Download - Fourth Session Articulacion

7/27/2019 Fourth Session Articulacion

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2011-2012

Direccin de Educacin Secundaria

February, 2011


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Activities

LISTENINGCOMPREHENSION


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30 Introduction of participants.

Agenda and purpose of the

workshop

Warm up

Introduction of the assessor

Read the agenda for the session

Ice breaking activity

Attendance list

Agenda

PC

Projector

Attendance list

2:00 Listening Comprehension 1. Some background

2. Two views

3. What to, What for and How

4. Enabling skills

5. Some examples

6. Problems we face

7. How should the material be managed?

8. Listening Stages

9. Listening with video (some techniques).

10. Listening to confirm expectations

11. Listening to extract information

12. Listening for communicating tasks

13. Listening for main ideas

Projector

Computer

Copies of dialog as an example.

15 BREAK BREAK BREAK BREAK

Two listening activities. 1. Plan and create two listening activities according tothe program.

2. Socialize your plan with the listening activities

Material in Multimedia.

Bond paper

Markers

Masking tape

Chart with listening

activities

15 Evaluation Evaluating the workshop Evaluation format

FOURTH MEETING FOR THE ARTICULATION IN BASIC EDUCATION

February 2012TIME TOPIC ACTIVITY MATERIALS PRODUCTS


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THE CINDERELLA SKILL

Overlooked by its eldest sister

60s boost80s


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Listening is vital in the language classroom because itprovides input for the learner.

Without understanding input at the right level, any learningsimply cannot begin.

Listening is thus fundamental to speaking.


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TWO VIEWSBOTTOM-UP PROCESSING

1. Listening is a process ofdecoding the sounds that

one hears in a linear

fashion.

2. From the smallestmeaningful units

(phonemes) to complete

texts.

3. Phonemic units-words-sentences-meaningful

texts.

TOP-DOWN INTERPRETATION

1. The listeners actively

constructs or reconstructs

the original meaning of the

speaker using incoming

sounds as clues.2. In this reconstruction

process, the listener uses

prior knowledge of the

context to make sense ofwhat he or she hears.

80S


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NEWS BROADCASTSdirections

descriptions

Stories and advertisements

discussions

Talks dialoguesInterviews / lectures

Telephone conversations

Pop songs


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ENABLING SKILLS

Predicting what people are going to talk about.

Guessing at unknown words or phrases without panicking.

Using ones own knowledge of the subject to help one understand.

ding relevant points; rejecting .

Retaining relevant points

Note taking

Summarizing


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Recognizing discourse markers.

Recognizing cohesive devices, e.g. such as, which, pronouns.

Understanding different intonation patterns and stress.

Understanding inferred info (speakers attitude or intentions).


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SOME EXAMPLESOF ACTIVITIES

Discriminate

Place in the correct order

1 2


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COMPLETE FLOW OF CHARTS

Follow DirectionsDRAW

Fill in the chart


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Problems we face

Training students in listening skills presents problems for both

the teacher and the students =reading materials.

A written text is static. It can be consumed at the speed of the

reader, and read again and again.


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Problems we face

Spoken text on video or audio can certainlybe repeated but it still happens at itsrate.

Of course in a conversation a listener canask the speaker to repeat what it is beingsaid, but the same is not true in a lecture youare listening to, or the radio program that

flashes past.


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Spoken language differs from written text

Argument

Point of view

Story

developsclarity


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Writers can

ammend re-draft correct

Final version


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E.g.Interviewer: Do has this everdoes this cause you any problems?

I mean do you get, do you get a lot of attention that you dontwant from the media?

Sue: Um yeah, you know, sort of knocking on my door, eight oclock in themorning saying er tell you a funny story I mean I havent had alot of hassle from the press.


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Both speakers seem to have trouble or at least unsure of

what they are trying to say and yet on audio their conver-sation is surprinsingly understandable.

Interviewer changes his mind, then reformulates.Actress uses hesitation devices time to think


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SPEECH

PHENOM

ENA

HESITATION

REFORMULATION

REDUNDANCY

TOPIC CHANGE

Natural part of spontaneous speech


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Our Job To help them disregard these phenomena.

To help them concentrate instead on the main message ofwhat is being said.

They do this in their own language, and are not sidetracked

by these phenomena, at least as far as comprehension is

concerned.

We must make sure they can do the same in English, although

clearly in acceptable stages.


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So, we would not use theinterview with our beginnersclass with any confidence thatthey would understand it.


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Major Problem

The actual wayin which listening is presented to thestudents. The most common form of doing is through the

use of a CD player.

REASONS

Theres no limit to the variety of voices.

CDs are small.

CD players are portable.


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A nerve racking experience Hardly natural for 30 to 40

people to sit in silence

listening to a CD.

Sts feel threatened whenthey begin not to

understand what they are

hearing, they gradually

loose the thread.

