autora: nÚÑez lizano marÍa alejandra.i autorización de la autoría intelectual yo, maría...
TRANSCRIPT
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UNIVERSIDAD CENTRAL DEL ECUADOR
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
INSTITUTO SUPERIOR DE INVESTIGACIÓN Y POSTGRADO
“La técnica “Dictogloss” en la comprensión auditiva en los estudiantes del nivel
B1 Pre-intermedio del Centro de Idiomas de la Universidad Uniandes.”
Informe de Investigación presentado como requisito parcial para obtener el grado
de Magister en Lingüística y Didáctica en la Enseñanza de Idiomas Extranjeros.
AUTORA: NÚÑEZ LIZANO MARÍA ALEJANDRA.
TUTORA: M.Sc. Mónica Alejandra Flores Herrera
QUITO-ECUADOR
2017
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Autorización de la Autoría Intelectual
Yo, María Alejandra Núñez Lizano, en calidad de autora del trabajo de investigación realizada
sobre“La técnica “Dictogloss” en la comprensión auditiva en los estudiantes del nivel 3 (Pre-
intermedio) del Centro de idiomas de la Universidad Regional Autónoma de los Andes –
“Uniandes”, periodo marzo-agosto 2017”, por la presente autorizo a la UNIVERSIDAD
CENTRAL DEL ECUADOR, hacer uso de todos los contenidos que me pertenecen o de parte
de los que contienen esta obra, con fines estrictamente académicos o de investigación.
Los derechos que como autor me corresponden, con excepción de la presente autorización,
seguirán vigentes a mi favor, de conformidad con lo establecido en los artículos 5, 6, 8; 19 y demás
pertinentes de la Ley de Propiedad Intelectual y su Reglamento.
Quito, a 27 de octubre del 2017.
______________________
María Alejandra Núñez Lizano.
CI: 180414469-7
Telf: 0995856834
E-mail: [email protected]
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Informe de aprobación de la tutora
En calidad de tutora del trabajo de grado: “LA TÉCNICA “DICTOGLOSS” EN LA
COMPRENSIÓN AUDITIVA EN LOS ESTUDIANTES DEL NIVEL 3 DEL CENTRO DE
IDIOMAS DE LA UNIVERSIDAD REGIONAL AUTÒNOMA DE LOS ANDES
“UNIANDES” PERIODO ACADÉMICO MARZO – AGOSTO 2017.” presentado por la
licenciada María Alejandra Núñez Lizano, cédula de ciudadanía 1804144697, previo a la
obtención del título de: MAGÍSTER EN LINGÜÍSTICA Y DIDÁCTICA DE LA ENSEÑANZA
DE IDIOMAS EXTRANJEROS, considero que dicho trabajo ha concluido y reúne los requisitos,
méritos suficientes para ser sometido a la presentación pública y evaluación por parte del Tribunal
Examinador.
Firmado en la ciudad de Quito a los 27 días del mes de octubre del 2017.
___________________________________
MSc. Mónica Alejandra Flores Herrera
DOCENTE - TUTORA
C.C. 1714412952
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DEDICATORIA
Este trabajo está dedicado a Dios, luz de mi camino quien me
proporcionó fuerzas para seguir adelante; a mi familia; de manera especial
a mi esposo Roberto quien fue soporte para llegar al final con el éxito
anhelado; a mi pequeña Amy, quien con su inocencia esperaba el pronto
regreso de mamá; a la reina del hogar mi madre y su esposo - Martha y
Hermes que con sus bendiciones protegían cada paso dado en todo este
proceso y también a Erik quien siempre apoya y brinda cariño a su manera.
Con este logro devuelvo a ustedes lo que un día me proporcionaron: amor,
fe y confianza en mí misma.
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AGRADECIMIENTO
Al alcanzar una meta más en mi vida profesional, agradezco a
Dios por la protección y bendición derramada en mí y en mi familia; a la
Universidad Central del Ecuador que me permitió fortalecer mis
conocimientos en sus aulas; a mis amigos y familiares que su granito de
arena han sido protagonistas principales para alcanzar esta importante
meta educativa.
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Índice de contenidos
AUTORIZACIÓN DE LA AUTORÍA INTELECTUAL ........................................................................ I
INFORME DE APROBACIÓN DE LA TUTORA ................................................................................II
DEDICATORIA ...................................................................................................................................... III
AGRADECIMIENTO ............................................................................................................................. IV
ÍNDICE DE TABLAS .......................................................................................................................... VIII
RESUMEN ................................................................................................................................................. X
ABSTRACT ............................................................................................................................................. XI
INTRODUCCIÒN ...................................................................................................................................... 1
CAPÍTULO I.- EL PROBLEMA .............................................................................. 4
1.1 PLANTEAMIENTO DEL PROBLEMA ............................................................................ 4
1.2 FORMULACIÓN DEL PROBLEMA ............................................................................... 6
1.3 HIPÓTESIS ................................................................................................................ 6
1.3.2 Hipótesis Nula (Ho): .................................................................................................................. 6
1.4 OBJETIVOS ............................................................................................................... 7
1.4.1 Objetivo general. ........................................................................................................................ 7
1.4.2 Objetivos específicos. ............................................................................................................. 7
1.5 JUSTIFICACIÓN. ........................................................................................................ 7
CAPÍTULO II.- MARCO TEÓRICO ..................................................................................................... 10
2.1. ANTECEDENTES DEL PROBLEMA ............................................................ 10
2.2 FUNDAMENTACIÓN TEÓRICA ....................................................................... 12
2.3 “DICTOGLOSS” ....................................................................................................... 14
2.3.1 Que es la técnica “Dictogloss” ................................................................................................. 15
2.3.2 Aspectos importantes del dictado en el aprendizaje de inglés como segunda lengua. ............. 16
2.3.1. Variaciones de la Técnica “Dictogloss” .................................................................................. 17
2.3.2 Etapas de la técnica “Dictogloss”. ............................................................................................ 20
2.3.3 Características de la técnica “Dictogloss” en el aprendizaje del Idioma Ingles. ...................... 23
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2.4. COMPRENSIÓN AUDITIVA ..................................................................................... 26
2.4.1 Proceso de comprensión del discurso oral ................................................................................ 26
2.4.2. Actividades de promueve el desarrollo de la comprensión auditiva. ...................................... 28
2.4.3 Internalización del mensaje. ..................................................................................................... 30
2.5 MARCO LEGAL ...................................................................................................... 31
2.6 CARACTERIZACIÓN DE VARIABLES......................................................................... 32
2.6.1 Variable Independiente ............................................................................................................ 32
2.6.2 Variable Dependiente ............................................................................................................... 33
2.7 DEFINICIÓN DE TÉRMINOS BÁSICOS ........................................................................ 33
CAPÍTULO III.- METODOLOGÍA ....................................................................................................... 35
3.1 DISEÑO DE LA INVESTIGACIÓN ............................................................................... 35
3.1.1 Enfoque de investigación. ........................................................................................................ 35
3.1.2 Modalidad de trabajo. ............................................................................................................... 35
3.1.3 Nivel de profundidada. ............................................................................................................. 36
3.2 TIPO DE INVESTIGACIÓN ......................................................................................... 36
3.3. POBLACIÓN ........................................................................................................ 36
3.4. TÉCNICAS E INSTRUMENTOS PARA LA RECOLECCIÓN DE DATOS ........................ 37
3.5 VALIDEZ Y CONFIABILIDAD DE LOS INSTRUMENTOS .............................................. 37
3.6. OPERACIONALIZACIÒN DE VARIABLES ............................................................... 38
3.6.1 Variable Independiente: Técnica “Dictogloss.” ......................................................................... 38
3.6.2 Variable Dependiente: Comprensión auditiva ........................................................................... 39
3.7. TÉCNICAS PARA EL ANÁLISIS Y PROCESAMIENTOS DE DATOS. ............................ 40
CAPÍTULO IV.- RESULTADOS............................................................................................................ 42
4.1 PRESENTACIÓN DE RESULTADOS ........................................................................... 42
4.1.1 Resultados de la variable dependiente; la comprensión auditiva. ............................................ 43
4.2 ANÁLISIS DE RESULTADOS..................................................................................... 48
4.2.1 Análisis de resultados de la aplicación del pre-test grupo Experimental. ................................. 49
4.2.2 Análisis de resultados de la aplicación del pre-test grupo control. ........................................... 49
4.2.3 Análisis de resultados de la aplicación del Post- Test Grupo Experimental ............................. 50
4.2.4 Análisis de resultados de la aplicación del Post- Test Grupo Control ...................................... 50
4.3 ANÁLISIS Y PRUEBA DE HIPÓTESIS ......................................................................... 51
4.2 RESULTADOS DE LA VARIABLE INDEPENDIENTE; LA TÉCNICA “DICTOGLOSS”........ 53
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4.5 COMPROBACIÓN DE HIPÓTESIS EN BASE AL CÁLCULO ESTADÍSTICO. ..................... 63
4.5.1 Ubicación del puntaje Z en la campana de Gauss. ................................................................... 63
4.6 COMPROBACIÓN DE HIPÓTESIS - RESULTADOS MEDIA ARITMETICA……………....64
4.7 TOMA DE DECISIÓN ESTADÍSTICA ........................................................................... 64
4.8 DISCUSIÓN DE RESULTADOS ................................................................................... 64
CAPÌTULO V.- CONCLUSIONES Y RECOMENDACIONES. ......................................................... 67
5.1 CONCLUSIONES ...................................................................................................... 67
5.2 RECOMENDACIONES .............................................................................................. 68
CONCLUSIONS ........................................................................................................................................ 69
RECOMMENDATIONS ............................................................................................................................ 70
CAPÌTULO VI.- PROPUESTA ................................................................................................................ 1
WORKBOOK “DICTOGLOSS”............................................................................................................ I
ANEXOS ...................................................................................................................................................... 1
REFERENCIAS ....................................................................................................................................... 100
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Índice de Tablas
Tabla 1: Descripción de la población......................................................................................................... 15
Tabla 2: El uso de la técnica “Dictogloss” en la comprensión auditiva ..................................................... 15
Tabla 3: Los pasos de la técnica “Dictogloss” permiten el desarrollo de la comprensión auditiva. ........ 16
Tabla 4: Las actividades relacionadas al Dicto-comp ayudan en la comprensión auditiva individual del
mensaje. .............................................................................................................................................. 16
Tabla 5: Las actividades relacionadas al Dicto-comp aportan en el desarrollo del trabajo colaborativo. . 17
Tabla 6: Las actividades relacionadas al Dicto-comp influyen en la competencia comunicativa ............. 17
Tabla 7: Las actividades de Picture Dictation motivan a realizar la versión grafica del texto oral en base
a información detallada. ..................................................................................................................... 18
Tabla 8: La búsqueda de información específica se incrementa a través de las actividades en base al
Cloze-dictation. .................................................................................................................................. 18
Tabla 9: Las variaciones del “Dictogloss” aporta en la construcción del significado. .............................. 19
Tabla 10: Las actividades de la técnica “Dictogloss” permiten desarrollar en los estudiantes sus micro
habilidades en relación a la compresión auditiva. .............................................................................. 19
Tabla 11: El proceso de la técnica “Dictogloss” influyen significativamente en la comprensión auditiva.
............................................................................................................................................................ 20
Tabla 12 :Resultados de la aplicación del pre-test grupo experimental ..................................................... 20
Tabla 13: Resultados de la aplicación del pre-test grupo experimental ..................................................... 21
Tabla 14: Resultados de la aplicación del post-test grupo experimental. .................................................. 21
Tabla 15: Resultados de la aplicación del post-test grupo control. ............................................................ 21
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Índice de Gráficos
Grafico 1: Resultados Pre-test, grupo Experimental y Control. .................................................................................. 43
Grafico 2: Resultados Post – test, grupo Experimental y Control. ............................................................................. 44
Gráfico 3: Resultados Pre-test y Post- test, grupo Control. ........................................................................................ 45
Gráfico 4: Resultados Pre-test y Post- test, grupo Control. ........................................................................................ 46
Gráfico 5: Resultados Pre-test y Post- test, grupo Control. ........................................................................................ 47
Gráfico 6: Uso de la técnica “Dictogloss”en la comprensión auditiva. ...................................................................... 53
Gràfico 7: Pasos del “Dictogloss” en el desarrollo de la comprensión auditiva. ........................................................ 54
Gráfico 8: “Dicto-comp” aporta en la comprensión individual del mensaje. ............................................................ 55
Gráfico 9: “Dicto-comp” aporta en la comprensión individual del mensaje. ............................................................. 56
Gráfico 10: Actividades Dicto-comp aportan en la competencia comunicativa. ........................................................ 57
Gráfico 11: “Picture –dictation” motiva a realizar la versión gráfica del texto .......................................................... 58
Gráfico 12: “Cloze-dictation” incentiva la búsqueda de información específica. ..................................................... 59
Gráfico 13: “Dictogloss” aporta en la construcción del significado. .......................................................................... 60
Gráfico 14: “Dictogloss” permite desarrollar micro habilidades en la comprensión auditiva. .................................. 61
Gráfico 15: El proceso de la técnica “Dictogloss” facilita la comprensión auditiva. ................................................ 62
Índice de cuadros
Cuadro 1: Formulas de medidas de tendencia central y dispersión. .......................................................... 48
Cuadro 2: Media aritmética y desviación estándar del pre-test. ................................................................ 49
Cuadro 3 : Media aritmética y desviación estándar post-test. ................................................................... 50
Cuadro 4: Promedio global Pre- test / Post-test grupo Experimental. ...................................................... 51
Cuadro 5: Resultado global Pre- test / Post-test grupo control. ................................................................ 52
Índice de Anexos.
Anexo 1:Certificacion de la aplicación de la propuesta. ............................................................................... 1
Anexo 2: Instrumentos y validaciones .......................................................................................................... 2
Anexo 3: Encuesta ...................................................................................................................................... 10
Anexo 4: Ficha de validadores.................................................................................................................... 12
Anexo 5: Tablas .......................................................................................................................................... 15
Anexo 6: Plan de Intervención.................................................................................................................... 23
Anexo 7: Resultados Pre-test y Post-test grupo experimental y control. .................................................... 94
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UNIVERSIDAD CENTRAL DEL ECUADOR
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
INSTITUTO SUPERIOR DE INVESTIGACIÓN Y POSTGRADO
TÌTULO: “La técnica “Dictogloss” en la comprensión auditiva en los estudiantes del nivel 3 del
Centro de Idiomas de la Universidad “Uniandes” – periodo académico marzo – agosto 2017”
Autor: María Alejandra Núñez Lizano.
Tutora: Mónica Alejandra Flores Herrera
Resumen
El presente trabajo investigativo es de tipo cuasi-experimental, el mismo que se desarrolló con
estudiantes de la modalidad regular del Centro de Idiomas de la Universidad “Uniandes” del nivel
3, para el efecto se establecieron dos grupos: grupo control constituido por 8 estudiantes y el grupo
experimental constituido por 16 estudiantes. Previo a la aplicación de la técnica “Dictogloss” para
el fortalecimiento de la comprensión auditiva los estudiantes de los dos grupos realizaron un pre-
test, los resultados reflejan homogeneidad en ambos grupos. Posteriormente se realiza la aplicación
de la técnica en el grupo experimental mientras que el grupo control se trabaja con el proceso
común. Finalmente se aplicó el post-test tanto al grupo control como al experimental; luego del
análisis de los resultados del post-test se demostró que la técnica “Dictogloss” influye
significativamente en el desarrollo de la comprensión auditiva en el aprendizaje del idioma Ingles.
PALABRAS CLAVE: DICTOGLOSS, COMPRENSIÓN AUDITIVA, TÈCNICA,
APRENDIZAJE
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UNIVERSIDAD CENTRAL DEL ECUADOR
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
INSTITUTO SUPERIOR DE INVESTIGACIÓN Y POSTGRADO
Title: “Use of the “Dictogloss” technique in the listening comprehension skill in level 3 students
of the Language Center at “Uniandes” University".”
Author: María Alejandra Núñez Lizano
Tutor: Mónica Alejandra Flores Herrera
Abstract
The present work was a quasi-experimental type, it was developed in level 3 pre-intermediate
students of the regular course at the Language Center at "Uniandes" university; two groups were
established: the control group consisted of 8 students and the experimental group made of 16
students. Before applying the "Dictogloss" technique to strengthen the listening comprehension
skill, students of both groups performed a pre-test and the results showed homogeneity.
Subsequently, the technique was applied in the experimental group while the control group worked
with the common process. Finally, the post-test was applied to both groups the control group and
experimental group and after analyzing the post-test results, it was shown that the "Dictogloss"
technique influences significantly in the development of the listening comprehension in English
language learning.
KEY WORDS: DICTOGLOSS, LISTENING COMPREHENSION, TECHNIQUE,
LEARNING.
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INTRODUCCIÒN
El aprendizaje del idioma Inglés como lengua extranjera requiere de una buena
recepción para que las destrezas productivas sean eficientes. Bajo este argumento es importante
que los estudiantes de un idioma extranjero desarrollaren la capacidad de la comprensión
auditiva. Comprender no es solo oír sino discernir, entender y ser capaz de reconstruir un texto,
un párrafo, es decir el mensaje inicial.
Buscar y aplicar estrategias metodológicas, técnicas o actividades que ayuden a los
estudiantes a potenciar la habilidad de comprender el mensaje, permitirá el desarrollo no solo
de esta destreza sino también un aprendizaje significativo integral del idioma.
En esta investigación el objetivo es determinar la influencia de la técnica “Dictogloss”
en la comprensión auditiva de los estudiantes del nivel B1 Pre-intermedio del Centro de
Idiomas de la universidad “Uniandes”, para que esto sea posible se ha estructurado un plan de
acción que contempla la aplicación de una propuesta basada en los principios de la técnica
“Dictogloss” y sus componentes. Previa a la aplicación se ha determinado la existencia de dos
grupos para la investigación: el control y experimental, a los cuales se les aplicara el Pre-test
como el post-test. Los resultados obtenidos permitirán comparar, analizar y determinar
científicamente la influencia de la técnica.
La aplicación consiste en desarrollar la comprensión auditiva a través de la técnica
“Dictogloss”. “Dictogloss” es una técnica de dictado la cual permite desarrollar las primeras
habilidades de la comprensión auditiva, puesto que el docente es la primera fuente de escucha
de los estudiantes. Esta técnica no solo permite el desarrollo de la capacidad auditiva; sino
también que el estudiante consciente o inconscientemente detecte sonidos, acento y entonación
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en el mensaje inicial y lo reproduzca potenciando también así el desarrollo de la comunicación
y el aprendizaje general del idioma.
El presente proyecto de investigación se lo ha dividido en seis capítulos, detallados a
continuación:
CAPITULO I.- Principalmente presenta el planteamiento y formulación del problema a
investigar, descripción de las variables e hipótesis de la investigación, justificación, objetivo
general y específicos.
CAPITULO II.- El marco teórico se constituye por todas las investigaciones realizadas
previamente, mismas que fundamenta la parte legal y filosófica de la presente investigación.
En este capítulo se sustentará y argumentará las dos variables de estudio, se identificará la
hipótesis y se explicará claramente cada una de las variables dependiente e independiente.
CAPITULO III.- La metodología de la presente investigación se focaliza en el enfoque a
utilizar más la modalidad y tipo de investigación que se lo llevará a cabo durante el proceso.
Población, cuadros de operacionalización de las variables, técnicas e instrumentos para la
recolección de datos y finalmente el análisis y procesamiento de datos se los detallará y
describirá en el presente capitulo.
CAPITULO IV.-El análisis e interpretación de los resultados serán tabulados y analizados a
través del programa Excel, los cuales serán utilizados para comprobar la hipótesis mediante el
cálculo del puntaje Z de ± 1,96.
CAPITULO V.- Se constituirá por las conclusiones y recomendaciones, las cuales se las
establecerá después de la tabulación y análisis de resultados obtenidos.
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CAPITULO VI.- Se constituirá por la propuesta: “DICTOGLOSS” WORKBOOK.- El
“Workbook” diseñado contiene actividades realizadas en base a tres variaciones de la técnica
“Dictogloss”; “Cloze dictation”, “Dicto-comp” y “Picture dictation”, cada una de las
actividades cumple con el proceso de la técnica, introducción, dictado, reconstrucción, análisis
y corrección. El contenido del “Workbook” está dirigido a estudiantes del nivel Pre-intermedio,
consta de seis unidades, dos evaluaciones, sección de respuestas y sección de recursos.
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CAPÍTULO I.- EL PROBLEMA
1.1 Planteamiento del Problema
El uso y aprendizaje del idioma Inglés en el campo educativo se ha convertido en un
aspecto relevante para enriquecer el conocimiento y desarrollar competencias para así tener
acceso constante a información y teoría en el campo académico, por lo tanto los estudiantes
de las Universidades del Ecuador, han hecho conciencia del beneficio de estudiar, aprender y
dominar un idioma extranjero, en este caso el idioma Inglés que ha pasado de un postulado en
el aula de clase a una exigencia personal en busca de mejores condiciones de vida, siendo una
ventaja a nivel personal, profesional y académico.
Frente a esta necesidad la realidad ha demostrado que la calidad del aprendizaje del
idioma en cuanto a la habilidad comunicativa es regular, requiriéndose así un sistema de apoyo
y ayuda al estudiante además del material complementario requerido en el aprendizaje. El
conocimiento del inglés incrementa en los estudiantes las posibilidades de autoconfianza en
sí mismos, lo cual, les proporciona motivación para aprender el idioma y sentirlo como una
herramienta fundamental para la vida y así tener la oportunidad para encontrar más rápido un
buen empleo. Son estos los motivos para concientizar en la comunidad la gran importancia de
estudiar y aprender el idioma inglés, como una alternativa paralela a la carrera universitaria y
a la vez sentirse satisfechos con el aprendizaje del mismo.
Las técnicas o estrategias metodológicas utilizadas por los docentes en el proceso de
enseñanza aprendizaje del idioma Inglés son limitadas y tradicionales en algunos casos y esto
afecta el desarrollo de la comprensión auditiva en los estudiantes. La dificultad en la
comprensión auditiva se evidencia en los estudiantes de la modalidad regular del nivel 3 B1
5
Pre-intermedio, puesto que es difícil que ellos desarrollen las actividades propuestas en
relación a escuchar.
La dificultad en la comprensión auditiva no permite el desarrollo e integración de otras
destrezas del idioma. Vandergrift (2007), afirma que la comprensión auditiva es una habilidad
que se la considera difícil de desarrollar y adquirir, pero a la vez, es una herramienta
indispensable y fundamental en el proceso de aprendizaje del idioma Inglés. Es así que se
propone el uso de la técnica “Dictogloss” con tres de sus variaciones para que el estudiante
desarrolle la comprensión auditiva ya sea tomando notas de palabras clave, completando un
texto o creando la versión del texto oral en un gráfico.
Sin embargo, la falta de técnicas y estrategias innovadoras en el proceso de enseñanza
aprendizaje por parte del docente para el fortalecimiento y desarrollo de la comprensión
auditiva, provoca que los estudiantes sean oyentes pasivos es decir solo escuchan mas no
entienden. Es labor del docente de inglés utilizar y aplicar estrategias o técnicas nuevas y
motivacionales para fomentar la predisposición e interés por aprender el idioma, a la vez
fortalecer cada una de las destrezas fundamentales y de manera especial la compresión auditiva.
Para el desarrollo de la misma los estudiantes del idioma Inglés como lengua extranjera,
necesitan mucha práctica real de escucha del idioma, adquiriendo así estructura y vocabulario
inmersos en el contexto del aprendizaje. Por lo tanto es responsabilidad del docente de Inglés
brindar a los alumnos un sin número de oportunidades de escuchar el idioma en el proceso de
adquisición del mismo.
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1.2 Formulación del Problema
¿Cómo influye la técnica “Dictogloss” en el desarrollo de la comprensión auditiva
de los estudiantes del nivel B1 Pre-intermedio de la modalidad regular del idioma inglés del
Centro de Idiomas de la universidad Regional Autónoma de los Andes “Uniandes” en el
periodo mayo - junio 2017?
Variable independiente: Técnica “Dictogloss”
Variable dependiente: Comprensión auditiva
1.3 Hipótesis
1.3.1 Hipótesis Alterna (Ha):
La técnica “Dictogloss” influye en el desarrollo de la comprensión auditiva de los
estudiantes del nivel B1 Pre-intermedio de la modalidad regular del idioma inglés del Centro
de Idiomas de la universidad Regional Autónoma de los Andes “Uniandes”.
1.3.2 Hipótesis Nula (Ho):
La técnica “Dictogloss” no influye en el desarrollo de la comprensión auditiva de los
estudiantes del nivel B1 Pre-intermedio de la modalidad regular del idioma inglés del Centro
de Idiomas de la universidad Regional Autónoma de los Andes “Uniandes”.
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1.4 Objetivos
1.4.1 Objetivo general.
Analizar los resultados obtenidos para determinar la influencia de la técnica
“Dictogloss” en el desarrollo de la comprensión auditiva de los estudiantes del nivel 3 B1
Pre-intermedio de la modalidad regular del idioma inglés del Centro de Idiomas de la
universidad Regional Autónoma de los Andes “Uniandes” provincia de Tungurahua en el
periodo Marzo – Junio 2017.
1.4.2 Objetivos específicos.
a) Evaluar la comprensión auditiva de los estudiantes de la modalidad regular del
idioma inglés del Centro de Idiomas de la universidad Regional Autónoma de los
Andes “Uniandes” a través del uso de la técnica “Dictogloss”.
b) Contextualizar la técnica “Dictogloss” como herramienta metodológica para el
desarrollo de la comprensión auditiva.
c) Diseñar una propuesta de actividades dirigido a docentes del idioma Inglés basado
en la aplicación de la técnica “Dictogloss” para el desarrollo de la destreza auditiva
de los estudiantes del Nivel B1 Pre-intermedio.
1.5 Justificación.
El presente trabajo de investigación se realizará debido a que existe mucho desinterés
en el aprendizaje del Idioma Inglés ya que los estudiantes de modalidad regular quienes son
parte de cada una de las carreras de la universidad Regional Autónoma de los Andes
“Uniandes”, lo consideran un requisito en su carrera universitaria y mas no lo miran como una
herramienta fundamental para la vida y así hacer del idioma inglés parte del diario vivir. Dentro
del aula clase en el proceso enseñanza – aprendizaje los estudiantes son oyentes pasivos y no
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activos, es decir escuchan pero no entienden ni comprenden el texto oral lo cual se puede
evidenciar por la baja participación dentro del aula de clase.
El propósito principal de este trabajo de investigación es conocer la efectividad de
utilizar la técnica “Dictogloss” para el fortalecimiento de la destreza auditiva en los estudiantes
del nivel B1 Pre-Intermedio de la modalidad regular del idioma inglés del Centro de Idiomas
de la universidad Regional Autónoma de los Andes “Uniandes” de la ciudad de Ambato y que
los mismos tengan la capacidad de convertirse en oyentes activos, capaces de entender,
comprender y comunicar el mensaje.
Esta investigación es de gran importancia ya que sin duda se han creado y aplicado
un sin número de estrategias metodológicas para el fortalecimiento de la destreza auditiva, sin
embargo el utilizar la tres tipos de actividades de la técnica “Dictogloss” será de gran apoyo
para docentes y estudiantes en el área de inglés en el Centro de Idiomas de la Regional
Autónoma de los Andes “Uniandes” con la idea de mejorar notablemente el rendimiento
académico de los estudiantes desarrollando cada una de las destrezas comunicativas
promoviendo autonomía, cooperación y así fomentar en ellos un aprendizaje real para la vida
y en un futuro tener el deseo de continuar fortaleciendo el mismo. Considerando así lo
importante que es manejar un segundo idioma y tener la capacidad de entenderlo y transmitir
ideas por medio del mismo.
Este trabajo de investigación está en relación con los fundamentos pedagógicos,
metodológicos y curriculares del proceso enseñanza aprendizaje en articulación con el sistema
nacional de educación como línea de investigación de la Facultad de Filosofía de la
Universidad Central; y en lo particular con el desarrollo de recursos y metodologías destinados
a potenciar las destrezas lingüísticas, requeridas en la enseñanza aprendizaje de idiomas
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extranjeros como línea de investigación del programa de Maestría de Lingüística y Didáctica
Aplicada a la Enseñanza de Idiomas Extranjeros.
El uso de la técnica “Dictogloss” en el desarrollo de la comprensión auditiva, es
factible para docentes y estudiantes del idioma inglés del Centro de Idiomas de la universidad
“Uniandes”. Los docentes aprenden sobre la técnica “Dictogloss” y en ella encuentran una
nueva forma de desarrollar la comprensión auditiva a través de actividades nuevas y
motivadoras; los estudiantes trabajan la compresión auditiva con el uso de actividades
adecuadas a sus necesidades de aprendizaje, nivel y contexto, las cuales son posibles de adecuar
y desarrollar.
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CAPÍTULO II.- MARCO TEÓRICO
2.1.ANTECEDENTES DEL PROBLEMA
Al revisar investigaciones anteriores sobre las variables “Dictogloss” y comprensión
auditiva se encontraron los siguientes temas.
Mayorga V.2017 en su tesis “El uso de la técnica de los dictados para recordar
“Dictogloss “ para el desarrollo de la destreza auditiva del idioma ingles en los estudiantes
del nivel B1 del curso regular del Centro de Idiomas de la Universidad Técnica de Ambato”,
observo la percepción de docentes y estudiantes frente al uso de la técnica “Dictogloss”. De la
encuesta realizada el investigador pudo determinar que a pesar de los beneficios de la técnica
en la compresión auditiva, la técnica no es utilizada en el proceso de enseñanza aprendizaje del
idioma inglés.
