TOP-DOWN LISTENING LESSON:
IN YOUR OPINION, WHOSE LESSON PLAN SEEMS MORE EFFECTIVE AND WELL
ELABORATED ACCORDING TO THE ROUTE MAP FROM THE BOOK?
Mayra: Dana:
Discuss the general topic:
Students will be splitted into
buzz groups and give ideas
on how could they feel on
their first day at work.
Predict the specific content:
Tell students to organise
their ideas of the previous
activity and think on what
may go right or wrong in
different aspects while
working. (ig. send the wrong
email, fall down, say
something inappropriate,
etc)
Predict the structure: Tell
the students to put all of the
last activities together and
talk about an experience
they could’ve had that was
similar to what they have
just talked about.
Gist listening for overview:
Make students to have a
clear understanding of the
situation in the audio; like,
what’s the name of the new
girl?, what’s she talking
about with her partner?, etc.
More careful listening for
complex meanings:
Students will have to be
very focus and identificate
the words they don’t
understand or haven’t heard
before.
Listening to pick out specific
small language details:
Students talk to their
partners about those words
and produce the possible
meaning and pronunciation
of each one before they
share it with the teacher to
correct it.
Joseph:
Discuss the general topic:
Students will discuss in
pairs: how would they feel
on their first day working at a
company?
Predict the specific content:
Students will predict: how
many employees do they
think work in the company?,
and what do they think are
their possible occupations in
the company?
Predict the structure:
Students will predict about
how do they think Yuki felt
on her first day at the
company?, are they able to
predict what the occupation
of Yuki will be?
Gist listening for overview:
Play the audio and after that
verify if they understood the
situation of the audio.
More careful listening for
complex meanings:
Students will interpret and
identify the words that were
difficult to understand for
them.
Listening to pick out specific
small language details:
Students will focus on the
words that were difficult for
them to pronounce and
improve them by repeating
those words as many times
as they need, in order to
pronounce them in a correct
way.
Melanie:
-Discuss the general topic:
Learners will discuss in
groups of three the next
question: "What is your
dream work? Why?"
-Predict the specific content:
Tell learners to make a
brainstorm based on the
previous questions and think
about new experiences and
feelings they may have at
work.
-Predict the structure: ask
students to suggest chunks,
words, etc they can use at
work.
-Gist listening for overview:
Play the audio and tell them
to work in pairs, ask and
answer the question: "What
are Jani and Yuji talking
about?", then share their
responses with the whole
class.
-More careful listening for
complex meanings: Play the
audio again and ask
students to listen carefully to
the words that they don't
understand, the words can
be colleague, management,
team, introduce, etc, stop
the audio, make students
form groups of three to write
the words they didn't
understand and try to guess
the meaning from context,
then report their ideas to the
class. If they didn't get the
words, I would play the
audio again.
Andres Perez:
-discuss the general topic:
ss will share ideas about
how to present in your first
day at work and what job do
they would like to have.
-predict the specific content:
ss will make a brainstorm
about what they probably do
in the first day at work
Lesly:
*Discuss the general topic:
Students are going to
answer the next questions:
Have you ever look for a
job?
*Predict the specific content
Teacher is going to put an a
situation: Let’s imagine you
have already get a job, an
this is your first day, how do
you think you would feel?
*Predict the structure
How do you think the
person on the audio felt?
Was his/her boss kind?
*Gist listening for overview
Play the audio and ask
students to listen
*Gist listening for attitudes
Ask students to give their
opinions or to contrast their
original ideas with what
really is in the audio.
*More careful listening for
complex meanings
Ask students to tell what
part of the text show what
they have inflict
*Listening to pick out
specific small language
details
Play the audio again and
ask students about an
specific intonation on the
audio and analyze what it
could be that way.
Brain:
-Discuss the general topic:
ss will talk about their dream
jobs, if they got them or how
near are they from that.
-Predict the specific content:
ss will imagine about how
would it be their first day at
work and what could go
wrong for the lack of
experience, then they will
Sarahi:
Discuss the general topic:
Students are going to work
in pairs and answer How
would you feel on your first
day of work?
Predict specific content:
Ask students to think some
ideas about
What would you do to get to
know your co-workers
better?
Predict the structure:
Students will think about
lexis related with job and
how you’d feel if you were
Yuki.
More careful listening for
complex meanings:
Students have to identify the
word which are new for
them.
Listening to pick out specific
small language details:
Students will work in pairs to
discuss about the meaning
of the words they didn’t
understand.
Eduardo:
DISCUSS THE GENERAL
TOPIC:
LEARNERS START TO
THINK ABOUT THE FIRST
DAY OF WORK IN A NEW
DEPARTMENT.
PREDICT THE SPECIFIC
 talk with their partners about
-predict the structure: that. CONTENT:
ss will answer what kind of -Predict the structure: the
genre is the recording students will ask each other BASED ON THE
questions related to what PREVIOUS DIALOGUE
-gist listening for over view: they talked about, there will ASK STUDENTS TO
ss have to answer the next also be some written PREDICT: WHAT COULD
question:what is jani doing? sample questions like- what BE YUKI POSITION? HOW
can I do to have a good first MANY WORKERS ARE
-more careful listening for day at job? how can I THERE?.
complex meanings: familiarize quickly with my
ss have to answer questions coworkers? PREDICT THE
about some details: what is -Gist listening for overview: STRUCTURE:
luciana`s work? what is ian`s ss listen to the recording for
work? what is maria`s work? the first time and try to catch STUDENTS
and did jani introduce to general information of CONSIDER/DISCUSS
sebastian? what's happening and POSSIBLE STRUCTURES
who's talking FOR A DIALOGUE TO
-Gist listening for attitudes: INTRODUCE NEW
also in the first time that ss COWORKERS (WHAT
listen to the recording, they POSITION EACH ONE
have to recognize the HAVE? HOW TO
emotions and feelings that DESCRIBE HIM/HER?
the characters have. ss will
also use questions like: ow GIST LISTENING FOR
may Yuki be feeling in that OVERVIEW: SET A TASK
moment? Does Dani feel
comfortable showing the SS WILL READ THE
department to Yuki? DIALOGUE AND ANSWER
-More careful listening for THE QUESTION:
complex meanings: ss have
to interpret the listening WHAT IS HAPPENING?
trough some questions like:
what would Yuki probably A) YUKI IS THE NEW
do next? What kind of job BOOS IN A
does each of the presented DEPARTMENT?
characters do? (Luciana,
B) JANI HAS A NEW JOB?
Ian, Sebastian, Maria)
C) YUKI HAS A NEW JOB?

