the sentences

Exercises:

1. What’s the name of the interviewee? ____________________________

2. What’s facebook? Choose which sentence is true or false.

3. How did Lina find out about facebook?________________________________________________________

4. How many friends does she have in facebook? Circle the correct answer.

50 200 250

5. Why is it easy to make new friends with facebook? Decide which sentence is right and which is wrong.

6. What’s an application? Circle the correct answers

horoscopes vampires owls world map dogs

7. How can you contact people in facebook?

a) __________________________________

b) __________________________________

8. Why are British people keen on facebook?

______________________________________________

3 Post- listening:

Ø Pupils think back to the beginning of the lesson and compare their ways of getting in contact with their friends, especially those who are far away.

Ø Ask the pupils whether they are familiar with similar kinds of networks/ communities in Germany?

Ø What communities do they use?

Ø Why do they like those communities?

Ø Do you see any dangers when using these communities?

4 Reasons for choosing this podcast

Internet communities are growing very fast and many young people define themselves by using such communities. They log on to them nearly every day and check out their mails, messages and posts. For them it’s a nice way to stay in touch with their friends, exchange the latest gossip and arranging dates. Through this medium they get to know people who aren’t living in their area, too, which broadens their horizon. Having stated all the positive aspects of communities like facebook, schülervz, studivz, kwick etc. there are also negative aspects. They should also be dealt with in the lesson in a discussion after the listening part. Pupils should become sensitive about giving away too much information about themselves on the internet.

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Tasks:

1.) What happens with the polar bears?

2.) What are Gilbert and Hailey doing to save the polar bears?

3.) What is an arctic ambassador and what does he/she do?

4.) Could you imagine to support Gilbert and Hailey?

5.) Which other problems caused by our climate change could you imagine to support or change?

I chose those questions because the change of our climate is an important topic, which can also be taught in the English class room. The students shell get to know what happens to the polar bears and what is done to save them. Furthermore they shell make up their own minds and think of other invasions for the world caused by the climate change.

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http://de.youtube.com/watch?v=uQsIFbmU1aM (Sports in Africa (Helping Kids))

This podcast is useful after the introduction of sports in different countries in the EFL classroom. It shows a different function of sports and offers new perspectives on sports. It can also help students to recognize sports as intercultural phenomenon and its helping character in poor regions. The podcast is descriptive, not too long, and easy to understand.

Task 1:

a) Think of positive effects sports can have (> prepares students for the topic). (pre-listening)

b) Listen carefully while watching the video. Make notes on the following questions:

- Which functions do sports have in the video?

- Why is sport helpful in poor countries? (> students have to reflect on other functions of sports; students develop new perspectives referring to the function of sports as cultural and economical element)

c) Discuss with your classmates: Do sports really help people in poor countries?

(> students reflect on the effectiveness of sports as a helpful instrument in a poor society)

Task 2 (Creative task; group work): Work together with your partner. Develop a sports program for children in a poor country: which kinds of sports would you use? And why? What do you have to keep in mind? (> students reflect on the effects different kinds of sports might have; students recognize the difficulties students of poor countries might have (bad equipment, no place,…) when they want to do sports, students as “managers”, students develop stratgegies to minimize these difficulties)

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First of all, the students watch the podcast without sound and try to predict the content.

- What could this podcast be about? Think about one positive and one negative topic this podcast could deal with.

After this, the students watch it with sound and try to understand as much as possible. They get a vocabulary list with unknown words and try to find out the meaning of these words.

e.g. extinction, breed, food chain, conservancy, food supply

The students watch it a third time and try to answer the following questions:

- What is Jennifer’s job?

- How many turkeys are there in the US?

- Why are they endangered?

- What’s Jennifer’s hope for all the animals at Berlin farms?

As a post-activity, they can make proposals for saving those rare animals.

Why is it suitable?

The language of the interviewer is really comprehensible, they don’t speak too fast and most of the vocabulary is known by the pupils or can be guessed. Besides, it is an informative topic.This podcast is suitable for grade 9 or 10.

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http://edition.cnn.com/video/?/video/us/2008/05/19/davis.solar.car.ktvb

(content: short report about an owner of a solar-powered car)

Why is it suitable?

- short report (only about 1 minute)

- not that difficult to understand

- topic is up-to-date

- pupils become aware of the fact that not only Germany is affected by high gas prices

Tasks

Pre-watching

- introducing new vocabulary

- showing a picture (e.g. of the solar-powered car) and let pupils guess about topic, or let them describe the picture

While-watching

According to what is shown in the video some tasks could be

- answering questions

- matching pictures

- ticking the right sentence

- deciding whether a statement is right or wrong

- finishing sentences

Post-watching

- pupils have to think about advantages and disadvantages of a solar-powered car.

- Would it be possible to use such a car in Germany? Why or why not?

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2.) Listen to the podcast and take some notes to the following questions:

a) What are they talking about?

b) What are the persons´names who are talking?

c) What countries do the persons belong to?

http://www.spoton.de/CoCoCMS/generator/poddl.php?cast=3&filename=6668.mp3

3.) Please draw a table with 4 columns and 4 lines. In the first line please note in different columns the following words: name, country, advantages, disadvantages.

Listen to the podcast again and fill in the gaps in the table.

4.) Now it´s your turn! In which country do you live? What do you think about advantages and disadvantages of living in this country? Take some notes.

5.) Talk to your neighbour about what you like best in your country and discuss about the bad things that happen in your country. How would you create a leaflet that presents your country?

