ismael sombra module2 project unit3 20022016

8/18/2019 Ismael Sombra Module2 PROJECT Unit3 20022016

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MODULE 2 PROJECT UPN MODULE 2 - EEAILE-G4

UNIVERSIDAD PEDAGÓGICANACIONAL

Specializati! i! E!gli"# La!g$age Lea%!i!ga!& Teac#i!g 'EEAILE(

MODULE 2 PROJECT

STUDENT TEAC)ER* ISMAEL SOM+RA RODR,GUE

TUTOR* GA+RIELA RUI DE LA ROSA

GROUP* .1

T/PE O0 ACTIIT/* INDIIDUAL

ISMAEL SOM+RA RODR,GUE MAT 1413562 GROUP 1


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TABLE OF CONTENTS

Introduction3

1 Skills of Listening Comprehension4

2 Listening strategies4

3 Characteristics of the speaker, the listener and the listening process4

4 Difficulties when teaching and developing listening skills4

41 Learners! ina"ilit# to follow semi$authentic, non$scripted spoken te%ts4

42 &d'ustment to speaker 5

43 (honeme variation in connected speech 5

44 Lack of schematic knowledge to predict content5

4) *ver$activation of leaners! schemata6

) +uidelines for developing listening activities6

)1 Learners! ina"ilit# to follow semi$authentic, non$scripted spoken te%ts6

)2 &d'ustment to speaker 7

)3 (honeme variation in connected speech7

)4 *ver$activation of leaners! schemata7

-echnolog# and listening8

Conclusion8

Lesson (lans9

.i"liograph#13

&ppendices14



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Introduction /2 pages0

eflection

• Sessions at least four, including activities that integrate the four skills, mainly focusing

on Speaking activities

• !eflections on ho" learning processes are taking place among your students

• !eflections a#out the role of the teacher and the role of the students in your teaching

practice

Critical &nal#sis

• $escriptions of the activities carried out "ith a keen outlook on "hat "orked and "hat

didn%t "ork, and "hat follo"s from this e&perience

• 'nalysis a#out "hat you have learned through the process of learning and carrying out

activities, a#out yourself and your teaching philosophy



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&pplication

• ' description of your activities and "hat you #elieve students actually gained from them

&ssessment

• (hecklist

• )f you have institutional grading re*uirements, e&plain ho" they "ork and ho" you deal

"ith them #y giving some e&amples

Conclusion



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LSS* (L&

Lesson focus+ Skill+ istening

ain &im+ -elping .re/intermediate adult learners use top/do"n and #ottom/up processing to #etter understand authentic short spoken anecdotes

Level+ .re/intermediate0 'nglo level 24 (! ' lo"

Lesson time+ 7+ 8+3

STAGE

TIMESTAGE AIM PROCEDURE

MATERIALSand/orRESOURCES

INTERACTION

1

Setti!g78ecti9e" a:$e"ti!!ai%e

-6 ;i!$te"

T e!c$%age lea%!e%" t "et

t#ei% % t#e;

Lea%!e%" 'L"(

• Pe%"!alC;p$te%

• P%8ect%

T L"

2

T c%eatei!te%e"t i! t#ele""!

-6 ;i!$te"

T get lea%!e%" t 7%ai!"t%;i&ea" ! a"pect" t#at ;a?e a!a!ec&te i!te%e"ti!g

Lea%!e%" 'L"( t#e@ ?!< ";e!e a!ec&te" a!&&i"c$"" #< g& t#e@ t#i!?t#e@ a%e

Lea%!e%" 'L"( t#e@>$!& it i!te%e"ti!g % li"te! t &iFe%e!t a!ec&te" a!& tell t#ei%

pa%t!e%" a7$t t#e;Opti! !e .B5 ;i!Opti! t t#eele;e!t" > a"#%t a!ec&te

4-6 ;i!$te"

T elicit >%; lea%!e%" t#e;"t %ele9a!t ele;e!t" > a"#%t a!ec&te 'A7"t%actO%ie!tati! C;plicati!ge9e!t" Re"l$ti! C&a(

Lea%!e%" i!>%;ati! 'ele;e!t"( a!& %ga!izati! > a "#%t a!ec&te T#e

T ll


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I&e!ticati! > t#e ele;e!t" > a "#%ta!ec&te

4-6 ;i!$te"

T i&e!ti>@ ele;e!t" > a "#%ta!ec&te 'A7"t%actO%ie!tati! C;plicati!ge9e!t" Re"l$ti! C&a(

Lea%!e%" t#e a!ec&te i! !te >%;

• PPT '4-6( L"L" 'B(

L" T

6

Setti!g t#ec!tet a!& t#eli"te!i!g ta"?