Pocos docentes de inglés como idioma extranjero en nuestro contexto conocen los
beneficios de la técnica “Dictogloss”, esto impide la aplicación y por tanto sacar provecho de
la técnica en el desarrollo de la comprensión auditiva del idioma inglés, sobre todo en los
niveles inicial e intermedio.
Portocarrero, M. & Gamarra, K. (2015) estudiantes de la Universidad Nacional de San
Marín Perú observan como la comprensión auditiva en su tesis “Influencia del taller Listen up
en el desarrollo del habilidad de escucha del idioma inglés…” La estrategia que se utiliza son
los videos subtitulados con el fin de discriminar sonidos en diálogos y canciones, fueron 26
participantes que estuvieron expuestos a la actividad durante 8 semanas. La media aritmética
del Pre-test fue de 7 puntos y del Post- test 15 puntos es decir la comprensión auditiva mejoró
11
en 8 puntos, la tabla número 4 del estudio hace referencia a la discriminación de sonidos,
comprensión global y comprensión de elementos específicos con los siguientes datos
respectivamente: discriminación muy bueno 0%, comprensión global 58% y comprensión de
elementos específicos muy bueno el 69%.
Debido a la importancia de la compresión auditiva en el desarrollo de otras destrezas
es importante combinar actividades que permitan el aprendizaje integrado del idioma inglés
en todos los niveles, puesto que el aprendizaje en general se ve fortalecido así lo demuestra
esta investigación en la cual se observa un comprensión global y de elementos específicos fue
muy alta.
Romero A. & Zapata A. (2015) y su tesis “Enriquecimiento del proceso de aprendizaje
del inglés a través del “Dictogloss” de la Universidad Libre de Colombia, luego de un mes de
investigación demuestran que los estudiantes tuvieron un buen desempeño en las habilidades
de lectura y escritura, en la habilidad del habla no tuvieron mucho éxito, sin embargo en la
habilidad de la escucha mejoraron notablemente. Con este antecedente observaremos en que
destreza del idioma la técnica “Dictogloss” es más efectiva.
La técnica “Dictogloss” permite el desarrollo e integración de varias destrezas; sin
embargo por la estructura y procedimientos, esta técnica afecta mayormente en la comprensión
auditiva.
Gutierrez J., Gutierrez A. & Montes M. (2013) en su tesis “Inclusion of Dictogloss to
promote listening”, manifiesta que la aplicación de la técnica “Dictogloss” ayuda a los
estudiantes a desarrollar la comprensión auditiva durante el proceso de desarrollo de las
variaciones que ofrece la técnica “Dictogloss”, ya que las mismas permiten un trabajo
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cooperativo entre los estudiantes y aumenta en ellos el interés por aprender un nuevo idioma,
y al docente una alternativa diferente de enseñar y fortalecer la comprensión auditiva a través
del diseño e implementación de actividades significativas.
Jacobs, G, & Small, J. (2003) en su artículo “Combining Dictogloss and Cooperative
Learning to Promote Language Learning”, indica que la técnica “Dictogloss” es parte de las
técnicas de enseñanza de un nuevo idioma, la misma que está acorde al paradigma actual de
educación basada en el aprendizaje cooperativo y a la vez presenta variaciones que permiten
al docente desarrollar actividades creativas que proporcionar un ambiente motivador para que
los estudiantes sean protagonistas y responsables de su propio aprendizaje.
La técnica “Dictogloss” aporta con actividades significativas, cooperativas para que
el estudiante desarrolle la comprensión auditiva desde el inicio del aprendizaje hasta el manejo
real del idioma.
De los antecedentes revisados, se puede observar que la técnica “Dictogloss” está
enfocada no solo a la comprensión auditiva sino al aprendizaje integral del idioma inglés. Las
actividades creadas en base a los requerimientos de la técnica con sus características de
identificación, interpretación y reconstrucción del mensaje permiten el desarrollo y de la
comprensión auditiva como el aprendizaje del idioma inglés en general.
2.2 FUNDAMENTACIÓN TEÓRICA
La a aplicación de la técnica del “Dictogloss” en la comprensión auditiva se fundamenta
en el constructivismo como modelo de aprendizaje porque se enfoca en la calidad de la
recepción y por ende la calidad de la producción. Es decir el estudiante recibe el conocimiento
lo internaliza y luego es capaz de producir nuevas ideas (Williams and Burden 1997). El
constructivismo enfatiza que el aprendiz está directamente involucrado en el proceso de
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aprendizaje y al realizar las diferentes actividades de la técnica “Dictogloss” los estudiantes
serán capaces de entender, reconstruir y generar nueva información, demostrando así la
comprensión auditiva como parte del proceso enseñanza aprendizaje del idioma inglés.
La mayoría de actividades de la técnica son constructivistas porque son realizadas
exclusivamente por los estudiantes de manera individual o en grupo el constructivismo
fundamenta el aprendizaje no solo en la recepción del conocimiento sino en la elaboración e
internalización del mismo a través de la práctica y el rol del docente es hacer un seguimiento
para una posterior evaluación es decir el docente se convierte en tutor o guía,
Las actividades "Dictogloss" están alineadas al modelo constructivista de aprendizaje,
ya que el conocimiento se lo adquiere mediante procesos activos; donde el aprendizaje
significado se lo desarrolla en base a experiencias y conocimiento previo, el trabajo y
aprendizaje colaborativo proviene de compartir múltiples perspectivas mismas que ayudan a
los estudiantes a ser protagonistas principales de su propio aprendizaje. (Jibir-Daura & Inusa,
2012). Las actividades del “Dictogloss” son elaboradas y desarrolladas en base a los
conocimientos previos, donde el objetivo principal es reforzar destrezas y sub destrezas a través
de la audición.
Mientras se desarrollan las actividades de la técnica “Dictogloss”, el aprendizaje se
desarrolla bajo el enfoque comunicativo del aprendizaje del idioma inglés, ya que no es
una actividad de dictado aislado, más promueve que los estudiantes identifiquen los
fonemas, palabras y frases adecuadas para una comunicación eficiente. La meta principal
del método comunicativo es la producción e interacción del idioma, y con el uso de la
técnica “Dictogloss” el estudiante no solo escucha sino construye las bases para hablar y
escribir. Al usar correctamente los fonemas, palabras o frases dentro de las actividades de
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complementación en un texto los estudiantes de inglés como segunda lengua relacionan sus
notas para dar sentido al mensaje. La técnica del “Dictogloss” no solo busca completar
oraciones o párrafos sino crear ideas ordenadas y con sentido generando así la
comunicación.
Desarrollar la comprensión auditiva a través de la técnica “Dictogloss” se adhiere al
enfoque “Content based learning”, ya que el docente busca o genera textos para el dictado
basados en los contenidos previos. La función del enfoque basada en contenidos es potenciar
el conocimiento del estudiante sobre los contenidos trabajados con anterioridad, mismos que
pueden ser, gramática, vocabulario o propósitos del silabo, es decir los textos para el dictado
son necesariamente relacionados a los contenidos previos.
Al combinar la técnica “Dictogloss” y la compresión auditiva en el proceso de
enseñanza de inglés como lengua extranjera se busca un aprendizaje integral de la lengua meta;
el fortalecimiento de la audición, mejorará el desarrollo de la pronunciación, la gramática y los
contenidos. (Ahmadi Seyedeh, 2016) manifiesta que con el apoyo de los docentes y a través
del uso de materiales y actividades de aprendizaje apropiadas y diseñadas acorde al nivel y
necesidad de los estudiantes es más fácil alcanzar la metas comunicativas establecidas.
2.3 “Dictogloss”
El aprendizaje del idioma ingles se ha constituido en un factor de gran importancia en
los contextos sociales, educativos, políticos y otros porque este idioma se ha convertido en base
fundamental para la comunicación alrededor del mundo por eso su categoría de lengua franca.
La categoría que ha alcanzado el idioma inglés ha hecho que personas involucradas en todos
los niveles de enseñanza aprendizaje del idioma busquen estrategias que permitan un
aprendizaje significativo apegado a la comunicación.
15
Para lograr una producción eficaz de un idioma extranjero es muy importante la
calidad de la recepción; el estudiante necesita comprender lo que escucha y lee en la lengua
meta. La técnica “Dictogloss” es una de las estrategias metodológicas que propone aplicar una
variedad de actividades de dictado para ayudar a los estudiantes a mejorar la comprensión
auditiva del idioma inglés como segunda lengua. (Molina, 2014).
2.3.1 Que es la técnica “Dictogloss”
Es una actividad de enseñanza aprendizaje de un segundo idioma basada en el dictado
dentro del aula de clase, durante la aplicación de la técnica los estudiantes deben reconstruir el
mensaje, a través de escuchar un texto completo, tomar nota de palabras claves, hacer
actividades de complementación de ideas o simplemente dibujar mientras escucha lo que el
docente provee con la lectura. (Waynryb, 2015). Esta técnica permite que los estudiantes de un
idioma extranjero detecten unidades de los contenidos anteriores a través de la audición, que
no es solo oír, es escuchar atentamente para alcanzar un objetivo.
El “Dictogloss” es una técnica utilizada en la enseñanza de un idioma extranjero que
se diferencia del dictado tradicional, con procedimientos y objetivos absolutamente distintos.
El proceso general de esta técnica se lo puede resumir así: el docente busca, adecua o genera
textos basados en los contenidos ya trabajados con los estudiantes para el dictado; una vez
realizado el dictado los estudiantes realizan varias actividades de acuerdo al propósito, por
ejemplo: actividades de complementación instantánea; complementación de información
usando las palabras de sus notas; otras veces no es necesario tomar notas porque el docente
provee variedad de palabras incluyendo aisladas o sin sentido; o simplemente construir un
escenario a través del dibujo que incluya las característica del texto oral. En fin el objetivo es
el mismo: permitir que los estudiantes reconstruyan la versión original del texto trabajando de
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manera individual o en grupo. La técnica “Dictogloss” trabaja también el desarrollo del
pensamiento.
2.3.2 Aspectos importantes del dictado en el aprendizaje de inglés como segunda lengua.
El dictado no es solamente una herramienta antigua de aprendizaje en base a la
comprensión auditiva o a la escritura, según Oller (citado por Surth,2012) el dictado es una
herramienta que apoya al estudiante a filtrar, organizar y monitorear el texto que percibió.
En una actividad de dictado dentro del aprendizaje de otro idioma se consideran las
tres etapas anteriores de la siguiente manera: El filtro es percibir la información a través de la
audición y erradicar la información inapropiada; al organizar los datos se procesan de manera
automática y aun en esta etapa persisten los errores; finalmente, en la fase de monitoreo los
estudiantes editan de manera consiente y responsable todo lo escrito.
En la técnica del “Dictogloss” la fase de monitoreo es la verificación o reconstrucción
del mensaje, actividad que puede ser hecha por el estudiante, el estudiante y sus compañeros o
por el tutor. Una vez obtenidos los datos de la reconstrucción se puede detectar las falencias,
fonológicas, contextuales, gramaticales o semánticas y concentrarse en ellas a fin de mejorarlas
para la correcta adquisición de la lengua meta.
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2.3.1. Variaciones de la Técnica “Dictogloss”
En la técnica “Dictogloss” existen variaciones es decir diferentes maneras de desarrollar
el dictado dentro del aprendizaje de una lengua extranjera; estas variaciones fueron establecidas
por (Jacobs and Small, 2013), las mismas que pueden ser acopladas al nivel de aprendizaje,
contenidos y necesidades de los estudiantes. Las variaciones tomadas del artículo “Inclusion
of “Dictogloss” to promote listening” y adecuadas a los temas y contexto de los estudiantes del
nivel pre-intermedio son las que se detallan a continuación:
2.3.1.1 “Cloze Dictation”: Para el desarrollo de esta variación los estudiantes reciben
una versión escrita del texto en la que se omiten varias palabras o expresiones que fueron
sujetas de aprendizajes anteriores. Para completar la información el estudiante debe escuchar
con atención el material oral y llenar los espacios en la versión escrita. El desarrollo del “Cloze
Dictation” como una estrategia en el aprendizaje del idioma inglés, permite que los estudiantes
se conviertan en oyentes activos y participativos ya que la misma requiere de la atención y
concentración para cumplir con el objetivo de la actividad es decir completar la información
para conseguir la versión original del texto oral a través del texto escrito.
“Cloze dictation” or “Deletion activities”, requiere que el estudiante de un segundo
idioma despliegue la capacidad de escuchar, comprender y replicar el contexto oral, utilizando
palabras claves para así identificar el mensaje correcto. Una vez completados los espacios el
estudiante debe observar si las palabras utilizadas generan sentido al párrafo reconstruido. El
propósito de esta variación es que el estudiante identifique y use palabras apegadas al contenido
del texto. Todas esas palabras fueron parte de los contenidos de la enseñanza –aprendizaje
anterior. Con esta actividad se busca internalizar no solo la pronunciación, el significado o
traducción aislada del vocabulario sino el uso del mismo en un contexto; con la variación
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“Deleted dictation” el estudiante identifica palabras, refuerza también vocabulario y otras
competencias lingüísticas en el proceso de escuchar y reconstruir el mensaje oral
A la par con el desarrollar las competencia auditiva, la variación del “Cloze dictaction”
puede ser considerada para todas las etapas de la lección: el diagnostico, el desarrollo y la
evaluación de los contenidos del aprendizaje de inglés como lengua extranjera. Usar la técnica
de “Cloze dictation” permite identificar las falencias y explorar el vocabulario o gramática
antes de iniciar un nuevo syllabus, tema o contenido gramatical. En la aplicación del
conocimiento esta técnica admite que el estudiante sitúe de manera práctica y contextualizada
la información adquirida. En la etapa de la evaluación la técnica puede ser aplicada en test y
exámenes para identificar el nivel de conocimiento alcanzado por el estudiante, lo cual
permitirá que el tutor decida reforzar falencias o trabajar nuevos contenidos.
2.3.1.2 “Dicto-comp (dictation –composition)”: En este método el docente lee un
texto corto dos veces a una velocidad normal y de acuerdo al nivel de los estudiantes. La
primera vez los estudiantes escuchan sin tomar apuntes para así familiarizarse con el tema, la
segunda vez los estudiantes escuchan y toman apuntes, luego los estudiantes trabajan en grupos
y comparte ideas para así reconstruir la versión del texto que han escuchado. Las actividades
de “Dicto-comp” promueven el trabajo individual y el aprendizaje colaborativo permitiendo a
los estudiantes ser protagonistas principales de su aprendizaje es decir aprenden de sí mismos
y de sus compañeros, fortaleciendo así el desarrollo de la competencia comunicativa.
La realización de actividades de “Dicto- comp” aporta significativamente al aprendizaje
en general. En torno al aprendizaje de un idioma extranjero, la aplicación de esta variación
permite que el estudiante desarrolle la habilidades de escuchar y tomar notas por tanto su nivel
de concentración aumenta significativamente.
19
Aprender una lengua meta es más significativo si las actividades dirigidas al
aprendizaje se lo realizan de manera participativa. Luego de tomadas las notas, los estudiantes
tienen la oportunidad de trabajar en grupo para la reconstrucción del mensaje. Este segundo
paso permite la interacción de los estudiantes y uso frecuente de las palabras o frases registradas
por lo tanto se internaliza el uso y significado de las unidades apegadas al constructivismo
social.
El perfeccionamiento de las destrezas de un segundo idioma se realiza de manera
integral. Las actividades del “Dicto – comp” contribuyen tanto a la comprensión auditiva como
al desarrollo de la escritura, la lectura y la producción oral. Luego de escuchar el estudiante
completa el texto y para verificar el sentido del mismo debe leer de esta manera fortalece la
semántica. La lectura lo puede hacer de manera individual o participativa exponiéndose a una
mayor y mejor producción oral.
2.3.1.3 “Pictogloss”: Como el nombre lo indica “Pictogloss” se relaciona con pintar
o dibujar la información del texto oral. Esta actividad consiste en crear un dibujo en base a la
información que se escucha, para luego compararlo con la versión original. El estudiante debe
en lo posible crear un gráfico tomando en cuenta los detalles como cantidad, características,
escenario, personas, etc.
“Pictogloss” es una técnica innovadora de observar la comprensión auditiva de un
estudiante de inglés de como lengua extranjera. El desarrollo de actividades “Pictogloss” crea
un ambiente motivador para el aprendizaje del idioma Ingles, en el cual los estudiantes tienen
la oportunidad de desarrollar su creatividad en la versión de la imagen del texto oral en base a
la escucha en detalle del mismo. Esta actividad no solo permite la interpretación del mensaje
de manera asertiva y creativa sino también permite la relajación del estudiante y el entorno.
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Está claro que los estudiantes mejoran su capacidad de aprendizaje si existe la combinación de
actividades que reduzcan el filtro afectivo.
Mediante la verificación de los contenidos gráficos del estudiante, se produce una
interacción con el docente, por tanto el “Pictogloss” aporta también para otras actividades como
conversaciones, utilizando preguntas de compresión o preguntas abiertas. Adicionalmente el
estudiante hace la reconstrucción de mensaje y a través de la expresión oral. En la expresión
oral se puede evaluar la conexión de ideas, la pronunciación, entonación y otros factores.
Luego de la revisión teórica y la aplicación de la técnica se puede concluir que los
aportes del “Dictogloss” son están enfocados en exclusivo a la comprensión auditiva. Si en
primera instancia aportan a esta destreza, también son material de apoya para el desarrollo de
otras destrezas del aprendizaje de una lengua meta.
2.3.2 Etapas de la técnica “Dictogloss”.
Para la aplicación de la técnica de dictado “Dictogloss”, (Wajnrylb 1990) manifiesta que se
requiere seguir un proceso mínimo de actividades para la consecución de los objetivos de
aprendizaje. Estas actividades en orden de tratamiento son:
2.3.2.1 Preparación: Una vez seleccionado o creado el texto a dictarse, el docente a
modo de warm- up o presentación, introduce el vocabulario que el estudiante encontrará
inmerso en el contexto del párrafo para el desarrollo de la actividad. El objetivo de esta
presentación previa es que el estudiante familiarizarse con el tema; de esta manera el docente
se asegura que los estudiantes sepan que tienen que hacer en cada uno de los pasos de la técnica.
Finalmente el docente organiza el ambiente del aula que para que los estudiantes puedan
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trabajar de manera individual o en grupos dependiendo de los contenidos y objetivos de
aprendizaje.
La preparación es indispensable y en esta etapa el docente debe asegurar que las
instrucciones a seguir así como los materiales sean del total dominio de los aprendices. Para
confirmar que el estudiante sabe cómo proceder es recomendable un espacio para la
observación del material. Jiménez and Pérez (2012)
2.3.2.2 Dictado: Es la etapa en la cual, el estudiante escucha el fragmento de texto. La
velocidad del dictado depende del nivel de aprendizaje. El estudiante hace la precepción y toma
notas para la elaboración del mensaje original posteriormente. Como un procedimiento
estándar los estudiantes deben escuchar dos veces: la primera vez para obtener una idea global
del texto sin tomar apuntes, la segunda vez que escuchan los estudiantes deben tomar apuntes
o realizar el dibujo dependiendo de la variación aplicada.
El docente debe incentivar a los estudiantes a tomar apuntes de palabras de contenido,
gramática o de información para que estos sean útiles en el proceso de reconstrucción del texto.
El dictado no se lo debe realizar de la manera tradicional en el cual se divide la oración en
palabras sueltas, el agrupamiento semántico en esta actividad es la oración completa. Entre
frases las pausas deben ser ligeramente más largas que de costumbre facilitando así la toma de
apuntes de los estudiantes. El objetivo de la técnica del dictado no es copiar textualmente cada
unidad; es entender el texto a través de la toma de notas de los aspectos esencias que permitan
la comprensión y reconstrucción del mensaje original. Kondo et al (2012)
22
2.3.2.3 Reconstrucción: Para Smith (2011) / Nakamura (2008), cuando el estudiante
reconstruye el texto en base a los apuntes y fragmentos del paso 2. Tan pronto el proceso de
dictado ha terminado los estudiantes proceden a trabajar en grupos para agrupar sus notas y
trabajar en su versión del texto. Los estudiantes Ayuda a dejar a los estudiantes analizan y
opinan sobre cada una de las ideas propuestas por cada uno de los integrantes del grupo, la
versión final del texto emerge de la discusión y puntos de vista en grupo. Finalmente los
estudiantes revisan el uso de la gramática, cohesión textual y el sentido lógico del mismo.
El papel del profesor durante la reconstrucción del texto es monitorear la actividad mas
no proporcionar ayuda alguna, el profesor debe animar a los estudiantes a estar seguros de los
patrones gramaticales y el vocabulario utilizado en la etapa de reconstrucción del texto.
Wajnryb (1990).
2.3.2.4 Análisis y corrección: Esta es la cumbre de la aplicación de la técnica. Es aquí
donde los estudiantes trabajan de manera individual o en grupo. Si la corrección lo hace de
manera individual el estudiante tiene la oportunidad de una autoevaluación de su desempeño;
trabajando en grupo los estudiantes comparten ideas, analizan y corrigen la versión final del
texto, es labor de los estudiantes recordar el contenido del mensaje.
Al respecto de la etapa final (Jarrin V. 2011) manifiesta que cuando los estudiantes
analizan y corrigen la versión del texto, la ayuda del docente es un factor importante, los
estudiantes comparan sus versiones con las de otros grupos para finalmente compararla con la
versión original de mismo. El docente en esta etapa es quien trabaja con la verificación, la
motivación y corrección; al mismo tiempo tiene la oportunidad de identificar fortaleza y
debilidades de los estudiantes frente a la compresión auditiva. La verificación y corrección de
la versión original del texto debe ser una actividad con la participación de todos los estudiantes
23
y que a la vez se sientan motivados por el trabajo realizado y persista el interés de alcanzar
mejores resultados en una próxima actividad.
Para alcanzar la efectividad en desarrollo de las cuatro etapas de la técnica “Dictogloss”
se necesita de un trabajo cooperativo, en primera estancia entre el docente y los alumnos, en
segunda estancia el trabajo se lo realizará colaborativamente entre los estudiantes, ya que
respetando varias ideas y diferentes puntos de vista llegarán a construir la versión final del
texto oral, motivados así a ser responsables de su propio aprendizaje.
2.3.3 Características de la técnica “Dictogloss” en el aprendizaje del Idioma Ingles.
El uso de la técnica “Dictogloss” provee a los estudiantes del idioma Inglés como
lengua extranjera ventajas para el fortalecimiento de la comprensión auditiva.
2.3.3.1 Trabajo individual
Una de las variaciones de la técnica “Dictogloss” que promueve el trabajo individual
en los estudiantes permitiéndoles ser protagonistas de su propio aprendizaje es el “Cloze
Dictation”, ya que esta actividad requiere de la concentración y de la participación activa del
estudiante.
(Stella Bullock, British Council) menciona que la técnica “Dictogloss” implica el uso
de la memoria y creatividad de cada uno de los estudiantes al desarrollarla como estrategia para
fortalecer la comprensión auditiva, siendo las ventajas las siguientes:
• Ayuda a los alumnos a escribir un texto cohesivo.
• Explora conocimientos de gramática, vocabulario, ortografía y puntuación.
• Integra habilidades.
24
• Aumenta el conocimiento de la lengua - el lenguaje de los aprendices.
• Alienta la autonomía del estudiante - corrección de errores, pruebas de lectura y
habilidades de edición.
• Integra pruebas y enseñanza del lenguaje.
• Presenta la gramática en contexto.
• Tiene el factor experiencial - los aprendices aprenden mejor al participa activamente
en tareas diseñadas para usar un lenguaje específico.
• Los estudiantes se convierten en aprendices independientes.
2.3.3.2 Aprendizaje colaborativo
Una característica indispensable de las tareas de aprendizaje es el trabajo colaborativo
de los participantes. En el desarrollo de la técnica “Dictogloss” se combina n actividades
grupales de manera efectiva. Desarrollar actividades cooperativas permite que los estudiantes
aprendan de sí mismos y la vez de sus compañeros de esta manera el aprendizaje se convierte
en un reto donde todos los participantes buscan y logran el mismo objetivo. La técnica del
“Dictogloss” en las clases de inglés como idioma extranjero motivan a los estudiantes a realizar
cada una de las actividades de manera efectiva. Al respecto de lo citado anteriormente (Brown,
T.H. 2005) manifiesta: La variación del “Dictogloss” que permite este tipo de interacción de
los estudiantes son las actividades “Dicto-comp”, la misma que a más de un trabajo en equipo
promueve también la construcción del significado.
Al respecto de la sustentación de Brown; no solo el “Dicto-comp” promueve la
interacción, si el docente realiza una correcta planificación y desarrollo, las otras variantes del
“Dictogloss” también generan trabajo colaborativo.
25
2.3.3.3 Desarrollo de la competencia comunicativa.
El desarrollar la competencia comunicativa es tener la habilidad de entender y transmitir
el mensaje, ya que el escuchar es una destreza activa y no pasiva. Cuando el estudiante escucha
desarrolla una serie de procesos mentales que le permiten comprender el texto oral para luego
poder interpretarlo y transmitirlo.
Desarrollar la comprensión auditiva es necesario no solo para entender el discurso oral,
sino también para alcanzar la eficiencia en la pronunciación de la lengua meta. Los aprendices
logran discernir y entender los sonidos, el acento, entonación que es usado en un discurso.
Mientras el estudiante escucha, aprende a imitar sonidos y entenderlos en contexto.
La primera fuente de donde el estudiante aprende a escuchar es el profesor del idioma
extranjero porque es el quien modela aunque también es necesario que el estudiante este
expuesto a otras fuentes de donde escuchar sonidos, palabras, frases y discursos que le permitan
desarrollar la competencia auditiva (Harmer,J. 1995).
Con lo manifestado anteriormente de que el profesor es la primera fuente de donde el
estudiante recibe la información oral, la técnica “Dictogloss” expone al estudiante a una de las
primeras etapas de la comprensión auditiva, el estudiante identifica sonidos, palabras, y frases
que le permiten completar, adecuar y representar el mensaje original.
26
2.4. Comprensión Auditiva
Escuchar es comprender el mensaje, para lo que es imprescindible activar un proceso cognitivo de
construcción de significado y de interpretación de un discurso oral.
La destreza auditiva es parte de la competencia lingüística ya que se la considera como
una destreza activa cuya actividad primordial es la interpretación, considerándola así una
destreza activa fundamental para la comunicación, es decir los estudiantes de un nuevo idioma
ahora podrán diferenciar entre oír y escuchar, es por eso que (Wipf, 1984, p. 345) define a la
comprensión auditiva como un proceso mental invisible difícil de explicar ya que quien
escucha debe discriminar entre los diferentes sonidos, comprender el vocabulario, estructuras
gramaticales, interpretar el énfasis y la intención del mensaje, y así como resultado final retener
e interpretar toda la información, demostrando así haber estado preparado para decodificar y
transmitir mensajes dentro de un contexto inmediato así como también en un contexto socio-
cultural más amplio.
La comprensión auditiva abarca un proceso completo de interpretación del discurso,
ya que se inicia en la decodificación y la compresión de la cadena fónica y su culminación es
la interpretación y la valoración personal para transmitir el mensaje final estableciendo así
comunicación, razón por la cual (Gary Buck, 2001) en su artículo “Assessing Listening” define
la comprensión auditiva como un proceso complejo cognitivo, individual e inferencial, siendo
así una destreza vital para el aprendizaje del idioma inglés.
2.4.1 Proceso de comprensión del discurso oral
La comprensión auditiva es una de las destrezas lingüísticas, la que se refiere a la interpretación
del discurso oral. En ella intervienen, además del componente estrictamente lingüístico, factores
cognitivos, perceptivos, de actitud y sociológicos. Es una capacidad comunicativa que abarca
27
el proceso completo de interpretación del discurso, desde la mera descodificación y
comprensión lingüística de la cadena fónica (fonemas, sílabas, palabras) hasta la interpretación
y la valoración personal; de modo que, a pesar de su carácter receptivo, requiere una
participación activa del oyente. La imagen mental que tiene el hablante en el momento de
transmitir una determinada información y la que se va formando el oyente, a medida que va
procesando el mensaje. La comprensión auditiva empieza de hecho antes que se inicie la
conversación, con un conjunto de estrategias de pre-comprensión. Instituto Cervantes, (1997-
2017).
Escuchar es una habilidad lingüística importante en el aprendizaje de una lengua
extranjera, ya que el desarrollo de esta destreza implica el oír con atención y la
comprensión y transmisión del discurso oral. Por lo tanto la compresión auditiva según
Cassany, Daniel; Marta Luna; Glòria Sanz (2008): cita a Giovannini (1996-7-8) desarrolla las
siguientes micro- habilidades:
2.4.1.1 Anticipar: Activar toda la información del texto oral, anticipar lo que se va a
decir a partir de lo que ya se ha dicho y así preparar la comprensión del mismo. El desarrollo
de ésta micro habilidad despierta el interés del estudiante de una segunda lengua porque busca
la información previa para relacionarla con la actual.
2.4.1.2 Reconocer: Identificar sonidos, palabras y expresiones, discriminarlos y
diferenciarlos unos de otros y así comprender la forma y organización del discurso. En esta
habilidad el estudiante procesa de manera más asertiva su conocimiento previo y lo relaciona
con el contexto.
28
2.4.1.3 Retener: Determinados elementos del discurso, guardarlos en la memoria a
corto plazo para poderlos utilizar para interpretar otros fragmentos subsiguientes del discurso,
y reinterpretarlos nuevamente. Los datos más generales y relevantes quedarán almacenados en
la memoria a largo plazo y podrán ser utilizados para comprender nuevos textos. El proceso de
comprensión, por tanto, está relacionado con otros procesos cognoscitivos generales, como la
atención y la memoria.
