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- Lack of pre-listening activity
- No interaction between students
- True and false activity

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We noticed that there is no a pre listening activity at the beginning of the lesson. In order to fix this problem, we suggest :
-To introduce the topic of the audio by asking questions, showing pictures or giving key-words.

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We propose that during the while-listening activity:
-Students listen to the audio once and then arrange the events in the correct order individually. After that find a partner and discuss the answers.

-True or false activity
After checking every question, play the video to make sure that the students can notice the answers.

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To wrap-up the lesson, the teacher could ask her students if they have experienced or know someone that has been through a similar situation and what they did to deal with it.
-Provide students the necessary feedback in relation with their performance during the activity

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Relate those suggestions to existing theory discussed in class

According to Scrivener (2011) authentic output helps to  produce  a better quality in the messages and he suggested to use discussions or chatting ideas in class.

Scrivener also proposed to prepare a listening  activity in the following way:
- set questions
- play recording
-check if the students have found the anwers or if they have found them but they got them wrong play the recording again as often as necessary.

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Being able to watch a video and critique it was a great experience because it helps me to be aware of how we have to prepare a listening activity taking into considerations many aspects and techniques, in order to make it meaningful for our students.

From now on, I hope to incorporate authentic material, so students will relate the topics with their daily life.

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We are used to give our students listening activities without thinking that it is not just a matter of play de audio and make them listen, there are proceses that are fundamental for them in order to have a first approach to what they are listening to, this is, an engaging wam up activity. Through this activity i realized of the consequiences of the lack of this element in students performance. It is also important to give the students the opportunity to interact with their pears in order to communicate and convey ideas

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Angelica: 50%
Yessenia: 50%

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Our activity is aligned with the rquirements of mineduc in these aspects:

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12th graders
Mixed proficiency levels