ESCUELA NORMAL N.

4 DE NEZAHUALCOYOTL

SCHEME
THEMATIC: ACTIVITIES FOR TEACHING LISTENING

PRESENTED BY: WENDY ZAMANTHA MONTEJANO LOPEZ

GRADE: 7 SEMESTER

Thursday, November 20, 2014

1.-ACTIVITIES TO ENCOURAGE LISTENING

Why is difficult for students to answer and to develop listening activities?

It is known that listening is one of the most difficult skills for the students, because
the teachers in primary school just give them vocabulary and phrases, so they
have never heard a complete conversation, also is unusual that a foreign person
enter to the classroom and start speaking and they can interact with them, when
the diagnostic exam was applied to the first grade, they were really confused, they
looked around the classroom or saw each other, because they do not understand
anything, we can see that students are not familiarized with English, even all the
stores, TV programs, clothes, games etc contain English words, students do not
like English movies or music, this affect directly the listening ability, because this
will usually take place outside the classroom, for example: in students home, in
their personal mp3 players, on the games, on the radio, this should be done for
them, but if they do not like English will be difficult catch words.
The group with this lower ability was 1 st grade, from 50 students who did the exam
just 3 passed the listening part, the difference of this students of the ones who
failed is that they have taken English courses.
We are guided from a plan in basic education (NEPBE) which purpose that the
English language teaching must be different, students have to get the necessary
knowledge to engage in social practices, with oral and written language by means
of specific competences with the language so, we have to make students develop
their communicative skills, that is why is important to reinforce this, listening
comprehension is really important, is the base from the abilities and this develops
the oral speech, we can know if we are developing listening because we catch
ideas and words of what we are listening and also we understand the setting in the
one is developed.
We must encourage students to develop the ability.

So checking all the problematic I look up for activities that facilitate the listening
and students can feel confident of produce speaking, and understand more than
just a conversation. The activities will be related with the topics that will be checked
in the class.

2.-Purposes of the studio

The purpose of the listening activities is that students train their ears by listening
different accents, voices and can get the main ideas, with this they would be able
to produce speaking as a natural process.

3. How do we learn?
It is fascinating how we developed our language at the first time, by the end of the
first year babies understand some words we repeat all the time, for example: byebye, hello-hello, and when we grow up, we start producing words that everybody
recognizes, suddenly we speak, not using grammar correctly, because we start to
produce and imitate, of course we commit mistakes, because is natural, we
practice for producing, and this encourage by the environment reinforce the
language.
The abilities are linked each other, reading produces writing, and listening
produces speaking, as we know listening is really important, but nobody gives the
importance this ability needs, when we want to learn English we are worried of
speaking, because we usually thinks it is the most important ability, also we
committed that mistake in the classes with any level, we want them produce
speaking, if we are good listeners we will be good speakers.

Listening is the ability to receive and interpret messages in the communication, the
key for an all effective communication is the listening, without this ability we easily
misunderstood the words, and the communication breaks down.
There are a big mistake when we talk about listening, because we confuse this
simple word by hearing, and is not the same, hearing refers to the sounds that you
hear, and listening requires more than that, requires focus listening means paying
attention to the words, the voice, the grammar structures in other words we have to
be aware to understand verbal, and no verbal messages.
Effective listening involves observing body language, for example if somebody tells
you that they are happy with their life but with tears in their eyes you should
consider that maybe the person do not mean what they are saying.
What we have to search for getting results developing this ability is the way we can
improve this ability, which authors support the development of listening in a natural
process, and which activities should be better for making students to develop the
ability and by consequence produce speaking as result.
There are list of questions that will be helpful:
How many listening activities can help to develop other abilities?
Recordings made by the students will be able to help them to recognize
other accents could be helpful?
Working with phonetics symbols can be helpful for listening activities?
Which activities can I apply for helping students to develop listening ability?
The use of movies, songs, play roles, reading aloud could help to develop
listening ability? In which way?
Which were the most successful listening activities?

