Low understanding authemtic spoken english

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Low understanding authemtic spoken english

  1. 1. UNIVERSIDAD DE CUENCA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN “HOW TO IMPROVE ’ LOW UNDERSTANDING OF AUTHENTIC SPOKEN ENGLISH AT “JULIO MARIA MATOVELLE” AUTORA: Isabel Vera Cuenca Ecuador 2013
  2. 2.  Traditional teachingTraditional teaching  Large number of studentsLarge number of students  Lack of motivationLack of motivation  Lack of active strategiesLack of active strategies  Lack of teacher’s trainingLack of teacher’s training  Lack of didactic materialLack of didactic material
  3. 3.  TEACHERS’ ACTION RESEARCHTEACHERS’ ACTION RESEARCH  PROJECTSPROJECTS
  4. 4.  Listening is difficult.Listening is difficult.  Teacher do notTeacher do not attend courses onattend courses on listening.listening.  Lack of didacticLack of didactic resourcesresources  Passive studentsPassive students  Negative attitudeNegative attitude  Passive andPassive and superficial Englishsuperficial English  Fixed activities takenFixed activities taken from the bookfrom the book
  5. 5. • To offer students a tool that will enable them familiarize gradually with authentic spoken English through listening to authentic English practice and by following a listening process. • To expose students to real language situations in order to improve their listening and comprehension skill about authentic spoken English.
  6. 6. Expose students to authentic resources Listening Process  The pre-listening activity  The listening activity. • Extensive listening, •Intensive listening The post-listening stage
  7. 7. DEVELOPMENT OF THE ACTIVITY PROPOSED IN UNIT 4, LESSON ONE. Pre-listening: -The teacher says three colors and the students pick up a school thing according to the color they hear. Blue, black, red
  8. 8. Listening: -The students listen to the song “BLUE” (Eiffel 65) and identify the color the singer uses in the lyrics: -The teacher gives the students copies of the lyrics with some blanks to fill in. You listen up: here's a story About a little guy That lives in a ………. world And all day and all night and everything he sees is Just ………. like him inside and outside Blue his house with a ………. little window And a ………. Corvette and everything is ………. for him And himself and everybody around 'Cause he aint got nobody to listen: ... I'm ……… (da ba dee) I'm ……… (da ba dee) I'm ……… (da ba dee) I'm ……… (da ba dee)
  9. 9. Post-listening: -The students sing the song by substituting the color of the lyrics by others. You listen up: here's a story About a little guy That lives in a red world And all day and all night and everything he sees is Just red like him inside and outside Red his house with a red little window And a red Corvette and everything is red for him And himself and everybody around 'Cause he aint got nobody to listen: ... I'm red (da ba dee) I'm red (da ba dee) I'm red (da ba dee) I'm red (da ba dee) -The students and the teacher reflect on the problems while performing listening tasks.

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