Texto aula 6 - Estudos Avançados de Língua Inglesa

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AULA 6
 
 
 
 
 
 
 
ESTUDOS AVANÇADOS DE
LÍNGUA INGLESA –
COMPREENSÃO AUDITIVA E
COMUNICAÇÃO ORAL
 
 
 
 
 
 
Prof. Robson Ribeiro da Silva
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INICIAL TALK
This marks the final lesson in our speaking and listening module. Thus far, 
we've explored the intricacies of listening and speaking in a foreign language, 
along with the challenges faced by learners. Additionally, we've outlined essential 
principles for crafting or adapting activities aimed at enhancing speaking and 
listening skills. In our previous lesson, we examined practical classroom activities 
for these skills. 
However, it's crucial to recognize that speaking and listening don't operate 
in isolation; they intersect with other skills. While it's evident that speaking often 
involves listening, there are more nuanced relationships between these skills and 
others. Consider, for instance, attending a lecture where you listen while taking 
notes, or reading an article that prompts subsequent discussions or critiques. 
Speaking and listening can be interconnected with reading and writing, creating a 
dynamic relationship. 
CONTEXTUALIZING
In this concluding lesson, we'll explore ways to integrate speaking and 
listening skills with each other and with other language skills. Before we delve into 
the details, take a moment to reflect on your own language learning experience. 
Examine the activities below and consider whether you or your teachers employed 
them, how frequently, and whether you found them beneficial. If you haven't 
encountered these activities before, think about how they could be utilized to 
integrate different language skills. After this reflection, we will examine each of 
these activities in detail and discuss how they can be effectively employed in the 
language classroom: 
• Dictation activities 
• Surveys 
• Discussions and debates 
• Communicative activities 
• Projects 
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THEME 1 – DICTATION ACTIVITIES
Dictation activities have somewhat fallen out of favor with the advent of 
communicative language teaching. These activities were criticized for being 
teacher-centered, inauthentic, and of limited pedagogical value. Nevertheless, as 
Davis and Rinvolucri (1988) point out, this doesn’t have to be the case. The 
traditional dictation, where the teacher reads a text aloud for students to write, 
might not align with communicative language teaching principles. However, with 
imaginative adaptations, dictation can still play a valuable role in contemporary 
language classrooms. Dictation offers the unique advantage of encompassing 
reading, speaking, listening, and writing skills, along with the potential to engage 
other vital skills like short-term memory. 
1.1 The dictator: who leads the dictation?
A pivotal question to depart from traditional dictation is: Who conducts the 
dictation? Traditionally, it was the teacher standing at the front of the class, reading 
a text while students transcribed what they heard. While this approach might have 
some merit and aid in listening skills, it neglects speaking skills. By shifting the 
activity so that students take on the role of the dictator, the activity becomes more 
dynamic and versatile. Students can dictate to the entire class, a group, or a 
partner, ensuring active participation. Going a step further, if students are tasked 
with choosing the text to be read or, better yet, writing their own text, the activity 
becomes considerably more student-centered. Allowing students time to practice 
their text delivery, focusing on pronunciation, rhythm, intonation, pauses, and 
pacing, enhances the activity's value. 
1.2 Dictation as a lead-in activity
Another way to deviate from traditional dictation is to reconsider its purpose. 
In the past, dictations served as the main event in a class, often the sole activity. 
By reconceptualizing dictation as short, concise activities that act as lead-ins to 
other tasks, they can effectively prepare students for listening or reading segments 
of the class. 
 