4-6 ;i!$te"

T c%eate ;ti9ati!

T "et t#e c!tet > t#ea!ec&te a!& t#e li"te!i!gta"?

T#e T a! a!ec&te

T L"

L"L" '2-B(

5

I!te!"i9eLi"te!i!g 1

B- ;i!$te"

T gi9e lea%!e%" a!pp%t$!it@ t a&8$"t t#ei%ea%" t t#e pitc# acce!t a!&"pee& > t#e "pea?e%""peec#

L"

T L" a%e a7le t

I!&i9i&$al

I!&i9i&$ale%%i!g

-5 ;i!$te"

0% lea%!e%" t e% t#e "t%@ i!clla7%ati9e pict$%e"

Lea%!e%" t#ei%?e@ t#e a!ec&te L" a !$;7e%> g%$p" a%e #a9i!g p%7le;" t#e T %!t a!& %ep%t t#ei%&eci"i!" t t#e g%$p

•

Set > pict$%e" '1pe% g%$p(

L"L" 'B(

L"L"

1.

P%7le;i&e!ticati!

6-5 ;i!$te"

0% lea%!e%" t !tice t#ep%!$!ciati! > p%7le;atic"eg;e!t" > t#e et%act

0% lea%!e%" t &ec&e "#%tp#%a"e"

Lea%!e%"


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11

P%e&icti!

4- ;i!$te"

0% lea%!e%" t $"e c-tet tp%e&ict t#e e!& > t#e a!ec&te

Lea%!e%"


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&((DICS

S)$ 1 S)$ 3

S)$ S)$ 4

S)$ 5 S)$ 7



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SLIDE 6



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Adapted from MCart!"# M$ %&''&( D)*o+r*e Ana,"*)* for Lan-+a-e Tea!er*$ Cam.r)d-e Un)er*)t"Pre**$(

-apescript

5I*&

2y name is iona )%m from 'ustralia ) live in 2e&ico (ity )%ve lived here for a little over t"o years and ) "ork at the 'nglo0 ) really enoy it )%m gonna tell you a little story a#out an

incident that happened to me :hen ) finished university ) moved to ondon and "hen ) "as planning to go to ondon ) #ought lots of ne" clothes to suit the cold "eather in ngland

and a friend of mine made me this #eautiful skirt it "as a long skirt almost to the floor ;hm it "as kind of red #urgundy colour, my favourite colour )t "as made out of corduroy uhm it

"as a fairly straight skirt uhm and ) stepped off the escalator and ) felt so relieved that my skirt didn%t tear that ) didn%t have a complete disaster on

the escalator in the ondon underground uh?


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.i"liograph#

'nderson, ' and ynch, A 1988 istening =&ford ;niversity .ress

Barta, 1 Aests Aakers% istening (omprehension Su#/skills and Strategies Budapest Business

School, (ollege of (ommerce, (atering and Aourism Colume 4 retrieved from+

http+DDlangpedeltehuD:o.a.articlesD:4Bartapdf

ield, E 1998 Ahe (hanging ace of istening, nglish Aeaching .rofessional, )ssue 6, 1

ield, E 8 istening in the anguage (lassroom 2ethodology in anguage Aeaching 'n

'nthology of (urrent .ractice (am#ridge ;niversity .ress

-andcock, 2 13 )n ;p to your ars nglish Aeaching .rofessional, )ssue 85, 56

2c(arthy, 2 1991 $iscourse 'nalysis for anguage Aeachers (am#ridge ;niversity .ress

Funan, $ 1997 istening in language learning Ahe anguage Aeacher, 39, 47/51, 1997

:ilson, E 8 -o" to Aeach istening .earson ducation imited

ismael sombra module2 project unit3 20022016

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