Listening Activities:

PRE-LISTENING DURING LISTENING POST LISTENING

LISTEN TO PICTURE whole DICTOGLOSS small groups DICTOGLOSS
class
PADDED QUESTIONS whole DLTA( Directed Listening
class Thinking Activity) whole class

Common activities between Pre and Post skills:

1. LISTEN AND CHOOOSE Individually small groups whole class
2. WHAT IS IT whole class
3. ORAL PAUSE whole class
Listening to picture:
The teacher can bring educational pictures. Pictures in which there are many things to describe. The teacher
will ask and the students will answer yes or no, true of false
Padded question:
the teacher asks them padded questions, that is questions that have the answer in them. E.g.: Is the man riding a
bicycle or riding a motorcycle? The answer is on already included in the question. This will provide students
with lots of practice with minimal language response.
Listen and choose
The teacher hangs a maximum of 10 pictures on the wall. The pictures should be very close, with slight
differences. The teacher chooses one in mind and starts describing it. The students should choose which one
applies.
“What is it?”

The teacher starts telling students about something, describing it, or its use. Students should listen carefully to
get comprehensible input, and have to guess what it is. E.g.: - Teacher: I forgot it when I left home this
morning… I am very anxious because it is very useful. I need it to get inside my house... - Student: Key!
Oral pause:
The teacher starts by asking the students to help her by providing the correct word, whenever they hear him/her
stuttering at a word. The teacher tells a story and pauses every now and then to let the students supply him/her
with the correct word.
Directed-Listening Thinking Activity:
The teacher prepares a story with clear episodes and action and tells it to the class by stopping just before
important events. Two to four stops are plenty. At each stop, elicit summaries of what happened so far, and
predictions of "what might happen next". Accept all predictions as equally probable. Ask the students to
explain why they made particular predictions and to use previous story information for justification. Avoid
"right" or "wrong"; use terms like "might happen", "possible", or "likely".
Dictogloss:
the teacher reads a passage at normal speed to learners who listen and write down as many words as they can
identify. They then collaborate in small groups to reconstruct the text on the basis of the fragments which they
have written down. While the technique bears a passing resemblance to the traditional dictation test, the
resemblance is only superficial. There are four stages in the dictogloss approach.
1. Preparation. At this stage, teachers prepare students for the text they will be hearing by asking
questions and discussing a stimulus picture, by discussing vocabulary, by ensuring that students know
what they are supposed to do, and by ensuring that the students are in the appropriate groups.
2. Dictation. Learners hear the dictation twice. The first time, they listen only and get a general feeling
for the text. The second time they take down notes, being encouraged to listen for content words
which will assist them in reconstructing the text. For reasons of consistency, it is preferable that
students listen to a cassette recording rather than teacher-read text.
3. Reconstruction. At the conclusion of the dictation, learners pool notes and produce their version of the
text. During this stage it is important that the teacher does not provide any language input.
4. Analysis and correction. There are various ways of dealing with this stage. The small group versions
can be reproduced on the board or overhead projector, the texts can be photocopied and distributed, or
the students can compare their version with the original, sentence by sentence.
Writing activities:
PRE, DURING, AND POST WRITING:
MODELED WRITING Individually small groups whole class
GUIDED WRITING Individually small groups whole class
INDEPENDENT WRITING Individually whole class

PRE: SHARED WRITING Small groups whole class

DURING: INTERACTIVE WRITING Small groups whole class

Modeled Writing:
it is a way for students to reflect on new information to create new text.
Procedure:
1. Begin the class discussion on the difference between plagiarism and modeled writing.
2. Select a favorite text and read it aloud to students.
3. Show students to specific structures that the author used to create the text, This can be common text
structures such as cause and effect or problem/ solution or styles such as naming three items separated
by commas.
4. Ask students to use the model and write a similar text themselves by following some graphic
organizer or sentences frames that help them stay on task and follow the correct format
Shared writing:
The teacher scribes for the students so they can focus on composing the text; that is, the students talk and the
teacher writes. The class is encouraged to contribute to the construction of the text. First, the teachers develop
experience charts with the students. Second, they convert students’ oral language into by transforming the
experience charts into a written text. The teachers also show how writing can be a tool for recording
information that is needed for a particular purpose. The charts developed during shared writing should contain
useful information that will be referred to over the course of several days or weeks, such as lists of supplies
needed for an activity, a recipe, a things-to-do list, tips on remembering certain information, etc.
Interactive writing:
 Interactive writing, as the name implies, involves more joint composition than shared writing. Interactive
writing is a form of writing where the teacher sometimes hands over the pen to allow a student to write the
next word. This writing process demonstrates the connection between oral and written language.
Guided writing:
This is the most common type of guided composition which employs a written paragraph with directions for
rewriting it. The written model serves as a pattern to guide the students to write a correct composition.
Independent Writing:
Independent writing must be a daily component of the writing program. Students need opportunities to write
for a variety of purposes and a range of audiences. Independent writing builds fluency and familiarity with a
variety of text forms. Many teachers encourage students to keep journals. Students’ journals are a private place
to write about anything they want to share with the teacher. Teachers can encourage all kinds of journal
writing. The main characteristic of journals is that in this teacher review, no feedback is given about the form
of language unless the student explicitly requests such feedback. Rather, attention is focused on the content of
the writing.
Vocabulary strategies:
INDUVTIVE:
Context clues
Among the clues from the context are:
1. a synonym in another clause
2. an antonym or contrasted word in another clause
3. a cause or effect of the word in question
4. an illustration of the word in question
5. the use of an object, e.g., “I used a pitter to remove the seeds from the cherries." It is necessary that the
meaning of the target word be very clear from the context, and for this type of item, pretesting is
particularly important for that reason.