2.4.1.4 Inferir: Es saber determinar detalles importantes del texto oral y el contexto
comunicativo e interpretarlo para así poder cumplir con el proceso comunicativo. Inferir es un
proceso más profundo que permite al estudiante pensar de manera crítica poniendo atención a
los detalles implícitos en el texto oral.
2.4.1.5 Interpretar: Según nuestros conocimientos de gramática y nuestro
conocimiento del mundo, atribuimos un sentido a las formas lingüísticas que hemos
identificado y seleccionado. El estudiante es capaz de transmitir el mensaje correcto en base a
lo que escucho pero usa sus palabras de esta manera se producen una mayor y mejor producción
oral o escrita.
Estas micro habilidades deben trabajarse explicita y progresivamente tomando en
cuenta el contexto, la edad y nivel de los estudiantes de un idioma extranjero; ya que la
adquisición de estas micro habilidades se las desempeña progresivamente.
2.4.2. Actividades de promueve el desarrollo de la comprensión auditiva.
Dentro del aprendizaje de inglés como lengua extranjera, la comprensión auditiva
fomenta técnicas o actividades que contribuyen a la comprensión y recuerdo del texto oral,
29
estas estrategias se clasifican por la forma en que el receptor procesa e interpreta la información
que recibe.
Escuchar es comprender el mensaje, para lo cual es indispensable activar el proceso
cognitivo de construcción del significado y de interpretación del discurso oral. Este proceso
requiere de un papel activo y participativo, el oyente basa la comprensión del significado en la
combinación de sonidos, palabras y gramática, para Douglas Brown, H. (2004), dentro de este
tipo de estrategia se encuentran inmersas las siguientes actividades de comprensión auditiva:
2.4.2.1 Escuchar información específica: Para escuchar de forma específica el
estudiante recibe la instrucción y se enfoca en escuchar y comprender ideas relevantes o
específicas del texto oral en situaciones comunicativas variadas.
La comprensión auditiva se basa específicamente en el receptor, ya que el mismo posee un
dominio cultural que de alguna manera lo nutre de conocimientos previos al tema, es decir
situación, contexto e idioma. De esta manera el oyente podrá interpretar lo que escucha y
anticipar el mensaje a transmitir.
2.4.2.2 Escuchar ideas principales: El desarrollo de la comprensión auditiva
adecuadamente, es decir poniendo atención al contexto de los estudiantes permite que ellos
puedan identificar ideas de orden superior y detalles de apoyo para reproducir el mensaje y
reconocer el contenido general del texto. Identificar ideas principales hace que el estudiante
refine su capacidad de escuchar y se enfoque en buscar la información relevante.
2.4.2. 3 Escuchar en detalle: Desarrollar esta destreza permite la identificación de
detalles dentro del contenido del texto oral para que la reconstrucción de mensaje sea eficiente;
la variante que permite verificar si el estudiante es capaz de identificar esos detalles es la técnica
30
del “Pictogloss”. En el grafico se percibe la capacidad del estudiante para escuchar y plasmar
la información.
2.4.3 Internalización del mensaje.
El artículo “Estrategias para desarrollar la comprensión auditiva en inglés”, UNID, menciona
que la internalización del mensaje es algo más que escuchar, es asimilar, entender y poder
reconstruir el mensaje original utilizando las notas, o los gráficos. De esa manera el estudiante
demuestra haber comprendido el mensaje oral y estar en la habilidad de transmitir ideas del
mismo, el interactuar en la comunicación oral lo desagrega de la siguiente manera:
2.4.3.1 Construcción del significado.- El proceso de construcción del significado en
la comprensión auditiva es un proceso interactivo, consciente y estratégico que los estudiantes
utilizan para mejorar su eficiencia en el desarrollo de las habilidades comunicativas en la
lengua extranjera.
2.4.3.2 Interpretación del discurso oral.- comprender la intención y el propósito
comunicativo, comprender el significado global, el mensaje, comprender ideas principales,
discriminar las informaciones relevantes de las irrelevantes, comprender los detalles o las ideas
secundarias, relacionar las ideas importantes y los detalles.
Cuando se habla de comprensión auditiva se habla de una escucha activa la misma
que muestra la capacidad de recibir, entender interpretar, responder y transmitir el mensaje
demostrando así la comprensión del mismo. El entender, comprender y transmitir el mensaje
permite desarrollar micro habilidades en la comprensión auditiva para así comprender la forma
y los detalles del texto.
31
2.5 Marco Legal
La presente investigación toma en cuenta los siguientes preceptos legales y
constitucionales para su desarrollo.
Ley de Educación Superior
Art. 350. de la constitución de la República del Ecuador.- El sistema de educación
superior tiene como finalidad la formación académica y profesional con visión científica y
humanista; la investigación científica y tecnológica; la innovación, promoción, desarrollo y
difusión de los saberes y las culturas; la construcción de soluciones para los problemas del país,
en relación con los objetivos del régimen de desarrollo.
Art. 30. del Régimen Académico del Consejo de Educación Superior.
Aprendizaje de una lengua extranjera.- Las asignaturas destinadas a los aprendizajes de la
lengua extranjera podrán o no formar parte de la malla curricular de la carrera. Sin embargo,
las IES garantizan el nivel de suficiencia del idioma para cumplir con el requisito de graduación
de las carreras de nivel técnico, tecnológico superior o sus equivalentes y tercer nivel o grado,
deberán organizar u homologar las asignaturas correspondientes desde el inicio de la carrera.
La suficiencia de la lengua extranjera deberá ser evaluada una vez que el estudiante haya
cursado y aprobado el 60% de las asignaturas de la carrera; tal prueba será habilitante para la
continuación de sus estudios, sin perjuicio de que este requisito pueda se cumplido con
anterioridad.
Para las carreras de nivel técnico y tecnológico superior, se entenderá por suficiencia
en el manejo de una lengua extranjera el nivel correspondiente a A2 del Marco Común Europeo
de referencia para las Lenguas.
32
Para las carreras de tercer nivel o grado, se entenderá por suficiencia en el manejo de
una lengua extranjera el nivel correspondiente a B1 del Marco Común Europeo de referencia
para las Lenguas.
Fundamentación Filosófica del CTT de Los Andes Language Center con el aval de la
Universidad Regional Autónoma de los Andes “UNIANDES”, tiene como propósito
potencializar el aprendizaje de idiomas extranjeros, principalmente el idioma Inglés teniendo
en cuenta las exigencias del mundo globalizado y de nuestras leyes de educación cuyo estándar
es el Marco Común Europeo de Referencia para las lenguas extranjeras con el fin de garantizar
a la comunidad una formación integral y un futuro lleno de oportunidades
2.6 Caracterización de variables
2.6.1 Variable Independiente
La técnica “Dictogloss” es parte de las estrategias motivadoras e innovadoras en la
construcción de un aprendizaje significativo a través de actividades de dictado y las diferentes
variaciones que esta técnica ofrece, facilitando a los estudiantes la comprensión del texto.
“Dictogloss” es principalmente una actividad en las que se combinan las destrezas de escuchar
y escribir; el maestro lee un texto breve por primera y los estudiantes sólo escuchan; el maestro
lee de nuevo y los estudiantes escriben notas de lo escuchado. A continuación, el maestro lee
una tercera vez y, el estudiante toma notas adicionales. Posteriormente el estudiante compara
y comparte sus notas con sus pares y juntos trabajan para desarrollar una reconstrucción exacta
del texto. Finalmente el maestro lee de nuevo y los estudiantes evalúan su comprensión
auditiva.
33
2.6.2 Variable Dependiente
-Comprensión auditiva es el proceso de escuchar y comprender el discurso oral,
requiere de procesos cognitivos para dar sentido a lo que se escucha. Es una habilidad receptiva
en la cual la participación activa del oyente es un factor fundamental.
El desarrollo de la compresión auditiva es un aspecto relevante en el aprendizaje de un
idioma extranjero, el proceso auditivo implica escuchar el texto oral y el conocimiento previo
del oyente en la reconstrucción del mensaje, para luego emplear estrategias cognitivas para
lograr la comprensión del texto y poder transmitir el mensaje del mismo.
2.7 Definición de términos básicos
-Cloze Dictation.- Es una actividad de la técnica “Dictogloss” en la cual el docente
entrega a los estudiantes una versión escrita del texto en la que ciertas partes no están, los
estudiantes deben escuchar a su docente leer el texto y llenar los espacios en la versión escrita.
-Comprensión Auditiva.-Es una de las destrezas lingüísticas, la misma que hace
énfasis a la interpretación del discurso oral, en la cual intervienen factores cognitivos,
perceptivos, de actitud y sociológicos.
-Dictogloss- Es una técnica de dictado en la cual los estudiantes escuchan a su docente
leer un texto corto, a una velocidad de acuerdo al nivel de los estudiantes, toman apuntes para
luego en un trabajo colaborativo reconstruir la versión original del texto.
-Dicto-comp.- Actividad de la técnica “Dictogloss” en la que el docente lee un texto
corto dos veces, la primera vez los estudiantes escuchan para familiarizarse con la información,
34
la segunda vez los estudiantes escuchan por segunda vez y toman apuntes para luego en grupo
compartir ideas y reconstruir el texto.
-Inferir.- Proceso en el cual el sentir del hablante al momento de comunicar ideas es
relevante, para ello se requiere de proceso cognitivos para poder deducir información.
-Interpretar.- Proceso en el cual comprendemos la intención y el propósito
comunicativo, ideas principales, secundarias ideas importantes y detalles.
-Pictogloss.- Esta actividad que consiste en un dictado en el cual los alumnos en vez
de escribir textos realizan un dibujo de cada frase dictada.
-Reconocer.-Proceso en el cual identificamos sonidos, palabras y expresiones de la
lengua en la que nos comunicamos.
-Reconstrucción del mensaje.- Es una tarea ardua en la construcción del significado
recibir, entender, interpretar y responder a los mensajes del interlocutor.
35
CAPÍTULO III.- METODOLOGÍA
3.1 Diseño de la Investigación
3.1.1 Enfoque de investigación.- La presente investigación tiene un enfoque Cuali-
cuantitativo. Cualitativo puesto que busca la comprensión o descripción de los fenómenos
sociales, está orientado a la formación de hipótesis, es holístico, es decir busca la verdad y no
supuestos para así determinar cuál es la influencia de la técnica “Dictogloss” en el desarrollo
de la comprensión auditiva de los estudiantes del nivel 3 de la modalidad regular del Centro de
Idiomas de la Universidad “Uniandes”. Así mismo Cuantitativo porque determina los datos
mediante procesos numéricos o estadísticos, los mismos que van a ser tabulados para valorar
los resultados. Para obtener estos datos cuantitativos se aplicaron los instrumentos: la encuesta
y los test( pre-test / post – test), tanto a docentes como estudiantes de los niveles pertinentes
del Language Center de la Universidad “Uniandes”, mismos que arrojaron resultados
numéricos que luego pudieron ser tabulados y así probar la influencia de la técnica
“Dictogloss” en la comprensión auditiva.
3.1.2 Modalidad de trabajo.- La investigación presenta una modalidad cuasi experimental
debido a que este diseño contempla la identificación de un grupo experimental y un grupo
control. La medición es cuasi experimental debido a que se aplicó una propuesta al grupo
experimental para en base a los resultados finales del grupo control y el grupo experimental se
determine si hubo influencia o no de la variable independiente.
La propuesta que se aplicó en el grupo experimental fue la técnica “Dictogloss” en el
fortalecimiento de la comprensión auditiva.
36
3.1.3 Nivel de profundidad.- La presente investigación es de tipo descriptivo y correlacional.
Descriptivo ya que cuenta con dos variables de estudio: la técnica “Dictogloss” y la
comprensión auditiva, se describen a través de la teoría y correlacional porque luego de la
aplicación de la técnica se analizó la influencia de la técnica “Dictogloss” en la compresión
auditiva.
3.2 Tipo de investigación
De acuerdo al tipo de investigación el presente fue un trabajo cuasi-experimental con la
identificación de un grupo experimental y otro de control en el Centro de Idiomas de la
Universidad “Uniandes”, con la aplicación de un pre-test y post-test cuyos resultados
permitieron hacer un contraste de ambos grupos.
3.3.Población
Población La población de la investigación está constituida por los estudiantes del
nivel 3 de la modalidad regular del idioma inglés del Centro de Idiomas de la Universidad
“Uniandes”. El grupo experimental está formado por 16 estudiantes, y el grupo control lo
constituyen 8 estudiantes. En total de la población es de 24 estudiantes. Se trabajó con esta
población debido a que en la institución educativa el número de estudiantes es limitado, en el
periodo académico Marzo – Agosto 2017 me fueron asignados dos grupos de nivel 3 B1 Pre-
intermedio.
37
3.4.Técnicas e Instrumentos para la Recolección de Datos
Las siguientes técnicas e instrumentos a utilizarse en el presente trabajo investigativo
ayudaron a la recolección de información necesaria para resolver el problema planteado.
Para la variable independiente se utilizó la técnica de la encuesta a través de una escala
de actitudes, la misma que fue aplicada a los docentes de inglés como idioma extranjero del
centro de idiomas de la Universidad “Uniandes”.
Para evaluar la variable dependiente se utilizó instrumentos, mismos que serán
aplicados tanto en el grupo control como el experimental para su análisis y comparación.
3.5 Validez y confiabilidad de los instrumentos
La validez de los instrumentos se realizó con la revisión y aprobación de expertos en
el área de la didáctica de idiomas extranjeros.
La confiabilidad se obtuvo aplicando el estadístico alfa de Cronbach, el mismo que
fue aplicado a los test de 15 estudiantes del grupo piloto obteniéndose una resultado de 1,0.
(Anexo Tabla 16)
38
3.6.Operacionalizaciòn de variables
3.6.1 Variable Independiente: Técnica “Dictogloss.”
CONCEPTUALIZACIÓN DIMENSIONES INDICADORES TÉCNICAS INSTRUMENTO ITEMS
La técnica “Dictogloss”
es parte de las estrategias
motivadoras e
innovadoras en la
construcción de un
aprendizaje significativo
a través de actividades de
dictado y las diferentes
variaciones que esta
técnica ofrece, facilitando
a los estudiantes la
comprensión del texto.
“Dictogloss” es
principalmente una
actividad en las que se
combinan las destrezas
de escuchar y escribir; el
maestro lee un texto
breve por primera y los
estudiantes sólo
escuchan; el maestro lee
de nuevo y los
estudiantes escriben
notas de lo escuchado. A
continuación, el maestro
lee una tercera vez y, el
estudiante toma notas
adicionales.
Posteriormente el
estudiante compara y
comparte sus notas con
sus pares y juntos
trabajan para desarrollar
una reconstrucción
exacta del texto.
Finalmente el maestro lee
de nuevo y los
estudiantes evalúan su
comprensión auditiva.
Variaciones de
la técnica
Dictogloss
-Cloze Dictation
-Dicto-comp (Dictogloss)
-Picture dictation
En
cues
ta
Cu
esti
on
ario
7
3, 5
6
Etapas de la
técnica
-Preparación
-Dictado
-Reconstrucción
-Análisis
-Corrección
2
2
2
2
2
Características
-Trabajo individual
-Aprendizaje colaborativo
-Desarrollo de la
competencia
comunicativa
3
4
9
10
Elaborado por: Ma. Alejandra Núñez.
39
3.6.2 Variable Dependiente: Comprensión auditiva
Elaborado por: Ma. Alejandra Núñez.
CONCEPTUALIZACIÓN DIMENSIONES INDICADORES TÉCNICAS INSTRUMENTO ITEMS
Comprensión auditiva
es el proceso de
escuchar y comprender
el discurso oral, requiere
de procesos cognitivos
para dar sentido a lo que
se escucha. Es una
habilidad receptiva en la
cual la participación
activa del oyente es un
factor fundamental.
Identificación de
fonemas, silabas y
palabras y su
correspondiente
comprensión e
interpretación
Actividades de
comprensión
auditiva.
- Escuchar
información
especifica
En
cues
ta
Pre
- te
st /
Post
- T
est
2
- Escuchar
ideas
principales
2
- Escuchar en
detalle
3
Proceso de
comprensión
del discurso
oral
(micro
habilidades)
- Anticipa
1
- Reconoce
3
- Retiene
1
- Infiere
4
-Interpreta
3
Reconstrucción
del mensaje
-Construcción
de significado
5
-Interpretación
del discurso
oral
5
40
3.7.Técnicas para el análisis y procesamientos de datos.
Para iniciar la investigación se aplicó un pre – test en ambos grupos para diagnosticar
la variable dependiente, cuyos datos fueron tabulados y analizados en el programa Excel. De
esta manera se podrá tener una idea clara del nivel de comprensión auditiva en la población de
estudio.
Se aplicó también una encuesta dirigida a los docentes de inglés del Centro de Idiomas
de la Universidad “Uniandes” misma que será tabulada mediante el programa Excel, en base a
los resultados obtenidos se analizó la percepción de los docentes sobre el uso e importancia de
la misma.
Al finalizar se aplicó un post – test en el grupo control y experimental para evaluar
los resultados sobre la variable dependiente, de igual manera los datos serán tabulados y
analizados en el programa Excel, mismos que servirán para verificar si el uso de la técnica
“Dictogloss” fue eficiente en el fortalecimiento de la comprensión auditiva.
Para comprobar la efectividad del programa implementado se trabajará a través de puntaje
Z, con un error del 5% y aceptación del 95% y con un Z teórico de más menos 1,96
A continuación, se presentan los lenguajes a través de los que se comprobará la validez
de las hipótesis.
Lenguaje Lógico:
Ho: La técnica “Dictogloss” no influye en el fortalecimiento de la comprensión
auditiva en los estudiantes del nivel 3 del Centro de Idiomas de la universidad Uniandes.
Hi: La técnica “Dictogloss” si influye en el fortalecimiento de la comprensión auditiva
en los estudiantes del nivel 3 del Centro de Idiomas de la Universidad “Uniandes”.
41
Lenguaje matemático.
H1: Si influye
H0: No influye
x̅e = x̅e 𝑝𝑟𝑒 − 𝑡𝑒𝑠𝑡 + x̅e 𝑝𝑜𝑠𝑡 − 𝑡𝑒𝑠𝑡
2
H0: 𝑥𝑒 = x̅c H1: 𝑥𝑒 ≠ x̅c
Lenguaje estadístico
H0: - 1.96 ≥ ZT ≤ 1.96
H1: ZT > 1.96
H2: ZT < 1.96
Adicionalmente para comprobar la relación entre las variables se aplicó el índice de
correlación de Pearson, se aceptaran puntajes que oscilen entre ± 0,4 y ±1.
. Fue necesario crear un cronograma y un programa para aplicar él método o la técnica para
llevar a cabo dicha información. Este programa fue aplicado durante 6 semanas (120 horas).
42
CAPÍTULO IV.- RESULTADOS
4.1 Presentación de Resultados
Después de la aplicación de los instrumentos de evaluación, tabulada y organizada la
información, se presentan las medidas descriptivas obtenidas en Excel, distribución de
frecuencia, porcentajes, media aritmética, desviación estándar y varianza.
El procedimiento se lo realizo de la siguiente manera:
1. Análisis y organización de puntajes obtenidos en el grupo experimental y el grupo
control.
2. Proceso de la información en Excel y elaboración de tablas de frecuencia.
3. Análisis de datos obtenidos en términos descriptivos, con el fin de interpretarlos y
responder a los objetivos planteados en la investigación.
4. Realización de la prueba estadística de distribución normal Z. Para la prueba de
hipótesis, esta distribución se denota con Zt al valor crítico de rechazo y aceptación de
la hipótesis nula.
43
4.1.1 Resultados de la variable dependiente; la comprensión auditiva.
A continuación los gráficos y la interpretación de los resultados en relación al pre- test
y post de los grupos experimental y control, los resultados de las dimensiones e indicadores
de la variable dependiente luego de la aplicación de la estrategia en el grupo experimental.
Grafico 1: Resultados Pre-test, grupo Experimental y Control.
Fuente: Resultados Pre-test (Excel)
Elaborado por: Ma. Alejandra Núñez.
La investigación se inició con una media de 4,38/10 en el grupo experimental y
5,38/10 en el grupo control. En base a los resultados obtenidos la comprensión auditiva tanto
en el grupo de control como el experimental son bajos, sin embargo en el grupo control la
media tiene un puntaje mayor.
4,38
5,38
EXPERIMENTAL CONTROL
Resultados Pre-Test
44
Grafico 2: Resultados Post – test, grupo Experimental y Control.
Fuente: Resultados Post -test (Excel)
Elaborado por: Ma. Alejandra Núñez.
Luego de la aplicación de la técnica “Dictogloss” se obtuvo los siguientes resultados:
el grupo experimental alcanza una media de 8,94/10 y el grupo control obtiene una media de
6,25/10. Es importante mencionar que los dos grupos mejoran su desempeño en la comprensión
auditiva, sin embargo en el grupo experimental la media sube en 4,56 puntos, y en grupo control
la media se incrementa en 0,87.
Tomando en cuenta el resultado de la media aritmética de los dos grupos en el post
test, el resultado se incrementa significativamente en el grupo experimental, no así en el grupo
control; por tanto la influencia de la aplicación de la técnica “Dictogloss” en el fortalecimiento
de la destreza auditiva es positiva.
8,94
6,25
EXPERIMENTAL CONTROL
Resultados Post -Test
45
Gráfico 3: Resultados Pre-test y Post- test, grupo Control.
Fuente: Resultados Pre-test y Post -test (Excel)
Elaborado por: Ma. Alejandra Núñez.
El grafico N ° 3 presenta los resultados del pre test y post test del grupo control. Entre
el pre test y el post test hay un incremento de 0,87 puntos en el fortalecimiento de la
comprensión auditiva. Es evidente que si se considera la media sobre 10, los resultados
obtenidos son bastante bajos tanto en el pre test como en el post test.
5,38
6,25
PRE-TEST POST-TEST
Resultados grupo Control
46
Gráfico 4: Resultados Pre-test y Post- test, grupo Experimental.
Fuente: Resultados Pre-test y Post -test (Excel)
Elaborado por: Ma. Alejandra Núñez.
El grafico Nª 4 presenta los resultados del pre-test y post-test del grupo experimental.
Entre el pre-test y post-test hay un incremento de 4,56 puntos en el fortalecimiento de la
destreza auditiva luego de aplicada la técnica “Dictogloss”; el resultado de post test es bastante
alto en relación al el resultado del pre test, si se considera que la media es sobre 10, el resultado
de la media se lo puede considerar satisfactorio en la aplicación de la técnica “Dictogloss” en
el fortalecimiento de la destreza auditiva.
4,38
8,94
PRE-TEST POST-TEST
Resultados grupo Experimental
47
A continuación se analizan de manera detallada los resultados obtenidos luego de la
intervención del uso de la técnica “Dictogloss” en la comprensión auditiva en el grupo
experimental.
Gráfico 5: Resultados Pre-test y Post- test, grupo Control.
Fuente: Comparación de resultados Pre-test y Post -test (Excel)
Elaborado por: Ma. Alejandra Núñez.
El cuadro anterior muestra los avances alcanzados con la aplicación de la estrategia. Se
detalla entonces los resultados del pre test y post test de los indicadores evaluados.
El indicador escuchar incremento en 3,6 puntos, el escuchar ideas mejoro en 3,6 puntos,
escuchar en detalle pasa de 5,2 a 9,4 puntos en el post-test, anticipar incrementa en 5,9 puntos.
El indicador de reconocer pasa de 5,2 a 9,4, retener aumenta también en 5,9 puntos, inferir pasa
de 6,7 a 8,3 El indicador de la interpretación mejora en 4,2 puntos, en cuanto a la construcción
e interpretación del mensaje los estudiantes mejora de 1,9 a 8,5 puntos.
5,6 5,6 5,22,7
5,22,7
6,75,2
1,9 1,9
9,2 9,2 9,4
8,6
9,4
8,6
8,39,4
8,5 8,5
0
2
4
6
8
10
12
14
16
Gráfico comparativo Pre-Test / Post Test Grupo Experimental
Pre-Test Post -Test
48
De lo expuesto se evidencia la influencia del “Dictogloss” y sus variantes en las dimensiones
e indicadores de la comprensión auditiva.
4.2 Análisis de Resultados
A continuación se realiza el análisis detallado de los resultados obtenidos del
desarrollo de las tablas de frecuencia. Dentro de cada tabla se registra el proceso y resultados
del cálculo de la media aritmética, la varianza y la desviación estándar. Estos cálculos fueron
realizados en el programa EXCEL. Los datos obtenidos en cada una de las tablas fueron
utilizados para los promedios globales de los resultados de la investigación así como para el
cálculo del puntaje Z que ayudó a determinar una hipótesis.
Los cálculos de la media, varianza y desviación estándar se obtuvo aplicando las
siguientes formulas:
Cuadro 1: Formulas de medidas de tendencia central y dispersión.
49
Pre-Test Grupo Experimental
4.2.1 Análisis de resultados de la aplicación del pre-test grupo Experimental.
La tabla 11 muestra las puntuaciones obtenidas por los estudiantes del grupo experimental en
el pre- test. Considerando que el puntaje más alto sobre 10 es 6, el mismo que ha sido obtenido
por 2 estudiantes de una población de 16, se concluye que en su mayoría los estudiantes
demuestran dificultad en la comprensión auditiva.
Pre-Test Grupo Control
4.2.2 Análisis de resultados de la aplicación del pre-test grupo control.
La tabla 12 muestra las puntuaciones obtenidas por los estudiantes del grupo control en el pre-
test. Considerando que el puntaje más alto sobre 10 es 8, el mismo que ha sido obtenido por 2
estudiantes de una población de 8, se concluye que en su mayoría los estudiantes tienen
dificultad en la comprensión auditiva.
Cuadro 2: Media aritmética y desviación estándar del pre-test.
Fuente: Pre- test cálculo de la media aritmética y desviación estándar ((Excel)
Elaborado por: Ma. Alejandra Núñez.
Pre-test Grupo Control
N 8
MEDIA 5,38
VARIANZA 1,63
DESVIACION 1,28
Pre-test Grupo Experimental
N 16
MEDIA 4,38
VARIANZA 0,32
DESVIACION 0,56
50
El cuadro 2 muestra el promedio obtenido por los dos grupos en el pre-test. El grupo control
tiene una media mayor al del grupo experimental. Se observa también los resultados de la
varianza y desviación estándar en ambos grupos.
4.2.3 Análisis de resultados de la aplicación del Post- Test Grupo Experimental
La tabla 14 muestra las puntuaciones obtenidas por los estudiantes del grupo experimental en
el post – test. Es importante mencionar que el 25 % de los estudiantes, superan el puntaje más
alto del pre-test.(6/10)
4.2.4 Análisis de resultados de la aplicación del Post- Test Grupo Control
La tabla 15 muestra las puntaciones obtenidas por los estudiantes del grupo control en el post-
test. Es importante mencionar que 3 estudiantes obtuvieron un puntaje de 7/10, en comparación
al pre-test 2 estudiantes obtuvieron 8/10, se observa que los estudiantes del grupo control
presentan dificultades en la comprensión auditiva.
Cuadro 3 : Media aritmética y desviación estándar post-test.
Fuente: Post- test cálculo de la media aritmética y desviación estándar ((Excel)
Elaborado por: Ma. Alejandra Núñez.
Post- test Grupo Experimental
N 16
MEDIA 8,94
VARIANZA 0,13
DESVIACION 0,35
Post- test Grupo Control
N 8
MEDIA 6,25
VARIANZA 0,27
DESVIACION 0,52
51
El cuadro 3 muestra el promedio obtenido por los dos grupos en el post-test al final de la
aplicación de la técnica “Dictogloss”, la cual demuestra un incremento considerable en la
media del grupo experimental, el mismo supera con 2,69 puntos al grupo control. Se considera
entonces que el grupo experimental se destaca positivamente al utilizar la técnica “Dictogloss”
en el fortalecimiento de la comprensión auditiva.
4.3 Análisis y prueba de hipótesis
Hi: ce xx
A1: ce xx
A2: ce xx
Ho: ce xx
Cuadro 4: Promedio global Pre- test / Post-test grupo Experimental.
GRUPO EXPERIMENTAL GRUPO EXPERIMENTAL
PRE TEST POST TEST SUMA PROMEDIO
N 16,00 N 16,00 32,00 16,00
4,38 8,94 13,32 6,66
VARIANZA 0,32 VARIANZA 0,13 0,45 0,23
DESVIACION 0,56 DESVIACION 0,35 0,91 0,46
Fuente: Instrumentos de evaluación
Elaborado por: Ma. Alejandra Núñez.
EXPERIMENTAL
GLOBAL
N 16,00
6,66
VARIANZA 0,23
DESVIACION 0,46
52
Cuadro 5: Resultado global Pre- test / Post-test grupo control.
GRUPO CONTROL GRUPO CONTROL
PRE TEST POST TEST SUMA PROMEDIO
N 8,00 N 8,00 16,00 8
5,38 6,25 11,63 5,82
VARIANZA 1,63 VARIANZA 0,27 1,90 0,95
DESVIACION 1,28 DESVIACION 0,52 1,80 0,90
El cuadro 5 presenta el resumen de los resultados obtenidos en el pre test y post test
del grupo experimental y el grupo control así como el resumen global. Estos resultados fueron
utilizados para el cálculo del puntaje Z.
El promedio global del grupo experimental es de 6,66/10 y el grupo control tiene una
media de 5,82/10, lo cual demuestra que la media del grupo experimental es mayor en 0,84.
La media global del grupo experimental afirma la influencia positiva de la técnica
“Dictogloss” en la comprensión auditiva.
CONTROL
GLOBAL
N 8,00
5,82
VARIANZA 0,95
DESVIACION 0,90
53
4.2 Resultados de la variable independiente; la técnica “Dictogloss”
Para tener una percepción sobre la técnica “Dictogloss” de los docentes de inglés en
el Centro de Idiomas de la universidad “Uniandes”, se procedió a socializar electrónicamente
las ventajas y uso de la técnica “Dictogloss”, luego de lo cual se aplicó una encuesta en la que
se considera el punto de vista de los docentes.
