analytic program listening skills 2014 mppr

UNIVERSIDAD SANTO TOMAS VICERRECTORIA GENERAL DE UNIVERSIDAD ABIERTA Y A DISTANCIA

FACULTAD DE EDUCACIÓNCAMPO DE FORMACIÓN ESPECÍFICO

Analytic Program-Listening Skills (2014-2)

1. LISTENING SKILLSFaculty Education

Academic Program B.Ed. in English as a Foreign Language Program

Discipline /Subject Listening Skills

Discipline / Subject Code

17416 Integral Planning of the Discipline /Subject

Credits3 Cycle Professional Level/

Semester7

Type of Discipline/ Subject

Theoretical and Practical

Field Communicative Skills

2. JUSTIFICATION As it is one of the fundamental skills for a language learner, the subject enhances the

student to become an effective listener. At the same time the subject encourages students

to improve their aspects related to pronunciation and speaking skills.

3. CORE PROBLEM 4. CORE QUESTIONS

The discipline promotes listening skills in situations of real communication settings for different purposes.

1. How to develop a more solid understanding when putting into practice listening skills in real situations of communication?

2. How to develop listening skills for identifying general meaning and specific details?

3. What pedagogical reflections do emerge through the development of listening skills?




5. OBJECTIVES 6. CONTENTS5.1 GENERAL OBJECTIVE FIRST EVALUATIVE MOMENT

Main Topic: Social and Travel

Sub-Topics Unit 1-How’s it going? Unit 2-I’m looking for a camera. Unit 3-I need to see a doctor. Unit 4-What’s the problem? Unit 5-What a lot of red tape! Unit 6-What a great view! Review 1

SECOND EVALUATIVE MOMENT

Main Topic: Work and study

Sub-Topics Unit 7-How’s it going? Unit 8-I’m looking for a camera. Unit 9-I need to see a doctor. Unit 10-What’s the problem? Unit 11-What a lot of red tape! Unit 12-What a great view! Unit 13-Let’s take a closer look Unit 14-Can you expand on that? Unit 15-It’ll help to get a good job Unit 16-I work well under

pressure Review 2

Collaborative work: Online Co-evaluation

THIRD EVALUATIVE MOMENT Online Socialization Online Self-evaluation

To promote listening skills in situations of real communication settings for different purposes.

5.2 SPECÍFIC OBJECTIVES

1. To develop a more solid understanding when putting into practice listening skills in real situations of communication.

2. To develop listening skills for identifying general meaning and specific details.

3. To construct reflections on listening skills and its pedagogical dimension in the language classroom.

7. METHODOLOGYMethodology is conceived within a student-centered approach, where students have




the leading role of their own academic growth, so that they can build up knowledge using the learning experiences provided by the field of study. Thus, the methodology is founded based on both Santo Tomas methodology and recent language teaching approaches, which can be mainly summarized in the following stages:

“Lectio”: It refers to the process in which learners get contextualized on topics by using different didactic materials and resources and by making critical reading. This stage demands from the students reading, meaning conveyance, specific vocabulary consulting and interaction with their tutor and peers to clarify possible doubts on the expected outcomes and procedures.

“Questio”: Once the students have done the preliminary reading of the subject matter, they have the opportunity to confront it with their prior knowledge, and then, they can post questions and wonderings which must be solved during a process that involves critical reading, reasoning, explanation and argumentation. Therefore, it is aimed at establishing a connection between knowledge and the reality.

“Disputatio”: it has to do with social debate and discussion that students have in the tutoring session which allows them to present their contributions, constructions and individually-drawn conclusions. Hence, this is a space to practice, engage in interaction and analyze the facts, under the parameters of theories and knowledge already validated.

“Determinatio”: In this last stage, both teachers and students get conclusions, and reach to agreements. It is also a moment to provide feedback, clarify doubts and state new paths to continue the process.

To sum up, in the previous stages, students are engaged in learning to learn within a meaningful and communicative approach which puts into practice specific dynamics and strategies for distance education such as: online environments, face to face sessions, socializations, collaborative work and so on and so forth. In addition, this methodology allows the integration and the interdisciplinary work among all of the fields of knowledge (humanistic, pedagogical, disciplinary, and investigative).

Methodological Issues about the subject

Listening is a virtual subject which means that both teaching and learning processes will be carried through the virtual campus. Means and mediations for language skills development will be delivered in the virtual campus and the evaluative process will be in charge of the national teacher. Specific details about the timetable for the assignments will be provided in the self-study guide posted in the virtual campus.

8. GENERAL COMPETENCES




THEORETICAL-CONCEPTUAL

I comprehend general information when putting into practice listening skills. I know listening strategies to comprehend specific details in real situations of

communication. I reflect on listening for teaching and learning purposes in the language

classroom. I know some patterns for identifying specific sounds in English.

PRACTICAL-PROCEDURAL

I can listen to identify general meaning and specific details in real situations of communication.

I can listen to identify some accent variations and patterns of sounds and pronunciation in the foreign language.

I provide accurate answers when doing listening tasks and listening tests. I construct reflections on listening skills development in the language

classroom.

AFFECTIVE-ATTITUDINAL

I participate actively and punctually through the assignments. I develop the online tests and evaluations assigned in the virtual campus. I keep in touch with the national tutor to support my learning process in the

subject. I use additional resources to practice and improve listening skills apart from

the ones provided in the course-book.

9. Evaluation Process




2014-2

1st Evaluative Moment

(National Teacher)

2nd Evaluative Moment

(National Teacher)

3RD Evaluative Moment

ONLINE SOCIALIZATION(National Teacher)

Online Evaluation20%

September 27- 2014

Online Evaluation(25%)

October 15th

Online TaskOctober 25th

Co-evaluation Activity(10%)

Online Socialization

(35%)

November 24th

Online Self-evaluation

(10%)November 26th

10. REFERENCES

Brown, S. (2006) Teaching Listening. Cambridge: Cambridge University Press

Craven M. (2008). Real Listening and Speaking 4. C1-Advanced. Cambridge University Press.

Nunan, D. (2001). The Nature of Listening. Retrieved from http://3wadshehri.webs.com/Methodology%20in%20Language%20Teaching.pdf#page=248 on February 8th 2012.

Richards (2008). From theory to practice. Retrieved from http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-Teaching-Listening-Speaking.pdf on February 8th 2012

http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-Teaching-Listening-Speaking.pdf%20on%20February%208th%202012

http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-Teaching-Listening-Speaking.pdf%20on%20February%208th%202012

http://3wadshehri.webs.com/Methodology%20in%20Language%20Teaching.pdf#page=248

http://3wadshehri.webs.com/Methodology%20in%20Language%20Teaching.pdf#page=248

analytic program listening skills 2014 mppr

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