PARTS B, C, D
What are they?
The later parts consist of longer monologues, or sometimes
dialogues, and the exercises which follow will test both
listening for general understanding, and listening for specifi c
details. As with all the recordings in Listening, they are
unscripted and likely to contain vocabulary and usage which
is not tested. For this reason, pre-listening activities are all
the more important.
Suggested implementation of pre-listening:
1 Think of pre-listening activities that will activate students’
latent knowledge and vocabulary, and will allow them to
grasp the context.
2. Use the bold rubric and make sure the class understands
as much as possible of the context. For example, the
rubric might explain that someone is going to talk about
their job; and that they are going to talk specifi cally
about the working atmosphere, rather than something
else like their career history, or their day-to-day routine.
3. Does the rubric tell you anything else? The age,
nationality, gender or interests of the speaker? While
these may not always be relevant to the actual content of
the recording, they may fi re the students’ imaginations in
predicting answers and producing language.
4. Motivate students with stimuli like pictures. Dramatic
or contrastive pictures are best for generating
discussion, and therefore eliciting target vocabulary and
acclimatising students to additional language in the
recording. Other stimuli could be a reading text, quiz
or realia.
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