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Give the instruction before the first listening (first activity) → there is no purpose for communication (i.e., no objective) and/or negotiation.

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Give the questions for Ss to read them before listening

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Make the lesson more student centered and communicative - more collaborative work. → by doing this, language is used for communicating and ‘doing’ (TBLT)

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Activity 1→ Propose a pre-listening activity to activate prior knowledge, even the use of the questions that they will be asked could work.

Allow the students to get familiar with the lesson objective so to give them a sense of purpose.

Instruction: In pairs, read the following sentences and put them in the chronological order in which you think those actions will take place.

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Activity 2 →  students are asked to pay attention and take notes so that the can later report the events in their own words to the rest of the class. The pre listening activity might also serve as a basis to achieve this objective.

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Activity 3 → Students are asked to prepare a set of questions in order to find out what the rest of the members did during their weekend, and to find out whether the story they are narrating is true or false. Each member of the pairs will be given a role (to tell the true or to come up with a story).

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If we take into account the scaffolding principles proposed by Fisher and Fray 2007, students should be given modeled instruction first, to the move on to shared instruction, guided practice to then move on to independent practice.

have a perceived purpose

students need to have a clear outcome

teacher should include a pre-task. This serves as preparation for a more complex and generally individual task

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https://youtu.be/7rmKDTviQF0

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English Language Teaching In Action - Disc 3: Receptive Skills

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BridgeTEFL's English Language Teaching In Action is a comprehensive 5-DVD set packed with 70 videos on essential topics in English language instruction. With lively games, fail-proof lessons, insightful classroom management tips, and much more, this collection has everything you need to make your teaching more effective! Contents of Disc 3: Receptive Skills 1.

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Regarding what we have been doing throughout the semester, I believe that being able to predict the challenges students will face when it comes to a very cognitively demanding skills, as listening is, is key for any teacher. For us, it was not difficult to identify the improvements that were needed for this class, however creating activities and tasks to correct it was a bit more challenging.We considered, in the creation of them the ZPD, we believe that students need to be helped in the process of learning, and this help needs to come from a strategic teacher, able to do it smoothly so that students feel a sense of achievement when completing tasks. Our National Curriculum has very high expectations from teachers of English, but we are to see these expectations as challenges that will make our students achieve the language proficiency they will need in their future. So if the National Curriculum demands so much from us as teachers I feel totally accountable for making my future students succeed in their process of learning a foreign language.

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In terms of oral communication Students should be able to:
1. Demostrar comprensión de ideas generales e información explícita en textos orales adaptados y auténticos simples, literarios y no literarios, en diversos formatos audiovisuales (como exposiciones orales, conversaciones, descripciones, instrucciones y procedimientos, avisos publicitarios, entrevistas, noticieros, anécdotas, narraciones, canciones), acerca de temas variados (experiencias personales, temas de otras asignaturas, del contexto inmediato, de actualidad e interés global o de otras culturas) y que contienen las funciones del año.
2. Identificar palabras, frases y expresiones clave, expresiones idiomáticas de uso más recurrente, combinaciones frecuentes de palabras (collocations), vocabulario temático, conectores (later, last, so that, although, both y los del año anterior), sonidos vocales largos y cortos (feet/fit), combinaciones iniciales /tr/ y /dr/ (tree/ dress), sonido inicial /j/ (year, yes) y sonido final –tion, / / (como en vacation), en textos orales en diversos formatos o al participar en interacciones cotidianas y conversaciones en la clase.
3. Identificar en los textos escuchados: • Propósito o finalidad del texto, tema e ideas relevantes. • Ideas generales en textos sobre temas menos conocidos. • Información específica y detalles clave asociados a personas, sus acciones y opiniones, lugares, tiempo, hablantes y situaciones. • Relaciones de contraste y problema-solución entre ideas.

In that sense, we propose a pre-listening activity that will allow vocabulary activation, so students are prepared to listen certain words that might result problematic or difficult to grasp.
Then we propose an activity in which students are  asked to take notes in order to be able to rephrase what they listened to. This allows the activation of thematic vocabulary and reformulation of ideas.
Finally, students are asked to write questions and then ask their classmates, in this way we work all the skills, listening (to the answer or question given by their peer) writing (writing the questions they will ask) Speaking (delivering the questions or the answers) and reading (reading the questions that they previously wrote). This is also aligned to the National curriculum since it states the following:
The students are suppossed to:
Usar el idioma de acuerdo a un contexto, una situación, una función y unos participantes determinados. • Usar los elementos organizacionales del idioma (vocabulario, gramática, fonética, ortografía) para expresar y negociar significados.
As same as it proposes the following:
Asimismo, se enfatiza el aprendizaje integrado de las habilidades del idioma inglés (comprensión auditiva, comprensión de lectura, expresión oral y escrita) para que las y los estudiantes puedan comunicarse en forma efectiva y significativa, en diferentes situaciones y con variados propósitos comunicativos.

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Javiera Soto 50%
Saray Márquez 50%