Estrategias y recursos II.

Comprensión auditiva y expresión oral

Trimestre: V HT. 40 HI:80 Créditos: 7.5

Trayecto Formativo: Campo disciplinar especifico

Carácter del curso: Obligatorio

Propósitos y descripción general del curso.

A través del curso Estrategias y Recursos II. Comprensión Auditiva y Expresión Oral
se espera que los futuros profesores de educación secundaria:

1. Desarrollen su competencia comunicativa al hablar en inglés.

2. Tomen conciencia de las estrategias que se requieren para desarrollar las
habilidades referidas.
3. Comprendan las variaciones de la lengua (pronunciación, registro,
intencionalidad, etcétera).
4. Desarrollen y pongan en práctica competencias didácticas como el análisis,
la selección, la adaptación y el uso de textos orales y recursos audiográficos
auténticos que respondan al nivel de inglés y a los intereses de los alumnos
de secundaria.
5. Seleccionen y utilicen materiales auditivos que les permitan incrementar su
dominio personal del inglés.

Estos propósitos se alcanzarán si se abordan dos ejes interrelacionados durante

todo el curso: que los estudiantes normalistas desarrollen sus habilidades de
comprensión auditiva y expresión oral en inglés, ya que adquirir una competencia
comunicativa oral les permitirá aprender permanentemente y acceder a información
actualizada respecto a su profesión; el segundo eje es que adquieran los
conocimientos y las habilidades docentes que les permitan desarrollar en sus
futuros alumnos las habilidades de comprensión auditiva y expresión oral del idioma
inglés.

El segundo propósito plantea que los estudiantes normalistas conozcan las

estrategias que se utilizan para la comunicación oral. Al tiempo que se les apoya
en la adquisición de las dos habilidades mencionadas en el párrafo anterior y se
propicia la reflexión sobre su propio proceso de aprendizaje, también se atiende la
capacitación para favorecerlas en los estudiantes de secundaria.

El tercer propósito plantea que los estudiantes incrementen sus conocimientos

respecto a los actos comunicativos, esto es, la intención del (los) hablante (s),
independientemente de las variaciones sociales, contextuales y las inherentes a la
propia lengua.

El cuarto propósito está orientado a que los alumnos puedan analizar, seleccionar
y adaptar textos orales auténticos que respondan a las necesidades e intereses de
los estudiantes de secundaria.

El quinto y último propósito busca que el alumno sea capaz de reflexionar sobre su
propio estilo de aprendizaje, para que proponga actividades y materiales que le
ayuden a satisfacer sus necesidades particulares de aprendizaje.

Competencias del perfil de egreso a las que contribuye el curso

Distingue hechos, interpretaciones, opiniones y valoraciones en el discurso

de los demás, para coadyuvar en la toma de decisiones.
Aprende de manera autónoma y muestra iniciativa para auto-regularse y
fortalecer su desarrollo personal.
Promueve relaciones armónicas para lograr metas comunes.
Participa en los procesos sociales de manera democrática.
Participa en comunidades de trabajo y redes de colaboración a través del
uso de la tecnología.

Estructura del curso

En congruencia con los propósitos de la asignatura, se proponen tres grandes

temas: el primero está centrado en la reflexión sobre la naturaleza de los procesos
involucrados en la comprensión auditiva y en la expresión oral misma, a la vez que
se analizan sus características, se valoran dificultades y las posibilidades de
superarlas.

El segundo tema abarca el análisis de los procesos de comprensión auditiva y de

expresión oral, además de las formas en que cada sujeto las pone en juego al estar
expuesto a la lengua extranjera.

Finalmente, el tercer tema favorece las competencias didácticas del futuro maestro
de lengua inglesa al incidir en su capacidad de distinguir entre actividades
comunicativas y las que no lo son, así como en sus habilidades para diseñar,
seleccionar y/o adaptar las que han de favorecer estas destrezas en los alumnos
de la escuela.

