Podcast: The English We Speak – Photobomb

In The English We Speak podcast series from BBC World Service, listeners are presented with a 3-minute introduction, including a description and many examples, of an everyday English phrase or piece of slang. In the episode Photobomb, we hear a few examples and a natural explanation of the term “photobomb”, all contextualized in a (scripted) conversation.

I think English language learners would respond really well to this episode in class. Students always ask to learn slang words, and this episode gives them a fun new term: photobomb. Disguised as a lesson on slang, I would use this podcast to practice listening strategies. Starting with a pre-listening prediction phase to activate students’ background knowledge using images of photobombing, I would ask students to listen to the podcast episode and find characteristics of the new word, such as meaning and part of speech, based on how it is used. This episode is only 2:36, the recording is clear and consistent, and the speech is casual but slow for learners. It would make for good listening material for students to practice skills to determine the meaning of a word in the context of a conversation.

Comics with Strip Generator

Using Strip Generator, an easy-to-use web-based comic creation tool, I made this comic as a demonstration: 

Comic or graphic story strips can be a great, quick way to have students practice or demonstrate understanding of vocabulary, phrases, or language patterns. Not only do comic panels benefit language learners by dividing text into smaller chunks that are easy to digest (or write), they also offer visual cues to contextual background.

I have had students write (paper) comics before to demonstrate usage of target language forms and vocabulary with generally positive results. At first, I asked students to draw their own original comics. They had a lot of fun, but drawing each image seemed to take up too much time. I started editing out the text of popular comic strips (Garfield and Spiderman being the favorites) and asking students to use certain words or language patterns to fill in their own stories. A digital tool like Strip Generator offers a great balance, allowing students plenty of creativity to make any story they want, but also providing pre-made images to speed up the process by not focusing too much on intricate drawings.

For example, after finishing a lesson on prepositions, I would ask students to use Strip Generator to make a comic including the words in/on/over/under along with visual representations of the text. Students could work with partners and share their finished comics with the class. Students would be able to use target language for creative expression and write collaboratively. Teachers could use the context of the visuals to help assess students’ understanding of the language used.

Whether practicing vocabulary, writing procedures, or grammar patterns, comics offer language learners an amusing opportunity to generate English narratives. The ability to supplement the text with creative visual imagery (a way for learners to express ideas they want to share but feel unable to translate into English) doubles as a fun incentive for students to present their work to the class.

Photo Stories with Animoto

Photo shows, such as those made with Animoto, are a clever way for students to make very nice looking video slide shows. Students can add photos, text, videos, and music to make polished slide shows perfect for a simple presentation, or just sharing with the class. 

Here is an example I made using Animoto:

Using this video as an example, groups of students could search the Internet for images that interest them and build their own photo show videos writing similar captions to describe the images with target language (for example, prepositions). It allows students to work creatively and collaboratively while focusing on specific language usage. Using a cultural theme, such as holidays or food, would give students an additional opportunity to explore that, as well. Students can present and explain their image choices and captions to the class.

Alternatively, students could use this kind of tool to document their personal holiday or weekend events from their own pictures. Students would then come to class and share what they did. This kind of project could give teachers some original student-generated material to make a quick informal assessment regarding students' written captions or spoken presentations.