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The pre-listening stage helps learners to find out the aim of listening and provides the necessary background information. Jones and Kimborough (1987:2) suggest introducing some preliminary discussion in which students can talk together about their expectations and make predictions about what they are going to hear.
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During this stage the teacher does one or more of the following things:
tries to rouse the learners interest in what he is about to listen; makes the learner actively aware of information/experiences that would be
useful in helping him understand what he will hear;
does various things that help learners to acquire or revise the language that
would be necessary for him to understand the listening input;
the students
While-listening activities are what learners are asked to do during the time that
they are listening to the text.As far as listening comprehension (listening for meaning)is concerned,the purpose of while-listening activities is to help learners develop the skill of eliciting messages from spoken language. continue...
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While-listening activities should be interesting,so that the learners feel they want to
listen and carry out the activities.Part of the interest can stem from the topic and the content of what is said,and the listening text should be chosen with the interests of the learners in mind.
Post-listening
exercises should be interesting and motivating. Before a teacher chooses a certain activity he/she must consider how much language work they wish to do with the particular listening passage. How much time they will need to do a particular post-listening task; whether the post-listening stage will include speaking (discussion), reading or writing (ticking, writing short notes, dialogues or essays) and whether they want learners to work individually, in pairs or in groups (Underwood 1989:80).
Presentation stage:
The Presentation phase of the lesson is when the teacher introduces new
information. interaction.
The teacher guides the presentation, but there may be learner input or
The presentation may be inductive (where examples are presented and the
students draw conclusions based on them), or deductive (where the teacher states a rule or generalization and proceeds to explain or illustrate it), or..
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When teaching English to people whose English skills are limited, it is essential
to ensure that students understand the presentation by: i.Keeping the language simple, ii.Illustrating the presentation, and iii.Checking students' comprehension periodically.
which situation.
c)Learning some structure or set of words required to do common communicative tasks (e.g. past tense to tell stories, present tense to talk about habitual actions and hobbies and etc..)
Practice stage:
The Practice stage comes after the presentation stage. During this phase, the teacher may still be in control although recent preference
seems to be to have pair and group work to maximise student talking time and practice.
Production stage:
This is the last stage in the presentation-practice-production sequence. May be the only stage necessary for advanced learners.
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c)To enables learners to integrate the new language they have learnt with language they already know.
d)To build greater fluency and ability to cope with features of real communication,
e.g. unpredictability and creative use of language.