1. Mowlana(na) Miri Lecturer at Allamah Tabataba’I University 1395
Listening & Speaking
Mowlana(na) Miri
Lecturer at Allamah Tabataba’I University
1395

2. Pre-listening or appetizer
What are the main goals of pre-listening?
How can we achieve these goals?

3. Suggested Strategies/ techniques
Main Purpose/s
Suggested Strategies/ techniques
To activate background/world knowledge of Ss
Schemata-activating process
brainstorming through concept/mind maps
To motivate the Ss or whet their appetites
A short role play or clip related to the theme of the lesson
A pantomime related to the theme
To Set the context (i.e. Where and when is the listening occurring? who is talking to whom and about what?)
reading a simple text about the theme of the lesson
Drawing students’ attention toward the picture or title of the lesson
Tell your students what they are going to listen and what the objective of the task is
Pre-teaching some of the
key forms (i.e., words, phrases etc.)
Researching (i.e.,
looking up a word in a dictionary, surfing the net etc.)
prediction: Getting the students to predict the events of the audio file)

4. While-listening or the main dish
What are the main objectives of while listening?
How can we achieve these objectives?

5. Suggested Strategies/ techniques
Main Purpose/s
Suggested Strategies/ techniques
1. To expose students to comprehensible input
Clarify the objectives of listening (first objective is getting the gist of the audio text; for example, we can ask our students to listen and tell “what was the audio text about?” (first display of the audio)
2. Comprehension
Second objective can be
looking for some details of the text. We can pose some questions about specific segments of the audio text, not too many since we may overload them. (second display)
3. To contextualize target forms and functions of the lesson
Note: For a more focused attention, you can write a couple of the questions on the board before listening
Note taking, filling in a chart or diagram

6. First play

7. Second play

8. Third play

9. Post-listening or dessert
What are the main goals of post-listening?
How can we meet the objectives?

10. Main Purpose/s Suggested Strategies/ techniques
To checking students’ comprehension
Asking different types of questions such display, inference and opinion
To focus on form (to draw students’ attention to some forms, especially those related to the theme of the lesson)
For example, The teacher ask the students to find the words or phrases related to the topic/theme of the lesson.
Evaluation (i.e., the students learn about their strength and weaknesses during listening. Also, the teacher can identify students’ listening problems)
The teacher can ask students to talk/write about the problems they had during listening (problems with words, structure, accent, pronunciation, background knowledge, rate of speech) (This objective can be sought either through English or Persian.)
To enhance learners awareness of helpful listening strategies
Group/pair work: students share the ways or strategies they used to induce the gist of the lesson (e.g., paying attention to key words)
Whole class: The teacher can collect the strategies the students share in group work and then complement them. (Refer to TG for a nice list of strategies)

11. Pre-listening
1. What are the goals of this listening task? ( you can read the questions and look at the pictures to set the goals)
2. Who is speaking to whom? How many are they? Can you guess their relationship is?
3. Where are they talking?
4. What is their mood? (friendly, angry etc)
5. Can you predict the topic and events they are going to talk about?
6. Can you predict some of the words you may hear in this task?
7. What do you do if you miss a part of the task or when you face an unknown word?
8. Can predict what kind of task you are going to hear? (descriptive? argumentative? process (the steps of making sth)? lecture? interview? news?)
9. Can you think of any similar listening tasks you have previously worked on?

12. While-listening 1. Do you have a goal in your mind as you listen?
2. Do you try to get back on track when you lose your concentration?
3. Do you use the general idea of the text to help you guess the meaning of the words that you don’t understand?
4. Do you translate key words as you listen?
5. What do you do when you have difficulty understanding what you hear? Do you give up and stop listening or focus on the rest of the audio?
6. Do you check your comprehension and adjust your interpretation if you realize that it is not correct?
7. Do you feel nervous when you listen to English? If yes, what do you do to cope with it?

13. Post-listening
Listen to the audio while reading the text. Underline the words that you pronounce differently from the audio.
1. Did predicting key words help you? How?
2. Did predicting the topic and events help you? How?
3. Which aspects of the file (i.e., Vocabulary, grammar, pronunciation, rate ) were difficult for you? What should you do?
4. Did you lose your concentration while listening? What did you do?
5. Did you use mental translation? How?
6. How did you try to understand the meaning of unknown words?
7. Did you feel anxious? How did you cope with it?
8. How are you going to perform the next listening task?
9. Do you have any plan for improving your listening?

14. Pre-speaking or the appetizer
Objective
Strategies/techniques
Setting the scene or context
Brainstorming through a concept map/mind map
Activating students’ background/world knowledge
Brainstorming through wh-questions
Motivating the students to get engaged in the task wholeheartedly
Show them a picture or video clip about the topic to prepare them mentally
Eliciting some of the required forms (i.e., words, grammar etc.) from the students. We should elicit the forms which are closely related to the speaking task with regard to theme or function etc.
Raise an issue and have them discuss it either in Persian or English

15. While-Speaking or main dish
objectives
Strategies/activities
Students are supposed to produce either a monologue or dialogue.
Pair/group work
The teacher should move around and assist the students, if needed.
Firstly, we should ask some volunteers o carry out their task and then get others to do it.
The teacher should let students talk and note own errors.

