Universidad Nacional

Federico Villarreal

GUÍA ACADÉMICA

TALLER AUDIO-ORAL DEL INGLÉS

INGLÉS IV CICLO

Lic. NORMA MARINA

VECORENA SÁNCHEZ

Euded
Escuela Universitaria

Educación a distancia
 

Indice
1. Presentación 6
2. Introducción a la Asignatura 7
3. Orientaciones Generales del Estudio 8
4. Tutorías 9
5. Cronograma 9
6. Evaluación 10
7. Medios y Recursos Didácticos 11
8. Objetivos Generales 12
9. Orientaciones Específicas para el aprendizaje de
contenidos de la asignatura: 12
UNIDAD I : TALLER DE COMPRENSIÓN AUDITIVA 13
 Introducción 13
 Objetivos Específicos 13
 Contenido Temático: 13
• Estrategi as para desarrollar la comprensión auditiva 14
• La Enseñanza de la Comprensión auditiva 17
• Guía de estrategias de Comprensión auditiva. 20
 Actividades 23
 Autoevaluación 24

UNIDAD II: TALLER DE COMPRENSIÓN AUDITIVA 25

 Introducción 25
 Objetivos Específicos 25
 Contenido Temático: 26
 Dificultades que afrontan los estudiantes de inglés
como idioma extranjero. 26
 Contraste de una comprensión auditiva efectiva
con una comprensión auditiva inefectiva. 27
 Evaluación de la comprensión auditiva 30
 Actividades 32
 Autoevaluación 33

4 
 
 UNIDAD III: TALLER DE PRODUCCIÓN ORAL 35
 Introducción 35
 Objetivos Específicos 35
 Contenidos: 35
• La Naturaleza de la Producción Oral 36
• Estrategias para desarrollar la Producción Oral 39
• El Enfoque Académico Cognitivo de Aprendizaje
de Lenguas(CALLA) y la Producción Oral. 40
 Actividades 42
 Autoevaluación 43

UNIDAD IV: TALLER DE PRODUCCIÓN ORAL 45

 Introducción 45
 Objetivos específicos 45
 Contenidos: 45
• Estrategias de Producción Oral y Autoevaluación 46
• Actividades para promover la Producción Oral 48
 Actividades 51
 Autoevaluación 52

10. Solucionario 54
11. Glosario 55
12. Bibliografía 60

5 
 
PRESENTACIÓN

6 
 
 INTRODUCCIÓN A LA ASIGNATURA

La  asignatura    del  Taller  Audio‐Oral  del  Inglés  es  un  curso  de  formación  especializada  y  tiene  el 
propósito de dar conocimiento de las habilidades necesarias para la comprensión y producción oral  
en inglés. La asignatura provee también herramientas para ayudar a los profesores a entrenar a los 
alumnos en la habilidad receptora de Comprensión Auditiva y la  habilidad  de producción oral.  
Esta  asignatura se dicta  en el Cuarto Ciclo de la Carrera, es de gran importancia  porque en el mundo 
globalizado  en  el  que  nos  movemos  la  comunicación  entre  las  personas  debe    ser  lo  más  clara  y 
precisa posible y  para ello es básico   una correcta  comprensión  de lo  que se  nos dice para poder 
producir una respuesta  adecuada. 
La Presente  Guía Académica   del Participante  de   Taller Audio‐Oral del Inglés   está organizada en 
Cuatro Unidades.                                                                             
Cada  unidad  tiene  dos  o  tres  temas,  actividades    y  preguntas  de  Autoevaluación  que  le  darán  la 
posibilidad de aplicar lo aprendido. Para  un mejor desarrollo  de las unidades, el participante deberá 
consultar los textos recomendados y los enlaces correspondientes  que se encuentran al final de cada 
tema.  En  la  Primera  Unidad    se  presentan  una  serie  de  estrategias  para  ayudar  a  desarrollar  la 
habilidad  de  comprensión  auditiva,  así,  como  para    enseñar    esta  habilidad  a  los  alumnos.  En  la 
Segunda Unidad se analizan algunos de los problemas que encuentran los aprendices de inglés como 
lengua extranjera para desarrollar la comprensión auditiva y se contrasta una comprensión auditiva 
efectiva con una que  no lo es. En la Tercera Unidad se introduce la habilidad de producción oral, 
provee una serie de estrategias para promover su desarrollo y nos sugiere una manera de crear una 
sesión de aprendizaje de producción oral basada en el  Enfoque Académico Cognitivo de Aprendizaje 
de    Lenguas  (CALLA).  Para  finalizar,  en  la  Cuarta  Unidad  se  presentan  formas  de  hacer  una 
Autoevaluación    antes  de  empezar  a  producir  un  texto  oral,  así  como  algunas  actividades  que 
promuevan  la producción oral.  
La evaluación tiene como meta verificar si los participantes logran los objetivos propuestos.
Para ello se considera los siguientes criterios: interacción a través del Chat, participación en
los foros, presentación de las tareas encomendadas y las evaluaciones programadas por la
Coordinación Académica de la Escuela Universitaria de Educación a Distancia.

Es mi deseo que la presente Guía del Participante le resulte útil para lograr los objetivos
planteados en el Curso de Taller Audio-Oral del Inglés.

7 
 
 NORMA MARINA VECORENA SANCHEZ
Lima, Diciembre 2013

ORIENTACIONES GENERALES DE ESTUDIO

Estimados Participantes:

Los cursos virtuales se ofrecen para facilitar el  acceso a los programas de estudio a aquellas personas 
que  por  razones  de  horario  o  ubicación    geográfica  no  lo  pueden  hacer  de  manera  presencial.  El 
objetivo  de  estos  cursos  es  ofrecer  una  calidad  académica    igual  o  superior  a  la  que  ofrecen  los 
programas presenciales. Es por esta razón que los programas virtuales se apoyan en una  moderna 
tecnología    de  información    y  comunicación    (  Aulas  Virtuales  )  que  permiten  un  alto  grado  de 
interacción  y  orientación    del  profesor  a  los  alumnos  y  una  importante  interrelación  entre  los 
estudiantes. 
En las Aulas Virtuales de la ESCUELA UNIVERSITARIA DE EDUCACION A DISTANCIA,  los participantes  
encontrarán, además de la información detallada del programa, los materiales de estudio, la agenda 
de  actividades  propuestas  por  los  profesores  y  todas  las  herramientas  de  comunicación    que 
permitirán el desarrollo dinámico  del  curso. 
Para  comprender  y  asimilar  adecuadamente  el  material  didáctico    del  curso  se  recomienda    lo  
siguiente: 
 Dedicar una hora diaria a leer, estudiar y trabajar el material didáctico. La continuidad
y la constancia son las únicas que le asegurarán el éxito
 Organizar el tiempo de estudio de manera tal que le permita cumplir con el plan de
estudios.
 Leer varias veces el material para lograr una buena comprensión del mismo y luego
subrayar o resaltar las ideas principales para organizar el material de estudio.
 Trabajar el material de manera secuencial, siguiendo el orden en el que se le entrega.
 Realizar las actividades que tiene en su texto y en la Guía Académica.
 Buscar un lugar tranquilo y bien iluminado en el que se sienta cómodo para realizar
las lecturas y hacer las tareas.

8 
 
  

TUTORÍAS 
 
 
Las tutorías se desarrollarán mediante la programación de un calendario de tutorías. La tutoría 
será presencial y virtual. 
 

 
CRONOGRAMA 
 

CANTIDAD DE HORAS ACADÉMICAS 
TUTORÍAS PRESENCIALES Y 
VIRTUALES 
HORAS  HORAS  HORAS 
PRESENCIALES  VIDEOCONFERENCIA  PLATAFORMA 

Semana 1  2  3  2.5 

Semana 2  2  3  2.5 
PRIMER MES 
Semana 3  2  3  2.5 

Semana 4  2  3  2.5 

Semana 5  2  3  2.5 

Semana 6  2  3  2.5 
SEGUNDO MES 
Semana 7  2  3  2.5 

Semana 8  2  3  2.5 

16  24  20 

TOTAL 
60 HORAS ACADÉMICAS 

9 
 
EVALUACIÓN 
El promedio final de la Asignatura : Taller Audio‐Oral del Inglés modalidad  Presencial‐Virtual se 
obtiene de la siguiente manera: 

 Evaluación de Trabajos Interactivos (TI ): 40%

 Evaluación Parcial ( IV ) : 20%
 Evaluación Final (EF ) : 40%

PF = TI (0,4) + IV (0,2) + EF (0,4)

El examen parcial será virtual y se  realizará en la 8a semana. El examen  final será presencial  y se  
realizará en la  16a semana.  
Los participantes  elaborarán cuatro trabajos (4) interactivos y participarán  en  dos  (2) foros  de  
discusión.  

 El primer trabajo interactivo se enviará la Semana 3,

 El segundo trabajo interactivo se enviará la Semana 7,
 El tercer trabajo interactivo se enviará la Semana 11,
 El cuarto trabajo interactivo se enviará la Semana 15.

Los foros se programarán para : la Semana 6,

la Semana 12.

Si  lo  cree conveniente  el  profesor  puede  aperturar  un foro para  dudas y  consultas que  estará  
disponible  desde  la  Semana  2  hasta  la  Semana  16. 