A continuación se presentan los resultados sobre la percepción de los docentes de
inglés de la institución.
Pregunta 1: Uso de la técnica “Dictogloss” en la comprensión auditiva.
Gráfico 6: Uso de la técnica “Dictogloss”en la comprensión auditiva.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 1 hace referencia al uso de la la técnica “Dictogloss” en la comprensión
auditiva. El 5% de los docentes afirman haberla utilizado. El 85% de los docentes no han
utilizado la técnica “Dictogloss” en la comprensión auditiva. Se concluye entonces, que los
docentes no están familiarizados con el uso de esta técnica y se recomienda iniciar la aplicación
de la misma en el fortalecimiento de la comprensión auditiva.
5%10%
45%
40%
Uso del "Dictogloss" en la comprension
auditiva
SIEMPRE AVECES RARA VEZ NUNCA
54
Pregunta 2 : Pasos del “Dictogloss”, en el desarrollo de la comprensión auditiva.
Gráfico 7: Pasos del “Dictogloss” en el desarrollo de la comprensión auditiva.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 2 hace referencia a los pasos de la técnica “Dictogloss”, los mismos que
permite el desarrollo de la comprensión auditiva. Gran parte de los docentes afirman que la
técnica “Dictogloss” siempre permite el desarrollo de la compresión auditiva. El 5% de los
docentes manifiesta que a veces los pasos de la técnica “Dictogloss” permiten el desarrollo de
la comprensión auditiva. Se concluye entonces, que los docentes consideran el uso del
“Dictogloss” una técnica útil que permite el desarrollo de la comprensión auditiva por lo que
se recomienda una aplicación constante en las actividades de escucha para el aprendizaje del
idioma inglés.
90%
5% 5%
Pasos de la tecnica"Dictogloss" permite el
desarrollo de la comprension auditiva
SIEMPRE AVECES RARA VEZ NUNCA
55
Pregunta 3: Las actividades relacionadas al “Dicto-comp” aportan en la
comprensión auditiva individual del mensaje.
Gráfico 8: “Dicto-comp” aporta en la comprensión individual del mensaje.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 3 hace referencia al uso de actividades relacionadas al Dicto-comp, mismas
que ayudan en la comprensión auditiva individual del mensaje de cada estudiante. El 85% de
los docentes afirman que el uso de las actividades en base a la variación dicto-comp siempre
ayudan en la comprensión auditiva individual del mensaje, mientras que el 5% considera que
rara vez son útiles. Se concluye entonces, que los docentes consideran el uso de actividades
relacionadas al Dicto-comp como un recurso útil en la comprensión auditiva individual del
mensaje en cada uno de los estudiantes, se recomienda realizar actividades de Dicto-comp que
aporten a la comprensión auditiva en cada estudiante.
85%
10%5%
Variacion dicto-comp aporto
comprension individual del mensaje
SIEMPRE AVECES RARA VEZ NUNCA
56
Pregunta 4: Las actividades relacionadas al Dicto-comp son útiles para el desarrollo del
trabajo colaborativo.
Gráfico 9: “Dicto-comp” aporta en la comprensión individual del mensaje.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 4 hace referencia al uso de actividades relacionadas al Dicto-comp, para el
desarrollo del trabajo colaborativo. Gran parte de docentes afirman que las actividades en base
a la variación dicto-comp siempre aportan significativamente en el desarrollo del trabajo
colaborativo. El 15% considera las actividades relacionadas al Dicto-comp a veces aportan en
el desarrollo del trabajo colaborativo. Se concluye entonces, que los docentes consideran el uso
de actividades relacionadas al Dicto-comp aportan en el desarrollo del trabajo colaborativo en
los estudiantes, se recomienda la aplicación de la variación Dicto-comp para el aprendizaje y
desarrollo de la comprensión auditiva.
85%
15%0%0%
Actividades de la variacion Dicto-comp aportan en
el desarrollo del trabajo colaborativo
SIEMPRE AVECES RARA VEZ NUNCA
57
Pregunta 5: Las actividades relacionadas al “Dicto-comp” aportan en la competencia
comunicativa.
Gráfico 10: Actividades Dicto-comp aportan en la competencia comunicativa.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 5 hace referencia al uso de actividades relacionadas al “Dicto-comp”,
mismas que influyen en la competencia comunicativa. El 70% de los docentes manifiestan que
las actividades en base a la variación “Dicto-comp” siempre aportan a la competencia
comunicativa. El 5% las considera no útiles. Se concluye entonces, que los docentes consideran
el uso de actividades relacionadas al “Dicto-comp” aportan en la competencia comunicativa
de los estudiantes, se recomienda la aplicación de las mismas, no solo para la competencia
auditiva sino también para el desarrollo de la competencia comunicativa.
70%
25%
5%
Dicto-comp influye en la competencia
comunicativa.
SIEMPRE AVECES RARA VEZ NUNCA
58
Pregunta 6: Las actividades de “Picture –dictation” motivan a realizar la versión
gráfica del texto oral en base a información detallada.
Gráfico 11: “Picture –dictation” motiva a realizar la versión gráfica del texto
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 6 hace referencia al uso de actividades relacionadas a la variación “Picture-
dictation”, mismas que motivan a realizar la versión grafica del texto oral. El 75% de los
docentes afirman la utilidad de las actividades en base a la variación dicto-comp, las mismas
que influyen positivamente en realizar la versión grafica del texto oral, mientras que el 25%
las considera poco útiles. . Se concluye entonces, que los docentes consideran que el uso de
actividades relacionadas a la variación “Picture-dictation”, son motivadoras. Se recomienda
el desarrollo de la variación Picture-dictation para motivar la reconstrucción grafica del texto
oral.
75%
25%
0%0%
"Picture- dictation" motiva a realizar la
version gràfica del texto oral.
SIEMPRE AVECES RARA VEZ NUNCA
59
Pregunta 7: La búsqueda de información específica se incrementa a través de las
actividades en base al “Cloze-dictation”.
Grafico 12: “Cloze-dictation” incentiva la búsqueda de información específica.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 7 hace referencia al uso de actividades relacionadas a la variación “Cloze-
dictation”; estas ayudan a la búsqueda de información específica. El 70% de los docentes
afirman que las actividades en base a la variación “Cloze- dictation”, influyen
significativamente en la búsqueda de información específica, mientras que el 25% las considera
poco útiles. Se concluye entonces, que los docentes consideran el uso de actividades
relacionadas con la variación “Cloze –dictation” como un recurso útil en la búsqueda de
información específica, se recomienda el incremento de actividades “Cloze-dictation” para
identificar información específica.
70%
25%
5%
“Cloze-dictation” incentiva la búsqueda de
información específica.
SIEMPRE AVECES RARA VEZ NUNCA
60
Pregunta 8 : Las variaciones del “Dictogloss” aportan en la construcción del significado.
Gráfico 13: “Dictogloss” aporta en la construcción del significado.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 8 hace referencia al uso de actividades en base a cada una de las variaciones
del “Dictogloss”, las mismas que aportan en la construcción del significado. El 80% de los
docentes afirman la utilidad de las actividades en base del “Dictogloss”, las mismas que aportan
significativamente en la construcción del significado, mientras que el 20% las considera que
son poco útiles. Se concluye entonces, que los docentes consideran el uso de actividades en
base al “Dictogloss” son un recurso útil en la construcción del significado, se recomienda la
aplicación de las mismas para que los estudiantes tengan un conocimiento amplio del contexto
del texto oral.
80%
20%0%0%
Variaciones del "Dictogloss" aportan en la
construccion del significado
SIEMPRE AVECES RARA VEZ NUNCA
61
Pregunta 9: Las actividades de la técnica “Dictogloss” permiten desarrollar en los
estudiantes sus micro - habilidades en relación a la compresión auditiva.
Grafico 14: “Dictogloss” permite desarrollar micro habilidades en la
comprensión auditiva.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 9 hace referencia a que las actividades en base a cada una de las variaciones
del “Dictogloss”, permiten desarrollar las micro habilidades auditivas en los estudiantes. El
70% de los docentes afirman que las actividades en base a la técnica “Dictogloss”, permiten
desarrollar micro habilidades auditivas, mientras que el 30% de los docentes considera que a
veces las variaciones del “Dictogloss”, permiten el desarrollo de micro habilidades auditivas
en los estudiantes. Se concluye entonces, que los docentes consideran que el uso de actividades
en base al “Dictogloss” aportan en la construcción de las micro habilidades auditivas.
70%
30%
0%0%
Variaciones del "dictogloss" permiten
desarrollar micro habilidades auditivas
SIEMPRE AVECES RARA VEZ NUNCA
62
Pregunta 10: El proceso de la técnica “Dictogloss” facilita la comprensión auditiva.
Grafico 15: El proceso de la técnica “Dictogloss” facilita la comprensión auditiva.
Fuente: Encuesta (Excel)
Elaborado por: Ma. Alejandra Núñez.
El ítem N° 10 hace referencia al proceso de la técnica “Dictogloss” en el desarrollo de
la comprensión auditiva en los estudiantes. El 85% de los docentes afirman que el proceso de
la técnica “Dictogloss” aporta siempre en el desarrollo de la comprensión auditiva, mientras
que el 15% considera que el proceso de la técnica “Dictogloss” a veces aporta en el desarrollo
de la comprensión auditiva. Se concluye entonces, que los docentes consideran el proceso de
la técnica “Dictogloss” es un proceso relevante para el desarrollo de la comprensión auditiva,
se recomienda poner atención al proceso de aplicación de la técnica para que este sea eficiente
en la comprensión auditiva.
89%
11% 0%0%
Proceso la tecnica "dictogloss" facilita la
comprension auditiva.
SIEMPRE AVECES RARA VEZ NUNCA
63
4.5 Comprobación de Hipótesis en base al cálculo estadístico.
Para demostrar que el programa sirvió para mejorar la variable dependiente; es decir
aceptar la hipótesis nula se aplicó el estadístico puntaje Z con un error del 5% y aceptación del
95% y con un Z teórico de ±1,96.
El resultado se obtuvo luego de la aplicación de la siguiente formula.
El resultado de esta operación fue de 2,3 por lo tanto se acepta la hipótesis alterna la
“Dictogloss ” si influye en el desarrollo de la comprensión auditiva en el idioma Ingles.
4.5.1 Ubicación del puntaje Z en la campana de Gauss.
64
El puntaje obtenido del cálculo del puntaje Z es de 2,3 el cual se ubica en la zona de rechazo
de la hipótesis nula, por tanto se acepta la hipótesis de investigación: el “Dictogloss” si influye
en la comprensión auditiva del idioma inglés.
4.6 Comprobación de hipótesis en base a los resultados de la media aritmética
Una vez realizado el promedio global de la media aritmética del grupo control y del
grupo experimental se procedió a aceptar la hipótesis alterna porque la media del grupo
experimental es mayor que la media del grupo control.
Xe > Xc; 6,66> 5,82
Por tanto la técnica “Dictogloss” si influye en el fortalecimiento de la comprensión
auditiva del idioma Inglés como lengua extranjera.
4.7 Toma de decisión estadística
Al comparar el valor de Zc (2,3) y el valor de Zt (1,96). Se observa que el valor de Zc, se localiza
en la zona de rechazo de la hipótesis nula (Ho), lo cual nos lleva a aceptar la hipótesis de
investigación. Por lo tanto, la comprensión auditiva de los estudiantes del grupo experimental,
en el cual se utilizó la técnica “Dictogloss”, supera en gran medida al grupo control, grupo en
cual no se utilizó la técnica previamente mencionada para el fortalecimiento de la comprensión
auditiva.
4.8 Discusión de resultados
La intervención realizada en seis semanas con los estudiantes del Centro de Idiomas de
la Universidad “Uniandes”, fue el uso de la técnica “Dictogloss” en la comprensión auditiva.
Se inició la propuesta aplicando un pre-test al grupo control y al grupo experimental. La
65
información obtenida del pre-test ayudo a determinar las dificultades que los estudiantes de
ambos grupos presentan en la comprensión auditiva.
En el grupo experimental se aplicó la técnica antes mencionada más en el grupo control
no se la realizo. Al finalizar la intervención del uso de la técnica “Dictogloss” en la
comprensión auditiva se aplicó un post- test en ambos grupos.
Al comparar los resultados del pre-test y post test en el grupo experimental se observa
un desempeño mayor en la comprensión auditiva al utilizar la técnica “Dictogloss”. El
resultado se lo demuestra estadísticamente realizando el cálculo de la media aritmética en el
pre-test (4,38 /10) y en el post test (8,94 /10), la misma que arroja un incremento de 4,56 puntos.
Por otro lado, los resultados obtenidos del cálculo de la media aritmética del grupo
control en el pre-test (5,38 /10) y el post- test (6,25/10) reflejan una diferencia de 0,87 puntos,
diferencia que demuestra que las dificultades en la comprensión auditiva siguen siendo latentes
debido a la no utilización de la técnica “Dictogloss”.
En el cálculo del promedio global de la media aritmética del pre- test y post- test, se
obtuvo los siguientes resultados: el grupo experimental obtuvo un promedio global de 6,66
puntos; y el grupo control un promedio de 5,82 puntos. La diferencia obtenida entre los dos
grupos permite mencionar que en los estudiantes del grupo experimental el uso de la técnica
“Dictogloss” permitió mejorar significativamente la comprensión auditiva.
La hipótesis de investigación Ha: la técnica “Dictogloss” influye en el desarrollo de la
comprensión auditiva se la acepta debido al resultado obtenido en el cálculo del puntaje Z (2,3)
con su respectiva representación en la campana de Gauss, resultado que se lo ubica en la zona
de rechazo de la hipótesis nula Ho.
66
Los resultados positivos obtenidos en el grupo experimental y la aceptación de la
hipótesis alterna destacan que el uso de la técnica “Dictogloss” en la comprensión auditiva es
de gran ayuda, ya que el “Dictogloss” acoge procedimientos de enseñanza convencionales tales
como la explicación previa y familiarización de vocabulario específico, construcción y
reconstrucción del texto con un nuevo tipo de actividad de escucha basada en el significado y
aprendizaje cooperativo.
El uso y correcta aplicación de la técnica “Dictogloss”, promueve la participación
activa de los estudiantes y ofrece como desafío el sentido de logro y responsabilidad de ser
protagonista de su propio aprendizaje, convirtiéndose el mismo en experiencia gratificante.
Una clase de escucha de “Dictogloss” incorpora varios principios importantes del
aprendizaje de idiomas, como la autonomía del estudiante, la cooperación entre los alumnos,
el enfoque en el significado y el auto y la evaluación por pares. El proceso es igualmente
importante como el producto. El procedimiento implica tanto la descodificación del lenguaje
(dictado) como su codificación (reconstrucción) y, como resultado, mejora las habilidades de
escucha y comunicación de los estudiantes. Empuja a los estudiantes a producir un texto
significativo y preciso y a reflexionar sobre sus opciones.
67
CAPÌTULO V.- CONCLUSIONES Y RECOMENDACIONES.
5.1 Conclusiones
Realizado el estudio y análisis de la fundamentación teórica y los resultados de esta
investigación, se llega a la toma de las siguientes conclusiones:
1.- Luego de realizar la aplicación de la técnica “Dictogloss” y en base a los resultados
del pre- test y post- test se observó que la media global del grupo experimental es mayor en
0,84 en relación al grupo control por lo que se concluye que la técnica “Dictogloss” si influye
en el desarrollo de la comprensión auditiva por que las actividades como tomar nota, completar
y graficar mejoraron la comprensión del texto oral.
2.-Los resultados del pre-test y post test del grupo experimental permiten concluir que
la técnica del “Dictogloss” fortaleció la comprensión auditiva de los estudiantes de la
modalidad regular del Centro de Idiomas de la Universidad Regional Autónoma de los Andes
“Uniandes”, puesto que la media se incrementó en 4,56 puntos.
3.- Se concluye que la propuesta didáctica basada en actividades de la técnica
“Dictogloss” está diseñada para un desarrollo eficaz de la comprensión auditiva por que estas
se adaptan al nivel 3 -B1 pre - intermedio.
68
5.2 Recomendaciones
De los resultados alcanzados en base a la aplicación de la técnica “Dictogloss” en la
comprensión auditiva se recomienda:
1.- A los docentes, identificar y aplicar actividades de la técnica “Dictogloss” que
contribuyan al desarrollo de la comprensión auditiva, ya que esta destreza afecta al aprendizaje
integral del idioma.
2.- A los docentes realizar una evaluación continua de la destreza auditiva, lo cual
permitirá utilizar diferentes actividades de la técnica “Dictogloss” para el fortalecimiento de la
comprensión auditiva.
3.- A los docentes, utilizar con frecuencia las variaciones “Cloze-dictation”, “Dicto-
comp” y “Picture- dictation”, en actividades de comprensión auditiva para el nivel 3 B1, pre -
intermedio, estas variaciones permiten un desarrollo diferente y eficaz de la destreza auditiva.
4.- A los docentes, tomar en cuenta las actividades sugeridas en el libro de trabajo
“Workbook English Dictogloss” para el desarrollo de la comprensión auditiva, puesto que las
mismas fueron significativas durante la aplicación de la técnica del “Dictogloss”. Estas
actividades pueden ser replicadas o modificadas por los docentes dependiendo de las
necesidades de los estudiantes de inglés como lengua extranjera.
69
Conclusions
The following conclusion are set after the end of this study and a thorough analysis of
the theoretical framework as well as the research results.
1.-After applying the "Dictogloss" technique, the results of the pre-test and post-
test showed that the overall average of the experimental group is 0.84 points , higher than the
control group. So, the “Dictogloss " technique has a strong influence in the development of
the listening comprehension skill because taking notes, completing and doing the picture
version of the comprehension of the oral text, help students to strengthen the listening
comprehension skill.
2.-The results of the pre-test and post-test of the experimental group allowed us to
conclude that the "Dictogloss" technique strengthened the listening comprehension skill in
students of the regular course at the Language Center of the "Uniandes" Universidad, since
the average increased by 4.56 points.
3.- The didactic proposal based on a set of "Dictogloss" activities of the technique
is designed for an effective development of the listening comprehension skill, these activities
can be adapted to the B1 pre-intermediate level.
70
Recommendations
The following recommendations for teachers and students are provide based on the
gotten results.
1.- To the teachers: identify and apply activities based on the "Dictogloss" technique
to contribute in the development of the listening comprehension skill, because this skill
affects the integral learning of a language.
2. - To the teachers: do a continuous evaluation of the listening skill, which will allow
using different "Dictogloss" activities to strengthen the development of the listening
comprehension skill.
3. - To teachers: use activities based on "Cloze-dictation", "Dicto-comp" and
"Picture-dictation", which are three important “Dictogloss” varaitions in a frequent way, ito
develop the listening comprehension skill activities for B1 pre-intermediate students, these
variations allow a different and effective development of the listening comprehension skill.
4. - To teachers: take into account the activities suggested in the workbook
"Workbook English Dictogloss" for the development of the listening comprehension skill,
these type of activities were significant during the application of the "Dictogloss" technique.
These activities can be used or modify by teachers depending on the needs of English as a
foreign language students.
1
CAPÌTULO VI.- PROPUESTA
UNIVERSIDAD CENTRAL DE ECUADOR FACULTAD FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
MAESTRIA EN LINGÜÍSTICA Y DIDÀCTICA EN LA ENSEÑANZA DE IDIOMAS EXTRANJEROS
“Workbook English “Dictogloss” to develop the listening
comprehension skill”
AUTORA: MARÍA ALEJANDRA NÚÑEZ LIZANO.
TUTORA: M.Sc. Mónica Alejandra Flores Herrera.
QUITO – ECUADOR
2017
2
Tittle
“Use of the “Dictogloss” technique in the listening comprehension skill in level 3
students of the Language Center at “ Uniandes” University".
1.-Introduction
1.1 Executive summary
Teaching and learning a second language look for communicating the learner’s
ideas with the target audience, reading and listening are important skills that allowed
students to receive, understand, interpret and reconstruct the messages. Reading let the
learners take their time to understand and comprehend but listening requires the
development of some sub-skills for mastering it. If learners are not able to understand
what they listen other communicative processes are affected. Sometimes the lack of
listening comprehension dismiss the student’s oral production as well as the language
learning.
Using the “Dictogloss” technique helps students to develop supportive listening
skills, they let students have scaffolding in order to comprehend, rented, interpret and
reproduce the message. Students who master the listening comprehension skill are better
language producers and communicators. Therefore, this proposal tends to increase the
listening comprehension abilities in English as a second language studetns.
This project will be applied to young adult learners who attend level 3 (pre-
intermediate) of the Language Center at “Uniandes” University. The “Dictogloss”
technique is a great methodological tool; there are methodological strategies to let
3
students improve their listening skills abilities, however implementing the “Dictogloss”
technique will be a great support for teachers and students in the English area, to increase
the English language learning performance of students.
1.2 Research and validation
The “Dictogloss” technique was applied at the Language Center at “Uniandes” University
with level 3 students ( pre-intermediate), during the academic period March-August 2017.
Teachers who have mastered in English teaching processes validated the instruments and
the purpose of this research. The “Dictogloss” technique could be applied in many other
different contexts paying attention to the students’ needs and level. Teachers who want
to use this technique in listening comprehension activities need to select, plan and follow
the “Dictogloss” steps.
1.3 Proposal description.
1.4 Type
4
1.4 Type
English “Dictogloss” to develop the listening comprehension skill, is a workbook where
learners are required to reconstruct a short text by listening and noting down key words,
and then these ideas are used for the reconstruction stage. A technique is a set of specific
sequenced actions to achieve a specific objective. The “Dictogloss” pays attention to the
cloze dictation, dicto-comp and picture dictation activities to develop students listening
comprehension competence. This workbook with a set of “Dictogloss” activities to be
applied in the first term to let students get familiar with the use of this technique.
1.5 Schedule
The first 2 days of the week “Cloze dictation”, the third day “Dicto-comp” and the last
day “Picture dictation”.
In the cloze dictation activity students listen to the teacher twice and complete the short
text with the missing words, then students share, compare and correct ideas with their
group work.
In the dicto-comp activity students listen to the teacher for the first time without taking
notes just to get familiar with the text, students listen to the teacher for the second time
and take notes (key words) useful to reconstruct the text, after listening for the third time
students get in groups and share ideas to reconstruct the text. Finally, students compare
their final version with the original text.
In the picture-dictation, activity students listen to the teacher and take notes (specific
details) to create a picture based on their key notes.
5
The three “Dictogloss” variations follow the requirements of the technique: preparation,
dictation, reconstruction, analysis and correction. In the preparation stage teacher
introduces the vocabulary section that students are going to find out in the short text, in
the dictation stage students listen to the teacher and take notes (key words), useful ideas
for the reconstruction stage. In the reconstruction stage, students get in groups and use
their notes to reconstruct their version of the text; finally, students check and correct their
version while the teacher reads the original version.
The contents to use in each variation are aligned with the insides of the book (Life 3 by
Paul Dummett, John Hughes and Helen Stephenson). (Anexo: Tabla 16: Período de
aplicación de la técnica “Dictogloss”.)
Weeks
One Two Three Four Five Six
Days 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Pre-
teaching
Research,
selection of
activities
and
planning.
Application
“Dictogloss”
activites
development
X X X X X X X X X X X X X X X X X X
Evaluation
Test
application
to get and
analyze
results.
X X
6
2.- Justification
Due to the importance of understanding the message of the target language, the
“Dictogloss” technique is a worthy set of activities that strength the students listening
ability. Students in the classroom seem to be passive listeners and not active ones, this
problem could be a consequence of the listening misunderstanding and the use of the
same activities and techniques by the teacher that is why the aim is focused to the
listening comprehension competence.
The main purpose of this research is to use the “Dictogloss” technique to
strengthen listening skills in students of Level 3 (Pre-intermediate) of the regular courses
at the Languages Center at “Uniandes” University.
This dictation technique allows students to be responsible of their learning,
students work on their own then creativity; cooperation and interaction between their
classmates are the key part of using the “dictogloss” technique inside the classroom.
Listen involves being able to receive, retain and understand what is being heard,
to identify sounds, grammatical structures and the context where message is carried out
with the idea to establish a constant communication to express ideas, feelings,
experiences, reasoning and judgments, so helping students to master this skill is going to
benefit them in the leaning process. Joseph Wip (Rost)
7
3. Objectives
Develop students’ listening comprehension competency using a variety of
activities based on three variation of the “Dictogloss” technique. (Cloze dictation,
Dicto-comp and Picture dictation), during the first partial.
Do research, and select the adequate "Dictogloss” activities that suits students’
needs.
Build students’ awareness on the importance of understanding spoken messages
in the language learning process.
4. Theoretical framework
The “Dictogloss” technique is an interactive method, which shows that cooperative
learning promotes the development of the listening comprehension skill involving
autonomy, cooperation among learners to be responsible in their own learning experience.
-Constructivism
Presenting an active and interactive learning environment is part of the
constructivism theory, allowing learners to construct and discover knowledge by
themselves. (Merriam & Capparella, 1991 in Radin,2009).
Constructivism claims that learning is a process in which the learner constructs
new ideas or concepts based on existing and previous knowledge or experiences that
means “learning involves constructing one's own knowledge from one's own
experiences.”
8
Active learning, discovery learning and knowledge building principles of the
Cocnstructivism theory drives learners to apply concepts, rules and general knowledge
in practical and real context. (John Dewey, Marie Montessori, and David Kolb)
The “Dictogloss” activities are aligned with the constructivism learning method,
it is known as a personal interpretation of knowledge using active processes; where
meaning is developed base on experiences and it is important to mention that the
conceptual growth comes from the negotiation of meaning, the sharing of multiple
perspectives and the changing of our internal representation through collaborative
learning. (Jibir-Daura &Inusa, 2012)
-Communicative method
Involving learners in real communication, allowing them to develop natural
strategies for language acquisition and learn to use the language is the aim of the
communicative method providing activities that engaged learners in more significant and
authentic language use.
The communicative competence provides realistic interaction allowing learners to
use meaningful and contextualized language involving the spoken and written skills.
Learning an integrated language let students to become more self-directed and more
independent to participate actively in the communication process. (Richards & Rodgers,
2001, p.159).
That is why using the “Dictogloss” technique to strengthen the listening
comprehension skill is part of the communicative competence based on interaction,
9
cooperation and being an active participant providing real communication while learning
a new language.
-Presentation, practice and production.
When finishing a lesson and realized that students have achieved the established
aim, showing that they are able to produce language in a meaningful way, it means that
applying the PPT method was successful and effective, so the teacher feels that learning
has really taken place through three simple steps. Presentation is a phase controlled by
the teacher by modeling the situation, during the controlled practice phase, learners
practice language through different activities that allows the teacher to provide positive
feedback to students and at the same time to correct errors or mistakes modeling correct
forms. When learners have the ability to produce language without mistakes, they are
allowed to move on the free production phase, learners are able to find out and correct
their mistakes by their own; accuracy is not the aim the main aim is fluency being able to
produce language naturally. (Harmer, J. 2009. The Practice of English Language
Teaching)
-Technique
According to (Anthony 1963), defines technique as various activities that teachers
or learners perform in the classroom, that means all tasks and activities consisting of a
number of techniques, some of them teacher-centered and some learner-centered.
10
-The “Dictogloss” technique.
Dicto-gloss is an activity that naturally incorporates the elements of a text read
cooperative learning, it is " a classroom dictation activity where learners listen to a
passage, note down key words, and then work together to create a reconstructed version
of the text " (Vasiljevic, 2010, p, 41). In fact, it is a model that embodies the current
language teaching method for its learner autonomy, cooperation among learners,
curriculum integration, focus on meaning, diversity, thinking skills, alternative
assessment and teachers as co-learners (Jacobs & Farrel, 2001).
The “Dictogloss” technique is a technique that allows students to reflect on their
own output (Wajnryb, 1990), the required steps are the following:
• Preparation: The “Dictogloss” technique allows the teacher to choose a text
based on the interest, level and student`s needs with the idea to let students get engaged
in the teaching process.
• Introduction: The idea in this second step is to introduce the topic and the
vocabulary in context through a warm up activity.
• Dictation: In the dictation step the teacher reads the text three times, taking into
account the right speed that is needed, students in an individual way take notes on main
ideas from what have they heard. The idea is take notes on key useful words to the
reconstruction step.
• Reconstruction: The reconstruction step is based on cooperative work, students
work in pairs or groups sharing and comparing their notes to write their version of the
11
oral text. Students pay attention on accurate punctuation, spelling and relevant ideas to
have their final product and communicate the message.
• Analysis and correction: During analysis and correction in the “Dictogloss”
technique students continue working in a cooperative way, the time to compare and share
the reconstruction version of the text allows students to discuss different ideas respecting
other`s opinion.
5. Key concepts
-Technique. - The definition for technique related to education is the group of
methods and activities to accomplish a specific aim previously planned and organized by
the teacher, focused on an authentic learning environment providing meaningful language
communication in the classroom. (H.D. Brown 2017.)
-Presentation, practice and production. - is a methodology for English as
second language teachers who believe in “I never teach my pupils, I only attempt to
provide the conditions in which they can learn”. (Albert Einstein)
Natural contexts, interests, prior knowledge and experiences are taking into account when
using PPP in teaching English, the aim to reduce student`s learning passivity and let them
engaged in the process. PPP is divided into three phases, moving teacher`s control
towards greater learner freedom, in other words progression from presentation, through
controlled practice, to free production, that is why the “Dictogloss” technique go by hand
by the PPP asking students to work on their own then sharing ideas to reconstruct their
final product being responsible of their learning. (Marvin Wacnag Lidawan, 2017)
12
-Listening comprehension. - is one of the most important communication skills,
it is the different processes of understanding the spoken language, including speech
sounds, comprehending the meaning of individual words, and understanding the syntax
of sentences.(Nading,2013)
The listening comprehension is an active process in which the listener constructs meaning
based on cues from contextual information and from exiting knowledge, this is
understand what is heard and have the ability to repeat the text to produce communication.
