# data[].attributes.body
Based on the results of the Simce 2012, a standardized test to measure reading and listening skills of 11th grade students (3º medio), it is possible to realize that changes in second language teaching have to be made.

This test classifies the learning results into three levels: A1 (which is the lowest), A2 and B1. The students who are part of the last two levels are able to obtain a certificate.

During that year, 18% of the 186,000 students who were evaluated obtained a certificate, which means that 82% of the students can’t communicate in English, therefore, they do not accomplish the expectations of the national curriculum. By the time students are in this grade, they should have a A2 - B1 level.

According to the Bases curriculares (2012: 139) provided by the Ministry of Education, the mandatory minimum content that students should have in listening is: “to demonstrate comprehension of main ideas and explicit information in simple oral texts of varying length, and authentic interactions such as interviews,videos and speeches”.

In theory, this means that all teachers should use different listening materials to help learners to develop the aural skill. However, by only providing audio materials  for teachers to use in the classroom, learners do not develop listening skills that can be transferred to other learning situations.

For the purpose of our presentation, we will focus on the use of videos as a mean to accomplish the mandatory minimum content. According to Astudillo (2013) “Despite the advantages of using videos in listening comprehension, many language instructors and students still do not fully experience the benefits of videos as a mean to build up students’ listening skills”. She also mentions that in public and semi-private schools in Chile, for instance, the Ministry of Education provides teachers with listening materials mostly in the form of soundtracks.

# data[].attributes.body
Nowadays, and also with the advance of technology most of the listening input can be found in the way of visuals, that is TV, videos on the internet, and even the face to face conversations have visual support. In fact, according to Baltova (1994) as cited in Astudillo (2013) in a real-life listening situations when people are exposed to oral input, the receptor not only listens to the message but it also views it. Therefore, based on this quote, we can infer that the role of visuals is extremely important so as to have a wider view at the moment of listening, and also because is more related to real life context. Actually, Mevada & Shah (2015) state that listening is a multitasking process that involves not only auditory aspect but also visual and attention processors.

There is not an agreement upon the benefits or disadvantages of using visual support, especifically videotexts, to develop listening comprehension ability. However, some studies mentioned in Astudillo’s thesis (2013) such as Baltova (1994), Perry and Meredith (1984), Shin (1998), Sueyoshi and Hardison (2005), and Brett (1997) come up with the conclusion that there is an improvement in the listening performance when using videos.

Some of the benefits mentioned in those studies are:

Visual information makes the situations and interaction more realistic, so the learners not only listen but also view the participants and the setting.

Also, listeners may get more information by noticing non-verbal cues such as body language, facial expressions and gestures of the speakers

Additionally, listeners are able to recognize the role of the speaker and the context.

The listener can be stimulated to activate background knowledge using visual images

Conversely, other researchers such as Bejat et al (2000) and Mac William (1986), both mentioned in Astudillo’s thesis (2013: 9), fell sceptical about the use of videos since, although they admit their benefits, they also point out the potential distractions that visuals can cause in the learner because the learner may focus on the visual component more than the aural input.

# data[].attributes.body
1. Some studies mentioned in Astudillo’s thesis (2013) such as Baltova (1994), Perry and Meredith (1984), Shin (1998), Sueyoshi and Hardison (2005), and Brett (1997)

More realistic.

Noticing non-verbal cues

Role of the speaker and the context.

Background knowledge using visual images

_________________________________
2. Bejar et al (2000) and Mac William (1986), both mentioned in Astudillo’s thesis (2013: 9), fell sceptical about the use of videos

# data[].attributes.attachment_link.title
Admission: Single Dad, Doing Good 2013 Movie Scene

# data[].attributes.body
First, watch the scene from the movie “Admission: Single Dad, Doing good”.
Then, the video will be shown a second time to answer the following questions, first by yourselves, then discuss in pairs.

1. Why are they in a restaurant?

2. Why do you think that the man is telling that story to the woman?

3. Does the place give some extra information to the conversation?

4. Do you think that their faces give extra information?

# data[].attributes.body
Thanks to the visual support you can, as a teacher, ask different types of questions that need the context to answer it. For instance, why would you think that he is telling that story to the woman? Thanks to the visual context you can infer that may be it is a date, but also you need to understand the meaning of what he is saying.

The setting of the video can give students more information about the context, the relationship, the topic that the people interacting is talking about.