   

11 
 
MEDIOS  Y  RECURSOS  DIDACTICOS 
UNIDAD I , II Consultar los siguientes Textos y Enlaces:
 HARMER, Jeremy: How to teach English, Essex, Pearson
Education Limited, 2009
 UR,Penny: A Course in Language Teaching, U.S.A.,Cambridge
University Press,1996
 UHL CHAMOT, Anna et al: The Learning Strategies Handbook,
New York, Addison Wesley Longman, 1999
 Vinculos:
 www.Cambridge.org/other_files/downloads/esl/booklets/Brown
-Teaching-listening.pdf
 www.professorjackrichards.com/wp-content/uploads/second-
thoughts-or-Teaching-Listening.pdf

UNIDAD III,IV Consultar los siguientes Textos y Enlaces:

 HARMER,Jeremy: How to teach English, Essex,Pearson
Education Limited,2009
 UHL CHAMOT, Anna et al: “The Learning Strategies Handbook,
New York, Addison Wesley Longman, 1999
 NUNAN, David: Second Language Teaching &Learning,
Boston,Heinle & Heinle Publishers, 1999
 Vinculos:
 www.Cambridge.org/other_files/downloads/esl/booklets/
Richards-Teaching-Listening-Speaking.pdf
 www.teachingenglish.org.uk/teaching speaking

Textos Consultar los siguientes Textos y Enlaces:

Complementarios  LEWIS, Michael et al :Practical techniques for Language Teaching,
Language Teaching Publications, 1985
 UHL CHAMOT,Anna,&O’Matley, J:M: The CALLA
Handbook:Implementing the Cognitive Academic Language
Learning Approach White Plains, NY, Addison Wesley Longman,
1994
 Vinculos:

 http://busyteacher.org/14411-how-to-teach-listening-skills-
best-practices.html
 http://www.slideshare.net/samuraitheologian/hd-browns-
principles-for-teaching-listening-skills
 http://iteslj.org/techniques/kayi-teaching speaking.html
 www.slideshare.net/jesler/teachingspeaking

Plataforma Herramientas a emplearse en la plataforma virtual:

Virtual  Foros, Tareas, Chat
 Enlaces,
 Videos,
 Examen, paginas entre otros

12 
 
 Objetivos Generales

 
 Analizar y utilizar estrategias de comprensión auditiva.
 Reconocer las principales dificultades que presentan los alumnos en la
comprensión auditiva.
 Identificar las estrategias para la producción oral.
 Conocer diferentes tipos de actividades para la producción oral en clase.

ORIENTACIONES ESPECÍFICAS PARA EL APRENDIZAJE DE CONTENIDOS DE LA ASIGNATURA: 

13 
 
PRIMERA  UNIDAD 

TALLER DE COMPRENSIÓN AUDITIVA

Estimado  Participante 
En esta primera  unidad, se estudiarán  estrategias  de  comprensión  auditiva                  y las podrá 
poner  en  práctica  a  través de diferentes  actividades  de  manera  que  pueda  comprender  la  
importancia  de  desarrollar esta  habilidad   adecuadamente. 
Objetivos  Específicos  
 El estudiante – participante será capaz de analizar estrategias de Comprensión
Auditiva.
 El estudiante – participante conocerá y será capaz de utilizar las estrategias de
Comprensión Auditiva.

Contenido  Temático 
1. Strategies for developing Listening Skills
2. Teaching Listening
3. Listening Strategy Guide

14 
 
TEMA  1  

STRATEGIES FOR DEVELOPING READING SKILLS

1.1. Listening

Listening is more than merely hearing words. Listening  is  an  active process by  which  students  
receive,  construct  meaning from,  and  respond to  spoken  and / or  nonverbal messages (Emmert, 
1994). As  such, it forms an  integral  part  of  the  communication  process and  should  not  be 
separated  from  the  other  language  arts. Listening comprehension complements reading 
comprehension. Verbally clarifying the spoken message before, during, and after a presentation 
enhances listening comprehension. Writing, in turn, clarifies and documents the spoken message. 
Teachers  can   help students become  effective  listeners  by  making  them aware of  the  different  
kinds  of  listening, the  different  purposes  for listening,  and  the  qualities  of  good  listeners. 
Wolvin and  Coaklley (1992) identify  four  different kinds  of  listening: 
 Comprehensive (Informational) Listening-Students listen for the content of
the message.
 Critical (Evaluative) Listening-Students judge the message.
 Appreciative (Aesthetic) Listening-Students listen for enjoyment.
 Therapeutic (Empathetic) Listening-Students listen to support others but
not judge them.

Traditionally, secondary schools have concentrated on the comprehensive and critical kinds
of listening. Teachers need to provide experiences in all four kinds. For example, listening
to literature read, listening to radio plays, and watching films develop appreciative in
addition to comprehensive and critical listening. When students provide supportive
communication in collaborative groups, they are promoting therapeutic listening. For
example, the listening behavior can show understanding, acceptance, and trust, all of which
facilitate communication. Students benefit from exposure to all four types of listening.

Listening is a general purpose in most learning situations. To be effective listeners,

however, students need a more specific focus than just attending to what is said.

1.2 Strategies for developing Listening Skills

Language learning depends on  listening. Listening  provides  the   aural input  that  serves  as  the  
basis for  a  language acquisition and  enables  learners to  interact in spoken  communication. 
Effective  language  instructors  show  students  how  they  can  adjust  their listening  behavior  to 
deal  with  a  variety  of  situations, types  of  input  and  listening purposes. They  help  students  
develop  a  set  of  listening  strategies  and  match appropriate  strategies to  each  listening  
situation. 

15 
 
Listening  carefully  to  stress  intonation helps  listeners  to  find  out   important information about  
what  a  speaker  feels; therefore  practicing listening  in  real  contexts  outside of  class  at  least 
five  times  a  week, keeping  a Listening  Log  to record  these  experiences  will be  of  tremendous  
aid. 
Predicting  what  you  think you  will  hear: using your  background  knowledge  to  guess the  
meanings  of  unfamiliar  phrases; and  finding  a  speaker’s  point  by  using  your  ability  to  infer  
are  strategies  to  heighten  learning  and  communication. 
1.2.1 Listening Strategies

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening input. Listening strategies can be classified by how
the listener processes the input.

Top-down strategies are listener based; the listener taps into background knowledge of
the topic, the situation or context, the type of text, and the language. This background
knowledge activates a set of expectations that help the listener to interpret what is
heard and anticipate what will come next. Top-down strategies include:

 Listening for the Main Idea

 Predicting
 Drawing Inferences
 Summarizing

Bottom‐up strategies  are text based; the  listener  relies  on  the  language  in  the  message, that 
is, the  combination  of  sounds, words, and  grammar  that  creates  meaning. Bottom‐up strategies  
include: 
 Listening for Specific Details
 Recognizing Cognates
 Recognizing Word-order Patterns

Strategic listeners  also  use  metacognitive  strategies  to  plan,  monitor, and  evaluate  their  
listening. 
 They plan by deciding which listening strategies will serve best in a particular
situation.
 They monitor their comprehension and the effectiveness of the selected
strategies.
 They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies
selected was an effective one.

16 
 
1.2.2 Listening for Meaning

To extract meaning from a listening text, students need to follow four basic steps:
 Figure out the purpose for listening. Activate background knowledge of the topic
in order to predict or anticipate content and identify appropriate listening
strategies.
 Attend to the parts of the listening input that are relevant to the identified
purpose and ignore the rest. This selectivity enables students to focus on
specific items in the input and reduces the amount of information they have
to hold in short-term memory in order to recognize it.
 Select top-down and bottom-up strategies that are appropriate to the listening
task and use them flexibly and interactively. Student’s comprehension
improves and their confidence increases when they use top-down and bottom-
up strategies simultaneously to construct meaning.
 Check comprehension while listening and when the listening task is over.
Monitoring comprehension helps students detect inconsistencies and
comprehension failures, directing them to use alternate strategies.

Leer de:
 Harmer, Jeremy(2009): How to Teach English. Pearson Longman, England.
Pages 133 to 145

Para profundizar en el tema ingresar al siguiente vinculo:

 www.Cambridge.org/other_files/downloads/esl/booklets/Brown-Teaching-
Listening.pdf

   

17 
 
TEMA  2 

TEACHING LISTENING

2.1 Goals and Strategies for Teaching Listening

Instructors want to produce students who, even if they do not have complete control of
grammar or an extensive lexicon, con fend for themselves in communication situations.
In the case of listening, this means producing students who can use listening strategies
to maximize their comprehension of aural input, identify relevant and non-relevant
information, and tolerate less than word-by-word comprehension.

2.1.1 Focus : The Listening Process

To accomplish this goal, instructors focus on the process of listening rather than
on its product.
 They develop students’ awareness of the listening process and listening strategies
by asking students to think and talk about how they listen in their native
language.
 They allow students to practice the full repertoire of listening strategies by using
authentic listening tasks.
 They behave as authentic listeners by responding to student communication as
a listener rather than as a teacher.
 When working with listening tasks in class, they show students the strategies
that will work best for the listening purpose and the type of text. They explain
how and why students should use the strategies.
 They have students practice listening strategies in class and ask them to practice
outside of class in their listening assignments. They encourage students to be
conscious of what they’re doing while they complete listening tape assignments.
 They encourage students to evaluate their comprehension and their strategy
use immediately after completing an assignment. They buid comprehension
checks into in-class and out –of-class listening assignments, and periodically
review how and when to use particular strategies.
 They encourage the development of listening skills and the use of listening
strategies by using the target language to conduct classroom business: making
announcements, assigning homework, describing the B
 They do not assume that students will transfer strategy use from one task to
another. They explicitly mention how a particular strategy can be used in a
different type of listening task or with another skill.

