Dear All,
This is the last task of this academic year. Click on the link below and after watching the video, answer, at least, two of the following questions. Before answering them, read the previous posts so as to interact with the other bloggers.
What are the different stages in this lesson?
What is the teacher's purpose in each stage?
Do you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
All in all, is it a good listening lesson?
Best regards,
ELT ROJAS BLOG team!
What are the different stages in this lesson?
ReplyDeleteWhat is the teacher's purpose in each stage?
Do you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
The different stages in this lesson are:
1st WARMING UP, the teacher presents the topic and makes them recall some useful vocabulary they will need to do the listening activity. Her purpose is to prepare the students and make them focus on a certain topic, which is international food.
2nd PRE-LISTENING, the teacher tells them what they are going to listen to, and gives a simple task for them to understand the global idea of the listening.
3rd LISTENING, the teacher plays the recording twice. On the first time they listen, they have to check the previous task. On the second time, they are given a more complex task in which they are asked to listen for specific information.
4th POST-LISTENING, they check the exercises.
5th ROUND OFF, the students are made to discuss in groups about their own experiences concerning the topic.
Some partners may disagree on the way I labeled the stages; I just wanted to make a general description of the listening class, although I consider there are many more things to say about it.
In general, I think this is a good listening lesson. I agree in the way the teacher carried on the class, and the activities she chose. She checked their pronunciation at every time, marking the stressed syllable and making them repeat the words correctly (This can be considered a bit behaviorist, but I believe it is necessary to work in this way sometimes).
Natalia Bilbao 2º1º Morning Shift
Hello everybody!
ReplyDeleteI think this video is really useful and clear about the different stages of a listening lesson.
The different stages are presented as:
• Warm Up: In the warm up, the teacher wants the students to get engage with the class, she asks them questions and gives them a kind of game.
• Pre-listening task: In the pre-listening task the students work in groups to guess what the record will be about. The teacher asks them to guess which food the speakers may be describing and how do the students think that dish may be prepared. The teacher wants to generate expectations about the video.
• First listening: In the first listening the teacher proposes a general objective, check their answers. After the listening she gets sure they understood the record.
• Second listening: This time the teacher proposes a more specific objective and write questions in the board
• Post- listening: The post listening is an activity to reinforce the information and make the students produce something, they have to speak and use the information to create something new. It’s the out-put phase
• Corrections: In this stage the teacher make some corrections about the pronunciation of some words and mark the stress of each one.
Natalia said that this kind of correction may be considered a bit behaviourist, and that she believe that it is necessary to work in this way sometimes, I agree with her, but I want to point out that is not the things you correct that make the correction something behaviourist, is the WAY you correct.
I agree with the teacher´s choice of activities considering the age of the students and the class size, maybe in a larger class or with young students I may choose something different, maybe using pictures or something like that.
I think is a good listening lesson because it makes the students reflect on the things they learn and gives them time to assimilate the new information, step by step.
I really like this video and I will apply this to the plans.
Good bye!
Magali Baldovino. 2°2° evening shift.
The stages in a listening lesson are:
ReplyDeleteWarm up or Pre- listening stage: In this stage, the teacher introduces the learner to the topic (international food) and tries to focus their attention with a matching activity. Then, the teacher asks them to guess which food the speakers may be describing and how do they think that dish may be prepared. The teacher’s aim is to get the learners interested in the topic and familiarize them with some vocabulary.
Listen and respond or While-listening stage: The learners listen to the text twice. In the first listening, the learners have to get the gist of the text and check their answers. In the second one, they have to listen to get specific information and answer some questions.
Follow up or after- listening stage: In this stage, the learners have the opportunity to practice what they have learned using the other language skills.
In the Pre- listening stage the teacher’s aim is to anticipate the topic of the text activating previous knowledge of the theme. Then, in the While- listening stage the teacher’s aim is to get the main idea of the text (first listening) and to locate specific information in the text (second listening). Finally, in the After- listening stage the teacher’s aim is to use the new contents to create an original production.
In my opinion, this is a good listening lesson because the teacher has educated their students in an interesting and useful way.
Giménez Analía
As most of my classmates have already stated the different stages in this lesson and the teacher’s purpose in each stage, I will answer the other two questions:
ReplyDeleteDo you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
I am in agreement with the teacher’s choice of activities because I consider that she develops a very good warming up and pre-listening stage, making the students activate their previous knowledge by guessing and thinking about the main topic, international food. In this way, the students get prepared for the listening task, using the knowledge they already have, whereas the teacher helps them by providing some vocabulary they should identify when they listen to audio. It is also important to note that the teacher gives the students the opportunity to interact with each other when guessing and debating what types of food will be mentioned in the audio, so the pre-listening activity becomes a communicative one. The teacher also concentrates on accurate pronunciation of the new vocabulary, which means she is paying attention to every detail of the topic and not only focusing on the listening task itself.
In the first listening, the teacher makes the students check their predictions and in a second listening, she gives them some questions for them to answer, making the students look for more specific information and thus exploiting the listening activity to the full. Finally, the students are given the opportunity to relate this topic to their own lives, by telling their partners about the typical dishes in their countries.
So, all in all, I consider that this is an excellent listening lesson, with very well developed stages in which the teacher pays attention to every detail and succeeds in exploiting the listening task to the full.