4.- I will propose a list of activities that will be done:

o 5.-ACTIVITIES FOR DEVELOPING LISTENING ABILITIE (the

teacher will develop activities for listening including songs, interviews,
videos, conversations etc...)
o PHONETIC CHART (This is a useful chart for learners and teachers
of English who may want to check the pronunciation of a word in a
dictionary. Use the phonetic chart to learn the sounds of English.
o STUDENTS WILL CONTROL THE SPEED OF LISTENINGS FOR
FEELING CONFIDENT WITH IT. ( for listening details and train their
ears to the speed of the speech)
o READING ALOUD AND ACTING DIALOGUES( acting dialogues for
make fun the process of listening new accents)
o INTERVIEWING EACH OTHER(this activity will be used for students
listen different accents)
o RECORDER THEIR VOICES READING DIALOGUES AND PLAY
THEM AS A LISTENING FOR KNOWING DIFFERENT ACCENTS
o PLAY MOVIES WITH SUBTITLES IN ENGLISH (for train their ears
to different accents and also to the pronunciation of the words)
o PLAY MOVIES WITH OUT SUBTITLES THEY HAVE TO SAY WHAT
THEY ARE SAYING (for predict what they are saying, and after ask
what idea they have of it)
o FRREZE THE MOVIE AND MAKE THEM CONTINUE THE STORY
(for talk with others, listen accents and produce speaking)
o SONGS (KARAOKE) FOR LEARNING ACCENTS, WORDS AND
TRY TO IMITATE PRONUNCIATION

5.-TEXT THAT WILL BE CONSULTED:

Bibliografa
Arteagai, J., Guarin, E., & Lopez, A. (s.f.). Using video materials as a teaching
strategy for listening comprehension. Recuperado el 10 de Octubre de 2014, de
http://recursosbiblioteca.utp.edu.co/:

http://recursosbiblioteca.utp.edu.co/dspace/bitstream/11059/1936/1/371333A7
86.pdf
Burley, M. (1995). Lisening the Forgotten Skill: A Self-Teaching Guide. Wiley.
Mustafa, S. (2012). Teaching Listening Skills to Young Learners Through "Listen
and Do". English Teaching Forum , 8.
Pramila, A. (1997). How to develop profitable listening skills "A handbook for
developoing effective listening hability". Sterling publisher Pvt Ltd.
Steven, R. (1986). Resources for Teaching English. WESTERN: Comunication art
an sciences.
Ueland, B. (18 de NOVEMBER de 1992). The art of Listening. Recuperado el 1
de OCTUBRE de 2014, de http://traubman.igc.org:
http://traubman.igc.org/listenfa.htm

http://americanenglish.state.gov/files/ae/resource_files/50_3_3_sevik.pdf

6.- The activities for the investigation will be done in extra class hours and will be
applied in the secondary practicums.
SEE THE BOX 1.1 FOR THE SCHEDULE IN PRACTICES, UNDERLINE BOXES ARE THE TIME IN WICH THE
STRATEGIES WILL BE APLIED.
SEE THE BOX 1.2 IN WICH RESEARCH WILL BE DONE

HORA
7:00

LUNES

7:50
7:50 8:

MARTES
1 C

JUEVES

VIERNES
1 C

1 C

40
8:40 9:

2 B

30
9:30 10:

2 A

20
10:

MIERCOLES

20-

2 B
RECESO

10:40
10:4011:

2 B

30
11:30-

2 A

12:20
12:20-

3 C

3 C

3 C

2 A

13:10
BOX 1.1

HORA
7:00

7:50
7:50 8:
40
8:40 9:
30

LUNES

MARTES

MIERCOLES

JUEVES

VIERNES

NORMAL No.
4

NORMAL No.
4

NORMAL No. 4

NORMAL No. 4

NORMAL No. 4

NORMAL No.
4

NORMAL No.
4

NORMAL No. 4

NORMAL No. 4

NORMAL No. 4

NORMAL No.
4

NORMAL No.
4

NORMAL No. 4

NORMAL No. 4

NORMAL No. 4

9:30 10:
20
10:

NORMAL No.
4

NORMAL No.
4

NORMAL No. 4

NORMAL No. 4

NORMAL No. 4

Research

Research

Research

Research

20-

10:40
10:4011:

Research

30
11:30-

Research

Research

Research

Research

Research

12:20
12:20-

Research

Research

Research

Research

Research

13:10
BOX 1.

