listening strategies in the efl classroom · agata natalia machalinska pedro santana martínez...

Agata Natalia Machalinska

Pedro Santana Martínez

Máster universitario en Profesorado de ESO, Bachillerato, FP y Enseñanza de Idiomas

Inglés

2015-2016

Título

Director/es

Facultad

Titulación

Departamento

TRABAJO FIN DE ESTUDIOS

Curso Académico

Listening strategies in the EFL classroom

Autor/es

© El autor© Universidad de La Rioja, Servicio de Publicaciones,

publicaciones.unirioja.esE-mail: [email protected]

Listening strategies in the EFL classroom, trabajo fin de estudiosde Agata Natalia Machalinska , dirigido por Pedro Santana Martínez (publicado por la

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Master de profesorado 2015/2016 Agata Natalia Machalinska

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Contents

Introduction…………………………………….…………………………….. 2

I. THEORETICAL FRAMEWORK………………………………………….. 3

INTRODUCTION……………………………………………………………... 4

1. 1 MODULE OF GENERIC SUBJECTS……………………………. 4

1.1.1 Aprendizaje y Desarrollo de la Personalidad………….…… 4

1.1.2 Procesos y Contextos Educativos……………………….….. 6

1.1.3 Sociedad, familia y educación…………………………….…. 7

1.2. MODULE OF SPECIFIC SUBJECTS…………………….……… 8

1.2.1 Aprendizaje y Enseñanza de la Lengua Extranjera (Inglés.. 8

1.2.2 Complementos para la formación disciplinar (Inglés).….…. 9

1.2.3 Innovación Docente e Iniciación Educativa……….………... 10

1.3. PRACTICUM……………………………………………..………… 11

CONCLUSION………………………………………….…………….……… 12

II. TEACHING PROGRAMME……….……………………………..………. 14

CHAPTER INTRODUCTION…………………………………..…………… 15

2.1 Introduction…….…………………………………………………….. 16

2.2 Context……………………………………………………………….. 17

2.3 Stage Objectives……………………….……………………………. 18

2.4 Competences……………………….……………………………….. 19

2.5 Contents……………………………………………………………… 20


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2.6 Methodology…………….…………………………………………… 26

2.7 Attention to diversity………………………………………………… 28

2.8 Assessment criteria…………………………………………............ 29

2.9 Content sequence…………………………………………………… 35

2.9.1 Didactic unit: Ambitions……………………………………….. 52

2.10 Material and resources……………………………………………. 61

III. RESEARCH PROJECT………………………………………………….. 62

ABSTRACT……………………………………………………………………. 63

3.1 Introduction…………………………………………………………….. 64

3.2 Literature review……………..……………………………………….. 65

3.2.1 History of listening strategies…………………………………. 65

3.2.2 Listening strategies…………………………………………….. 67

3.2.3 Teaching listening strategies………………………………….. 69

3.3 Research question and hypothesis………………………………….. 70

3.4 Methodology…………………………………………………………….. 71

3.4.1 Participants………………………………………………………. 72

3.4.2 Instruments and data collection……………………………….. 73

3.4.3 Procedure………………………………………………………… 74

3.5 Expected results………………………………………………………… 75

3.6 Conclusions and lines for further research………………………….. 76

REFERENCES………………………………………………..……………….. 76


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INTRODUCTION

This Final Project is based on the first proposal of the guide suggested by the

Direction of the Master´s Degree. It consists of three parts: the theoretical

framework, syllabus and research/innovation project.

In the first part I will concentrate on summarizing all the abilities gained

during the training teachers Master, and expressing my opinion on it. I will talk

about all the subjects and their role in my future teacher´s work. The Practicum

period which took place during the second semester will be also included. The

subjects will be divided into two groups: general subjects which we attended

with all the specialisations of the Master and specific subjects studied in English

in a reduced group.

The second chapter of this work will include a syllabus designed for the 2nd

year of E.S.O. The choice of this level was based on my Practicum period,

where I had the chance of developing a whole unit in a real classroom. It will

consist of 15 didactic units. One of the units will be split into sessions, described

in detail and presented with all the materials needed to be performed. The

information about the specific contents, objectives, methodologies will be

presented amongst other details.

Last but not least, the research/innovation project will be described. The idea

for the project was grounded on the observation made during the teaching

practice period. The project focuses on the listening comprehension strategies

used by students in the EFL classroom. The main aim is to emphasize the

importance of the use of strategies in order to understand better listening

comprehension activities. A revision of a literature, which deals with the studies

already conducted on the topic, is included. The project was not performed until

the end. This is a proposal of a research study that could be conducted in the

future.

As a whole, the purpose of this work is to sum up the whole year of studies,

and to draw conclusions which will be necessary in my future career as a

teacher.


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Part I

Theoretical framework


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INTRODUCTION

The theoretical framework consists of two types of subjects studied during

the training teachers Masters. The first group are general subjects in which we

can find: “Aprendizaje y Desarrollo de la Personalidad” which concentrated on

the psychological part of teaching, “Procesos y Contextos educativos” which

encompassed pedagogy and “Sociedad, Familia y Educación” which dealt with

sociology. The second group are specific subject taught in English, amongst

which we can find: “Aprendizaje y enseñanza de la lengua extranjera”,

“Complementos para la formación disciplinar” and “Innovación docente e

iniciación a la investigación educativa”. All the subjects are part of teacher´s

work, and were very useful during the Practicum period.

The group of general subjects took place during the first semester. There

were three hours of each subject per week; two hours of theoretical classes

where new topic was introduced and one hour of practical classes, where we

could put into practice and discuss the theory. “Aprendizaje y enseñanza de la

lengua extranjera” was the longest running subject, it lasted for two semesters.

Regarding the other two specific subjects they were studied for only one

semester – “Complementos para la formación disciplinar” in the first part of the

Master, and “Innovación a la investigación disciplinar” during the second part.

1.1 MODULE OF GENERIC SUBJECTS

1.1.1 Aprendizaje y desarrollo de la Personalidad

This subject, which I personally found of much interest, dealt with the

psychological part of the teaching process. According to Nezhad and Vahedi

(2011) education and psychology are interdependent (…) and it is very

essential for a teacher to teach his students according to their mental abilities.

This Master prepares future teachers to work in secondary education,

bachillerato, vocational studies and official school of languages. This means


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that the majority of us will be dealing in the future with teenagers or adults.

Consequently, learning about the different mental processes and behaviours

helps to understand different types of learners. Eduardo Fonseca who lectured

this subject divided it into 6 topics as detailed below.

1. The fundaments of physical development and human learning process – in

the first unit we were introduced to psychology as a field in order to understand

and place ourselves in the discipline. A truly interesting part of this unit was a

small experiment on prejudices. The lecturer showed us two photos of two

boys, one of them blond with blue eyes, and the other one chestnut, and asked

a question: “Who threw a stone?”. At first sight a very simple question,

unanimously we all pointed to the chestnut boy. This quick test made us all

contemplate how easily we judge students by their appearance.

2. Biopsychosocial changes – the different development steps in the

adolescence are essential to understand the processes which occur in

teenagers´ bodies and minds. It is a difficult time of changes, where they

transform from children to adults. Mental changes that take place affect

cognitive skills, like memory.

3. Teenager´s personality – in the process of the development of teenager´s

personality it is crucial to strengthen ones self-esteem and self-perspective.

This may bring positive effects in the teaching-learning process and can

motivate your students. In this unit we also discussed emotional education,

which sometimes seems to be forgotten by the teachers and parents. We

should bear in mind that learning is a very complicated process and includes

both: individual and emotional characteristics.

4. Education and development psychology and model of teaching-learning

processes – the possibility to learn about dissimilar theories of teaching made

the majority of us reconsider the position of a teacher in the classroom. Apart

from learning different points of view of teaching-learning process theories, we

were also introduced the practicality of the theories in the classroom. Namely,

based on Vygotsky´s theory the knowledge is built on interaction with other

people, therefore students will learn more if exposed to that situations.


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5. Intrapersonal factors – Memory, motivation and different learning styles

may be some of the reasons why some students are more successful than

others. By getting to know existing types of memories, we can adapt our

teaching methods to the wide range of students fond in class. The part which I

found remarkably intriguing was mnemotechnics – “a method of gaining a sense

of potency in the present by re-establishing a link with the past” (Rickard 1999,

p.118).

6. Special educational needs – attention to diversity is one of the most

important factors gathered in the Syllabus that teachers should be aware of

when developing the didactic units. As Albert Einstein famously argued, “If you

judge a fish by its ability to climb a tree, it will live its whole life believing that is

stupid”. The conclusion I drew from this class was that not all the students are

the same. Teachers should adapt to their students, and not students to their

teachers.

Comprehension of cognitive development and personality in adolescence

taught me empathy and understanding towards the teenagers. Much depend on

the understanding of the other person and their intrinsic and extrinsic

motivation. I also benefited from working on the final project from the practical

classes, which in my case was based on the use of Token Economy in the

classroom. During my Practicum period I was able to put it into practice, and

see the sudden change and results it brought. All in all, I found this subject very

helpful for my future practice, although I missed more practice classes.

1.1.2 Procesos y Contextos Educativos

A subject commonly known by students as “Pedagogy”, where interaction

and communication inside the classroom and school was discussed. Fermín

Navaridas Nalda, who was responsible mainly for the theoretical part, aimed to

prepare us for our future Practicum period, as well as for our future work, and

public examinations. We were introduced with real-life examples and real

documents on how a school works from the inside and what are the teacher´s

responsibilities, besides teaching. We dealt with Spanish educational system


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and Syllabus which it is based on, administration units and essential documents

without which no school could work. Namely, Educational School Project

(Proyecto Educativo del Centro) which we analysed cautiously and more

specific documents like Lecture Planning (Programación de aula) and Didactic

Units (Unidades Didácticas). The latter was highly advantageous in the

development of Memoria de Prácticas, where we had to design step by step a

whole unit. Moreover, we were presented with the process of the public

examinations for teachers and also we were given valuable tips on how to

prepare successfully for them.

In conclusion, the material we covered during the first semester in the subject

of “Procesos y Contextos educativos” we were able to put in practice shortly

afterwards. As a person who comes from abroad it was essential for me to

understand how Spanish educational system works and how my work will look

like in the future. There information in a major part was new for me, and now I

can say that without studying it first, my Practicum period would be much more

complicated and difficult to understand.

1.1.3 Sociedad, Familia y Educación

As the name of the subject suggests it concentrated on the social part of

education. Joaquín Giró Miranda explained the evolution of the family system

and how it changed throughout the years. We – teachers – should all know that

educational is not only teaching the subject we are specialised in, we should

also educate on how to be a part of a society. Teenagers at schools come from

different social backgrounds, in our future work we will have to deal with the

differences day by day. In the practical classes we had the opportunity to watch

videos were we could see how teachers coped with social problems in the

classroom. As in the last decade the image and respect to teachers have

decreased significantly, the position of a teacher in the society was also

ardently discussed.

I believe that this subject was a good “excuse” to reflect on our future working

environment and on the impact our job has in a cultural and social meaning.


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Educating young people consists of the three things which are included in the

name of the subject: society – which plays a great role in the educational

process, family – which is responsible for forming their children, and education

– the one received at school, as well as the one received at home, and outside.

1.2. MODULE OF SPECIFIC SUBJECTS

1.2.1 Aprendizaje y Enseñanza de la Lengua Extranjera (Inglés)

One of the three specific subjects which were taught in English. Without any

doubt this was the most challenging subject. It was the only one which lasted for

two semesters. On one hand very demanding, but on the other hand

indispensable for a future English teacher.

Since the beginning of the first semester we were asked to do numerous

tasks. The subject, lectured in the first semester by Almudena Fernandez

Fontecha, and in the second semester by Andres Canga Alonso, covered topics

such as different types of syllabi, the foreign language curriculum, Didactic

planning (Programación didáctica), and innovative teaching methods. Almudena

Fernandez Fontecha, who is a very innovative kind of person, tried to push us

beyond our limits and make us think out of the box.

All the tasks we had to complete had clear objectives. During the first

semester we were familiarised with the structure of the Spanish educational

system, we had to work in groups analysing parts that will be essential to

organise our teaching process once we find ourselves working in a school. We

had to prepare a table for didactic planning, which we later facilitated the

process of developing didactic units. Besides, we were presented thoroughly

the Content and Language Integrated Learning method (CLIL), which for the

majority of us was something new. We had the opportunity to put in practice the

theory. In groups we had to design a CLILquest. I have to say that it was a

fascinating experience and it showed me that teaching a language is not only a

text book.