We are happy, yoú´ve found this video helpful.
ReplyDeleteKeep on participating; we´ll keep on reading you!
The Rojas ELT team.
What are the different stages in this lesson?
ReplyDelete1- Familiarisation Phase: When the Teacher has the students come to the board and join the National Dishes and their countries.
2- Input Phase:
a) FIRST LISTENING
- Prelistening activity: Making predictions-Checking vocabulary
- While listening: Listening to check their predictions and meaning
- After listening: Checking with their peers. Correcting. Feedback
b) SECOND LISTENING
-Prelistening activity: Questions to think of
-While listening: A response to those questions
-After listening Checking with their peers
3- Consolidation Phase:
-Speaking to their peers to check predictions
-Feedback and corrections
What is the teacher's purpose in each stage?
For the warm up, I guess the purpose is engaging the sts in which topic they are going to deal with during the class.
I guess challenging prelistening and listening activities give sts a well highlighted purpose for their tasks in every stage of the class.
Do you agree with the teacher's choice of activities? Why? Why not?
Yes, I agree that giving students a purpose, as well as making the topic a significant one, make the class easier to carry on with.
All in all, is it a good listening lesson?
It is a great lesson for people that age. I would try different things for students if they were younger or from different social contexts.Anyway, I consider this example a great chance to learn how to make the most out of our plans
Nancy M. Gallegos
1- the different stages are....1st;to explain the vocabulary of the listening to try to get a better understanding.2nd;to listen to it and then, to have a conversation to know if the students really understood the tape.
ReplyDelete2-the purpose is to practice orally the vocabulary to learn the pronunciation and learn the new words.
3-I agree because it's something different and the studentes enjoy learning this way because they practice orally,too.
4-It's a good listening because it's clearly spoken
Do you agree with the teacher's choice of activities? Why? Why not?
ReplyDeleteAll in all, is it a good listening lesson?
I think that the activities are great. Although they are quite simple, the activities are engaging due to they are different from an ordinary class. Teacher makes a conscious choice of them, thus. Students enjoy doing the pre listening task, clearly, they were encouraged to participate. Teacher also gives students immediate positive feedback showing them how well students are doing the task.
It is undoubtedly a good listening class. It is engaging and takes place in a pleasant environment essential for the successful of the class.
I found this video very interesting, and a very attractive for students.
ReplyDeleteThe different stages are:
• Warm Up: Here the teacher wants to get the students atention.
• Pre-listening task: In this stage students try to guess what the listening will be about.
• First listening: here the teacher proposes a general objective and makes sure that the students have understood.
• Second listening: In this stage the teacher proposes an specific objective.
• Post- listening:The teacher gives the students a new activity, they have to speak about what they heard, or write something new.
• Corrections: In this stage the teacher make some corrections, for example, about pronunciation or spelling.
In my opinion it is a good way to teach a second language, it makes classes interesting and different.
Daniela Martínez. 2º. Morning Shift.
The different stages in this lesson are:
ReplyDeleteBEFORE LISTENING: this is the moment to activate previous knowledge. Students have to recognize different foods of different countries and make the matching activity. This activity creates a positive atmosphere and it makes students feel comfortable and engaged before the lesson starts.
FIRST LISTENING: in this stage the task is that students get the main idea of the listening. It is very important that teachers guide their listening because they will try to understand every word and get completely lost.
SECOND LISTENING: the task here is to locate specific information. They have to answer questions according to what they have listened.
POST LISTENING: in this phase students have the opportunity to apply what they have just learned.
CORRECTION: in my opinion, this stage is the main part of the activity. Teachers have to give feedback because it is the only way in which learners can realize about their individual problems or skills. This correction must be told in a positive way in order not to make they feel frustrated.
I think it is a good activity, as Laura says, the activities are quite simple but they work so that is the main point. We have to think on that. Sometimes we prepare a lot of complex activities and we don´t pay attention to activities like the ones in the video which are very successful and easy to explain and develop.
Altomonte Nayla 2° 1° inglés
ReplyDeleteListening lesson: Stages and purposes
Warm up or Pre-listening stage: In this stage, the teacher introduces the students to the topic -International food- and explains what they are going to do. She encourages her students to look for and match the correct answer. The learners are divided into groups. The team that finishes first wins the game. In the Pre-listening, The teacher gives the learners some details about the listening and asks them to guess and make predictions and also she checks vocabulary and pronunciation. The purpose of this stage is to get the students interested in the theme.
While-listening or Listen and response: This is the most important part of the activity. In the first listening, the learners listen to the tape and check their answers and predictions. In the second listening, the professor gives her students a question guide. This helps the listeners to understand and pay attention to specific information. The purpose is to get the general idea and also the specific information about the topic. The students start to familiarize with the new vocabulary.
Follow-up or after listening stage: In this phase, the teacher encourages her students to talk about the topic and share their own experiences using the right vocabulary. Here, the learners use another language skills -speaking-. The purpose of the last stage is to apply the new information and consolidate it in new productions.
I consider that it is a good idea to share the video because it helps us to clarify the listening stages because we can see them put in motion. I want to point that the body language called my attention. I think that it is an important tool to complement our explanations.
