The document discusses different stages of listening activities in the classroom and recommends activities for each stage. It describes the pre-listening stage as introducing context and vocabulary to prepare students. During listening, activities help students catch messages from spoken language. Post-listening activities involve tasks related to the listening text, like problem solving. The document recommends predicting context for pre-listening, text completion during, and using information from the text for post-listening activities.
The document discusses different stages of listening activities in the classroom and recommends activities for each stage. It describes the pre-listening stage as introducing context and vocabulary to prepare students. During listening, activities help students catch messages from spoken language. Post-listening activities involve tasks related to the listening text, like problem solving. The document recommends predicting context for pre-listening, text completion during, and using information from the text for post-listening activities.
The document discusses different stages of listening activities in the classroom and recommends activities for each stage. It describes the pre-listening stage as introducing context and vocabulary to prepare students. During listening, activities help students catch messages from spoken language. Post-listening activities involve tasks related to the listening text, like problem solving. The document recommends predicting context for pre-listening, text completion during, and using information from the text for post-listening activities.
Students has the opportunity to learn a lot of things just by being around the context or hearing different people. In the classroom the teacher has to adapt the context to the topic, it is essential that the student have context of each activity, so he will never be lost at the class. Teacher will have to consider elements such as topic, setting, speakers, cultural framework which means what is being said and what is being meant, also he has to consider the three main stages: Pre -listening, while listening and post listening. The pre-listening stage is where students know which the context will be, what kind of vocabulary will learn or review and what they should expect of every type of task either a general and particular task. In this stage, the teacher must consider the available time and material, the ability of the students to develop listening activities and be aware of the students’ interest and his own interest. The while listening stage are the activities that the learners will execute while they are listening the text or audio, the purpose of this stage is helping to improve learners’ ability to catch messages from the spoken language. The post- listening stage are the activities related to a specific part of the text which can be spoken by the teacher, the activities for this stage are done after the listening is finished. The activity that I rather for the pre-listening is predicting or speculating the context because students are more analytical in the situation, also they will be more interested in the topic because they are expressing their own thoughts in order to make them feel confident expressing their selves. For the second stage, for me the most appropriate activity is text completion, because teacher can make students to focus on the important words or parts of the lesson. Finally, for the post-listening activity I rather using the information of the listening text, so students can resolve problems and make decisions in order to gave them the freedom of give their own opinion and open their minds with their partners.