(Hamounda, 2013)
-“Dictogloss” technique.- The “Dictogloss” technique is a new innovative way
of dictation, this technique allows students to listen to the teacher, note down key words
and then work together to create a reconstructed version of the text as a result of a
cooperative work.
i
Workbook “Dictogloss”
Ma. Alejandra Núñez. 2017.
i
INTRODUCTION
The “Dictogloss” technique is an innovation of the traditional
dictation activity. (Ruth Wajnryb, 1990)
“Dictogloss” is a classroom dictation activity in which students
reconstruct a short text by listening and noting down key words,
useful words for the reconstruction version of the text.
“Dictogloss” variations: Close dictation, Dicto.comp and Picture
dictation follows the main steps that this technique requires:
preparation, dictation, reconstruction, analysis and correction.
“Dictogloss” allows students to be active listeners inside the
classroom and at the same time let students get learning through
a cooperative work being responsible of their own learning. Using
this innovative dictation activity, English teachers have the
opportunity to strengthen the listening comprehension skill.
(British Council)
“Dictogloss” allows the teacher to select or design materials taking
into account the previous contents. It is the opportunity to select
materials according to the level, strengths and weaknesses of
students.
ii
Objective
Develop students’ listening comprehension competency using a variety
of activities based on three variation of the “Dictogloss” technique. (Cloze
dictation, Dicto-comp and Picture dictation).
-Cloze dictation: An activity where students are given the written version
of the text with some missing words.
-Dicto-comp: An activity that demands students to listen to the teacher
take notes on key words and use them to reconstruct their version of the
oral text.
-Picture dictation: An activity, which allows students to listen to specific
details about a character, take notes and use them to create the picture
version.
Methodology
The “Dictogloss” technique is an interactive method, which shows that
cooperative learning promotes the development of the listening
comprehension skill involving autonomy, cooperation among learners to
be responsible on their own learning experience.
This “dictation activity” wants learners to reconstruct a short text by
listening to the teacher, taking down notes and sharing ideas. The notes
are used for the reconstructing step. Students do it as a cooperative way
of learning: sharing ideas, respecting others ‘opinion to finally get t1he
written version of the oral text.
iii
Teachers who…
-want students to be active listeners.
-try students to be engaged in the teaching process.-
-like students to be working in pairs or groups.
-want students to learn in a cooperative way.
-want students to be in charge of their own learning.
iv
WORKBOOK “DICTOGLOSS” .............................................................................................................. I
INTRODUCTION .......................................................................................................................................... I
OBJECTIVE ................................................................................................................................................ II
METHODOLOGY ........................................................................................................................................ II
TEACHERS WHO… ...................................................................................................... III
UNIT 3 THE ENVIRONMENT.................................................................................................................. 11
UNIT 4 STAGES OF LIFE ........................................................................................................................ 16
UNIT 7 WORK ........................................................................................................................................... 19
UNIT 5 WORK ........................................................................................................................................... 20
UNIT 6 TECHNOLOGY ............................................................................................................................ 25
DICTOGLOSS QUIZ 1 ............................................................................................................................... 30
DICTOGLOSS QUIZ 2 ............................................................................................................................... 34
ANSWER KEY UNIT 1 .............................................................................................................................. 39
ANSWER KEY UNIT 4 .............................................................................................................................. 40
ANSWER KEY UNIT 5 .............................................................................................................................. 40
CLOZE DICTATION SECTION. ............................................................................................................... 43
ANSWER KEY QUIZ 1 .............................................................................................................................. 45
ANSWER KEY QUIZ 2 .............................................................................................................................. 46
RESOURCES .............................................................................................................................................. 47
WEEK 1 UNIT 1 TRANSPORTATION ..................................................................................................... 47
WEEK 2 UNIT 2 ADVENTURES ................................................................................ ...49
WEEK 3 UNIT 3 THE ENVIRONMENT .......................................................................... 50
WEEK 4 UNIT 4 STAGES IN LIFE. ................................................................................ 51
WEEK 5 UNIT 5 WORK. ............................................................................................... 53
WEEK 6 UNIT 6 TECHNOLOGY .................................................................................... 54
QUIZ 1 RESOURCES ................................................................................................................................. 56
QUIZ 2 RESOURCES... ....................................................................................................................... 58
1
1Unit 1 Transportation
1
2
Part 1: You are going to hear the names of some means of transport. Decide which group they belong to and write in the boxes of the diagram below.
By
Part 2: Listen to your teacher and complete the text about Transport in a city. Write ONE word in each gap.
My name is Mohamed Hamad. I live in Lakemba. I 1._________from Syria seven years ago. I came on a
2.__________ I am 3.__________ English at AMES Bankstown. I get to school 4._________ bus every day. I
can 5.__________ now. I have a red 6.__________. I drive it for shopping. I also take my 7._________ out in
the car on the weekend. I do not like driving in 8._________. There are too many cars on the road. It is difficult
to find 9.__________ too, so I usually take a 10._________to the City.
By
By
By
Exercise 1: Listen and classify the means of transport in the right category.
CLOZE DICTATION SECTION
Means of Transportation
3
Part 1. Read the definitions and find out the right option in the puzzle.
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Commuting by car or by 1___________ ___________ is a daily necessity. People with their own cars use it to 2.-___________ to work, to go shopping or to take the family out on
weekends For those who cannot drive or afford to buy their own vehicles, public transport 3___________these
commuters with their only means of transport. However, it seems that it will not be too long before our 4.__________will have to resort back to the horse
and buggy cart era if our politicians do not build better 5._________ or resolve the on-going oil crisis.
A K M W F O X Z G S C O B L N X G P Y A A P D P C R O Y H Q V B S E E Q C O M M U T E R S E F R E A Q Z I R H U T D G E F D R A J S I S A L H N A W S B K T C H T I I I G O T C L U L H I M J G H R U D M V E O O I K N I K V E N W S U N T L E J P E D E S T R I A N S T R A F F I C J A M M T
Exercise 1: Read the definitions and find out the word in the puzzle.
Exercise 2: Listen and complete the sentences with the missing words.
DEFINIONS
1.- machines with engines to transport people.
2.-travel to work or to school everyday
3.-people traveling to work or to school at the same hour.
4.-a lot of vehicles on the road.
5.-road maintenance
6.-a place to fill your car with gas
7.- maximum speed you can drive
8.- people walking in a city.
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Part 1. Complete the following sentences.
-Name any two- land transport that have only two wheels. __________________________ ___________________________ -Name any two-land transports that have only three wheels __________________________ __________________________ -Name any three animals that are used to carry loads. __________________________ __________________ ________ -Name any two means of transport that does not caused pollution. __________________________ ___________________________
Part 2. .Listen to your teacher, take some notes (key phrases), and then write a paragraph about Animal transportation.
Use your notes and write about Animal transportation
Taking notes section.
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Exercise 1: Read and write two words in each idea.
DICTO-COMP SECTION
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1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary) (5 points)
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Exercise 1: Listen and draw about the characters.
PICTURE DICTATION SECTION
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Unit 2 Adventures
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Part 1: Find out the right definition to each word.
______1.- survive A.- look for something or someone carefully. ______2.-desert B.- a person or animal that finds other people. ______3.-cross C.- no more living ______4.-camping D.- somewhere you stay for a short time in a tent. ______5.-gear E.- being alive after a dangerous situation. ______6.- search F.- equipment ______7.-trackers G.- a large area of land, without water, rain, trees ______8.- stop H.- suspend something ______9.- dead I.- move or travel to the other side of it. Part 2: Listen to your teacher and complete the text about Lost in the Australian Desert. Write ONE word in each gap.
Lost in the Australian Desert In 1999, an 1._________ tourist survived for 43 days in the 2.___________ desert without food or water. 33-year-
old Robert Bogucki 3.__________ to cross the Great Sandy Desert. His plan was to 4.__________his bike and walk.
He started on 11 July 1999, taking very 5.__________food and water with him.
On 26 July, 6._________ found his bike and some of his camping gear, only about 35 kilometres from where he
7._________. The police immediately 8.__________a search for Bogucki, using trackers, planes and four-wheel-drive
9.___________. They stopped the search after 12 days, because they 10.__________ that Bogucki was probably dead.
Exercise 1: Match each word with the right meaning.
CLOZE DICTATION SECTION
Exercise 1: Order the letters and find out words about Bogucki`s story.
CLOZE DICTATION SECTION
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Part 1. Unscramble the letters to find out words related to Bogucki`s story.
1.- REPANTS 2.-ALVEI 3.-DGOS 4.-SNIGS 5.-HETERLIOPC 6.- UFOND 7.-HSPIOTAL 8.-HLEATH 9.-TIEM 10.-PLTANS
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Found Alive
Bogucki’s parents believed their son was 1._________ alive, so they got a team of trackers from America. They brought 2.___________-trained dogs, the team found new signs of him, including an empty water
bottle, his notebook and his 3._________. On 23 August, a helicopter found Bogucki near his last camp and 4._________ him to hospital. Doctors said he was in 5.__________ good health Bogucki said he finished all his 6._________ a few days after he started. He stayed alive by 7.__________ plants and flowers.
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Part 1. Find out nine verbs in the Simple Past.
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about Bogucki`s story.
Use your notes and write about Bogucki`s story.
Exercise 1: Color nine verbs in the Simple Past.
DICTO-COMP SECTION
Taking notes section.
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1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
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Exercise 1: Listen and draw about the characters.
PICTURE DICTATION SECTION
Taking notes section.
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Unit 3 The environment
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Part 1: Complete the crossword with the words missing in the sentences.
Part 2: Listen to your teacher and complete the following conversation. Write ONE word in each gap.
Julie: Tell me about this new recycling project in your area. Did 1.___________residents come to the meeting? Elisa: Oh yes, there were 2. ____________of people. Most seemed excited too. The idea is to recycle rubbish we now throw away, mainly because we think it is not recyclable. Julie: Stuff that is not plastic, glass and paper? What, then? Give me 3. ___________examples. Elisa: Well, 4.___________food leftovers like vegetable peel, coffee, eggshells and so on can easily be recycled. Even used tea bags are good for making compost! Julie: Mm – I do not drink 5.__________coffee or tea at all, but I see your point. Isn’t it difficult to do this every day, though? Elisa: Not at all! All it takes is 6.___________time and effort. Have a look at this leaflet – it’s all in there!
Exercise 1: Complete the sentences with the missing words and then solve the crossword.
CLOZE DICTATION SECTION
Down 1.-This campaign is helping to raise AWARENESS of recycling. 3.-Our company must produce more eco_________products in the future. Across 2.-They make all their furniture from good quality _________ .4.-Skin from cows is used to make __________for clothing. 5.-These drinks cans are ___________of aluminium. 6.-Pollution in the Pacific Ocean kills birds, fish and other___________ life. 7.-I buy most of my clothes from ___________- hand shops. 8.-You should___________ all your waste paper.
RECYCLE WOOD SECOND FRIENDLY SEA MADE LEATHER
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Part 1. Circle the correct option. (Environment) .
1.-I do not need so much / so many plastic bottles.
2.-There is a little / a few money left.
3.-I put a / some water in the fridge.
4.-We do not have some / any recycling bags.
5.-There is a lot of / many air pollution in our city.
6.-How much / many plastic is recycled?
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
-There are many 1._________ problems nowadays, mainly because of 2.___________.
-It is the 3.___________ of air, water and soil by different materials that interfere with human 4.__________
and quality of life.
-The emissions form 5.__________ and 6.__________, including cars, are big causes of air pollution.
-Using 7.___________ have bad effects on the ozone layer, which protects life on Earth from ultraviolet
8.____________.
-Water is also 9.____________ from pollution by domestic, municipal and industrial waste.
-We all should be 10.____________ friendly!
Exercise 1: Circe the right quantifier in each sentence.
Exercise 2: Listen and complete each sentence with some missing words.
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Part 1. Complete the definitions with one word from the box.
-die through submersion of water -collapse or disintegrate -increasing in power or influence -to stop living -covered with water, especially in a way that causes problems
-have the same opinion -a city located in Arkansas, United States -high temperature -low rainfall over the land -an increase in the earth's average atmospheric temperature
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about the environment.
Use your notes and write about the environment.
Exercise 1: Complete the definitions with one word from the box.
DICTO-COMP SECTION
banks ruined. drown floods die droughts warmer rising global warming agree
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1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
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Exercise 1: Listen and draw about the characters.
PICTURE DICTATION SECTION
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Unit 4 Stages of life
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Part 1: Find eight words related to celebrations.
Part 2: Listen to your teacher and complete the following paragraph about an Alien blog. Write ONE word in each gap.
The other day I stopped in front the door of a very tall 1___________, which looked very old. Suddenly, nicely dressed people started to 2___________ and enter the building. Everyone got excited when a car arrived and a smartly dressed man got out. The man went into the building, 3__________, and waited. After about half an hour a white car arrived. It was full of flowers and 4___________. A woman in a very big white dress got out. (It was so big that she needed the help of two children to walk.) She also carried a 5____________of flowers and her face was covered with a white 6___________. When she arrived, everyone got very excited and they started to play 7__________ inside the building. The woman went into the building 8____________ the arm of a man who was in the car with her. After a while, the woman 9____________out again, but this time she was holding the arm of the other man. They were very happy and when they left the building, everyone threw 10__________ at them. I think it was uncooked.
CLOZE DICTATION SECTION
Exercise 1: Find out eight words related to celebrations in the puzzle.
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Part 1. Write the adjectives next to the subjects they can describe. Sometimes, more than on adjective is possible.
Food: ___________________________________________________________ Clothes:_________________________________________________________ Feelings:_________________________________________________________ Place:___________________________________________________________
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Food Customs at Ceremonial Occasions.
For ceremonial meals and 1__________ occasions, extra meat is added to stews depending on a family's financial ability,
2__________ceremonies such as burials, reburials, circumcision, tomb building, first hair cutting, and the coming out of the house of a newborn often involve the sacrifice of at least one zebu, a local breed of humpback cow.
Many families will serve one of several local 3__________alcoholic beverages such as palm wine, grain alcohol, rum, or beer.
Family and friends participate in some aspect of 4__________ ceremonial preparations. A person or family's adherence to 5___________ protocol pays respect to one's ancestors. The ultimate show of prestige is the 6___________to provide sacrificial cattle for ceremonies. The number
of cattle slaughtered indicates the level of prosperity and the intent of honoring ancestors.
Exercise 1: Find out adjectives to describe the nouns.
Exercise 2: Listen and complete the text about Food customs at ceremonial
occasions.
beautiful colorful disgusting dull excited great historic massive miserable tasty
traditional wonderful
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Part 1. Find out the following words in the puzzle and use your dictionary to find out their meaning.
KNOT _________________
RITUALS _________________
TRADITIONS ______________
VEIL _________________
RHYME________________
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about wedding rituals.
Use your notes and write about wedding rituals.
Unit 7 Work
V E I L A B C D E G F G H I J K L M N O P A B C R D E F K G T R A D I T I O N S H H M R T X F M O T I Y N D U Y G N T U J M O T A Z H O U B K E P U L A J P V V L A Q V S B K Q W W
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Unit 5 Work
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Cloze Dictation section
Part 1: Find out seven words related to jobs and workplaces.
Part 2: Listen to your teacher and complete the crossword with the missing words from the sentences.
Down 1. His job is tiring because of the long _____ hours. 3. This job offers you 20 days`______ per year. 4. He will get a _____ when he retires. 6. They will pay her a much higher _____ if she becomes an assistant manager.
Across 2. The company gives _____ to new workers. 5. She gets on well with her _____ in the office. 7. ______ is essential when you work in a group.
CLOZE DICTATION SECTION
Exercise 1: Find out seven words related to jobs and workplaces in the snake.
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Part 1. Look at these sentences and complete them with the following action verbs.
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Letter of application
I would like to 1._________ for the post of Personnel Officer with Anglia Bank, as 2.__________ in the Daily News on 10 October. I have a BA in French from the University of London. I am following a part-time 3.__________ in Personnel Management at the Oxford College of Management, and I hope to pass the Diploma in Personnel Management at the end of December. When I left university, I 4._________ for a year in a computer company near Cambridge. Then I 5._________ back to London to work as a French teacher in a large school, where I stayed for two years. During this time, I did some part-time work as a language 6._________ with factory managers, which I very much enjoyed. Three years ago, I 7.___________ Carter’s Bank, where for the past year I have worked as Assistant Personnel Officer, dealing mainly with complaints from members of staff. Having worked in a similar organization to yours, I feel I am fully 8.____________ for the challenges of this job. Yours faithfully Angela Varley
Exercise 1: Complete the sentences with the words from the box.
Exercise 2: Listen and complete the sentences in the letter.
advised assisted designed represented supervised
planned and organized 1.-I __________ the manager with some offie duties. 2.- As a student counselor I __________ students in planning future career paths. 3.- I am good at designing websites, so I _________ a new website for the company. 4.- I _________ travel arrangements. 5.- I did lots of trade fairs so I __________ the company at trade fair events. 6.- At the company I _________ a team of four.
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Part 1. Classify the words in the box in the right group FOR/SINCE.
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about
Use your notes and write about Albert a lifeguard.
Exercise 1: Classify the words in the box in the right group FOR/SINCE.
DICTO-COMP SECTION
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2011 26th August a long time days I was born June several weeks
three years
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1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
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Exercise 1: Listen and draw about the characters.
PICTURE DICTATION SECTION
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Unit 6 Technology
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Part 1: Unscramble the letters to find words related to inventions. What is the hidden word?
Part 2: Listen to your teacher and complete the sentences with the missing verbs.
1.- Robots can`t __________ bored with their jobs.
2.- These machines are programed to __________ instructions.
3.- This software helps you to ___________ problems easily.
4.- You need a creative mind to be able to __________ things.
5.- I will ___________ my computer so I can check my emails.
6.- This word processor will notice when you _________ a spelling mistake.
7.- If you search the web, you should be able to _________ solutions to your problem.
8.- You have to __________ the button on the side of the torch to turn the light on.
CLOZE DICTATION SECTION
Exercise 1: Unscramble the letters to find out words related to inventions.
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Part 1. Match these verbs with the correct phrases.
1. _____________________ online gaming 2. _____________________ with your username and password 3. _____________________ photos to a social networking site 4. _____________________ the web for something 5. _____________________ a blog about your interests 6. _____________________ to a weekly podcast 7. _____________________ a new email account 8. _____________________ music from an online store
Part 2. Listen to your teacher, take notes and complete the paragraph with the missing words.
Smartphones
In little more than a 1.__________, mobile phone 2.__________ has changed a great deal. The smartphones of today are 3.___________ like the mobile phones of ten years ago.
First of all, 4.__________ are not just phones. For example, you can 5.__________information on them as well as send emails and 6.___________ the internet. Furthermore, they 7.__________ and MP3 player and a camera. In other words, they can be used for many different things.
On the other hand, smartphones are much more 8.___________ than ordinary mobile phones. As a result, it is much worse to 9.___________ a smartphone than an ordinary mobile.
To sum up, smartphones are very expensive. However, they are also very 10.___________.
do download log on search set up subscribe upload
write
Exercise 1: Match the verbs with the correct phrases.
Exercise 2: Listen to your teacher, take notes and complete the paragraph with the missing
words.
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Part 1. Complete the paragraph with some words from the box.
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about Lisa.
Use your notes and write about Lisa
MP3 player Sending device services cheaper
messaging Videos mobile phone
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A mobile telephone or cellular telephone (commonly, (1)________________ or cell phone) is a long range, portable electronic (2)____________ used for mobile communication. In addition to the standard voice function of a telephone, current mobile phones can provide many additional (3)______________ such as SMS for text (4)_______________, e-mail, packet switching for access to the Internet and MMS for (5)______________ and receiving photos and (6)____________.
A mobile phone is more than just a phone for most teenagers: it’s also an (7)_______________ and a camera. Text messaging is (8)_____________ and more private so they use it a lot more than phoning.
Exercise 1: Complete the paragraph with some words from the box.
Exercise 2: Listen, take notes, and reconstruct the text about a job experience
DICTO-COMP SECTION
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1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
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Exercise 1: Listen and draw about the characters.
PICTURE DICTATION SECTION
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Dictogloss Quiz 1 Units 1 - 3
Transportation – Adventure- The Environment
Unit 1 content: Transport nouns Cloze - Dictation section 1.- Read the definitions and find out the word in the puzzle. 1.-It travels under the sea and a yellow one was made famous in a Beatles' song and it's called a ____________ 2.-The person who flies an airplane or helicopter is called a _____________ 3.-A bike with three wheels is called a ______________ 4.-A bike with one wheel is called a _______________ 5.-A car, which has a roof that can be opened and folded always, is called a _____________
5points_______
2.- Listen and complete the sentences with the missing words.
Bob is1.-___________ to most commuters. He 2.-__________ his car at home overnight so it is 3.-___________ for the 4.-___________ rush hour. If he needs more electricity, there is a “charging station” in the 5.-___________ car park.
Sonia`s car 1.-___________ about 30 kilometres on a full battery so it is 2.-____________ for short trips such as going to the 3.-___________ or visiting friends nearby. The car also has its own 4.-____________, which tells her if there are traffic jams or road works on the 5.-__________ ahead.
10 points_______
A C D S P Z J U W B O E U Q A K N X C N F B R B L I Y E V G M D C M C Z L E H A T D N Y A C R I R U E O C B Y T P I L O T L C C I J N V F P E D I B K E W G Q T E R L L N X H R Y F T E M O Y I S V G
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Unit 2 content: Survival stories.
-Dicto-comp section
3.-Match each word with the right meaning.
A:-Camouflage B.-Survive C.-Fur D.-Blends E.-Prey F.-Environment G.-Season H.-Spring I.-summer J.-Grow
_____.The season between winter and summer when the weather becomes warmer and plants start to grow again. _____ Something that is hunt or catch to be eaten.
_____The thick and soft hair that grows on the bodies of many mammals.
_____Ideas, policies, or styles, you use them together in order to achieve something.
_____ Being alive after a dangerous situation.
_____Particular natural surroundings in which you live.
_____ The increase in size and change physically over a period of time.
_____ Things such as leaves, branches, which are used to make it difficult for an enemy to see
______The season between spring and autumn when the weather is usually warm or hot.
_____ The main periods into which a year can be divided and which each have their own typical weather conditions.
10 points________
4..- Listen to your teacher, take notes and write about a Survival story.
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Use your notes and write about a survival story.
10 points________
Picture dictation section
5.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary) (5 points)
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Unit 3 content: The Environment
-Cloze dictation section
6.- Look at the pictures and solve the crossword puzzle. (Household items)
7.- Listen to your teacher and complete some missing words in the text.
The 1.-__________ panda is a well known species that is being driven to 2.-__________ by habitat loss. It has 3.-__________one of the most endangered 4.-___________ in the world, with only 1,600 of them left. Although they have been 5.-__________ from hunting and on the Endangered Species list since 1984, pandas are 6.-__________disappearing.
Their 7.-_____________ is complex. The giant panda 8.-___________ bamboo and only 9.____________. They eat 13 to 36 10.-_______________ of bamboo a day.
10 points___________
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Dictogloss Quiz 2 Units 4-6
Stages in life - Work -Technology Unit 4 content: Stages in life -Cloze dictation section. 1.- Look at the pictures and label them. Use ideas from the box.
2.- Listen to your teacher and complete the paragraph with the missing words.
Teenagers today are undergoing lots of 1.-__________. They are between the ages of 13 to 19. Many of them are undergoing physical and 2.-___________ changes.
The 3.-___________ life is full of happiness, sadness, enjoyment and it can be 4.-___________ too. This is because in the teenage 5.___________ that a teenager is subjected to physical growth, hormonal changes and even dilemmas. They may be in a 6.-___________ of conflict like undergoing puppy love.
The teenager should 7.-___________ life by making friends with peers and 8.-___________ in healthy activities such as 9.-____________, picnic, kayaking, swimming and so on. Through friends, a teenager learns to joke, laugh and play to release 10.-___________ and tension.
10 points_________
adult teenager newborn elderly toddler
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-Dicto-comp section
3. - Circle the best choice to complete the statements below
-In birthday parties people … a- quarrel with each other b- enjoy themselves c- take care of themselves
-The person who celebrates his/her birthday receives a- gifts b- congratulations d- invitation cards
-A birthday cake is decorated with… a- flowers b- balloons d- candles
-In birthday parties people eat… a- barbecue b- fruit salad c- pieces of cake
4 points_________
4.- Listen to your teacher take notes and reconstruct the version of the oral text.
Use your notes and write about a birthday party invitation.
6 points_________
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Unit 5 content
-Cloze dictation section.
5.- Look at the picture and chose the right option TRUE or FALSE.
12 points________
There aren’t any people in the office. True/False There are four chairs in the room. True/False There are two pictures on the wall. True/False There is a plant on the desk. True/False There is one chair on the right and three on the left. True/False There is no door in the room. True/False There is a waste basket under the desk. True/False The desk has four drawers. True/False People probably sleep in this room. True/False The walls have striped wallpaper. True/False The desk is probably made of wood. True/False True/False
There isn’t a desktop computer on the desk. True/False
There is a sofa in the office. True/False
This is probably the manager’s office. True/False
The office is new and modern. True/False
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6.- Listen to your teacher and complete the paragraph with the missing words.
Every day Brad 1.-_________ at 6:00 o’clock, but he 2.-__________ at 6:10. Then he goes to the bathroom and shaves, after that he has a shower. Then he 3.-__________ his uniform and after gets dressed. At 6:30 he 4-__________. He eats fruit with yoghurt and granola, bread and butter with some ham and cheese. He 5.-__________ coffee and some orange juice. He 6.-__________the house at 7’oclock. He goes to work by car. It takes him 30 minutes to get to work. He7.-___________ work at 7:40. When he arrives at the station he has another coffee while he gets updates of the previous night. He 8.-__________his e-mails and passes the report to the radio station. After that he checks his equipment to start work in the streets. At 12 o’clock he 9.-__________. After lunch he goes out to the roads to work. There he monitors the roads, help people in accidents, writes tickets and 10.-_________ thieves.
10 points_________
Unit 6 content
-Dicto-comp section
7- Listen to your teacher take notes and reconstruct the version of the oral text.
Use your notes and write about technology.
Taking notes section. _________________________________________________________________________
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-Picture dictation section
8.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary) (5 points)
Picture 1.
Your picture
Taking notes section.
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1
Answer Key Unit 1
Cloze dictation section.
Part 1.- by land : bus, car, riding a bike
by water : boat
by air: plane
by rail: train
Part 2.-
1. Came
2. Plane
3. Studying
4. By
5. Drive
6. Car
7. Family
8. City
9. Parking
10. train
Cloze dictation section.
Part 1 1.-vehicles
2.-commute
3.-rush hour
4.- traffic jam
5.- road work
6.-gas station
7.-speed limit
8.-pedestrians
Part 2
1- public transport
2- commute
3- provides
4- society
5- roads
Dicto-comp (dictogloss) section.
Part 1 (answers will vary)
1.- bicycle, motorcycle
2.-tricycle,
3.- horse, donkey
4.-bicycle, scooter
Part 2 (Students version of the text)
Picture dictation section (Students
version of the characters)
A. I have four legs. I have a long tail. I`m usually
black with small white spots. I am a mammal.
I live in the fields. I eat grass. I give you milk. I
make moo-moo.
B. I have four legs. I am the dirtiest animal. I am
small and pink. I have a curly tail. I eat
everything.
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Answer Key Unit 4
Cloze dictation section.
Part 1.- 1.-E
2.-G
3.-I
4.- D
5.- F
6.-A
7.-B
8.-H
9.-C
Part 2.-
1.-American
2.-Australian
3.-wanted
4.- ride
5.-little
6.-tourists
7.-started
8.-began
9.-vehicle
10.-thought
Cloze dictation section.
Part 1 1.-parents
2.-alive
3.-dogs
4. - signs
5. - helicopter
6.-found
7.-hospital
8.-health
9.-time
10.-plants
Part 2
1. Still
2. Specially
3. Tent
4. Took
5. Surprisingly
6. Food
7. eating
Dicto-comp (dictogloss) section.
Part 1
Part 2 (Students version of the text)
Picture dictation section (Students
version of the characters)
Answer Key Unit 5
http://educationwithfun.com
41
Cloze dictation section.
Part 1
-down 1.-awareness
3.-friendly
-across
2.- wood
4.- leather
5.- made
6.- sea
7.-second
8.-recycle
Part 2
1.-many
2.-lots
3.-some
4.- a lot of
5.-any
6.-a little
Cloze dictation section.
Part 1 1.-many
2.-a few
3.-some
4. - any
5. – a lot of
6.-much
Part 2
1. environmental
2. pollution
3. contamination
4. heath
5. industries
6. engines
7. aerosols
8. radiation
9. suffering
10. environment
Dicto-comp (dictogloss) section.
Part 1
-drown
-ruined
-rising
-die
-floods
-agree
-Banks
-warmer
-droughts
-global warming
Part 2 (Students version of the text)
Picture dictation section. Teacher`s ideas
describing the pictures.
(Students version of the characters)
https://www.google.com.ec/ pic-environment02-jpg
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Cloze dictation section.
Part 1
Part 2
1.-building
2.-arrive
3.-and stood
4.- bows
5.-bunch
6.-veil
7.-music
8.-holding
9.-came
10.-rice
Cloze dictation section.