MARUCHO, FERNANDO MARTIN // 2º-1º // º_º
ReplyDelete1) first of all, the teacher introduces the issue before the listening. Then, there is a pre-listening task. After that, students are asked to listen the tape for the first time focussing only in one aspect of the task (general aspect). Finally, students are asked to focus on specific information during the second listening.
2) the porpuse of the teacher is to get feedback from her students to make sure they anderstood... She checks vocabulary and corrects the mistakes... she encourages them to participate. Only then, they focus on checking the excersice.
What are the different stages in this lesson?
ReplyDelete• Warm up: the teacher introduces the topic of the lesson.
• Pre-listening task: students guess what dishes and food are going to be mentioned.
• First listening: students check their guessing.
• Second listening: students need to answer certain questions, so they focus their attention on specific information.
• Post-listening task: students talk about the traditional food in their country. They also can use the questions on the second listening as a guide.
• Corrections: teacher highlights specific vocabulary about food and its preparations.
Is it a good listening lesson?
In my opinion, it is a good listening lesson. The purposes are clear as well as the instructions the teacher gives. Students seem to be engaged with the lesson and the teacher provides positive feedback.
1) What are the different stages in this lesson?
ReplyDeleteWhat is the teacher's purpose in each stage?
2) Do you agree with the teacher's choice of activities? Why? Why not?
3) All in all, is it a good listening lesson?
1) The different stages in this lesson are:
• Warm Up: In this stage, the purpose of the teacher is focused in getting the students attention. Here, she introduces the topic of the activity.
• Pre-listening task: In this stage, before hearing the tape, students try to guess what the tape is going to be about.
• First listening: In this stage, the teacher reproduces the tape; Students listen to the tape and check their answers with a partner, then the teacher can give feedback for the class to make sure they’ve understood everything.
• Second listening: In this stage, students are listening for more specific information; the teacher’s feedback consists in listing the answers from the class.
• Post- listening: In this stage, students can apply what they have learned, they can write something nerw, or speak about what they heard. They can also use the previous questions as a guide.
• Corrections: In this stage, the teacher makes some corrections e.g spelling or pronunciation, and students repeat correctly after her words.
2) In my opinion, i agree with the teacher’s choice because it gives students a context; all information she is conveying is contextualized and it’s easier for the students to get the ideas.
3) Yes, it’s a good listening lesson, i think it’s fun and more interesting for the students.
Victoria Cancellieri 2º year, Morning Shift
• The different stages in this lesson are:
ReplyDelete1st The warming up: The teacher presents the topic ‘international food’ to her students and presents them a short activity in order to activate their previous knowledge about the issue.
2nd Pre-listening: The teacher explains the students what they are going to listen to and asks them to discuss two short questions before they listen to the record.
3rd Listening: First, the teacher plays the record in order for the students to check their answers. Then, the teacher plays the record again and asks the students to focus on more specific information.
4th Post-listening: The students check the exercises.
5th Closure: The teacher makes the appropriate corrections to the students’ mistakes.
All in all, I believe this is a good lesson. I agree with the activities presented by the teacher and with the way in which she handled the topic and the class in general. She pays a lot of attention to her students pronunciation and corrects mistakes in a very appropriate way after each task.
The stages are
ReplyDeleteWarm- up: The teacher introduces the topic and proposes a matching activity to make the students make connections.
Pre- listening: The teacher explains to the students the kind of activity they are supposed to do before listening to the tape. The teacher proposes a guessing activity in which the students will have to discuss different possibilities.
Fist listening: The students listen to the tape and check whether their assumptions are correct or not.
Second listening: The teacher explains to the students that they are about to listen to more specific information. Then students are supposed to discuus with their classmates (taking into consideration the new information given). Once they have listened to the tape, the students will answer questions. By doing so, the teacher will check if the students understood what they have listened.
Closure: The teacher makes corrections and gives specific vocabulary of the topic.
As regards the question "is it a good listening lesson?"
I believe this is a great listening activity. The thing is that it's pretty difficult to apply it in our state runing schools but not impossible.
I like the activities chosen because students have to think, discuss and TALK which is one of the most diffficult tasks : MAKE THEM TALK ENGLISH.
Sorry ! it should be "discuss" in line 9
DeleteThe different stages in the lesson:
ReplyDelete1. The students participate in a kind of game, matching some typical dishes with some countries.
2. (Pre-listening task) The teacher explains that the students will listen to a conversation between two people of different countries. Before listening, she asks the students to guess the food those people will describe and to think how they imagine the dish is prepared.
3. (First listening) The students listen to the conversation and compare their answers. (This is the purpose of listening to the conversation).
4. (Second listening) The teacher gives the students some questions to answer. They listen for more specific information.
5. (Post-listening) The students carry out a communicative activity based around the topic of international food. They have to ask their partners about the typical dishes in their countries.
6. While the students are doing the post-listening activity, the teacher monitors. After the activity, she makes some corrections.
I agree with the teacher´s choice of activities because there is a progression from a very simple first task to a more difficult one. The activities not only emphasise the auditory learning style but also the visual (using gestures and writing on the board) and the kinaesthetic learning styles (going to the front to do the first activity). Besides, the teacher allows the students to discuss their answers together, monitoring and giving feedback after the activity.
