Teaching listening

How students learn to listen
Bottom-up vs. top-down processing
Warming up
Types of listening: literal comprehension, making inferences
How to listen: strategies and tasks


http://www.slideshare.net/samuraitheologian/hd-browns-principles-for-teaching-listening-skills
http://www.slideshare.net/samuraitheologian/brown-8-factors-in-listening-comprehension
http://www.slideshare.net/samuraitheologian/brown-8-processes-involved-in-listening-comprehension

Working with listening skills:
Instructions
1. Work with your partner
PART A
2. Study the unit you have selected from the textbooks available.
3. Propose one brand new original activity in each item. You need to have a "new version of the unit" based on each activity.
PART B
4. After you have your "duplicated unit" choose an authentic material: movie segment, song or video to design a complete unit following the type of activities presented in the chosen textbook for part A.

Next Monday (September 5th) part A has to be finished.
On Thursday (Septeber 8th) A and B must be ready to present in front of the class.

Teaching Reading

Before we plan a  reading comprehension lesson, it is very important to ask yourself the following questions:
1. What is the purpose for reading? To entertain, to study, to be informed, to follow instructions, to support a point of view, among others
2. What is the type of text?
3. What is the topic?
4. How will the students activate prior knowledge? questionning, brainstorming, picture exploration, case study, example form real life, etc.
5. What cognitive strategies will be highlighted? grouping, elaboration, etc.
6. How will metacognition be encouraged? checklist, modeling, peer correction
7. Will I have inferential questions? What do my students know about inferences?

Reading strategies:resourcebook

We know that the most popular techniques to work with reading comprehension are Skimming and Scanning.
To Skim means to find general information. Samples of these questions are:
a. What is the main idea of the text?
b. What is the main idea of paragraph X?
c. Paraphrase the title
d. Write a subheading for each paragraph.

To scan a text means to find specific information. Samples of these questions are:
a. What is the name of.....?
b. When did X event take place?
c. Where did X go?
d. How many X were sold?

A second level of comprehension should be the inferential level.
Check this presentation
Inferences 1
How to read

Sometimes, learners have negative reactions towards inferential questions. They may feel that the text does not provide the necessary inforamtion to answer a specific question...

Techniques and principles in language teaching

Revision of the different methods

Work in pairs or groups of three. Choose one of the methods presented in the book by Larsen Freeman.
Read the chapter carefully. Prepare an oral report including the following:
1. Introduction or contextualization.
2. Explanation of 4 principles supported by examples taken from the corresponding chapter.
3. List and description of the techniques.
4. Two questions for your classmates (to check if they are paying attention ;)
5. After class, prepare a concept map. I suggest to download this software:http://cmap.ihmc.us/
6. Upload the concept map in your blog. Try to organize Methodology II in a different page.

Classroom Management Strategies

Classroom managment is one of the key aspects to be an effective teacher.
Work in groups of 3 and make a list of the managment problems you have observed in your practicum.
Provide some solutions.
Role-play one of the situations.
Ask your classmates to give opinions.
Listen to this video...Do you agree with the rules?
http://www.youtube.com/watch?v=JvXzDHlKaYo&feature=related
More links to comment
http://www.youtube.com/watch?v=wx-BQT-V5Wg&feature=related
Classroom Management Strategies - TeacherVision.com

Are Teachers the Culprits Behind Poor Behavior?: Behavior Management Resource (Grades K-12) - TeacherVision.com

Are Teachers the Culprits Behind Poor Behavior?: Behavior Management Resource (Grades K-12) - TeacherVision.com

Behavior Management -- Proactive Measures - TeacherVision.com

Behavior Management -- Proactive Measures - TeacherVision.com

Methodology: EXAM

These are the instructions:
 Blog presentation:
Time 15 min. 10 min. of presentation and 5 min of questions.
You have to show the general structure of the blog confidently. It needs to have the total  number of entries, organized according to given deadlines.
After the general structure,  you need to present one class reflection and your best lesson plan (teacher has to approve it first).
Finally, you conclude with the best arguments the overall of your learning process.
Assessment criteria:
A: Quality of ideas: student shows a high degree of critical thinking, identifying causes, consequences, predicting problems and evaluating solutions.
B: Organization: presentation is clear and divided in small "units of thought". Student can go back and forth without doubts.
C: Teaching skills: skills, objectives, topics, activities and materials are coherent and follow a logical pattern according to the communicative approach and guidelines in MINEDUC programmes.
Start preparing your exam soon!