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In the second semester Andres Canga Alonso continued with the idea of

what language teaching is. Nevertheless, first of all we focused on what

language testing is. We got familiarised with types of assessment: summative

and formative. The former is the one that is informative for a teacher, yet it

evaluates students learning. The latter is of general utility for students, as they

have the opportunity to assess themselves and see what strengths and

weaknesses they have. Secondly, Cultural Awareness in Language Studies

was presented. It taught us how important it is to learn not only the language,

but also different cultures. We analysed a variety of situations where students

need to deal with cultures and habits, which are different from their native ones.

At the end, we were asked to design an IC task taking into account its role in

ELT. The presentations of this task resulted to be of a great value for all of us.

Each student is different and has a distinct way of perceiving IC, so we could all

learn a lot from each other.

In conclusion, taking into account all the effort we had to put to meet the

expectations of the professors, who did their best to make us better teachers, I

believe it was worth completing so many tasks. We learned a lot about new

ways of teaching, of the use of ICT in the classroom and the importance of

being open-minded and aware and respectful with other cultures.

1.2.2 Complementos para la Formación Disciplinar (Inglés).

This subject was also included in the module of specific subjects. The fist aim

was to introduce the history of foreign language teaching. Information about

some basic theoretical concepts was presented and we could familiarise

ourselves with definitions of language learning and teaching, testing and foreign

language education. The initial unit was an introduction to understand better the

concepts we were going to learn in the second part of this subject.

Subsequently, we proceeded with the teaching methods. María Pilar Agustin

Llach who was in charge of teaching this subject gave us randomly one

teaching method which we had to describe, present and put in practice in

groups. The methods were divided into three groups: linguistic, humanistic and

communicative. We went through the methods hierarchically, from the oldest to


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the most innovative and recent ones. Personally, I found this part captivating, as

some of the methods were unfamiliar to me and bizarre.

The last unit concentrated on teaching training in foreign language teaching.

The professor talked about what it takes to be a teacher, types of teachers and

their responsibilities. Planning and managing the class was a continuation of

what we have learnt in Aprendizaje y enseñanza de la lengua extranjera

(Inglés). Interesting tips on how to plan a lesson were provided and hints for

lesson management. Getting to know reasons of misbehaviour as well as types

of motivation helped us, as future educators, to understand students and

enabled us to increase motivation and therefore the possibility to obtain better

results.

As a whole, I learnt a lot of new theories, visions and ideas which were very

useful in my Practicum period. I was able to fuse different methods and see the

result. It permitted me to judge the effectiveness on diverse groups of learners.

1.2.3 Innovación Docente e Iniciación a la Investigación Educativa

This was the las subject from the module of specific subjects. It aimed to

prepare us for our innovation project included in the last chapter of this work as

well as introduce innovative tools in the foreign language classroom.

In the first part of this subject we were introduced to existing types of

research, research traditions and methods of data collection. We concentrated

on action research and its steps. We analysed thoroughly how to detect and

approach the problem, collect information, analyse the data, organise results,

draw conclusions and finally incorporate results into classroom practice. At the

end of a month of classes our task was to design a draft of a research project.

All the suitable steps had to be taken into account.

The second part of the subject was less theory-centred and more practical.

On the one hand we centred on the role of a teacher as a researcher, literature

review and the analysis of already existing research projects. We were provided

some interesting articles to widen our horizons and perspectives of the subject.


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On the other hand we were asked to design an innovative tool for EFL

classroom. The project was carried out in groups of three. I have to admit that I

really enjoyed the whole process of elaborating this tool. Since it was after the

Practicum period, where I could notice some of the problems students had, I

was able to propose things that could be beneficial and advantageous to

students learning process. In my group we designed and innovative way of

teaching prepositions of place, we used visual thinking, as we got inspired by a

talk we attended, given by Rafael Vivas Bilbao.

1.3 PRACTICUM

Last but not least, I would like to emphasise the Practicum period I completed

in CPC Los Boscos. A two-month period where I was capable of putting into

practice all the knowledge acquired beforehand. Before Practicum I treated

every single subject as a separate part of the teaching training. Successively I

could notice that all the information we are assimilating during this Master is

interdependent. One subject cannot exist without another. Teaching is a very

complicated and long term process, so we have to be patient and humble.

I had the opportunity to work with students ranging from 2nd to 4th year of

Secondary Education as well as students doing vocational studies. Knowing

students coming from different social backgrounds and having different

objectives in their lives helped me be more comprehensible and open-minded.

Each student is different and should be treated according to their needs.

After finishing the Practicum period I look really forward to starting working as

a teacher and have the opportunity to educate teenagers and see how one´s

effort can have a good effect on other people.


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CONCLUSION

To conclude the theoretical framework I would like to propose a brief

reflection on what we have studied during this school year. As I have

aforementioned, at the beginning the combination of subjects seemed to be

random and did not seem to have been related to one another. Now after

completing all the subjects, I can say that both, the subjects from the generic

module as well as the ones from the specific module, made a perfect match and

are indispensable in the work of a teacher. They helped us to develop our

teaching skills, provided us with innovative ideas and the importance of the use

of ICT in the classroom. In addition, they prepared us to conduct our own

classroom research, which contributed to the development of the last chapter of

this work.

According to my opinion the most enjoyable and fun part of the Master was

the Practicum. I had the opportunity to see how a real secondary education

centre works, meet students and deal with them day to day. Getting to know

their problems, worries, strengths and weaknesses helped me to understand

them and be more empathic. In addition, I was able to put in practice all the

subjects. The subjects from the generic module helped me to understand the

school and department management as well as to deal with students and other

teachers. Specific subjects were of a great use inside the classroom. They

allowed me to put into practice new methodologies, class management

strategies and pedagogical procedures. I could also make use of the ICT tools

and other resources recommended by the professors.

In conclusion, I would like to highlight the importance of the theoretical

preparation before starting the Practicum period. It is essential to learn the

principles of teaching process before going into a classroom. The idea of

lifelong learning introduced by the European Union should be taken into

consideration independently on the age and experience we have. I believe there

is always something new to learn.


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References

1. The role of educational psychology in teacher education programs, Akbar

Soleiman Nezhad, Majid Vahedi, Procedia – Social and Behavioral Sciences 30

(2011) 327 – 330

2. Joyce´s book of memory. The Mnemotechnic of Ulysses. John S. Rickard,

Duke University Press, Durham and London 1999.


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Part II

Teaching programme


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CHAPTER INTRODUCTION

The second part will concentrate on the Teaching Programme of 2nd year of

E.S.O. (Secondary Education). The structure presented is clear and precise.

Different factors were taken into account when designing this part. I should

therefore make it clear that not only didactic units are presented, but also the

whole context needed to understand.

This chapter consists of eleven sections that altogether will make a whole. I

will start with an introduction of the teaching programme presented. Secondly,

the context provides a description of the school, its students, their knowledge

and background. Next three parts will be based on the law presenting the stage

objectives, competences and content. In part six I will proceed with the

methodology that will be used during the school year in order to develop this

programme. Attention to diversity will be explained, taking into account the

variety of students’ profiles found in one class. Subsequently, assessment

criteria will be presented, as I consider it an essential part of teaching-learning

process. Next, fifteen didactic units which make together an integral teaching

programme will be presented. In each unit information about the contents,

objectives, materials and assessment will be included. One of the units will be

developed in detail. Second to last, materials and resources need to be

included, as they play an important role in developing the units. Finally, I will

encompass bibliography without which it would be inconceivable to write this

part.


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2.1 Introduction

I believe it is essential to justify my choice for the teaching programme

described from this point forward. It is designed bearing in mind the 2nd year of

Secondary Education in Spain. To be more precise, the setting is CPC “Los

Boscos” located in the city centre of Logroño and surrounded by a great number

of other educational centres. Founded by María Gil de Gárate as a Sunday

school, and nowadays administrated by Salesian Fathers. I have chosen the

second year of E.S.O. (Spanish Secondary Education) to develop this teaching

programme, because I consider it a breaking point in teenagers´ education

process.

The main objective is to get students involved in their learning process by

providing topic s of their interest, improve their four skills (listening, speaking,

reading and writing) and teach strategies that will help them in their future

learning. During my Practicum period I had the opportunity to work with

students on different levels, and I detected a certain lack of interest in the 2nd

year of E.S.O. The reasons may vary from one student to another, although it

motivated me to develop the units in a way that will be more attractive to them.

Across the fifteen units students will work on the four skills, will be exposed to

an intercultural context (which will help them to develop Intercultural

Competence), will use ICT to complete tasks and will strengthen their ability to

work on their own as well as in a group. The teaching programme aims to work

on a wide range of skills that will be of a great use for them in the future. The

learners will work not only on improving the language but also will raise their

awareness on the world.

To elaborate this syllabus, which is framed within the Foreign Language

subject, I considered the Spanish Educational Law (Ley Orgánica 8/2013, de 9

de diciembre, para la mejora de la calidad educativa), Royal Decree 1105/2014,

26th December which establishes the minimum educational requirements for the

Secondary Education, as well as Royal Decree 19/2015, 12th June, which

establishes the Secondary Education curriculum in the Autonomous Community

of La Rioja.


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2.2 Context

This teaching programme is designed for 2nd year of E.S.O in CPC “Los

Boscos”. More specifically for the 2nd A which consists of 28 students (17 girls

and 11 boys). There are seven students coming from abroad. However, none of

the students shows difficulties with group integration. The level of knowledge is

quite equalised. The learning pace is satisfactory and there is a favourable

working environment. Their attitude towards English language is adequate and

there are signs of high motivation and eagerness to improve. No students with

special learning needs are found, neither especially gifted ones. Therefore, no

special curriculum adaptations are needed.

This group of students has all the classes in the same classroom, English as

well. There are 28 desks, each one assigned at the beginning of the school year

to one student. They always sit in the same place. A list with desks distribution

is posted on the wall, although once in a while the class tutor changes some of

the students from their place, according to their behaviour.

The classroom apart from being equipped with desks for students, chairs and

teacher´s desk, has also a double blackboard (big enough to store all the

information written during the class without erasing anything), a computer with

internet connection, a pull-down screen and a projector.

English classes are held four times a week, fifty-five minutes each. The

textbook used is “Interface 2”, published by Macmillan (2013). This series of

books (“Interface 1”, “Interface 2”, “Interface 3” and “Interface 4”) is used

throughout the whole Secondary Education. Each student has a textbook and a

workbook for further practice at home. The teacher makes use of the digital

version on the book Interface Live available on the Macmillan webpage.

Finally, I find indispensable to mention that the textbook consists of nine

units, which I therefore divided into fifteen didactic units. A unit that I will

describe in detail is “Ambitions”, according to the book the seventh unit.


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2.3 Stage Objectives

The Spanish Educational Law (Ley Orgánica 8/2013, de 9 de diciembre, para

la mejora de la calidad educativa) lists the stage objectives for the Compulsory

Secondary Education (Educación Secundaria Obligatoria). It is a set of

objectives that should be acquired during the whole Secondary Education

period; therefore they are not divided into levels.

According to the Law, Chapter II, Article 11, the most important capacities

Secondary Education should help to develop are as follows.

a) Asumir responsablemente sus deberes, conocer y ejercer sus derechos

en el respeto a los demás, practicar la tolerancia, la cooperación y la

solidaridad entre las personas y grupos, ejercitarse en el diálogo afianzando los

derechos humanos y la igualdad de trato y de oportunidades entre mujeres y

hombres, como valores comunes de una sociedad plural y prepararse para el

ejercicio de la ciudadanía democrática.

b) Desarrollar y consolidar hábitos de disciplina, estudio y trabajo individual

y en equipo como condición necesaria para una realización eficaz de las tareas

del aprendizaje y como medio de desarrollo personal.

c) Valorar y respetar la diferencia de sexos y la igualdad de derechos y

oportunidades entre ellos. Rechazar la discriminación de las personas por

razón de sexo o por cualquier otra condición o circunstancia personal o social.