Part 1 -Food: traditional, tasty, disgusting
-Clothes: colorful
-Feelings: excited, dull, miserable
-Place: wonderful, great, historic, massive
Part 2
1. special
2. traditional
3. great
4. historic
5. ceremonial
6. ability
Dicto-comp (dictogloss) section.
Part 1
Part 2
(Students version of the text)
Picture dictation section (Students
version of the characters)
http://www.everyculture.com/Ja-
Ma/Madagascar.html#ixzz4pDcu1ubQ https://www.livescience.com/16810-10-world-
wedding-traditions.html
V E I L A B C D E G F G H I J K L M N O P A B C R D E F K G T R A D I T I O N S H H M R T X F M O T I Y N D U Y G N T U J M O T A Z H O U B K E P U L A J P V V L A Q V S B K Q W W
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Cloze dictation section.
Part 1
-studio
-Photocopier
-spacious
-factory
-meeting
-office
-creative
Part 2
1.-working
2.-training
3.-holiday
4.- pension
5.-colleagues
6.-salary
7.-teamwork
Cloze dictation section.
Part 1 1.-assited
2.-advised
3.-designed
4.-planned and organized
5.-represented
6.-supervised
Part 2 1.-course
2.-worked
3.-moved
4.-trainer
5.-joined
6.-prepared
Dicto-comp (dictogloss) section.
Part 1 -since
1.-2011
2.-26th
August
3.-I was born
4.- June
-for
1.- a long time
2.- 10 days
3.-several weeks
4.-three days
Part 2 (Students version of the text)
Picture dictation section (Students
version of the characters)
https://www.google.com.ec/work
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Cloze dictation section.
Part 1 1.-braile
2.-vending machine
3.-light bulb
4.-telescope
5.-memory stick
6.-wind turbine
7.-camera
8.-laptop
Hidden word: Internet
Part 2
1.-get
2.-follow
3.-solve
4.- invent
5.-switch on
6.-make
7.-find
8.-press
Cloze dictation section.
Part 1 1.-do
2.-log on
3.-upload
4.-search
5.-write
6.-subscribe
7.-set up
8.-download
Part 2 1.-decade
2.-technology
3.-nothing
4.-smartphones
5.-store
6.-browse
7.-include
8.-expensive
9.-useful
Dicto-comp (dictogloss) section.
Part 1 1.-mobile phone
2.-device
3.-services
4.-messaging
5.-sending
6.-videos
7.-MP3 player
8.-cheaper
Part 2
(Students version of the text)
Picture dictation section (Students
version of the characters)
www.shutterstock.com
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Answer Key Quiz 1
Cloze dictation section.
Part 1 1.-submarine
2.-pilot
3.-tricycle
4.-unicycle
5.-convertible
Part 2
1.-similar
2.-charges
3.-ready
4.- morning
5.-office
6.-travels
7.-good
8.-shops
9.-computer
10.-road
Dicto-comp section.
Part 1
1.-H
2.-E
3.-C
4.-D
5.-B
6.-F
7.-J
8.-A
9.-I
10.-G
Part 2
(Students version of the text)
Picture dictation section (Students
version of the characters)
https://www.dibujo-de-un-pirata-y-su-tesoro-para-colorear-con-ninos.jpg
Cloze dictation section
Part 1 (answers in the same activity)
Part 2
1.-giasnt
2.-extinction
3.-become
4.-mammals
5.-protected
6.-still
7.-problem
8.-eats
9.-bamboo
10.-kilograms
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Answer Key Quiz 2
Cloze dictation section.
Part 1 1.-newborn
2.-toddler
3.-teenager
4.-adult
5.-elderly
Part 2
1.-changes
2.-emotional
3.-teenage
4.- interesting
5.-life
6.-stage
7.-enjoy
8.-participate
9.-camping
10.-stress
Dicto-comp section.
Part 1
1.-B
2.-A
3.-D
4.-A - C
Part 2
(Students version of the text)
Cloze dictation section
Part 1
1.-TRUE
2.-TRUE
3.-FALSE
4.- TRUE
5.-FALSE
6.-FALSE
7.-TRUE
8.-FALSE
9.-FALSE
10.-FALSE
11.-TRUE
12.-FALSE
Part 2
1.-wakes up 2.-gets up
3.-irons
4.-has breakfast
5.-drinks
6.-leaves
7.-starts
8.-checks
9.-has lunch
10.-arrests
Dicto-comp section
(Students version of the text)
Picture dictation section (Students version of the
character.
http://educationwithfun.com/course/view.php?id=9§ion=1
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Resources
Week 1 Unit 1 Transportation Cloze Dictation section
Part 1 Transport options vary by region and travel distance, so your student may be using the train, taking a bus,
flying by plane, driving a car or riding a bike. Each form of transport opens the door for unique vocabulary and practical English language learning. A lesson on driving by car could include information on visiting a mechanic, with students learning the words for flat tire and oil change. Traveling by plane can lead to an extensive lesson on the airport, including everything from finding parking to buying a snack and to go around you can take a boat to work.
Part 2
My name is Mohamed Hamad. I live in Lakemba. I came from Syria seven years ago. I came on a plane. I am studying English at AMES Bankstown. I get to school by bus every day. I can drive now. I have a red car. I drive it for shopping. I also take my family out in the car on the weekend. I do not like driving in city. There are too many cars on the road. It is difficult to find parking too, so I usually take a train to the City.
Part 3
For many people, commuting by car or by public transport is a daily necessity. People with their own cars use it to commute to work, to go shopping or to take the family out on weekends. For those who cannot drive or afford to buy their own vehicles, public transport provides these commuters with their only means of transport. However, it seems that it won't be too long before our society will have to resort back to the horse and buggy cart era if our politicians don't build better roads or resolve the on-going oil crisis.
Dicto-comp section
We generally walk for shorter distance and take any transport for longer distance. In olden days bullock-carts, horse driven cart and boats were only means of transport for commuting from one place to another. These means are still used in villages to travel and transport things. Animals like donkeys, bulls, mules, camels, and asses are used to carry loads for longer distances.
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Picture - Dictation section
-I have four legs. I have a long tail. I`m usually black with small white spots. I am a mammal. I live in the fields. I eat grass. I give you milk. I make moo-moo. -I have four legs. I am the dirtiest animal. I am small and pink. I have a curly tail. I eat everything.
Resources taken from:
http://educationwithfun.com/course/view.php?id=9§ion=1 http://www.ngllife.com/teacher-resources/extra-practice-activities Ideas created by the teacher
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Week 2 Unit 2 Adventures Cloze Dictation section
Dicto-comp section
Picture Dictation section
Resources taken from:
http://www.ngllife.com/teacher-resources/extra-practice-activities cartoonstock.com
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Week 3 Unit 3 The environment Cloze Dictation section (Part 2)
-There are many environmental problems nowadays, mainly because of pollution. -It is the contamination of air, water and soil by different materials that interfere with human health and quality of life. -The emissions form industries and engines, including cars, are big causes of air pollution. -Using aerosols have bad effects on the ozone layer, which protects life on Earth from ultraviolet radiation. -Water is also suffering from pollution by domestic, municipal and industrial waste. -We all should be environment friendly!
Dicto-comp section (Part 2)
We all need water. The problem is there is often too much or too little. In addition, there are other problems, when it rains a lot the level of the rivers rises. The water runs over the banks. People drown. Their cars and houses ruined. Animals drown, too. Many big cities in Asia, Latin America and Europe often have floods. Sometimes it does not rain for a long time. Plants die. Animals die, too. People have no food .Many countries in Africa have problems with droughts. Every year these droughts get worse and worse. The world is getting warmer, so water levels are rising. Climates are changing. Some countries are becoming hotter and drier. This affects agriculture. People want to control global warming, but they cannot agree about the best solutions.
Picture Dictation section
Resources taken from:
http://www.ngllife.com/teacher-resources/extra-practice-activities https://www.google.com.ec/ pic-environment02-jpg
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Week 4 Unit 4 Stages in life. Cloze Dictation section
Alien Blog
The other day I stopped in front the door of a very tall building, which looked very old. Suddenly, nicely dressed people started to arrive and enter the building. Everyone got really excited when a car arrived and a smartly dressed man got out. The man went into the building and stood and waited. After about half an hour a white car arrived. It was full of flowers and bows. A woman in a very big white dress got out. (It was so big that she needed the help of two children to walk.) She also carried a bunch of flowers and her face was covered with a white veil. When she arrived everyone got very excited and they started to play music inside the building. The woman went into the building holding the arm of a man who was in the car with her. After a while the woman came out again, but this time she was holding the arm of the other man. They were very happy and when they left the building everyone threw rice at them. I think it was uncooked.
Cloze Dictation section Food Customs at Ceremonial Occasions.
For ceremonial meals and special occasions, extra meat is added to stews depending on a family's financial ability, Traditional ceremonies such as burials, reburials, circumcision, tomb building, first hair cutting, and the coming out of
the house of a newborn often involve the sacrifice of at least one zebu, a local breed of humpback cow. Many families will serve one of several local great alcoholic beverages such as palm wine, grain alcohol, rum, or beer. Family and friends participate in some aspect of historic ceremonial preparations. A person or family's adherence to ceremonial protocol pays respect to one's ancestors. The ultimate show of prestige is the ability to provide sacrificial cattle for ceremonies. The number of cattle slaughtered
indicates the level of prosperity and the intent of honoring ancestors. Dicto-comp dictation section
. Wedding Rituals
Tying the knot in any culture comes with a laundry list of traditions and rituals, including the old rhyme, "something old, something new, something borrowed and something blue." Some wedding traditions from around the world that go beyond the white dress and veil.
-The English believe a spider found in a wedding dress means good luck. -Rain on your wedding day is actually considered good luck, according to Hindu tradition. -Ancient Greeks and Romans thought the veil protected the bride from evil spirits. -The tradition of a wedding cake comes from ancient Rome.
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Picture Dictation section.
Resources taken from:
http://www.ngllife.com/teacher-resources/extra-practice-activities https://en.islcollective.com/resources/printables/worksheets_doc_docx/celebration/celebrations-elementary-a1/50584
http://www.everyculture.com/Ja-Ma/Madagascar.html#ixzz4pDcu1ubQ https://www.livescience.com/16810-10-world-wedding-traditions.html
cartoonstock.com
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Week 5 Unit 5 Work. Cloze Dictation section Day 2 (Part 2)
. Letter of application I would like to apply for the post of Personnel Officer with Anglia Bank, as advertised in the Daily News on 10 October. I have a BA in French from the University of London. I am following a part-time course in Personnel Management at the Oxford College of Management, and I hope to pass the Diploma in Personnel Management at the end of December. When I left university, I worked for a year in a computer company near Cambridge. Then I moved back to London to work as a French teacher in a large school, where I stayed for two years. During this time, I did some part-time work as a language trainer with factory managers, which I very much enjoyed. Three years ago, I joined Carter’s Bank, where for the past year I have worked as Assistant Personnel Officer, dealing mainly with complaints from members of staff. Having worked in a similar organization to yours, I feel I am fully prepared for the challenges of this job. Yours faithfully Angela Varley
Dicto-comp section (Part 2)
My name’s Albert and I’m a lifeguard. I’ve worked here for 4 years and I really love my job. I’ve saved
some lives and that’s really rewarding. It’s nice to know that my job is important to keep people safe while
they’re resting and having fun at the beach.
I also like to know that my advice is useful to keep people free from being assaulted, injured or even
sunburned. I work from Tuesday to Saturday, from 9 to 5 and rest two Sundays a month. Twice a month
I work from 9 to noon because while people rest I have to do my job.
My friends think I should quit and have the opportunity to rest and go out during the weekend, but I can’t
imagine doing anything else.
Picture Dictation (resources) (Day 4) /Teacher ideas based on the picture.
Resources taken from:
http://www.ngllife.com/teacher-resources/extra-practice-activities https://www.theknot.com/content/wedding-traditions-superstitions-facts-trivia www.shutterstock.com https://www.google.com.ec/work
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Week 6 Unit 6 Technology Cloze Dictation section Day 1 (Part 2)
Cloze Dictation section Day 2 (Part 2)
Smartphones
In little more than a decade, mobile phone technology has changed a great deal. The smartphones of today are nothing like the mobile phones of ten years ago.
First of all, smartphones are not just phones. For example, you can store information on them as well as send emails and browse the internet. Furthermore, they include and MP3 player and a camera. In other words, they can be used for many different things.
On the other hand, smartphones are much more expensive than ordinary mobile phones. As a result, it is much worse to lose a smartphone than an ordinary mobile.
To sum up, smartphones are very expensive. However, they are also very useful.
Dicto-comp section (Part 1)
MP3 player Sending device services cheaper
messaging Videos mobile phone
A mobile telephone or cellular telephone (commonly, (1)________________ or cell phone) is a long range, portable electronic (2)____________ used for mobile communication. In addition to the standard voice function of a telephone, current mobile phones can provide many additional (3)______________ such as SMS for text (4)_______________, e-mail, packet switching for access to the Internet and MMS for (5)______________ and receiving photos and (6)____________.
A mobile phone is more than just a phone for most teenagers: it’s also an (7)_______________ and a camera. Text messaging is (8)_____________ and more private so they use it a lot more than phoning.
55
Dicto-comp section (Part 2)
Lisa is in her room doing her homework. However, homework is just one of the things she’s doing while her eyes are fixed on the computer screen. As well as studying for her Biology exam, Lisa is also listening to music, chatting with her best friend online, downloading songs and occasionally texting people on her mobile phone. “My parents keep telling me off for multi-tasking while studying but they don’t understand that it helps me concentrate.
Picture Dictation section
Resources taken from:
http://www.ngllife.com/teacher-resources/extra-practice-activities www.shutterstock.com https://en.islcollective.com/resources/printables/worksheets_
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Quiz 1 Resources Units 1-3 content.
Transportation – Adventure- The Environment
Cloze dictation
Bob is similar to most commuters. He charges his car at home overnight so it is ready for the morning rush hour. If he needs more electricity, there is a “charging station” in the office car park.
Sonia`s car travels about 30 kilometres on a full battery so it is good for short trips such as going to the shops or visiting friends nearby. The car also has its own computer, which tells her if there are traffic jams or road works on the road ahead.
Dicto - comp section
Part 1
H E C D B F J A I G
Part 2
Camouflage is one way animals adapt to survive. Deer, for example, have brown fur that blends in with the trees, so it is harder for predators to see them. This saves them from becoming prey to a larger animal. Some animals can actually change colors to match their environment. Some rabbits’ fur will change colors depending on the season. Their fur might be brown in the spring, summer, and fall to match the trees, but the brown fur will fall out and white fur will grow in the winter to blend in with the snow.
Picture dictation section (Teacher`s ideas while describing the pictures)
57
Dicto –comp section Unit 3 The giant panda is a well known species that is being driven to extinction by habitat loss. It has become one of the most endangered mammals in the world, with only 1,600 of them left. Although they have been protected from hunting and on the Endangered Species list since 1984, pandas are still disappearing.
Their problem is complex. The giant panda eats bamboo and only bamboo. They eat 13 to 36 kilograms of bamboo a day.
Resources taken from:
a4esl.org/q/h/vc-transnouns-lb.htm https://www.goodreads.com/shelf/show/survival-stories https://www.conmishijos.com/assets/posts/8000/8884-dibujo-de-un-pirata-y-su-tesoro-para-colorear-con-ninos.jpg www.islcollective.com
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Quiz 2 resources Units 4-6
Stages in life - Work -Technology
Cloze dictation section (Part 2)
Teenagers today are undergoing lots of changes. They are between the ages of 13 to 19. Many of them are undergoing physical and emotional changes.
The teenage life is full of happiness, sadness, enjoyment and it can be interesting too. This is because in the teenage life that a teenager is subjected to physical growth, hormonal changes and even dilemmas. They may be in a stage of conflict like undergoing puppy love.
The teenager should enjoy life by making friends with peers and participate in healthy activities such as camping, picnic, kayaking, swimming and so on. Through friends, a teenager learns to joke, laugh and play to release stress and tension.
Dicto comp section (part 2)
We would like to invite you to the coming birthday party of our son Francis John Waltz Jr. as he is celebrating his first birthday. The said party will be on the date and place mentioned above. It is a great honour for us to see you with your family at the party. Please
do confirm your attendance before the event in the given number so that we will arrange the service accordingly.
Cloze dictation Unit 4
Every day Brad wakes up at 6:00 o’clock, but he gets up at 6:10. Then he goes to the bathroom and shaves, after that he has a shower. Then he irons his uniform and after gets dressed. At 6:30 he has breakfast. He eats fruit with yoghurt and granola, bread and butter with some ham and cheese. He drinks coffee and some orange juice.
He leaves the house at 7’oclock. He goes to work by car. It takes him 30 minutes to get to work. He starts work at 7:40. When he arrives at the station he has another coffee while he gets updates of the previous night. He checks his e-mails and passes the report to the radio station. After that he checks his equipment to start work in the streets. At 12 o’clock he has lunch. After lunch he goes out to the roads to work. There he monitors the roads, help people in accidents, writes tickets and arrests thieves.
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Dicto –comp section Unit 6
Nowadays there are millions of apps for your mobile phone. Most of them are very useful. We have applications for many different uses such as checking the weather, manage your shopping list, meet people or organize your day. You can even use them to learn English by downloading dictionaries or games like the ones from the British Council, Duolingo or Babbel and compete with your friends. The advantages of these programs are many: you can use them everywhere, they are attractive for teenagers, and they are very easy to use.
Picture dictation section (Teacher`s ideas while describing the pictures)
Resources taken from:
https://previews.123rf.com/images/lenm/lenm1004/lenm100400032/6810723-Etapas-de-la-vida-del-hombre-Foto-de-archivo.jpg
http://www.englishdaily626.com/comprehension.php?335
birthday-invitation-reading-comprehension-exercises-tests-writing-crea_37971
read-look-answer-at-the-office-1-fun-activities-games-reading-comprehension-exercis_49
1
Anexos
Anexos 1Certificacion de la aplicación de la propuesta.
2
Anexo 2: Instrumentos y validaciones
Pre –test
CTT DE LOS ANDES LANGUAGES CENTER
GENERAL INFORMATION
Objetivo El presente instrumento tiene como objetivo medir el grado de comprensión auditva estudiantes del nivel
B1 Pre-intermediate de la modalidad regular del idioma inglés del Centro de Idiomas de la universidad Regional
Autónoma de los Andes “Uniandes” provincia de Tungurahua en el periodo Mayo – Septiembre 2017.
INSTRUCTIONS: Read the instructions carefully before answering them.
1.- Listen to your teacher for the first time and take notes about Anita`s journey to work.
2.- Listen to your teacher and complete the text about Jack`s routines . Write ONE word in each gap.
Jack, age 18 From Monday to Friday, Jack is a very 2.1._________person. He studies all day, and works in a restaurant in the 2.2__________. At the weekend, he usually relaxes at home with his family, watching 2.3._________ films on Tv, listening to 2.4.__________ music CDs, and reading. He`s 2.5._________ an old Volkswagen Beetle, and he sometimes drives 2.6.__________ the mountains with his girlfriend Jo, and they go . 7.__________. Jack has to get up 2.8.___________, so he goes to bed early, too – usually 2.9.__________ his parents or his 15-year-
old 2.10.__________ Amanda.
Subject: English Date:
Level: Level 3 Pre-Intermediate Room:
Teacher’s name: Lic. Ma. Alejandra Nuñez Academic period: May-September 2017
Student’s name:
Taking notes section.
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3
3.- Listen and choose the right answer to some question about Jack`s routines.
3.1.-Jack is … a) a doctor. b) a student c) a musician
3.2.-Jack enjoys… a) watching Tv , listening to music and reading. b) relaxing at home and driving a car. c) going to the mountains and visiting his girlfriend.
3.3.-Jack usually gets up early so … a) he goes walking with Jo. b) he goes to bed before his parents and sister. c) he watches Tv until mid-night.
4.- After listening about Kate`s routines, answer the following questions.
4.1.-Where does Kate go during the day? a) goes to school b) studies c) walks
4.2.- Does Kate live near the center? a) No, she doesn`t. b) Yes, she does. c) perhaps
4.3.- How often does Kate watch Tv? a) always b) never. c) sometimes
5.- Listen to Anita`s journey to work again and answer some questions, you can use your notes on exercise
5.1.- Where does Anita live? Anita lives in ___________ 5.2.-What does Anita do at 6.15? Anita ___________ 5.3.-What time does the train leave Bath? The train leaves Bath at __________ 5.4.-How does Anita get to her office?
Anita get to her office by _________
5.5.-How much does a return ticket cost?
Anita pays _________
4
Pre-Test Resources
Jack and Kate`s routine.
Anita`s journey to work.
I live in a small village near Bath, in the west of England, but I work 180 kilometers away in London. I usually go to work by train. I get up at 6.15 every morning, get dressed and have a quick cup of coffee, and at 6.45, I get in the car and go to Bath station. The train leaves Bath at 7.15, and it arrives at Paddington Station in London just after 8.30. Then I take the underground to Piccadilly Circus, and I usually get to the office at about 9.15, so the whole journey takes about two and a half hours, and it`s the same in the evening. I usually get home at about 8.00. It`s quite expensive, too, a return ticket costs about $75.
5
Post –Test
CTT DE LOS ANDES LANGUAGES CENTER
GENERAL INFORMATION
Objetivo El presente instrumento tiene como objetivo medir el grado de comprensión auditva estudiantes del nivel
B1 Pre-intermediate de la modalidad regular del idioma inglés del Centro de Idiomas de la universidad Regional
Autónoma de los Andes “Uniandes” provincia de Tungurahua en el periodo Mayo – Septiembre 2017.
INSTRUCTIONS: Read the instructions carefully before answering them.
1.- Listen to your teacher for the first time and take notes about A night to remember, pay attention to some
specific details.
2.- Listen to your teacher and complete the text about My country Ecuador . Write ONE word in each gap.
Ecuador celebrates a2.1._________ tradition on the last day of the year. Ecuadorians
2.2__________mummies, called Años Viejos (Old Years) that are created to represent 2.3.__________
__________from the past year. Often these include political 2.4.__________or leaders that the creator of the
dummy may have disagreed with. The 2.5.__________are made of straw, newspaper, and old clothes, with
papier-mâché masks. Often they are also stuffed with 2.6.__________.. At midnight, the dummies are lit on
fire to 2.7.__________. burning away of the past year and welcoming of the New Year.
Subject: English Date:
Level: Level 3 Pre-Intermediate Room:
Teacher’s name: Lic. Ma. Alejandra Nuñez Academic period: May-September 2017
Student’s name:
6
Other rituals are performed for the health, wealth, 2.8.__________. and protection of each member. These
rituals are the following: Twelve grapes: Each person eats twelve grapes before midnight, making a wish with
each grape.
Yellow underwear: One of the most popular traditions, yellow underwear are said to 2.9__________positive
energies for the New Year.
Suitcase: Walking around the block with the suitcase will bring the person the 2.10.__________ of their
dreams.
3.- Listen and choose the right answer to some question about Changing your life.
3.1 They intended to do …… on the weekend.
a) work hard b) something fun c) something boring
3.2 They realized they wanted to …
a) save money every month.
b) have time to spend with friends.
c) stop working and travel.
3.3Colleagues and friends said…
a) like their idea.
b) their decision is difficult to understand.
c) it`s a good decision.
4.- After listening about Ann from Romania , answer the following questions.
4.1 What is she talking about?
a) people in a place b) best experience in life c) people
4.2 How is Wales?
a) expensive and clean b) big country c) green with lots of welcoming people
4.3 Catrin`s family was really nice so Ann is going to …
a) come back soon b) miss them c) buy a new ticket
7
5.- Listen to a night to remember and answer some questions, you can use your notes on exercise
5.1- What was the reason for the event?
______________________________________________
5.2-Where the event was?
______________________________________________
5.3-What were people wearing?
______________________________________________
5.4-What happened at the event?
______________________________________________
5.5-How I felt at the end?
_______________________________________________
8
Post - Test Resources
My country : Ecuador
Ecuador celebrates a unique tradition on the last day of the year. Ecuadorians elaborate dummies, called Años
Viejos (Old Years) that are created to represent people and events from the past year. Often these include political characters
or leaders that the creator of the effigy may have disagreed with. The dummies are made of straw, newspaper, and old
clothes, with papier-mâché masks. Often they are also stuffed with fire crackers. At midnight the dummies are lit on fire to
symbolize burning away of the past year and welcoming of the New Year.
Other rituals are performed for the health, wealth, prosperity and protection of each member. These rituals are the
following: Twelve grapes: Each person eats twelve grapes before midnight, making a wish with each grape.
Yellow underwear: One of the most popular traditions, yellow underwear are said to attract positive energies for
the New Year.
Suitcase: Walking around the block with the suitcase will bring the person the journey of their dreams.
9
Changing your life
Rich and Amanda Ligato were professionals with successful careers. Every week, they worked hard.
They often intended to do something fun and exciting on the weekend but there was never time. One
day they asked themselves, “Is this all there is?”
They realized that they wanted to stop working and travel, or as Rich said, “buy our freedom”. First
they needed to save some money, so every month they lived on Rich`s salary and saved Amanda`s .
Then they bought a camper to travel from the tip of South America to Brazil. From there they hoped
to get to Africa on a container ship.
Colleagues at work found their decision difficult to understand. Even their closest friends thought they
were crazy, but finally the day came. They left home and started to live their dream.
A life changing experience
This has been one of the best experiences in my entire life. I think Wales is a very beautiful country
because it’s full of welcoming people and it’s very green. I had a lot of fun at school with the students
and with Catrin’s family. Her family is very friendly and I’m going to miss them a lot. This experience
has been more than I expected it to be and I will come back (soon hopefully)
(Ann from Romania)
10
Anexo 3: Encuesta ENCUESTA SOBRE EL USO DE LA TECNICA “DICTOGLOSS” EN EL DESARROLLO DE LA COMPRENSION AUDITIVA
Investigador: Lic. Ma. Alejandra Núñez. Objetivo: Saber el criterio personal de los docentes en cuanto al uso de la técnica “Dictogloss” en el desarrollo de la comprensión auditiva. Instrucciones: Leer detenidamente cada uno de los ítems y elija la mejor opción de respuesta.
ITEMS SIEMPRE AVECES RARA VEZ NUNCA
1 Conocía sobre el uso de la técnica “Dictogloss” en la compresión auditiva del idioma Inglés como lengua extranjera.
2 Los pasos de la técnica “Dictogloss” permiten el desarrollo de la comprensión auditiva en el aprendizaje del idioma Ingles.
3 Las actividades relacionadas al Dicto-comp ayudan en la comprensión auditiva individual del mensaje de cada estudiante.
4 Las actividades de la variación dicto-comp aportan en la comprensión auditiva al momento de realizar un trabajo en equipo.
5 El desarrollo de la técnica Dicto-comp influye en la competencia comunicativa de los estudiantes.
6 Las actividades de Picture Dictation motivan a realizar la versión grafica del texto oral en base a información detallada.
7 La búsqueda de información específica se incrementa a través de las actividades desarrolladas en base a la técnica Cloze-dictation.
8 El desarrollo de las variaciones del “Dictogloss” aporta en la construcción del significado.
9 Las actividades de la técnica “Dictogloss” permiten desarrollar en los estudiantes sus micro habilidades en relación a la compresión auditiva.
10 El proceso de la técnica “Dictogloss” influyen significativamente en la comprensión auditiva.
11
Técnica “Dictogloss”
“Dictogloss” es un nuevo procedimiento en la enseñanza de un idioma extranjero, se lo diferencia
del dictado tradicional ya que el procedimiento y objetivos son absolutamente distintos. “Dictogloss”
es una actividad de dictado en el aula de clase, un actividad en la cual los estudiantes deben reconstruir
un texto corto a través de escuchar y anotar palabras clave mientras escuchan, palabras que luego
servirán como base para la reconstrucción del mismo. Al final de la etapa de dictado, la mayoría de los
estudiantes tendrá un pequeño número de palabras aisladas sin sentido, sin embargo luego de esta etapa
los estudiantes se reúnen en grupos y unirán cada uno de sus recursos para así lograr reconstruir la
versión original del texto. Finalmente todas las ideas serán analizadas y comparadas entre cada uno de
los integrantes del grupo para así después de diversas versiones, puntos de vista, análisis y comparación
los estudiantes estén conscientes del lenguaje que han utilizado.(Waynryb R.)
Variaciones de la Técnica “Dictogloss”
-Dictogloss- Es una técnica de dictado en la cual los estudiantes escuchan a su docente leer un texto
corto, a una velocidad de acuerdo al nivel de los estudiantes, toman apuntes para luego en un trabajo
colaborativo reconstruir la versión original del texto.
-Cloze Dictation.- Es una actividad de la técnica “Dictogloss” en la cual el docente entrega a los
estudiantes una versión escrita del texto en la que ciertas partes no están, los estudiantes deben escuchar
a su docente leer el texto y llenar los espacios en la versión escrita.
-Dicto-comp.- Actividad de la técnica “Dictogloss” en la que el docente lee un texto corto dos veces,
la primera vez los estudiantes escuchan para familiarizarse con la información, la segunda vez los
estudiantes escuchan por segunda vez y toman apuntes para luego en grupo compartir ideas y
reconstruir el texto.
-Pictogloss.- Esta actividad que consiste en un dictado en el cual los alumnos en vez de escribir textos
realizan un dibujo de cada frase dictada.
12
Anexo 4: Ficha de validadores.
13
14
15
Anexos 5: Tablas
Tabla 1: Descripción de la población
GRUPO NÚMERO
Control 8
Experimental 16
Total 24
Fuente: Registro secretaria - Language Center.
Elaborado por: Ma. Alejandra Núñez.