The different stages in the lesson are WARM-UP,PRE-LISTENING TASK, FIRST LISTENING, SECOND LISTENING AND POST- LISTENING.
ReplyDeleteIn the warm up stage, the teacher ecourages the students to play a game on the board.
Then, in the pre-listening task , the teacher prepares her students to understand the listening activity by giving them some important words to bear in mind.
In the listening task, the students listen to the conversation and compare their answers.
In the second listening task, the teacher gives the students some questions to answer. The aim of this stage is that the students listen to the tape for more specific details.
Finally, in the post listening task, the students have to relate what they have listened with the typical dishes in their countries.
During and after the activy, the teacher makes some corrections. Most of the cases, the corrections are based on pronunciation mistakes.
I think it's a good idea working with listening tasks in class. It allows our students to participate in an oral activity based on what they have listened. I agree with the teacher's choice since it's an activity that concerns most learning styles.
The different stages in this lesson are:
ReplyDeleteWarm up: the teacher introduces the topic and gets student’s attention.
Pre-listening: the teacher asks students guess about the recording and she gives them some key words to understand the tape.
First listening: students check their answers. Then, teacher makes sure that they have understood.
Second listening: Students have to listen for more specific information. They have to answer some questions given by the teacher.
Post-listening: After the listening, students have to produce something related to the topic.
Finally, the last stage is the moment teacher makes some corrections about the pronunciation.
I really like this video, I think it's a good way to encourage students to speak.
I definitely agree with the teacher's choice. I believe that it is a clear communicative activity full of meaning. it was a meaningful class for student beacuse they can use whatever they learn in a everyday convarsation. the class activities were designed to be focused on tasks that were mediated through language or involve negotiation of information an infotmation sharing.
ReplyDeletethe plan of the class follows the stagies of a good plan. we can also learn from this video how to prepare a plan for our classes. ( in my personal opinion, sometimes to make a plan squeezes our brains and ideas and even more when one was brought up in the tradicional school.)
it was easy to identify the moments of the plan. and without even having the chance to read it we can see clearly what the teacher had planded and excpected from the class and students too. she also made a profit from their schemata (food, lexis and even tonicity). It was excellent.
I agree with the teacher´s choice of activities because they go from the more simple to the more complex. I also agree with the idea of having a purpose for each listening, which gives the students a reason to do the activity.
ReplyDeleteIn my opinion, this is a good listening lesson because the language mistakes are corrected rather at the end, which is a good way of creating a relaxed atmosphere as there is no pressure to speak. The teacher also takes into account different cultures to provide a real life learning.
The stages in this lesson are:
ReplyDeleteWarm up: the students match different countries with international foods.
The teacher explains what they are going to listen to.
Pre- listening: the students guess which food might be described and how they think they might prepared.
While- listening: before the first listening the teacher checks vocabulary with the students.
First listening: it is for general information. The students check their answers with their patterns.
Second listening: it is for specific information. They have to answer questions.
Post- listening: the students talk with their peers about typical foods in their countries.
I find this lesson very interesting. It is an entertaining and useful way of learning and practising.
Nora Elizarraga
As far, everyone has already commented the different stages. Thus, I will answer
ReplyDelete• Do you agree with the teacher's choice of activities? Why? Why not?
Yes, I agree. She is very aware of making students feel interested in the class. Besides, the activity has attractive elements that lead students to an effective learning. I won´t add more details because everything has been discussed by my classmates. I agree with all of them.
• All in all, is it a good listening lesson?
It is excellent! I will put into practice this way of teaching.
I believe it´s a good and very interesting listening lesson, as long as the teacher makes use of the different stages. First of all, we are able to see the warming up, in which the teacher presents the topic of the lessonclass,I think it´s a good idea to make the students pass to the front and interact all together because it breaks with the traditional way of teaching and also makes the learners feel relaxed. Then, in the pre-listening stage, the teacher anticipates the topic and gives them some important vocabulary in order to be able to understand the listening activity. Later,in the listening stage,the students are asked to check if they have guessed what they had been discussing. In the post-listening, the teacher makes some questions about what the have already listened and understood. She encourages them to talk with their partners about those things. It ´s a good moment for the teacher to check if they have learned the right vocabulary, in this stage she also makes some important corrections.
ReplyDeleteAll in all, I really like the way the teacher explains and interact with her students, it´s a very didactic class and we all shall teach in this way!!
The different stages are:
ReplyDelete1) The warming-up: The teacher presents the topic which in this case is international food.
2) Pre-listening task: The students have to guess which food belongs to those countries.
3) Listening: The teacher plays the cd or tape again, in order to complete a second task
4) Post-listening: The students correct the activities.
5) Corrections: In this stage the teacher makes some coments about the activities and corrects spelling, pronunciation and grammar mistakes.
I think that the activities are good, because they are not boring and the students feel involved with them.
In my opinion, this lesson are very interesting and it’s a good way of training the ear and encourage students to speak.
Cornero, Ana Belén. 2º1º Morning Shift
Do you agree with the teacher's choice of activities?why?why not?
ReplyDeleteAll in all is it a good listening lesson?
I agree with the activities presented by the teacher and the way she develops the lesson. As my classmates say, they are simple but interesting and clear.
In my opinion, it is a very good lesson. We can see how the teacher creates a friendly and supportive atmosphere and she is successful in keeping students's attention.