# data[].attributes.headline
Visual support that REPLICATES the audio stimuli

# data[].attributes.subject
Visual support that REPLICATES the audio stimuli

# data[].attributes.body
Here the video shows the same thing and at the same time what is being said in the audio.

# data[].attributes.attachment_link.description
The New Plastics Economy is an ambitious, three-year initiative to build momentum towards a plastics system that works. Find out more about the New Plastics Economy initiative (NPEC): newplasticseconomy.org. Animator: Simon Tibbs

# data[].attributes.body
Individually, watch the video and circle the correct answer.

According to the video “The New Plastics Economy” decide if the statements are True (T) or False (F)

T  F  Plastics help make cars lighter.

T  F  86% of plastics are recycled.

T  F By 2050 there could be more plastics than fish in the sea.

T  F The New Plastics Economy is a way to help people to buy more plastics.

# data[].attributes.body
This type of video could be in handy for students as the images and the text are a reinforcement of the ideas mentioned in the audio, and it could help them do more easily the exercises

# data[].attributes.headline
Visuals that ILLUSTRATE the audio stimuli

# data[].attributes.subject
Visuals that ILLUSTRATE the audio stimuli

# data[].attributes.body
The video shows images or graphics to explain or to put into a general image what is being said in the audio.

# data[].attributes.attachment_link.title
World Tourism - Video for Listening Comprehension

# data[].attributes.attachment_link.description
The script of this video can be found here: http://teachinglearningenglishmedia.blogspot.com/2013/02/world-tourism-video-for-listening.html Video for listening comprehension in English classroom, taken from Tell me More British English Advanced level, published by Auralog, France

# data[].attributes.body
The video will be shown twice. Take notes from the first time you see the video.

Watch the video “World tourism” and do the following exercises. There will be shown 5 monuments of different countries, the first does not count.

1. Name them and write their respective country.

2. Write down 2 ideas about each monument.

# data[].attributes.body
In our case, this video was not really helpful for our classmates to do the exercises, as the images did not give them more information about what was being said.
Try to look for a video that can show more images for topic. Or change the activity.

# data[].attributes.attachment_link.description
History, its often said, is written by the victors so how accurate is our understanding of history? Six distinguished University of Minnesota professors from fields ranging from African Studies to surgery, come together to examine current perspectives in U.S. history. What was America like after the Civil War?

# data[].attributes.body
Listen and watch the video. It will be shown one time. Write your answers and then discuss in pairs. Then some answers will be asked from the students.

Write down all the themes mentioned by the speaker. Then, try to come up with ideas of why the speaker might have chosen those topics.

# data[].attributes.body
This visual support is helpful as at the beginning it shows you the organization of the audio of the video.

However, maybe the activity was not really appropriate for the video, as it was not challening enough.

# data[].attributes.headline
Visuals that SUPPLEMENT the audio stimuli

# data[].attributes.subject
Visuals that SUPPLEMENT the audio stimuli

# data[].attributes.body
The images or textual information of the video adds more information from what is being said in the audio

# data[].attributes.attachment_link.description
View full lesson: http://ed.ted.com/lessons/the-science-of-attraction-dawn-maslar Romantic chemistry is all about warm, gooey feelings that gush from the deepest depths of the heart...right? Not quite. Actually, the real boss behind attraction is your brain, which runs through a very quick, very complex series of calculations when assessing a potential partner.

# data[].attributes.body
Video will be shown twice.
The first to get the idea of the video.
The second time to fill in the gaps.

Fill in the gaps with the words that you listen from the audio.

We like to think of romantic feelings as __________ ____ __________ things that come from the heart. But it’s actually your brain running a complex series of  ________ within a matter of seconds that’s responsible for determining attraction. Doesn’t sound quite as poetic, does it? But just because the calculation are happening in your brain doesn’t mean those warm, ______ __________ are all in your head. In fact, all _____ ____ ____ _____ _______  play a role, each able to vote for, or veto, a budding attraction.

The eyes are the first components in attraction. Many visual _______ ________ vary between cultures and eras, and signs of _____, _______ and _____ _______  such as long lustrous hair, or smooth, scar-free skin, are almost always in demand because they’re associated with __________ _______. And when the eyes spot something they like, our instinct is to move closer, so the other senses can investigate. The nose’s contribution to romance is more than noticing ________ ____ _______. It’s able to pick up on natural chemical signals, known as ___________. These not only convey important physical or

# data[].attributes.body
This last activity was not really appropriate for the kind of video, as it demanded attention for the audio and for the images themselves, which could be a confusing and a little hard for the students.

TIP: Do not use dictation gloss for this type of videos (as we did), as it can be too challenging for the students.