Tabla 2: El uso de la técnica “Dictogloss” en la comprensión auditiva
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
1
Siempre 1 5 5 5
A veces 2 10 10 15
Rara vez 9 45 45 60
Nunca 8 40 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
16
Tabla 3: Los pasos de la técnica “Dictogloss” permiten el desarrollo de la comprensión auditiva.
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 4: Las actividades relacionadas al Dicto-comp ayudan en la comprensión auditiva
individual del mensaje.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
3
Siempre 17 85 5 5
A veces 2 10 10 15
Rara vez 1 5 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
2
Siempre 18 90 5 5
A veces 1 5 10 15
Rara vez 1 5 45 60
Nunca 0 0 40 100
Total 20 100 100
17
Tabla 5: Las actividades relacionadas al Dicto-comp aportan en el desarrollo del trabajo
colaborativo.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
4
Siempre 17 85 5 5
A veces 3 15 10 15
Rara vez 0 0 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 6: Las actividades relacionadas al “Dicto-comp” son útiles para la competencia
comunicativa
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
5
Siempre 14 70 5 5
A veces 5 25 10 15
Rara vez 1 5 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
18
Tabla 7: Las actividades de “Picture Dictation” motivan a realizar la versión grafica del texto
oral en base a información detallada.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
6
Siempre 15 75 5 5
A veces 5 25 10 15
Rara vez 0 0 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 8: La búsqueda de información específica se incrementa a través de las actividades en base
al “Cloze-dictation”.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
7
Siempre 14 70 5 5
A veces 5 25 10 15
Rara vez 1 5 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
19
Tabla 9: Las variaciones del “Dictogloss” aporta en la construcción del significado.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
8
Siempre 16 80 5 5
A veces 4 20 10 15
Rara vez 0 0 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 10: Las actividades de la técnica “Dictogloss” permiten desarrollar en los estudiantes sus
micro habilidades en relación a la compresión auditiva.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
9
Siempre 14 70 5 5
A veces 6 30 10 15
Rara vez 0 0 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
20
Tabla 11: El proceso de la técnica “Dictogloss” influyen significativamente en la comprensión
auditiva.
Ítem Escala Frecuencia Porcentaje Porcentaje válido Porcentaje acumulado
10
Siempre 17 85 5 5
A veces 3 15 10 15
Rara vez 0 0 45 60
Nunca 0 0 40 100
Total 20 100 100
Fuente: Encuesta docentes. (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 12 :Resultados de la aplicación del pre-test grupo experimental
TABLA DE RESULTADOS DEL PRE TEST GRUPO EXPERIMENTAL
x f (xf) (x - (x - fr
3,00 3,00 9,00 -1,38 1,90 18,75
4,00 6,00 24,00 -0,38 0,14 37,5
5,00 5,00 25,00 0,62 0,38 31,25
6,00 2,00 12,00 1,62 2,62 12,5
-4,38
∑ 16,00 70,00 -3,90 5,06 100,00
Fuente: Pre-test cálculo de frecuencias (Excel)
Elaborado por: Ma. Alejandra Núñez.
21
Tabla 13: Resultados de la aplicación del pre-test grupo experimental
TABLA DE RESULTADOS DEL PRE TEST GRUPO CONTROL
x f (xf) (x - (x - fr
3,00 2,00 6,00 -2,38 5,66 25
5,00 3,00 15,00 -0,38 0,14 37,5
6,00 1,00 6,00 0,62 0,38 12,5
8,00 2,00 16,00 2,62 6,86 25
∑ 8,00 43,00 0,48 13,06 100,00
Fuente: Pre-test cálculo de frecuencias (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 14: Resultados de la aplicación del post-test grupo experimental.
TABLA DE RESULTADOS DEL POST TEST GRUPO EXPERIMENTAL
x f (xf) (x - (x - fr
8,00 4,00 32,00 -0,94 0,88 25
9,00 9,00 81,00 0,06 0,00 56,25
10,00 3,00 30,00 1,06 1,12 18,75
∑ 16,00 143,00 0,18 2,01 100,00
Fuente: Post -test cálculo de frecuencias (Excel)
Elaborado por: Ma. Alejandra Núñez.
Tabla 15: Resultados de la aplicación del post-test grupo control.
TABLA DE RESULTADOS DEL POST-TEST GRUPO CONTROL
x f (xf) (x - (x - fr
5,00 1,00 5,00 -1,25 1,56 12,5
6,00 4,00 24,00 -0,25 0,06 50
7,00 3,00 21,00 0,75 0,56 37,5
∑ 8,00 50,00 -0,75 2,19 100,00
Fuente: Post -test cálculo de frecuencias (Excel)
Elaborado por: Ma. Alejandra Núñez.
22
Tabla 16: Tabulación de resultados prueba de confiabilidad.
ITEMS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 0,21
2.1 1 1 1 0 0 1 1 1 0 1 1 1 0 0 0 0,26
2.2 1 1 0 0 1 0 1 1 1 0 0 1 0 1 1 0,26
2.3 0 0 1 0 1 1 0 1 0 1 1 0 1 1 1 0,26
2.4 1 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0,21
2.5 1 1 0 1 1 1 0 0 1 1 1 0 0 1 1 0,24
2.6 1 1 1 0 0 0 1 1 0 1 1 0 0 1 0 0,27
2.7 0 1 0 0 0 1 0 1 1 0 1 0 1 0 1 0,27
2.8 1 0 1 1 1 0 1 1 1 1 0 0 1 1 0 0,24
2.9 0 1 0 1 1 1 1 0 0 0 1 0 0 1 1 0,27
2.10 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0,12
3.1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 0,21
3.2 0 1 0 1 0 1 0 0 0 1 1 1 0 1 1 0,27
3.3 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 0,21
4.1 0 1 1 0 1 0 1 1 1 0 0 0 0 1 1 0,27
4.2 1 0 0 1 0 1 1 0 1 1 0 1 0 1 1 0,26
4.3 0 1 1 1 1 1 1 1 0 1 0 0 0 1 1 0,24
5.1 1 1 1 1 0 0 0 1 1 1 0 1 1 0 0 0,26
5.2 1 0 1 0 1 1 1 0 1 0 1 0 1 1 1 0,24
5.3 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 0,17
5.4 1 1 0 0 1 1 0 0 1 0 0 1 0 1 1 0,27
5.5 1 0 1 1 0 0 1 1 0 1 0 1 0 0 0 0,27
16 14 14 12 13 13 14 15 13 15 11 11 9 17 14
K 22
VI 8
VT 0,27
CONFIABILIDAD 1
23
Anexo 6: Plan de Intervención.
Week 1 - Day 1
LESSON PLAN FORMAT Title of the unit: Unit 1 Transport
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 1
Institution: Uniandes University
Class: Number of students: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice means of transport.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary about means of transport: by land, by water, by air, by rail.
Some new vocabulary ideas in context as: flat tire, oil change.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about Transport, a worksheet with the activities prepared by the teacher.
24
CTT DE LOS ANDES LANGUAGES CENTER
DICTOGLOSS TECHNIQUE ACTIVITIES
PRE- INTERMEDIATE LEVEL
Lic. Ma. Alejandra Núñez Lizano.
Life 3 - Unit 1 Transportation
Objectives:
To describe animal transportation using comparatives and give opinions about it. To develop critical thinking by describing ancient transportation in the world. To identify differences about journeys and transportation. To write notes and messages to develop quick communication.
To discuss about Indian railroads by describing people’s transportation, Cloze Dictation section (Day 1)
Part 1: You are going to hear the names of some means of transport. Decide which group they belong to and write in the boxes of the diagram below.
By
Part 2: Listen to your teacher and complete the text about Transport in a city. Write ONE word in each gap.
My name is Mohamed Hamad. I live in Lakemba. I 1._________from Syria seven years ago. I came on a 2.__________ I am 3.__________ English at AMES Bankstown. I get to school 4._________ bus every day. I can 5.__________ now. I have a red 6.__________. I drive it for shopping. I also take my 7._________ out in the car on the weekend. I do not like driving in 8._________. There are too many cars on the road. It is difficult to find 9.__________ too, so I usually take a 10._________to the City.
By
By
By
Means of Transportation
25
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires concentration and
analysis.
During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about transport and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short
text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to
complete a chart about means
of transport.
Teacher reads a short text
and students are going to
classify transport in the right
category.
Before reading, teacher
Provides Ss a worksheet with
the written version of the text
with some missing words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words
Teacher reads students a
short text about Transport in
a city.
..
Students to pay attention and
complete the text.
Teacher asks students to
share their answers with their
classmate.
Teacher asks students to read
their text and correct the
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for
reconstruction stage. Student/ student
interaction.
Teacher/ student
interaction
5’ for analysis and
correction stage. Teacher/ student
interaction
26
LESSON PLAN FORMAT Title of the unit: Unit 1 Transport
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about transportation nouns.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary about transportation nouns: rush hour, commuters, speed limit, pedestrians, traffic jam
Some new vocabulary ideas in context as: commuting, afford, buggy cart.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about Transport, a worksheet with the activities prepared by the teacher.
27
Day 2 Part 1. Read the definitions and find out the right option in the puzzle.
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Commuting by car or by 1___________ ___________ is a daily necessity. People with their own cars use it to 2.-___________ to work, to go shopping or to take the family out on
weekends For those who cannot drive or afford to buy their own vehicles, public transport 3___________these
commuters with their only means of transport. However, it seems that it will not be too long before our 4.__________will have to resort back to the horse
and buggy cart era if our politicians do not build better 5._________ or resolve the on-going oil crisis
A K M W F O X Z G S C O
B L N X G P Y A A P D P
C R O Y H Q V B S E E Q
C O M M U T E R S E F R
E A Q Z I R H U T D G E
F D R A J S I S A L H N
A W S B K T C H T I I I
G O T C L U L H I M J G
H R U D M V E O O I K N
I K V E N W S U N T L E
J P E D E S T R I A N S
T R A F F I C J A M M T
DEFINIONS 1.- machines with engines to transport people. 2.-travel to work or to school everyday 3.-people traveling to work or to school at the same hour. 4.-a lot of vehicles on the road. 5.-road maintenance 6.-a place to fill your car with gas 7.- maximum speed you can drive 8.- people walking in a city.
28
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires
concentration and
analysis. During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about transportation
nouns and prepare them
with some new
vocabulary ideas they
will hear by solving the
“Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to solve a
puzzle about transportation
nouns.
Students read the definition
and find out the right word in
the puzzle.
Before reading, teacher
Provides Ss a worksheet with
the some sentences, each
sentence has some missing
words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words.
Teacher reads students a
short text about the use of
public transport.
Students to pay attention and
complete the sentences.
Teacher asks students to
share their answers with their
classmate.
Teacher asks students to read
their sentences and correct
the students’ versions if they
are not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
29
LESSON PLAN FORMAT Title of the unit: Unit 1 Transport
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 3
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about animal transportation.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary about animal transportation: horse, camel, elephants, bulls, mules, asses.
Some new vocabulary ideas in context as: bullock-carts, bulls, mules, asses.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about animal transportation, a worksheet with the activities prepared by the teacher.
30
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Dicto-comp:
Dicto-comp
activities involves
listen to the teacher,
take notes, share
keywords and
reconstruct the
version of a short
text. It requires
concentration and
analysis.
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and reconstruction
section.
Then students listen
to the teacher and
take notes to
reconstruct the text.
Finally, t students
get in groups, share
ideas, opinions, and
the teacher check
answers to analyze
the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about animal
transportation and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to get familiar with
the topic and the second
time to take notes on
keywords.
Specific words to
reconstruct the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to solve a
puzzle about animal
transportation.
Students complete some
sentences with specific ideas
about transport.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(Text reconstruction section).
Teacher explains students
that she is going to read the
text three times, the first time
to get familiar with the topic,
the second time to take notes
about it and the last time to
check ideas.
Teacher reads students a
short text about the animal
transportation.
Students to pay attention and
take some notes.
Teacher asks students to
share their notes with their
classmate.
Teacher asks students to read
their version of the text, and
then teacher corrects
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
31
(Day 3)
Dicto-comp (Dictogloss) section.
Part 1. Complete the following sentences.
-Name any two- land transport that have only two wheels.
__________________________ ___________________________
-Name any two-air means of transport.
__________________________ __________________________
-Name any three animals that are used as transport.
___________________ __________________ ________________
-Name any two means of transport that are cheap to use.
__________________________ ___________________________
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about Animal transportation.
Use your notes and write about Animal transportation
Taking notes section.
__________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
Anita`s journey to work.
__________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
32
Day 4
LESSON PLAN FORMAT Title of the unit: Unit 1Transport
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 4
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about transport.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary about animal transportation: cow, pig, milk, grass, pig, dirtiest animal, everything
Some new vocabulary ideas in context as:
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about Transport, a worksheet with the activities prepared by the teacher.
33
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Pictogloss
Picture dictation
activity asks students
to listen to the
teacher, take notes
and draw the
characters
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and the drawing
section.
Then students listen
to the teacher and
take notes to draw a
character.
Finally, t students
get in groups, share
pictures, opinions,
and the teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about transport and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to take notes and
the second time find out
specific details about the
character.
Specific details about
the character.
Let students share
pictures and compare
their versions, discuss
and correct possible
details.
Teacher introduces the topic
by giving students specific
details about the characters.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(drawing section).
Teacher explains students
that she is going to read the
twice, the first time to take
notes, the second time to take
be sure about specific details
about the character.
Teacher reads students a
short text.
Students to pay attention,
take some notes, and draw.
Teacher asks students to
share their pictures with their
classmates.
Teacher asks students to look
at their drawing version of
the text, and then teacher and
students look at the original
version of the picture;
students correct their
versions if they are not
similar.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
34
(Day 4) Picture dictation section.
1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary) (5 points)
Picture 1.
Your picture
Picture 2.
Your picture
Taking notes section.
_________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
_____________________________
Taking notes section.
_________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
35
Week 2
Day 1
LESSON PLAN FORMAT Title of the unit: Unit 2 Adventures
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 1
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice verbs and vocabulary ideas about adventures.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary about adventures: survive, desert, cross, camping, gear, search, tracker, stop, dead
Some new vocabulary ideas in context as: camping gear
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about Australian Desert, a worksheet with the activities prepared by the teacher.
36
CTT DE LOS ANDES LANGUAGES CENTER DICTOGLOSS TECHNIQUE ACTIVITIES
PRE- INTERMEDIATE LEVEL
Lic. Ma. Alejandra Núñez Lizano.
Life 3 - Unit 2 Adventures
Objectives:
To describe adventures and personal qualities by using the simple past tense. To use the past continuous tense in order to talk about survival stories.
Cloze Dictation section (Day 1)
Part 1: Find out the right definition to each word.
______1.- survive A.- look for something or someone carefully. ______2.-desert B.- a person or animal that finds other people. ______3.-cross C.- no more living ______4.-camping D.- somewhere you stay for a short time in a tent. ______5.-gear E.- being alive after a dangerous situation. ______6.- search F.- equipment ______7.-trackers G.- a large area of land, without water, rain, trees ______8.- stop H.- suspend something ______9.- dead I.- move or travel to the other side of it. Part 2: Listen to your teacher and complete the text about Lost in the Australian Desert. Write ONE word in each gap.
Lost in the Australian Desert In 1999, an 1._________ tourist survived for 43 days in the 2.___________ desert without food or water. 33-year-old Robert Bogucki 3.__________ to cross the Great Sandy Desert. His plan was to 4.__________his bike and walk. He started on 11 July 1999, taking very 5.__________food and water with him. On 26 July, 6._________ found his bike and some of his camping gear, only about 35 kilometres from where he 7._________. The police immediately 8.__________a search for Bogucki, using trackers, planes and four-wheel-drive 9.___________. They stopped the search after 12 days, because they 10.__________ that Bogucki was probably dead.
37
Day 2
LESSON PLAN FORMAT Title of the unit: Unit 2 Adventures
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will practice vocabulary ideas related to Bogucki`s story.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary: parents, fogs, helicopter, found, hospital, health, time. Plants.
Some new vocabulary ideas in context as: believed, team of trackers, empty, camp,
The “Dictogloss” listening activity presented will help Students to integrate the four skills and reinforce
listening comprehension at the same time.
Materials:
Short texts about Bogucki`s story (Found Alive) a worksheet with the activities prepared by the teacher.
38
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires
concentration and
analysis. During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to u
Students read the definition
and find out the right
scramble some letters to find
out verbs and nouns related
to Bogucki`s story.
Teacher monitors the activity
and checks student`s
answers.
Before reading, teacher
Provides Ss a worksheet with
some sentences, each
sentence has some missing
words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words.
Teacher reads students a
short text about bogucki`s
story.
Students pay attention and
complete the sentences.
Teacher asks students to
share their answers with their
classmates.
Teacher read the short text
for the third time and
students checks their ideas.
Teacher asks students to read
their sentences and Teacher
corrects the students’
versions if they are not ri
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
39
(Day 2)
Part 1. Unscramble the letters to find out words related to Bogucki`s story.
1.- REPANTS 2.-ALVEI 3.-DGOS 4.-SNIGS 5.-HETERLIOPC 6.- UFOND 7.-HSPIOTAL 8.-HLEATH 9.-TIEM 10.-PLTANS
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Found Alive Bogucki’s parents believed their son was 1._________ alive, so they got a team of trackers from America. They brought 2.___________-trained dogs, the team found new signs of him, including an empty water
bottle, his notebook and his 3._________. On 23 August, a helicopter found Bogucki near his last camp and 4._________ him to hospital. Doctors said he was in 5.__________ good health Bogucki said he finished all his 6._________ a few days after he started. He stayed alive by 7.__________ plants and flowers.
40
Day 3
LESSON PLAN FORMAT Title of the unit: Unit 2 Adventures
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will practice vocabulary ideas about Adventures and Verbs in Past.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary: Simple past verbs (found, believed, got, brought, took, said, was, finished, stayed)
Some new vocabulary ideas in context as: team, trained dogs, signs, tent.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short texts about found alive , a worksheet with the activities prepared by the teacher.
41
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Dicto-comp:
Dicto-comp
activities involves
listen to the teacher,
take notes, share
keywords and
reconstruct the
version of a short
text. It requires
concentration and
analysis.
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and reconstruction
section.
Then students listen
to the teacher and
take notes to
reconstruct the text.
Finally, t students
get in groups, share
ideas, opinions, and
the teacher check
answers to analyze
the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about adventures and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to get familiar with
the topic and the second
time to take notes on
keywords.
Specific words to
reconstruct the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students find out
nine verbs in the simple past.
Student share ideas.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(Text reconstruction section).
Teacher explains students
that she is going to read the
text three times, the first time
to get familiar with the topic,
the second time to take notes
about it and the last time to
check ideas.
Teacher reads students a
short text about Found Alive.
Students pay attention and
take some notes.
Teacher asks students to
share ideas with their
classmates and create a
version of the text using their
notes.
Teacher asks students to read
their version of the text, and
then teacher corrects
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
42
(Day 3)
Dicto-comp (Dictogloss) section.
Part 1. Find out nine verbs in the Simple Past.
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about Bogucki`s story.
Use your notes and write about Bogucki`s story.
Taking notes section.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Bogucki`s story. _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________
43
Day 4
LESSON PLAN FORMAT Title of the unit: Unit 2 Adventures
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 4
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will listen to the teacher and find out specific information to create the picture version.
Students will write down keywords to reconstruct the version of the character
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the picture.
• Students will share their reconstructions with another group.
• Students will compare and contrast their picture.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while sharing different pictures.
• Students must follow instructions to solve the activity.
Description of Language : Students are going to practice:
Vocabulary: helicopter, SOS, mountains, on the right, on the left, above, tourist, lost, big, shorts, bag,, hat
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short texts about asking for help, a lost tourist, a worksheet with the activities prepared by the teacher.
44
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Pictogloss
Picture dictation
activity asks students
to listen to the
teacher, take notes
and draw the
characters
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and the drawing
section.
Then students listen
to the teacher and
take notes to draw a
character.
Finally, t students
get in groups, share
pictures, opinions,
and the teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
to prepare them with
some new vocabulary
ideas they will hear by
solving the “Dictogloss”
activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to take notes and
the second time find out
specific details about the
character.
Specific details about
the character.
Let students share
pictures and compare
their versions, discuss
and correct possible
details.
Teacher introduces the topic
by giving students specific
details about the characters.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(drawing section).
Teacher explains students
that she is going to read the
twice, the first time to take
notes, the second time to take
be sure about specific details
about the character.
Teacher reads students a
short text.
Students pay attention, take
some notes, and draw.
Teacher asks students to
share their pictures with their
classmates.
Teacher asks students to look
at their drawing version of
the text, and then teacher and
students look at the original
version of the picture;
students correct their
versions if they are not
similar to the original one.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
45
(Day 4) Picture dictation section.
1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
Your picture
Picture 2.
Your picture
Taking notes section.
_________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
_____________________________
Taking notes section.
_________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
_____________________________
46
Week 3
Day 1
LESSON PLAN FORMAT Title of the unit: Unit 3 The Environment
Name of the teacher: Ma. Alejandra Nùñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 1
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas related with the environment.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related with the environment: recycle, wood, second, friendly, sea, made, leather
Some new vocabulary ideas in context as residents, recycle, recyclable, leftovers, eggshells.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about the environment, a worksheet with the activities prepared by the teacher.
47
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires concentration and
analysis.
During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about the environment
and prepare them with
some new vocabulary
ideas they will hear by
solving the “Dictogloss”
activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to solve a
crossword puzzle by reading
the definitions provided by
the teacher. Teacher and
students checks and share
ideas to find out right
answers.
Before reading, teacher
Provides Ss a worksheet with
the written version of the text
with some missing words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words
Teacher reads students a
short text about Recycling.
..
Students to pay attention and
complete the text.
Teacher asks students to
share their answers with their
classmate.
Teacher asks students to read
their text and correct the
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for
reconstruction stage. Student/ student
interaction.
Teacher/ student
interaction
5’ for analysis and
correction stage. Teacher/ student
interaction
48
CTT DE LOS ANDES LANGUAGES CENTER DICTOGLOSS TECHNIQUE ACTIVITIES
PRE- INTERMEDIATE LEVEL
Lic. Ma. Alejandra Núñez Lizano.
Life 3 - Unit 3 The Environment
Objectives:
-To identify environmental issues in order to express thoughts and opinions according to the B1 C.E.F. Level. -To develop listening skills and talk about recycling by using vocabulary related to household items and quantifiers. (Day 1) Cloze Dictation section
Part 1: Complete the crossword with the words missing in the sentences.
Down 1.-This campaign is helping to raise AWARENESS of recycling. 3.-Our company must produce more eco_________products in the future.
Across 2.-They make all their furniture from good quality _________ 4.-Skin from cows is used to make __________for clothing. 5.-These drinks cans are ___________of aluminium. 6.-Pollution in the Pacific Ocean kills birds, fish and other___________ life. 7.-I buy most of my clothes from ___________- hand shops. 8.-You should___________ all your waste paper.
RECYCLE WOOD SECOND FRIENDLY SEA MADE LEATHER
49
Part 2: Listen to your teacher and complete the following conversation. Write ONE word in each gap.
Julie: Tell me about this new recycling project in your area. Did 1.___________residents come to the meeting? Elisa: Oh yes, there were 2. ____________of people. Most seemed excited too. The idea is to recycle rubbish we now throw away, mainly because we think it is not recyclable. Julie: Stuff that is not plastic, glass and paper? What, then? Give me 3. ___________examples. Elisa: Well, 4.___________food leftovers like vegetable peel, coffee, eggshells and so on can easily be recycled. Even used tea bags are good for making compost! Julie: Mm – I do not drink 5.__________coffee or tea at all, but I see your point. Isn’t it difficult to do this every day, though? Elisa: Not at all! All it takes is 6.___________time and effort. Have a look at this leaflet – it’s all in there!
50
Day 2
LESSON PLAN FORMAT Title of the unit: Unit 3 The Environment
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about quantifiers / the environment.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary about quantifiers / environment / recycling: : much, many, some, a lot of.
Some new vocabulary ideas in context as: recycling bags, pollution, soil, ozone layer, industrial waste
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about the environment and the use of quantifiers, a worksheet with the activities prepared by the
teacher.
51
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires
concentration and
analysis. During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about the use of
quantifiers with some
with some new
vocabulary ideas they
will hear by solving the
“Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to read
some sentences about
recycling.
Students find out the right
quantifier according to the
noun in the sentence.
Before reading, teacher
Provides Ss a worksheet with
some sentences, each
sentence has some missing
words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words.
Teacher reads students a
short text about recycling
Students pay attention and
complete the sentences with
the missing words.
Teacher asks students to
share their answers with their
classmate.
Teacher asks students to read
their sentences and correct
the students’ versions if they
are not right or some words
are wrong.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
52
(Day 2)
Part 1. Circle the correct option. (Environment) .
1.-I do not need so much / so many plastic bottles. 2.-There is a little / a few money left. 3.-I put a / some water in the fridge. 4.-We do not have some / any recycling bags. 5.-There is a lot of / many air pollution in our city. 6.-How much / many plastic is recycled? Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
-There are many 1._________ problems nowadays, mainly because of 2.___________. -It is the 3.___________ of air, water and soil by different materials that interfere with human 4.__________ and quality of life. -The emissions form 5.__________ and 6.__________, including cars, are big causes of air pollution. -Using 7.___________ have bad effects on the ozone layer, which protects life on Earth from ultraviolet 8.____________. -Water is also 9.____________ from pollution by domestic, municipal and industrial waste. -We all should be 10.____________ friendly!
53
Day 3
LESSON PLAN FORMAT Title of the unit: Unit 3 The Environment
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 3
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about environmental problems.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary: ruined, drown, floods, die, droughts, warmer, global warming
Some new vocabulary ideas in context as: submersion, collapse, rainfall, average, atmospheric
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts an environmental problem in a city located in Arkansas, a worksheet with the activities prepared by
the teacher.
54
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and interaction
Dicto-comp:
Dicto-comp
activities involves
listen to the
teacher, take
notes, share
keywords and
reconstruct the
version of a short
text. It requires
concentration and
analysis.
During the lesson,
teacher firstly
refresh student’s
previous
knowledge on the
topic.
Secondly,
provides students
a worksheet with
two sections,
taking notes
section and
reconstruction
section.
Then students
listen to the
teacher and take
notes to
reconstruct the
text.
Finally, t students
get in groups,
share ideas,
opinions, and the
teacher check
answers to
analyze the
students’ listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces
the activity by giving
students clear and
short instructions
about the activities
they are going to
solve and at the same
time solving the
warm-up activity
refresh student`s
knowledge and
prepare them with
some new vocabulary
ideas they will hear
by solving the
“Dictogloss” activity.
To activate listening
comprehension skill
in learners, teacher
asks students to take
notes, and then
teacher reads the text
twice, the first time to
get familiar with the
topic and the second
time to take notes on
keywords.
Specific words to
reconstruct the short
text.
Let students share
ideas and compare
their versions, discuss
answers and correct
possible mistakes.
Teacher introduces the
topic by asking students
read some definitions and
find out the right word,
choosing one word from
the box.
Teacher monitors the
activity and checks right
answers.
Before reading, teacher
Provides Ss a worksheet
with two parts, section 1
(Taking notes section),
section 2 (Text
reconstruction section).
Teacher explains students
that she is going to read
the text three times, the
first time to get familiar
with the topic, the second
time to take notes about it
and the last time to check
ideas.
Teacher reads students a
short text about the
environment.
Students pay attention
and take some notes.
Teacher asks students to
share their notes with
their classmates and
reconstruct their version
of the text.
Teacher asks students to
read their version of the
text, and then teacher
corrects students’
versions if they are not
right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
55
(Day 3)
Dicto-comp (Dictogloss) section.
Part 1. Complete the definitions with one word from the box.
-die through submersion of water -collapse or disintegrate -increasing in power or influence -to stop living -covered with water, especially in a way that causes problems
-have the same opinion -a city located in Arkansas, United States -high temperature -low rainfall over the land -an increase in the earth's average atmospheric temperature
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about the environment.
Use your notes and write about the environment.
Taking notes section.
__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________
The Environment.
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________
banks ruined. drown floods die droughts warmer rising global warming agree
56
Day 4
LESSON PLAN FORMAT Title of the unit: Unit 3 The Environment
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 4
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will listen to the teacher and find out specific information to create the picture version.
Students will write down keywords to reconstruct the version of the character
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the picture.
• Students will share their reconstructions with another group.
• Students will compare and contrast their picture.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while sharing different pictures.
• Students must follow instructions to solve the activity.
Description of Language : Students are going to practice:
Vocabulary: hand, plant, land, green leaves, between, world
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short texts about the environment, a worksheet with the activities prepared by the teacher.
57
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Pictogloss
Picture dictation
activity asks students
to listen to the
teacher, take notes
and draw the
characters
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and the drawing
section.
Then students listen
to the teacher and
take notes to draw a
character.
Finally, t students
get in groups, share
pictures, opinions,
and the teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
to prepare them with
some new vocabulary
ideas they will hear by
solving the “Dictogloss”
activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to take notes and
the second time find out
specific details about the
character.
Specific details about
the character.
Let students share
pictures and compare
their versions, discuss
and correct possible
details.
Teacher introduces the topic
by giving students specific
details about the characters.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(drawing section).
Teacher explains students
that she is going to read the
twice, the first time to take
notes, the second time to take
be sure about specific details
about the character.
Teacher reads students a
short text.
Students pay attention, take
some notes, and draw.
Teacher asks students to
share their pictures with their
classmates.
Teacher asks students to look
at their drawing version of
the text, and then teacher and
students look at the original
version of the picture;
students correct their
versions if they are not
similar to the original one.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
58
(Day 4) Picture dictation section.
1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
Your picture
Picture 2.