All in all, where there are positive attitude and good intention, a good lesson such as we have seen will be possible.
What are the different stages in this lesson?
ReplyDeleteWhat is the teacher's purpose in each stage?
• WARM-UP: In this first stage, the teacher introduces the topic by matching activity (in this case it is a game) to make the students become involved in the topic and feel motivated. When the activity is finished, the teacher explains what they are going too do next.
• PRE-LISTENING: In the pre-listening task the students are asked to work in groups to guess what the record they are going to listen to will be about. The teacher asks them to guess which food the speakers may be describing and how do the students think that dish may be prepared. The purpose of the teacher is to generate expectations about the listening.
• (First listening): In the first listening the teacher proposes a general objective, check their answers/predictions. In this way, the teacher makes sure whether they have understood the record.
• (Second listening): After that, the teacher asks some questions which students will have to answer by listening to the record once more. By doing this, the students concentrate in more specific information.
• POST-LISTENING: Finally, in the post listening stage,with the purpose of reinforcing the information, the teacher makes students produce something (in this case orally as they have to speak and use the information to create something new).
Do you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
I do agree with the teacher’s choice of activities because I consider that she exploits the listening activity to the full by making a very good warm-up and pre-listening activity. She makes students use their previos knowledge to carry out these two stages. Besides she also introduces some of the vocabulary they may not know so that the listening activity can be successful.
Taking everything into account, I believe that this is an very good listening lesson, with very well developed stages which help students succeed in this activity.
Sack, Dafne. 3° 1°, morning shift.
Do you agree with the teacher’s choice of activities? Why? Why not?
ReplyDeleteAll in all, is it a good listening lesson?
I agree with the teacher s choice of activities because she caught her students ‘attention. I consider absolutely important that we can make the learners be interested in what we propose them. On the contrary, her affective filter would be high. In other words, if we do not encourage them to participate in purposeful activities, they will be unmotivated and boring. In the video the teacher also succeeded because she activated her students’ previous knowledge. She did not treat them as if they were blank slates. She is completely conscious that her students know a lot of things about the world that surrounds them. Finally, the activities were successful because she sequenced them according to a context. This makes classes more interesting and easier.
It is a good listening lesson. However, I agree with some of my partners. The correction of mistakes is not a complete good idea. When the teacher corrects students all the time, students can feel inhibited to speak. That’s why I consider that we should let them speak freely. When they speak English without being interrupted, they feel secure and self-confidence to express their ideas. I suggest that teachers must correct the mistakes when they continue along time. In that case they would not be related to lack of attention, but maybe with other factors.
Natalia Cerbino 2°1°
ReplyDelete1) The different stages are: a. The pre – listening stage
B. the while listening stage ( students hear the recorder twice)
C. the post – listening stage
D. corrections
2) In the first stage, the teacher wants students to guess what are the national dishes of Spain and Tailand. Then, students have to think about how those dishes are prepared. In the second stage (first listening), teacher wants students to check if their guessing is correct. During the second listening, students have to answer some questions. The main purpose is that students find out specific information. The third stage is about students’ national dishes. Finally, in the forth stage teacher gives feedback to the students.
3) Yes, I do. The only thing that I would do is to show pictures at the pre – listening stage. Students could match the pictures of the countries and the food.
4) Yes, it is. I think that if we work with young children, we have to make some changes. For example, students could hear a song with the national dishes of some countries or play games. But on this particualr case, the class is OK.
Do you agree with the teacher's choice of activities? Why? Why not?
ReplyDeleteAll in all, is it a good listening lesson?
Yes, I do. The activities chosen by the teacher are excellent because they make students think of different things in which they have to use their background knowledge and create their own hypothesis to acquire the language. Apart from that, it’s a good idea to make students listen to the audio twice but with a different activity to do in each. It is a very good listening lesson. I think it’s great because if you want that students pay attention to what they are listening to, you have to give them a purpose to listen to it; and, in this case, the teacher has always given them a purpose or activity to do before, after and while-listening.
Sebastián Mendez 2° 1°
What are the different stages in this lesson?
ReplyDeleteThe stages in this lesson are:
Warm up: the teacher present the topic and gets student’s attention.
Pre- listening: the teacher asks students guess about the recording and she gives them some key words to understand the tape.
First listening:The students check their answers with their patterns.
Second listening: it is for specific information. They have to answer questions given by the teacher
Post- listening: the students talk with their partners about typical foods in their countries. They talk about something related to the topic.
All in all, is it a good listening lesson?
I find this lesson very attractive and interesting. It´s a usel way of learning. I also think that the activities are good because they catch the students attention and encourage the students to speak.
I agree with the teacher’s choice of activities because she activates the students’ background knowledge in the first activity and works on prediction in the second one. During the wile-listening activity she gives students some questions to answer to check comprehension. Perhaps she could have given students one more activity at this stage. Finally, as a post-listening activity, she leads students beyond the audio by making them discuss about the topic of the audio, but related to their country. All in all, I think it is a good listening lesson because it has the three main stages necessary to work when listening, that is to say, pre, while and post listening.