By raising students’ awareness of listening as a skill that requires active

engagement, and by explicitly teaching listening strategies, instructors help their
students develop both the ability and the confidence to handle communication

18 
 
 situations they may encounter beyond the classroom. In this way they give their
students the foundation for communicative competence in the new language. 

2.1.1.1  Integrating  Metacognitive  Strategies 

Before  listening: Plan  for  the  listening  task 

 Set a purpose or decide in advance what to listen for

 Decide if more linguistic or background knowledge is needed
 Determine whether to enter the text from the top down ( attend to the overall
meaning) or from the bottom up (focus on the words and phrases)

During  and  after   listening:   Monitor  comprehension 

 Verify predictions and check for inaccurate guesses

 Decide what is and is not important to understand
 Listen/view again to check comprehension
 Ask for help

After listening: Evaluate comprehension and strategy use

 Evaluate comprehension a particular task or area

 Evaluate overall progress in listening and in particular types of listening tasks
 Decide if the strategies used were appropriate for the purpose and for the
task
 Modify strategies if necessary

2.1.1.2  Using  Authentic  Materials  and  Situations 

Authentic materials and situations prepare students for the types of listening they
will need to do when sing the language outside the classroom.

One‐Way‐Communication 
Materials: 
 Radio and television programs
 Public address announcements ( airports, train/bus stations, stores)
 Speeches and lectures
 Telephone customer service recordings

Procedure: 
 Help students identify the listening goal: to obtain specific information; to decide
whether to continue listening; to understand most or all of the message
 Help students outline predictable sequences in which information may be
presented: who-what-when-where (news stories); who-fight number-

19 
 
 arriving/departing-gate number (airport announcements); “for [function], press
[number]” (telephone recordings)
 Help students identify key words/phrases to listen for

Two‐Way Communication   
In authentic  two‐way communication,  the  listener focuses  on  the  speaker’s  meaning  rather  
than  the  speaker’s  language. The  focus  shifts  to  language  ongly  when  meaning  is  not  clear.  
Note  the  difference  between  the  teacher  as  teacher  and  the  teacher  as  authentic  listener  in  
the  dialogues  in  the  popup screens. 

Leer de:
 Uhl Chamot, Anna et al (1999) : The Learning Strategies Handbook, Addison-
Wesley Longman, NY, USA ( pages 156 -161)

Para profundizar entrar a los siguientes vínculos:

 www.nclrc.org/essentials/listening/liindex.htm
 http://www.nclrc.org/essentials/listening/goalslisten.html

   

20 
 
TEMA  3 

LISTENING STRATEGY GUIDE

3.1. Pre-Listening Strategies

For example: can help improve your comprehension of difficult listening

segments.

3.1.1. Title

First, look at the title of the lecture and any other clues you have (photos,
maps charts, outlines, etc.) and think of specific questions you think might
be answered in the lecture.

Next, think about possible answers to each of your questions. Discuss the
questions with a partner, if possible. Here are a few sample questions for
How to Give a Lecture:

1. What are the necessary steps to prepare for a lecture?

2.What are some techniques for delivering a lecture well?

3. How many main points can a lecture have?

Can you think of other questions? If you have trouble thinking of questions,
consider the major question words ( who, what, when, where, why, how) and
ask yourself how they might apply to the lecture topic.

Creating these prediction questions, will help you maintain your focus during
lectures. In addition, the answers to the questions you form during this pre-
listening step will often correspond to the actual main them from less important
details. ( Note: This pre-listening strategy can also help you prepare for other
listening situations, such as meetings, interviews, and any other instance in
which you have clues to the content.)

You can use this prediction strategy during the lecture as well. That is, as
often as you can, try to predict what kinds of information might come next.

Even if some of your predictions are incorrect, this strategy will help you
stay focused and give you a better chance of general comprehension.

3.1.2 Predict Vocabulary

Try to predict vocabulary you may hear in the lecture. To do this, you can
analyze the main words in the title of the lecture. A dictionary and thesaurus
will be very helpful.

21 
 
 For  example: 
Analysis Questions Vocabulary

What are some synonyms of the phrase give a lecture/ Make/give a speech, give
a talk.

Make/give a presentation, deliver an address

Who gives lectures? Who listens to them? Lecturers, speakers, presenters,

professors.

Teachers, politicians audience, students, colleagues, professioanals, the general

public

Where do people give lectures? In universities/ colleges/ high schools, in front

of a class, behind a podium, on a platform, on Stage.

Advanced Listening
What can a lecture contain? Introduction, main points, details, conclusion, stories,
anecdotes

Who have been some famous lecturers or speakers? Winston Churchill ,

Franklin D. Roosevelt ,Martin Luther King, Cicero.

For the next lectures, try to develop your own prediction questions and lists of
vocabulary.

3.2 While –Listening Strategies

3.2.1 Identifying Main Ideas

There are keys to identifying main ideas in lectures and presentations.

 Discourse markers
A speaker may signal a main idea through discourse markers; that
Is, there are certain phrases that tell you a main idea is coming.
 Rhetorical questions
These are questions that the speaker asks out loud, and that the speaker
plans to answer in his/her presentation.
 Repetition
Another key to identifying main ideas is repetition, or how many times
a word or phrase is repeated.

3.2.2 Pace

Pace  is  the  speed  to  speech 

3.2.3. Note Taking

22 
 
 Taking notes effectively is crucial to success in academic and Professional
environments.
 Language
Taking notes in the language in which you will need to use the notes.
 Speed
Effective note taking requires that you record information quickly
 Organization
Your notes should reflect which of the lecturer’s points are main points and
which are details.
 Accuracy
Are the facts correct? Did you write down all the main points and a sufficient
number of details? Can you read your notes and understand what you wrote?

3.2.4 Processing Details

Advanced  Listening   requires  you  to  comprehend  many  different  types   
Of  details  in  several  different  contexts. 
 Aural skimming : Listening for a Particular Detail
Our goals in listening often involve understanding or catching one crucial
detail.
 Understanding and Recalling Details
Just as we enter some listening situations with the goal of comprehending
one crucial detail, we also come out of listening situations with the need to
remember or process pieces of information we have heard.
 Strategies for Making Inferences
Some questions you hear in the Interactive Listening section are inference
questions.

ACTIVIDADES RECOMENDADAS

Leer de
 Uhl Chamot, Anna & O ‘Malley(1994): The CALLA Handbook. Implementing the Cognitive
Academic Language Learning Approach, Addison-Wesley USA. (pags.84 to 97).
Para profundizar entrar en los siguientes vínculos
 www.netplaces.com/study-skills/getting-the-most-out-of-classroom time/strategies-for -
effective -listening.htm
 www.drnadig.com/listening.htm

 
 

23 
 
Una  vez  finalizado  el  estudio  de  la  Primera Unidad, es  importante  que  realice  las  actividades  
propuestas  en  esta  Guía  Académica  del  Participante. 
Interactividad  a  través  de  la  Plataforma  Virtual   
Ingrese  frecuentemente  al  Campus  Virtual  que  se  encuentra  en la  siguiente  dirección 
http://euded.unfv.edu.pe/  para  obtener  mayor  información  sobre  los  temas  tratados (  
documentos  digitales,  artículos, etc. )  Conocer  los  anuncios  que  se   publican  semanalmente  y  
participar  en  los  Chats  y  Foros;  además  puede  conocer  a  sus compañeros  e  intercambiar  
conocimientos  y  experiencias  de  estudio. 
ACTIVIDAD  1 
Look  for  the  lyrics  of  a  song  you  know  and  prepare  a listening  activity to   help  your  students 
understand  the  new  vocabulary  in  it. Decide  if  the  strategies  you  want  your  students  to  use  
are  top‐down  or  bottom‐up 

ACTIVIDAD  2 

Find  Examples  of  top‐down  and  bottom‐up listening  tasks  in  the  textbook  with  which  you are  
familiar. 

24 
 
 AUTOEVALUACIÓN 1

(T) TRUE or (F) FALSE

1. Listening is merely hearing words . ___________

2. Teachers can help students become effective listeners by making them

aware of the different kinds of listening, the different purposes for listening
and the qualities of good listeners. __________

3. Teachers need to provide their students with experiences in the four

kinds of listening. ____________

4. To be effective listeners students need just to attend to what is said.

___________

5. Top-down strategies are text based . __________

6. Listening for specific details is a bottom-up strategy .__________

7. In authentic two-way communication, the listener focuses on the

speaker’s meaning. __________

8. A speaker may signal a main idea through discourse markers._________

9. Effective note taking requires that you record information quickly._______

10. If something ( a word, expression ) is repeated several times it

suggests importance. ___________

Verify your answers in the Answer Key at the end of this guide.

25 
 
 SEGUNDA UNIDAD

TALLER DE COMPRENSIÓN AUDITIVA

Estimado Participante :

En esta segunda unidad estudiará las dificultades que afrontan los estudiantes de
Inglés como idioma extranjero para desarrollar la comprensión auditiva, se hará un
contraste entre una comprensión auditiva efectiva y una no efectiva y aprenderá
formas de evaluar esta habilidad lingüística.