16. Post-speaking or dissert
objectives
Strategies
feedback
Focused/unfocused feedback
Graduated feedback
Evaluation and planning for next speaking task
feedforward

17. A Step-by-Step Guide to Making a Role Play
Step 1 - A Situation for a Role Play
( choose a situation for a role play. Teachers should select role plays that will give the students an opportunity to practice what they have learned.)
Step 2 - Role Play Design
(After choosing a context for a role play, the next step is to come up with ideas on how this situation may develop. )
Step 3 - Linguistic Preparation
(Once you have selected a suitable role play, predict the language needed for it.)

18. Step 4 - Factual Preparation
(This step implies providing the students with concrete information and clear role descriptions so that they could play their roles with confidence. At the beginning level cue cards might contain detailed instructions.)
Step 5 - Assigning the Roles
(Some instructors ask for volunteers to act out a role play in front of the class (Matwiejczuk, 1997), though it might be a good idea to plan in advance what roles to assign to which students. At the beginning level the teacher can take one of the roles and act it out as a model.)
Step 6 - Follow-up
(Follow-up means asking every student's opinion about the role play and welcoming their comments (Milroy, 1982; Horner & McGinley, 1990). The aim is to discuss what has happened in the role play and what they have learned.)

19. Sample role plays Situation: At school
You have a health problem. Your friends offer some unwise health advice. One offers seeing a doctor. You reject all pieces of advice but seeing a doctor.

20. Situation: In hospital
The patient greets the doctor and describes all the symptoms of the illness.
The doctor elicits further info by asking questions. The doctor examines the patient while talking about the symptoms.

21. Adding the first layer Situation: In hospital
The patient greets the doctor and describes all the symptoms of the illness.
The doctor elicits further info by asking questions. The doctor examines the patient while talking about the symptoms.
The doctor asks the patient about his everyday activities and note down sth
The patient’s father/mother answers the questions.

22. Adding the second layer
Situation: In hospital
The patient greets the doctor and describes all the symptoms of the illness.
The doctor elicits further info by asking questions. The doctor examines the patient and talks about them.
The doctor asks the patient about his everyday activities and note down sth
The patient’s father/mother answers the questions.
The doctor asks about the patent’s eating habits.
The patient's mum or dad answers the questions.

23. Adding the third layer
Situation: In hospital
The patient greets the doctor and describes all the symptoms of the illness.
The doctor elicits further info by asking questions. The doctor examines the patient and talks about them.
The doctor asks the patient about his everyday activities and note down sth
The patient’s father/mother answers the questions.
The doctor asks about the patent’s eating habits.
The patient's mum or dad answers the questions.
Finally, the doctor write a prescription and offers some pieces of health advice.

24. Tips for a successful role play
1. Prepare your students for success (brainstorm the language they may need, the requirements of a role, skim their books and collect the language they may need etc.,)
2. Clarify the task objective (use written prompts or cue cards)
3. Let your students watch a sample role play and discuss its strengths and weaknesses. Then act it out.
4. Bring situations to life
5. Keep it real and relevant
6. Feed-in language (need, want, lack)

25. 7. Expand the role play step by step
7. Expand the role play step by step. Let your students master one section, then add another layer to it. Expanded role play is like an onion.
8. To make the role play more natural and interactive, ask your students to play different roles.
9. Take into mind that a role play includes: opening, body and closing.

26. Feedback & Feedforward
1. Don’t interrupt your students while they are acting out. Note down their strengths and weaknesses.
2. Highlight the strengths and redress the weaknesses in a warm atmosphere
3. Use a variety of techniques for error correction (Self-correction, Peer-correction, teacher-correction)
4. Draw a table to categorize the errors for each of the learners (an error-tracking sheet)
5. Take into mind that feedback is about the current performance but for the future.
6. Feed forward is equally important to learners’ progress. While feedback focuses on current performance, feed forward looks ahead to the next assignment. Feed forward offers constructive guidance on how to improve. A combination of feedback and feed forward ensures that assessment has an effective developmental impact on learning

27. Sample 2 Situation: at an international school
Reporter: Interview students from different countries about their daily activates and free time.
Interviewees: A, B, C, D
Audience: Complete a table

28. Start-off
Greeting
Asking the interviewees’ names, nationalities, city, age etc.
Leave taking

29. Add the first layer Greeting
Ask the interviewees’ their names and nationalities
Ask about their daily activities
Leave taking

30. Greeting
Ask the interviewees’ their names and nationalities
Ask about their daily activities
Ask about how they spend their free time
Leave taking

31. Audience
Name
Country
City
Daily activities
Free time
Reporter A B C D