CHAPTER 8 RECEPTIVE SKILL: LISTENING

Problems (while listening): Not everybody has the skill to understand singles words, when
it is spoken. Here we can see what the problems are.

 People speak too fast to follow.

 They can tell where words start and finish.
 They have different accents.
 They don´t know what attitude people are expressing.
 People have problem with some words they don´t understand.

Some guide lines: they are suggestions that teacher can receive in order to get good results
on listening activities (e.g. play the listening twice, give clear instruction before play it.)

The task feedback circle:

 Lead- in: Pre- Listening introduction to topic discussion looking at pictures.

 Pre task: To work on previous activities like worksheets to predict SS are going to do.
 Set clear task: To give clear instructions to solve the task.
 Play tape or SS read text: It is time to start on listening activity.
 Feedback on task (ST to ST) (ST to T): To share what they understood on listening
activity.
 Could they do the task? To notice if SS got the message from the listening.
 Conclude: Once SS finish the activity without problems, make a review what has been
learned, if it is not, it must be explained again.
How do we listen?

 Top down: It refers to the use of the V.S  Bottom up: To build up message by
previous knowledge to understand sth. individual words (word by word).

Listening ideas:

 News headlines: To use materials recorded to the radio, and to give a complete lesson
procedure.
 Jigsaw listening: Running listening a activity that allows learner to work at their own
speed controlling CD players or tape repeatedly playing parts that they don´t understand.
 Jigsaw task ideas: The task is to report different viewpoints that actually happened.
 The tape Gallery: The use of more than one tape recorder and different CDS to make SS
control the activity.
 Home recording: It refers to interview one or two other teachers in the staff room.
 Live listening: The use of different vocal styles into the class, so SS can live listening on
their own.
 Guest stars: To guest a short monologue taking notes but don´t say who it is.
 RECEPTIVE SKILL: READING

Approaches to reading:

It has a similar teaching procedure like listening, also the task feedback circle works
equally well with reading texts, the differences are that they read at different speed.

 Skimming: Fast reading to get the  Scanning: Fast reading to detail

V.S
main idea using basic structures. specific clues information.
 Extensive: Reading to fell interesting for pleasure not to complete something.

 Intensive: It ´s when you have a purpose to read to complete something.

Readers: Are books of stories published, they often have their grammar vocabulary
graded to level.

Reading activities: It´s based around interpreting and enjoying readers in class
following this important points:

 Don`t always start all the beginning.

 Use a key section of the story as a dictation.

 Create a situation different from the story of the book.

 Have SS draw a picture scene.

 Redesign the cover of the book.

CHAPTER 9 WRITING

Writing in every day life:

Writing in day-to day e.g. brief notes to friends or colleagues, answers o question
forms, diary entries, postcard, text massage etc.

Writing in the classroom:

They are specific needs that require working on writing skills: academic study,
examination preparation and Business English are three common areas where written
work is still very important.
 Copying: Practice formal letter in a handwriting book.
 Doing exercises: Ss write single words, they limited opportunities for creativity or
getting wrong.
 Guided writing: It is controlled by offering samples.
 Process writing: They follow steps from the teacher.
 Unguided writing: Ss write freely without guidance.

Teaching the skill of writing:

 Being actively encouraged and helped to follow through a series of preparatory

 Becoming more aware of that preparation process, so that can be done more
independently.

Detail strategies for writing in class:

Make ss prepare bulletin board, send email, create and advertised are good ideas that
motivate them to write.

 Brainstorming: It is a way to get the ideas´´ creation engine ´´running. It means

everything that comes to your mind related to the topic.
 Text- starts: It is a way to provide useful writing work for students and practices
reading/writing skills. Besides it helps writer to be more imaginative to write.
 Fast writing: Not stop writing is the most difficult thing, but is one way to start that
finding-out process.

Responses to writing:

They are the results to know if your writing was successful or not, it helps us to put
care into our writing and also to become careful readers and focus in our own work.
Not always our writing is going to be perfect, so it is important to receive feedback.

Marking:

Teacher´s comments and corrections can be helpful, but on the other hand, it can make
them fell down if it is evaluated by traditional teacher marking e.g. red pen which is
particularly associated for many people with insensitive and discourage correction, so
it is important the use of blue or green pen also use codes in the margin is much better
to make ss fell comfortable.

RECEPTIVE SKILL: LISTENING AND READING

This topic is an important point; also they are a different way to explain about these
skills. I liked because is a detail information.

We as listener and readers have systematic know ledges. As we know listening and
reading have similar procedures. I think if we didn’t study the procedures it maybe a
disaster .I believe just a teacher with a lot of experiences could be improvise it without
lesson plan and without any problems.

TEACHING LISTENING
The teaching listening is a method that we´ve already received and that´s no true that
learner just wants to learn the language and no more. We have many things to know
about language, but never is late to learn, also is important to be actualized to give new
things to my students.