Methodology I, Giving feedback

Now is your turn to help the learners in to improve their performance when producing a text.

Consider the background of this writing task (Copy provided by your teacher).
Year 10 students read a book called "To Kill a Mockingbird". They are working in groups to create a newspaper related to the setting of the novel. Each student has to produce a specific text type.
1. Find out some information about the novel.
2. Read the planning thoughts and the text produced by the student.
3. Provide feedback considering the following criteria:
A: Quallity of ideas (10 pts.)
-Content
-Critical thinking
B: Organization (10 pts.)
-Paragraphing
-Linking devices
C: Language (10 pts.)
-Vocabulary
-Grammar and syntax
Your feedback needs comments, explanations, ways of eliciting and examples from the students' writing to justify your assessment. Present your analysis in front of the class!

Teaching Speaking

Some other examples of speaking activities:
oral presentations
Oral news reports
Radio/tv commercials
Radio/tv show
Interview
Singing a song
Telling a tale/story
Contest
Debate
Drama (mini play)
Poem declamation
AND MOOORE :)

http://www.univirtual.it/corsi/2002_2003/bertin/download/M03.pdf
http://www.icpna.edu.pe/documentos/HOW%20TO%20TEACH%20SPEAKING%20IN%20AN%20EFL%20CLASS%20II%20-%20Carolina%20Terry.pdf

http://www.nclrc.org/essentials/speaking/goalsspeak.htm

Techniques for Eliciting

Techniques for Eliciting
Read this article carefully. I've been detecting some problems in the "elicit performance" section of the lesson plan template. This will be considered from now on and, specially, in catedra 2 and your exam.

Randall's ESL Cyber Listening Lab - For English as a Second Language

Useful links to teach LISTENING!
http://www.bbc.co.uk/skillswise/words/listening/
Randall's ESL Cyber Listening Lab - For English as a Second Language
http://www.elllo.org/
http://www.cdlponline.org/
http://grooveshark.com/ (if you want to work with songs)
http://www.englishclub.com/listening/news.htm
http://www.esolcourses.com/content/topicsmenu/listening.html
http://michel.barbot.pagesperso-orange.fr/hotpot/movies.htm
http://www.teacherjoe.us/Listen.html
http://www.englishpage.com/listening/
http://edition.cnn.com/video/

Teaching Listening

Sometimes listening is a neglected skill. However, it is usually attractive for the learners if you choose an appropriate recording and prepare tasks with clear instructions and some visual support. Don't forget to consider the following when planning a listening lesson:
-The topic must be appealing
-The length should be related to the level of proficiency of the learners
-The recording must be of GOOD quality
-The activities must be short and varied

Your task this week is to plan two listening comprehension lessons!
Lesson 1:
Level: primary school (different from the ones you have chosen before)
Steps:
1. Read the corresponding listening comprehension session of the mineduc programme.
2. Choose a topic and two or three objectives.
3. Select a topic.
4. Look for an useful listening situation and script.
5. Plan your listening lesson using the "Lesson Plan Template" including pre-while-post activities.
6. Design the corresponding workheets or aids.
7. Blog the lesson plan, recording, script and materials.
Lesson 2:
Level: high school (different from the ones you have chosen before)
Repeat steps 1-7

Take a look at this video only as one of many possible examples

Methodology I, Teaching grammar

Instructions (May 24th)
Evaluated in-class task
1. Choose a level
2. Download the programme
3. Open the lesson plan template
4. Identify your teaching objective, topic, skill, suggestions for activities from mineduc programme
5. Plan your class
6. Provide all the worksheets and accompaning material