Rechazar los estereotipos que supongan discriminación entre hombres y

mujeres, así como cualquier manifestación de violencia contra la mujer.

d) Fortalecer sus capacidades afectivas en todos los ámbitos de la

personalidad y en sus relaciones con los demás, así como rechazar la

violencia, los prejuicios de cualquier tipo, los comportamientos sexistas y

resolver pacíficamente los conflictos.

e) Desarrollar destrezas básicas en la utilización de las fuentes de

información para, con sentido crítico, adquirir nuevos conocimientos. Adquirir

una preparación básica en el campo de las tecnologías, especialmente las de

la información y la comunicación.

f) Concebir el conocimiento científico como un saber integrado, que se

estructura en distintas disciplinas, así como conocer y aplicar los métodos para


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identificar los problemas en los diversos campos del conocimiento y de la

experiencia.

g) Desarrollar el espíritu emprendedor y la confianza en sí mismo, la

participación, el sentido crítico, la iniciativa personal y la capacidad para

aprender a aprender, planificar, tomar decisiones y asumir responsabilidades.

h) Comprender y expresar con corrección, oralmente y por escrito, en la

lengua castellana y, si la hubiere, en la lengua cooficial de la Comunidad

Autónoma, textos y mensajes complejos, e iniciarse en el conocimiento, la

lectura y el estudio de la literatura.

i) Comprender y expresarse en una o más lenguas extranjeras de manera

apropiada.

j) Conocer, valorar y respetar los aspectos básicos de la cultura y la historia

propias y de los demás, así como el patrimonio artístico y cultural.

k) Conocer y aceptar el funcionamiento del propio cuerpo y el de los otros,

respetar las diferencias, afianzar los hábitos de cuidado y salud corporales e

incorporar la educación física y la práctica del deporte para favorecer el

desarrollo personal y social. Conocer y valorar la dimensión humana de la

sexualidad en toda su diversidad. Valorar críticamente los hábitos sociales

relacionados con la salud, el consumo, el cuidado de los seres vivos y el medio

ambiente, contribuyendo a su conservación y mejora.

l) Apreciar la creación artística y comprender el lenguaje de las distintas

manifestaciones artísticas, utilizando diversos medios de expresión y

representación.

2.4 Competences

According to the Spanish Educational Law (Ley Orgánica 8/2013, de 9 de

diciembre, para la mejora de la calidad educativa) the Key Competences are

“capacidades para aplicar de forma integrada los contenidos propios de cada

enseñanza y etapa educativa, con el fin de lograr la realización adecuada de

actividades y la resolución eficaz de problemas complejos”


21

It is stated that the best way to acquire effectively the key competences

throughout the Secondary Education stage, is to integrate more than one

competence at a time. In this way learners will progress towards the area

objectives. The Competences are a combination of skills, knowledge,

perspectives and behaviours which students should acquire prior to the end of

the Secondary Education stage.

The Key Competences are the following:

a) Comunicación lingüística (C1).

b) Competencia matemática y competencias básicas en ciencia y

tecnología (C2).

c) Competencia digital (C3).

d) Aprender a aprender (C4).

e) Competencias sociales y cívicas (C5).

f) Sentido de iniciativa y espíritu emprendedor (C6).

g) Conciencia y expresiones culturales (C7).

What is understood by acquiring the above-mentioned key competences is to

be able to use them in a wide range of subjects and contexts. The learner

should know how to apply them in a classroom, as well as in a private,

professional or social context. To conclude, developing the key competences

may help learners in facilitating learning process later on within what is called

“lifelong learning programme”.

2.5 Contents

As stated in the Royal Decree 1105, 2014 from 26th December, contents are a

combination of knowledge, abilities, skills and attitudes which should help

learners to reach the stage objectives. They are divided into four modules of

contents:

Bloque 1. Comprensión de textos orales.

a) Estrategias de comprensión:

- Movilización de información previa sobre tipo de tarea y tema.


22

- Identificación del tipo textual, adaptando la comprensión al mismo.

- Distinción de tipos de comprensión (sentido general, información

esencial, puntos principales, detalles relevantes).

- Formulación de hipótesis sobre contenido y contexto.

Inferencia y formulación de hipótesis sobre significados a partir de la

comprensión de elementos significativos, lingüísticos y paralingüísticos.

- Reformulación de hipótesis a partir de la comprensión de nuevos

elementos.

Aspectos socioculturales y sociolingüísticos: convenciones sociales,

normas de cortesía y registros; costumbres, valores, creencias y

actitudes; lenguaje no verbal.

b) Funciones comunicativas:

- Iniciación y mantenimiento de relaciones personales y sociales.

- Descripción de cualidades físicas y abstractas de personas, objetos,

lugares y actividades.

- Narración de acontecimientos pasados puntuales y habituales.

Descripción de estados y situaciones presentes, y expresión de sucesos

futuros.

- Petición y ofrecimiento de información, indicaciones, opiniones y

puntos de vista, consejos, advertencias y avisos.

- Expresión del conocimiento, la certeza, la duda y la conjetura.

- Expresión de la voluntad, la intención, la decisión, la promesa, la orden,

la autorización y la prohibición.

- Expresión del interés, la aprobación, el aprecio, la simpatía, la

satisfacción, la esperanza, la confianza, la sorpresa, y sus contrarios.

- Formulación de sugerencias, deseos, condiciones e hipótesis.

- Establecimiento y mantenimiento de la comunicación y organización

del discurso.

c) Estructuras sintáctico-discursivas. Léxico oral de uso común (recepción)

relativo a identificación personal; vivienda, hogar y entorno; actividades

de la vida diaria; familia y amigos; trabajo y ocupaciones; tiempo libre,

ocio y deporte; viajes y vacaciones; salud y cuidados físicos; educación

y estudio; compras y actividades comerciales; alimentación y

restauración; transporte; lengua y comunicación; medio ambiente, clima


23

y entorno natural; y Tecnologías de la Información y la Comunicación.

Patrones sonoros, acentuales, rítmicos y de entonación.

Bloque 2. Producción de textos orales: expresión e interacción.

a) Estrategias de producción:

1. Planificación

a. Concebir el mensaje con claridad, distinguiendo su idea o ideas

principales y su estructura básica.

b. Adecuar el texto destinatario, contexto y canal, aplicando el registro

y la estructura de discurso adecuados a cada caso

2. Ejecución

a. Expresar el mensaje con claridad, coherencia, estructurándolo

adecuadamente y ajustándose, en su caso, a los modelos y

fórmulas de cada tipo de texto.

b. Reajustar la tarea (emprender una versión más modesta de la

tarea) o el mensaje (hacer concesiones en lo que realmente le

gustaría expresar), tras valorar las dificultades y los recursos

disponibles.

c. Apoyarse en y sacar el máximo partido de los conocimientos

previos (utilizar lenguaje ‘prefabricado’, etc.).

d. Compensar las carencias lingüísticas mediante procedimientos

lingüísticos, paralingüísticos o paratextuales:

i. Lingüísticos

- Modificar palabras de significado parecido.

- Definir o parafrasear un término o expresión.

ii. Paralingüísticos y paratextuales

- Pedir ayuda.

- Señalar objetos, usar deícticos o realizar acciones que aclaran el

significado.


24

- Usar lenguaje corporal culturalmente pertinente (gestos,

expresiones faciales, posturas, contacto visual o corporal,

proxémica).

- Usar sonidos extralingüísticos y cualidades prosódicas

convencionales.

Aspectos socioculturales y sociolingüísticos: convenciones sociales,

normas de cortesía y registros; costumbres, valores, creencias y

actitudes; lenguaje no verbal.





- Narración de acontecimientos pasados puntuales y habituales,

descripción de estados y situaciones presentes, y expresión de sucesos

futuros.










del discurso.

c) Estructuras sintáctico-discursivas.

Léxico oral de uso común (producción) relativo a identificación personal;

vivienda, hogar y entorno; actividades de la vida diaria; familia y amigos;

trabajo y ocupaciones; tiempo libre, ocio y deporte; viajes y vacaciones;

salud y cuidados físicos; educación y estudio; compras y actividades

comerciales; alimentación y restauración; transporte; lengua y

comunicación; medio ambiente, clima y entorno natural; y Tecnologías


25

de la Información y la Comunicación. Patrones sonoros, acentuales,

rítmicos y de entonación.

Bloque 3. Comprensión de textos escritos.

a) Estrategias de comprensión:

- Movilización de información previa sobre tipo de tarea y tema.

- Identificación del tipo textual, adaptando la comprensión al mismo.

- Distinción de tipos de comprensión (sentido general, información

esencial, puntos principales).

- Formulación de hipótesis sobre contenido y contexto.

- Inferencia y formulación de hipótesis sobre significados a partir de la

comprensión de elementos significativos, lingüísticos y paralingüísticos.

- Reformulación de hipótesis a partir de la comprensión de nuevos

elementos. Aspectos socioculturales y sociolingüísticos: convenciones

sociales, normas de cortesía y registros; costumbres, valores, creencias

y actitudes; lenguaje no verbal.







futuros.










del discurso.



26

Léxico escrito de uso común (recepción) relativo a identificación

personal; vivienda, hogar y entorno; actividades de la vida diaria; familia

y amigos; trabajo y ocupaciones; tiempo libre, ocio y deporte; viajes y

vacaciones; salud y cuidados físicos; educación y estudio; compras y

actividades comerciales; alimentación y restauración; transporte; lengua

y comunicación; medio ambiente, clima y entorno natural; y Tecnologías

de la Información y la Comunicación. Patrones gráficos y convenciones

ortográficas.

Bloque 4. Producción de textos escritos: expresión e interacción.

a) Estrategias de producción:

1. Planificación

a. Movilizar y coordinar las propias competencias generales y

comunicativas con el fin de realizar eficazmente la tarea

(repasar qué se sabe sobre el tema, qué se puede o se quiere

decir, etc.).

b. Localizar y usar adecuadamente recursos lingüísticos o

temáticos (uso de un diccionario o gramática, obtención de

ayuda, etc.).

2. Ejecución

a. Expresar el mensaje con claridad ajustándose a los modelos y

fórmulas de cada tipo de texto.

b. Reajustar la tarea (emprender una versión más modesta de la

tarea) o el mensaje (hacer concesiones en lo que realmente le

gustaría expresar), tras valorar las dificultades y los recursos

disponibles.

c. Apoyarse en y sacar el máximo partido de los conocimientos

previos (utilizar lenguaje ‘prefabricado’, etc.).

Aspectos socioculturales y sociolingüísticos: convenciones

sociales, normas de cortesía y registros; costumbres, valores,

creencias y actitudes; lenguaje no verbal.




27





futuros.










del discurso.


Léxico escrito de uso común (producción) relativo a identificación

personal; vivienda, hogar y entorno; actividades de la vida diaria; familia

y amigos; trabajo y ocupaciones; tiempo libre, ocio y deporte; viajes y

vacaciones; salud y cuidados físicos; educación y estudio; compras y

actividades comerciales; alimentación y restauración; transporte; lengua

y comunicación; medio ambiente, clima y entorno natural; y Tecnologías

de la Información y la Comunicación. Patrones gráficos y convenciones

ortográficas.

2.6 Methodology

The methodology that will be applied in this teaching programme is in its

major part focused on the communicative part. The main objective is to develop

communicative competence which is crucial to communicate effectively in a

foreign language. According to Johnson (1982) the tasks which make use of the

language promote and improve learning process.


28

Along this year we have studied a large amount of teaching methods and

approaches. It is a demanding task to choose and use only one. I would dare to

say that it borders with implausibility. I believe there is no one good method, so

my teaching programme will be based on a combination of different methods

and approaches.

The mainstream will be Communicative Approach, although depending on

the activity the methods will change. The teacher will always bear in mind a

method that will consider most effective for each task. The main objective is to

catch students´ attention and make the sessions attractive to them. Motivation

is an essential part of a teaching-learning process, so I would strongly

recommend following task-based approach and CLIL. In relation to the former, it

may help students to open themselves to their classmates, as they can talk

about their own experience. The latter is still a new and not very common

method in EFL classroom. Making learners concentrate on the content and not

on the language itself make them forget about their fears and helps to express

freely.

In conclusion, the role of the teacher in the EFL classroom is essential.

Interest and motivation should be the main objectives, as it will enhance

students to participate actively. The more motivated they find themselves, the

easier they will communicate. During the development of the sessions in this

teaching programme I will try to provide learners with material appealing to

them. Real (not adapted) materials and videos will manage to catch the

attention of the students and in the end will make them want to take part in the

sessions.

2.7 Attention to diversity

According to the Royal Decree 1105, 2014 from 26th December, it is essential

for all the educational centres to provide quality education to all students,

depending on their personal traits “Los centros docentes desarrollarán, en su

caso, el currículo y las medidas de atención a la diversidad establecidas por las


29

Administraciones educativas, adaptándolas a las características del alumnado y

a su realidad educativa con el fin de atender a todo el alumnado”.

It should be also stated that students with disability should be offered a

quality education in the same equality of opportunities as other students.

Consequently, curriculum adaptations should be done, for instance flexibility

measures, universal design, attention to diversity and any other measures

which will be necessary to achieve it.

In Article 10, Chapter II of the above-mentioned Decree, we can find general

principles for compulsory secondary education (ESO): “Las medidas de

atención a la diversidad en esta etapa estarán orientadas a responder a las

necesidades educativas concretas del alumnado y al logro de los objetivos de

la Educación Secundaria Obligatoria y a la adquisición de las competencias

correspondientes y no podrán, en ningún caso, suponer una discriminación que

les impida alcanzar dichos objetivos y competencias y la titulación

correspondiente”.