D) YUKI HAS GOT A

PROMOTION IN HER JOB?

MORE CAREFUL
LISTENING FOR
COMPLEX MEANINGS:
TASK FOR DETAILS

SS HAVE TO ANSWER
SOME QUESTIONS

E.G. WHAT DOES “WORK

CLOSELY” MEAN? WHAT
 DOES “IT SYSTEMS”?

Jose Antonio Angel: Yomara:

-Discuss the general Discuss the general topic: Discuss the general topic:
topic(discuss with your Learners start thinking Ss work in pairs and imagine
partner what is the possible about the first day in a new or share their experience
job of yuki) company, considering pros in his/her first day of work in
-predict the specific and cons. a new company.
content(how many workers Predict the specific content: Predict the specific content:
do you think work in this Make learners discuss how Ss discuss about possible
company? and predict how they can manage difficulties challenges or difficulties they
much experiences they at the first day in the might face on his/her first
have? company. day of work.
-predict the structure (Can Predict the structure: Ss Predict the structure:
you predict what kind of imagine an specific situation Teacher tell Ss to consider
company Yuki is working in which they have to deal some possible questions,
for? with problems at job. words and phrases that they
Gist listening for overview: can use in a conversation in
-gist listening for overview St identify in what kind of his/her first day of work and
more careful listening for situation the speakers are. write their ideas on the
complex meaning(what does More careful listening for board.
yuki mean when she says complex meanings: St take Gist listening for overview:
"setting up my mobile notes about the strange Play the audio and ask the
phone" words they have heard and students: What is the audio
look for its meanings. about? What’s the name of
listening to pick out specific Listening to pick out specific the girl? How many
small language small language details: St speakers are there in the
details(practice with your work on the correct recording?, etc.
partner the conversation and pronunciation of the word More careful listening for
the possible pronunciation of that they have listed. complex meanings:
words) Students listen to the audio
and make a list of complex
or new words for them, infer
the meanings from context,
and then ask the teacher for
the meaning of each.
Listening to pick out specific
small language details:
Ss listen and repeat the
complex or new words using
the correct pronunciation
with the help of the teacher.

AUDIOSCRIPT
In your opinion:
how would any of these extensive reading activities help students improve their level
of English? Choose at least one and explain.
Yomara: Dana:
I agree with activity I agree with activity
number 11 because the Ss number 5 because an
can use their background interview in my opinion is
knowledge to complete very good idea to practice
this activity. Ss need to speaking using
guess what probably expressions or words
happen and complete the from the reading and also
missing words, in this tell their classmates and
activity students need to teacher what they’ve
predict the story and find learnt from the it, it makes
the correct word to students be very focused
complete the sentences on what they’re talking
and that text makes sense. about, maybe give it a
glance and just improvise
about the questions and
what you want to know,
you can add your personal
touch to what you’re
talking about, it’s also
helpful because like we’ve
learnt, maybe for learners
is better to act or interpret
things into a character so
they don’t feel pressured
or nervous about what
Moises:
The first reading activity.
This reading activity
should consider as a
´´before you read´´. In that
case you are trying to
predict what happened
before or who the people
are and where they are.
Also, it gives students a
sense of purpose for
reading and they can take
note while they are
reading. For instance,
students consider lexis,
they also identify the
author’s purpose in that
small part.