ReplyDeleteI think this listening activity is based on TBLT. Although this activity is not sequenced exactly as Jane Willis recommends, it is based on a task proposed by the teacher. She uses a game to introduce the topic and the listening activity is sequenced according to difficulty. First, during the pre-listening, students are challenged to guessing some countries typical dishes and how it is prepared. They discuss about it in groups. Then, during the second listening, they are asked for more specific information. In the consolidation phase, students use the input they received from the listening activity to generate the output.
ReplyDeleteI must say that it is a good listening activity and I agree with the teacher´s choice of activities because every stage has a purpose and she doesn´t focus on grammar but on communication.
The different stages are:
ReplyDeleteWARMING-UP: Where the teacher introduces the topic and proposes an activity where students work in small groups.
PRE-LISTENING TASK: The teachers explains the kind of activity that they will do.
FIRST LISTENING: The students listen to an audio.
SECOND LISTENING: At this stage, students listen to a tape again to collect more specific information.
POST-LISTENING TASK: The students are involved in a communicative activity where thay can interact with each other.
OUTCOME: Here, the teacher makes the neccessary corrections.
I agree with the sort of activity which is developed. I think that the teacher is applying her knowledge about TBL and CLL approaches, because students work in small groups, get a lot of interaction among them and with their teacher, they share information and experiences, enrich their previous knowledge. I can see that students feel comfortable and relax, because the teacher creates a good atmosphere where she supports them by using words that refers to SUCCESS. (Well done!, Wonderful!) and she is concious about their students skills.
The different stages in the lesson are:
ReplyDelete(Before the pre-listening stage, the teacher develops a warm up activity in which she introduces the theme of the lesson, “International food”. This warm up consists of a game where students have to match the name of a country with its typical food.)
• PRE-LISTENING: In this stage students are divided into two groups in order to listen to an audio and guess what it is about. The teacher asks the students to guess which food may be described and how they would prepare it. The purpose of the teacher is that students make inferences.
• WHILE-LISTENING: This stage is divided into two parts. During the first one, students have to check if their predictions were correct or not. In the second listening, the teacher asks her students to answer three questions. The purpose of the teacher is to obtain feedback about what the students have understood.
• POST-LISTENING: Finally, students are asked to work with a partner in order to describe a typical dish of their country. Students can use the questions dealt in the previous stage as a reference. The purpose of the teacher is to encourage students to communicate using what they have learned in the lesson.
(After the post-listening stage, the teacher makes the necessary corrections and checks the vocabulary learned during the lesson.)
I agree with the teacher’s choice because I think that the students enjoyed them. Furthermore, by doing these activities, students were able to active their prior knowledge as well as learn new vocabulary. For that reason, I consider that it is a good listening lesson due to the fact that the stages are well organized and the teacher conducts the activities in a good manner.
Martín Alonso 3° 1°
What are the different stages in this lesson?
ReplyDeleteWhat is the teacher's purpose in each stage?
• WARM-UP: As the is the first stage, the teacher introduces the theme of the lesson (international food) and she presents a matching activity, which functions as a game between two teams of three students, to make them become involved in the topic. The purpose of this stage is to present the topic of the listening and to make students focus on specific words related to the listening.
• PRE-LISTENING: In the pre-listening task the students are asked to work in groups again to guess what the recording will be about. The teacher asks them to guess which food the speakers are describing. The purpose of this stage is to generate expectations about the listening.
• (First listening): In the first listening the teacher sets a general objective: Students have to check their predictions. In this way, the teacher evaluates general understanding of the recording.
• (Second listening): After that, the teacher asks some questions which students will have to answer by listening to the record once more. By doing this, the students concentrate in more specific information, since the teacher makes them focus on particular aspects of the recording.
• POST-LISTENING: Students talk about the typical dish in their country. They use three questions as a guide.
Do you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
I agree with the teacher’s choice of activities because I believe that she really exploits the listening activity by using the student’s background knowledge and asking them to guess or predict what the recording will be about. Moreover, the first activities are for general comprehension, and then, the teacher sets more specific purposes for the listening.
Taking everything into account, I consider that it is a very good listening lesson, as all the stages are very well developed and the final activity encourages students to talk about the typical dish in their own country, which clearly will motive them.
What are the different stages in this lesson?
ReplyDeleteWhat is the teacher's purpose in each stage?
Do you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
The pre-listening: this phase is a kind of preparatory work in which the context is explicit, clarify purposes and establish roles, procedures and goals for listening.
While-listening activities can be shortly defined as all tasks that students are asked to do during the time of listening to the text. It is divided in two: First listening (teacher proposes a general objective of the lesson) and second listening (students have to answer questions according to what they have listened)
Post-listening task: students talk about the traditional food in their country.
Corrections: teacher makes the appropriate corrections to the students’ mistakes.
Students have to learn how to listen just as they have to learn how to speak, and therefore they should be exposed frequently, from the earliest stages of language learning, to listening comprehension activities. Not only does listening create the right conditions for language development, but it can also provide enjoyment and stimulate cultural interests. In my opinion it is the right way in which we have to present our listening activities.
What are the different stages in this lesson?
ReplyDeleteDo you agree with the teacher's choice of activities? Why? Why not?
All in all, is it a good listening lesson?