CHAPTER 1

The context

Nezahualcyotl is a beautiful town, which has an awesome history on it, is one

of the 125 towns in Mexico, and is located on the east of the DF, the surface is
around 63.74km2 and have a population of 1,109,363 people. In the last time the
Texcoco

Lake

was

here.

There

is

one

monument

who

distinguishes

Nezahualcoyotl from other places the coyote who was designed for the artist
Sebastian and it has 20 meters of high and 298 tons of weight, is consider one of
the biggest works in Latin America, it is located in a roundabout that are formed by
the avenue Adolfo Lopez Mateos and Pantitlan, we can see the coyote till 2km
around.
In nezahualcoyotl there is a land fill Bordo of Xochiaca, it is a place with a lot of
garbage which pollutes the city, because we had not a control of all the trash who
enter and many countries as Df, Iztapalapa, Ecatepec who bring their garbage to
the land fill Bordo, some years ago there were two land fill but one was closed
because the pollution all this after some meetings of the people who live around

made, and after consider this situation the town council decided to closed it, so
they build City garden which has not many years, was builded over the land fill in
the 2009, now is one of the attractions of the town because is bigger than Neza
mall who was the first in the town, and as we know it is property of the one of the
richest person of the world, Carlos Slim.
We have some cultural centers as the cultural center Aragon, Issste,
Metropolitana, Las Aguilas, El Castillito, Jaime Torres Bodet, almost all of them
have areas for make expositions, conferences and some of them have a library.
There are many important places we can visit, there are some universities that are
really important, like; la Salle Netzahualcoyotl, UAEM, UTN, etc... But we have
places like the Neza stadium 86 that it is part of the University of Netzahualcoyotl.
Palacio is another important place for us because the authority is on it; there are
many important departments which are uncharged of the administration of the town.
With the time this places have been changed, Nezahualcyotl always had
suffered violence and nowadays is increasing because of the society, the culture
and the needs, people have another ideas, other customs, other necessities, life is
not the same as 40 years ago, we can said that people is innovating the way they
live, adapting their life to the deals of the daily life, but not in the correct way.
If we ask to a foreign person of Naucalpan, DF, or another place, they can tell us
they feel scared of coming here, because the violence, they said: really maybe
you can die in Neza
We could think that all the places mentioned are not linked with the education, but
we are wrong, some of these places are direct distractors of the students and
affects directly to their education, because they prefer do not enter and having fun
one day, going to the cinema or the malls and other times they get trust if there is
a stationary in front of the school because they let the material like monographers
at the end, and they arrive late, the students for their age do not see that they
could be in danger; for example: in the colony La Perla there is a secondary in
which we gave classes, students were really violent with us, for them was normal

talking about drugs, murders, kidnaps, and they do not respect nobody who was
there, some situations made us believe

that context are

very important,

sometimes the students prefer do not enter and enjoy the day with their friends,
spending the time in the places already mentioned, without thinking they can be in
a dangerous situation.
In Netzahualcoyotl, the zone depends on the education, people suffered many
assaults, kidnaps and have been victims of a robbed, some students are linked
straight with this because their parents are burglars or kidnappers, and the problem
in the schools is that students do what they want, and they try to manipulate you
and some teachers just let them pass.
In the secondary school Agustin Yaez which is located in the 4 th avenue and the
Cuauhtmoc Avenue, is considered by the police as a risk zone because there are
many burglars, mens raid stores, flea markets, schools etc.., they use to point your
head with a gun, it is unbelief that also students steal in the afternoon, and they
talk about as if nothing happened, they planned this at school, they are costumed
to that life, and they are proud of their actions, nobody has the power or the
decision to stop the students.
But is all fault, if we compare the education 20 years ago we will notice some
important points; the uniform: students used to respect it, this identify the students
of each school, the infrastructure of the school (taking about outside), those were
not painted with gratifies, now they have excessive images, that just give a bad
look to the schools, and the teachers; nowadays not all have the vocation of been
one, we are soft with our decisions in the classroom, we dont apply the rules we
lost our authority, adding to this the traditionalism in the classroom changed, and
now it is difficult control the students, you cannot speak louder because is bullying,
you cannot tell something of or punish students because is bullying, all this
because students are not educated as they must be, the parents let all for the
school and is not like that the home is the base of the education. For sure this
didnt happen some years ago, and there is an article that supports these ideas:

En una misma escuela la problemtica es la misma en los distintos aos los

chicos estn ms alterados (...), vos hablas con los profesores y ellos mismo te
dicen, mira ac hay

chicos con muchos problemas, que se traslada en el

comportamiento de ellos.

