This course was very interesting for me because I learn many aspect for make a good listening exercises and how design them for the level up-intermediate. I make my listening exercises according with the unit 7, this is review and I have to choose any topic of the other units and I choose the theme of digital,I improve more the listening exercise with this practic, I like this activities of listening and are very important :)
miércoles, 29 de septiembre de 2010
martes, 28 de septiembre de 2010
martes, 10 de agosto de 2010
Lesson Plan
Lesson Plan
Unit of Competente: Adrenalin
Student’s profile level: Intermediate
Number of ss: 13
Age: 19-23
General Objective: ss will be able to identify the past continuos and the past simple.
Journal
MY role of teacher, I think that was good because I use my activities acording with the level of my classmates, and I have a good introduce of my class and this are excelent for have the control of the students, I really want continue with this cain of topics.
READING
My class helped me to practice a new skill, looking for articles on interesting topics to attract the attention of my students and make an interactive class to learn some vocabulary and in the end learn a reading techniques.
My class was good, because I chose a topic that everyone loves and I made an attractive and colorful materials that had the attention of my students, my article relates the problems of the places visited by teenagers and then my studentes express their view. READING
My class helped me to practice a new skill, looking for articles on interesting topics to attract the attention of my students and make an interactive class to learn some vocabulary and in the end learn a reading techniques.
Theoretical framework
What is successful listening?
1. What are the difficulties a student has a listening activity?
*not hear adeately what has been said
*unfamiliarity with the speakr's accent
*the listener recognizes that he has been spoken to, but has no idea what the message contained in the speech was.
*the syntax or semantics of the foreign language
2. How can we avoid those difficulties?
*Undestanding
*listener has to be taught of as active one
*practice and training
*social conversations
3. Do you think it is important to learn a second language?
*you develop your communicative and linguistic skills
1.Mention one of the problems that L2 learners face.
The L2 learners have the impression that the native speakers talk to fast.
2.Can you have listening problems if you don´t have a good Englsih level? Explain why
Yes, beacause the skills that the listening requires are not developed already.
3. What do you think about native speakers?
The native speakers doný pay attention in the way they pronounce and sometimes that made their speach less clear for the L2 learners.
4. What are the difficulties a student has a listening activity?
not hear adeately what has been said. Unfamiliarity with the speaker's accent. The listener recognizes that he has been spoken to, but has no idea what the message contained in the speech was. The syntax or semantics of the foreign language.
5. How can we avoid those difficulties?
Undestanding, listener has to be taught of as active one, practice and training, social conversations.
6. Do you think it is important to learn a second language?
You develop your communicative and linguistic skills7. What is the listener as tape-recorder about?
Is when the student reproduce the information but not always understand it
8.What do you understand by listening comprehension?
The learner is able to not only reproduce the information but also he can transform it or make his own opinion about it.
9.What is the problem with the tape-recorder in the comprehension of the message?
Sometimes the learners have problems with the audio because it isn´t clear, the volume isn´t loud enough or the learner isn´t acquainted with the accent of the speakers.
10. What does the mental model listening involve?
The mental model that we build as a representation of a spoken message is the result of combining the new information that we have just heard with our previous knowledge and experience.
11. What do you understand by coherent interpretation?
It is a version of what the listeaning meant.
12. What is the effect listening has on speaking?
When the learner speaks he tries to reproduce what he had alredy heard before.
EXPOSITIONS
1.What makes listening difficult?
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
2. TYPES OF CLASSROOM LISTENING PERFORMANCE
Reactive:only type in class
Intensive:focus in one exercise
Responsive:The students task in such listening is to process the teacher talk immediately and to fashion an appropriate reply.
Selective:choose the activity acording with the context
Extensive:Extensive performance could range from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose.
Interactive:give importance for the feedback
3. Principles for designing listening techniques
1. In an interactive, four-skills curriculum, make sure that you don't overlook the importance of techniques that specifically develop listening comprehension competence. every skills are important
2. Use techniques that are intrinsically motivating.
promote by yourself
use of English
focus in the goals of the students
3. Utilize authentic language and cotexts.
the theme have to has relevance for the students
4. Carefully consider the form of listeners' responses.
to check that the student comprehended about the topic
5. Encourage the development of listening strategies.
strategies for learners for have a good comprehended
6. Include both bottom-up and top-down listening techniques.
have a conexion between all the skills
°experience of the topic for have a good produce
°activate your students (good enviroment)
4.LISTENING TECHNIQUES FROM BEGENNING TO ADVANCED
Bottom-up: this Bottom-up: this processing proceeds from sounds to words to grammatical relationships to lexical meanings, etc, to a final “message”. Techniques tipically focus on sounds, words, intonation, grammatical structures, and other components of spoken language.
