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. 

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:

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. 

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

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.

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

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.**

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

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.