>>The phases of listening.
So the pre-listening, help learners activate their schema
and make initial assumptions about the text.
What do I mean by this?
Who can help us with this?
What happens with the pre-listening?
>> Maybe we can tell them the genre and then just talk
about like if it were in English what would your expectations be
about the genre, what would you hear, vocabulary words
that you might expect.
>> Again, expect, you are setting the expectations,
what kind of words, Ok.
What else?
>> You can play with the title for example.
>> Ok in what ways?
>> Ask them well what do you think is going to happen,
what do you think you are going to listen
to if I give you this title, what is it about the meaning
of the characters without listening.
>> Exactly.
>> You can give a very specific topic and then try to elicit
from students a lot of broad ideas so that you can go
in a lot of different directions based on the students' interests
in a particular factor.
>> Like what kind of topic are you thinking of?
>> Well, our activity deals with music,
so maybe having an associogram, where you have this topic
of music, like what do you think of, genres, artists, loud, soft.
>> They are brainstorming, it is brainstorming.
It is some kind of a brainstorming.
Creating as I said you are asking them
to turn their radar to that zone.
It is like the dish.
They have the dish and they are turning the dish and we go
to music or we go to politics or we go to globalization,
which means not only the knowledge of the world,
but at the same time they are activating a set
of vocabulary items and structures that go
to serve this purpose.
So this is good, it goes to create, I mean first of all,
you are allowing them to start making assumptions, Ok,
so probably music, we are going to hear something about this.
One time I was doing an activity about a book review,
what do you expect, we are going to watch a program a book review
in Arabic from the Syrian TV, what do you expect?
Ok, the name, the year of the publication,
the price of the book, where it was published, the critique,
the contents of the book and you put that on the blackboard.
And basically again, it is a brainstorming like you mentioned
and that allows them to be prepared.
There is, we are creating some kind of a purpose here.
Create anticipation and expectations
and elicit key concept in vocabulary.
We go back to that rather than me giving them the vocabulary,
again it is eliciting it from them.