Models of Reading

Reading is a process which you are going to analyze a text and what is the meaning of it, depending on your goals. It could be fast or thoroughly.

Bottom-up: It is about how reader infers the meaning of the text with their previous knowledge and experiences.

Top-down: It is about how reader stars to analyze the text with principal ideas.

Interactive: Reader has previous knowledge about the topic and he uses key words for comprehension.

Reading Process is how reader analyzes the text for understanding it. (Underlining principal ideas)

Journal

To give a class is not easer; it is because you have to design the material which you will use in it. The class and the material depend on the English level students, and you have to adapt them. Sometimes our activities can be interesting for students and they could felt motivated, in that way they might have a good learning.

Introduction

When a teacher gives a class it is really necessary he uses teaching methods which could help students to have a good learning process but it depends on how teacher uses and aplies them. In this course we practiced listening skills giving a class and observing our classmates. I think is good to know about our mistakes at the moment because we can correct them and we can improve our classes. I learned how to relate the material with the class because it has to have a goal for student's learning process. the course was nice and dinamic. 

Theoretical Framework

1. Retain chunks of language of different lengths in short –term memory.











2. Discriminate among the distinctive sounds of English.










3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.


















4. Recognize reduced forms of words.






5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.






6. Process speech at different rates of delivery.






7. Process speech containing pauses, errors, corrections, and other performance variables.






8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.














9. Detect sentences constituents and distinguish between major and minor constituents.










10. Recognize that a particular meaning may be expressed in different grammatical forms.














11. Recognize cohesive devices in spoken discourses.










12. Recognize the communicative functions of utterances, according to situations, participants, goals.










13. Infer situations, participants, goals using real-world knowledge.






14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.














15. Distinguish between literal and implied meanings.






16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.






17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.


Examples : types of listening exercises








http://www.esl-lab.com/trip1/trip1.htm





http://www.esl-lab.com/zoo/zoord1.htm





http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm





http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm



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Examples : types of listening exercises


http://www.esl-lab.com/trip1/trip1.htm

http://www.esl-lab.com/zoo/zoord1.htm



http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm



http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm



http://www.englisch-hilfen.de/en/exercises_list/hoeren.htm

Theoretical Framework

Types of classroom listening performance



Reactive:---- Passive students

Intensive:.---- Focus on one thing

Responsive:_--- Ss. have to know what they are doing

Selective:----- Select the material: How is going to learn (by himself)

Extensive::-___ Ss. have to take notes and do conversations

Interactive: :::---To complete other skills

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Principal for desing listening



We have to have a good development in listening.

Intrinsec & extrinsec Motivation

Focus on the topic

Listening Context

Key words/good listening strategies

Connection with all skills

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Listening Techniques from beginning to advance



Bottom up --------- Lexical Meanings.

Top Down excercises

Interactive excercises

Theoretical Framework

1. Retain chunks of language of different lengths in short –term memory.


2. Discriminate among the distinctive sounds of English.

3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.

4. Recognize reduced forms of words.

5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.

6. Process speech at different rates of delivery.

7. Process speech containing pauses, errors, corrections, and other performance variables.

8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.

9. Detect sentences constituents and distinguish between major and minor constituents.

10. Recognize that a particular meaning may be expressed in different grammatical forms.

11. Recognize cohesive devices in spoken discourses.

12. Recognize the communicative functions of utterances, according to situations, participants, goals.

13. Infer situations, participants, goals using real-world knowledge.

14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.

15. Distinguish between literal and implied meanings.

16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.

17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.

Theoretical Framework

What makes listening difficult?

CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.


REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.


Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.

Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.

Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).

Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.


Strees, rhythm and intonation: English is stress-timed language, English speech can be a terror for some learners. Also intanation patterns are very significant not just for interpreting straightforward elements such as questions, statements but for understanding more subtle messages like sarcarms, endearment, insult, solicitation ,praise,etc.


Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.



Listening exercise: http://www.esl-lab.com/rest1.htm

Ordering at a Restaurant

Instructions: Listen to the questions by pressing the "Play" link and then choose the best answer. See the Quiz Script here. Press the "Final Score" button at the bottom of the page to score your quiz.

1. PLAY:


A. Three people.

B. That'll be all.

C. No. We're not ready yet.


2. PLAY:

A. I'll take a large Sprite.

B. I'll have a piece of apple pie.

C. French dressing, please.


3. PLAY:

A. T-bone steak, please.

B. Medium.

C. I'd like rice with my steak.



4. PLAY:



A. I'll have the salad, please.

B. I'd like the rice.

C. Bread, please.



5. PLAY:


A. Yes. I'd like more water.


B. I didn't order this.


C. Yes. The food is great.