 
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1.3 Dictation as a communicative activity
In addition to questioning the role of dictation exercises, it’s beneficial to 
reassess the objectives of the exercise. Traditional objectives primarily focused on 
practicing grammatical structures, but they can be made more communicative and 
interactive by altering the expected student response. For example, the teacher 
could read a set of questions that students need to write down, but students are 
also required to formulate and write their responses. 
1.4 Dictation for varied class sizes and abilities
Dictation activities offer an efficient means of skill integration for teachers 
handling large classes or classes with diverse abilities. Advanced students can be 
challenged to reconstruct the entire text, while weaker students can receive 
prompts via handouts, only needing to transcribe every 10 words or specific 
expressions. Dictation activities are unique in that they can be applied in one-on-
one settings or classes with hundreds of students and remain equally effective. 
1.5 Dictogloss
There exists a wide array of dictation activities, making it impossible to cover 
them all here. Instead, let’s explore one type of dictation activity that showcases 
how they can be employed in unconventional and engaging ways, diverging from 
traditional expectations: the dictogloss. 
• Step 1: the teacher reads a text aloud at a normal pace, and students are 
tasked with writing down what they hear. Students are encouraged not to 
stress about transcribing every word, but to capture what they can. 
• Step 2: students form pairs and compare what they've written. They 
collaborate to construct a new text by filling in gaps using their own words 
or ideas, drawing upon their lexical and grammatical knowledge. 
• Step 3: these pairs are then organized into larger groups, and they repeat 
the process from Step 2, creating a new text based on their collective input. 
• Step 4: the entire class collaborates to reconstruct a text on the board. If 
there are still gaps or disagreements, the class uses its language 
knowledge to reach a consensus on the best solution. 
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• Step 5: the teacher and the class compare the original text with the one 
created by the class. Depending on the outcome, the class can delve into 
lexical, grammatical, or pronunciation analysis. 
By applying these innovative approaches, dictation activities can transform 
into engaging and interactive exercises that effectively integrate listening, 
speaking, reading, and writing skills. 
THEME 2 – SURVEYS 
Surveys offer a versatile approach, allowing teachers to quickly incorporate 
specific language elements into the classroom, or they can be more elaborate, 
generated by students and even extend to homework assignments. Regardless of 
the chosen approach, surveys consistently serve as effective methods to 
seamlessly integrate speaking with other essential language skills. 
2.1 Find someone who...
This survey type serves as an excellent means to practice a particular 
language concept, such as the present perfect or past simple, while encouraging 
students to use it repeatedly, akin to a drill. The teacher presents several prompts 
and instructs students to formulate questions using these prompts. For instance: 
• Language point: present perfect 
• Prompt: visit, New York 
• Question: Have you ever visited New York? 
• Language point: breakfast food 
• Prompt: pizza 
• Question: Do you have pizza for breakfast? 
Ideally, all questions should employ the same language structure. Once 
students have created all the questions, they proceed to query their fellow 
classmates, recording the responses. The aim is for students to discover how 
many people have visited New York or enjoy pizza for breakfast. After a designated 
period, typically before students have queried everyone in the class, the teacher 
halts the activityand organizes students into small groups. Within these groups, 
students compare their findings. 
 