(Lic. Patricia Cusel, CONTEXTO ESCOLAR Y

PRCTICAS DOCENTES, 2006)

This is what actually happens we just dont care our students.
The advantages we can find between the context and the education in 20 years is
that needs, ideas, wants, do not influence the zone around the schools, people
want to study for getting a better life in a future, and now even if you study that
does not mean you will have a better life.

There are many secondary schools in Nezahualcyotl, but one that is in the
quality zone is the secondary school; Benjamin Hernandez which opened their
doors in 1978 when the govern of Mexico was the Doctor Jimenez Cantu, he did
a donation of a land to the citizen of Nezahualcyotl Benjamin Hernandez
Hernandez who was the secretary of the people in the town . This was like a
spokesman.
In august 29TH of 1979, the school started with the name of secondary Juan
Ramos Comenio, in the same year they changed the name by Professor Sixto
Noguez Estrada who was the director of public education, in august 29 th of 1979
till November 17th of 1983 with the professor Honrato Aguirre Beltran as a director
was built the first building with five classrooms, one cellar, one lab and two toilets
and the second building was started, this building was finished in 1983 with the
teacher Lilia Contreras Godinez as a principal the 17 th of November of 1983 till
the 24th of January of 1984, after that the professor Legismundo Enriquez Year
went as a director the 24th of January of 1984 and in the same year, the teacher
Ma. Del Rosario de la Mora Arreola took the direction of the school in a period of
six years, the professor Librado Leon Martinez work till February of 1993 and in
that year till the actuality the teacher Emma Perez Perez had been working in

such an important institution, making management of materials for the school with
her effort and quality.
The school has two turns, at the morning, and at the afternoon, this school is one
of the most demanded of the town, with more than 900 students, is located in
Gustavo Baz Prada No. 0, Benito Juarez colony, post code 57700,

the school

follows most of the educational programs and prepare their students for the exam
of high school, the teachers are worried of the future of the students, the majority
of them are accepted to their first options, this is not an easy job, teachers work
together, they interchange ideas, activities, dynamics, they think in the problems of
the school and they solve them together, they interchange points of view, that
made the difference, not many schools

get worried nowadays

about the

educational situation as this school did, that is why is successful.

The school is not too big, but the spaces are comfortable for working, there are 7
buildings, 12 classrooms 1 sport area, they count with computers and internet, a
library, musician band, laboratory, security, stationer, canon and interactive boards,
who makes easy teaching, because you can use movies, songs, images etc, one
important thing is that they have cameras and they can see what are the students
doing in class and outside the school.
The principal said, that they have been working hard for get all the material, she
had to manage much of it, and it is difficult because the government do not give
material for education.
Students are really different to others generations, they have another ideas of their
life, the zone is really important, we can compare other zones, but this one is one
of the calmest zones of Nezahualcyotl.
The place in which the secondary Benjamin Hernandez is located is more secure
than the other we already mention, because next we have a police station, and we
can see that students and their own parents feel comfortable with the security of
the police in the morning and in the afternoon.

The context of the students, places, people and events affect them directly,
students do not want to study, they think school do not offered a better life because
there are many people with a title who is working as a waitress, as a dustman
etc, but there is one important thing in that school the teachers have vocation
of been teachers, nobody obligate them, you can see that with the activities, the
effort and the motivation they gave to their students.
One of the successful activities that the school had is that when they start, finish or
they are in a meeting every Monday at the final, they give to each other a big hug,
this create a better environment between students and teachers, because there
are confidence and that is one of the most important things in the education, that
made that you enjoy the moment you are in the school and when you leave for
sure you will remember that.
It is like a family who is interchanging feelings, knowledge and feedback, they can
share all this, felling confidence in the school..
1.2 Diagnostic test analysis.
The measurement of the English was realized by an exam, who was developed in
four skills(listening, reading, speaking, and reading), but before I applied the exam
I observed that the students in the secondary, had a good behavior, and interest
on the classes as well they had disposition with us, this was different as in other
schools, the diagnostic exam was also for knowing how much do they learn in
primary school and secondary school, in case of second and third grade, the exam
was divided in English knowledge, family and social aspects, all this for checking if
they have some problems with the family, with the money or another problem and
take them into a count, all this with the finality of making a better class, and help
them with the process of learning.

