Lee4 august
23
LISTENING...
Transcript of Lee4 august
LISTENING...
gaby ase
Hola gente!! No se manejar bien esto de las presentaciones aún.Encontré unos mensajes dejados en contestadora, que según la bibliografía (Teaching use of the teephone- voice mail and answering machines) requieren que los L2 learners tomen nota. Dejo los links tanto del listening como de las activities. No pude encontrar los Scripts. Listening:http://www.bbc.co.uk/skillswise/game/en35spec-game-listening-to-voicemailWorksheets:http://downloads.bbc.co.uk/skillswise/english/en35spec/game/en35spec-game-listening-to-voicemail/game_questions.shtmlhttp://downloads.bbc.co.uk/skillswise/english/en35spec/game/en35spec-game-listening-to-voicemail/gapfill_questions.shtmlEspero sirvan a quien le toque esa parte.
Roxy Tiva
_Marked as resolved_
Roxy Tiva
_Re-opened_jajajajj no se poruqe me salio eso ajjaja
Yesica Areco
to me!! thanks, en un rato lo veo con los chicos!!! beso!
WRITING
IN THE LIGHT OF...
RECALLING PREVIOUS...
ACTIVATION!!!!
ANSWERS1- Listening is a productive skill. (FALSE) 2- There are three different listening types: informational, evaluative, and relational. (TRUE)3- The most basic skill in listening activities is paying attention. (TRUE)4- Listening is a receptive skill. (TRUE)5- Listening is a biological process.( FALSE)6-Listening is a neurological cognitive regarding the processing of auditory stimuli received by the auditory system. (TRUE)7- Listening is a passive process. (FALSE)8- One of the listening stages is hearing. (TRUE)
RELATIONS BETWEEN THE SKILLS
WRITING
SPEAKING
LISTENINGREADING
Both deal with written language, one is
productive and the other is receptive.
Both are
productive.
top down
discourse bottom up
activation of schematic knowledge
contextual knowledge metacognition
pragmatic knowledge
monitoring
regulating management
content schemata metacognitive planning
formal schemata
schematic knowledge prior knowledge
Roxy Tiva
si alguien sabe hacer lago mas lindo adelante!!jajajaja
rodrigo_443
chequea la slide 8, no se si era lo que queris hacer o le mande cualquiera
Roxy Tiva
dale!"El 19 de agosto de 2014, 16:30, rodrigo_443 (Documentos de Google)<
Roxy Tiva
genial¡¡¡¡¡¡ eso estaba en el power point de mi amigao me reolivede!!!!!!!!!!!2014-08-21 16:06 GMT-03:00 Roxy Tiva <[email protected]>:> dale!">>> El 19 de agosto de 2014, 16:30, rodrigo_443 (Documentos de Google)<
One more round to go!!
TASK FLEXIBILITY COMMUNICATION STRATEGIESRECIPROCAL SITUATION-SPECIFIC COMPENSATORY STRATEGIES
NONRECIPROCAL
LISTENER-INTERNAL
Teaching Listening from a Discourse Perspective
Listening (utterances) Written form
Clear co-text “Catch m´. ! dont let m´ escape!” Catch them!, Don’t let them escape
Stress “My brother is sixteen, not seventeen.” My brother is sixteen, not seventeeen.
Pauses “Are you ready to eat grandma?” Are you ready to eat, grandma?
Intonation “Jimmy is eating pizza” Jimmy is eating pizza?
Top down strategies
Opening words
Professor:“Today you are going to listen to someone speaking about the causes, consequences and the global historical impact of the French Revolution”.
Students: French Revolution
Causes Consequences Global historical impact
Get the GIST
How effective are communications in the virtual era? While cell phones have allowed us to engage in different forms of contact quickly, some times, when we communicate with another person, it is difficult for us to write what we mean in the way we want to say it and that our listener understand exactly what we are expressing . This short film written by Dani Montes entitled "YO TB TQ" presented at the First SOHO Shorts Festival Express Málaga fastival, tells two fabulous stories.
The first part presents a chat by WhatsApp between a couple; and the second, a casual conversation between another couple. Both stories say exactly the same, but show how the way of saying things determines the course of their lives. An excellent video for reflection.
Traditional characteristics of the 4 skills
Writing-reading -Time to think of what to say-Draft and correction-Unknown context of the receiver (feelings, situation)-Need to create context in the same limited ability of the words-Delayed or impossible feedback -Unilateral discourse
Speaking-listening communication on the spotimmediate feedbackknown receiverknown contextcontinuous change of roles
Modern ways of communication
Email At the beginning it demanded to be connected through a computer. Usually at job
Text messages
Each message was paid, so it needed concision.
Messenger-Whatsapp
● Communication on the spot but time for correction.● Known receiver and context, but no so (feelings,
situation)● Immediate feedback, but not so.● Continuous change of roles, but not so.● Adaptation of spoken language to written form, in order
to convey meaning.● It created a new language, different from any other.
En línea
A- Hola B- :)A- Todo bien? B- Yep. B- Toy llendo al cole.tudiaste escrita?A- SíA- Vos?
B- seeeeeeee B- no sabes!!!!!!!! B- jajajajaA- Pero deberías estudiar. Así no te vas a recibir nunca. B- c v q ya ni m importa B- juazA- En lugar de salir tanto deberías dedicarte más
B- Buuuuuuuuuu B- callaaaaaat B- jajakajaajak
B- Buuuuuuuuuu B- callaaaaaat B- jajakajaajak
PEDAGOGICAL STRATEGIES AND PRIORITIES
USEFUL EXERCISES AND ACTIVITIES FOR L2 LISTENERS:● TEACHERS CAN RECORD RADIO OR TV BROADCASTS TO GIVE STUDENTS
AN OPPORTUNITY TO EXPERIENCE MULTIPLE LISTENINGS AND CARRYING OUT A VARIETY OF TASKS.
● A FAITHFUL TRANSCRIPT OF A LECTURE OR CONVERSATION HELPS LEARNERS SEE THE DISCOURSE FUNCTION OF ITEMS SUCH AS CUE WORDS OR DISCOURSE MARKERS.
● LISTENING TASKS THAT RESEMBLE GAMES AND SIMULTANEOUSLY FOCUS ON IDENTIFICATION AND RECOGNITION OF SPOKEN SEQUENCES ARE HELPFUL FOR YOUNGER LEARNERS TO DEVELOP GOOD LISTENING STRATEGIES.
