5. ANSWERS
1- Listening is a productive skill. (FALSE)
2- There are three different listening types: informational, evaluative,
and relational. (TRUE)
3- The most basic skill in listening activities is paying attention. (TRUE)
4- Listening is a receptive skill. (TRUE)
5- Listening is a biological process.( FALSE)
6-Listening is a neurological cognitive regarding the processing of
auditory stimuli received by the auditory system. (TRUE)
7- Listening is a passive process. (FALSE)
8- One of the listening stages is hearing. (TRUE)
7. top down
discourse bottom up
activation of schematic knowledge
contextual knowledge metacognition
pragmatic knowledge
monitoring
regulating management
content schemata metacognitive planning
formal schemata
schematic knowledge prior knowledge
8. One more round to go!!
TASK FLEXIBILITY
COMMUNICATION STRATEGIES
RECIPROCAL
SITUATION-SPECIFIC
COMPENSATORY STRATEGIES
NONRECIPROCAL
LISTENER-INTERNAL
9. Teaching Listening from a Discourse
Perspective
Listening (utterances) Written form
Clear co-text “Catch m´. ! dont let m´ escape!” Catch them!, Don’t let them
escape
Stress “My brother is sixteen, not seventeen.” My brother is sixteen, not
seventeeen.
Pauses “Are you ready to eat grandma?” Are you ready to eat, grandma?
Intonation “Jimmy is eating pizza” Jimmy is eating pizza?
10. Top down strategies
Opening words
Professor:
“Today you are going to listen to someone speaking
about the causes, consequences and the global
historical impact of the French Revolution”.
Students:
French Revolution
Causes Consequences Global historical
impact
12. How effective are communications in the virtual
era?
While cell phones have allowed us to engage in
different forms of contact quickly, some times,
when we communicate with another person, it
is difficult for us to write what we mean in the
way we want to say it and that our listener
understands exactly what we are expressing .
13. Yo tb tq, o como el whatsapp arruina
relaciones.
14. Traditional characteristics of the 4 skills
Writing-reading
-Time to think of what to
say.
-Draft and correction.
-Unknown context of the
receiver (feelings, situation)
-Need to create context in
the same limited ability of
the words.
-Delayed or impossible
feedback.
-Unilateral discourse.
Speaking-listening
-Communication on the
spot.
-Immediate feedback.
-Known receiver
known context.
-Continuous change of
roles.
15. Modern ways of communication
Email
In the beginning it
demanded to be
connected through a
computer. Usually at
job
17. Messenger-Whatsapp
● Communication on the spot, but time for correction.
● Known receiver and context, but no so (feelings,
situation)
● Immediate feedback, but not so.
● Continuous change of roles, but not so.
● Adaptation of spoken language to written form, in order
to convey meaning.
● It created a new language, different from any other.
18. En línea
A- Hola
B- :)
A- Todo bien?
B- Yep.
B- Toy llendo al
cole.tudiaste escrita?
A- Sí
A- Vos?
19. B- seeeeeeee
B- no sabes!!!!!!!!
B- jajajaja
A- Pero deberías estudiar. Así no te vas a
recibir nunca.
B- c v q ya ni m importa
B- juaz
A- En lugar de salir tanto deberías dedicarte
más
21. Radio ad Script
Mum: That’s a large bowl of Weetabix. Big day today?
Daughter: Yes, Mum. First, I’ll empty my wardrobe on the floor and
dress from head to toe in pink. Pink socks, pink wig, pink shoes. Next,
I’m going to make a tiara out of pasta and cookies… and I’ll crumble
up the bits of cookies and stick them on, to make the diamonds for it.
Then I’ll pick all the flowers in the garden and make some perfume.
So, I’m going to make the perfume like this. First, I’m going to get a
sieve, two bowls from the kitchen and then I’ll go and pick all the
flowers and mash all the herbs and mints and stuff up, stir it round
with my spoon and then that will be it.
Mum: Lovely.
Daughter: Next, I’ll make a tea party in the bottom of the garden… and
I’ll invite my best friend, Savannah, and another friend, a lollipop.
VO: Packed with slow-release energy to keep you going. Weetabix.
Fuel for big days.
22. Radio ad Script
FVO1: I bump into my friend at the bus stop.
FVO2: You bump into your friend at the bus stop.
FVO1: I take off my pashmina and show her my new necklace.
FVO2: You take off your pashmina and show her £150.
FVO1: I play with the necklace as we talk.
FVO2: You play with the money as you talk.
FVO1: I say goodbye and walk home.
FVO2: You keep the money on show and walk home alone.
End VO: Thieves see your possessions differently, so take care
where you take them out. Here for London.
The Metropolitan Police Service. For more information, visit
met.police.uk.
23. Works Cited
Celce-Murcia, M., & Olshtain, E. (n.d.). Listening, Writing.
In Discourse And context in Language Teaching (pp. 102-
117, 141-163).
