Diapositiva 0

Listening

I think you should start working on this ASAPWe are working on that and discussing the activities Extensive Listening

Set a simple listening task.Adopt a relaxed posture.Lie down and doodle while listening.Joseph Quinn takes place materials how to handlePOWERFULM O T I V A T I O NWhat can teachers do to deal with levels of difficulty and lack of motivation?Keep a permanent collection of simplified readers.Give reasons to make use of the resources available.Explain benefits of listening extensively.Recommend certains CDs or/and podcasts.Get students to comment/write about what they have heard or enjoyed the most and share with others.

Intensive listening: using audio material.Advantages:

Offer a wide variety of situations and voices.Portable and readily availableDisadvantages:

In big classrooms students can not hear equally well.Speed is dictated by the recording.Lack of interaction.

SolutionsCheck audio and machine qualityChange the position of the CD player to offset poor acoustics.Replay two or more times to get the maximum benefit.Make a good lead-in to activate students schemata.

How to deal with the speed of a recording material?

Strategies+practise face-to-face interactions.+practise repair strategies.Formulaic expressions.Repetition up to the point of communication breakdown by rising intonation.Rephrasing.Checking confirmation of rephrasing.Response to prosodic and paralinguistic clues.

LivelisteningLive listening forms

InterviewsConversations Teachers roles in intensive listening

Organiser purpose, instructions. Machine operator track, segment. Feedback organiser cooperative checking, supportive comments. Prompter awareness of language items. Film and videoStudents see language in use:BehaviourIntonationGesturesStudents pick up a range of cross-cultural clues:Unspoken rules of behaviour in social/business situations.

Viewing techniques:Fast forwardSilent viewingFreeze framePartial viewing

Listening and mixed techniquesLanguageMusicSound effectsReception/ Production mixtureConnection between English/SpanishPictureless listening

Picture of Speech

Subtitles

I'm glad you will perform one of the activities! That's what I expected!So we'll include a performance of one of these techniques in class The sound of music

https://www.youtube.com/watch?v= 7z33cRAYD24I cannot insert the video we chose. It's too heavy. therefore, i included those images in the slide. Anyway, we can show it during the presentation.OK Gaby. I'm working on my slides right now._Marked as resolved__Re-opened_Please include the link to the video ReferencesThe Practice of English Language Teaching. Jeremy Harmer. Chapter 18.Teacher Knowledge. Core concepts in English Language Teaching. Jeremy Harmer. Section C: Teaching language and language skills 60 Teaching listening 1 61 Teaching listening 2 62 Teaching listening 3 64 Using music and drama Section F: Teaching young learners 94 Chants, rhymes and songs 96 Young learner listening500 activities for the primary classroom. Carol Read. Macmillan 2007.https://www.youtube.com/watch?v=7z33cRAYD24https://www.youtube.com/watch?v=w-XO4XiRop0https:/www.youtube.com/watch?v=1koa2xAxCAwhttps:/www.youtube.com/watch?v=6DBugVZ8Tp4

well done!This slide is not finished yet. We have to add the links of the videos.

ActivitiesActivity: Trailer MaleficentLevel: Intermediate Age: 13-15 Organisation: pairs, whole classMaterials: trailer, worksheetAim: to watch a trailer, to understand what the video depicted in the trailer is about, to decide whether or not you would like to watch the film and why, to develop critical thinking.Procedure:1. Teacher explains/elicits that a trailer is an advertisement for a film. A trailer includes short extracts of the film to make it look as appealing as possible.2. Teacher can also ask/elicit the names of different types of film, e.g. cartoon, thriller, comedy, etc.3. Teacher tells children they are going to watch a trailer and then, answer a few questions.4. Teacher writes the questions on the board as a prompt. a) What is the title of the film? b) What kind of film is it? c) What makes the film look appealing? d) Would you like to see it? Why? / Why not?5. Students group in pairs.6. Teacher plays the trailer.7. Teacher gives the children time to talk about their answers to the questions with their partner.8. Teacher asks the pairs to report back to the class.

9. Teacher hands out a worksheet with the script of the trailer presented in a jumbled order. Students have to work out how to put the text back in the correct order.10. Students listen and watch the video again to check.11. Teacher makes students focus on one of the sentences of the script: There is evil in this world, hatred, revenge.12. Teacher elicits another example of feeling related to EVIL and then elicits just the opposite force in the world: GOOD. She proposes the pairs to write feelings/sentiments related to both forces.13. Different pairs report back to the class.eg: There is evil in this world. BUT There is good in this world. hatred love revenge forgiveness war peace pain comfort death life etc. etc.

I made the worksheet on Word in order to take copies then. I'll send it by email for you to have a look.I won't type the other act. till we select the song next Mon. ( we have three)_Marked as resolved__Re-opened_Girls, please check if the activity is clear and if it follows what we planned in our meeting. Later I'll type the worksheet we designed. Love!!!It's clear Gaby.Activity: Lets sing the colour songLevel: Elementary Age: 8 Organisation: whole classAim: to sing a song, to develop concentration skills, to promote enjoyment in communal singing.Material: flashcards, songProcedure:1. Teacher puts a set of flashcards on the board, getting children to repeat each word as she does so.2. Teacher asks children to turn round with their backs to the board. 3. Teacher removes a flashcard from the board and tells the children to face the front again and says which flashcard is missing!4. Teacher hands out a colour-flashcard to each child in the class and explains they are going to listen to the colour song!5. When students hear the colour they have in their hands, they have to stand up, hold up the flashcard and then sit down again. (teacher mimes: stand up, hold up, sit down)6. Teacher plays the song while students perform the instructions.7. Then, teacher and students sing the song all together, standing up and showing the colour-flashcard as they did before. ( there is a poster on the board with the images mentioned in the song to help students follow the lyrics. This vocabulary was already worked in class when learning the alphabet.)