I agree with the choices of the activities because its organization makes the lesson follow a line that allows a better understanding of the topic that is being discussed (international food). I was able to observe how all the activities are connected. That is why I consider this lesson very interesting. First, in the warm-up stage, the teacher elicits the knowledge that the students have about international food. In the pre-listening task, they have to guess what kinds of dishes they are going to listen to and how they may prepare them, and the teacher makes them recall some vocabulary. Then, in the first listening, they have to check if they were right about their guesses. After they discuss about what they have heard, they listen to the tape for the second time, but in this opportunity they have to listen for more specific information. After they listen to it, they discuss about their answers. In the post-listening task they talk about their typical dishes in their countries. So in this final task, they are able to use language using some of the new words or phases that they have learnt. All this sequence leads the students from the knowledge they have to the communication with each other using what they have learnt in the lesson.
I believe that it is a good listening lesson because, as I have already said, it follows a sequence which is well organized, and allows students to interact with each other.
Giuliana Gimenez 2º 1º,Morning Shift
Do you agree with the teacher's choice of activities? Why? Why not?
ReplyDeleteAll in all, is it a good listening lesson?
I agree with the teacher’s choice of activities because in the first activity she activates students prior knowlegde and by working on predictions she can also learn what the students learn for I believe that students differences in predictions are based on their personal experiences. I think it is very important for the teacher to activate the students prior knowledge because while doing that then the student would be able to relate what they already know with what the new leraning material. Besides, by giving the students the opportunity to interact with each other, the teacher is also promoting the development of the speaking skill, which is often more difficult for students to achieve. Taking into consideration that in the while liostening activity the teacher checks comprehention through questions and in the post listening activity the students are able to go beyond the audio, thus exploting the teaching material, I believe that this is all in all a good listening lesson.
I will answer the other two last questions because most of my partners have already answered to the previous ones.
ReplyDeleteI agree with the teacher’s choice of activities. The development of the stages shows quite well the purposes of each activity, for instance activating students’ prior knowledge, engaging students with the topic, etc. She makes students interact with each other in a debate, in which they have to predict what type of food will be mention in the recording. That is something very important to remark because students are using the language communicatively.
The teacher works on the listening activity deeply, making students pay attention to specific details by asking them some questions after they have checked their predictions. One of the most important things in the listening activity is that the teacher gives students the possibility of associating the topic with their experiences.
To conclude, I consider that this listening lesson was very good indeed.
Stages:
ReplyDeletea. The pre – listening stage
b. the while listening stage
c. the post – listening stage
d. corrections
2) In the first stage, the teacher works on predictions. Students make their predictions and then they check. The work on the listing further and then the teacher give the feedback to the students.
3) I particularly agree with the way the teacher has organized the class, and the different stages.
4) I think it is a good lessong.
The stages are: 1) teacher gives the theme of the listening. 2) Pre- listening: in order to activate vocabulary, students make predictions about the recording. 3) While listening: it is divided in two. First, students listen to check their predictions and then, they listen to the recording to answer specific questions asked by the teacher. 4) Post listening, students are asked to discuss about the typical dishes in their country. Finally, the teacher makes corrections.
ReplyDeleteIn my opinion, it is a good lesson and it is well organized because the teacher emphasises every specific moment of the listening activity.
The different stages in this lesson are:
ReplyDelete1) Pre-listening: The teacher introduces the topic that is international food and divides students into two groups to play a game. Each group has three members and they have to match the countries and the typical food. The teacher wants students to engage with the class and she creates a good atmosphere.
The teacher tells students they are going to listen to a tape in which two people are talking about the typical food in their countries. Students have to guess the national dish in Spain and Thailand and how to prepare it. In this way, she generates expectations.
2) While- listening:
• First listening: Students listen to the tape to check their predictions.
• Second listening: Students listen to the tape again for specific information. They have to pay attention to how the typical food is prepared, its taste and when people eat it.
3) Post-listening: In groups, students discuss a typical dish in their countries, how to cook it, its taste and when people eat it. The aim is that they create something new.
As regards corrections, teacher checks if students understood the meaning of some verbs and nouns.
I agree with the teacher’s choice of activities because students can work cooperatively, they use their previous knowledge, create something new and improve their pronunciation. I think the teacher’s instructions were very clear. She checked students’ pronunciation and if they understood the activities. For this reasons I believe this listening lesson is good.
Before the Pre-listening task, the teacher begins the lesson with a warm-up activity in order to link the theme of the listening lesson, which is “International food.” The warm-up consists of a game in which students have to match the name of a country and the typical food in that country.
ReplyDeleteThe different stages of this listening lesson are:
1. PRE-LISTENING:
In the pre-listening task the students are asked to work in groups to guess what the record they are going to listen to will be about. The teacher asks them to guess which food the speakers may be describing and how do the students think that dish may be prepared. The purpose of the teacher is to generate expectancy about the listening.
2. WHILE-LISTENING:
The while-listening is divided into two parts:
• First listening:
In the first listening the teacher tells the students to check their answers and predictions. In this way, the teacher makes sure whether they have understood the audio or not.
• Second listening:
In the second listening, the teacher asks some questions which students have to answer after listening to the audio track once more. By doing this, the students concentrate in more specific pieces of information that might have not been so clear in the first listening.
