1. UNIVERSIDAD DE CUENCA
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
“HOW TO IMPROVE ’ LOW UNDERSTANDING
OF AUTHENTIC SPOKEN ENGLISH AT “JULIO MARIA MATOVELLE”
AUTORA: Isabel Vera
Cuenca Ecuador
2013

3.  Traditional teachingTraditional teaching
 Large number of studentsLarge number of students
 Lack of motivationLack of motivation
 Lack of active strategiesLack of active strategies
 Lack of teacher’s trainingLack of teacher’s training
 Lack of didactic materialLack of didactic material

4.  TEACHERS’ ACTION RESEARCHTEACHERS’ ACTION RESEARCH
 PROJECTSPROJECTS

6.  Listening is difficult.Listening is difficult.
 Teacher do notTeacher do not
attend courses onattend courses on
listening.listening.
 Lack of didacticLack of didactic
resourcesresources
 Passive studentsPassive students
 Negative attitudeNegative attitude
 Passive andPassive and
superficial Englishsuperficial English
 Fixed activities takenFixed activities taken
from the bookfrom the book

7. • To offer students a
tool that will enable
them familiarize
gradually with
authentic spoken
English through
listening to authentic
English practice and
by following a
listening process.
• To expose students to
real language
situations in order to
improve their listening
and comprehension
skill about authentic
spoken English.

8. Expose students to authentic resources
Listening Process
 The pre-listening activity
 The listening activity.
• Extensive listening,
•Intensive listening
The post-listening stage

9. DEVELOPMENT OF THE ACTIVITY
PROPOSED IN UNIT 4, LESSON ONE.
Pre-listening:
-The teacher says three colors and the
students pick up a school thing
according to the color they hear.
Blue, black, red

10. Listening:
-The students listen to the song “BLUE” (Eiffel 65) and
identify the color the singer uses in the lyrics:
-The teacher gives the students copies of the lyrics with
some blanks to fill in.
You listen up: here's a story
About a little guy
That lives in a ………. world
And all day and all night and everything he sees is
Just ………. like him inside and outside
Blue his house with a ………. little window
And a ………. Corvette and everything is ………. for him
And himself and everybody around
'Cause he aint got nobody to listen: ...
I'm ……… (da ba dee)
I'm ……… (da ba dee)
I'm ……… (da ba dee)
I'm ……… (da ba dee)

11. Post-listening:
-The students sing the song by substituting the color of the
lyrics by others.
You listen up: here's a story
About a little guy
That lives in a red world
And all day and all night and everything he sees is
Just red like him inside and outside
Red his house with a red little window
And a red Corvette and everything is red for him
And himself and everybody around
'Cause he aint got nobody to listen: ...
I'm red (da ba dee)
I'm red (da ba dee)
I'm red (da ba dee)
I'm red (da ba dee)
-The students and the teacher reflect on the problems while
performing listening tasks.