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2.2 Questionnaires
Find someone who... surveys may often be teacher-centric, narrowly 
focusing on specific target language. However, surveys can also adopt a more 
open-ended approach, with students creating their own questions to ask others, 
either in the classroom or beyond. Here’s an example: 
• Pre-class: seek another group of English students and obtain permission 
from their teacher for your students to ask questions. 
• Step 1: introduce the topic through questions, a reading, or listening task. 
The topic can revolve around any subject of interest to the students. 
• Step 2: elicit potential questions related to the topic. Write some on the 
board. Divide students into pairs or small groups and instruct them to 
generate an additional set of questions. Depending on students’ proficiency 
levels and your objectives, these questions can be open-ended, closed, 
multiple-choice, or a combination of types. 
• Step 3: familiarize your students with the other class and ask them to record 
the answers. 
• Step 4: students work within their original groups to compile the gathered 
information and prepare a report based on their findings. 
This type of activity is remarkably adaptable and can seamlessly incorporate 
various language skills. Instead of conducting it with another class, it could be 
implemented within the same class, with family and friends outside the educational 
institution, or even in an online setting. 
2.3 Presentations
In certain real-life surveys, especially those involving individuals who do not 
speak English, there might not be substantial explicit use of the English language. 
To introduce more English into such scenarios, students can present their findings. 
These presentations could range from informal, brief explanations of preferences 
(e.g., how many people like pizza for breakfast) to more structured presentations 
complete with slides, questions, and answers. The presentation format chosen 
depends on student needs and available time. 
For structured presentations, specific language elements may need 
practice. Additionally, since other students are likely to listen to these 
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presentations, it’s crucial to plan pre-, during-, and post-listening activities to 
maintain focus and engagement among the audience rather than having them 
passively wait for their turn to present. 
THEME 3 – DISCUSSIONS AND DEBATES 
In theory, discussions and debates offer valuable opportunities for students 
to practice extended speech delivery and intensive listening. Depending on the 
nature of the activity, students may work independently or collaboratively in teams, 
necessitating quick thinking to convey their messages and respond to others. 
Thus, debates and discussions are often better suited for intermediate and 
advanced students. However, despite their many advantages, teachers are often 
cautious about using them in the classroom due to the potential for chaos if not 
properly structured. Additionally, many students may not encounter real-life 
scenarios that require debate, making these activities seem inauthentic and 
leaving them unfamiliar with the rules of effective debate or discussion. 
 While it is true that not all students will need to engage in debates, 
discussions are unquestionably authentic tasks applicable to all students. 
3.1 Setting up discussions and debates
Whether you intend to organize a formal debate or facilitate informal 
discussions, it's crucial that students are well-acquainted with the rules. Debates 
usually adhere to strict rules regarding speaking order, timing, and duration. While 
discussions lack such rigid regulations, they often entail unwritten conventions 
related to politeness, taking turns, and covering specific topics. Therefore, it’s 
imperative that students are familiar with and consent to these rules or conventions 
before commencing the activity. 
3.2 Student preparation
In formal debates, students will require ample preparation time. They need 
to understand the rules and spend time pondering or researching their intended 
arguments. This research may involve determining the content they wish to convey 
or identifying the most suitable language, including vocabulary and grammar, to 
effectively articulate their points. 
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Even for teacher-structured discussion activities, students might benefit 
from preparation time. This could be incorporated as part of another activity, such 
as reading a text and subsequently discussing its implications. Alternatively, 
allocating a minute or two of quiet time for note-taking, without prior reading or 
listening, can boost participation levels and confidence. 
3.3 Roleplay
Utilizing roleplays to simulate debates can encourage shy students to 
become more involved. Shy students may be hesitant to express their own beliefs 
or ideas for fear of criticism. By assigning students roles, this fear can be 
circumvented. Instead of discussing their personal beliefs, students speak from the 
perspective of their assigned character or role. 
Roleplays can mimic real-life scenarios that students may encounter. This 
is especially applicable to business English, where students can practice roles they 
may assume outside the classroom. Roleplays can also provide an opportunity to 
respond to a listening or reading text, with students employing information they 
have encountered to create a character. 
3.4 Balloon debates
A balloon debate is a type of roleplay that encourages students to engage 
in debate with one another. The premise is that students choose a character, 
whether living or deceased, fictional or real. Students might base their character 
selection on their current studies or select from individuals currently in the news. 
The teacher then presents a scenario where all characters are aboard a hot air 
balloon with insufficient hot air, leading to a crash that would result in everyone's 
demise unless one person is ejected. The students must now debate which 
character should be expelled. 
The teacher should establish guidelines regarding speaking duration and 
whether questions are permitted. Following the debate, a vote is conducted to 
determine which character will be ejected. Afterward, students provide feedback 
on their preparation for the debate and suggest improvements for future debates. 
The teacher also offers feedback on language performance and effective 
adherence to debate rules. 
 