In the group this teaching programme is designed for, the level of knowledge

is quite equal among the students. On one hand, there are no students who

present significant signs of difficulties in the learning process. On the other

hand, there is neither presence of any students who are especially gifted. In this

way, the educational and cross-curricular material proposed by the teacher, will

not cause any major difficulties.

In the case, some difficulties appear, the teacher will offer educational

support through the use of reinforcement activities. On the contrary, students

who will show great ease with the activities proposed by the teacher will be

provided with extra activities of a higher level of demand.

2.8 Assessment criteria

As stated in the Royal Decree 1105, 2014 from 26th December, assessment

criteria is the basis for evaluation of learners “Los referentes para la

comprobación del grado de adquisición de las competencias y el logro de los


30

objetivos de la etapa en las evaluaciones continua y final de las materias de los

bloques troncales y específicas, serán los criterios de evaluación y estándares

de aprendizaje evaluables (…)”.

To be more specific, Royal Decree 19/2015, 12th June, which establishes the

Secondary Education curriculum in the Autonomous Community of La Rioja

states the assessment criteria for the 2nd year of compulsory secondary

education (ESO), which are the following:

Bloque 1: Comprensión de textos orales

1. Identificar la información esencial, los puntos principales y los detalles

más relevantes en textos orales breves y sencillos en lengua estándar,

bien estructurados, con estructuras simples y léxico de uso común,

transmitidos de viva voz o por medios técnicos y articulados con claridad

a velocidad lenta o media y que versen sobre asuntos cotidianos en

situaciones habituales o sobre temas generales relacionados con las

propias experiencias e intereses en los ámbitos personal, público,

educativo u ocupacional, siempre que las condiciones acústicas no

distorsionen el mensaje, se pueda volver a escuchar lo dicho o pedir

confirmación y se cuente con una clara referencia contextual.

2. Conocer y saber aplicar las estrategias más adecuadas para la

comprensión del sentido general, la información esencial, los detalles

más relevantes y los puntos principales del texto.

3. Conocer y utilizar para la comprensión del texto los aspectos

socioculturales y sociolingüísticos relativos a la vida cotidiana (hábitos de

estudio y de trabajo, actividades de ocio), condiciones de vida (entorno,

estructura social), relaciones interpersonales (entre hombres y mujeres,

en el ámbito público, educativo y ocupacional), comportamiento (gestos,

expresiones faciales, uso de la voz), y convenciones sociales

(costumbres, fórmulas de tratamiento).

4. Distinguir la función o funciones comunicativas más relevantes del texto

y un repertorio de sus exponentes más habituales, así como patrones

discursivos de uso común relativos a la organización textual

(introducción del tema, cambio temático y cierre textual).


31

5. Aplicar a la comprensión del texto los conocimientos sobre los

constituyentes y la organización de patrones sintácticos y discursivos de

uso común en la comunicación oral (p. e. estructura interrogativa para

formular una invitación).

6. Reconocer léxico oral de uso común relativo a asuntos cotidianos y a

temas generales o relacionados con los propios intereses, estudios y

ocupaciones, e inferir del contexto y del contexto, con apoyo visual, los

significados de palabras y expresiones que se desconocen.

7. Discriminar patrones sonoros, acentuales, rítmicos y de entonación de

uso común, y reconocer los significados e intenciones comunicativas

generales relacionados con los mismos.

Bloque II: Producción de textos orales: expresión e interacción

1. Producir textos orales monológicos y dialógicos breves y comprensibles,

tanto en conversación cara a cara como por teléfono u otros medios

técnicos, en un registro formal, neutro o informal, con un lenguaje

sencillo, en los que se da, solicita e intercambia información sobre temas

cotidianos y asuntos conocidos o de interés personal, educativo u

ocupacional, y se justifican brevemente los motivos de determinadas

opiniones, acciones y planes, aunque a veces haya interrupciones o

vacilaciones, resulten evidentes las pausas y la reformulación para

organizar el discurso y seleccionar expresiones y estructuras, y el

interlocutor tenga que solicitar a veces que se le repita lo dicho.

2. Conocer y saber aplicar estrategias adecuadas para producir textos

orales monológicos o dialógicos breves y de estructura simple y clara,

utilizando procedimientos sencillos para adaptar o reformular el mensaje.

3. Aplicar a la producción del texto oral monológico o dialógico los

respectivos conocimientos socioculturales y sociolingüísticos adquiridos

relativos a patrones de comportamiento y convenciones sociales,

actuando con la debida propiedad y respetando las normas de cortesía

más importantes en los contextos respectivos.

4. Llevar a cabo las funciones demandadas por el propósito comunicativo,

utilizando los exponentes más comunes de dichas funciones y los


32

patrones discursivos de uso más frecuente para organizar el texto de

manera sencilla.

5. Utilizar estructuras sintácticas de uso habitual y mecanismos sencillos de

cohesión textual (repetición léxica, elipsis, deixis personal, espacial y

temporal, yuxtaposición, y conectores y marcadores conversacionales de

uso frecuente).

6. Conocer y utilizar un repertorio léxico oral suficiente para comunicar

información relativa a temas generales o específicos relacionados con

los propios intereses en situaciones habituales y cotidianas, aunque en

situaciones menos corrientes haya que adaptar el mensaje.

7. Pronunciar y entonar de manera clara e inteligible, aunque a veces

resulte evidente el acento extranjero, o se cometan errores de

pronunciación esporádicos siempre que no interrumpan la comunicación,

y sea necesario repetir lo dicho para ayudar a la comprensión del

interlocutor.

8. Manejar un repertorio limitado de frases cortas, grupos de palabras y

fórmulas para desenvolverse en breves intercambios en situaciones

habituales y cotidianas, con pausas para planificar el discurso, buscar

expresiones e intentar reformular de manera más clara lo que se ha

dicho.

9. Interactuar de manera sencilla en intercambios claramente estructurados,

utilizando fórmulas o gestos simples para tomar o ceder el turno de

palabra, aunque se dependa en gran medida de la actuación del

interlocutor.

Bloque III: Comprensión de textos escritos

1. Identificar la información esencial, los puntos más relevantes y detalles

importantes en textos breves y bien estructurados escritos en un registro

formal, informal o neutro, tanto en formato impreso como en soporte

digital, que traten de asuntos cotidianos, de temas de interés general o

relevantes para los propios estudios u ocupaciones, y que contengan

estructuras sencillas y un léxico de uso común, siempre que se puedan

releer las secciones difíciles o utilizar un diccionario.


33

2. Conocer y saber aplicar las estrategias más adecuadas para la

comprensión del sentido general, la información esencial, los puntos

principales y los detalles relevantes del texto.

3. Conocer y utilizar para la comprensión del texto los aspectos

socioculturales y sociolingüísticos relativos a la vida cotidiana (hábitos de

estudio y de trabajo, actividades de ocio), condiciones de vida (entorno,

estructura social), relaciones interpersonales (entre hombres y mujeres,

en el ámbito público, educativo y ocupacional), y convenciones sociales

(costumbres, tradiciones).

4. Distinguir la función o funciones comunicativas más relevantes del texto y

un repertorio de sus exponentes más comunes, así como patrones

discursivos de uso frecuente relativos a la organización textual

(introducción del tema, cambio temático y cierre textual).

5. Reconocer, y aplicar a la comprensión del texto, los constituyentes y la

organización de estructuras sintácticas de uso frecuente en la

comunicación escrita, así como sus significados asociados (p. e.

estructura interrogativa para hacer una petición).

6. Reconocer léxico escrito de uso común relativo a asuntos cotidianos y a

temas generales o relacionados con los propios intereses, estudios y

ocupaciones, e inferir del contexto y del contexto, con apoyo visual, los

significados de palabras y expresiones que se desconocen.

7. Reconocer convenciones ortográficas, de puntuación y símbolos de uso

común, y sus significados asociados.

Bloque IV: Producción de textos escritos: Expresión e interacción

1. Escribir, en papel o en soporte digital, textos breves y sencillos sobre

temas cotidianos o de interés personal, en un registro formal, neutro o

informal, utilizando adecuadamente las convenciones ortográficas

básicas y los signos de puntuación más habituales, con un control

razonable de expresiones y estructuras sencillas y un léxico de uso

frecuente.

2. Conocer y aplicar estrategias adecuadas para elaborar textos escritos

breves y de estructura simple, p. e. copiando modelos convencionales

propios de cada tipo de texto.


34

3. Incorporar a la producción del texto escrito los conocimientos

socioculturales y sociolingüísticos adquiridos relativos a relaciones

interpersonales, patrones de comportamiento y convenciones sociales,

respetando las normas de cortesía más importantes en los contextos

respectivos.

4. Llevar a cabo las principales funciones demandadas por el propósito

comunicativo, utilizando los exponentes más comunes de dichas

funciones y los patrones discursivos de uso más frecuente para

organizar el texto escrito de manera sencilla.

5. Mostrar control sobre un repertorio limitado de estructuras sintácticas de

uso común, y emplear para comunicarse mecanismos sencillos

ajustados al contexto (repetición léxica, elipsis, deixis personal, espacial

y temporal yuxtaposición, y conectores frecuentes).

6. Conocer y utilizar un repertorio léxico escrito suficiente para comunicar

información y opiniones simples y directos en situaciones habituales y

cotidianas, aunque en situaciones menos corrientes y sobre temas

menos conocidos haya que adaptar el mensaje.

7. Conocer y aplicar, de manera que el texto resulte comprensible en su

mayor parte, los signos de puntuación elementales (p. e. punto, coma) y

las reglas ortográficas básicas (p. e. uso de mayúsculas y minúsculas, o

separación de palabras al final de línea), así como las convenciones

ortográficas más habituales en la redacción de textos en soporte digital.

In respect to the assessment criteria specifically designed for the context of

2nd A compulsory secondary education (ESO) from CPC “Los Boscos”, it will

be divided into formative and summative evaluation. The procedure will be as

follows:

Formative assessment: - Repetitive tasks, where students will be able to see their progress. For

example “What I know about…” vs. “What I know now about…”. - Improvement of the four skills (reading, writing, listening, speaking) . - Completion of workbook exercises (workbook with key). Summative assessment:


35

- An exam, which will evaluate all four skills (reading, writing, listening,

speaking) conducted at the end of each trimester. - Progress check in the Students´ book after every unit.

- Homework assessment

- Projects

Apart from assessing, homework and projects conducted throughout the

year, the teacher will evaluate the students at the end of each trimester. The

evaluation will be conducted in an individual way to assess objectively every

student. In the table below, a more detailed way of summative evaluation is

presented.

20%

5% Attendance

5% Necessary material (student´s

book, workbook, notebook,

etc.)

5% Attitude

5% Participation in class

80%

20%

Completion of homework and

tasks set in class

60% Exam

2.9 Content Sequence The teaching programme presented hereinafter is based on the student´s

book “Interface 2” Macmillan (2013), which is used in the CPC “Los Boscos”. It

consists of 15 didactic units which will be put forward in the sequence of tables.

Each table will represent the objectives of each unit, contents, materials,

assessment and methodology. Each unit will take from 6 to 8 sessions,


36

depending on the level of difficulty and the understanding of the material. If

needed, the teacher will spend more time on the problematic issues.