OBJETIVOS  ESPECIFICOS 
 El estudiante-participante será capaz de reconocer las diferentes dificultades
que presentan los alumnos en la comprensión auditiva.
 El Estudiante conocerá las diferentes etapas de la comprensión auditiva en
clase

CONTENIDO  TEMATICO  
1. Barriers confronted by EFL learners.
2. Contrasting effective and ineffective listening.
3. Assessment of listening

26 
 
 

TEMA 1

BARRIERS CONFRONTED BY EFL LEARNERS

 
Research  has  shown  that  these  are  the  major  barriers  for  learning  listening: 
1. Affective barriers
2. Habitudinal barriers
3. Information Processing Barriers:
 Spoken word recognition
 Processing speed
 Input retention
 Processing distraction
 Interpretation
 Fatigue

4. English Proficiency Barriers:

 Limited English Vocabulary
 Poor Grammar
 Overall English Proficiency

5. Strategic Barriers
 Forgetting to activate strategies while listening
 Regarding strategies as extra burdens to information processing
 Challanged by the complex nature of the strategy
 Having problems conducting the proper strategies
 Still unable to comprehend the text applying strategies

6. Belief Barriers
 Applying strategies after other language skills were acquired
 Attending to every word or demanding full comprehension of text.

7. Material Barriers
 Difficulty level of Materials
 Spoken features: - rate of speech; Clarity of Voice; Accents
 Length of Sentences or Texts
 Text genre, topics, modalities

Leer de :
 UR, Penny(1996): A Course in Language Teaching: Practice and Theory. CUP,
Great Britain (pags 105 to 118).

27 
 
 TEMA 2
CONTRASTING EFFECTIVE AND INEFFECTIVE LISTENING

Based  on  the  previous  research   we  can  summarize  the  features  for  effective  and  ineffective   
learners.  

PRE LISTENING

Ineffective Listeners
Effective  Listeners

*Build  their  background  Knowledge   *Start  Listening without  
on  subject   before  listening. thinking obout  subject.
*Have a  Specific purpose for   *Have no specific  purpose for  
listening and  attemp to ascertain   liistening  and   have  not 
speaker's purpose. considered  speaker's  purpose
*Tune in  and  attend *Do  not  focus  attention
* Minimize   distractions.  *Create  or   are  influenced  by  
distractors

28 
 
 During Listening

Ineffective  Listeners
Effective  Listeners 

*Do not give necessary attention  
to  listening  task
*Give  complete attention  to  
*Tune out that  which they find 
listening  tasks and  demonstrate interest uninteresting
*Search  for  meaning *Do not monitor  understanding 
*constantly check their understanding of  or use comprehension strategies
message by making connections, making 
and  confirming predictions, making   *Do not distinguish whether 
inferences, evaluating, and  reflecting  close or cursory listening  is  
required
*know whether close or cursory listening  is 
required; adjust their listening  behaviour  *Are  rigid notetakers with few 
accordingly notemaking strategies
*Are flexivle  notemakers‐ outlining,  *Try  to get every word down or 
mapping, categorizing‐who sift and sort,  do not take notes at all
often adding information of their own  *Judge the  message by the 
*Take fewer, more meaninful notes speaker's appearance or delivery
*Distinguish message from  speaker *Accept words at face value
*Consider the  context and "colour" of 
words

29 
 
 AFTER  LISTENING

EFFECTIVE    LISTENERS

*Whithold judgement until comprehension of message is  complete
*Will  follow  up  on  presentation  by  reviewing   notes, categorizing  ideas, clarifying,    
reflecting, and acting upon  the  message

Leer de:
 UR, Penny(1996): A Course in Language Teaching: Practice and Theory.
CUP, Great Britain (pags 105 to 118).

Para profundizar entrar en los siguientes vinculos :

 www.forbes.com /sites/women’s media/2012/11/09/10-steps-to-effective-listening/
 http://powertochange.com/students/people/listen

30 
 
 TEMA 3

ASSESSMENT OF LISTENING

Listening  is  one  of the  most  difficult aspects  of  the   Language  Arts  to  assess.  It  cannot  be  
easily observed  and  can  be  measured  only  through  inference.  However,  there  are  both  formal  
and    informal    strategies    and  instruments    that    teachers    can    use    to    help    them    in    their  
assessments. 
3.1 Informal Assessment

The most effective assessment of listening may be teacher’s observations and

students’ self-assessments. Students initially may not be aware of how well they
listen and, therefore, need teacher guidance.
3.2. Formal Assessment
More formal listening assessments can be prepared by teachers based on objectives
and perceived needs. Some examples follow
1. Excerpts from different genres of literature ( e.g., prose, poetry, play) can be used as
follow
 Prepare a set of ten questions on the excerpt
 Set a purpose for the listening activity (e.g., “Listen to determine the setting of the
following passage.”).
 Have students listen to the excerpt ( pre-taped or teacher- read)
 Have students respond in writing to the prepared questions
 A score of 70% or better on basic recall and basic inferential questions indicates
that the student has comprehended the passage.

Questions  can  also  be  designed  to  determine  if  students  are  comprehending  critically  and  
creatively. 
2. Students can  paraphrase, summarize, analyze, make  notes, complete a  listening guide, or  write 
a response to a spoken  or  multimedia  presentation. The  assessment  tasks  can be as simple as 
listening  significant ideas  and  arguments, answering a series of questions, or identifying connotative  
meanings  of  key words. They  can be  as  challenging as  formulating their own  questions; identifying 
irrelevant details; identifying  fallacies, bias, or  prejudice; using  the  information  presented  and  
applying it to a new  situation; or  judging  the  effects  of  various  devices  the  speaker  may  use  to  
influence  the  listener or  viewer. 
3. Devine (1982)  gives  examples  of  other  types of  listening  assessments. 
 After placing ten details on the chalkboard, the teacher reads a ten-minute story
aloud. After listening to the story, students are asked to jot down the four or five

31 
 
 details that are most important to the outcome. The responses provide insights into
students’ listening ability.
 Students listen to a story and, afterwards, write down three key qualities of the
character and their reasons for selecting these. While listening to the story a second
time, the students listen for and record details that prove their assertions about the
character.

Even though listening is a difficult language strand to evaluate, assessment must take
place to validate its place in a curriculum and to provide feedback to students. The
feedback should be specific, concise, and as meaningful as possible. As with all
evaluation, it needs to be continuous.

Leer de:
 Nunan, David(1999): Second Language Teaching and Learning. Heinle
&Heinle
Publishers, Boston, USA (pags. 199 to 221).
Para profundizar entrar a los siguientes vínculos :
 http://larc.sdsu.edu/LarryVandergrift/webinarAssessingL2PPT.pdf
 http://www.nclrc.org/essentials/Listening/assesslisten.htm

32 
 
 ACTIVIDADES RECOMENDADAS

Una   vez  finalizado el estudio de la Segunda  Unidad, es  recomendable  que  realice las  
actividades propuestas  en  la  Guía  Académica  del  Participante. 

INTERACTIVIDAD A TRAVÉS DE LA PLATAFORMA VIRTUAL

Ingrese frecuentemente al Campus Virtual  que se  encuentra  en  la  siguiente  dirección: 
http://euded.unfv.edu.pe/  para obtener  mayor  información  sobre los  temas  tratados 
(documentos  digitales, artículos, etc.) , conocer  los  anuncios  que  se  publican  semanalmente y   
participar  en  los  chats, foros; además puede  conocer  a  sus  compañeros  e  intercambiar  
conocimientos  y  experiencias  de  estudio. 
ACTIVIDAD  1 
Think of a situation where you yourself have  been  listening. Which of  the  barriers  discussed  in  
this  second  unit have  you  experienced?  Explain  briefly 

ACTIVIDAD  2  
How  would  you  assess  listening?  Mention  at  least  3  informal  ways  and  3  formal  ways  

33 
 
 AUTOEVALUACIÓN 2

Choose the best alternative

1. __________ factors like anxiety, distress, frustration and resistence play a

negative role in strategy acquisition

a) Habitual b) Affective c) Strategic

2. Listening for every spoken word, relying on native language subtitles, and non-
purposeful listening are some of the __________ barriers learners are predisposed
to.
a) Strategic b) Affective c) Habitudinal

3. Obstacles pertaining to spoken-word recognition are a type of _____________

a) English proficiency barriers

b) Information processing barriers
c) Belief barriers

4. Obstacles pertaining to length of sentences or texts are a type of ___________

a) Belief barriers
b) Material barriers
c) English proficiency barriers

5. Tune in and attend, and minimize distractions are characteristics of ___________

a) Effective listeners
b) Busy listeners
c) Ineffective listeners

6. During listening effective listeners __________

a) Know whether close or cursory listening is required

b) Are rigid notetakers with few notemaking strategies.
c) Accept words at face value.

7. After a listening Activity __________ listeners withhold judgment until

comprehension of message is complete.

a) Considerate
b) Efficient
c) Inefficient

8. Self-assessments are one form of _________ assessment of listening.

a) Strategic
b) Formal
c) Informal

34 
 
 9. _________ Are formal ways to assess listening.

a) Paraphrasing and summarizing

b) Teacher’s observations
c) Students’ self-assessments

10. Some learners consider that other language skills such as vocabulary or
grammar development are more important than using strategies to improve
listening comprehension . This is an example of _____________________

a) Material barriers
b) Belief barriers
c) Habitudinal barriers

Verify your Answers in the Answer Key at the end of this guide.