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THEME 4 – COMMUNICATION ACTIVITIES
A communication activity encompasses any endeavor that encourages 
students to engage in authentic and meaningful spoken interactions. These 
activities can resemble workplace or academic tasks or even comprise entertaining 
games. However, it’s essential to remember that not all games facilitate genuine 
communication. For instance, playing hangman primarily involves guessing letters 
and lacks substantial natural communication. Moreover, it’s worth noting that 
activities need not always prioritize entertainment, particularly for adult learners. 
The paramount concern is that activities are effective and intellectually stimulating, 
rather than merely enjoyable. 
4.1 Points to keep in mind
To effectively orchestrate communicative activities, meticulous planning is 
essential, accompanied by these fundamental considerations: 
• Minimize teacher talking time (TTT): the teacher’s role should envolve 
facilitating language practice among students, with minimal interference. 
• Monitoring: teachers should closely observe students during activities. As 
previously emphasized, monitoring reinforces the activity’s significance and 
provides valuable insights into students’ performance. 
• Avoid active participation: while the temptation to join in the activity may 
arise, teachers should refrain from direct involvement to limit TTT andensure adequate monitoring. 
• Clear instruction planning: comprehensive and comprehensible instructions 
are crucial to prevent activity failures due to students’ misunderstandings. 
Rather than exhaustively describing all conceivable communicative 
activities, we will present three potential activities. As you read through them, 
consider how each activity fosters communication among students. 
4.2 Chain story
In this activity, students collaboratively construct a narrative. The inclusion 
of verb cards introduces an element of unpredictability. The teacher should 
vigilantly oversee past tense usage and pronunciation of-ed endings. This activity 
can be adapted for various language points. 
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• Step 1: prepare a set of cards, each featuring the base form of a verb. 
Organize students into groups of approximately four. Place the cards face 
down on the table. Nominate a student to flip over the first card and initiate 
a story in the past tense using the designated verb. 
• Step 2: the subsequent student flips over the next card and continues the 
story using the next verb. This sequence continues until all cards are 
revealed. At this juncture, students collectively work to conclude the story. 
• Step 3: employing the cards as prompts, students, working in groups, 
reconstruct and transcribe their stories. 
• Step 4: the stories can be presented to the class, either verbally or displayed 
on the walls for reading. Subsequently, students vote to determine the most 
outstanding stories. 
4.3 Jigsaw reading
This activity illustrates how a conventional reading task can be adapted to 
integrate speaking and listening. Teachers can source a suitable text or employ 
one from published materials, segmented into parts conveniently distributable to 
students. 
• Step 1: set a context, such as Dos and Don’ts when conducting business 
abroad. Form groups of three students each. Assign each student a text 
section to read. Upon completion, instruct them to craft sentences beginning 
with In (name of country), do not... and In (name of country), do... 
• Step 2: within their groups, students exchange information garnered from 
their texts and formulate sentences for other countries. Encourage 
meaningful discussions among students, discouraging rote copying. 
• Step 3: request students to read the two texts they did not initially examine 
in step 1, seeking additional do’s and don’ts. 
4.4 Grammar auction
This activity serves as a valuable means to review or reinforce previously 
taught language concepts. To optimize its communicative potential, students 
should employ English while discussing the sentences. 
• Step 1: organize students into small groups. Distribute several sentences, 
some containing grammatical errors and others that are grammatically 
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correct. Instruct students to assess and determine, within their groups, 
which sentences they believe to be correct. 
• Step 2: announce the commencement of an auction. Verify whether 
students comprehend the concept and mechanics of an auction. Explain 
that instead of acquiring artwork, they must “purchase” beautiful or correct 
sentences. Provide students with a fictional budget, e.g., £1 million. 
• Step 3: conduct the auction, with the teacher serving as the auctioneer. 
Encourage students to bid more on sentences they are confident are 
correct, while bidding conservatively on sentences they find dubious. 
• Step 4: review the sentences, urging students to articulate why each 
sentence is correct or incorrect. Determine which group successfully 
acquired the most correct sentences and declare them the winners. 
THEME 5 – PROJECTS 
In recent years, projects have gained substantial popularity in English 
language classrooms for several compelling reasons, as we will explore in the 
subsequent section. Notably, projects have proven to be a versatile tool for 
implementing content and language integrated learning (CLIL), a pedagogical 
approach that entails teaching English through other subjects such as 
mathematics, geography, or sports. In essence, English becomes an integral 
component of the curriculum, intertwined with other disciplines. 
5.1 Advantages of utilizing projects