The division of the units will be as follows:

- First term: September, October, November Units 1-5

- Second term: December, January, February Units 6-10

- Third term: March, April, May Units 11-15

37

UNIT 1: FILM AND TV

Objectives - Understand, memorize and correctly use

vocabulary related to types of films and television programmes

- Identify specific information from a text on teen taste in films

- Understand and correctly use grammar structures related to the present and draw parallels to L1

- Identify specific information about a child actor´s life through a listening

- Talk about likes and dislikes - Look for information on films and film

awards using ICT - Identify general content of a text on young

people´s leisure habits - Write a review - Assimilate the learning tips and study the

Language Guide from the unit

Contents Module 1: Listening

- Listen to two young people talking about their favourite type of film - Listen to an interview with a child actor

Module 2: Speaking - Exchange information about likes and dislikes related to films - Participate in a class vote on where students prefer to watch films - Prepare and write a dialogue talking about likes and dislikes following a model

Module 3: Reading - Read a text about teen taste in films - Read a text about film awards - Read a text about young people´s television viewing habits - Read a review

Module 4: Writing - Write a review in four steps: plan, write, check, write

Other areas of learning Learning strategies:

- Reading quickly to get the general idea - Learning word sets - Using pictures to help understand a text

Socio-cultural aspects: - Film awards

Cross-curricular contents: - Language and literature:

conventions for writing a review Values:

- Respect for others - Respect for other cultures

Assessment - Workbook exercises - Progress check - Teacher´s diary with observations

Materials - Digital Student´s Book and Workbook - Computer with internet access

Methodology - Communicative Language Approach - Task-based Approach


38

UNIT 2: SURVIVAL


vocabulary related to survival skills and feelings

- Identify specific information from a text on survival courses

- Understand and correctly use grammar structures related to the present and to future arrangements and draw parallels to L1

- Identify specific information about two young adventurers through a listening


- Listen to two young people talking about what survival skills they have - Listen to a telephone conversation about a sailing course - Listen to a radio programme about two young adventurers

Module 2: Speaking - Participate in a class vote on which of three survival courses students prefer - Talk about you survival skills - Tell your partner your plans for the weekend

Module 3: Reading - Read a text about some survival courses - Read a text about summer camps

Module 4: Writing - Write a letter to your Mom about the survival course you are on


- Using pictures to help understand a text - Using keywords to predict the context of

a text Socio-cultural aspects

- Summer camps


conventions for writing a letter Values:






39

UNIT 3: ADVENTURE

Objectives - Make plans - Look for information on summer camps

using ICT - Identify general content of a text on summer

camps and the Woodcraft Folk - Identify specific information from a text on a

reality show - Write a blog entry - Assimilate the learning tips and study the



- Listen to two young people talking about their plans - Listen to information about summer camps

Module 2: Speaking - Make plans - Prepare and write a dialogue making plans following a model

Module 3: Reading - Read a text about a reality show - Read a blog entry

Module 4: Writing - Write a blog entry in four steps: plan, write, check, write


- Learning collocations - Using pictures to help understand a text - Using keywords to predict the context of

a text Socio-cultural aspects

- The Woodcraft Folk


conventions for writing a blog entry Values:






40

UNIT 4: HISTORY


vocabulary related to discovery and natural disasters

- Identify specific information from a text on the origins of food

- Understand and correctly use grammar structures related to the past and draw parallels to L1

- Identify specific information about the answers to a history quiz through a listening


- Listen to two young people talking about journeys - Listen to a history quiz

Module 2: Speaking - Exchange information about likes and dislikes related to journeys - Participate in a class vote on which of three stories they prefer

Module 3: Reading - Read a text about the origins of some popular types of food

Module 4: Writing - Write about your favourite history figure


- Using pictures to predict content of a text

- Using questions on the page to predict content

Socio-cultural aspects: - Types of food

Cross-curricular contents: - History: the origins of types of food

Values: - Respect for others - Respect for other cultures



Methodology - Communicative Language Approach - Task-based Approach - CLIL


41

UNIT 5: EXPLORERS

Objectives - Ask for information - Look for information on explorers using

ICT - Identify general content of a text on the

explorers Edmund Hillary and Tenzing Norgay

- Identify specific information from a text on two natural disasters in history

- Write a biography - Assimilate the learning tips and study the



- Listen to information about explorers - Listen to two young people revising for a history exam

Module 2: Speaking - Prepare and write a dialogue asking for information following a model - Talk about famous explorers who come from your country

Module 3: Reading - Read a text about Tenzing Norgay and Edmund Hillary - Read a text about two natural disasters in history - Read a biography

Module 4: Writing - Write a biography in four steps: plan, write, check, write Assessment

- Workbook exercises - Progress check - Teacher´s diary with observations - Exam Units 1-5


- Using pictures to predict content of a text

- Using questions on the page to predict content

- Learning words for people with the suffixes –er and –or

Socio-cultural aspects: - Discoverers and explorers in history - Two historical natural disasters

- Leonardo da Vinci Cross-curricular contents:

- History: discoverers and explorers, Leonardo da Vinci

- Geography: natural disasters - Language and literature: Around the

World in Eighty Days, conventions for writing a biography


Materials - Digital Student´s Book and Workbook - Computer with internet access Methodology - Communicative Language Approach - Task-based Approach - CLIL


42

UNIT 6: MYTHS


vocabulary related to character and movement

- Identify specific information from a text on three British legends

- Understand and correctly use grammar structures related to the past and draw parallels to L1

- Identify specific information about a famous highwayman through a listening


- Listen to a conversation about a famous highwayman - Listen to two young people talking about their first friend and their first teacher

Module 2: Speaking - Participate in a class vote on which of three stories students prefer - Talk about your first classmate, friend and teacher

Module 3: Reading - Read a text about three British legends

Module 4: Writing - Write about famous legends in your country


- Using what students already know about a topic to help understand the content of a text

- Learning some cognates - Using the questions on the page to help

predict content

Socio-cultural aspects: - British legends

Cross-curricular contents: - History: highwayman






43

UNIT 7: CASTLES AND LEGENDS

Objectives - Talk about the past - Look for information on castles and legends

in the UK using ICT - Identify general content of a text on castles

and legends in the UK - Identify specific information from a text on

well-known April Fool´s Day jokes - Write a narrative - Assimilate the learning tips and study the



- Listen to the information about castles Module 2: Speaking

- Prepare and write a dialogue talking about the past following a model - Talk about past

Module 3: Reading - Read a text about castles and legends in the UK - Read a text about well-known April Fool´s Day jokes - Read a narrative

Module 4: Writing - Write a narrative in four steps: plan, write, check, write


- Using what students already know about a topic to help understand the content of a text

- Learning some cognates - Using the questions on the page to help

predict content

Socio-cultural aspects: - Castles in the UK - April Fool´s Day

Cross-curricular contents: - History: Queen Boudicca - Language and literature:

conventions for writing a narrative Values:






44

UNIT 8: MONEY


vocabulary related to money and computer technology

- Identify specific information from a text on money tips for teenagers

- Understand and correctly use grammar structures related to comparative and superlative adjectives, indefinite articles and quantifiers and draw parallels to L1

- Identify specific information about pocket money through a listening


- Listen to two young people talking about what they spend their pocket money on - Listen to a conversation about pocket money

Module 2: Speaking - Talk to your partner about what you spend your pocket money on - Participate in a class vote on which money tip students think is the best advice

Module 3: Reading - Read a text about money tips for teenagers - Read a text about pocket money

Module 4: Writing - Write a note to your parents asking to send you money


- Using headings to help predict the content of a text

- Learning some antonyms Socio-cultural aspects:

- Pocket money

Cross-curricular contents: - IT






45

UNIT 9: SHOPPING

Objectives - Use language for buying and selling - Look for information on charity shops in the

UK using the ICT - Identify general content of a text on charity

shops in the UK - Identify specific information from a text on

an online swap shop - Write a description - Assimilate the learning tips and study the



- Listen to the information about charity shops Module 2: Speaking

- Prepare and write a dialogue involving buying and selling following a model - Buying and selling

Module 3: Reading - Read a text about charity shops in the UK - Read a text about an online swap shop - Read a description

Module 4: Writing - Write a description in four steps: plan, write, check, write


- Using headings to help predict the content of a text

- Learning some antonyms Socio-cultural aspects:

- Charity shops

Cross-curricular contents: - IT - Language and literature:

conventions for writing a description Values:






46

UNIT 10: JOBS


vocabulary related to jobs - Identify specific information from a text on

World Water Day - Understand and correctly use grammar

structures related to the future and should/shouldn´t, must/mustn´t and draw parallels to L1

- Identify specific information about three heroes through a listening

- Write about your hero


- Listen to two young people talking about what jobs they would or wouldn´t like to do - Listen to three young people talking about their heroes

Module 2: Speaking - Tell your partner about your dream job - Participate in a class vote on which idea for helping a cause they prefer

Module 3: Reading - Read a text about World Water Day - Read a text about heroes

Module 4: Writing - Write about your hero


- Using pictures to help predict the content of a text

- Predicting vocabulary to help understand the content of a text

Socio-cultural aspects: - Heroes: Famous sportspeople

Cross-curricular contents: - Geography: World Water Day


Assessment - Workbook exercises - Progress check - Teacher´s diary with observations - Exam Units 6-10




47

UNIT 11: HEALTH


vocabulary related to health problems and first aid

- Give opinions - Look for information on police forces using

ICT - Identify general content of a text on the

police in the UK and Canada - Identify specific information from a text on

advice from a mountain rescue service volunteer

- Write a letter to a magazine - Assimilate the learning tips and study the



- Listen to the information about the police Module 2: Speaking

- Giving opinions - Prepare and write a dialogue giving opinions following a model

Module 3: Reading - Read a text about two police forces - Read a text about advice from a mountain rescue service volunteer - Read a letter to a magazine

Module 4: Writing - Write a letter to a magazine in four steps: plan, write, check, write


- Using pictures to help predict the content of a text

- Learning some words beginning with the prefix un-

Socio-cultural aspects: - Police forces - Mountain rescue services


conventions for writing a letter to a magazine






48

UNIT 12: AMBITIONS Objectives - Understand, memorize and correctly use vocabulary

related to life events and musical instruments - Identify specific information from a text on

demographics - Understand and correctly use grammar structures

related to the future and the first conditional and draw parallels to L1

- Identify specific information about two people´s childhood ambitions compared with their adult lives through a listening

- Ask for and give advice - Look for information on music in schools using ICT - Identify general content of a text on music in schools

in English-speaking countries - Identify specific information from a text giving advice

on how to be a top band - Write a class survey - Assimilate the learning tips and study the Language

Guide from the unit


- Listen to two young people talking about what they want to do in the future - Listen to two teenagers talking about their ambitions then listen to the same

people aged 29 talking about their real life Module 2: Speaking

- Ask for and give advice - Participate in a class vote on which country they would like to live in - Prepare and write a dialogue asking for and giving advice following a model

Module 3: Reading - Read a text about demographics - Read a text about music in schools in English-speaking countries - Read a text giving advice on how to be a top band - Read a class survey

Module 4: Writing - Write a class survey in four steps: plan, write, check, write


- Making predictions based on key phrases to help predict the content of a text

- Learning some words beginning with the sufffix -ics

Socio-cultural aspects: - Demographics - Music in schools


conventions for writing a class survey

- Geography: demographics - Music: music in schools - Mathematics: expressing the

results of a survey Values:



Materials - Digital Student´s Book and Workbook - Computer with internet access Methodology - Communicative Language Approach - Task-based Approach


49

UNIT 13: RECYCLING


vocabulary related to materials and containers

- Identify specific information from a text on tips for looking after the environment

- Understand and correctly use grammar structures related to the present perfect and draw parallels to L1

- Participate in a class vote and express your opinion


- Listen to two young people talking about recycling habits - Listen to a radio programme about an eco-family

Module 2: Speaking - Participate in a class vote on environmental tips - Prepare and write a dialogue giving opinions following a model

Module 3: Reading - Read a text about tips for looking after the environment

Module 4: Writing - Write a letter to a friend about recycling in your school


- Skimming a text for specific information - Using keywords to help predict the

content of a text Socio-cultural aspects:

- Recycling - Eco-friendly habits

Cross-curricular contents: - Science: planet Earth






50

UNIT 14: ENDANGERED ANIMALS


vocabulary related to endangered animals - Look for information on cycling and bike

weeks using ICT - Identify general content of a text on cycling

in the UK - Identify specific information from a text on

adopting animals - Write a competition entry - Assimilate the learning tips and study the

Language Guide from the unit - Ask for and give advice


- Listen to a text about adopting animals Module 2: Speaking

- Ask for and give directions - Prepare and write a dialogue giving opinions following a model

Module 3: Reading - Read a text about cycling in the UK - Read a text about adopting endangered animals - Read a competition entry

Module 4: Writing - Write a competition entry in four steps: plan, write, check, write


- Using keywords to help predict the content of a text

- Learning some words beginning with the prefix re-

Socio-cultural aspects: - Eco-friendly habits - Cycling in the UK


conventions for writing a competition entry

- Science: endangered animals Values:






51

UNIT 15: FUN AND GAMES


vocabulary related to playing games and places to visit

- Identify specific information from a text on the history of popular games

- Understand and correctly use grammar structures students have met in this book and draw parallels to L1

- Identify specific information about three travel games through a listening

- Express preferences - Look for information on beaches using ICT - Identify general content of a text on summer

plans - Write an email - Assimilate the learning tips and study the



- Listen to two young people describing games for a guessing game - Listen to two young people describing travel games

Module 2: Speaking - Express preferences - Participate in a class vote on popular games - Prepare and write a dialogue giving opinions following a model

Module 3: Reading - Read a text about the history of games - Read a text about beaches in the UK - Read a text about plans for summer - Read an email

Module 4: Writing - Write an email in four steps: plan, write, check, write


- Using previous knowledge of a subject to predict content

- Learning some compound nouns - Skimming a text for a specific

information Socio-cultural aspects:

- The history of some popular games - Where people go to the beach in the UK


conventions for writing an email - History: the origins of popular games - Geography: British beaches


Assessment - Workbook exercises - Progress check - Teacher´s diary with observations - Exam Units 11-15



52

2.9.1 Didactic unit 12th: Ambitions

FIRST SESSION

ACTIVITY SKILLS DESCRIPTION INTERACTION MATERIALS TIMING

Introduction

(warm-up)

Listening The teacher will introduce the topic

by asking for the definition of

ambition and showing the first few

seconds of the following video where

the definition appears:

https://www.youtube.com/watch?v=

63_EBdk6zxM

Next the teacher will show a short

video, where children from different

countries talk about their ambitions

and will ask about the students´

ambitions when they were children:


UbQ9Jp-s3hk

T -> S

Computer

Projector

Internet

2´

Brainstorming

Questions

Listening

Speaking

Students will look at the pp

presentation with different ambitions

and will talk about their own

ambitions and dreams.