Disembodied voices in a

foreign language are much

difficult to cope with.


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CDs are still the most common way of giving studentslistening practice (they are cheaper and more portable)but they also focus their attention to spoken English,rather than on visual contact, gesture, surrounding events.

SO HOW SHOULD THE MATERIAL BE HANDLED?


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Listen carefully to the following audio


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SO HOW SHOULD THE MATERIAL BE HANDLED?

Lead in

The use of visual material

Listening tasks

The equipment


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LEAD IN

We must be sure to give as clear a lead-in as possible,because the students expectations are vital here. If theyhave some idea of what is coming they are less likely toput a panic barrier between themselves and the CD player,or any other device.

It is vital, too, that they should be interestedin what they aregoing to hear since they are unlikely to be very successfulwithout the commitment that such interest will bring.


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The use of visual materialIt is often extremely useful to give students a visual settingfor the CD they are going to listen to, some pictorial back-up

that will create expectations and reassure the listeners.


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Listening tasks

It is important that listening tasks should bedesigned to help students to listen

+ effectively traps

When students look at the tasks they have to complete beforelistening to an audio, they should be able to predict the content of

what they are going to hear at least in part.


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The equipment

Its important to know that devices and CD oraudio are in good condition before taking theminto class.

Nothing is more demoralizing than an audio orCD that cannot be understood because of poorquality.

Devices can become damaged or have faultyspeakers.


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LISTENING STAGES


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STAGES

PRE-LISTENING

LISTENING

POST-LISTENING


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There are certain goals that should be achieved beforestudents attempt to listen to any text. These aremotivation, contextualization, and preparation.

Motivation

It is enormously important that before listening studentsare motivated to listen, so you should try to select a textthat they will find interesting and then design tasks thatwill arouse your students' interest and curiosity.

Pre-listening


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CONTEXTUALIZATION

When we listen in our everyday lives we hear languagewithin its natural environment and that environment givesus a huge amount of information about the linguisticcontent we are likely to hear. Listening to a tape recording

in a classroom is a very unnatural process. The text hasbeen taken from its original environment and we need todesign tasks that will help students to contextualize thelistening and access their existing knowledge andexpectations to help them understand the text.


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PREPARATION

To do the task we set students while they listen therecould be specific vocabulary or expressions thatstudents will need. It's vital that we cover this beforethey start to listen as we want the challenge within thelesson to be an act of listening not of understandingwhat they have to do.


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When we listen to something in our everyday lives we do sofor a reason. Students too need a reason to listen that willfocus their attention. For our students to really develop theirlistening skills they will need to listen a number of times -three or four usually works quite well - as I've found that thefirst time many students listen to a text they are nervous andhave to tune in to accents and the speed at which the peopleare speaking.

WHILE LISTENING


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Ideally the listening tasks we design for them shouldguide them through the text and should be graded sothat the first listening task they do is quite easy and helpsthem to get a general understanding of the text.

Sometimes a single question at this stage will beenough, not putting the students under too muchpressure.


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The second task for the second time students listen

should demand a greater and more detailedunderstanding of the text. Make sure though that thetask doesn't demand too much of a response. Writinglong responses as they listen can be very demanding

and is a separate skill in itself, so keep the tasks tosingle words, ticking or some sort of graphicalresponse.


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The third listening task could just be a matter ofchecking their own answers from the second task orcould lead students towards some more subtleinterpretations of the text.


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Listening to a foreign language is a very intensiveand demanding activity and for this reason I think it'svery important that students should have 'breathing'or 'thinking' space between listenings. I usually getmy students to compare their answers between

listenings as this gives them the chance not only tohave a break from the listening, but also to checktheir understanding with a peer and so reconsiderbefore listening again.


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Post-listeningThere are two common forms that post-listening tasks cantake. These are reactions to the content of the text, andanalysis of the linguistic features used to express thecontent.Reaction to the textOf these two I find that tasks that focus students reaction

to the content are most important. Again this is somethingthat we naturally do in our everyday lives. Because welisten for a reason, there is generally a following reaction.This could be discussion as a response to what we've

heard - do they agree or disagree or even believe whatthey have heard? - Or it could be some kind of reuse ofthe information they have heard.


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Analysis of language

The second of these two post-listening task typesinvolves focusing students on linguistic features ofthe text. This is important in terms of developing theirknowledge of language, but less so in terms ofdeveloping students' listening skills. It could take theform of an analysis of verb forms from a script of thelistening text or vocabulary or collocation work. Thisis a good time to do form focused work as thestudents have already developed an understanding

of the text and so will find dealing with the forms thatexpress those meanings much easier.


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Listening with video


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Listening with video Videos have many disadvantages like the ones we mentioned of the CD,

but of course the major advantage is that students can (sometimes) see

people speaking and can have a visual context for what is being said.

Principles for using a video are very much the same as those for using CD,and there is a special need for teachers to set motivating and challenging

tasks.