I. La naturaleza de la lengua hablada.

• Lengua oral vs. lengua escrita.
• Comprensión auditiva.
– Características.
– Dificultades.
• Expresión oral.
– Características.
Simplificación de la estructura, por ejemplo, enunciados cortos.
Elipsis.
Uso de expresiones prefabricadas.
Uso de silencios, pausas.
– Dificultades.
II. El desarrollo de las estrategias de comprensión auditiva y expresión oral.
• El papel de la comprensión auditiva en la adquisición de un idioma (input).
• Estrategias de comprensión auditiva en lengua extranjera.
– Predecir el tema y el contenido de un texto.
– Activar el conocimiento previo pertinente.
– Identificar la idea o las ideas principales.
– Buscar información específica.
– Adivinar significados de palabras y frases por el contexto.
– Identificar las intenciones o actitud del autor.
• La expresión oral.
• Estrategias productivas de la comunicación oral.
– Uso de rutinas y expresiones prefabricadas (por ejemplo, respuestas cortas,
muletillas ).
– Administración de recursos (por ejemplo, parafrasear, aproximar).
– Negociación de significados.
– Aclaración de malentendidos.
III. Estrategias metodológicas para favorecer la comprensión auditiva y la
expresión oral en el aula.
• El continuo comunicativo.
– Fluidez vs. corrección.
– Actividades comunicativas vs. actividades no comunicativas.
– Actividades libres vs. actividades controladas.
 • Criterios para la selección, adaptación y creación de materiales para favorecer
las habilidades de comprensión auditiva y expresión oral en la escuela
secundaria.
– La importancia de los materiales auténticos.
– Diseño de actividades y tareas comunicativas.

Los temas se enumeran sólo con el fin de organizar su presentación, sin embargo,
para el desarrollo del curso durante el trimestre no están sujetos a una secuencia
preestablecida. El maestro podrá combinar contenidos de distintos temas de
acuerdo con los requerimientos de las actividades que se lleven a cabo. Por
ejemplo, convendrá que contenidos como los del tema 3 sean considerados de
manera permanente al realizar actividades de expresión oral.

A continuación se presentan ejemplos de situaciones y recursos que pueden

utilizarse para que los estudiantes pongan en juego y analicen las estrategias para
la comprensión auditiva y la expresión oral.

Comprensión auditiva: su papel en la adquisición de un idioma (input).

Situaciones y recursos Temas o contenidos

Discursos, ponencias y conferencias en lengua Estrategias para la comprensión auditiva en
inglesa de diferentes países. Diálogos regionales. lengua extranjera.
Predecir un tema y el contenido de un texto.

Fragmentos de películas con alguna dificultad Activar el conocimiento previo pertinente.

para la comprensión auditiva (bélicas, de Identificar la idea o ideas principales. Buscar
suspenso, de acción, etcétera).
información específica.

Adivinar significados de palabras y frases por el

contexto.
Identificar las intenciones o actitudes del autor.
La expresión oral: características de las actividades orales comunicativas vs. las
situaciones mec nicas gramaticales .
Situaciones y recursos Temas o contenidos
¿Cómo pronuncio? Grabaciones personales. Estrategias productivas de la comunicación oral.
¿Se entiende mi mensaje?

Análisis de discursos personales a través de Uso de rutinas y expresiones prefabricadas (por

grabaciones de sesiones o intervenciones en clase; ejemplo, e p e a co a , m le illa ).
se trata de obtener registros de situaciones reales Administración de recursos (por ejemplo,
parafrasear, aproximar...).
q e pe mi an anali a la p e encia de m le illa ,
la congruencia o no del discurso y el uso adecuado
de las palabras.

Análisis de situaciones reales. Se pueden incluir

Negociación de significados.
juegos como el teléfono descompuesto o deletrear
palabras y repetir trabalenguas.
Aclaración de malentendidos.

Sugerencias para la evaluación

Para valorar los avances logrados en el curso no deben dejarse de lado los dos ejes que
lo componen. En cuanto al primer eje se hacen las siguientes recomendaciones:

Diseñar y aplicar una entrevista, una presentación corta, una plática informal, entre
otras, al inicio y al final del curso.
Evaluar continuamente por medio de los recursos que el maestro considere más
adecuados y que permitan tanto al maestro como al alumno, reflexionar sobre sus
dificultades y logros.
Un recurso útil puede ser el registro anecdótico.
Propiciar la coevaluación y la autoevaluación, apoyándose en la reflexión y en el
reconocimiento de los propios logros y deficiencias. Ello contribuye a desarrollar una
actitud crítica y reflexiva sobre las competencias logradas. Los recursos para
favorecer la autoevaluación y la coevaluación son variados y es conveniente
diversificarlos. Entre algunos recursos útiles para ello están los registros escritos que
hagan los estudiantes, el intercambio de apreciaciones personales en equipos o en
el grupo en general, las escalas estimativas, etcétera.

En cuanto a la evaluación de la capacidad del estudiante para trabajar con los adolescentes
el desarrollo de las habilidades de comprensión auditiva y expresión oral (segundo eje), se
propone que el futuro maestro diseñe, seleccione y adapte actividades en que se pongan en
práctica dichas actividades para cada uno de los grados de escolares y posteriormente se
analicen en el grupo para promover la coevaluación.
Se recomienda que al iniciar el trimestre el maestro acuerde con los estudiantes la forma
precisa y los criterios de evaluación. En caso de que se requiera un examen final, se diseñará
tomando en cuenta las actividades que se realizaron durante el curso.