T -> S

S -> T

Computer

Projector

10´

Vocabulary

presentation

Speaking Students describe pictures from the

book using vocabulary presented in

the unit.

T -> S

S -> T

Textbook

“Ambitions”

5´

Vocabulary

comprehension

Reading

Speaking

Listening

Students will complete an exercise

from their textbook with the

vocabulary previously presented.

This exercise will be read by students

and checked together.

Every sentence read by one of the

students will be followed by a

question about their personal

experiences.

T -> S

S -> T

Textbook

“Ambitions”

, p. 86, ex. 2

Computer

Projector

Internet

10´

Oral

comprehension

exercise

Listening

Students will listen twice to the

exercise to look for specific

information.

T -> S

S -> T

Textbook

“Ambitions”

, p. 86, ex. 4

8´

https://www.youtube.com/watch?v=63_EBdk6zxM

https://www.youtube.com/watch?v=63_EBdk6zxM

https://www.youtube.com/watch?v=UbQ9Jp-s3hk

https://www.youtube.com/watch?v=UbQ9Jp-s3hk


53

Reading

comprehension

exercise

Reading

The teacher pre-teaches vocabulary

from the reading.

He/She tells students to guess if the

sentences in ex. 6 are True or False.

Students have to listen and read the

text at the same time. The class

checks if they were right about the

sentences.

T -> S

S -> T

Textbook

“Ambitions”

, p. 87, ex. 6

Computer

Projector

Internet

15´

Class vote Speaking Students vote In which country they

would like to live in.

T -> S

S -> T

5´

SECOND SESSION


Introduction

(warm-up)

Speaking The teacher will start the class by

introducing the grammar structure

we will be working later by playing a

hangman game. The hidden sentence

will be “I want to get a job as an

engineer when I´m sixteen”. Once

they know the sentence he/she will

ask them if it is possible or not.

T -> S

S -> T

Blackboard 10´

Grammar

presentation

Listening

The teacher will present the grammar

structure “will” and “won´t”. The

class takes a look at the examples

given in the book and the box with all

the forms.

T -> S Computer

Projector

Textbook

“Ambitions”

, p. 88

5´

Grammar

comprehension

Reading

Speaking

Writing

The teacher checks if students

understood by doing exercise 2, 3 and

4 from their textbook, where they will

have to complete the blanks.

T -> S

S -> T

Computer

Projector

Textbook

“Ambitions”

, p.88

10´


54

Grammar

practice

Writing

Speaking

Once the students know how to use

the grammar structure they will have

to write a short paragraph about their

future using vocabulary learnt on the

previous class. They will share their

answers with their partners.

Volunteers will read their answers

aloud.

S -> S

T -> S

S -> T

Notebooks 10´

Oral expression Speaking

Students will complete the questions

from exercise 7 orally and will direct

them to their classmates who will

have to answer them

T -> S

S -> T

S -> S

Textbook

“Ambitions”

, p.89

5´

Pronunciation Speaking

The teacher will present pairs of

sentences. One without “will”

structure and the other one using this

structure. Next he/she will ask them

to read the pairs of sentences. Then,

he/she will put the recording on so

the students can hear clearly the

difference and they will have to

repeat the pairs of sentences.

T -> S

S -> T

Textbook

“Ambitions”

, p.89

5´

Oral expression Speaking Students will practice orally the

grammar structure by playing a game

“Make it snappy” taken from a book

Games from Grammar Practice.

T -> S

S -> T

S -> S

A copy of

Games for

Grammar

Practice –

“4.2 Make it

snappy”

10´

THIRD SESSION


Introduction

(warm-up)

Speaking

Writing

The teacher will start the class with a

revision activity “vocabulary race”

where students will have to write

down as many life events they saw on

the first class in this unit. They won´t

be able to look at the book. The

teacher will check the answers

together and will award them with

T -> S

S -> T

Blackboard 10´


55

points for every good answer. Next,

he/she will draw a timeline on the

board and students will come and

write the events in order.

Oral

comprehension

Listening

The teacher will present the listening

exercise by explaining who they are

going to listen to and what they have

to do. They will listen twice, and they

will have to complete exercise 10, 11

and 12. The answers will be checked

together.

T -> S

S -> T

Computer

Projector

CD

Textbook

“Ambitions”

, p.89

15´

Cultural fact Speaking

Listening

In this part the teacher will introduce

an interesting cultural fact – a British

TV series “7 up” which is a

documentary that follows peoples´

lives every seven years. First he/she

will show them a trailer of the series

and then the class will talk if they

would like to participate in that kind

of programme.


UcrTX6x_qpw

T -> S

S -> T

Computer

Projector

Internet

10´

Oral expression

- introduction

Speaking Students look at the pictures in the

book, and answer questions. The

teacher will ask questions like: What

are they doing? Where are they? Etc.

T -> S

S -> T

Textbook

“Ambitions”

, p.90

5´

Oral expression Speaking

This speaking exercise concentrates

on asking for and giving advice. A

couple of volunteers will read the

example dialogue, and then they will

have to prepare a similar dialogue in

pairs. The teacher will go around

helping with grammar and

vocabulary. The steps to help

students with the order and

functional language are included on

page 91.

T -> S

S -> T

S -> S

Textbook

“Ambitions”

, p.90-91

10´

Oral expression

- presentation

Speaking Students present their dialogues in

front of their classmates.

T -> S

S -> T

5´

https://www.youtube.com/watch?v=UcrTX6x_qpw

https://www.youtube.com/watch?v=UcrTX6x_qpw


56

FOURTH SESSION


Introduction

(warm-up)

Speaking Students warm up by brainstorming

different types of music. They will

play a hangman game. They will get

points for every correct answer. The

pair of student who guesses the word

will also have to mention a singer or a

band that performs that type of

music.

T -> S

S -> T

Blackboard 10´

Written

comprehension

Speaking

Listening

Reading

First the teacher will tell the students

that they are going to read about

music in schools in the English-

speaking countries. He/she will ask

few questions about the pictures to

pre-teach some vocabulary.

Next, students will read the questions

from exercise 6 to think about what

they are going to read about.

The teacher will put the CD with the

text so students will have to listen

and read the text at the same time.

Meanwhile they are listening they will

have to answer the questions. The

answers are corrected together.

T -> S

S -> T

Computer

Projector

Textbook

“Ambitions”

, p.91

CD

10´

CLIL Speaking In this warm-up activity the teacher

will ask the students about the

American cities they know, and what

they know about them. He/she will

tell them that they are going to learn

about San Francisco and will ask if

anybody has ever been there or

knows something about this place

(e.g. landmarks, history, etc.)

T -> S

S -> T

5´

CLIL Writing

Speaking

Every student will get a copy of a CLIL

worksheet “San Francisco”. They

complete the exercises in pairs. The

teacher will correct them together.

They learn about the city, its location,

population, etc.

T -> S

S -> T

Culture

worksheet

copies

10´


57

CLIL project Writing

In groups students will have to

prepare a tourist information

brochure of Chinatown or Little Italy

and they will have to illustrate it with

drawings or pictures. In this class they

will have to finish the written part.

They will print pictures for the next

class, when they will have to finish

the project.

T -> S

S -> T

S -> S

Computers

Internet

Blank paper

20´

FIFTH SESSION


Introduction

(warm-up)

Speaking The teacher will ask students about

their projects and will give them

some time to glue the pictures they

brought and finish the brochures. I

will help if it is necessary. He/she will

put their brochures all over the

classroom on the walls.

T -> S

S -> T

Brochures

Glue

Computers

20´

Vocabulary

introduction

Speaking

Listening

The teacher will show the pictures of

the musical instrument on the

projector. Students without looking

at the vocabulary try to name them.

They correct the names together.

Students listen to the pronunciation

and repeat.

T -> S

S -> T

Computer

Projector

Textbook

“Ambitions”

, p.92

CD

10´

Vocabulary

comprehension

Speaking

Writing

The teacher finds out if the students

know anything about the group The

Killers they will read the short

paragraph about.

Students complete exercise 3 with

the vocabulary they saw in exercise 1.

The teacher checks the answers

together on the projector.

T -> S

S -> T

Computer

Projector

Textbook

“Ambitions”

, p.92

10´


58

Oral

comprehension

Listening

Writing

Speaking

Following the theme of The Killers

students will do a listening

comprehension exercise. The will

listen to The Killers´ song “Somebody

told me”

(https://www.youtube.com/watch?v

=Y5fBdpreJiU) and they will complete

a worksheet with different types of

exercises based on the lyrics (fill in

banks, order the lines, circle the

correct option). They will listen to the

song twice. They will correct the

answers together.

T -> S

S -> T

Computer

Projector

Internet

15´

SIXTH SESSION


Introduction

(warm-up)

Speaking The teacher will begin with the game

“Who am I?” with names of famous

musicians. Students have to guess

who they are and say what

instrument this musician plays.

T -> S

S -> T

“Who am

I?” cards

10´

Written

comprehension

Speaking

Listening

Reading

Students skim the text in order to find

the best title in exercise 5. The

teacher will check the students´

answers and will ask why they chose

that answer.

Students continue doing the reading

exercise. Now they will listen to the

text from the CD and will read at the

same time. This time students will

have to look for details and find the

answers for the questions from

exercise 6. The answers are checked

together on the projector.

T -> S

S -> T

Computer

Projector

Textbook

“Ambitions”

, p.92

CD

10´

Grammar

presentation

Speaking The teacher introduces the first

conditional by explaining the use and

giving examples on the board. He/she

reassures that students understand

well. Then he/she proceeds to the

T -> S

S -> T

Blackboard

Computer

Projector

10´

https://www.youtube.com/watch?v=Y5fBdpreJiU

https://www.youtube.com/watch?v=Y5fBdpreJiU


59

grammar box in the textbook where

the structure is presented. Students

complete exercise 7 with the rules.

Volunteers read their sentences.

Internet

Textbook

“Ambitions”

, p.93

Grammar

comprehension

Writing

Speaking

Students complete exercises 8, 9 and

10. The teacher help with any doubts

students may have.

Fast finishers may compare their

answers with their classmates.

Students write sentences about

themselves, based on exercise 11,

using the first conditional. They read

it aloud.

T -> S

S -> T

Computer

Projector

Internet

Textbook

“Ambitions”

, p.93

10´

Grammar

practice

Writing

Speaking

After reassuring that students

understand well the first conditional

the teacher will conduct a fun

activity. It is a game where students

need to put in practice the grammar

structure they learnt during this class.

It is an activity called “Nothing´s

perfect” taken from Games for

grammar practice.

T -> S

S -> T

S -> S

A copy of

Games for

grammar

practice –

“6.1

Nothing´s

perfect”

15´

SEVENTH SESSION


Introduction

(warm-up)

Speaking The teacher writes on the board If I

can, before I´m 90 years old… .

Students have to write as many

endings of the sentence as possible.

Students read their answers aloud.

T -> S

S -> T

Blackboard 10´

Written

comprehension

Speaking

Listening

Reading

Students look at the bar charts and

match them with the questions from

the text.

The teacher plays the CD. Students

listen and read the text at the same

time.

The teacher conducts a discussion

T -> S

S -> T

Computer

Projector

Textbook

CD

10´


60

about the results from the survey.

Students think if answer in their class

would be similar.

Language focus Reading Students look at the box and read the

sentences aloud. They provide a

translation for the words in bold in

their mother tongue.

In order to check if students

understand the new expressions,

they complete exercise 3 on their

own. The teacher checks students´

answers using the projector.

T -> S

S -> T

Computer

Projector

Internet

Textbook

10´

Written

production

Writing

Speaking

Listening

Students have to design their own

survey similar to the one in the book.

They have to think about three

ambitions they would like to find out

about.

Once they write the three questions,

they have to ask as many classmates

as they can.

They present the results of their

survey in a written form using the

expressions learnt. They should also

illustrate their results with a bar

chart.

The teacher collects the survey for

marking and feedback.

T -> S

S -> T

S -> S

Textbook 25´


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2.10 Material and resources To develop this teaching programme, two types of material and resources will

be needed. Apart from basic materials that are found and used in any

classroom, the teacher will make use of additional material and resources.

