[Note: it is not possible or desirable to do all of these stages in a single lesson. This simply represents a range of options that can be used for a listening text. The activities are listed in the order that they should be done in class--i.e. you can omit activities, but don't change the order of activities.]
Pre-Listening
3. Pre-Teach Vocabulary (This can also be moved to after the gist task)
Listening
7. Understanding the text for Detailed Comprehension
9. Personalization (Students' own opinions about the text)
Post Listening
12. Exploit the text for grammar or vocabulary work
Notes: I put this together for a workshop on activities that can be used for any listening text, but I believe it can also stand on its own, so I'm posting it separately here.
This is for teacher training. The cards are cut up and shuffled. The teachers have to put the stages of the listening lesson in order, and also match the stages to their explanations. At the end of the activity, teachers are given the final sheet to check their answers, and also as a summary.
Review of Language from the Previous Lesson | Do some sort of short game (e.g. board race) to quickly review any grammar or vocabulary from the previous lesson |
Lead-in | The students talk about an aspect of their lives that relates in some way to the topic of the text (e.g. “Talk about the last time you went on vacation”) |
Pre-Teach Vocabulary (optional) | 5 words maximum. These should be “blocking vocabulary” only. |
Orientation to the Text (optional) | Before the listening, help students to understand who the speakers are, and what the situation is |
Prediction (optional) | Students predict what they are going to hear. (This could also be used as a gist task.) |
Gist Question | Students listen to the audio and answer a question about the main idea. (Possibly this could be combined with checking predictions.) |
Specific Information Questions | Students answer questions about specific information in the text (names, numbers, etc.). This should be information at the sentence level. |
Detailed Comprehension Questions | Students answer questions which require them to process the text at a deeper level—possibly questions that require them to combine information across the sentence level |
Inference Questions (optional) | Students answer questions which require them to infer information that is not explicitly stated in the text. |
Personalization Questions (optional) | Students answer questions which require them to react to the text on a personal level (e.g. “Which speaker did you agree with?”, “What do you think they should do next?” etc) |
Micro-listening Practice (optional) | Play just one or two sentences from the audio. Students attempt to write down the whole sentence exactly. |
Transcript Work (optional) | Students are given the transcript, and some sort of task (e.g., find the wrong words in the transcript) and listen to the audio one more time while following along with the transcript |
Exploit the Text for Language (optional) | The teacher draws the students’ attention to useful grammar or vocabulary that are in the text |
Communicative Follow Up | The students have some sort of communicative task based on the topic of the text.
This is followed by feedback on the task. |
Suggested answers
Review of language from previous lesson
Pre-Listening
Lead-in
Pre-teach Vocabulary (optional)
Orientation to the text (optional)
Prediction (optional)
Listening
Gist Question
Specific Information Questions
Detailed Comprehension Questions
Inference Questions
Personalization Questions
Post Listening
Micro-Listening Practice (optional)
Transcript Work (optional)
Exploit the text for Language (optional)
Communicative Follow Up
Notes: It is not necessary or desirable to include all of these stages in a single listening lesson. This list simply represents the range of options available, and the suggested ordering for these options (e.g. gist question is before specific information, detailed comprehension would be before inferencing, etc.)
Traditional listening lessons would usually have 2 or 3 listening tasks, which are staged in order of increasing difficultly. But traditional listening lessons are also based on shorter (1-2 minute) audios. Some adaptation may be required for longer listening texts.
Prediction tasks can also be combined with gist tasks or specific information tasks (i.e. make predictions about the text, and then listen and check your predictions.)
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