3. POST-LISTENING:
Finally, in the post-listening stage, the students are asked to talk to about a typical dish in their countries. The teacher’s purpose is to reinforce the information learned throughout the listening lesson. The students have to speak and use the information to relate the topic to their lives.
After the post-listening stage, the teacher provides correction feedback over words that were mispronounced by the students.
c) Do you agree with the teacher's choice of activities? Why? Why not?
d) All in all, is it a good listening lesson?
I agree with the teacher’s choice of activities because I consider that she is thinking outside the box. That is, she is trying to apply methods that will allow her students to communicate in real life events and in that way the teacher makes sure to use the listening activities to the fullest by means of a warm-up and pre-listening activity. She also makes students activate their previous knowledge to carry out these tasks, introducing some of the vocabulary they may not know so that the listening activity can be effective and successful. Moreover, I my opinion, made herself quite clear when teaching the meaning of those new words, unknown by some of the students.
All in all, I believe that this is a quite positive listening lesson and all the different stages were well developed so that students could achieve success in this listening lesson.
I agree with the choice of activities since the teacher carried out a very well organized lesson. At the very beginning of the class, in the "warm up" stage, she chose a matching game as an icebreaker activity for the students to feel comfortable in a welcoming classroom atmosphere. Then, the "While-listening" stage was divided into two parts. First, they listened to an audio about people from different countries that described their typical food. They had to guess, in groups, which traditional dishes were described. After that, they listened to the same audio once again. They worked on specific parts of it. They paid attention to precise details. In the "post-listening" stage, they were able to USE what they had learnt. I mean, the lesson was built upon AUTHENTIC learning activities and that's great. All in all, I really liked the video because it will help us a lot to plan our classes of English.
ReplyDeleteMARISEL SANDOVAL 2°1°
The stages of the lesson are:
ReplyDelete Warm-up: In this stage, the students play a game on the board. The teacher divides the class into two groups and they come to the front to match the names of some countries with the typical dishes of these countries. The aims of this stage are: to elicit previous knowledge from the students and to arouse students’ interest in the topic.
Pre-listening stage: The teacher explains to the students the activity they are going to carry out. Students have to predict the content of the listening material. The teacher asks them to guess the name of two typical dishes and how they might prepare them. The teacher also revises the specific vocabulary that will appear in the audio. The aims of this stage are: to make predictions, to revise the specific vocabulary related to the topic, and to develop interpersonal relationships among students.
While-listening stage:
The while-listening stage is subdivided into two parts:
First listening: Students check whether their predictions are right or wrong. They have to concentrate on the main ideas of the listening material. The aims of this stage are to confirm or deny previous expectations and to focus on the general ideas of the listening material.
Second listening: Students have to answer some questions that the teacher writes on the board. Now, students listen to the audio again to concentrate on specific information.
Post-listening stage: Students discuss about the typical dishes and the procedure to prepare such dishes in their country. Students use the questions of the previous stage as a model for their discussion. The aim of this stage is to give students the opportunity to use other language skill, in this case, speaking.
Corrections: The teacher corrects the mistakes that students have made during the lesson.
I think that this is a very good lesson because its parts are well-defined and they bear a close relation with one another. I also think that the lesson is very good because it provides students with an opportunity to interact with each other. It is a dynamic class in which student are working constantly. The teacher seems to have a good control of the group and a very good command of English. Besides, students have a purpose for listening and they don’t listen to the audio just because.
BRIAN PELLETIER 2°1°
I'm sorry I could not enter to my account.
The stages of the lesson are:
ReplyDelete1º) Warm up: The teacher explains what the topic is about (international food), and starts a sort of game with different countries and different dishes. They have to match the correct ones.
2º) Pre-listening: the teacher gives some incomplete information about what they are going to hear in the tape, and encourages them to guess which food it migth be described, and how they think it migth be prepared. Before she plays the tape, she gives them key words and new vocabulary related with the topic.
3º) While Listening - Imput:
a) First Listening: the teacher wants them to hear and check if what they have discussed it is correct.
b) Second Listening: the teacher gives them some questions to guide their listening activity (focus on specific information).
4º) Port-Listening: the teacher asks the students to discuss in groups about the typical dishes in their countries, using the same questions that she gave before.
At the end, she does some corrections in vocabulary and checks with the students.
I think it is a really good listening activity, because the different stages are well divided, the teacher introduces the topic in a funny way, and the final product (the consolidation) is a genuine "output". The students are encouraged to participate and to elaborate their own speech.
Maria Soler - 2º2º
ReplyDeleteSince the previous posts have described the stages, I am going to just mention them.
The different moments, in the lesson, are: warm-up activity, pre-listening, while-listening which is divided into a first-listening and a second one and the post-listening which has corrections and feedbacks.
I agree with the activities selected, because they involve students to the entire lesson, that is to say, students have to activate their previous knowledge, interact among them, follow instructions, use the English language and finally associate, what they have learnt, to their context.
All in all, I think this listening lesson is a great example of a previously planned class, in which you can identify the different stages and also see how the teacher exploited the topic, material.
Cristian Salvatierra from 2nd, night shift
Dear All,
ReplyDeleteIt’s clear that you all deem this listening lesson enlightening.
You have agreed that it has been thoroughly planned, that every stage has a clear objective and that the teacher has taken the most of the material. We hope it will prove useful when planning your listening lessons.
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