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UNIVERSIDAD PEDAGGICA
NACIONAL

Specialization in English Language Learning

and Teaching (EEAILE)
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STUDENT TEACHER:

ISMAEL SOMBRA RODRGUEZ

TUTOR:

GABRIELA RUIZ DE LA ROSA

GROUP:

01

TYPE OF ACTIVITY: INDIVIDUAL

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TABLE OF CONTENTS
Introduction

1 Skills of Listening Comprehension

2 Listening strategies

3 Characteristics of the speaker, the listener and the listening process

4 Difficulties when teaching and developing listening skills

4.1 Learners inability to follow semi-authentic, non-scripted spoken texts.

4.2 Adjustment to speaker

4.3 Phoneme variation in connected speech

4.4 Lack of schematic knowledge to predict content

4.5 Over-activation of leaners schemata

5 Guidelines for developing listening activities

5.1 Learners inability to follow semi-authentic, non-scripted spoken texts.

5.2 Adjustment to speaker

5.3 Phoneme variation in connected speech

5.4 Over-activation of leaners schemata

6 Technology and listening

Conclusion

Lesson Plans

Bibliography

13

Appendices

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Introduction (2 pages)

Reflection

Sessions at least four, including activities that integrate the four skills, mainly focusing
on Speaking activities.

Reflections on how learning processes are taking place among your students.

Reflections about the role of the teacher and the role of the students in your teaching
practice

Critical Analysis

Descriptions of the activities carried out with a keen outlook on what worked and what
didnt work, and what follows from this experience.

Analysis about what you have learned through the process of learning and carrying out
activities, about yourself and your teaching philosophy.

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Application

A description of your activities and what you believe students actually gained from them.

Assessment

Checklist

If you have institutional grading requirements, explain how they work and how you deal
with them by giving some examples.

Conclusion

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LESSON PLAN
Lesson focus: Skill: Listening
Main Aim: Helping Pre-intermediate adult learners use top-down and bottom-up processing to better understand authentic short spoken anecdotes.
Level: Pre-intermediate; Anglo level (M4) CEFR (A2 low)
Lesson time: 7:00 8:30
STAGE
TIME
1
Setting
objectives a
questionnaire

PROCEDURE

To encourage learners to set

their own goals and reflect on
the relevance of this skillbased lesson for them.

Learners (Ls) will be given a questionnaire. The Teacher (T) will

display three slides (see appendix) showing the exact same
questions and will explain how Ls are expected to answer them.
Ls will be asked why it would be important to listen to this type of
text. The answers will be revisited at the end of the lesson for
them to assess their own development.

5-6 minutes
2
To
create
interest in the
lesson

MATERIALS
and/or
RESOURCES

STAGE AIM

To get learners to brainstorm

ideas on aspects that make an
anecdote interesting

Learners (Ls) will be given asked if they enjoy anecdotes and if

they know someone who is good at telling them. They will be
asked to list five things that make an anecdote interesting to
hear.

For learner to listen to a

couple of anecdotes and
discuss how good they think
they are.

Learners (Ls) will be asked to work in pairs and use their

smartphones to access the following website:

Brief
questionnaire on
handouts and PPT
(slides 1-3).
Personal
Computer
Projector

Board

Learners
smartphones
Internet
access
(Wi-fi)

INTERACTIO
N

T Ls

LsLs (trios)

5-6 minutes
3
Extensive
listening
8-10 minutes

4
Analysis of the
elements of a
short anecdote

To elicit from learners the

most relevant elements of a
short
anecdote
(Abstract,
Orientation,
Complicating
events, Resolution, Coda).

4-6 minutes

http://learnenglishteens.britishcouncil.org/exams/speaking-exams/tell-story-or-personal-anecdote

Learners will select an anecdote to listen to (two options). They

may decide to listen to the same anecdote and comment if they
found it interesting or listen to different anecdotes and tell their
partners about them.
Option one 0.37 min
Option two 3.00 min
Learners will be asked to work in trios and reflect on the kind of
information (elements) and organization of a short anecdote. The
T will elicit the following elements by giving them a few example
sentences on a PPT slide:
Abstract: a short statement of what the story is going
to
be about
Orientation: The speaker sets out the time, place, characters for
the listener
Complicating event: the main events that make the story happen
Resolutions: these explain how the events sort themselves out
Coda: It is a bridge between the story world and the moment of
telling

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PPT (4-6)

LsLs
(pairs)

LsLs (3)
Ls T
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Learners will be asked to work in trios and listen to one of the

anecdotes online again. They will be asked to identify the
elements of the anecdote in note form.

Identification of
the elements of
a
short
anecdote

To identify elements of a short

anecdote
(Abstract,
Orientation,
Complicating
events, Resolution, Coda).

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PPT (4-6)

LsLs (3)
Ls T

4-6 minutes

To create motivation.

Setting
the
context and the
listening task

To set the context of the

anecdote and the listening
task.

4-6 minutes

7
Intensive
Listening 1
3-5 minutes

8
Listening 2
3-5 minutes
9
Monitoring
Comprehension
/Extra-linguistic
Inferring

To
give
learners
an
opportunity to adjust their
ears to the pitch, accent and
speed
of
the
speakers
speech.