An example of this is the second new edition Icpna books, but not only that I suppose
that also teacher improved their technique in all the levels.

Quizzes
 LANGUAGE COMPONENT

Before give my opinion to this Met 3 course, I must recognize that the teacher is a
nice person, I don´t know how he always can have the same attitude, he is friendly
and so patient and that´s what I liked from him.

On the other hand, what I would like from the teacher is that he could control the
noisy in class. I would have liked to have just ten or twelve , we were a lot, but I want
to say that this month at the beginning I felt estrange an a little uncomfortable
because of the among of students but that wasn´t a problem to understand the two
chapters from the book.

Even though, I was a new student I felt comfortable and I really liked all the demo
class that my partners presented. I enjoyed seeing a different way to work with my
partners.

Also, I think that would have been better to receive our feedback once each group
finished in the first demo class that we presented so that we can improve the next
presentation in the ALP.

Despite of that, I liked to see the rapport among students, all the time the
environment in class was ok. I know the next month is going to be different, because
this month we learned to know each other with my partners.

Task: 113

Difficulties when reading a foreign language

What are your own main problems when trying to read a text in a language that you
don’t know very well?
This question make remind those problems that I had when I was a basic student .First,
I looked at the reading and if it was long I got bored because I didn´t understand new
vocabulary, so I thought that I had to translate word by word and it had o be something
to never finish.

Also I delayed to get the gist or specific information, in reality there were readings that
didn´t catch my attention.

Now I like to read carefully and if there are words that I don’t understand, it doesn´t
matter because I can get the gist without using a dictionary. Also I like to find new
words to increase my vocabulary

Task: 111

Top-down and the bottom-up

Do the following represent use of top –down and bottom-up strategies?

1. - Before we start listening, we can already predict some possible words and phrases
that may be used because of our knowledge of lexical sets associated with the topic.

It is a top-down strategy.

2. – We listen carefully to a recording a number of times so that we can find a word

we can´t catch clearly.

It is a bottom –up strategy.

3. When we don´t clearly some catch of what people say, we hypothesize what we
have missed and reinstate what we think was there, based on our knowledge of similar
conversation.

It is a top-down strategy.

4.-We know the typical pattern some interactions follow (e.g. the typical sequence of
exchanges when ordering a taxi on the phone), and it helps us to understand these
when we are spoken.

It is a top-down strategy.

These examples are clearly to understand what are top-down and bottom –up
strategies.

ACTIVITY ROUTE MAP

Teacher’s Name Jackelin Chorres Rojas

Class Level Basic 3
Book / Unit / Lesson / Icpna book. Unit 7 Lesson B .Activities A,B and C.
Activity
Length of Activity 20 minutes
Materials The board, copies, shalk, and pictures.
Activity Aim(s) To learn new vocabulary, write about activities on
weekend and improve writing activity using a game.

Route Instructions
Map
1 Pre-Class
T- Introduce the topic showing to the ss some images to let
them think what the topic is going to be about. To predict

3: min
2 Lead-in
Once ss know what the topic is about, they look at the pictures
and make sentences. Ss compose their own questions.

The students know and repeat the new vocabulary.

3: min
3 Set up
T-explains the steps of the writing activity, so
Ss write their first writing (drafting).

5: min

4 Run Ss write their writing, they improve their first writing focusing in
coherence.

3: min
5 Close
T-makes groups in order to ss share their writings.
 Time to game. Ss increase their writing activity.
Time: min
6 Post
T- Asks ss what the class was about (feedback).

Time: min

Possible problems/solutions:
 Students may not understand the meaning of new vocabulary
words.
 I will use some mimics or draws in order to clarify their doubts.
 Ss may not understand the process of the writing.

UNIT 7

LESSON B FREE TIME

A Vocabulary link
Raul: Lima, Perú
Mostly, I relax. I sleep in on
Saturday mornings. It is great to
wake up late! In the evening, my
girlfriend and I go out to eat or
we go to the movies. On
Sundays, I spend time with my
family. We have a big meal
together in the afternoon.
Yumiko: Melbourne, Australia
I work on Saturday Mondays
from 9:00 to 1:00.After work, I
go shopping for food. On
Saturday nights, I usually go out
with my friends and we go
dancing. On Sundays, I like to be
outside, I go for a walk in my
neighborhood, or I go for a bike
ride in the park.
B Read about Peter´s weekends. Then write about your weekend. What do you do?

Saturdays and Sundays are my favorite time of the week. On

Saturday mornings, I wake up early and have breakfast. Then I play
soccer. On Saturdays nights, I go out with my friends. We go to the
movies or a karaoke.
On Sundays, I sleep in, in the afternoons, I usually spend my time
with my family, and in the evenings, I do homework or study.
What about you? What do you do on you weekends?

C Pair work. Share your writing with your partner.