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Mtra. Martha Lorena Obermeier Pérez Febrero , 2013

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Mtra. Martha Lorena Obermeier Pérez Febrero , 2013

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  1. Materiales para la unidad académica Didáctica de las habilidades receptivas: comprensión lectora y auditiva.Licenciatura en Inglés, modalidad a distancia.Transversal del segundo semestre.Unit 2 TeachingListening2.2 Strategies and Techniquestoimprovelistening 4.2 Creencias y autopercepción de la eficacia. Mtra. Martha Lorena Obermeier Pérez Febrero, 2013

  2. Presentation • Thesematerialshavebeendesigned as a toolforthestudents of theacademicunitDidactics of thereceptiveskills: reading and listening. Thesematerialsofferimportantinformationaboutlisteningactivitiesand howtodesignthestages of theactivities.

  3. Justification • The receptive skills are very important, but unfortunately they are not always developed. It is important to know the stages to design activities for listening. In most of the exams to test the level off English, listening is graded as well as reading and grammar. In these materials, students are going to have information necessary to design these activities.

  4. 1. Listening Skills People never listen without a purpose, except perhaps in language class (Gary Buck). There are three stages in listening: • Pre-listening • While-listening • Post-listening 

  5. 2. Pre-listening stage. • Help students prepare for what they will hear. • Better chance of success in later on activities. • Setting up a reason to listen.

  6. 3. While listening stage. • Listening purpose (gist, specific information, detail). • Answers checked in groups. • Important for students to have different tasks when listening. • Repeating audio to enhance listening.

  7. 4. Post-listening stage. • Entireclasschecksanswers. • Spacetoclearoutdoubts. • Summarizeeverything as best as possible.

  8. Conclusion • Both research and instinct tell us that students have more chance of succeeding when they know something about the topic and are mentally attuned to what they may hear. Also, as stated in the quotation that begins this chapter, we listen with a purpose and with certain expectations, hence the development of classroom exercises that ask students to listen purposefully. We should note, of course, that the sequence described here-pre-,while-and post-listening- is not the only one.

  9. Referencias • Wilson, J.J., (2008). How to Teach Listening. 1st ed. USA: Pearson Education.

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