Sarahi:
I agree with the activity 9
where students play a role
of directors and choose
the best book, taking into
consideration the
information that these
books are given.
Therefore, I think that this
activity help students to
enhance their English
because they have the
opportunity to show their
speaking skills while they
are discussing about the
books.Besides, they
demonstrate their ability
of analyzing and
understanding any text.
Brain:
In my opinion, activities 3
and 11 would be a good
option to develop and
improve students´ skills
and level of English.
03.- Students have to
create a completely new
story, different that the
first, ss must be creative
and use their knowledge
about the language to
make a new context or
situation for the character.
11.- Using a common
technique of filling in the
blanks, ss catch the main
idea of the text, some
other specific ideas and
the context to find words
to complete the story.
jose antonio:
i truly agree with state
number 3 ,’cause Ss are
able to create his/her
own story or by the way a
situation in order to
improve their english
knowledge. i strongly
believe that being able to
create a story of a book
they’re going to do.
Melanie: I agree with point
number 12, the last one,
because I think that by
redesigning the cover of
the book they can develop
their creativity and get
more involved with the
reading. They can make
an elaborated one or
maybe other simpler.
Also, by writing the 'blurb'
on the back cover, we can
realize that they read and
understood the reading,
without including details
which may be
overwhelming when
reading.
Joseph:
I think activity 3 can be the
the most appropriate
activity to improve
students english level,
because create separate
situations apart from the
story of the book allows
students to improvise new
sceneries and characters
in order to explore more
about them using their
own ideas, so it can
increase their
grammar,lexis and other
skills.
Sergio:
I agree with activity
number 11 because this
point can help students
think about what can
happen by completing
words. they are able to
imagine what could
happen in many situations
and they will try to predict
Eduardo:
The first one:
Don’t always start at the
beginning; Because
students have the
opportunity to open their
mind, improve their ideas,
subsequently it could let
them to create an
interesting story with new
lexical, grammar.
Andres:
I think the activity 12
“Redesign the cover of the
book. Write the blur on the
black cover” helps
students to enhance their
language because only
when you get the general
idea of the text , you can
rewrite a new blurb for the
book. Also it needed to be
analyzed to create a new
blurb because you write it
with the context and using
your creativity.
Angel: I think activity 3
would be useful. First, we
make learners to use their
imagination by changing
the context. Second, we
encourage learners to look
for new pieces of
grammar, vocabulary, etc
in order to create another
situation. Both reasons
,magazine,etc,Ss can use
their imagination as well
as they believe are the
story based on.in fact
exchanging ideas in group
to being able to create a
situation could be useful
to improve grammar,etc.
some future situations. At involve a work in looking
the same time, your for information from their
students may feel internal database so that
suspended for knowing they might improve their
what is going on and look English-level.
for the missing words with
more enthusiasm.

CLASS OBSERVATION REFLECTION

Watch the video: https://www.youtube.com/watch?v=91GL21bCjAE

1. CLASS SUMMARY

What’s the aim of this listening lesson?

How did the teacher structure his lesson? Mention and summarize the most important
activities of every stage of it.

2. REFLECTION AND OPINIONS

Did she use the task-feedback circle for her lesson? If so, how? If not, how did she
structure the tasks instead?

Which guidelines for listening skills work in class from page 255 were included by the
teacher? Should she have included more?

In your opinion, what would you have done differently to improve this listening
lesson? (Base your answer on the concepts about listening from the course book)

DESPITE THE FACT THAT THERE ARE SECTIONS IN THIS TASK YOU HAVE TO
EXPRESS PERSONAL OPINIONS, MAKE SURE TO BASE THEM ON THE CONCEPTS
WE LEARNED IN CHAPTER 10.

YOU SHOULD BE ABLE TO USE AN ADVANCED LEVEL OF ENGLISH TO COMPLETE

THIS TASK, SO BE EXTREMELY CAREFUL WITH GRAMMAR, SPELLING,
VOCABULARY, AND PUNCTUATION IN YOUR ANSWERS. TOO MANY MISTAKES CAN
HINDER COMMUNICATION AND MAKE IT REALLY DIFFICULT TO UNDERSTAND
YOUR IDEAS.