Students experience language or are exposed to language uses either by native or non-native speakers. In this educational context, students come across the spoken English Language through listening activities run in class or by the interaction with the EFL Teacher. In this session representative, samples of the listening tasks of the coursebook of 3rd grade Think Teen will be reviewed in terms of the criteria set by Rost (2002, p.160-181). In particular, the listening tasks under scope derive from the 1st Unit of the textbook, lesson 2 titled "The Seven Wonders". In this unit, there are two tasks on developing the listening skills (see appendices 1-3).
The 1st listening in terms of input it is a song by Louis Armstrong "What a wonderful world". …show more content…
2004. p.222). Concerning the 1st listening task, there are stages of pre/while/post-listening activities integrating speaking, writing (short expression: notetaking) and listening skills. There is a sequence in the stages. The rubrics are clear so the teacher monitors the task. It involves group work in the writing part. The activities aim to increase creativity and evoke students emotions. It is teaching oriented and feedback comes from the teacher. The cloze filling exercise is oversimplified, looking for specific words engaging bottom-up processes,i.e. intensive listening for detail. This listening task seems to be a warm up activity for the speaking or writing …show more content…
It consists of six activities or tasks as it is referred in the coursebook. The relevant to the theme of the listening part are only 4 activities. Task 4 and 5 are about conducting a survey in class on places to visit and about writing a report analysing the survey findings. There are the three stages of listening: pre/while/ post listening which develops only speaking and listening skills. There are two while activities aiming at listening for confirming guesses and for specific information engaging both top-down and bottom-up processes, i.e. intensive and extensive listening for details and meaning. Rubrics are easy to follow. Although, one is misleading as there is not an Appendix V (see Appendix 2, task 1.2). Feedback is given either by the teacher who monitors the process or by students in peer work. The structure of the lesson is teaching orienting aiming at cultural awareness. It is not relevant to their competency. The difficulty lies in the fact that while listening for the 1st time students have to turn at the back of the book where the appendices are, to find a world map and spot the location of the 7 Wonders. The resolution of the map is not on a large scale to achieve that. Furthermore, students have to fill in a grid with the name of kings which are not easy for them to get the right spelling for example
The 1st listening in terms of input it is a song by Louis Armstrong "What a wonderful world". …show more content…
2004. p.222). Concerning the 1st listening task, there are stages of pre/while/post-listening activities integrating speaking, writing (short expression: notetaking) and listening skills. There is a sequence in the stages. The rubrics are clear so the teacher monitors the task. It involves group work in the writing part. The activities aim to increase creativity and evoke students emotions. It is teaching oriented and feedback comes from the teacher. The cloze filling exercise is oversimplified, looking for specific words engaging bottom-up processes,i.e. intensive listening for detail. This listening task seems to be a warm up activity for the speaking or writing …show more content…
It consists of six activities or tasks as it is referred in the coursebook. The relevant to the theme of the listening part are only 4 activities. Task 4 and 5 are about conducting a survey in class on places to visit and about writing a report analysing the survey findings. There are the three stages of listening: pre/while/ post listening which develops only speaking and listening skills. There are two while activities aiming at listening for confirming guesses and for specific information engaging both top-down and bottom-up processes, i.e. intensive and extensive listening for details and meaning. Rubrics are easy to follow. Although, one is misleading as there is not an Appendix V (see Appendix 2, task 1.2). Feedback is given either by the teacher who monitors the process or by students in peer work. The structure of the lesson is teaching orienting aiming at cultural awareness. It is not relevant to their competency. The difficulty lies in the fact that while listening for the 1st time students have to turn at the back of the book where the appendices are, to find a world map and spot the location of the 7 Wonders. The resolution of the map is not on a large scale to achieve that. Furthermore, students have to fill in a grid with the name of kings which are not easy for them to get the right spelling for example