Didactics:

Why did I choose this podcast?

- it offers profiles of different countries…..cultural studies

- interview: authentic material. It´s like chatting to friends.

- pacing is slow and clear, the vocabulary level is relatively slow. Although the speakers are from different countries and they have different accents they are well understandable. ……Pupils can have a sense of achievement while listening.

- the content is familiar to the students and they can make predictions about. Usually they have background knowledge.

- it´s a short podcast (3-4 minutes). Using shorter reports can help concentrate attention.

Why did I take these tasks/exercises?

ex. 1.) Brainstorming facilitates and supports listening comprehension (pre-listening task=advance organizer)

ex. 2.) Questions in advance help the students to concentrate on the content. Note-taking is a method of listening comprehension.

ex. 3.) Information gap excercise: productive use of language. Listening for context and content. Answering questions relating to the content.

ex. 4.) Creative thinking and active use of the language.

ex. 5.) Listening comprehension is part of the communicative skills. LC is necessary for language learning. Listening comprehension proceeds oral language production.

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(May 12, 2008: Richard talks about his hometown, Sydney, Australia)

Why?

• Made by native speakers -> authentic (including dialect!)
• Child/youth-centered
• Made for L2-learners
• Improves cultural competences

Tasks:

1. What should you do when you are in Sydney? Listen to the text and write down what Richard recommends.

2. What would you do if you had to chose one of the activities? Why?

3. Imagine: A friend from Australia visits you in your hometown. What would you recommend him to do there and why? Write your ideas down in a letter to him or search for a partner and try a role-play!

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http://edition.cnn.com/video/?/video/us/2008/05/15/goldberg.old.pumps.kare

Pre viewing Task:

The teacher introduces the new vocabulary for the video:

century - Jahrhundert

gas pump - Zapfsäule

sticker - Aufkleber

cash register - Kasse

gallon - Gallone (Hohlmaß 4,54 Liter; amerikanisch 3,78 Liter)

gas - Benzin/ Sprit

spinning - drehend

capable - fähig / passend

charging - berechnen/ verlangen

Pupils guess what the video could be about.

While viewing task

While the pupils see the video for the first time, they write down all numbers they hear. During the second time they write down to what the numbers refer (the teacher stopps the video if necessary).

numbers: refers to:

4 $ …

3.99 $

6 000

10 000 $

9.99 $

12 month

8500

Post viewing task

The teacher puts the sticker of the video on the board, or stopps the video where it is shown.

PRICES ARE

PER ½ GAL.

( OR x 2)

What does that mean? Talks with the class about the sticker and the video.

Why is this specific pocast suitable?

I think it is a comprehensible topic, the vocabulary is not too hard. The article has not too many difficult words in it, the speaker of this segment is not very fast is and he is articulate. The topic is interresting. Looking at the people their gestures and the things shown in the video you can already understand a lot.

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• • What is an ethical shopper?
  • Is ethical shopping more expensive?
  • How could you get more information about the products you buy?
  • Do you shop ethical? Why/why not?
  • Ethical shopping is a topic which is important in any culture and it is necessary to know about it.
  • Pupils have to develop critical awareness in their daily life, especially how the way they act concerns other people’s life.

Questions on the podcast:

Why does it support ICC?

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Activities

1. Listen to the podcast and try to match pairs.

Pictures of cereals with milk, a cup of tea, bacon, eggs, baked beans, toast with butter, grilled tomatoes are shown. The students match the vocabulary to the pictures.

(Wahrnehmungsschulung: associations with pictures)

2. Listen to the podcast again and try to anser these questions.

An Xiao Dan from Beijing asks whether British people eat bacon and eggs for breakfast.

- Why is it called a full English breakfast?

- Why don’t people often eat a full English breakfast?

- When do people generally eat a big breakfast?

Answers

1. It includes not just bacon and eggs but other things such as grilled tomatoes, mushrooms, baked beans, sausages and toast and jam.

2. These days people don’t have enough time in the morning before rushing off to work to cook a breakfast. People are also trying to lead healthier lifestyles.

3. At the weekend, to get rid of a hangover or when staying in a hotel.

3. “cooking” a traditional British breakfast (some kind of post-listening task or for closing the lesson)

The students build groups of 4 and prepare a part of a typical British breakfast.

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Click here to listen to the podcast

Only listen to the introduction, then answer the following questions:

1. Think about different expressions on how to agree with someone you are talking to. Which one do you think are the most common ones? And which ones are stronger than others?

2. Listen to the first dialogue and try to answer this question, but stop the audio again after the speaker asks the first question after the dialogue. Listen to each expression carefully, write it down and try to find out which one is the strongest.

3. Listen to the dialogue of the two women. What are they talking about? Do they agree or disagree with each other? Take notes.

4. Listen to the dialogue of the two men. What is their chat about? Do they agree with each other? Take notes.

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Only listen to the introduction of the podcast, the instructional words of Richie and the advertisement of the sponsor !

Try to answer these questions.

Listening for the gist:

1) What is the show called and what is the topic, the podcast deals with ?

Listening for special information:

1) Who is the sponsor of this podcast ?

2) What’s the name of the speaker and where does he come from ?

3) Give the telephone number of the institution which provides this podcast. (You live in the US !)

4) List 3 kinds of events bartenderforhire.com provides bartenders for.

Activity:

Imagine you meet a person who wants to organize a housewarmingparty. Recommend this service to this person and give aus much information as you know from the podcast.

Good Luck !

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Have a nice day!

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Let’s see whether it works

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