Listening lesson critique: Receptive skills by Kimberley https://padlet.com/kim_puentesd/tn8j9ukv3n5b Diego Belmar & Kimberley Puentes en-us 2017-10-08 16:29:32 UTC 2025-12-18 12:19:01 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Optimplaces.png Video kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/195015703 2017-10-08 16:33:03 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/195015703 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208380338 - Watch the video from 0.44 minute until minute 6.07.
- With your classmate identify three aspects of this  lesson that could be improved. 
- Relate those suggestions to existing theory discussed in class.
- Propose a set of activities to include and to improve the lesson.
- Write them on your Padlet!
]]> 2017-11-18 15:34:57 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208380338 References kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382050 - Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers. Oxford: Macmillan Books for Teachers.
- Le, V., & Renandya, W. (2016). Teaching listening in mixed ability classes. EJALTEFL, 5(2), 73-82.
- Thornbury, S. (2002). How to teach vocabulary. Essex: Pearson Education Limited.]]> 2017-11-18 15:52:07 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382050 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382420 1. The first thing we would improve is the instructions for the while-listening activity (when the teacher says that Ss are going to listen to a dialogue about what happened last weekend). 
According to Scrivener (2005), there are some strategies teacher should use in order to help students listen better, for instance, provide students with ideas regarding the topic or words/phrases/idioms that will be in the audio (a vocabulary activation activity, for example).
Hence, we would add more information to the instructions, for instance, tell students that the audio is a conversation about two friends who are talking about what happened in the trip one of them went last weekend. Moreover, we would tell Ss what they had to do next, that is, explain the purpose of listening so that Ss know why they have to listen to it. In this sense, we would model the activity and ask CCQs.]]> 2017-11-18 15:56:08 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382420 MINEDUC kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382672 Audience: 10th graders //36 students or so.
Unit: 1 - Sports and Hobbies.]]> 2017-11-18 15:58:35 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382672 Level of cooperation kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382739 Diego Belmar : 50%
Kimberley Puentes : 50%]]> 2017-11-18 15:59:15 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208382739 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208395398 2. Secondly, we would improve the way students do the first activity (order the events as they appeared). The students do this activity on their own, but it could be done collaboratively with a previous discussion (Le & Renandya, 2016). In this sense, before listening to the audio students could  have a discussion of the main ideas of the audio so that all of them have the chance to confirm if what they heard was correct. ]]> 2017-11-18 18:09:30 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208395398 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208395557 3. Lastly, we would improve the way the teacher responds to students’ needs because there was an instance where a student did not know some words and the teacher did not do anything about it. Hence, we would add activities in which students have to make decisions over linguistic items (following the strategy “cognitive depth” by Thornbury (2002)). We would explain it in the section “Proposed activities”. ]]> 2017-11-18 18:11:13 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208395557 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208401497 1. Write a short paragraph about a lousy weekend that you experienced in your life (you may also create one). Make sure you use at least two words form the vocabulary learned (cognitive depth).
Then, share it with the class.

Tips/recommendations:
- If students are not able to write a full paragraph, they could write a sequence of events just like in the pre-listening activity.]]> 2017-11-18 18:54:03 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208401497 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208402218 1. Discuss the following questions with a partner.
a) Have you ever gone on a trip? How was it?
b) What would you need to go on a trip?
c) What would you do if you had an accident on a trip?

2. Vocabulary activation. Match the words with their definition (cognitive depth).
- Flat tire
- Hiking
- Raining cats and dogs
- Soaked
- Jammed
- Lousy]]> 2017-11-18 18:58:32 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208402218 kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208402706 1. Gist activity.
This activity follows this order:
a) Student have to listen to the audio once paying attention to the main ideas.
b) Once they finished listening to the audio, they have to share with their classmates what they heard.
c) Finally, students have to order the events individually.

Tips/recommendations:
- Students could take notes.
- If your students need to listen to the recording again, you should play it in the step "b", once they have already discussed it. Then, in the  step "c" students listen to the audio again to finally order the events individually.

2. Detail activity. Decide if statements are true or false. Justify the false ones.
**This activity stays the same as the original.

Tips/recommendations:
- The teacher should check each statement with an extract of the audio where the correct information is provided.

3. Dictation cloze. Fill in the gaps with the word you hear.
Words: flat tire, hiking, raining cats and dogs, soaked, jammed, lousy.

]]> 2017-11-18 19:05:17 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208402706 Pre-listening kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208404636 2017-11-18 19:24:50 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208404636 While-listening kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208404689 2017-11-18 19:25:35 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208404689 Post-listening kim_puentesd https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208404933 2017-11-18 19:29:00 UTC https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208404933 diegobelmar_riv https://padlet.com/kim_puentesd/tn8j9ukv3n5b/wish/208579945 Developing receptive skills can be particularly challenging specially when listening or communicating with a fluent or native speaker. Although starting a conversation may be done with relative ease, maintaining one poses greater challenges. Most learners may not recognize/listen/decode features of connected speech or idiomatic language which may lead to an unsuccessful interaction.

The best way to improve receptive skills is from exposure whether from an enjoyable authentic text or a quality ESL text book. For example, television, music, books and magazines are great ways to build vocabulary while incidentally promoting learner autonomy. 

It is evident that as teachers we should provide students with pertinent strategies and methodologies so they can be scaffolded through their learning process properly.
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