The T will introduce the speaker and the text type. Ls will be
asked to discuss for a minute what sort of information they might
hear. Ls will work in pairs or trios.

Problem
identification

Ls will be asked to watch and listen to the video so that they put
down all the keywords they hear in the anecdote.

For learners to work together so

as to pool their comprehension.
For learners to infer the story in
collaborative work by using a set
of pictures.

For learners to notice the

pronunciation
of
problematic
segments of the extract.

6-7 minutes

ISMAEL SOMBRA RODRGUEZ

to

decode

T Ls

Video clip with

anecdote
(first
part)

Individual
work

Video clip with

anecdote
(first
part)

Individual
work

T will monitor closely to see if Ls are able to write down

keywords.

To give Ls another opportunity to

write down enough words so that
they can use these to build
meaning.

For learners
phrases.

HO with elements
of an anecdote.

LsLs (2-3)

Ls will be given a chart (see appendix). The T will then set the
listening task. Ls will have to pay attention to the first part of the
anecdote (everything but the resolutions and coda).
T will use Instruction-check Questions (ICQs) to ensure learners
understood the instructions.

5-7 minutes

10

short

Ls will be asked to watch and listen to the video again to write

enough words with which they could make sense of the text.

Learners will be asked to work in trios and share some of their

keywords. They will briefly discuss what they understood of
the text.
Each group of Ls will be given a set of cards showing the
sequence of the anecdote. Ls will be encouraged to use their
notes to sort out these pictures in the best sequence order.
T will monitor Ls activity to see there are on task. If a number
of groups are having problems, the T will prompt some ideas.
Ls will be asked to come to the front and report their
decisions to the group.
Learners will listen to some specific segments of the spoken
text. They will listen to these segments repeatedly (3 times
each) and will then have to match these segments to the
pictures used in the previous exercise.
Learners will be encouraged to transcribe the segments they
hear. If vocabulary problems arise, students will be asked to
infer the meaning of those items of vocabulary (words or
phrases) with the help of the pictures.

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LsLs (3)

Set of pictures (1
per group)

Edited version of
the original audio

LsLs

LsLs

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Prediction

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For learners to use co-text to

predict the end of the anecdote.

Learners will now be asked to use the text so far (co-text) to

predict a possible end for the anecdote. They will work in
trios.

For learners to reflect on the

strategies used in class.

Learners will revisit the questionnaire and will compare their

answers and will self-assess their performance in class.

LsLs

4-5 minutes

12
Wrap up
3-4 minutes

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Questionnaire

Ls T

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APPENDICES
SLIDE 1

SLIDE 3

SLIDE 2

SLIDE 4

SLIDE 5

SLIDE 7

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SLIDE 6

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Adapted from McCarthy, M. (1991) Discourse Analysis for Language Teachers. Cambridge University
Press.)
Tapescript
FIONA
My name is Fiona. Im from Australia. I live in Mexico City. Ive lived here for a little over two years and I work at the Anglo; I really enjoy it. Im gonna tell you a little story about an
incident that happened to me. When I finished university I moved to London and when I was planning to go to London I bought lots of new clothes to suit the cold weather in England
and a friend of mine made me this beautiful skirt it was a long skirt almost to the floor. Uhm it was kind of red burgundy colour, my favourite colour. It was made out of corduroy uhm it
was a fairly straight skirt uhm Yeah, I thought it was beautiful, I really liked it. So it is beautiful burgundy reddish kind of colour almost floor-length skirt. Uhm and one day I was on the
London underground I was taking the escalator down into the London underground and I was wearing this skirt and I stepped onto the escalator to go down into the underground and I
stepped on and my skirt got caught in the side of the escalator because it was a long skirt, so I got caught in the escalator and my whole escalator ride down to the bottom I was trying
to pull my skirt out from the side of the escalator because I thought that if I get to the bottom and my skirt stuck then it is going to tear and tear off me completely and I was really
worried I would be standing at the bottom of the escalator in nothing but my underpants, so I was desperately tugging out my skirt trying to free it from the escalator, and luckily as I got
to the bottom I managed to pull it free. It didnt tear it was all OK and I stepped off the escalator and I felt so relieved that my skirt didnt tear that I didnt have a complete disaster on
the escalator in the London underground uh Yes! so very relieved thats how I felt at the end.

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Bibliography
Anderson, A. and Lynch, T. (1988). Listening. Oxford University Press.
Barta, E. (2010). Tests Takers Listening Comprehension Sub-skills and Strategies. Budapest Business
School,

College

of

Commerce,

Catering

and

Tourism

Volume

(4)

retrieved

from:

http://langped.elte.hu/WoPaLParticles/W4Barta.pdf
Field, J. (1998) The Changing Face of Listening, English Teaching Professional, Issue 6, 12
Field, J. (2008). Listening in the Language Classroom. Methodology in Language Teaching (An
Anthology of Current Practice) Cambridge University Press.
Handcock, M. (2013) In Up to your Ears. English Teaching Professional, Issue 85, 56.
McCarthy, M. (1991) Discourse Analysis for Language Teachers. Cambridge University Press.
Nunan, D. (1997) Listening in language learning. The Language Teacher, 23(9), 47-51, 1997.
Wilson, J. (2008). How to Teach Listening. Pearson Education Limited