Call my Bluff
This game involves two teams. Team A is given a word that members of the other team are unlikely to know.
Team A finds a correct dictionary definition of the word then makes up two false ones of their own. They read
out their definitions and Team B has to guess which the correct one is. Now team B reads out three definitions
of their word (one correct and two false) and team A has to guess.
Word morphology
We can help students guess and learn certain vocabulary items by simply teaching them the meaning of certain
affixes and bases, give them a list of words that contain these bases and affixes, and ask them to deduce the
meaning of these derived or compound words.
Paired associates
To learn and memorize new words in L2 we associate them with words in L1 possessing not only a similar
sound, but also a related meaning. For example a students associates the German word Schwarz (which means
black) and the English word Swarthy (which means having a dark complexion). One advantage of the “paired
associates” teaching technique is that the learner is already familiar with the concept and only needs to learn
the new “label”.
Cognitive Depth:
 In this technique, students are asked questions in relation to each word. Queries include detailed interrogations
about whether the word is printed un capitals or lower case letters, whether it rhymes with another word, the
category it belongs to, whether it can fit in a certain sentence and so on.. Each answer triggers a deeper level of
processing making the word easier to be recalled.

DEDUCTIVE:
Collocation:
two or three word clusters which occur with a more than chance regularity throughout spoken and written
English. Collocations are words which are commonly associated. Learners need to be aware of the fact that all
words have their own, unique collocational fields. Adverb + verb strongly suggest / barely see .Adverb +
adjective utterly amazed / completely useless .Adverb + adjective + noun totally unacceptable behavior.
Mnemonic Devices
"mnemonic device" is simply a way of remembering something by linking it in one's mind to something
familiar. One fun activity, which can help remember word meanings, might involve a student in drawing
pictures to help him or her remember the words. For example, if a student wants to remember the meaning of
"amiable." He or she can draw a smiling face inside of an "a" in "amiable," for example, to connect the word to
its meaning.
Loci:
The technique consists of three steps
Step 1 Make a mental map of a place or location that is familiar to you. POSSIBILITIES: • Rooms in your
home or apartment • Specific places on your way to school • Specific stores in your favorite shopping mall
Step 2 In your mind, fix a vivid image of those locales in the order they appear. TEFL / Dr. Osman 77 FOR
EXAMPLE: the student may picture entering their porch, then the kitchen, which leads to the dining room,
moving to the family room, and walking then to the living room, etc. REMINDER: These locations are just
places in which information can be stored and retrieved.
Step 3 Create a mental image of the words to be remembered existing in the specific locations.
Keywords:
The Keyword technique involves associating an easy to remember word (the “keyword”) to a new vocabulary
word and its definition. “Keyword” is useful when teaching the meanings of new vocabulary words, science
facts, and second language material. The method employs both auditory clues and visual imagery to make
strong associations between words and their definitions. This mnemonic strategy works by using the “three
Rs” of Recoding, Relating, and Retrieving.
Word families:
Present the idea of creating vocabulary tables to help students build on pre-existing vocabulary knowledge.
Divide students into small groups asking them to create vocabulary tables based on a particular subject area.
Example: work actions, character, sporting actions, etc. Students create vocabulary tables in small groups.
Copy student created vocabulary tables and distribute the copies to the other groups. In this way, the class
generates a large amount of expanded vocabulary awareness in a relatively short amount of time. Distribute a
copy of the example vocabulary table based on classical music terms.