Students, like all of us, see TVas a form of

relaxation, yet teachers are trying to use it as

a positive learning aid. The problem is not

insurmountable and TV has a long and respec-table history in first language education.


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Video-specific techniques

Silent viewingFreeze frame

Sound onlyJigsaw viewing


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Silent viewing

One of the most common techniques with videomaterial is silent viewing. This acts as apowerful predictive exercise. The teacherplays the video tape with the sound turned off.

The students speculate about what thecharacters are saying. Only then do they watchthe video with sound to check whether theirpredictions are right.


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Freeze frame

The teacher might createexpectations by freezing a

frame on the screen. Thestudents can predict what the

characters will say.


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Sound only

Video is used like a CD audio by covering the screen.Students listen only to the sound.

Their task can be to say where the conversation is takingplace and who the speakers are. Afterwards they watch theextract to see if they were right.

Web page


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Jigsaw viewing

Half of the class watches without sound and the other halfhears it without a picture.

Then they can compare notes and build a complete pictureof what happened before watching the video with both

picture sound

Chair vs. chair


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Listening to confirmexpectations


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Just as we can ask students to read to confirm expectations

so we can ask students to listen for the same reason.

The technique has the same advantages for listening as it hasfor reading. The students have then a definite purpose forlistening.

Ts elicits information from the students about what theyknew/didnt Know or werent sure concerning the topic.


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Listening to extractinformation


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Students are told that they are going to listen to a weather forecast

WEATHER REPORT

Todays weatherCold cool dry raining drizzle

Temperature0 2 4 6 8 10

Outlook for tomorrowFoggy cloudy sunny windy

After this activity, thestudents can describe

the weather in diff. cities.


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Listening for communicative

tasksFill out a form.

Listen to audio and complete it with information theyhear.

After checking it. They can interview each other to fillin a similar personal details.


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Listening for main ideas

The students listen to a whole interview.

They read the list, and then check ( )the main ideas.


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Listening Activity for Third Grade Unit 3 Write a historical event.

1.Cover the listening script and listen to six people talking abouttheir vacation. Decide if they enjoyed their vacation or not. Put inthe box.

1 2 3 4 5 6


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Topic Speaker

Entertainment _____________

Food _____________

Hotel _____________Trip _____________

Money and prices _____________

Weather _____________

2. Listen again and match a topic from the box to each of the speakers.


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3. Listen again .Are the statements true ( T ) or false ( F )?Speaker 1They didnt like the restaurant or excursions.They didnt have enough money.Speaker 2The vacation was very tiring.They sometimes slept during the day.Speaker 3

The hotel was not very clean.The hotel staff was very friendlySpeaker 4The plane was only a little late.They missed the train.

Speaker 5They didnt enjoy their first meal.The restaurants in the town were very good.Speaker 6They were un happy about the snow.The weather had been better the previous year.


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1. The Resort was great with a beautiful sandy beach. Theproblem was that everything cost a fortune. Fantasticrestaurants, amazing excursions, windsurfing, diving, they hadeverything, but basically we did nothing at all because wecouldnt afford it. After two days, we had spent all our money,so we just ate sandwiches after that and watched everyone elseenjoying themselves.

2. I was dead by the end of it. Ive always wanted to go, so ldecided to really enjoy myself. We didnt do much during theday because we needed our sleep, but in the evening we saw amusical and then went dancing at a different place every night.

Awesome! I cantwait to get back.


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3. Yes, fantastic. The hotel was an ugly high-rise building-theyhadnt even finished building it. It was absolutely filthy, andthere didntseem to be anyone working there. Oh yes, therewas a man at reception, but he was asleep most of the time. Itwas the perfect destination for your worst enemy.

4. When we got to the check-in they said there was a

short delay. Six hours later, we finally got on to anancient plane, and when we were airborne. I just closedmy eyes and hoped. When we arrived, we were too latefor the train and, in any case, they had lost our baggagesomewhere.


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5. On the first day, we went down to the hotel restaurant andit was awful. They served us some kind of fish head in spicysauce. Ugh! So for the rest of the time we decided to go

downtown where there restaurants on every corner. Wefound some really amazing places and we couldnt wait fordinner time to arrive.

6. The funny thing is that although it was very cold, I actuallygot a little bit of sunburn. There had been a lot of snow justbefore we got there, so conditions were perfect. The resortwas really at its best. It is a shame it wasntlike that last year.


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The students are going to see and listen the followingexplanation about how a machine or device works.After that the teacher can ask some questions aboutthe material they saw, or he/she can give to the Sssome written material, to answer the questions.

They can use the following links:Howstuffworks.com (then they go to the section video)

Second grade


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Thanks and see yousoon!


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ReferencesWillis, Jane. Teaching English through English.

Harmer, Jeremy. The practice ofenglish LanguageTeaching.