35 
 
 TERCERA UNIDAD

TALLER DE PRODUCCIÓN ORAL

Estimado  Participante: 
En esta Tercera Unidad, se estudiará la naturaleza de la producción oral,
las estrategias que se pueden usar para desarrollarlas y se estudiará también el
enfoque Académico cognitivo de aprendizaje de las lenguas y su tratamiento de
esta habilidad lingüística

OBJETIVOS ESPECIFICOS

 El Estudiante –Participante reconocerá la naturaleza de la producción oral

 El Estudiante – Participante reconocerá las diferentes estrategias para la
producción oral del inglés.

CONTENIDO TEMATICO

1. THE NATURE OF SPEAKING

1.1 Characteristics of Communicative competence
1.2 Discourse versus dialog
1.3 Transactional and interactional language
1.4 Purposes for speaking
1.5 Genre, theory and speaking

2. STRATEGIES FOR DEVELOPING SPEAKING SKILLS

2.1 Using Minimal Responses
2.2. Recognizing Script
2.3 Using language to talk about Language

3. SPEAKING WITH CALLA STYLE

3.1 Creating a Speaking Lesson with CALLA

3.2 Strategic Approach to a Speaking Task

   

36 
 
 TEMA  1 

THE NATURE OF SPEAKING

1.1 Characteristics of Communicative Competence

Communicative Competence includes:

a) Knowledge of the language and vocabulary of the language

b) Knowledge of rules of speaking e.g. Knowing how to begin and end
conversations, Knowing what topics can be talked about in different types of
speech events, knowing which address forms should be used with different
persons one speaks to and in different situations.
c) Knowing how to use and respond to different types of speech acts such as
requests, apologies, thanks and invitations.
d) Knowing how to use language appropriately

Richards, Platt and Weber 1985: 49

1.2 Discourse versus Dialogue

In most conversations there is the Content of the Discourse, but in addition ,

there is a meta-discourse, a conversation about the conversation, through which
the interlocutors negotiate meaning and manage the conversation, ensuring that
who says what about whom and when happens smoothly.

Another aspect of speaking that is particularly relevant for second language

speakers concerns whether or not the speaking is planned or spontaneous. We
tend to assume that all conversations are spontaneous and so they are to a
degree. However, we all have routines, set phrases, and other expressions that
we use to assist us when speaking spontaneously. In case of second Language
Learners, the provision of planning time can significantly increase levels of
both fluency and accuracy. David Nunan 1999: 227

1.3 Transactional and Interactional Language

Transactional talk is produced in order to get something or to get something

done. Interactional language is produced for social purposes.

1.4 Purposes for speaking

Martin Bygate (1987) suggests that conversations can be analyzed in terms of

routines. Routines are conventional ways of presenting information.

37 
 
 Routines

Information   Interactional 
Routines Routines

Contain  frequently 
Languages 
recurring  types  of  
produced for  
informatin  
Social  Purposes 
structures 

Expository Evaluative Service

Encounters Social

Telling a   Giving an A Dinner

story explanation A Job Party
describing Making a Interview A coffee
something Justification break at
work.

38 
 
 David Nunan (1990) Proposed a rearrangement of this scheme. He suggested that
rather than being two different categories of event, the informational and interactional
functions represented two different dimensions of interaction.

Table 
INFORMATION 

Expository Evaluative Negotiation of

narrate describe explain justify Meaning
instruct predict decide Management of
compare interaction
Interaction

S
E Job interview
R
V Booking a
I restaurant
C
E Buying stamps

Enrolling in
school
etc.

S
O Dinner party
C
I Coffee break
A
L

1.5 Genre Theory and Speaking

The genre theory proposes that different speech events result in different types
of text, and that these texts are differentiated in terms of their overall structure
and also by the kinds of grammatical items that are typically associated with them.
Probably the most common type of speech event in casual conversations typically
begins with an introduction followed by an orientation.

Leer de :
 Nunan, David (1999): Second Language Teaching & Learning. Heinle & Heinle
Publishers Boston-USA (pgs.225 to 246)

Para profundizar entrar en el siguiente vínculo

 www.cambridge.org/other_files/downloads/esl/booklets/Richards-Teaching-
Listening-Speaking.pdf (pags 10 to 40)
 

39 
 
 TEMA 2
 
STRATEGIES FOR DEVELOPING SPEAKING SKILLS

2.1 Using Minimal Responses

Language learners who lack confidence in , their ability to participate successfully in
oral interaction often listen in silence while others do the talking. One way to
encourage such learners to begin to participate is to help them build up a stock of
minimal responses that they can use in different types of exchanges, such responses
can be especially use for beginners.

Minimal responses are predictable, often idiomatic phrases that conversation participants
use to indicate understanding, agreement, doubt, and other responses to what another
speaker is saying. Having a stock of such responses enables a learner to focus on what
the other participant is saying, without having to simultaneously plan a response.

2.2 Recognizing Scripts

Some communication situations are associated with a predictable set of spoken exchanges
– a script. Greetings, apologies, compliments, invitations, and other functions that are
influenced by social and cultural norms often follow patterns or scripts. So do the
transactional exchanges involved in activities such as obtaining information and making a
purchase. In these scripts, the relationship between a speaker’s turn and the one that follows
it can often be anticipated.

Instructors  can  help students  develop speaking ability by making them aware of the scripts for 
different situations so that  they  can  predict what they will hear  and what they will need  to  say  
in  response. Through interactive  activities, instructors  can  give  students  practice in  managing 
and  varying  the  language  that  different  scripts  contain. 
2.3 Using  Language  to  Talk  About  Language 

Language learners are often too embarrassed or shy to say anything when they do not
understand another speaker or when they realize that a conversation partner has not
understood them. Instructors can help students overcome this reticence by assuring them
that misunderstanding and the need for clarification can occur in any type of interaction,
whatever the participants’ language skill levels. Instructors can also give students strategies
and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs,
and by responding positively when they do , instructors can create an authentic practice
environment within the classroom itself. As they develop control of various clarification
strategies, students will gain confidence in their ability to manage the various communication
situations that they may encounter outside the classroom.

40 
 
 Para profundizar entrar en los siguientes vínculos:
 http://www.sid.ir/en/VEWSSID/J_pdf/13112011640406.pdf
 http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/bap
roject/ch18.pdf

   

41 
 
 TEMA  3 

SPEAKING WITH THE CALLA STYLE

CALLA ( Cognitive Academic Language Learning Approach ) “Is an instructional

model that integrates current educational trends in standards, content-based language
instruction, learning strategies, and portfolio assessment” ( Chamot, Barnhardt, EL-
Dinary&Robbins, 1999, p.7 ).
It provides teachers with a task-based five phase instructional design that helps them
combine language, content and learning strategies in a carefully planned lesson. ( CALLA
is used as model in Professional Practice Course in EUDED)
3.1 CREATING A SPEAKING LESSON WITH CALLA

A. Decide the goal of the lesson; what are teaching objectives?

1. Possible activities and goals
a) Improving quality & reducing anxiety while delivering short individual
speeches
b) Preparing for conversations with native speakers
c) Dramatic interaction in the target language
2. Choose strategies to be focused on at 3 points in the task: before, during,
after.
B. Preparation : Find out what strategies students already use for this task;
raise awareness of strategic approach to similar tasks
C. Presentation : Model a similar task and think aloud while working through
it. Present a strategy or two that students can use to complete the assigned
task
D. Practice
1. Explain to students how to complete the task and support them in using
strategies throughout their work.
2. Give written or oral reminders to use the focus strategies
3. When constructing activities, remember the metacognitive model
a) Plan
b) Monitor
c) Problem-Solve
d) Evaluate
E. Evaluation
1. Explain the students that they will NOT GET AN EVALUATION FROM
THE TEACHER for this task, rather they must evaluate themselves.
Provide an activity or a written set of questions that will lead students
to do this self-evaluation.
2. Possible means of facilitating self-evaluation

a.  Videotape (or audiotape, if video is not available) performance of       task.  In  the  
following  class session, set  up  the  video  player  so  students  can  watch it  
individually. Ask students to complete a handout  after watching or listening to their   
speaking  activity. 

42 
 
 b. Assign peers to help each other evaluate their performance on
the speaking task. Pairs or groups can be asked to observe fellow
students and encourage self-evaluation
3. Remind students that evaluation is an important phase of strategy use
because it gives us valuable information on whether the strategies we
used worked well or not. With this knowledge we can make wiser choices
in using strategies in the future.
4. After all students have evaluated themselves, conduct a class discussion,
or summarize the comments students have made on worksheets to point
out how students used the strategies effectively to reduce the
F. Expansion

1. Ask students to come up with other situations in which they can use the
strategies focused on in this lesson
2. Remind students that part of being a strategic learner is knowing when it is
appropriate to apply a previously practiced strategy to a new learning
task. Give them an image, such as a toolkit, to carry with them as they
continue to pursue their goals in learning English.
3. Give an assignment to encourage transfer of the focus strategies to a
new task.
    