Bibliografía general

Davies, P. and E. Pearse (2000), Success in English Teaching, Oxford University

Press.
Harmer, J. (1992), The Practice of English Language Teaching, Longman.
McDonough, J. and Shaw C. (1993), Materials and Method in ELT, Blackwell.
Scrivener, J. (1994), Learning Teaching, Heinemann.
Ur, P. (1996), A Course in Language Teaching, Cambridge University Press.
Hierro García, M. et al. (1995), Libro para el Maestro: Inglés, México, SEP.
Tice, J. (1997),The Mixed Abilty Class, Richmond Publishing.

Comprensión auditiva

Anderson, A. and T. Lynch, Listening, Oxford University Press.

Davis, P. and M. Rinvolucri (1988), Dictation, Cambridge University Press.
Nunan, D. and L. Miller (1995), New Ways in Teaching Listening, TESOL.
Underwood, M. (1989), Teaching Listening, Longman.
Ur, P. (1984), Teaching Listening Comprehension, Cambridge University Press.

Expresión oral

Bygate, M. (1995), Speaking, Oxford University Press.

Byrne, D. (1986), Teaching Oral English, Longman.
Nolasco, R. and L. Arthur (1987), Conversation, Oxford University Press.
Seligson, P. (1997), Helping Students to Speak, Richmond Publishing. Expresión
oral
Bygate, M. (1995), Speaking, Oxford University Press.
Byrne, D. (1986), Teaching Oral English, Longman.
Nolasco, R. and L. Arthur (1987), Conversation, Oxford University Press.
Seligson, P. (1997), Helping Students to Speak, Richmond Publishing.
 Anexo
Ejemplos de actividades

Ejemplo 1

About listening

Pre-reading (listening and speaking)

In small groups, talk about your own learning listening process in English:
1. Think about successful listening tasks used during your English classes.
2. Describe them and say why you think they were successful.

Read the following excerpt from the book New Ways in Teaching Listening, D.
Nunan and L. Miller (1995, p. v).

Listening is assuming greater and greater importance in many foreign language

contexts., which have until relatively recently focused efforts on the development
of writing skills. This growing importance is reflected in the proliferation of
commercial listening courses.
The importance of listening in a second and foreign language is admirably
summarized in a recent publication by Rost (1994):

1. Listening is vital in the language classroom because it provides input for the
learner. Without understanding input at the right level, any learning cannot
simply begin.
2. Spoken language provides a mean of interaction for the learner. Because learners
must interact to achieve understanding, access to speakers of the language is
essential. Moreover, learners’ failure to understand the language is an impetus,
not an obstacle to interaction and learning.
3. Authentic spoken language presents a challenge for the learner to attempt to
understand language as native speakers actually use it.
4. Listening exercises provide teachers with a means for drawing learners’ attention
to new forms (vocabulary, grammar, new interaction patterns) in the language.

In short, listening is essential not only as a receptive skill but also to the
development of spoken language proficiency.

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While-reading
Match the words on the left with their meanings on the right. Write the letters on
the lines.
Input ______ A. To succeed usually after a lot of effort in doing something.
Achieve_____ B. Makes things happen more quickly.
Impetus_____ C. Information or resources that an individual, group or project
receives.

Post-reading (listening and speaking)

In small groups discuss the following questions.
1. Why is understandable input so important?
2. Why is understanding English as native speakers actually use it challenging?
3. Why is listening… “essential not only as a receptive skill but also to the
development of spoken English”?

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 Ejemplo 2

About speaking

Pre-reading (reflection)
How do you feel when you have to speak in English?

Read the following excerpts from the book Success in English Teaching (P. Davies
and E. Pearse, 2000, pp. 82-83).
Speaking
Speaking comes naturally to humans, but it is not as simple as it seems. For a start:
• Many people do not like speaking in front of large groups of people. This is
specially true in a foreign language because we may worry about producing
utterances with many errors or oddities in them.
• Recognizable pronunciation is necessary for speech to be intelligible. It is
sometimes hard to understand people with a strong regional accent in our
own language, and it is hard to interpret a non native speaker’s “Ease…
eat… tree… jet” as, “Is it three yet”?
• Like listening, speaking takes place in real time and speakers do not usually
have time to construct their utterances carefully. In conversation, the
commonest kind of speaking, we have to do many things altogether:
understand what the other person is saying, say what you want to when we
get the chance to speak, be prepared for unexpected changes of topic, and
think of something to say when there is a long pause.

