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    Construccion Liste + Speaking

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    Jazmin
    The document discusses developing listening and speaking skills for language learners. It explains that contextualizing activities in meaningful, real-world contexts is important to build students' background knowledge. Early speaking activities should involve repeating and physical responses to keep students engaged. Students initially interact using memorized language chunks before developing fluency. Activities can be controlled, guided, or independent depending on the level of student choice and predictability. Personalizing activities based on student characteristics helps motivate learners.

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    Construccion Liste + Speaking

    Uploaded by

    Jazmin
    16 views4 pages
    The document discusses developing listening and speaking skills for language learners. It explains that contextualizing activities in meaningful, real-world contexts is important to build students' background knowledge. Early speaking activities should involve repeating and physical responses to keep students engaged. Students initially interact using memorized language chunks before developing fluency. Activities can be controlled, guided, or independent depending on the level of student choice and predictability. Personalizing activities based on student characteristics helps motivate learners.

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    Construccion Liste + speaking

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    The document discusses developing listening and speaking skills for language learners. It explains that contextualizing activities in meaningful, real-world contexts is important to build students' background knowledge. Early speaking activities should involve repeating and physical responses to keep students engaged. Students initially interact using memorized language chunks before developing fluency. Activities can be controlled, guided, or independent depending on the level of student choice and predictability. Personalizing activities based on student characteristics helps motivate learners.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views4 pages

    Construccion Liste + Speaking

    Uploaded by

    Jazmin
    The document discusses developing listening and speaking skills for language learners. It explains that contextualizing activities in meaningful, real-world contexts is important to build students' background knowledge. Early speaking activities should involve repeating and physical responses to keep students engaged. Students initially interact using memorized language chunks before developing fluency. Activities can be controlled, guided, or independent depending on the level of student choice and predictability. Personalizing activities based on student characteristics helps motivate learners.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 4

     

                    CONSTRUCCIÓN DEL APRENDIZAJE 

    Developing Listening and Speaking skills


    Velazquez Notthoff Jazmin. ISCB. 2nd year.

    1. Why is it important to contextualize activities?

    Contextualizing activities means that learners should be given activities that reflect real life and
    that are developmentally appropriate for them. Teachers are in charge of this and also to give
    them the background knowledge that they might need to understand the context of what they are
    listening to. It is important to build schemata, and create a context for students.

    2. Why are students asked to listen and point, and listen and repeat during the first stages?

    With the aim to keep learners active every listening act should be meaningful and have a purpose,
    they will be more focused and more active in the listening process. For example; Listen and point
    or listen and match are activities that should be set before the listening activity starts so the
    students follow the ideas and keep focus on that particular task.

    3. Why is it said that students begin interacting by using “unanalysed chunks” at the
    beginning?

    As speaking is a difficult skill to develop and it takes more time to learn to do it in an effective way.
    Before speaking in a fluent way, learners’ interactions are based on unanalysed chunks or
    formulaic language. These chunks are the first steps that allow students to move from listening to
    speaking and to begin with speaking and to participate in interactions with others. It also has the
    aim to begin to figure out meanings by context.
    4. Activities may be controlled, guided or independent. Explain the differences.

    ● Controlled activities are those in which the responses are completely predictable,
    with very little chance of making a mistake, and the use of target language
    structures is completely controlled by the teacher.

    ● Guided activities are those that are still structured but give students some
    choice. 

    ● Independent activities are the ones that are open-ended and do not have
    predictable responses. These are message oriented and more focused on
    meaning and communication than correctness. This is the most challenging
    because there are more chances for error.

    5. Why is it important to personalize activities?

    Personalized activities are important because if activities are developmentally appropriate for
    students; they will be more motivated. As teachers we have to take into account the age, the
    background of our students to help them develop the language and engage them to practice, to
    check comprehension and encourage self-expression.

    1. Look at the following lesson taken from ISLAND 1 – pupil’s book. Pearson 

    a. What is the aim of the lesson? What is the topic? And the context? 
    ▪ The aim of the lesson is to acquire new vocabulary and practice patterns. In this
    case the topic is parts of the house. And the context of the lesson is connected to
    part of the house.
    b. What skills are students going to develop? 
    ▪ Students will develop listening and speaking skills.
    c. Complete this table: 
    Procedure Aim(s)
    1. Students are asked to listen and point to ● To introduce the new topic 
    the different parts of the house / The ● To familiarize students with
    teachers asks the stds to …./ The teachers the new vocabulary 
    will ask stds to …  ● To work on spelling and
    sound association (visual,
    auditory and kinaesthetic -
    VAK –) 
    1. The teacher will ask students to listen and To practice pronunciation.
    repeat.
    1. The teacher will ask students to look for To practice vocabulary.
    different things. As a game (look and point …
    the bathroom, a bed) To encourage participation.

    1. Students are asked to listen and write ✓ or X To reinforce vocabulary.


    on the answers. (where’s waldo…)

    1. The teacher asks students to listen and To incorporate new vocabulary.


    repeat all together.
    To consolidate vocabulary and
    meaning.

    1. Students will be asked to listen and write. To assimilate pronunciation.


    The teacher will show the first sentences as an
    example and ask them to continue. To practice patterns.
    2. Then they will sing a song.
    STORY (9)  To develop listening and reading skills.
    The teacher asks students to listen to the story
    and then act it out. To encourage students to interact with
    each other.

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