# data[].attributes.body
In groups of four.

There were handed out learning objectives for the students to:

1st: choose a context or content visual support

2nd: Look for a listening input (Video, audio + pictures)

3rd: Create an activity based on that input and the learning objective

Learning objectives:
- Reconocer opiniones y consejos.
- Identificar la o las ideas clave que apoyan la idea principal.

- Reconocer vocabulario temático de la unidad, palabras y frases clave, expresiones y frases hechas.

**ACTIVITY COULD NOT BE DONE IN CLASS, SO WE ASKED OUR CLASSMATES TO UPLOAD IT TO THEIR PADLETS.**

# data[].attributes.body
There are certain activities that you as a teacher of English can do. Having a video offers the obvious advantage of stop/start, rewind/replay, sound on/sound off, freeze, etc. These facilities make it possible for the teacher to present different sections of the video once or several times in different ways. For example, a teacher may decide to turn the sound control off and show only the video pictures to the students, preview video sequences, select viewing activities, and adapt the language exercises to fit their students' needs and different classroom situations.

# data[].attributes.body
If you show a video in which people are expressing their opinion about something, you could ask… Do you agree with what Nea Mcglothan said? why ?

For example, this type activity can be applied to 11th graders in the first unit since the objective of the unit is: “to demonstrate comprehension of main ideas and explicit information in simple oral texts of varying length, and authentic interactions such as interviews, videos about global interests and speeches related to the work world that take into account information reported by others, expression of intentions, purposes and points of view”.
In this way, students will have to comprehend main ideas of the audio so as to know whether they agree or not with the people in there.

# data[].attributes.attachment_link.title
Students give their opinion of President-elect Donald Trump

# data[].attributes.attachment_link.description
Students in Todd Allen's AP government class talk about how the election of Donald Trump as president affects their lives.

# data[].attributes.body
You put the video and only with the information provided by the speaker and the visual support, the students have to give a title to the video.
In this case, this activity can be applied in 11th graders unit 2 since the listening objective is “to demonstrate comprehension of main ideas and explicit information in simple oral texts of varying length, and authentic interactions such as interviews, videos about global interests, news, songs and poems related to customs around the world and that take into account expressing and asking for opinions, pieces of advice, certainty and incent”.
First, as the video is related to give advice it can be used in this unit.

Second, it's on the teacher’s hands to ask them to do the activity based on the understanding of main ideas.

# data[].attributes.attachment_link.title
The workout equipment you should always avoid in the gym

# data[].attributes.attachment_link.description
Heather Milton, exercise physiologist at NYU Langone Health, reveals the workout equipment you should always avoid in the gym, and why. Read more: http://www.businessinsider.com/sai FACEBOOK: https://www.facebook.com/techinsider TWITTER: https://twitter.com/techinsider INSTAGRAM: https://www.instagram.com/tech_insider/

# data[].attributes.body
In this activity the teacher shows only a part of the video and then he/she mute it and keeps showing it to the students so they have to think about what the persona is saying considering the context.
The objective which could be the base of the activity is: “to demonstrate comprehension of main ideas and explicit information in simple oral texts of varying length, and authentic interactions, such as videos about global interests, recorded interviews and parts of famous speeches related to health and modern life that take into account describing past actions that continue in the present, to describe the way in which actions are done and to express personal attitudes”

This type of activity is helpful for students to come up with new ideas of what the video is going to be mentioning.

# data[].attributes.attachment_link.title
F.R.I.E.N.D.S - Ross and Rachel's breakup scene

# data[].attributes.body
This topic needs further research in order to clearly know what type of video context or content is really suitable for students. Even though, when according to the authors the video you choose depends of the aim one, as a teacher, choose for the listening activity.

# data[].attributes.body
Astudillo, M. (2013). Strategy training and development of listening comprehension skill through the use of video materials.

Mevada, S. & Shah, S. (2015). Visuals and their Effect in Listening Comprehension. ELT Voice - India, Volume, 5 (1), 25-34.

Ministerio de Educación. (2014). Programa de Estudios Inglés 3ero medio.

Saberi, L. & Rasoul, M. (2015). The Impact of Content Visuals on Listening Comprehension Ability of Iranian EFL Learners. International Academic Journal of Humanities. Vol. 2, No. 11, 2015, pp. 21-32.

Suvorov, R. (2009). Context visuals in L2 listening tests: The effects of photographs and video vs. audio-only format. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 53-68). Ames, IA: Iowa State University.

# data[].attributes.body
11th grade
30 to 35 students
A2-B1 level of proficiency
Semi-private school or state school