The exam (appendix) have to throw the lower ability and we have to work with the
four abilities making emphasize on the lower ability,

we have to crate activities,

strategies, dynamics to reinforce it, so the exam was applied and the worst
group was first grade; interviewing the students, most of them said that they do not
like English because was difficult for them and they do not understand , they have
never had English classes, some of them have partners who speak English but
even so they do not care for learning the language.

The ones who have taken English classes feel bored to show their knowledge at
school, they have a good English level, but they just want to put them in practice,
others have taken classes with a traditional method talking all in Spanish so they
feel disappointed of their English level, and of the English. Students associate
English with all the teachers, this happen with all the subjects if a maths teacher
thought wonderful you will start to loving maths but if the chemistry teacher
never

guide your learning, is always screaming and making stressful the

class,chemistry will be difficult and you will end up hating the subject.
In second and third grade was different because the teacher they had, worked
with PNIEB and spoke all the classes in English, that is really important because is
not a Spanish class, she is accomplishing the purposes of PNIEB,

the program

most schools have to take for giving class. So they had an advantage over first
grade, because they understand many English words, sentences, mimes, they got
instructions, and they be able

to produce and socializing,

they are getting

confidence with the language.

The most important thing in the learning process, is that they feel confident of
themselves, and could produce as a natural process, in the conference of Mextesol
one speaker was talking about this, I interviewed for confirm this, the name of the
speaker is rob Jenkins who is a Professor of English as a Second Language at
Santa Ana College, he said; that there is a big importance of engaging learners
through integrating real images, video, humor, stories, and well-planned classroom
experiences.

Rob will lay out his process of motivating students through

developing an atmosphere that fosters student confidence, this is what the teacher

of third grade did, and there is a big difference because, that could not happened
with first grade, because they do not know anything,

confidence was not

developed, because they do not know a real context, they have not got interaction
with the language and they feel afraid of the English class.
One common thing between all the groups is listening, why? Because they are not
keeping touch with a real context neither with English speakers, and they used to
work just with the book and exercises, that is way when they listen some accents,
songs, dialogues, interviews etc., it is difficult for them understand the ideas.
So

the chosen group was the first grade group c with listening,

when the

diagnostic exam was applied they feel uncomfortable with the recording, they
looked each other because they do not understand anything, and it is
understandable because they had not English classes in the period they have
been studying in kinder garden or primary school, so they do not have the habit of
study English, they used to think English is not useful for them, and here is when
the importance of the curriculum appears, students have to know why they are
learning the topics, the subjects which are the purposes, objectives, etc this with
the finality that they understand why it is important to study and which is the
purposes of the school.
For this reason we will be applying some activities to reinforce the listening activity,
most of the activities will be games.
1.3 knowing the first group 1 c
The group have some characteristics that make them special and particular to
others, most of them are extrovert, they like the games, and they show a big
interest when the classes start, they didnt do the usual joke when I was speaking
in English (whatttt whatt teacher?), they keep silence, listened and try to traduce
me, at the first moment I had 55 students after the administrative personal just let
50, boys are more extrovert than girls, and what I like of them is that, they also try
to made an accent when they talk, just we have to work with the confidence
because they have to be able to produce by themselves.

During the first week I observed I can see that they have some difficulties with the
listening and with my accent, they said I speak faster, the relation with the titular
was different that mine, with her they are in silence, because the teacher has other
ways to teach, she is older and student feel confident with us because we are
young teachers, they feel more comfortable, and this make successful some of our
strategies, dynamics, exercises because the interaction and the context of the
idiom are present in the class.