S and don’ts of developing listening skills

Possible answers:

	Set 1	Set 2
1.	Closed (yes/no) questions, short- learning a dialogue, retelling	Closed (yes/no) questions, open answer questions, translation, questions, multiple choice items, true/false, speaking
2.	None as one does not need to listen to the recording in order to do the given exercises	Listening for gist /the main idea, listening for specific details
3.	Pronunciation (ex.1), grammar (ex.1 vocabulary (ex.2), reading, speaking)	Speaking, reading
4.	No	Yes
5.	Answers may vary	Answers may vary

☺ (2 min) Collect the answers and establish that tasks in Set 1 seem to focus more on vocabulary and grammar while Set 2 tasks focus on developing listening skills.

☺☺☺(2 min) Ask groups to arrange the tasks in set 2 in the order they would use them when teaching their students.

☺ (2 min) Ask groups to share their answers and ask the following question:

~ Why would you teach the tasks in this order? Suggested answer:

Pre-listening – 2

While- listening – 1, 4

Post-listening – 3

(2 min) Establish that pre-listening tasks help students to predict the content of the recording and thus make it easier to understand it. While-listening activities should focus on listening for the main idea/gist and listening for specific details. At this stage students should be asked to do such non-verbal tasks as multiplechoice exercises, matching, or ticking options as they require less time and no actual writing. Post-listening activities can be used to consolidate the material, to develop other skills such as speaking or writing.