| Grado en Inglés (2009) |
 Asignaturas |
| DESTREZAS COMUNICATIVAS: SPEAKING AND LISTENING I |
| Contenidos |
| DATOS IDENTIFICATIVOS | 2023_24 |
| Asignatura | DESTREZAS COMUNICATIVAS: SPEAKING AND LISTENING I | Código | 12274107 | |||||
| Titulación |
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Ciclo | 1º | |||||
| Descriptores | Cr.totales | Tipo | Curso | Periodo | ||||
| 6 | Obligatoria | Segundo | 1Q |
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| Competencias | Resultados de aprendizaje | Contenidos |
| Planificación | Metodologías | Atención personalizada |
| Evaluación | Fuentes de información | Recomendaciones |
| tema | Subtema |
| Listening | |
| 1. Listening for Information | a. Listening for general comprehension (e.g., listen to somebody’s explanation) b. Listening for key words (e.g., listen to a string of announcements waiting for our flight or destination to be mentioned) c. Listening for gist (e.g., this news item is about sport, this one's about an accident etc. We may do this until we hear something that catches our attention and then we switch to a more intensive mode) |
| 2. Listening for discourse clues | a. Paying conscious attention to what is being signaled by the speaker. i. in a lecture ii. in anecdotes (with time expressions to guide the hearer through a series of events and with appeals for response of confirmation) |
| 3. Intensive listening | a. Paying attention to specifics b. Focusing on individual words c. Paying attention to pronunciation (sounds of English table), grammar and vocabulary d. Paying attention to the details of intonation or other nuance in the way a speaker speaks e. Stages: discussing the topic, predicting content, picking out the main ideas, listening again to pick out the details, listening a third time for vocabulary and pronunciation practice, follow-up by using the new vocabulary and discussing the ideas mentioned in the audio clip/video. f. Brief listening exercises (5-10 minute audio clips, short audio clips of news or current events, interviews, short recorded stories, short YouTube videos short podcasts and YouTube videos) g. Activity types: fill-in-the-gap activities, transcription, vocabulary work, or pronunciation activities. Also, comprehension questions, vocabulary and grammar tasks such as sentence-making, or summarizing and paraphrasing – either orally or on paper, and finally, some discussion or writing. |
| 4. Extensive listening | a. Relaxed listening/listening for pleasure to improve learners’ listening fluency, pronunciation and intonation. b. Watching a video clip or movie c. Understanding a movie and using subtitles/captions d. Exposure to a wide range of vocabulary, ideas, different styles of speaking and varieties of English e. Long listening exercises (10-20 minute audio clips, TV news, TED Talks, YouTube Channels and podcasts) f. Activity types: binge-watching?learners select listening materials that are appropriate to their English proficiency, are highly enjoyable for them, and not very difficult for them to understand. Creation of groups that share information with members of their group or other groups. |
| Speaking | |
| 1. Types of speaking | a. Imitative b. Intensive c. Interactive d. Responsive e. Extensive |
| 2. The four speaking skills | a. Fluency b. Vocabulary c. Grammar d. Pronunciation |
| 3. Functions of language | a. Agreeing and Disagreeing b. Asking and giving opinions c. Expressing plans and goals d. Predicting e. Speculating f. Complaining |
| 4. Activities for practice | a. Discussions, role-play, simulations, information gap, brainstorming, storytelling, interviews, story completion, informal conversations, telephone calls, videoconferences |