As previously mentioned students will work with Student´s book and

workbook from the teaching series “Interface 2” Macmillan (2013). The teacher

will take advantage of Teacher´s book, Culture and CLIL worksheets, extra

vocabulary and grammar exercises take from the same series of books.

The additional material needed is as follows:

- Projector – the teacher instead of writing answers on the blackboard will

use an online programme http://interface.macmillan.es/. The projector will

be also used to show videos related to subjects developed later on in

class.

- Photocopies with extra activities and games – along the schoolyear

students will strengthen their knowledge of grammar taking part in games,

where they will be able to put in practice information obtained during the

class. Furthermore, students will carry out exercises based on song lyrics.

- Computers or laptops for students´ use – in the development of some of

the tasks students will have to make use of computers with internet

access to look for information or images on the topic worked during the

class.

References 1. Ley Orgánica 8/2013, de 9 de diciembre

2. Decreto Real 1105/2014, 26 diciembre

3. Decreto Real 19/2015, 12 Junio

4. Games for grammar practice, Maria Lucia Zaorob, Elizabeth Chin,

Cambridge University Press (2001)

5. Interface 2, Emma Heyderman, Fiona Mauchline, Macmillan (2013)

6. Games for vocabulary practice, Felicity O´Dell, Katie Head, Cambridge

University Press (2003)

http://interface.macmillan.es/


62

Part III

Research project Listening strategies in the EFL classroom


63

ABSTRACT

In the last few years there has been more attention paid to the problems

Spanish-speaking students have when doing listening comprehension

exercises. In addition, they also struggle with speaking activities. The aim of this

research is to present students with listening strategies use, work on them to

improve them and see if finally this leads to a better understanding in the

process of communication. To understand the topic better, a history of listening

strategies is presented. The literature review focuses on how to teach listening

strategies. The research poses a great number of questions that still have no

answer, like: what students do to perform better in listening comprehension

activities? How can we help them to understand and perform better? The

hypothesis set is null. A brief presentation of groups of participants is included.

Three types of instruments are described in order to understand the process of

data collection. Moreover, the procedure is put forward and expected results are

discussed.

Keywords: listening, skills, strategies, students, secondary education


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3.1 Introduction

The last part of this final project consists of a classroom-based research

project. As Chamot, Barnhardt and Dirstine (2011) state it is “The process by

which teachers develop insights into their students´ learning from observing

their behaviour. They reflect, analyse the behaviours, identify potential

problems, modify their teaching practices accordingly, and evaluate the results”.

My project focuses on listening comprehension strategies in the EFL classroom.

According to Longman Dictionary of Contemporary English to listen means

“to pay attention to what someone is saying or to a sound that you can hear and

assign it a meaning”. This is a skill that we use most in our everyday life. We

use it automatically in our native language but we have to develop special skills

in other foreign languages to become successful.

Listening comprehension in EFL teaching has been left in the background.

Teachers concentrate mostly on grammar, vocabulary and lately a great

emphasis on speaking has been put. Many educators complain that there is not

enough time to do everything and that they have to cover the objectives set by

the law. Listening comprehension activities take time, as students would listen

at least twice to the recording.

During my two-month teaching practice I have noticed that students in

Secondary Education lack listening abilities. They learn in a test-oriented

environment which concentrates on reading and writing. Listening and speaking

skills still stay in the shadow. I could notice that even students in the fourth of

ESO, who have been learning English for ten years, have problems with

listening and speaking exercises. Besides, pronunciation and teaching of

phonemics stays of less importance for the teachers. Some students still do not

know how to pronounce well some words they learnt in Primary School.

Teachers do not try to investigate what are the main problems of their students

when doing listening comprehension activities, and do not provide them with

different listening strategies. Listening is a part of speaking ability. First we need

to understand the message to be able to produce a response. Therefore, I

decided to look deeper into this topic: revise some literature, investigate what


65

listening strategies are, how big is their impact on the ability to understand

better and their influence on students´ progression.

To have a better understanding of what language comprehension is, I

therefore put forward a definition proposed by Chamot (1995): “In cognitive

theory, language comprehension is viewed as an active process in which

meaning is constructed through a complex interaction between the

characteristics of the input, the types of declarative knowledge that are

accessed, and the use of strategic processes to enhance understanding.” This

means that the comprehension process cannot be left to its own sake. By

working on the strategies, there is a great possibility of helping to develop a

better understanding.

3.2 Literature review

3.2.1. History of listening strategies

The importance of developing listening strategies has not been a part of

teaching practices until recently. Teachers used to focus mainly on the other

three skills: reading, writing and speaking. The reason for this, could be the one

mentioned by Johnson in his book “An introduction to Foreign Language

Learning and Teaching” (2008) that before the 1970s listening was only seen as

a receptive skill in language learning where students listened to repeat and

develop a better pronunciation. One of the methods that were popular in that

time was an audio-lingual method. It was developed in the USA during World

War II for military purposes for soldiers who had to learn foreign languages

rapidly. It is based on drill or repetition exercises and new vocabulary and

structures are presented through dialogues.

In the process of language acquisition it was Krashen (2009) who gave

listening comprehension more importance. He emphasised it as an essential

part of language acquisition process “(…) the child is building up competence in

the second language via listening, by understanding the language around him.

In accordance with the input hypothesis, speaking ability emerges its own after

enough competence has been developed by listening and understanding”.


66

So it was then in the late 1970s when more importance was given to this

particular skill. Listening was included as a skill of equal importance as reading,

writing and speaking. During the next decade many researches became

interested in the topic and started posing hypothesis, building theories,

analysing the complexity of listening comprehension process and finally

changes to curriculum were done. The traditional grammar-based syllabi were

changed into more communicative. Ranging from structural, notional-functional,

content and language integrated learning, skill-based, task-based to text/genre-

based. Fluency became a main goal for EFL course, and is still a goal

nowadays. Listening skill may produce a `readiness´ to speak (Krashen, 2009),

therefore listening strategies became of more importance.

Researchers such as Vandergrift, Oxford, Thompson and Rubin and

O´Malley and Chamot among many others have analysed the field of listening

strategies in the second language acquisition. In 1975, Rubin was the first to

notice a relationship between good language learners and learning strategies.

In his paper Rubin highlighted that during his observation in classrooms in

California and Hawaii he noticed that many teachers did not pay attention to the

learning process, and were more concerned with the correct outcome. He

suggested that if the teachers attended more to their students´ needs, they

would be able to provide them with techniques and make their students more

autonomous in learning. Developing certain strategies may facilitate the second

language acquisition process.

In recent years, development of language learning strategies has been given

more importance (Clement, 2007). Teaching L2 students learning strategies

can help students to use them over time and apply them to new tasks, and not

only in the classroom but also outside. The strategies are grouped into three

categories: metacognitive strategies, cognitive strategies and socio-affective

strategies. O´Malley and Chamot (1990) explain more specifically what each

one refers to. Metacognitive strategies deal with monitoring of learning, and

assessing learning. Cognitive strategies include the activation of schema,

classifying, inferring, and note-taking. Socio-affective strategies include asking

for clarification, positive self-talking, and confidence building.


67

3.2.2 Listening strategies

I consider of great importance mentioning that when talking about the

process of listening comprehension, the terms “bottom-up” and “top-down”

should be introduced. The terms which originally came from computer science,

in language acquisition refer to the cognitive process of foreign language

listening and reading (Clement, 2007).

In top-down processing, the learner uses background knowledge and

expectation of what will follow next in the discourse and then tries to deduce the

intentions of the speaker. It is important to bear in mind that the speaker may

not be right about the meaning of wat he/she hears (Clement, 2007). When a

cultural or intellectual disconnect occurs, it is possible to accommodate or

incorporate a new schema to better understand and experience new ideas

(Rost, 2005). This type of processing can be of a great use for educators.

Making questions prior to a listening comprehension activity may activate

students´ prior knowledge and prepare them for the deduction of the content.

Top-down listening skills also include listening for main ideas or topic, listening

for specific information, sequencing the information, predicting or guessing

(NCLRC).

In bottom-up processing, the learner analyses the various morphosyntactic

elements of the discourse, from the phonemes of the language to the syllables,

words, phrases and sentences that make up the discourse. The learner uses

the sound heard to guess what a word might be. Starting from the first sound of

the word the learner activates possible words. When the next sound of the word

appears the learner eliminates words that do not fit. The whole process may

take no more than 25 second (Clement, 2007). Teachers can activate this

process by conducting, for example, dictation exercises, where students need

to activate the base of words they have in their minds, to guess what is being

said by the teacher and write it down. Students could also be asked to

distinguish individual sound, listen for intonation, identify grammatical forms and

functions, recognize contractions and connected speech or recognize linking

words (NCLRC).


68

A skilled listener should be able to engage both kinds of processing: bottom-

up and top-down, in that way constructing the meaning of the input is more

effective.

Mental processes that are activated in order to understand new information

that is ambiguous or to learn or retain new information are referred to as

learning strategies (O´Malley & Chamot 1989). As I have mentioned in the

History of Listening, the strategies divide into three types (metacognitive,

cognitive and socio-affective). Graham and Macaro (2008) made a review of the

latest works on the most essential listening strategies: “A recent research into

listening strategies (Macaro, Graham & Vanderplank, 2007) identified the

strategies that have consistently been advocated as playing an important part in

the listening process:

1. Making predictions about the likely content of a passage (e.g. Goh, 1998)

2. Selectively attending to certain aspects of the passage, deciding to “listen

out for” particular words or phrases or idea units (e.g. O´Malley, 1989)

3. Monitoring and evaluating comprehension – that is, checking that one is

in fact understanding or has made the correct interpretation (e.g. Goh,

2002; Vandergrift, 2003; Young, 1996)

4. Using a variety of clues (linguistic, contextual, and background

knowledge to interfere the meaning of unknown words (e.g. Goh, 2002).”

In 1990 Oxford classified learning strategies into 6 groups: memory

strategies, cognitive strategies, compensation strategies, metacognitive

strategies, affective strategies and social strategies. They can be applied not

only to learning a language, and neither only to listening activities. They can be

applied in learning the other three skills reading, writing and speaking. The

classification is presented in the following table.


69

3.2.3 Teaching listening strategies

The teacher´s role in the process of giving instructions is crucial. The

instructions provided to students should be clear and precise. Scaffolding is an

essential part of the process. Scaffolding is the help given to a learner that is

tailored to that learner´s needs in achieving his or her goals of the moment. The

best scaffolding provides this help in a way that contributes to learning (Sawyer

2008). Teachers scaffold students´ understanding in listening activities by


70

guiding them how to construct their own ideas. For instance, teachers create a

supportive learning environment, facilitate the inquiry process instead of

dominating it, and model the listening skills required for successful cooperative

learning (Liao). It is believed that if the traditional comprehension-focused

approach of teaching listening changes into strategy-based listening instruction

it will boost EFL learners´ listening self-efficacy (Graham & Macaro, 2008).

A number of researches have been conducted on explicit instruction of

listening strategies. Carrier (2003) held a study where ESL students were

provided with intervention training. The training consisted of listening strategies

for discrete sounds, listening for specific information, processing information

delivered via video and taking notes. The results of this study showed a

significant improvement in students´ performance In 2007 Clement conducted

another study which concentrated on the impact teaching explicit listening

strategies had on adult ESL students. Significant results and a positive reaction

from the participants, that this type of training would help in the future, were

found.

In the studies above-mentioned, both researchers used listening tests to

measure the results. There are still questions, which seem to have no answer.

We do not know if the researcher took into account the level of listening

strategies before and after the test. Was a better result in the post-instruction

test a result of the proper instruction? In my research I would like to try to

answer these questions. My aim is to examine if by providing an explicit

listening instruction, students would benefit from it and would develop a higher

and more complex use of strategies in listening comprehension activities

conducted inside and outside the classroom.

3.3 Research question and hypothesis

The aim of this study is to train secondary EFL students in the field of

listening comprehension strategies, and investigate the effectiveness of this

training. A thorough investigation will try to fill in the information gap that still

exists in this field. The beneficial effect of the training is still a question mark.


71

Taking into account the literature review and all the information mentioned

above, I would like to set three research questions. Its aim is to narrow down

the topic of the study, and help in the future research. The research questions

for this study are as follows:

- Has the level of listening strategies increased after the instruction?

- What is the real reason of an improvement in the performance: the

training or other factors?

- Have students benefit from the explicit listening instruction?

Having presented the research questions, I would like to set a null hypothesis

as follows:

1. No difference between the experimental group and control group

performance will be found.

Therefore, I consider of great importance to emphasise, that it is possible that

no statistically significant result in the study will be found.

