PRE – WHILE – POST PROCEDURE IN TEACHING LISTENING & READING

A. LISTENING SKILL
(recepted skill: list-read)
(productive skill: wri-speak) -> topic / requirement
• Pre-listening
Effective listening tasks often involve an explicit “pre-listening” step, some activity that the
learner does prior to listening to the main input in order to increase readiness. This step is
designed to activate what the learner already knows, provide an “advance organizer” to help the
learner predict ideas and “pre-structure” information (Joyce et al., 1992). The pre-listening step
may include explicit pre-teaching of vocabulary, grammatical or rhetorical structures, specific
pronunciations of phrases, or idea to be contained in the upcoming input.
• While-listening
When the learner actually begins listening to the input, there needs to be some expectation for
concrete action. “Whilelistening” tasks can include guided note taking, completion of a picture
or schematic diagram or table, composing questions—any tangible activity that the learner does
while listening to demonstrate ongoing monitoring of meaning. This stage of thelistening task is
usually the most problematic for the teacher to prepare because it involves designing a task that
involves only minimal reading or writing.
• Post-listening
The “post-listening” stage of listening occurs in the few minutes following the actual attending to
the text. This is probably the most important part of listening instruction because it allows the
learner to build mental representations and develop shortterm L2 memory, and increase
motivation for listening a second time. Post-listening tasks can involve additional reading,
writing, speaking, and interaction, and may include comparing notes, negotiating a summary
with a partner, and formulating responses, or questions about what was just heard. The entire
cycle of a tasks involving pre-listening, whilelistening, and post-listening may require 15
minutes for each short extract that the learners hear. It is important that the cycle can be repeated
to allow for a second and third listening. This repetition of while-listening and post-listening
tasks, with some variation, gives learners time to try out new strategies for understanding.
 Pre-listening
There are certain goals that should be achieved before students attempt to listen to any text.
These are motivation, contextualisation, and preparation.
 Motivation
It is enormously important that before listening students are motivated to listen, so you should try
to select a text that they will find interesting and then design tasks that will arouse your students'
interest and curiosity.
 Contextualisation
When we listen in our everyday lives we hear language within its natural environment, and that
environment gives us a huge amount of information about the linguistic content we are likely to
hear. Listening to a tape recording in a classroom is a very unnatural process. The text has been
taken from its original environment and we need to design tasks that will help students to
contextualise the listening and access their existing knowledge and expectations to help them
understand the text.
 Preparation
To do the task we set students while they listen there could be specific vocabulary or expressions
that students will need. It's vital that we cover this before they start to listen as we want the
challenge within the lesson to be an act of listening not of understanding what they have to do.
While listening
When we listen to something in our everyday lives we do so for a reason. Students too need a
reason to listen that will focus their attention. For our students to really develop their listening
skills they will need to listen a number of times - three or four usually works quite well - as I've
found that the first time many students listen to a text they are nervous and have to tune in to
accents and the speed at which the people are speaking.
Ideally the listening tasks we design for them should guide them through the text and should be
graded so that the first listening task they do is quite easy and helps them to get a general
understanding of the text. Sometimes a single question at this stage will be enough, not putting
the students under too much pressure.
The second task for the second time students listen should demand a greater and more detailed
understanding of the text. Make sure though that the task doesn't demand too much of a
 response. Writing long responses as they listen can be very demanding and is a separate skill in
itself, so keep the tasks to single words, ticking or some sort of graphical response.
The third listening task could just be a matter of checking their own answers from the second
task or could lead students towards some more subtle interpretations of the text.
Listening to a foreign language is a very intensive and demanding activity and for this reason I
think it's very important that students should have 'breathing' or 'thinking' space between
listenings. I usually get my students to compare their answers between listenings as this gives
them the chance not only to have a break from the listening, but also to check their understanding
with a peer and so reconsider before listening again.
Post-listening
There are two common forms that post-listening tasks can take. These are reactions to the
content of the text, and analysis of the linguistic features used to express the content.
 Reaction to the text
Of these two I find that tasks that focus students reaction to the content are most important.
Again this is something that we naturally do in our everyday lives. Because we listen for a
reason, there is generally a following reaction. This could be discussion as a response to what
we've heard - do they agree or disagree or even believe what they have heard? - or it could be
some kind of reuse of the information they have heard.