3.2 STRATEGIC APPROACH TO A SPEAKING TASK

Strategic Approach to a
Speaking task
Before Speaking While Speaking After Speaking
Set a goal Use imagery Check goal
Plan Monitor Self-evaluate
Self-talk Problem –solve (self- Plan for
correct)
Use imagery Take risks Improvement
Rehearse

Leer :
 Uhl Chamot, Anna et al(1999): The Learning Strategies Handbook. Addison-
Wesley, Longman, New York,USA
Para profundizar entrar a los siguientes vínculos:
 http://iteslj.org/Articles/chou-Socioaffective.html
 http://jillrobbins.com/articles/LSIrobbins.html

ACTIVIDADES RECOMENDADAS

Una  vez  finalizado  el  estudio  de  la  Tercera  Unidad,  es recomendable  que  realice  las  
actividades  propuestas  en  esta  Guía  Académica  del  participante. 
INTERACTIVIDAD  A  TRAVES  DE  LA  PLATAFORMA  VIRTUAL 

43 
 
Ingrese  frecuentemente  al  campus  virtual que  se  encuentra  en  la  siguiente  dirección : 
Http://euded.unfv.edu.pe/  para  obtener  mayor información  sobre los temas  tratados ( 
documentos  digitales, artículos, etc.) , conocer  los  anuncios  que  se  publican semanalmente  y  
participar  en  los chats, foros; además  puede  conocer  a  sus  compañeros  e  intercambiar   
conocimientos  y  experiencias  de  estudio. 
ACTIVIDAD  3  
1. Prepare a How-to-Speech. You may want to explain how to do something or
demonstrate how to do something using objects. Providing visual aids can be helpful.

Possible topics:
a. How to prepare your favorite dish.
b. How to use and program a cellular phone.
c. How to use a computer program.
d. How to be successful in life.
e. How to learn a foreign language.

2. Imagine you are a participant of an informal panel discussion. You and your
partners prepare an argument on a given topic, for example:

One group in favor of abortion and another group against abortion.

In a regular informal panel discussion, participants provide information to an audience
on a particular topic. Their discussion is guided by an impartial moderator, who
welcomes the audience, gives the introduction and then introduces the panel members.
He/she makes sure that everyone has a chance to speak and that the discussion
stays on target.
Typically, those who have the same position sit together on one side of the
moderator and face an audience. Participants, who express their own opinions often
interrupt each other, which makes it necessary for the moderator to “control traffic”
Following a panel discussion, the moderator may invite the audience to ask
questions and make comments to the panel members.
ACTIVIDAD 3 a.
 Summarize the ideas presented in this section; Design a speaking lesson,
having in mind, these ideas and show how they are present in the material
used.

44 
 
 AUTOEVALUACIÓN 3

Match  the  terms  in  the  box  with  their  correspondent  definitions  or  descriptions 

Genre – Communicative competence - Discourse – Imagery – Monitor – Self-talk -

Set a goal – Transactional language - Interactional language – minimal responses
– check a goal - self-correct

1. ____________________________________ It is the language that is produced for

social purposes. Any given interaction will usually consist of both transactional and
interactional language.
2. ____________________________________ Recordings of Naturally occurring
samples of language within their Communicative Context.

3. ____________________________________ It is a staged, purposeful, socially –

constructed communicative event. Such events generally result in spoken and written
texts that can be differentiated according to their generic structure and grammatical
features.
4.  ____________________________________   It is  the  language  used  in  order  to  get  
something    done. 
5.  ____________________________________   It  involves  understanding  the  task  and  deciding  
what  you  should get  out  of  it. 
6.  ____________________________________  Are  predictable, often   idiomatic phrases  that  
conversation  participants  use  to  indicate understanding, agreement, doubt, and  other  
responses  to  what  another  speaking  is  saying. 
7.  ____________________________________  It  involves  checking  how  well  you  understood  
or  used  the  language  in a task. It helps you  identifying  your  strengths  and  weakness  so  
that  you  can  do  better  next  time. 
8.  ____________________________________  The  ability to  apply  grammatical, discourse  and  
cultural  knowledge  to  communicate effectively  in  particular  contexts  for  particular  
purposes. 
9.  ____________________________________  Using  mental  or  real  pictures  to  learn   new  
information  or  to  solve  a  problem. 

10.____________________________________ This strategy involves deciding whether

you met your goal for the task. Asking yourself “Did I accomplish what I set out
to do?” Should help you decide whether you need to go back and rephrase, add
additional information , reread a text or ask for more information.

11.____________________________________ Think positive ! Reducing anxiety by

improving one’s sense of competence.

45 
 
12.____________________________________ Check one’s comprehension during
listening or reading and check one’s oral or written production while it is taking
place.

Verify your answers in the Answer Key at the end of this Guide

46 
 
 CUARTA UNIDAD

TALLER DE PRODUCCIÓN ORAL

Estimado  Participante: 
En  esta  Cuarta  Unidad  se  presentan  modelos de  autoevaluación  de  la  producción  oral  y  
diversas  actividades  para  promover  la  producción  oral  en  clase  de  una  manera  natural. 
OBJETIVOS  ESPECIFICOS 
 El Estudiante- Participante identificará como realizar una Autoevaluación de su
producción oral.
 El Estudiante-Participante conocerá diferentes tipos de Actividades para la
producción oral en clase.

CONTENIDO TEMATICO

1. Speech Strategies and Self- evaluation

 Self -evaluation Sample 1

 Self –evaluation Sample 2

2. Activities to Promote Speaking

1. Discussions 9. Reporting
2. Role Play 10. Playing Cards
3. Simulations 11. Picture Narrating
4. Information Gap 12. Picture Describing
5. Brainstorming 13. Find the difference
6. Story Telling
7. Interviews
8. Story completion

47 
 
 TEMA 1

SPEECH STRATEGIES AND SELF EVALUATION

SAMPLE 1 :

1. What will you say to yourself before you give your speech in our next class?

My self-talk (remember to keep this positive)

2. Draw a picture of what you will imagine… before and during your speech

3. (complete after delivering the speech ) What did you think about during your
speech?

Did you have a mental picture?

Did you do something special right before you began speaking?

4. What did you think after seeing or hearing your speech?

Any problems?
What will you do better next time?

5. Which of the strategies that we talked about was the most helpful to you?

48 
 
 SAMPLE 2 :

Using Self - Talk

Directions Your speaking task is to give a one-minute presentation to the class
about your weekend. Complete this worksheet. Use Self-talk to help you prepare
for and carry out your speaking task.

1. What positive self-talk can you use to prepare for the presentation?

I can tell
myself____________________________________________________
I can tell
myself____________________________________________________
I can tell
myself____________________________________________________
I can tell
myself____________________________________________________

2. What positive self- talk can you use during the presentation ?

I can tell
myself___________________________________________________
I can tell
myself___________________________________________________
I can tell
myself___________________________________________________
I can tell
myself___________________________________________________

3. Did using self-talk help you give your presentation? How?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Leer :
 Uhl Chamot, Anna et al (1999): The Learning Strategies Handbook. Addison-
Wesley, Longman NY USA

Para profundizar entrar en los siguientes vínculos

49 
 
  http://aasl.ala.org/assistandindtf/images/f/fa/5self-Assessment.doc
 https://www.teachers.cambridgeesol.org/ts/digitalAssets/118613_assessing_spea
king_presentation_S...

50 
 
 TEMA 2

ACTIVITIES TO PROMOTE SPEAKING

1. DISCUSSIONS
After a content-based lesson, a discussion can be held for various reasons. The students
may aim to arrive at a conclusion, share ideas about an event, or find solutions in their
discussion groups. Before the discussion, it is essential that the purpose of the
discussion activity is set by the teacher. In this way, the discussion points are relevant
to this purpose, so that students do not spend their time chatting with each other
about irrelevant things.

This activity fosters critical thinking and quick decision making, and students learn
how to express and justify themselves in polite ways while disagreeing with the
others. For efficient group discussions, it is always better not to form large groups,
because quiet students may avoid contributing in large groups. The group members
can be either assigned by the teacher or the students may determine it by themselves,
but groups should be rearranged in every discussion activity so that students can work
with various people and learn to be open to different ideas. Lastly, in class or group
discussions, whatever the aim is, the students should always be encouraged to ask
questions, paraphrase ideas, express support, check for clarification, and so on.
2. ROLE PLAY
One other way of getting students to speak is role-playing. Students pretend they
are in various social contexts and have a variety of social roles. In role-play activities,
the teacher gives information to the learners such as who they are and what they
think or feel. Thus, the teacher can tell the student that “You are David, you go to the
doctor and tell him what happened last night, and … “(Harmer, 1984)
3. SIMULATIONS
Simulations are very similar to role-plays but what makes simulations different than role
plays is that they are more elaborate. In simulations, students can bring items to the
class to create a realistic environment. For instance, if a student is acting as a singer, she
brings a microphone to sing and so on. Role plays and simulations have many
advantages. First, since they are entertaining, they motivate the students . Second, as
Harmer (1984) suggests, they increase the self-confidence of hesitant students, because
in role play and simulation activities, they will have a different role and do not have to
speak for themselves, which means they do not have to take the same responsibility
4. INFORMATION GAP
In this activity, students are supposed to be working in pairs. One student will have the
information that other partner does not have and the partners will share their information.
Information gap activities serve many purposes such as solving a problem of collecting
information. Also, each partner plays an important role because the task cannot be
completed if the partners do not provide the information the others need. These activities
are effective because everybody has the opportunity to talk extensively in the target
language.