While-reading (listening and speaking)

In pairs, discuss the implications this has for teaching.

There are some clear implications for teaching:

• Try to create a relaxed atmosphere in your classes so that most learners are not
frightened of speaking in front of the rest of the class. And do as many speaking
activities as possible in pairs and groups, so that the learners can speak English
without the rest of the class listening.
• Expose the learners as much as possible to naturally pronounced speech,
and also integrate some pronunciation exercises into your lessons. They will
not learn to pronounce intelligibly, or to develop speaking skills in general, if
they do not hear enough natural speech.

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 • Accustom the learners to combine listening and speaking in real time, in
natural interaction. Perhaps the most important opportunity for this is in the
general use of English in the classroom.

...If you want the learners to be able to converse in English, you need to make the
classroom a conversational place. If the learners do not talk naturally during the course
of each lesson, it is hardly surprising when they can speak at all after hundreds of
hours and several year of English classes.

Post-reading (reflection)
Think of your own learning process. Do you agree with this last paragraph?

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 Ejemplo 3

About songs for listening

Pre-reading (listening and speaking)

In small groups, discuss how you learned English through songs and music and
answer the following questions.
1. Can you think of ways to use songs to teach English?
2. What do you think are the advantages of using songs in the classroom?
3. Which popular songs by well known singers do you think you could use in a
“secundaria” English class?

Read the following text adapted from http://grove.efl.edu/~iteslj/links/ESLlistening

Teaching English with songs and music

Here are some great teaching tips for songs. Reprinted by permission. Some
people have asked me for some of the activities I do with Music in class. Here
are some of them:

Blanks
There are many ways blanks can be used. I give students lyrics with some blanks
(specially the parts that have to do with the subject we’re covering in class). They
listen to song once, at the second time they fill in the blanks –as much as possible.
Finally, they listen to it another time to check if they got the blanks filled in
correctly. This activity takes up to 20 minutes.
Blanks can be very helpful when teaching subjects like Simple Past. Pick up a
song that has may verbs in the past tense, blank them out and give in parenthesis
the verbs in their base form. Have the students complete the song rewriting the
past tense of each verb. This will help them memorize the past form of regular
and irregular verbs (can be used with any verb tense).

Teaching ESL in a non-English speaking country is a challenge. Even advanced

students sometimes tend to go to their mother-tongue in the classroom. So I found
a way to keep them in touch with English even outside the classroom: I asked
them to bring in a song they liked, a song of the moment. I put some blanks in the
lyrics and they didn’t get everything after the first time they listened to it. So I
had them take the copies home and try to listen to that song anywhere possible
(in the car, CDs, anywhere) and bring it in to me the in the following week with
the blanks filled in. I also told them to try not to look for the lyrics anywhere else
but try to listen to the song itself. It worked out pretty well.

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Strips of paper
Depending on the length of the song, you can cut the lyrics in strips of paper and
have a contest. I always divide my classes in two groups. So the group that gets
the lyrics with less mistakes after the second time (even after the first time,
depending on the level of the class), gets a treat, or whatever you feel like
rewarding them with.

Relaxation
I usually bring in some Celtic, classic or just instrumental music on test days and
put it on very low. I noticed that when this procedure was done, students relax
more and feel more comfortable during the test.

Guided fantasy
I usually do this procedure on a first-day class, to “break the ice”. Nothing perso-
nal, but for this procedure I use ENYA (who sings a little bit of folk and Celtic
music). I prepare a text, very imaginative, something that can take many different
points of view, and read it out loud while the song’s being played. Students have
their eyes closed and I ask them to imagine exactly what I’m reading and let their
imagination flows along with the song. This is very relaxing!

If anyone needs some more suggestions, let me know.

Carlos Silva ([email protected]) Herndon, VA

This information was provided from a workshop presented by Joan Blankmann,

from Northern Virginia Community College, Annandale Campus.

While-reading (listening and speaking)

Stop and think. What factors should we take into account when we choose a
song to use in class? What can we do to adapt the listening task to our students’
English level?

Share your opinions with the classmate sitting next to you.

How difficult is the song?

Some factors to note are speed (fast or slow), the clarity of the vocalization, the
amount of repetition, the vocabulary and metaphors. For a close task:
If the song has simple, repetitive lyrics, you can blank out more words; if the
song is more difficult, you will want to blank out fewer words; an idea to try:
blank out only the beginning or only the end of a phrase.

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 What is the proficiency level of the class?
For a close task:
If the song is for beginning level class, you will want to blank out fewer words,
but if it’s for a more advanced class you can blank out more words.