Top-down: this processing is evoked from “a bank of prior knowledge and global expectations” and other background information (schemata) that the listener brings to the text. Techniques are more concerned with the activation of schemata, with deriving meaning, with global undestanding, and with the interpretation of a text.
Interactive exercises: The interactive classes integrate the four skills not matter if you focus on the specifics of one skill area.
FOR BEGINNING-LEVEL LISTENERS
Bottom-up exercises
1. Goal: Discriminating between intonation contours in sentences. Listen to a sequence of sentence patterns with either rising or falling intonation. Place a check in column 1 (rising) or column 2 (falling), depending on the pattern you hear.
Top-down exercises
1. Goal: Discriminating between emotional reactions. Listen to a sequence of utterances. Place a check in the column that describes the emotional reaction that you hear: interested, happy, surprised, or unhappy.
Interactive exercises
1. Goal: Build a semantic network of word associations. Listen to a word and associate all the related words that come to mind.
FOR INTERMEDIATE LEVEL LISTENERS
Bottom.Up Exercises
1. Goal: Recognizing fast speech forms. Listen to a series of sentences that contain unstressed function words. Circle your choice among three words on the answer sheet- for example: “up”, “a”, “of”.
Top-Down Exercises.
1. Goal: Analyze discourse structure to suggest effective listening strategies. Listen to six radio commercials with attention to the use of music, repetition of keys words, and number of speakers. Talk about the effect these techniques have on the listeners.
Interactive Exercises.
1. Goal: discriminating between registers of speech and tones of voice. Listen to a series of sentences. On your answer sheet, mark whether the sentence is polite or impolite.
FOR ADVANCED LEVEL LEARNERS
Bottom-up exercises.
1. Goal: Use Features of Sentence Stress and Volume to identify important information for Note-Taking. Listen to a number of sentences and extract the content words, which are read with greater stress. Write the content words as notes.
Top-down exercises.
1. Goal: Use the Introduction to the Lecture to predict its focus and direction
Listen to the introductory section of a lecture. Then read a number of topics on your answer sheet and choose the topics that best express what the lecture will discuss.
Interactive exercises.
1. Goal: Use Incoming Details to Determine the Accuracy of Predictions about content. Listen to the introductory sentences to predict some of the main ideas you expect to hear in the lecture. Then listen to the lecture. Note whether or not the instructor talks about the points you predicted. If she/he does, note a detail about the point.
Microskills of listening comprehension (adapted from Richards 1983)
1. Retain chunks of language of different lengths in short-term memory.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their rolein signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpretword order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentence constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourse.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., describd, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
Reference: ANDERSON Ann and Tony Lynch (1993), Listening, Hong Kong: Oxford University Press. Pp. 267.
Chapter 9
PLANNING READING LESSONS
READING SKILLS
1. recognising words and pharases in English scrip
2. using one's own knowledge of the outside world to make predictions about and interpret a text.
3.retrieving information stated in the passage.
4. distinguishing the main ideas from subsidiary information.
5. deducing the meaning and use of unknown words; ignoring unknown word/pharases that are redundant, i.e; that contribute nothing to interpreting .
6. understanding the meaning and implications of grammatical structures.
7. recognising discourse markers.
8. recognising the function of the sentence- even when not introduced by discourse markers: e.g. example, definition paraphrase.
9. understandinr relations within the sentence and the text.
10. extracting specific information for summary or note taking.
11. skimming to obtain the gist, and recognize the organization for ideas within the text.
12. understanding implied information and attitudes.
13. knowing how to use an indez, a table of contents, etc.
Efficient reading strategies
Skimming
Sometimes you need to get the general idea or gist of a text. The way to do this is not by reading every word. Few text books were written with your specific course in mind. So you need to adapt the material to your particular purposes, given the course and the task at hand. Skimming is the sort of reading which would be appropriate if your tutor asked you to read several books and articles for the next tutorial. She would not expect you to be able to recite it word for word, but she will want you to be able to discuss the issues raised.
You might try reading quickly through the table of contents, the preface and the index, then selecting from the chapter headings. You can then read the first and last paragraphs, and perhaps the first sentence of each of the other paragraphs. Don't forget to check any diagrams and figures. You should get about 50% of the meaning from all this and you are then in a good position to see if you need to employ scanning or detailed reading.