51 
 
5.BRAINSTORMING
On a given topic, students can produce ideas in a limited time. Depending on the context,
either individual or group brainstorming is effective and learners generate ideas quickly
and freely. The good characteristics of brainstorming is that the students are not
criticized for their ideas so students will be open to sharing new ideas.
6. STORY TELLING
Students can briefly summarize a tale or story they heard from somebody beforehand, or
they may create their own stories to tell their classmates.
Story telling fosters creative thinking. It also helps students express ideas in the format of
beginning, development, and ending, including the characters and setting a story has to
have. Students also can tell riddles or jokes. For instance, at the very beginning of each
class session, the teacher may call a few students to tell short riddles or jokes as
an opening. In this way, not only will the teacher address student’ speaking ability, but
also get the attention of the class.
7. INTERVIEWS
Students can conduct interviews on selected topics with various people. It is a good idea
that the teacher provides a rubric to students so that they know what type of questions
they can ask or what path to follow, but students should prepare their own interview
questions. Conducting interviews with people gives students a chance to practice their
speaking ability not only in class but also outside and helps them becoming socialized.
After interviews, each student can present his or her study to the class. Moreover, students
can interview each other and “introduce” his or her partner to the class.
8. STORY COMPLETION
This is a very enjoyable, whole-class, free-speaking activity for which students sit in a
circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she
stops narrating. Then each student starts to narrate from the point where the previous one
stopped. Each student is supposed to add from four to ten sentences. Students can add
new characters, events, and descriptions and so on.
9. REPORTING
Before coming to class, students are asked to read a newspaper or magazine and, in
class, they report to their friends what they find as the most interesting news. Students
can also talk about whether they have experienced anything worth telling their friends in
their daily lives before class.
10.PLAYING CARDS
In this game, students should form groups of four. Each suit will represent a topic . For
instance:
 Diamonds: Earn money
 Hearts: Love and relationships
 Spades: An unforgettable memory
 Clubs: Best teacher

Each student in a group will choose a card. Then, each student will write 4‐5 questions 
about a topic to ask the other people in the  group. For example: 

52 
 
 If the topic “Diamonds: Earning Money” is selected, here are some  possible  questions: 
 Is money important in your life? Why?
 What is the easiest way of earning money?
 What do you think about lottery? Etc.

However, the teacher should state at the very beginning of the  activity that students are 
not allowed to prepare yes‐no questions, because by saying yes or no, students get little 
practice in  spoken language production.  Rather, students ask open‐ended questions to each 
other so that they  reply in complete sentences. 

11. PICTURE NARRATING

This activity is based on several sequential pictures. Students are asked to tell the story
taking place in the sequential pictures by paying attention to the criteria provided by the
teacher as a rubric. Rubrics can include the vocabulary or structures they need to use
while narrating.
12. PICTURE DESCRIBING
Another way to make use of pictures in a speaking activity is to give students just one
picture and having them describe what it is in the picture. For this activity students can
form groups and each group is given a different picture. Students discuss the picture with
their groups, then a spokesperson for each group describes the picture to the whole class.
This activity fosters the creativity and imagination of the learners as well as their public
speaking skills.
13. FIND THE DIFFERENCE
For this activity students can work in pairs and each couple is given two different pictures,
for example, picture of boys playing football and another picture of girls playing tennis.
Students in pairs discuss the similarities and/or differences in the pictures.

Leer de:
 Ur, Penny(1996): A course in Language Teaching:Practice and Theory. CUP,UK.
(Pags 120 to 135)
 Harmer, Jeremy(2009): How to Teach English. Pearson Longman, England.(Pags
123 to 132)

53 
 
 ACTIVIDADES RECOMENDADAS

Una vez finalizado  el  estudio de la Cuarta Unidad es recomendable que realice las Actividades 
propuestas en esta Guía Académica  del  Participante. 
INTERACTIVIDAD   A  TRAVÉS   DE   LA   PLATAFORMA 
Ingrese frecuentemente al Campus Virtual que se encuentra en la siguiente dirección: 
http://euded.unfv.edu.pe/ para obtener mayor información sobre el tema (documentos digitales, 
artículos, etc.) Conocer los anuncios que se escriben semanalmente y participar en los chats y foros. 
Además puede conocer a sus compañeros e intercambiar conocimientos  y experiencias de estudio. 
ACTIVIDAD  4 
Answer: 
1. Why is it a good idea to evaluate yourself after participating in a speaking activity?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Which activities would you include in your class to promote speaking? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ 

54 
 
 AUTOEVALUACIÓN 4

I.  Choose  the  best  alternative 

1.  This  activity  fosters  critical  thinking  and  quick  decision  making, and  students  learn  
how  to  express  and   justify  themselves  en polite   ways  while  disagreeing  with  the  
others 

a)    Role  Play               b) Discussion           c) Brainstorming 

2.  In  this  activity  students  have  different  pieces  of information  about  the  same  subject  
and  have  to  share this  information  in  order  for  them  both  together  all the  
information  they  need  to  perform  a  task. 

a)   Information‐gap         b)  Simulations          c)  Story  Telling 

3.  Students  pretend  they  are  in  various  social  contexts   and  have  a  variety  of social  
roles . The  teacher  gives  information  to  the  learners  such  as  who  they  are  and  what  
they  think  or  feel. 

a)  Picture  Narrating        b)  interviews         c)  Role  Play 

4.  For  this  activity   students  can  work  in  pairs  and   each  couple  is  given  two  different  
pictures. Ss in  pairs  discuss  the  similarities  and  / or   differences  in  the  pictures. 

a)  Find  the  Difference      b) Picture  Describing     c)  Playing  Cards 

5.  Activities  whre  Students  pretend  a  real‐life  event  in the  classroom,  such  as  checking  in  
at  an  airport,  ringing  a  helpline, etc. 

a) Story Completion b) Simulations c) Reporting

6. On a given topic, students can produce ideas in a limited time.

a) Picture Narrating b) Playing Cards c) Brainstorming

II.  Look  at  the  following  activities,  what  are  they  examples  of ? 

1.  Each  group  has  a  picture  which  all  its  members  can  see.  They  have  two  minutes  to  
say  as  many sentences  as   they  can  that  describe  it;  a  secretary  marks  a  tick on  a  
piece   of  paper  representing  each  sentence. At  the  end  of  the  two  minutes ,  groups  

55 
 
 report   how  many ticks  they  have. They  then  repeat  the  exercise with  the  second  
picture,  trying  to  get  more ticks  than  the  first  time. 
                                                                                                     ________________________________ 

2. The teacher tells a group of students :”You are the Managing Committee of a
special school for blind children. You want to organize a summer camp for the
children, but your school budget is insufficient. Describe how you might raise the
money.
______________________________

Verify your answers in the Answer Key at the end of this Guide

56 
 
ANSWER   KEY 

UNIT ONE

1. ( F) 2. ( T ) 3. ( T ) 4. ( T ) 5. ( F ) 6. ( T ) 7. ( F ) 8. ( T ) 9. ( T ) 10. ( T)

UNIT TWO

1. ( B ) 2. ( C ) 3. ( B ) 4. ( B ) 5. ( A ) 6. ( A ) 7. ( B ) 8. ( C ) 9. ( A ) 10. ( B
)

UNIT THREE

1. International Language 7. Self Correct

2. Discourse 8. Communicative competence
3. Genre 9. Imagery
4. Transactional Language 10. Check a goal
5. Set a goal 11. Self- talk
6. Minimal Responses 12. Monitor

UNIT FOUR
I. 1. ( b ) 2. ( a ) 3. ( c ) 4. ( a ) 5. ( b) 6. ( c )

II. 1. Picture Describing 2. Simulation

   

57 
 
GLOSSARY 
1. approach    General theories related to language teaching and  learning. 

2. assessment Set of procedures, techniques, and procedures for making

judgments about what learners can and cannot do.
3. authenticity Spoken and written texts used in language teaching are generally
deemed to be authentic if they were produced in the first instance for purposes of
communication, not for the purposes of language teaching.
4. background knowledge The knowledge of the world that the reader or listener
utilizes in interpreting a piece of spoken or written language.
5. bottom-up- processing Decoding the smallest elements (phonemes and
graphemes ) first, and using these to decode and interpret words, clauses,
sentences and then whole texts.
6. clarification request A strategy used by the listener for a more explicit
formulation of the speaker’s last utterance.

A: Did y’see Theo last night? He was as pleased as a Lizard with a gold tooth
B: Sorry? What do you mean by that exactly?
7. classroom discourse The distinctive type of discourse that occurs in
classrooms. Special features of classroom discourse include unequal power
relationships, which are marked by unequal opportunities for teachers and pupils
to nominate topics, take turns at speaking, etc. It has been noted that the typical
pattern of interaction in all sorts of classrooms is one in which the teacher asks
a question to which he or she already knows the answer, one or more pupils
respond, and the teacher evaluates the response.
8. coherence The extent to which discourse is perceived to “hang together” rather
than being a set of unrelated sentences or utterances.
9. cohesion The formal links that mark various types of interclausal and
intersentential relationships within discourse. Examples:

Identity relationship:  A:  Do you know my brother Pete? 

B : Yeah, I met him at the ball game last year.

Logical relationship:    I can’t make it today. However, tomorrow’s a possibility. 