3.4 Methodology

This research is an experimental study where a treatment will be applied: two

groups of students will participate: experimental group and control group. Both,

at the beginning and at the end I will test both groups on their performance in

listening comprehension activities. The result obtained from this research will

allow me to compare the size of effect and find out if any statistically significant

differences exist or not. This study is designed to find out if it is possible to

boost students´ performance in listening exercises, by providing them with an

explicit instruction.

This research will include a considerable amount of hours, where students

will be provided with skills training. Both groups will be exposed to the same

amount of input materials.


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3.4.1 Participants

This study is designed to be developed in a CPC “Los Boscos” in Logroño.

The English teaching program in this school is developed by trained teachers.

The students are non-native English speakers. The participants of this study will

be one group of 2ndA year of compulsory secondary education (ESO) students

and one group of 4th year of compulsory secondary education (ESO) students.

The aim of considering two different age groups is to investigate if the age plays

an important role.

In the first group investigated there are 28 students (17 females and 11

males). There are seven students coming from abroad. The level of knowledge

is quite equalised, and is equal to A2 according to the Common European

Framework. The learning pace is satisfactory and there is a favourable working

environment. Their attitude towards English language is adequate and there are

signs of high motivation and eagerness to improve.

The second group comprises 33 students, 25 males and 8 females. Their

level according to the Common European Framework is B1. The level is quite

equal. They are highly motivated and eager to learn. The learning pace is very

good.

Either of the groups have classes in their assigned classroom where all the

subjects take places. Each of the students has its own desk. Both classrooms

are equipped with a computer, loudspeakers, Internet connection and a

projector. The research will be conducted during one semester (from

September to January) in the corresponding classrooms.

Each group will be divided into to two: experimental group and control group.

The researcher will have no problem in splitting the groups of 2nd and 4th year of

compulsory secondary education (ESO) students, as once a week a native

conversation assistant comes and takes half of the group into another

classroom. This may be a good opportunity for the EFL teacher to give

instructions on the listening strategies to only half of the group.


73

3.4.2 Instruments and data collection

This experimental research will use a variety of instruments to collect data.

Objectivity is the one of the main premises to conduct this study, so the

instruments will be applied by the same teacher in both groups, and students

from either group will be exposed to the same amount of listening

comprehension activities.

First of all, the teacher will conduct a listening comprehension activity to

gather information about the students´ level. Since students, in each group, are

of the same age, their level should be quite equalized. Although by applying the

listening comprehension test the teacher will be able to determine if their

listening skill is developed up to the same level. The test will be administrated in

the classroom with a CD player and loudspeakers. Tests for both groups are

taken from Cambridge Test books. The test for the 2nd year of compulsory

secondary education (ESO) is a Key English Test which consists of 5 parts

amongst which we can find multiple choice, match, and fill-in exercises. The test

that will be used in the 4th year of compulsory secondary education (ESO) is a

Preliminary English Test which consists of 4 parts. Both tests will be hand-

scored by the researcher.

Secondly, bearing in mind two issues: the teacher´s impossibility to observe

each and every student strategy and the students difficulty to do the listening

comprehension test and report on the strategy use, the teacher will distribute a

closed questionnaire to find out what strategies were used by the students. The

aim of completing this questionnaire is to make students aware of their strategy

use. Students will complete the same questionnaire at the beginning and at the

end of the research period.

Last but not least, periodical personal interviews with students will be

conducted, and the observations will be written down in the teacher´s diary. The

aim of this activity is to measure the level of students’ awareness of the use of

listening strategies.


74

3.4.3 Procedure

The initiation of the study will take place along with the beginning of the

school year. Firstly, the research will meet the teacher who will take part in this

study, by delivering explicit instruction on the listening strategies. Besides, the

teacher will be the person who will conduct listening activities during the

classes, as well as the listening strategies questionnaire. During the first contact

between the researcher and the students it is essential to make the students

aware of the aim of this study, which is to make them aware of the use of

listening strategies on-spot and present them with new techniques.

Along the first week the teacher will conduct a questionnaire with

demographic data, following with a listening test to measure the level in both

groups. By the end of the first month students from the experimental group

should be accustomed to the exposure to listening activities. Instructions on

listening strategies will be given to each experimental group once every two

weeks. On each session student will work on different strategies. The teacher-

instructor will present the participants with top-down strategies, bottom-up

strategies (both types of strategies are explained in the 3.2.3 Listening

strategies) and metacognitive strategies to plan, monitor and evaluate their

listening.

The following weeks will be structured as mentioned above. Every two weeks

experimental groups will be presented to new listening strategies. And individual

interviews with students from experimental groups will be conducted. Both

groups: experimental and control will be exposed to the same amount of

listening comprehension activities.

The analysis of the data will be based on the qualitative and quantitative

data. This data will proceed from the questionnaire. The comparison of the

initial and final results from the listening tests and from the questionnaire on the

listening strategies will be a part of the data analysis. The qualitative data will be

gathered during the personal interviews conducted by the teacher during the

research period.


75

3.5 Expected results and discussion

According to the null hypothesis aforementioned in this chapter no results are

expected to obtain. There is not enough data to set a positive hypothesis that

will boost the probability of an improvement in the strategy use and a better

performance of experimental group in the listening comprehension activities. A

great number of independent and dependent variables come into play. An

improvement in listening skills that leads to obtaining better results in listening

exercises may depend on the students´ previous knowledge, nationality,

amount of exposure to input or any other variable.

The obtained results will show if any statistically significant difference exists.

As mentioned in the 3.2.3.Teaching listening strategies all through the history of

researches conducted in the field of listening strategies we can observe both

types of results obtained: results which confirmed the positive hypothesis

(where the training given to the experimental group brought positive results),

and no results (where the training given to the experimental group brought no

statistically significant difference).

Regarding the research questions, it is still unachievable to answer any of

them. It cannot be confirmed if the explicit instruction given to one part of the

class will be beneficial to students, and they will put the information learned into

practice or not. Neither can it be said if the reason for improvement in students’

performance (if any) was thanks to the training. The level of the listening

strategies can only be measured according to students´ questionnaires and

interviews.

The success of this experimental study will depend on factors which are

difficult or even impossible to control by the researcher. Factors like students’

motivation or state of mind in the moment of listening test or exercise

application may play an important role. However, in order to minimize the

factors which may affect the results, the teacher will conduct the listening tests

and interviews using the same routine (the same day of the week, the same

time, etc.).


76

3.6 Conclusions and lines for further research

This research aimed to raise the awareness of the necessity of teaching

listening strategies (how to listen and understand) and not teaching listening for

testing (to focus on the right answer). That will help the secondary school

learners to develop the awareness of the use of listening strategies while doing

listening comprehension exercise. The methodology applied in this study aims

to show them a wide range of techniques to approach listening activities, both in

the classroom and outside in real-life situations.

In my opinion listening skill is one of the most important and needed in

everyday life. As aforementioned it is a skill which we use unconsciously in our

native language, but which we have to develop in a foreign language. I believe

that listening skill is also influential in the process of communication. If we are

not able to understand what our speaker wants to say, it may result very difficult

to answer in a correct way.

Although this study has lacked specific data and results, further research can

be done in relation to the use of listening strategies use outside the classroom.

Do students apply their knowledge outside the classroom? Can a student

develop to a proficiency level listening skill in classroom conditions? There is

still a great amount of information to be researched on.

3.7 References

1. Conducting action research in the foreign language classroom, Chamot

A., Barnhardt S. and Dirstine S, National Capital Language Resource

Center, New York (1998)

2. Longman Dictionary of Contemporary English, Pearson Education

Limited, Harlow (2003)

3. Learning strategies and listening comprehension. A guide for the

teaching of second language listening, Chamot, A. U., Dominie Press,

San Diego (1995)

4. Learning strategies in second language acquisition, O´Malley J., Chamot

M., Cambridge University Press, Cambridge (1990)


77

5. An introduction to foreign language learning and teaching (2nd edition),

Johnson K., Pearson Education Limites, Harlow (2008)

6. Principles and Practice in Second Language Acquisition, Krashen S.,

University of Southern California (2009)

7. What the “Good Language Learner” Can Teach Us, Rubin J., TESOL

Quarterly, Vol. 9, No. 1 (Mar., 1975), pp. 41-55, Teachers of English to

Speakers of Other Languages

8. The impact of teaching explicit listening strategies to adult intermediate-

and advanced-level ESL university students, Clement J., Retrieved from

ProQuest Dissertations and Theses (2007)

9. Optimising learning: Implications of Learning Sciences Research,

Sawyer K., CERI (2008)

10. Listening strategies and Applications in EFL Classroom, Liao S., Keelung

Municipal ZhongShan Senior High school

11. Strategy instruction in listening for lower-intermediate learners of French.

Language Learning, Graham S. and Macaro E. (2008)

12. Improving high school English language learners second language

listening through strategy instruction, Carrier K., Bilingual Research

Journal 27 (3), (2003)

13. El diseño de actividades estratégicas de comprensión auditiva, Martín

Leralta S., Universidad Antonio de Nebrija

14. Listening strategies Questionnaire, Asian Journal of Educational

research Vol.3, No. 4 (2015)

15. http://www.nclrc.org/essentials/listening/stratlisten.htm The National

Capital Language Resource Center, Washington, DC

http://www.nclrc.org/essentials/listening/stratlisten.htm

ANEXO I - Unidad didáctica desarrollada

1 A Make it snappy, Games for grammar practice.

1 B CLIL worksheet

1 C The Killers worksheet

1 D ”Who am I?” cards

Michael Jackson Shakira

Sponge Bob Batman

Barack Obama Shakespeare

Einstein Donald Duck

Mozart Charlie Chaplin

David Beckham Justin Bieber

Leonardo DiCaprio Beyonce

Will Smith Harry Potter

Fernando Alonso Rafael Nadal

Santa Claus Hello Kitty

Iker Casillas Tiger Woods

Madonna Bill Clinton

1 E “6.1 Nothing´s perfect”, Games for grammar practice

ANEXO II - Research project

2 A 2nd ESO Listening comprehension test

2 B 4th ESO Listening comprehension test

2 C Questionnaire

Student name: _____________________. Class: _________________

Gender: □ Male □ Female Age………………

Directions: This questionnaire aims to investigate what learners do when they listen to an academic listening text in classroom. It consists of 23 questions and printed into 5 pages. Please read each item carefully and circle the appropriate description (1-5) for what you actually do when you listening to English.

1: means “I never do this”

2: means “I occasionally do this”

3: means “I sometimes do this”

4: means “I usually do this”

5: means “I always do this”

Remember, there is no right or wrong answers to these items. The information you give will be used for research purposes only. Thank you for your co-operation.

Memory listening strategies When hearing a new word, I connect the sound of the new word and an image or picture on the word to help me remember the word.

1 2 3 4 5

1. never 2. occasionally 3. sometimes 4. usually 5. always

I remember new English words or phrases what has been heard by remembering their location.

1 2 3 4 5

I think of relationship between what I already know and new things I hear in English

1 2 3 4 5

Cognitive listening strategies While listening , I pay attention to English patterns to understand the text better.

1 2 3 4 5

I look for words in my own language that are similar to new words in English that have been heard to help me understand better.

1 2 3 4 5

First, I focus to listen for main ideas, then for detail ideas.

1 2 3 4 5

While listening, I write notes, messages, down my notebook before giving an answer.

1 2 3 4 5

I pay attention to starting conversations in an English listening text to guess its meaning.

1 2 3 4 5

While listening, I try to translate words into Vietnamese to understand better.

1 2 3 4 5


I repeat English words which I do not understand several times

1 2 3 4 5

. I try to make summaries of information that I hear to understand the whole text.

1 2 3 4 5

Compensation listening strategies . To understand unfamiliar words I hear, I make guesses

1 2 3 4 5

. While listening, I use situational context (e.g. noise, speaker’s voice,…) in order to understand the text better.

1 2 3 4 5

Metacognitive listening strategies . While listening, I consciously pay attention to information I need.

1 2 3 4 5

. When listening, I had clear goals (listen for main ideas, listen for detail ideas or listen for identifying speakers’ attitudes )

1 2 3 4 5

. I think I am able to finish tasks in the listening 1 2 3 4 5

. While listening, I notice the mistakes which I had from listening texts and use that information to help me do better.

1 2 3 4 5


Affective listening strategies . I encourage myself to concentrate on listening English even when I can’t hear anything.

1 2 3 4 5

. I notice if I am tense or nervous while listening 1 2 3 4 5

. I share my feeling with my friends when I am listening English

1 2 3 4 5 . I try to keep calm and not be nervous while listening.

1 2 3 4 5 Social listening strategies

. I ask the teacher for clarification what I do not understand.

1 2 3 4 5

. When listening, I exchange the information with friends to help me understand the text better.

1 2 3 4 5

listening strategies in the efl classroom · agata natalia machalinska pedro santana martínez...

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