Assignment 2

ENGLISH DIDACTICS
ASSIGNMENT II
PRESENTED BY:
HIDALI VELEZ CORRALES
CODE: 2117340
B.A. IN ENGLISH FOREING LANGUAGE
SANTO TOMAS DE AQUINO UNIVERSITY
CAU VILLAVICENCIO
2015
LISTENING
ACTIVITY
Read through Silvana’s account of her teaching experience and practice. In

what ways does Silvana get her learners to practice the various listening
skills listed on page 48?
According the information given for Silvana to learn and understand the way to
teach listening to our pupils, I am going to organize in a table all the listening skills
listened on page 48, which let me identify the ways to teach listening skill.
Silvana talks us about the activities in her classes, and the materials she used.
LISTENING SKILLS SILVANA´S EXPERIENCES
Learning to listen in various ways. Listening activities are a meaningful way

where her students learn listening by songs
according the age, known vocabulary,
structures, and if there are new words she
makes clear them trough miming or pictures.
This skill is learnt through different resources
used by Silvana, because she separates the
activities in ages, song according the
students, and kind of stories.
Adapting the way they listen She uses their previous knowledge by
according to the text and the reason showing images, or mimes before listening
for listening.
activities developed in the class, order
pictures. She tries to involve the learners
with techniques that increase their attention
to the class with these activities like listen
and draw, listen and match, listen and fill the
gaps, listen and answer the questions, listen
and tick “true or false”, listen and follow
instructions or listen and identify a character.
Recognizing the features of spoken To speak in English should not be a hard
English. skill as many learners think. If a student has
a wide vocabulary she or he has the
opportunity to understand at least 70% of the
speech made by native speaker. Willis, 1990
Taking into a count Richards, 1983, the
listener has to learn a numbers of skills that
let them learn this skill.
 Retain chunks of language in short-
term memory.
 Discriminate among the distinctive
sounds in the new language.
 Recognize stress and rhythm
patterns, tone patterns, intonational
contours.
 Recognize “reduced forms” of words.
 Distinguish word boundaries.
 Recognize typical word-order
patterns.
 Recognize vocabulary.
 Detect key words, such as those
identifying topics and ideas.
 Guess meaning from context.
 Recognize grammatical word classes.
 Recognize basic syntactic patterns.
According to Silvana’s classes, she
develops her classes in a correct way
Using visual and textual clues to

help them. She likes to prepare a lot of activities
before the listening classes to help her
pupils. She introduces a new vocabulary
before the listening classes, or gives a short
summary of the context of the listening in
their mother tongue.
She sometimes gives her students
worksheets, song, stories, and
conversations in context.
Taking into a count to Nunan’s layout
(1997), materials, strategies, opportunities,
purpose, contents, and pacing need to be
carefully chosen and provided by facilitators
when designing listening tasks.
Listening actively-asking for A listener can be active or passive.
repetition, clarification, etc. The teacher develop strategies where let
her “listening and do activities according her
students. She does not mention about the
repetition in her listening classes.
As we know there are literally books. One
approach is to choose a select number of
strategies and to teach them repeatedly. The
idea of knowing the purpose of listening is a
very effective first strategy to teach because
it helps students organize and reflect on their
learning. (Mally and Chamot, 1990).
Developing their background
knowledge. According to Brown, 2006 the idea of
prior knowledge is one part of the cognitive
model of language processing. That model
says that when people listen or read we
process the information, and do the task
corresponding to the topic. silvana’s classes
talking about the activities developed in their
environment for example she uses the
Christmas songs or listening about animal.
In addition Brown talk about listening courses must make use the previous
knowledge in order. To make clear the mentioned before is using concepts from
the cognitive view, including schemes, scripts, top down, and bottom processing.
Finally to learn listening skill is a process where the teacher has to be innovator
using the strategies mentioned in the reading.
SPEAKING
ACTIVITY
Read through Malgorzata’s account of her teaching experience and

practice. Which of the interactive activities listed on pages 65 to 67 does she
mention using with her classes?
On the reading from the pages 65 to 67 you can find information about of
interactive activities to improve target language use.
Information gaps activities are
interesting activities that allow to
INFORMATION GAPS the students interact with their
ACTIVITIES
other classmates, and develop a
learning meaningful.
In this activity the students have
the opportunity to share their
opinions about different topics
known by them and then they
DISCUSSION ACTIVITIES
speak freely, using some of these
activities: surveys, ranking
activities, planning, discussing,
and debates.
With this activity the students can
learn from experiences where
ROLE PLAYS
they work collaboratively using
the role and the situation.
Are often useful to liven up a
lesson and you can work in
GAMES
teams it is dived in: spy and
twenty questions.
Informal interaction is an activity
where the teacher asks them to
INFORMAL INTERACTION
prepare a joke or story to tell the
rest of their mates.
The teacher cheers up their students to talk in a foreign language English with
types of interactive activities. Where the teacher are giving different activities that
involve them like a models, to imitate and act with the role plays, the learner has
the opportunity to speak freely and express themselves developing the strategies
read, on the other hand the teacher can use the games as a magic tool, because
with this he or she can weak up the interest of her or his students and making them
participate and improve the speaking skill.
Finally she uses lot activities that are effective to teach students speaking by
encouraging them to speak the language; the teacher helps them giving speaking
tasks with a list to facilitate the expressions and vocabulary.
BIBLIOGRAPHY
 Steven Brown. Teaching listening, Oxford University press.

 Lindsey Cora. And Knight Paul. Learning and Teaching English a Course
for Teachers, Oxford University press.
 Brown, 2006 Journal of Language Teaching and Research, Volumen 2,
Number 5 September.
 Jack C. Richards. Teaching Listening and Speaking: from theory to
practice. Oxford University Press

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ENGLISH DIDACTICS

HIDALI VELEZ CORRALES

B.A. IN ENGLISH FOREING LANGUAGE

SANTO TOMAS DE AQUINO UNIVERSITY

Read through Silvana’s account of her teaching experience and practice. In

LISTENING SKILLS SILVANA´S EXPERIENCES

Learning to listen in various ways. Listening activities are a meaningful way

Using visual and textual clues to

Read through Malgorzata’s account of her teaching experience and

 Steven Brown. Teaching listening, Oxford University press.

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