Linking Theory to Practice 2013 Copy

7/30/2019 Linking Theory to Practice 2013 Copy

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STAGES IN A

LISTENING LESSON


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Pre Listening stage:

Listening activities, in general, should consist of some well-structured pre-, while-,

and post-listening stages. The pre-listening phase is a kind of preparatory work

which:

(...) ought to make the context explicit, clarify purposes and establish roles,

procedures and goals forlistening(Rost 1990:232).

The pre-listening stage helps learners to find out the aim of listening and provides

the necessary background information. Jones and Kimborough (1987:2) suggest

introducing some preliminary discussion in which students can talk together about

their expectations and make predictions about what they are going to hear.


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continued...

During this stage the teacher does one or more of the following things:

tries to rouse the learners interest in what he is about to listen;

makes the learner actively aware of information/experiences that would be

useful in helping him understand what he will hear;

does various things that help learners to acquire or revise the language that

would be necessary for him to understand the listening input;

gives learner a purpose for listening


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ommon ypes oactivities for Pre Listening

stage:Informal teacher talk and class discussion;

Looking at pictures and talking about them;

Making lists of possibilities/suggestions, etc;Reading a related text;

Reading through questions learners need to answer while listening;

Predicting outcomes;

Previewing the language;


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Summary on Pre Listening

activities:

We may use more than one kind of pre-listening activity;

Pre-listening tasks should not take much time;

The purpose of pre-listening activities is to activate the students

schema, i.e. to provide context.


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While listening stage:

This is the centre of focus of the lesson. The activities in this stage contain the

teaching points the teacher wishes to deal with in the lesson. This part may

contain just one activity or it may contain a number of related activities.

While-listening activities are what learners are asked to do during the time that

they are listening to the text.As far as listening comprehension (listening for

meaning)is concerned,the purpose of while-listening activities is to help learners

develop the skill of eliciting messages from spoken language.

continue...


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continued...

While-listening activities should be interesting,so that the learners feel they want to

listen and carry out the activities.Part of the interest can stem from the topic and the

content of what is said,and the listening text should be chosen with the interests of

the learners in mind.


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Common types of activities for

while listening stage:

ticking off items (bingo); where students listen to a list of words and categorize

(tick off) them as they hear

information transfer; where students have to fill grids, forms, lists, maps, plans

etc.

sequencing; where students are asked to give the right order of a series of

pictures

information search; that is listening for specific items, e.g. answer a particular

question from the pre-listening stage

filling in blanks of a transcript of a passage with the words missing (e.g. lyrics of

a song)

matching the items which have the same or opposite meaning as those the

students hear, or matching the pictures with the descriptions heard


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Summary on While Listening

activities :Most of the time, it is helpful to provide a task for the students to do something

while they are listening.

By providing a variety of types of tasks, students learn to listen for a variety of

purposes, which better prepares them for listening in the real world outside the

classroom.


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Post Listening stage :

The post-listening stage is where the teacher can determine how well the students

have understood what they listened to.

Post-listening exercises should be interesting and motivating. Before a teacherchooses a certain activity he/she must consider how much language work they wish to

do with the particular listening passage. How much time they will need to do a particular

post-listening task; whether the post-listening stage will include speaking (discussion),

reading or writing (ticking, writing short notes, dialogues or essays) and whether they

want learners to work individually, in pairs or in groups

(Underwood 1989:80).


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ommon ypes oactivities for Post

Listening stage:Multiple choice questions

Answering questions

Note-taking and gap-filling

Dictogloss


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Summary on Post

Listening activities:Dont spend too much time giving students practise with traditional test-

taking questions;Integrate listening tasks with speaking and writing.


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STAGES IN A

SPEAKING LESSON


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Presentation stage:

The Presentation phase of the lesson is when the teacher introduces new

information.

The teacher guides the presentation, but there may be learner input orinteraction.

The presentation may be inductive (where examples are presented and the

students draw conclusions based on them), or deductive (where the teacher

states a rule or generalization and proceeds to explain or illustrate it), or..


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continued..

Some combination or variation of inductive and/or deductive. Whichever method

is used, during the presentation phase, the teacher:i.Relates the new material to students' previous knowledge and experiences,

ii.Checks students' comprehension, and

iii.Models examples of the tasks that will be expected of students during the

practice phase of the lesson.

When teaching English to people whose English skills are limited, it is essentialto ensure that students understand the presentation by:

i.Keeping the language simple,

ii.Illustrating the presentation, and

iii.Checking students' comprehension periodically.


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ms o resen a onstage

The Presentation stage has three main functions:

To enable learners to recognize the relevance and usefulness of what they are

about to learn;

a) To enable them to learn the language - words, structures, pronunciation (that

they need to learn).

b) To make them aware of the contexts in which the language they learn can be

appropriately used.


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The Presentation stage focuses on any one of these:

a)Learning the set of inter related functions in a communicative situation (e.g. buying

goods in a shop; apologizing, accepting apology).

b)Learning different ways of expressing a function and which way is appropriate for

which situation.

c)Learning some structure or set of words required to do common communicative

tasks (e.g. past tense to tell stories, present tense to talk about habitual actions and

hobbies and etc..)


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Practice stage:

The Practice stage comes after the presentation stage.

During this phase, the teacher may still be in control although recent preference

seems to be to have pair and group work to maximise student talking time and

practice.


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Aims of the Practice

stage:The practice stage has two important functions:

a) to give learners intensive practice in the target language but within

naturalistic, although still highly controlled contexts;b) to build up learners confidence in their ability to use the target language to a

level that allows them to participate in the freer communicative situation they

would meet in the final phase of the lesson.


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Typical activities for

Practice stage:a)Using model dialogues.

b)Communicative games.c)Drills.

d)Information gap activities.


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Production stage:

This is the last stage in the presentation-practice-production sequence.

May be the only stage necessary for advanced learners.

Ai f th P d ti


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Aims of the Production

stage:

The production stage has a number of aims:

To provide a context in which the new language learnt would naturally occur -

provides learners with an opportunity to recognise the relevance and usefulness

of the new language they have learnt.

To enable the teacher to evaluate her own teaching and the learners learning -

to prepare for further practice or remedial work.


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continued....

c)To enables learners to integrate the new language they have learnt with language

they already know.

d)To build greater fluency and ability to cope with features of real communication,

e.g. unpredictability and creative use of language.

T f ti iti f P d ti


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Types of activities for Production

stage:

There are many different kinds of activities that are commonly used during this stage.

The following are some examples:

Opinion gap Role play

Information gap

Discourse chain

Problem solving

Information sharing and opinion gap

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Linking Theory to Practice 2013 Copy