WEBVTT

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>>The phases of listening.

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So the pre-listening, help
learners activate their schema

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and make initial
assumptions about the text.

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What do I mean by this?

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Who can help us with this?

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What happens with
the pre-listening?

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>> Maybe we can tell them
the genre and then just talk

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about like if it were in English
what would your expectations be

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about the genre, what would
you hear, vocabulary words

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that you might expect.

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>> Again, expect, you are
setting the expectations,

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what kind of words, Ok.

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What else?

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>> You can play with
the title for example.

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>> Ok in what ways?

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>> Ask them well what do you
think is going to happen,

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what do you think you
are going to listen

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to if I give you this title,
what is it about the meaning

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of the characters
without listening.

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>> Exactly.

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>> You can give a very specific
topic and then try to elicit

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from students a lot of broad
ideas so that you can go

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in a lot of different directions
based on the students' interests

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in a particular factor.

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>> Like what kind of
topic are you thinking of?

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>> Well, our activity
deals with music,

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so maybe having an associogram,
where you have this topic

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of music, like what do you think
of, genres, artists, loud, soft.

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>> They are brainstorming,
it is brainstorming.

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It is some kind of
a brainstorming.

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Creating as I said
you are asking them

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to turn their radar
to that zone.

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It is like the dish.

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They have the dish and they
are turning the dish and we go

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to music or we go to politics
or we go to globalization,

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which means not only the
knowledge of the world,

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but at the same time
they are activating a set

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of vocabulary items
and structures that go

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to serve this purpose.

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So this is good, it goes to
create, I mean first of all,

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you are allowing them to
start making assumptions, Ok,

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so probably music, we are going
to hear something about this.

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One time I was doing an
activity about a book review,

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what do you expect, we are going
to watch a program a book review

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in Arabic from the Syrian
TV, what do you expect?

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Ok, the name, the year
of the publication,

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the price of the book, where
it was published, the critique,

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the contents of the book and
you put that on the blackboard.

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And basically again, it is a
brainstorming like you mentioned

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and that allows them
to be prepared.

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There is, we are creating
some kind of a purpose here.

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Create anticipation
and expectations

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and elicit key concept
in vocabulary.

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We go back to that rather than
me giving them the vocabulary,

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again it is eliciting
it from them.