10. communication strategy A strategy used by a second language learner to get

his or her meaning across with a limited amount of vocabulary and grammar.
11. communicative language teaching (CLT) The term communicative language
teaching covers a variety of approaches that all focus on helping learners to
communicate

58 
 
 Meaningfully in a target language. Early approaches downplayed the importance
of grammar, some even advocating the abandonment of any focus on form. More
recent approaches acknowledge the centrality of grammar [ and try and teach
learners the relationship between grammatical form and communicative
meaning.]
12. communicative competence The ability to apply grammatical, discourse and
cultural knowledge to communicate effectively in particular contexts for particular
purposes.
13. comprehensible input Messages addressed to the learner that, while they
may contain structures and grammar that are beyond the learner’s current
competence, are made understandable by the context in which they are uttered.
According to Krashen’s Comprehensible Input Hypothesis, acquisition occurs
when learners understand messages that are just beyond their current stage of
development.
14. context The linguistic and experiential situation in which a piece of language
occurs. The linguistic environment refers to the words , utterances, and sentences
surrounding a piece of text. The experiential environment refers to the real-world
context in which the text occurs.

15. conversation An oral interaction between two or more people.

16. conversational analysis The study of how individuals negotiate and
exchange meanings in interaction. The major focus of interest in recent years
has been in the analysis and interpretation of casual conversation, that is,
interactions that are carried out for social purposes rather than for obtaining
goods and services.
17. creative language Creative language practice occurs when learners are
involved in task that require them to recombine familiar language patterns and
elements in novel ways. It contrasts with reproductive language in which
learners imitate or manipulate models provided by the teacher, textbook, or
tape.
18. dialogue A conversation intended to illustrate the function of some aspect
of language. (e.g., syntax, vocabulary, or functions ) in context.
19. dialogue journal A learner’s journal in which the teacher responds to each
entry. The evolving entries form a sort of written “conversation.”
20. dictogloss A procedure for teaching grammatical structures in context. The
procedure involves the teacher in reading a short passage at normal speed.
Learners note down all the words they hear, and then work in small groups,
pooling their resources to reconstruct the original text.
21. discourse Recordings of naturally occurring samples of language within their
communicative context.

59 
 
22. discourse analysis The analysis of naturally occurring samples of written
or spoken language with a focus on the communicative functions performed
in the course of the communication. Discourse analysis is sometimes contrasted
with text analysis, which analyzes the formal, linguistic properties of a text.
23. EAP ( English for Academic Purposes ) Courses and programs of study for
helping learners develop the skills needed for speaking and writing for
academic English, for example, writing essays and reports, taking part in tutorial
discussions, giving academic presentations.
24. EFL ( English as a foreign language ) The teaching and learning of English
in communities where it is not widely used for communication.
25. ESL ( English as a second language ) The teaching and learning of English
in communities where it is widely used for communication by the population
at large. These days the distinction between ESL and EFL is widely regarded
as an oversimplification.
26. ESP ( English for Specific Purposes ) Courses designed around the specific
needs of particular groups of learners, for example “English for computer
engineers,” “English for accountants.” ESP sometimes contrasts with EGP
(English for General Purposes).
27. functions The things people do through language, for example, apologizing
complaining, instructing.
28. genre A purposeful, socially constructed oral or written communicative event,
such as a narrative , a casual conversation, a poem, a recipe, or a description.
Different genres are characterized by a particular structure or stages, and
grammatical forms that reflect the communicative purpose of the genre in
question.
29. group work Tasks are exercises completed by learners working in small,
cooperative groups. Group work is particularly important in communicative
language teaching.
30. illocutionary force The functions performed by an utterance or piece of
language. The illocutionary force of an utterance can only be understood if
we know the context in which the utterance occurs.

Example: The statement “There’s a dog out the back.” Could, depending on the
context, be a description, a warning, an explanation, an invitation, and so on.
31. information gap tasks Pair or group work tasks in which participants have
access to different information. In order to complete the task, the information
must be exchanged. Such tasks are hypothesized to promote acquisition by
encouraging the negotiation of meaning.
32. interactional hypothesis According to this hypothesis, language is acquired
as learners actively engage in attempting to communicate in the target

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 language. The hypothesis is consistent with the experiential philosophy of
“learning by doing.” Acquisition well be maximized when learners engage in
tasks that “push” them to the limits of their current competence.
33. interlocutor effect The effect that the other members of a conversation
have on what the speaker says.
34. interpersonal task A communicative task in which the main purpose is to
socialize rather than to obtain goods and services.
35. intonation Raising and lowering voice pitch to convey aspects of meaning
. Intonation is one of the suprasegmental aspects of pronunciation.
36. learning strategy The mental and communicative processes that learners
deploy to learn a second language. For example, memorizing.
37. locutionary force The propositional ( as opposed to functional or
illocutionary) meaning of an utterance or statement.
38. meaningful drill A language drill in which the student is required to
understand the meaning of the utterance in order to produce a correct
response. Meaningful drill contrasts with mechanical drill, in which
understanding is not required in order to produce a correct response.
39. modality The dimension of an utterance that allows speakers or writers to
reveal their attitude toward the propositional content or the illocutionary force
of an utterance. Modality is most commonly achieved through modal verbs
such as may, might, should, ought.
40. motivation In language learning, the psychological factors determining the
amount of effort a learner is prepared to put into language learning.
41. negotiation of meaning The interactional work done by speakers and
listeners to ensure that they have a common understanding of the ongoing
meanings in a discourse. Commonly used conversational strategies include
comprehension checks, confirmation checks, clarification requests.
42. pragmatics The study of the way language is used in particular contexts
to achieve particular ends.
43. pronunciation The ways in which sounds are produced. Features of
pronunciation are divided into segmental phonology (individual sounds) and
suprasegmental phonology (stress, rhythm, and intonation)
44. propositional meaning The formal meaning of an utterance without
reference to its function within a discourse. Propositional or locutionary meaning
contrasts with pragmatic or illocutionary meaning.

Example:  Propositionally,  the  utterance,  “The  window  is  open,” is  an  existential  
statement  about  the  state  of  an entity, i.e., a window. The  illocutionary  force of  this  
utterance ( which can only  be recovered  from  the  context  in which  it  occurred)  may  be:  a  
request ( “it’s  awfully  cold  in   here,  would  you  mind  shutting  the  window?”; a  suggestion (  

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 A:  I  can’t  get  out  of  the  room,  the  door  is  stuck  fast. B:  The  window  is  open,  why  don’t  
you  climb  out?),  and  so  on. 

45. speech act   An utterance  seen  in  terms of  its  propositions ( meanings )  and  functions.  
The  propositional  meaning is  known  as  locutionary  force,  and  the  functional  meaning  is  
known as the  illocutionary  force. 

46. top-down processing The use of background knowledge , knowledge of

text structures, and / or knowledge of the world to assist in the interpretation
of discourse.
47. topicalization The process of giving prominence to particular entities,
states of affairs, or processes within a sentence or utterance by shifting
them to the beginning of the sentence. Each of the following sentences is
about the same participants and events, but each is topicalized differently.

I will finish this glossary tonight.

This glossary will be finished by me tonight.
Tonight, this glossary will be finished.

48. transactional language Language that is used in obtaining goods and

services. Transactional interactions are contrasted with interpersonal
interactions, in which the purposes are primarily social.
49. turn One speaker’s utterance, bounded by the utterances of one or more
other speakers.
50. turn-taking The process by which opportunities to speak are distributed
between two or more speakers. Rules for turn- taking differ in different
cultural contexts.

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BIBLIOGRAFIA
1.  Harmer, Jeremy (2009): How to Teach English. Pearson Longman, England. 

2. Kalkstein H & Maurer, N (2008): Listening and Speaking. Heinle & Heinle
Publishers, Boston – USA.
3. Lewis, Michael & Hill Jimmie ( 1985 ) :Practical Techniques for Language
Teaching- Language Teaching Publications, England.

4. Nunan David (1999): Second Language Teaching Learning. Heinle & Heinle
Publishers, Boston – USA.
5. UHL Chamot, Anna & OMalley, J.Michael (1994) The CALLA Handbook
Implementing the Cognitive Academic Language Learning Approach. Addison-
Wesley Publishing Company, New York – USA.
6. UHL Chamot, Ana et al (1999): The Learning Strategies Handbook. Addison-
Wesley Longman, New York – USA.
7. UR, Penny (1996): A Course in Language Teaching: Practice and Theory.
Cambridge University Press, Great Britain.

WEBGRAFIA
Speaking
 www.teachingenglish.org.uk/teaching-speaking
 www.cambridge.org/other_files/downloads/esl/booklets/Richards-Teaching-
Listening-Speaking.pdf
 http://iteslj.org/Techniques/Kayi-Teaching-speaking.html
 www.slideshare.net/jesler/teachingspeaking
 www.standford.edu/dept/CTL/Newsletter/
 http://www.tesol.org/enhance-your-career/career-development/beginning-your-
career/teaching-english...
Listening
 www.nclrc.org/essentials/listening/liindex.htm
 www.cambridge.org/other_files/downloads/esl/booklets/Brown-Teaching-
Listening.pdf
 http://www.nclrc.org/essentials/listening/goalslisten.html
 http://slideshare.net/samuraitheologian/hd-browns-principles-for-teaching-
listening-skills
 http://english.tyhs.edu.tw/xoops/htmltyhs/teach_source101/02plan.pdf

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