Methodology II, teaching high school

It is very importang to become familiar with the offcial documents from mineduc. These guidelines will help you to apply effective teaching procedures. There is always a possibility to change, improve or discuss other ways to plan, teach and assess the learners progress.
Follow these preliminary steps:
1. Choose a level (1,2,3,4 medio). Download the corresponding programme.
2. Select one of the suggested units in the programme or consider the suggestions for the design of units.
3. Study the objectives and procedures presented in the document.
4. Print Bloom's taxonomy.
4. Create three activities to develop reading, writing, listening and speaking skills (12 in total). Receptive skills must include pre-while-post approach.
5. Follow the same format presented in the high school programme. Include the necessary material for each activity.
Deadlines
20 of May reading
27 of May listening
3 of june writing
10 of June speaking
If you are absent without medical certificate, minimal mark will be awarded.
You can use any type of resources (coursebooks, digital lesson plans, videos, songs, websites) but sources must be acknowledged at all times.

Methodology I, Teaching Vocabulary

After discussing Box 5.2, create a vocabulary activity:
1. Choose a level and download the corresponding program (mineduc.cl)
2. Pick a topic/situation
3. Set an objective
4. Write the instructions clearly
5. Design your worksheet

You must show me your work tomorrow (May 17th)

Methodology II: Presenting your webquest

This week 5 students will be selected at random to present their webquest in front of the class. This will be evaluated.
We will also be discussing "Ajustes curriculares para inglés de mineduc". Check our syllabus and print the document, please.

Methodology I: Teaching pronounciation

The experience of many learners is that pronunciation can be, and often is, acquired adequately by intuitive imitation. Many teachers never teach pronunciation, and their students' command of it is never quite satisfactory. However, there is also evidence that deliberate correction and training does improve pronunciation and if this is so it seems a pity to neglect it.

(Ur, P. 1996)

Check these links to get some ideas :)

http://www.shiporsheep.com/

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/

http://www.soundsofenglish.org/pronunciation/index.htm

Your task is to plan the introductory class of a prononunciation workshop for II medio students. Choose two teaching points and plan 4 activities. Use the same lesson plan template as in The Landlady. Your work in class will be evaluated at the end of our session.

Methodology II: Webquests

Follow these steps please:
1. Choose a level to work with (5th to 12th)
2. Read the corresponding MINEDUC programme.
3. Design two webquests: one to develop speaking skills and the other one to develop writing skills.
4. Use the following links for help:
http://webquest.sdsu.edu/designpatterns/all.htm
Webquest 1
www.zunal.com
5. Present one of them in class (Friday 6th of May).
6. Upload them in your blog.
Day Class
Evelyn: Year 11th  (Tales, Poe)       María José: Year 5th
Karina: Year 11th   (Euthanasia)      Pamela M.: Year 6th (Family members)
Claudio: Year 10th   (Social Issues)  Jorge: Year  8th (Sel-care)
Katherine: 10 th       (Social Issues)  Cristian: Year 8th (Celebrations)
Pamela A.: Year 12th (Love)
Romina: Year 11th
Juan: Year 6th (Places in the city)
Diana: Year 9th (Famous people and places)

Methodology I: Classroom interaction

Dr. Harvey Silver, founder of The Thoughtful Classroom, will guide you through four learning sessions that will help you develop more effective questioning practices for your classroom. 


TASK: (taken from Ur, P. A Course in Language Teaching)
Observe one or two lessons.  After the obsevation, discuss or reflect on the following questions:
l. Was there one particular type of interaction that seemed to predominate?
2. Did teacher activity predominate? Or student activity? Or was the interaction more or less balanced?
3. How appropriate did you think the chosen interaction patterns were for the teaching objectives in the different activities?
Post your comments here :)

Methodology II (Day and Night): Primary School

Group work!
Follow these steps
1. Download your module from http://www.uamericas.cl/
2. Study the content and prepare a presentation
2. Download the corresponding programme from http://www.mineduc.cl/
3.Download the lesson plan template from http://www.uamericas.cl/
4. Prepare your lesson plan.
5. Model one of the activities in front of the class.