Scanning
You skim read material to get the general picture. To find out precise information you will need to practise the technique of scanning. You may need to find out specific details of a topic for an assignment or a task that your lecturer has set. There is little point in skimming a whole book for this purpose. You should identify a few key expressions which will alert you to the fact that your subject is being covered. You can then run your eyes down the page looking for these expressions - in chapter headings or sub-headings, or in the text itself.
Detailed reading
Some subjects such as law subjects and literature, for example, require a very detailed understanding from the student. This kind of reading is always more time consuming, but can be combined with skimming and scanning for greater efficiency. If it is a photocopy or your own book, take full advantage by underlining or highlighting and using the margins for your own comments or questions.
Revision reading
This involves reading rapidly through material with which you are already familiar, in order to confirm knowledge and understanding. Maybe summarise main points on to small system cards (these can be bought at any newsagent's and then be carried around).
Stages in reading a text
In order to read more effectively, it is vital to become a more self-conscious reader. You need to understand what you are doing when you use different reading techniques for different purposes and texts, and to practise these particular reading skills. You must always read for a clearly defined purpose and adapt your reading strategies to that purpose.
It is important to break down the reading process into the following stages: before reading, during reading and after reading.
Before reading you need to survey the text so that you can get an overview of the book, article or section.
* understand the title
* examine the organisation of the information in the table of contents
* read headings and subheadings
* look at graphs, diagrams, tables
* read any questions or summaries at the end of the chapter
* read the introduction and conclusion
* read the first sentence in each paragraph
Now you are ready to read in detail the section/s which are relevant to your purpose.
As you read you must closely follow the development of the ideas in the text.
* avoid the temptation to ready every word
* read actively - write in the margins, highlight phrases, write summaries, take note of major and minor points
* read critically - Ask yourself questions; for example, is the argument logical? is it biased? is there enough evidence to support the author's conclusions? is the information dated?
After you read you must think over what you have read. Make a brief summary of the main ideas and concepts in the text.
Skimming
Sometimes you need to get the general idea or gist of a text. The way to do this is not by reading every word. Few text books were written with your specific course in mind. So you need to adapt the material to your particular purposes, given the course and the task at hand. Skimming is the sort of reading which would be appropriate if your tutor asked you to read several books and articles for the next tutorial. She would not expect you to be able to recite it word for word, but she will want you to be able to discuss the issues raised.
You might try reading quickly through the table of contents, the preface and the index, then selecting from the chapter headings. You can then read the first and last paragraphs, and perhaps the first sentence of each of the other paragraphs. Don't forget to check any diagrams and figures. You should get about 50% of the meaning from all this and you are then in a good position to see if you need to employ scanning or detailed reading.
Scanning
You skim read material to get the general picture. To find out precise information you will need to practise the technique of scanning. You may need to find out specific details of a topic for an assignment or a task that your lecturer has set. There is little point in skimming a whole book for this purpose. You should identify a few key expressions which will alert you to the fact that your subject is being covered. You can then run your eyes down the page looking for these expressions - in chapter headings or sub-headings, or in the text itself.
Detailed reading
Some subjects such as law subjects and literature, for example, require a very detailed understanding from the student. This kind of reading is always more time consuming, but can be combined with skimming and scanning for greater efficiency. If it is a photocopy or your own book, take full advantage by underlining or highlighting and using the margins for your own comments or questions.
Revision reading
This involves reading rapidly through material with which you are already familiar, in order to confirm knowledge and understanding. Maybe summarise main points on to small system cards (these can be bought at any newsagent's and then be carried around).
Stages in reading a text
In order to read more effectively, it is vital to become a more self-conscious reader. You need to understand what you are doing when you use different reading techniques for different purposes and texts, and to practise these particular reading skills. You must always read for a clearly defined purpose and adapt your reading strategies to that purpose.
It is important to break down the reading process into the following stages: before reading, during reading and after reading.
Before reading you need to survey the text so that you can get an overview of the book, article or section.
* understand the title
* examine the organisation of the information in the table of contents
* read headings and subheadings
* look at graphs, diagrams, tables
* read any questions or summaries at the end of the chapter
* read the introduction and conclusion
* read the first sentence in each paragraph
Now you are ready to read in detail the section/s which are relevant to your purpose.
As you read you must closely follow the development of the ideas in the text.
* avoid the temptation to ready every word
* read actively - write in the margins, highlight phrases, write summaries, take note of major and minor points
* read critically - Ask yourself questions; for example, is the argument logical? is it biased? is there enough evidence to support the author's conclusions? is the information dated?
After you read you must think over what you have read. Make a brief summary of the main ideas and concepts in the text.
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