Your picture
Taking notes section. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Taking notes section. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
59
Week 4
Day 1
LESSON PLAN FORMAT Title of the unit: Unit 4 Stages in life
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 1
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas related with stages in life and celebrations.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related with celebrations: music, candles, parade, costume, mask
Some new vocabulary ideas in context as : excited, building, holding, threw
The “Dictogloss” listening activity presented will help students to integrate the four skills.
Materials: Short texts about an Alien blog, a worksheet with the activities prepared by the teacher.
60
CTT DE LOS ANDES LANGUAGES CENTER DICTOGLOSS TECHNIQUE ACTIVITIES
PRE- INTERMEDIATE LEVEL
Lic. Ma. Alejandra Núñez Lizano.
Life 3 - Unit 4 Stages in life. Objectives: To analyze life events stages in life celebrations in order to invite, accept and decline invitation
according to the B1 C.E.F. Level.
(Day 1) Cloze Dictation section Part 1: Find eight words related to celebrations.
Part 2: Listen to your teacher and complete the following paragraph about an Alien blog. Write ONE word in each gap.
The other day I stopped in front the door of a very tall 1___________, which looked very old. Suddenly, nicely dressed people started to 2___________ and enter the building. Everyone got excited when a car arrived and a smartly dressed man got out. The man went into the building, 3__________, and waited.
After about half an hour a white car arrived. It was full of flowers and 4___________. A woman in a very big white dress got out. (It was so big that she needed the help of two children to walk.) She also carried a 5____________of flowers and her face was covered with a white 6___________. When she arrived, everyone got very excited and they started to play 7__________ inside the building. The woman went into the building 8____________ the arm of a man who was in the car with her. After a while, the woman 9____________out again, but this time she was holding the arm of the other man. They were very happy and when they left the building, everyone threw 10__________ at them. I think it was uncooked.
61
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires concentration and
analysis.
During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of the
text with the missing
words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-up
activity refresh student`s
knowledge about the
environment and prepare
them with some new
vocabulary ideas they
will hear by solving the
“Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to find out
eight words related to
celebrations in the puzzle.
Teacher and students checks
and share ideas to check right
answers.
Before reading, teacher
Provides Ss a worksheet with
the written version of the text
with some missing words.
Teacher explains students that
she is going to read the text
twice and they have to find
out the missing words
Teacher reads students a short
text about an Alien blog.
Students to pay attention and
complete the text.
Teacher asks students to
share their answers with their
classmate.
While teacher reads the text
for the third time, students
checks their ideas.
Teacher asks students to read
their text and correct the
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for
reconstruction stage. Student/ student
interaction.
Teacher/ student
interaction
5’ for analysis and
correction stage. Teacher/ student
interaction
62
Day 2
LESSON PLAN FORMAT Title of the unit: Unit 4 Stages in life
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about adjectives to describe food, clothes, feelings and places.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related to adjectives: beautiful, colorful, disgusting, dull, miserable, tasty, traditional, wonderful
Some new vocabulary ideas in context as: ceremonial meals, stews, burial, reburial, circumcision, newborn,
sacrifice, humpback, beverages, prestige, cattle, ancestors.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about Food, customs at Ceremonial occasions, a worksheet with the activities prepared by the
teacher.
63
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires
concentration and
analysis. During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about the use of
quantifiers with some
with some new
vocabulary ideas they
will hear by solving the
“Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to write
the adjectives next to the
subjects they can describe.
Students find out adjectives
to describe food, clothes,
feelings and places.
Before reading, teacher
Provides Ss a worksheet with
some sentences, each
sentence has some missing
words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words.
Teacher reads students a
short text about Food,
customs at ceremonial
occasions.
Students pay attention and
complete the sentences with
the missing words.
Teacher asks students to
share their answers with their
classmates.
While teacher reads the text
for the third time, students
check their answers.
Teacher asks students to read
their sentences and correct
the students’ versions if they
are not right.
5’ for preparation
stage
Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
64
(Day 2)
Part 1. Write the adjectives next to the subjects they can describe. Sometimes, more than on adjective is possible.
Food: ___________________________________________________________ Clothes:_________________________________________________________ Feelings:_________________________________________________________ Place:___________________________________________________________
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words.
Food Customs at Ceremonial Occasions.
For ceremonial meals and 1__________ occasions, extra meat is added to stews depending on a family's financial ability,
2__________ceremonies such as burials, reburials, circumcision, tomb building, first hair cutting, and the coming out of the house of a newborn often involve the sacrifice of at least one zebu, a local breed of humpback cow.
Many families will serve one of several local 3__________alcoholic beverages such as palm wine, grain alcohol, rum, or beer.
Family and friends participate in some aspect of 4__________ ceremonial preparations. A person or family's adherence to 5___________ protocol pays respect to one's ancestors. The ultimate show of prestige is the 6___________to provide sacrificial cattle for ceremonies. The
number of cattle slaughtered indicates the level of prosperity and the intent of honoring ancestors.
beautiful colorful disgusting dull excited great historic massive miserable
tasty traditional wonderful
65
Day 3
LESSON PLAN FORMAT Title of the unit: Unit 4 Stages in life
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 3
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about wedding traditions.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary: knot, rituals, traditions, veil, rhyme
Some new vocabulary ideas in context as: culture, laundry list, old rhyme, borrowed, white dress, veil.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short text about wedding rituals, a worksheet with the activities prepared by the teacher.
66
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Dicto-comp:
Dicto-comp
activities involves
listen to the teacher,
take notes, share
keywords and
reconstruct the
version of a short
text. It requires
concentration and
analysis.
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and reconstruction
section.
Then students listen
to the teacher and
take notes to
reconstruct the text.
Finally, t students
get in groups, share
ideas, opinions, and
the teacher check
answers to analyze
the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to get familiar with
the topic and the second
time to take notes on
keywords.
Specific words to
reconstruct the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to find out
knot, rituals, traditions, veil
and rhyme in the puzzle. Ss
use their dictionary to find
out the meaning of the
words.
Teacher monitors the activity
and checks right answers.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(Text reconstruction section).
Teacher explains students
that she is going to read the
text three times, the first time
to get familiar with the topic,
the second time to take notes
about it and the last time to
check ideas.
Teacher reads students a
short text about the
environment.
Students pay attention and
take some notes.
Teacher asks students to
share their notes with their
classmates and reconstruct
their version of the text.
While teacher reads the text
again Ss check their version.
Teacher asks students to read
their version of the text, and
then teacher corrects
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
67
(Day 3)
Dicto-comp (Dictogloss) section. Part 1. Find out the following words in the puzzle and use your dictionary to find out their meaning.
KNOT _________________
RITUALS _________________
TRADITIONS ______________
VEIL _________________
RHYME________________
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about wedding rituals.
Use your notes and write about wedding rituals.
V E I L A B C D E G F G H I J K L M N O P A B C R D E F K G T R A D I T I O N S H H M R T X F M O T I Y N D U Y G N T U J M O T A Z H O U B K E P U L A J P V V L A Q V S B K Q W W
Taking notes section.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______ Wedding Rituals __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________
68
LESSON PLAN FORMAT Title of the unit: Unit 4 Stages in life.
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 4
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will listen to the teacher and find out specific information to create the picture version.
Students will write down keywords to reconstruct the version of the character
• Students will get in groups to share their keywords with their classmates to check right answers.
• Students will reconstruct the picture.
• Students will share their reconstructions with another group.
• Students will compare and contrast their picture.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while sharing different pictures.
• Students must follow instructions to solve the activity.
Description of Language : Students are going to practice:
Vocabulary: computer, brain, desk, chair, in front of, couple, white dress, black suit, holding hands, heart
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short texts about the environment, a worksheet with the activities prepared by the teacher.
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
69
(Day 4) Picture dictation section.
1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
Your picture
Picture 2.
Your picture
Taking notes section.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Taking notes section.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
70
Week 5
Day 1
LESSON PLAN FORMAT Title of the unit: Unit 5 Work
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 1
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas related with jobs and workplaces.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related with jobs and workplaces.
Some new vocabulary ideas in context as retires, workers, assistant, essential.
The “Dictogloss” listening activity presented will help students to integrate the four skills.
Materials: Short texts about a job, a worksheet with the activities prepared by the teacher.
71
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires concentration and
analysis.
During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about the environment
and prepare them with
some new vocabulary
ideas they will hear by
solving the “Dictogloss”
activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to find out
seven words related to jobs
and workplaces in the snake.
Teacher and students checks
and share ideas to check right
answers.
Before reading, teacher
Provides Ss a worksheet with
the written version of the text
with some missing words.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words
Teacher reads students a
short text about a job.
Students to pay attention and
complete the sentences to
complete the crossword with
the missing words.
Teacher asks students to
share their answers with their
classmates.
While teacher reads the text
for the third time, students
checks their ideas.
Teacher asks students to read
their text and correct the
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for
reconstruction stage. Student/ student
interaction.
Teacher/ student
interaction
5’ for analysis and
correction stage. Teacher/ student
interaction
72
CTT DE LOS ANDES LANGUAGES CENTER DICTOGLOSS TECHNIQUE ACTIVITIES
PRE- INTERMEDIATE LEVEL
Lic. Ma. Alejandra Núñez Lizano.
Life 3 - Unit 5 Work
Objective: To analyze and compare what involves a job in order to express thoughts and opinions according to
the B1 level of the C.E.F.
(Day 1) Cloze Dictation section
Part 1: Find out seven words related to jobs and workplaces.
Part 2: Listen to your teacher and complete the crossword with the missing words from the sentences.
Down 1. His job is tiring because of the long _____ hours. 3. This job offers you 20 days`______ per year. 4. He will get a _____ when he retires. 6. They will pay her a much higher _____ if she becomes an assistant manager.
Across 2. The company gives _____ to new workers. 5. She gets on well with her _____ in the office. 7. ______ is essential when you work in a group.
73
LESSON PLAN FORMAT Title of the unit: Unit 5 Work
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about action verbs for a resume.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related to action verbs: advised, assisted, designed, represented, supervised, planned and
organized.
Some new vocabulary ideas in context as: part- time work, factory management, pass, assistant, complaints.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about a letter of application, a worksheet with the activities prepared by the teacher.
74
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires
concentration and
analysis. During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about the use of action
verbs in some sentences
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to
complete 6 sentences with
the action verbs given.
Teacher provides Ss a
worksheet with some
sentences, each sentence has
a missing word.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words.
Teacher reads students a
short text about a job
experience.
Students pay attention and
complete the sentences with
the missing words.
Teacher asks students to
share their answers with their
classmates.
While teacher reads the text
for the third time, students
check their answers.
Teacher asks students to read
their sentences and correct
the students’ versions if they
are not right.
5’ for preparation
stage
Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
75
(Day 2) Part 1. Look at these sentences and complete them with the following action verbs.
Part 2. Listen to your teacher, take notes and complete the sentences with the most suitable words. Letter of application
I would like to 1._________ for the post of Personnel Officer with Anglia Bank, as 2.__________ in the Daily News on 10 October. I have a BA in French from the University of London. I am following a part-time 3.__________ in Personnel Management at the Oxford College of Management, and I hope to pass the Diploma in Personnel Management at the end of December. When I left university, I 4._________ for a year in a computer company near Cambridge. Then I 5._________ back to London to work as a French teacher in a large school, where I stayed for two years. During this time, I did some part-time work as a language 6._________ with factory managers, which I very much enjoyed. Three years ago, I 7.___________ Carter’s Bank, where for the past year I have worked as Assistant Personnel Officer, dealing mainly with complaints from members of staff. Having worked in a similar organization to yours, I feel I am fully 8.____________ for the challenges of this job. Yours faithfully Angela Varley
advised assisted designed represented supervised planned and organized
1.-I __________ the manager with some offie duties. 2.- As a student counselor I __________ students in planning future career paths. 3.- I am good at designing websites, so I _________ a new website for the company. 4.- I _________ travel arrangements. 5.- I did lots of trade fairs so I __________ the company at trade fair events. 6.- At the company I _________ a team of four.
76
Day 3
LESSON PLAN FORMAT Title of the unit: Unit 5 Work
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 3
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will practice vocabulary ideas about experiences in a job.
• Students will listen to the teacher and find out specific information to solve the activities prepared by the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary: classify specific ideas with for / since
Some new vocabulary ideas in context as: lifeguard, rewarding, assaulted, sunburned, quit.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short text about ,Albert a lifeguard, a worksheet with the activities prepared by the teacher.
77
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Dicto-comp:
Dicto-comp
activities involves
listen to the teacher,
take notes, share
keywords and
reconstruct the
version of a short
text. It requires
concentration and
analysis.
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and reconstruction
section.
Then students listen
to the teacher and
take notes to
reconstruct the text.
Finally, t students
get in groups, share
ideas, opinions, and
the teacher check
answers to analyze
the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to get familiar with
the topic and the second
time to take notes on
keywords.
Specific words to
reconstruct the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to classify
the words in the box in the
right group. (For / Since)
Teacher monitors the activity
and checks right answers.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(Text reconstruction section).
Teacher explains students
that she is going to read the
text three times, the first time
to get familiar with the topic,
the second time to take notes
about it and the last time to
check ideas.
Teacher reads students a
short text about Albert a
lifeguard.
Students pay attention and
take some notes.
Teacher asks students to
share their notes with their
classmates and reconstruct
their version of the text.
While teacher reads the text,
again Ss check their version.
Teacher asks students to read
their version of the text, and
then teacher corrects
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
78
(Day 3) Dicto-comp (Dictogloss) section. Part 1. Classify the words in the box in the right group FOR/SINCE.
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about
Use your notes and write about Albert a lifeguard.
LESSON PLAN FORMAT Title of the unit: Unit 7 Work.
Taking notes section. _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________
2011 26th August a long time days I was born June several weeks three years
79
Name of the teacher: Title of the unit: Unit 5 Work
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 4
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will listen to the teacher and find out specific information to create the picture
version. Students will write down keywords to reconstruct the version of the character
• Students will get in groups to share their keywords with their classmates to check right
answers.
• Students will reconstruct the picture.
• Students will share their reconstructions with another group.
• Students will compare and contrast their picture.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while sharing different pictures.
• Students must follow instructions to solve the activity.
Description of Language : Students are going to practice:
Vocabulary: suit, tie, briefcase, glasses, moustache, beard, sign.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short texts about people wearing casual clothes for a job, a worksheet with the activities prepared by
the teacher.
80
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Pictogloss
Picture dictation
activity asks students
to listen to the
teacher, take notes
and draw the
characters
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and the drawing
section.
Then students listen
to the teacher and
take notes to draw a
character.
Finally, t students
get in groups, share
pictures, opinions,
and the teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
to prepare them with
some new vocabulary
ideas they will hear by
solving the “Dictogloss”
activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to take notes and
the second time find out
specific details about the
character.
Specific details about
the character.
Let students share
pictures and compare
their versions, discuss
and correct possible
details.
Teacher introduces the topic
by giving students specific
details about the characters.
Before reading, teacher
Provides Ss a worksheet with
two parts, section 1 (Taking
notes section), section 2
(drawing section).
Teacher explains students
that she is going to read the
twice, the first time to take
notes, the second time to take
be sure about specific details
about the character.
Teacher reads students a
short text.
Students pay attention, take
some notes, and draw.
Teacher asks students to
share their pictures with their
classmates.
Teacher asks students to look
at their drawing version of
the text, and then teacher and
students look at the original
version of the picture;
students correct their
versions if they are not
similar to the original one.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
81
(Day 4) Picture dictation section.
1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1. Your picture
Picture 2. Your picture
Taking notes section.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Taking notes section.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
82
Week 6
LESSON PLAN FORMAT Title of the unit: Unit 6 Technology
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 1
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas related to inventions.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text.
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related with inventions and technology terms.
Some new vocabulary ideas in context as : bored, programmed, software, creative mind , word processor,
button, torch.
The “Dictogloss” listening activity presented will help students to integrate the four skills.
Materials: Short texts about inventions and technology, a worksheet with the activities prepared by the teacher.
83
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires concentration and
analysis.
During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about inventions and
technology to prepare
them with some new
vocabulary ideas they
will hear by solving the
“Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to
unscramble the letters to find
out words related to
inventions. Teacher and
students checks and share
ideas to check right answers
and find out the hidden word.
Teacher provides Ss a
worksheet with the written
version of the text with some
missing words. Teacher
explains students that she is
going to read the text twice
and they have to find out the
missing words Teacher reads
students a short text about
technology.
Students to pay attention and
complete the sentences.
Teacher asks students to
share their answers with their
classmates.
While teacher reads the text
for the third time, students
checks their ideas.
Teacher asks students to read
their text and correct the
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for
reconstruction stage. Student/ student
interaction.
Teacher/ student
interaction
5’ for analysis and
correction stage. Teacher/ student
interaction
84
CTT DE LOS ANDES LANGUAGES CENTER DICTOGLOSS TECHNIQUE ACTIVITIES
PRE- INTERMEDIATE LEVEL
Lic. Ma. Alejandra Núñez Lizano.
Life 3 - Unit 8 Technology Objective: To show the importance of learning technology in order to describe its importance and
characteristics according to the B1 level of the C.E.F.
(Day 1) Cloze Dictation section
Part 1: Unscramble the letters to find words related to inventions. What is the hidden word?
Part 2: Listen to your teacher and complete the sentences with the missing verbs.
1.- Robots can`t __________ bored with their jobs.
2.- These machines are programed to __________ instructions.
3.- This software helps you to ___________ problems easily.
4.- You need a creative mind to be able to __________ things.
5.- I will ___________ my computer so I can check my emails.
6.- This word processor will notice when you _________ a spelling mistake.
7.- If you search the web, you should be able to _________ solutions to your problem.
8.- You have to __________ the button on the side of the torch to turn the light on.
85
LESSON PLAN FORMAT Title of the unit: Unit 6 Technology
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day: 2
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about technology terms.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to complete the given text
• Students will get in pairs to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another pair of students.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary related to technology.
Some new vocabulary ideas in context as: download, search, set up, subscribe, upload, username, password,
blog, podcast, .smartphones, sum up.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short texts about a letter of application, a worksheet with the activities prepared by the teacher.
86
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Cloze dictation:
Cloze dictation
activities demands
students to listen to
the teacher and
complete a short text
with some missing
words, it requires
concentration and
analysis. During the lesson,
teacher firstly omit
some words in the
text.
Secondly, provide a
written version of
the text with the
missing words.
Then students listen
to the teacher and
complete the text.
Finally teacher
check answers to
analyze the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge
about technology terms
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to read the short
text first, and then
teacher reads the text
twice while they are
focusing in missing
words from text.
Specific words to
complete the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to match
some verbs with the correct
phrases.
Teacher provides Ss a
worksheet with the written
version of the text; each
sentence has a missing word.
Teacher explains students
that she is going to read the
text twice and they have to
find out the missing words.
Teacher reads students a
short text about
Smartphones.
Students pay attention and
complete the sentences with
the missing words.
Teacher asks students to
share their answers with their
classmates.
While teacher reads the text
for the third time, students
check their answers.
Teacher asks students to read
their sentences and correct
the students’ versions if they
are not right.
5’ for preparation
stage
Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
87
(Day 2)
Part 1. Match these verbs with the correct phrases.
9. _____________________ online gaming 10. _____________________ with your username and password 11. _____________________ photos to a social networking site 12. _____________________ the web for something 13. _____________________ a blog about your interests 14. _____________________ to a weekly podcast 15. _____________________ a new email account 16. _____________________ music from an online store
Part 2. Listen to your teacher, take notes and complete the paragraph with the missing words.
Smartphones
In little more than a 1.__________, mobile phone 2.__________ has changed a great deal. The smartphones of today are 3.___________ like the mobile phones of ten years ago.
First of all, 4.__________ are not just phones. For example, you can 5.__________information on them as well as send emails and 6.___________ the internet. Furthermore, they 7.__________ and MP3 player and a camera. In other words, they can be used for many different things.
On the other hand, smartphones are much more 8.___________ than ordinary mobile phones. As a result, it is much worse to 9.___________ a smartphone than an ordinary mobile.
To sum up, smartphones are very expensive. However, they are also very 10.___________.
do download log on search set up subscribe upload write
88
LESSON PLAN FORMAT Title of the unit: Unit 6 Technology
Name of the teacher: Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 3
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners: Pre- Intermediate (Level 3)
Objectives:
General objective: Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives: • At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives: • Students will practice vocabulary ideas about technology terms.
• Students will listen to the teacher and find out specific information to solve the activities prepared by
the teacher.
• Students will write down keywords to reconstruct the version of the text.
• Students will get in groups to share their keywords with the classmates to check right answers.
• Students will reconstruct the text.
• Students will share their reconstructions with another group.
• Students will compare and contrast their reconstructions.
Attitudinal objectives: • Students share ideas with their classmates.
• Students will be friendly and respectful while listening to different opinions.
• Students must follow instructions and answer some questions made by the teacher during the lesson.
Description of Language : Students are going to practice:
Vocabulary: MP3 player, messaging, services, sending videos, cheaper, device, mobile phone.
Some new vocabulary ideas in context as: computer screen, chatting, downloading , texting, , multi-tasking.
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials: Short text about mobile phones and Lisa, a worksheet with the activities prepared by the teacher.
89
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Dicto-comp:
Dicto-comp
activities involves
listen to the teacher,
take notes, share
keywords and
reconstruct the
version of a short
text. It requires
concentration and
analysis.
During the lesson,
teacher firstly
refresh student’s
previous knowledge
on the topic.
Secondly, provides
students a worksheet
with two sections,
taking notes section
and reconstruction
section.
Then students listen
to the teacher and
take notes to
reconstruct the text.
Finally, t students
get in groups, share
ideas, opinions, and
the teacher check
answers to analyze
the students’
listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
up activity refresh
student`s knowledge and
prepare them with some
new vocabulary ideas
they will hear by solving
the “Dictogloss” activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to get familiar with
the topic and the second
time to take notes on
keywords.
Specific words to
reconstruct the short text.
Let students share ideas
and compare their
versions, discuss answers
and correct possible
mistakes.
Teacher introduces the topic
by asking students to use the
words in the box to complete
some missing words in the
paragraph.
Teacher monitors the activity
and checks right answers.
Tteacher provides Ss a
worksheet with two parts,
section 1 (Taking notes
section), section 2 (Text
reconstruction section).
Teacher explains students
that she is going to read the
text three times, the first time
to get familiar with the topic,
the second time to take notes
about it and the last time to
check ideas.
Teacher reads students a
short text about Lisa.
Students pay attention and
take some notes.
Teacher asks students to
share their notes with their
classmates and reconstruct
their version of the text.
While teacher reads the text,
again Ss check their version.
Teacher asks students to read
their version of the text, and
then teacher corrects
students’ versions if they are
not right.
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage. Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage. Teacher/ student
interaction
90
(Day 3)
Dicto-comp (Dictogloss) section.
Part 1. Complete the paragraph with some words from the box.
.
Part 2. .Listen to your teacher, take some notes (key phrases), then write a paragraph about Lisa.
Use your notes and write about Lisa.
MP3 player Sending device services cheaper
messaging Videos mobile phone
Taking notes section. _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________________
A mobile telephone or cellular telephone (commonly, (1)________________ or cell phone) is a long range, portable electronic (2)____________ used for mobile communication. In addition to the standard voice function of a telephone, current mobile phones can provide many additional (3)______________ such as SMS for text (4)_______________, e-mail, packet switching for access to the Internet and MMS for (5)______________ and receiving photos and (6)____________. A mobile phone is more than just a phone for most teenagers: it’s also an (7)_______________ and a camera. Text messaging is (8)_____________ and more private so they use it a lot more than phoning.
91
LESSON PLAN FORMAT Title of the unit: Unit 6 Technology.
Name of the teacher:
Ma. Alejandra Nuñez
Length of lesson: 20 minutes Total number of lessons: 4 Day : 4
Institution: Uniandes University
Class: Number of learners: 16
Average age of learners: Between 18 and 20 years old.
Level of learners:
Pre- Intermediate (Level 3)
Objectives:
General objective:
Reinforce students' listening comprehension using the “Dictogloss” technique.
Communicative objectives:
• At the end of the lesson, students will be able to:
• Understand the message of the text.
• Understand in detail the ideas of the narration.
• Reconstruct the message using previous ideas
Procedural objectives:
• Students will listen to the teacher and find out specific information to create the picture version.
Students will write down keywords to reconstruct the version of the character
• Students will get in groups to share their keywords with their classmates to check right answers.
• Students will reconstruct the picture.
• Students will share their reconstructions with another group.
• Students will compare and contrast their picture.
Attitudinal objectives:
• Students share ideas with their classmates.
• Students will be friendly and respectful while sharing different pictures.
• Students must follow instructions to solve the activity.
Description of Language : Students are going to practice:
Vocabulary: bird, tree branch, cellphone, desk computer, hat, paint brush, painter palette, keyboard,
mouse, happy face, big smile
The “Dictogloss” listening activity presented will help Students to integrate the four skills.
Materials:
Short texts about birds using technology, a cartoon computer, a worksheet with the activities prepared by the
teacher.
92
Activities
Variation of
Dictogloss:
Dictogloss
stage:
Aim: Procedure:
Teacher and student
activity
Time and
interaction
Pictogloss
Picture dictation
activity asks
students to listen to
the teacher, take
notes and draw the
characters
During the lesson,
teacher firstly
refresh student’s
previous
knowledge on the
topic.
Secondly, provides
students a
worksheet with two
sections, taking
notes section and
the drawing
section.
Then students listen
to the teacher and
take notes to draw a
character.
Finally, t students
get in groups, share
pictures, opinions,
and the teacher
check answers to
analyze the
students’ listening
comprehension.
Preparation
Dictation.
Reconstruction
Analysis and
Correction.
Teacher introduces the
activity by giving
students clear and short
instructions about the
activities they are going
to solve and at the same
time solving the warm-
to prepare them with
some new vocabulary
ideas they will hear by
solving the “Dictogloss”
activity.
To activate listening
comprehension skill in
learners, teacher asks
students to take notes,
and then teacher reads
the text twice, the first
time to take notes and
the second time find out
specific details about the
character.
Specific details about
the character.
Let students share
pictures and compare
their versions, discuss
and correct possible
details.
Teacher introduces the topic
by giving students specific
details about the characters.
Teacher provides Ss a
worksheet with two parts,
section 1 (Taking notes
section), section 2 (drawing
section).
Teacher explains students
that she is going to read the
twice, the first time to take
notes, the second time to take
be sure about specific details
about the character.
Teacher reads students a
short text.
Students pay attention, take
some notes, and draw.
Teacher asks students to
share their pictures with their
classmates.
Teacher asks students to look
at their drawing version of
the text, and then teacher and
students look at the original
version of the picture;
students correct their
versions if they are not
similar to the original one
5’ for preparation
stage Teacher/Ss interaction
5’ for dictation stage
5’ for reconstruction
stage.
Student/ student
interaction.
Teacher/ student
Interaction.
5’ for analysis and
correction stage.
Teacher/ student
interaction
93
(Day 4)
Picture dictation section. 1.- Listen to your teacher and draw about the characters. (Take notes if it`s necessary).
Picture 1.
Your picture
Picture 2.
Your picture
Taking notes section. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Taking notes section.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
94
Anexo 7: Resultados Pre-test y Post-test grupo experimental y control.
UNIVERSIDAD REGIONAL AUTONOMA DE LOS ANDES “UNIANDES” CTT DE LOS ANDES LANGUAGE CENTER
RESULTADOS PRE TEST Y POST TEST GRUPO EXPERIMENTAL
N° NOMINA PRE-TEST POST-TEST
1 AUCAPIÑA TITUAÑA JOCELYN ANGELICA 4 9
2 BARRIONUEVO MAYORGA KARINA ELIZABETH 5 9
3 ESPIN TELENCHANA JEANNETH ALEXANDRA 3 9
4 FIALLOS LASCANO EVELYN GISSELA 4 9
5 FUERTES LOPEZ YULIETH ALEJANDRA 4 9
6 JURADO MUÑOZ PAOLA GABRIELA 3 9
7 LOZA CAMINO MERY NICOLE 3 8
8 MARIÑO SANCHEZ ESTEFANIA LIZBETH 4 10
9 MORALES TORRES MARYLIN ELIZABETH 4 8
10 MULLO CHILUISA YADIRA BELEN 4 10
11 REMACHE PEÑALOZA ALEJANDRA PAOLA 5 9
12 TAPIA GOMEZ JESSENIA LISETH 5 8
13 TOAPANTA QUISPE CRISTIAN PAUL 6 10
14 VACA ARCE CARLOS ANDRES 6 9
15 VELASCO CALDERON RAMIRO ANDRES 5 8
16 VILLACIS TOVAR MELISSA JAZMIN 5 9
95
UNIVERSIDAD REGIONAL AUTONOMA DE LOS ANDES “UNIANDES” CTT DE LOS ANDES LANGUAGE CENTER
RESULTADOS PRE TEST Y POST TEST GRUPO CONTROL
N° NOMINA PRE-TEST POST-TEST
1 AMAN FIALLOS LADY NATHALY 5,25 6
2 ARIAS ALDAZ CRISTIAN PAUL 7,5 6
3 CARRANZA GARCES JESSICA LISBETH 4,75 7
4 CHICAIZA CHICAIZA MILCA LISBETH 3,5 7
5 JACOME MOLINA JONATHAN ANDRES 4,5 7
6 MORENO BALSECA DENIS ARIEL 3 6
7 PINTO QUIROGA MARIA DE LOS ANGELES 7,75 7
8 VEGA BRITO JOSUE ISRAEL 6,75 6
96
Anexo 8: Student`s Examples.
CLOZE DICTATION
DICTO-COMP PICTURE DICTATION
97
CLOZE DICTATION
CLOZE DICTATION PICTURE DICTATION
98
CLOZE DICTATION DICTO-COMP
99
CLOZE DICTATION
DICTO-COMP PICTURE DICTATION
100
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