According to Gallacher (2014), an ideal project should empower students to 
“[...] jointly determine the project’s objectives while the teacher assumes a more 
supportive role.” When executed effectively, projects offer the following benefits: 
• Enhanced motivation: involving students in decision-making regarding 
project content and execution tends to heighten motivation as they find the 
tasks more engaging. 
• Integration of skills: projects readily incorporate all four language skills: 
listening, speaking, reading, and writing. 
• Autonomous learning: encouraging students to assume responsibility for 
their learning fosters independence, diminishing their reliance on the 
teacher. 
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• Learning outcomes: project objectives are predefined before commencing 
the project, delineating clear learning targets. 
• Authentic tasks: authentic tasks, as emphasized throughout this module, 
inherently carry advantages. 
• Authentic language: the language required for project completion closely 
mirrors real-life communication, rendering it more pertinent to students. 
• Interpersonal skills: projects cultivate not only language skills but also 
interpersonal competencies, including relationship-building. 
5.2 Elements of a well-designed project
As with any facet of teaching, successful project implementation hinges on 
effective planning. Prior to commencing a project, teachers must account for the 
following elements: 
a. Introduction: the teacher should introduce the project’s overarching theme, 
and if necessary, showcase examples of past projects to familiarize 
students with the task. 
b. Proposal phase: after students accept the project’s fundamental premise, 
they should be encouraged to propose their approach to project execution. 
Questions to ponder may include: 
• What elements should be incorporated into the project? What format will the 
project adopt? 
• Which group member will assume responsibility for specific project 
aspects? What is the anticipated project duration? 
• What materials or resources are likely to be required? 
c. Time management: while students estimate the time they need, the teacher 
must ensure alignment with the available timeframe. 
d. Space allocation: classes may need to divide into groups, sometimes 
necessitating access to different spaces like libraries or computer labs. The 
teacher should ensure that suitable spaces are available and provide initial 
guidance to students. 
e. Materials and resources: the teacher must supply necessary materials, 
such as paper, cardboard, or paints. A decision regarding internet access, 
whether in school or at home, should also be made. 
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f. Presentation: projects must be displayed for evaluation. Teachers should 
designate a presentation area on the wall and prepare students to make 
oral presentations. 
g. Evaluation: the teacher should establish how the project will be assessed, 
defining the evaluation criteria. 
5.3 Disadvantages of project work
No instructional approach is without potential drawbacks. Some 
disadvantages associated with projects include: 
• Language: if students share the same native language, it can be challenging 
to motivate them to use English during the project. This issue can be 
mitigated, especially with older students, through discussions about the 
benefits of English usage. 
• Uneven participation: there is a risk that some students may carry most of 
the workload while others contribute minimally. Careful planning and clear 
role assignments can help address this concern. 
• Diverse pacing: some groups may complete their projects more swiftly than 
others. To mitigate this, students should be informed of the allotted time 
initiallyand encouraged to engage in productive activities once their 
projects are finished. 
CONCLUSION 
We have now concluded our exploration of speaking and listening skills. 
While many people naturally associate language learning with speaking, we have 
discerned that listening is equally vital. However, merely engaging in listening and 
speaking activities within the classroom is insufficient for students to enhance 
these skills. Teachers must grasp the intricacies of these skills, diagnose specific 
challenges, and adeptly adapt or construct materials to target these issues. In the 
previous lessons, we also explored ways to seamlessly integrate speaking and 
listening with other language skills. As we have consistently emphasized, this 
integration mirrors real-world language use, necessitating our role as teachers to 
be as authentic as possible. 
 
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Theoretical approach texts
GALLACHER, L. Project work with teenagers. British Council, 2014. Disponível 
em: . Acesso 
em: 3 nov. 2023. 
Pratical approach texts
SPECK, C. 8 great ways to use dictation with ESL students. Busy Teacher, [S.d.]. 
Disponível em: . Acesso em: 3 nov. 2023. 
Further reading
ACTIVITIES to promote interaction and communication. CAL: Center for Applied 
Linguistics, [S.d.]. Disponível em: 
. Acesso em: 3 nov. 2023. 
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REFERENCES 
ACTIVITIES to promote interaction and communication. CAL: Center for Applied 
Linguistics, [S.d.]. Disponível em: 
. Acesso em: 3 nov. 2023. 
DAVIS, P.; RINVOLUCRI, M. Dictation: new methods, new possibilities. 
Cambridge: Cambridge University Press, 1988. 
GALLACHER, L. Project work with teenagers. British Council, 2014. Disponível 
em: . Acesso 
em: 3 nov. 2023. 
SPECK, C. 8 great ways to use dictation with ESL students. Busy Teacher, [S.d.]. 
Disponível em: . Acesso em: 3 nov. 2023.