PRE-DURING-POST (PDP) Listening/Video Tasks

KEY Concept! Listening is not a memory test; listening and video input should be
approached so that students are active listeners; related tasks should integrate other
production skills including speaking and writing.
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PRE-LISTENING- Students become familiar with the topic, target language and
essential vocabulary related to understanding the listening input.

T activates schemata through use of visuals, topic-related eliciting and prediction
T provides background and context related to text (T elicits vocabulary, concepts)
T pre-teaches or introduces key vocabulary/ language structures essential to
understanding listening file

DURING LISTENING Students listen actively not passively by listening several times
with focused activities for each time the audio/video file is played.

First listening is more for gist and the general idea, and each subsequent listening
should include a task that requires students to integrate additional skills (reading,
writing and speaking) in tasks such as graphic organizers, writing key vocabulary
or providing short answers or gap fill in text
Pair and group tasks for gap fill, graphic organizers adds a communicative and
cooperative element to the task for students as tasks move from general to specific
understanding. From getting the gist/main idea to looking for specific, discrete
pieces of information/individual words and which allows time for students to ask
questions, clarify vocabulary and move toward deeper understanding of the
listening passage.

POST LISTENING Students understanding of the listening passage is reinforced
through expanding on the passage or personalizing the topic using other language skill
areas (speaking or writing)

Post listening tasks should allow students to reinforce the new vocabulary and key
concepts using other production skills (speaking or writing)

T provides tasks that require student to be creative (create poster or short
summary/ presentation, express opinion or defend a position) in order to expand
on key elements of passage or personalize the topic using other skills and
cooperative learning tasks (students work together towards a goal on some task
related to the listening passage).

Development of critical thinking skills should be a consideration in post-listening
tasks, with objective that students can demonstrate a deeper understanding of the
passage through production of target vocabulary and related key concepts.