What kind of english lesson do the lyrics suggest?

Simple, repetitive songs often contain a recurrent grammatical pattern. More
difficult songs contain interesting vocabulary and idioms. Look for homophones,
homographs and homonyms, as well as typical fast speech pronunciation. Look
for conversation and writing topics. Is there a message, theme, or story that
students can discuss, explain, debate, and write about?

Truly, Duane P. Flowers.

Purple Dolphin Language Academy 3-23-1-817 Mitsuishidai Hashimoto-city,

Wakayama 648-0094, JAPAN.
HOT LINKS, Edutainment ESL/EFL Bookstore, Email: mailto:[email protected].

Post-reading (reflection and planning)

1. Choose a song most teen age students like.
2. Think of how you would use it in first of “secundaria” class.

A listening activity
Objective: To help students understand ‘real’ language by practicing with reduced
forms.2

Procedure
1. As part of each lesson, choose 4 or 5 reduced forms from the listening material
(songs, conversations, stories among others) you plan to use in that class.
2. Write both the complete phrase and the reduced form on the board.
3. Repeat both the complete phrase and the reduced form.
4. Let the students repeat both the complete phrase and the reduced form.
5. At the end of the week have a reduced form dictation quiz: tape several
phrases in their reduced form and play the tape to the students. The students
listen to the tape and try to write the complete form of what was said.

2
Adapted from Brown, J. D. y A. Hilferty (1989), “Teaching reduced forms”, in Modern
English Teaching, pp. 26-28.

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 Ejemplo 4

Listening

Pre-listening

• Have students discuss about the most important scientific discoveries of the
20th century.
• If not referred to, ask them about the human genome.
• Do you think that the head of states’ opinions have a direct influence in further
research?

While-listening

• Listen to the tape (Tony Blair and Bill Clinton).

• Ask students to find differences in:
– Accent (one British, the other American).
– Are they in favor or against?
– Main ideas they express.
• Students join in groups of four and listen to the tape twice.
• Students discuss the main ideas.
• General comprehension is checked by the whole class.
• Students will listen to the tape again, now individually, and they will complete
the following exercise.

You will hear an interview with Alex Preston (The Human Genome article).
Complete the notes. You will need to write a word or a short phrase.

1. The interviewer points out to Alex Preston

that we should we be mainly worried about:

2. He replies that the west doesn’t care about:

3. The main aim of the scientists is to:

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 4. People working in the private sector are
interested in:

5. Alex Preston feels that the possibility of

designer babies is:

6. By the time designer babies become a

reality these scientists will be:

7. Most people die from:

8. These doscoveries will only help:

9. Alex Preston, thinking about the

consequences, says that people should not:

Post-listening

• Give them photocophies of Alex Preston’s interview. They listen and check
the answers.

• Role Play. Organize a panel where some personalities talk about what they
consider the most important scientific discoveries of the 20th century are.
The rest of the members of the group are supposed to be journalists, and
they ought to write a report.

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 Ejemplo 5

Listening

Pre-listening

• Have students discuss about the most recent news. They should say:
– What happened
– How they found out, etc.
• Organize the group in teams of four.

While-listening

• Tell them that they are going to listen to and watch a segment of a news program.
• Each team chooses an event and completes the chart with the information
required.
• Make a chart on the board or give them a photocopy.

What
happened?

Why did it
happen?

When did it
happen?

Where did it
happen?

Who
participated?

How did it
happen?

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Post-listening

• Based on the information from the chart, they prepare a presentation, trying
to do it in the way real TV news broadcasting systems do.
• Give them some suggeestions like:
– The use of passive voice.
– The sequence of events organized depending on what we want to
emphasize the most (what, who, why, etcetera).
• Students present it to the group.

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 Ejemplo 6

Oral expression

Preparation stage

• Ask students what news program they watch or listen to.

Oral interaction activities

• Tell them that they are going to organize a news program like the ones on TV.
• Discuss with the group the characteristics that a good news program should
have. For example:
– Time and frequency of the program: every day, weekly, etcetera.
– The sources to get information from: radio, television, newspaper,
magazines; they also could inform about events related to their
communities or about activities developed by the members of the group.
– The type of news: politics, economy, sports, science, show business, funny
or difficult issues, the world, the country, the community, etcetera.
• Remind them about general characteristics of the news.
– They must include information about:
What happened.
When it happened.
Where it happened.
Why it happened.
Who participated.
– The use of passive voice.
– The use of proper intonation, stress, expressions, vocabulary.
• Watch a segment of a news program.
• In teams they organize, prepare and deliver their presentation.

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