Reading and listening presentations
For a reading or listening presentation the teacher needs to select or create a short text which contains the target
language. As the text is being used for presentation purposes, rather than as a resource for skills development, it should
not be too difficult for the students. It should not contain a lot of new vocabulary or structure.
The stages of the presentation are similar to those for most presentations. There should be a lead-in, to establish interest
and context. This may include some vocabulary work, particularly if there are any words in the text which the teacher feels
the students need to know. There is a focus on form and meaning and then controlled practice.
The teacher exploits the text following the stages listed below. (For a full description of this process see Exploiting
listening and reading texts on page 19).
Teacher
Where is she?
At the bus stop.
Student
What’s she doing?
Waiting for a bus.
When did she start waiting?
At 8.00/25 minutes ago.
What’s the time now?
8.25.
So, she’s been waiting for 25 minutes.
• Establish context
• Pre-teach vocabulary
• Set gist questions
• Listen/Read text
• Check in pair s
• Check answers in class
• Set more detailed questions
• Listen/Read again
• Check in pair s
• Check answers in class
The teacher can use the second set of questions for comprehension or to start focussing the students on the target
language.
As an example, to teach the structure ‘used to’ for past habit, the teacher could use a text in which someone is writing or
speaking about their life when they were younger compared to their life now. In the text, the speaker or writer actually uses
the target language in phrases such as:
‘I used to go swimming every day, but not now. I haven’t been swimming for 20 years!’
The teacher asks the students questions to clarify meaning:
When the meaning is clear, the teacher can tell the students to look at or listen to the text again and make a note of the
way that meaning is expressed. The teacher can then elicit from the students the form ‘used to’. This can then be
highlighted and practised in the normal way.
Using this technique the target language and it’s meaning have been presented without the teacher ever saying it. The
students have done the work of discovering the language through careful guidance from the teacher. Involving students in
their own language development like this is a very productive approach.
For a reading or listening presentation the teacher needs to select or create a short text which contains the target
language. As the text is being used for presentation purposes, rather than as a resource for skills development, it should
not be too difficult for the students. It should not contain a lot of new vocabulary or structure.
The stages of the presentation are similar to those for most presentations. There should be a lead-in, to establish interest
and context. This may include some vocabulary work, particularly if there are any words in the text which the teacher feels
the students need to know. There is a focus on form and meaning and then controlled practice.
The teacher exploits the text following the stages listed below. (For a full description of this process see Exploiting
listening and reading texts on page 19).
Teacher
Where is she?
At the bus stop.
Student
What’s she doing?
Waiting for a bus.
When did she start waiting?
At 8.00/25 minutes ago.
What’s the time now?
8.25.
So, she’s been waiting for 25 minutes.
• Establish context
• Pre-teach vocabulary
• Set gist questions
• Listen/Read text
• Check in pair s
• Check answers in class
• Set more detailed questions
• Listen/Read again
• Check in pair s
• Check answers in class
The teacher can use the second set of questions for comprehension or to start focussing the students on the target
language.
As an example, to teach the structure ‘used to’ for past habit, the teacher could use a text in which someone is writing or
speaking about their life when they were younger compared to their life now. In the text, the speaker or writer actually uses
the target language in phrases such as:
‘I used to go swimming every day, but not now. I haven’t been swimming for 20 years!’
The teacher asks the students questions to clarify meaning:
When the meaning is clear, the teacher can tell the students to look at or listen to the text again and make a note of the
way that meaning is expressed. The teacher can then elicit from the students the form ‘used to’. This can then be
highlighted and practised in the normal way.
Using this technique the target language and it’s meaning have been presented without the teacher ever saying it. The
students have done the work of discovering the language through careful guidance from the teacher. Involving students in
their own language development like this is a very productive approach.
Post a Comment