1. Introduction
We might be hearing but not always listening. This happens many times in our
daily life but even much more often in our classrooms. Most of our students tend
to shut their ears down to listening in the very first minute they know they are
having one. And this is mainly because when they reach their adult age, they
have been failing at listening so many times in secondary studies that they are
now protecting themselves from failure. That is why in many occasions there
isn’t any listening going on in the classroom.
We have to sort out the differences between teaching and testing. What we do
all in course books is classic communicative listening. This is listening for the
content which is based on knowing what the message not the language is. But
students come to language schools to be shown the language and the language
is shown in the recordings. This means we also have to listen for the language.
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1 Bottom Up Processing
It happens when someone tries to understand language by
looking at individual sound or words and moves from these to
trying to understand the whole listening.
2 Segmentation
It is separating words from the smallest meaningful sound to the
isolated word.
3 Recognition
The process of knowing the words after segmentation. ie. Ship vs
seep.
4 Contextual Clues
The use of context to sort out problems of recognition. ie.
Huelva(ship) vs Logroño (sheep)
5 Anticipation
To go slightly ahead of the listening for recognition.
6 Top Down Processing
It happens when using background information to predict the
meaning of language
7 Prior Knowledge
What we know before any listening. ie. Safety rules given in a
aircraft.
8 Negotiation of Meaning
It is the collaborative act between a speaker and a listener willing
to communicate.
Clarification. ie What?
Understanding. ie. Yeah
Confirmation. ie. Got it?
Listening for Content 12 Listening for Language
9 Extensive: Key language Items
listening for the gist Vocabulary
preliminary hearing of a Grammar
recording to identify the Pronunciation
main points.
10 Specific Information 13 Word by Word decoding
selective information Decoding the words so
they can be used later.
11 Intensive
Small detailed information
Complex Instructions
(earlob)
surveys & quizzes
Chinese whispers
dictogloss
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3. Some Basis for teaching Listening
4. Conclusion
Most course books do not train students to be good or better listeners. Ignoring
this fact we tend to concentrate on testing instead of working with useful
subskills to help them do the final exam. It is only us, as teachers, who can
break this and, in doing so, we are not only making them be better at listening to
English but also at their own language. Only after having taught them how to
listen we would be able to test listening. Then, you can pull out your 2,15 min
listening and test for the final exam.
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Trinity Workshop: Writing for a Reason.
By Robin Walker
Summarized by Alicia Infante Feb.2016
For Against
Here are a number of different aspects of your region. If you had to describe you
city, which would be the six most important for you?
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READER CONTENT
Reader 1 – a middle-aged tourist with a
particular interest in history, and who is
planning a short visit to the region.
Reader 2 – a businessman with a two-
year contract with a local firm, and who
is arriving with a young family
Reader 3 – an ERASMUS exchange
student who will be in the region until
the end of the current university
semester
Have
your answers been the same in each situation? Most probably they have not,
because you had a different reader in mind so the relevant things have changed
accordingly.
Here is another example of how writing is also link to the idea of purpose in
order to choose contents. The description of a hotel will not be the same whether
it is a brochure, a guide or an email.
Finally, in the same way contents depend on a type of reader and on a specific
purpose we need a structure to organise those contents. In the example above a
brochure, a guide or an e-mail have all different structures.
For ISE writing we are been given those structures to support what we write in
terms of cohesion and coherent. The readers are also expecting these structures.
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Article Descriptive Discursive Argumentative
essay essay essay
Introduction Introduction Introduction Introduction
⇓ ⇓ ⇓ ⇓
Idea 1 Feature 1 Arguments for Point 1
⇓ ⇓ ⇓ ⇓
Idea 2 Feature 2 Arguments Point 2
⇓ ⇓ against ⇓
Idea 3 Feature 3 ⇓ Point 3
⇓ ⇓ Conclusion ⇓
Conclusion Conclusion (must include Conclusion
candidate’s
opinion)
Brainstorming
Questions
Your memorable experience
1. When was it?
2. Who was with you?
3. Where was it?
4. Was it really good or really bad?
5. What was the weather like?
6. What happened first / last?
Mind Maps
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4. Process over product: Writing
When teaching how to write teachers and students must work together sharing the whole process of
writing. A good idea is to create Wikis, Dropbox, or Mailing so the art of writing becomes a process of
collaboration
5. Conclusion
You must think about the reader, you have to think about the purpose.
When you find the purpose you get structures given by ISE that allow
organising contents.
Try to generate ideas collaboratively for the contents.
Focus on Content first and then on Grammar.
Use Cohesion and coherent devices.
Make writing a collaborative task (wikis, dropbox, drive..)