Listening Activities

GROUP: B2

A. Think about the listening activities (Spanish, Actividades 1 y 2) at the beginning of lesson 2.2 and your experience as a learner. What strategies did you use to navigate the activity?  How would you describe your comfort level with the task?  Why?

B.  After seeing (and listening) to Julian Treasure's video and taking a look at the two brief articles on listening, how does that information apply to the design of an online teaching activity? How would you implement the elements of RASA (Treasure) in an online listening activity?  Explain and give examples. 

1. My experience as learner of Spanish language includes deconstruction of listening authentic material as I focus on salient features like grammar and vocabulary.

Attempting quiz in Spanish language and getting feedback on wrong answers and self correction of mistakes improves my listening skill.

Opportunity for sharing views with group members through discussion threads is powerful strategy in listening comprehension.

Listening can be repeated at will and audio can be slow down or stop at any moment to reflect on main idea is benefit given by technology if integrated in syllabus.

While viewing videos, listening becomes active when listener select and interpret information that comes from auditory and visual clues in order to define what is going on and what speakers are trying to express.

Listening, reading and writing of Spanish language brings me out of my comfort level as I did active listening to understand the concepts, expansive listening was done instead of reductive because I have to pay attention over the tone, body language. Critical and empathetic listening was done to understand the information as it is a relationship with sound.

1. I use activity of “recorded Poetry” with my intermediate class, and main goals of this activity is to identify vowel sound and rhyming words in poem.

https://www.youtube.com/watch?v=ytc0U2WAz4s / we are going on bear hunt

Before playing video for listening activity, ask students to be “Silent” which is a wonderful exercise to reset ears for listening. Play the video of the poem n distributes the photocopies of poem n ask learners to mark the words that rhyme: have the same sound.

Find the joy in different sounds produced by the speaker in the poem,” oh, ok, uh uh” and notice the body language during the noise.

Ask learners to stop and continue the video to make meanings of sounds. to do that they are guided to Adjust/ change your listening position from passive to active, from expansive to reductive, from critical to empathetic by using the filter of culture, values, beliefs, attitude, expectations and intention.

Implementation of RASA elements

R: receive means to pay attention to the person in video,

A: appreciate making little sounds like oh, ok, uh and find joy in body language o speaker in the video

S: sum up the rhyming words and write the alternative rhyming words without the change of the meaning

A: ask them to read out their own version of poems and rehearse the vowel sound