 Analysis of language
The second of these two post-listening task types involves focusing students on linguistic
features of the text. This is important in terms of developing their knowledge of language, but
less so in terms of developing students' listening skills. It could take the form of an analysis of
verb forms from a script of the listening text or vocabulary or collocation work. This is a good
time to do form focused work as the students have already developed an understanding of the
text and so will find dealing with the forms that express those meanings much easier.
Demonstration
Applying the framework to a song
Here is an example of how you could use this framework to exploit a song:
 Pre-listening
o Students brainstorm kinds of songs
o Students describe one of their favourite songs and what they like about it
o Students predict some word or expressions that might be in a love song
 While listening
o Students listen and decide if the song is happy or sad
o Students listen again and order the lines or verses of the song
o Students listen again to check their answers or read a summary of the song with errors in and
correct them.
 Post-listening
o Focus on content (reaction to the text)
 Discuss what they liked / didn't like about the song
 Decide whether they would buy it / who they would buy it for
 Write a review of the song for a newspaper or website
 Write another verse for the song
o Focus on form (analysis of language)
 Students look at the lyrics from the song and identify the verb forms
 Students find new words in the song and find out what they mean
 Students make notes of common collocations within the song
B. READING SKILL
Generally, the strategies in teaching reading comprehension are divided into three
phases (Klingner, Vaughn, Boardman, 2007). The first phase is pre-reading, second phase is
while-reading, and last is post-reading. Each phase has some activities. There are many
activities introduce by some experts in each phase.
Pre-reading Phase
Pre-reading phase is used to dig up all information about the text. In this phase, the
aim is to motivate students and to make students interested. The strategies in pre-reading consist
of predicting from words, predicting from title, predicting from key illustration, sequencing
illustration, sharing existing knowledge and reader questions. Moreover, the reading strategies in
pre-reading phase contains introducing topic, encouraging skimming, scanning, predicting and
activating schemata. getting ready to read, surveying the text, making predictions and asking
questions, and introducing key vocabulary. Finally, there are checking picture cues, monitoring,
predicting, reviewing, and accessing. Skimming: reading for the gist/scanning: reading for
specific information
gist : general idea
skimming :fast
scanning : slow, kĩ càng
While-reading Phase
In this stage, appropriate strategies can be used to help student in comprehending the
text. Those strategies could be modelled reading, skimming and scanning, rereading, sharing
reading, word masking, pausing and predicting, shadow reading, summarizing, jigsaw reading,
and reading aloud. Second, the strategies stated by Brown (2001) include take note and give a
sense of purpose of reading to students. Third, according to Hedgcock and Ferris (2011) there are
first reading (preparing reading), rereading, looking closely at language, and considering text
structure. Last, according to Bergeon and Bradbury (2002) there are rereading, questioning, self-
correcting, skipping, sliding, and stretching.
Jigsaw reading: collaborative
Shadow reading: 2 students: 1 is the reader first, the 2 nd will repeates / reproduces (can 1
sentence, part or can be the whole information)
Post-reading Phase
In this phase, the teacher role is to evaluate students’ comprehension toward the text.
First, there are innovating the story and questioning. Second, the strategies stated by Brown
(2001) are comprehension questions, vocabulary study, identifying the author’s purpose,
discussing the author’s line of reasoning, examining grammatical structures, or steering students
toward a follow up exercise. Third, according to Hedgcock and Ferris (2011) there are
summarizing, thinking critically, and reading-writing connection. Last, Bergeon and Bradbury
(2002) there are summarizing, synthesizing, thinking aloud, tracking, visualizing, and analyzing.
In order to help students’ comprehension, a good teacher has to implements appropriate
strategies which are suitable to condition, students’ need and background knowledge and level of
comprehension.
Look at the f1ollowing table for a summary of this procedure
 Sample lesson plan: Tieng Anh 10 – Unit 7: The Mass Media
LESSON PLAN
Unit 7: THE MASS MEDIA
A. READING (page 74)
I. OBJECTIVES
1. Language knowledge, language skill and formation of behavior:
By the end of the lesson, the students will have:
- enriched their knowledge of vocabulary on mass media
- developed reading skills through practice of reading
- raised their awareness of the mass media
2. Language materials:
a. Vocabulary:
- noun: mass media, folk song, weather forecast, quiz show, wildlife
b. Grammar:
Present simple
c. Pronunciation:
- mass media, folk song, weather forecast, quiz show, wildlife
3. Time: (30 minutes)
4. Approach:
Deductive and inductive approach
5. Teaching aids:
Blackboard, chalks, projector, screen, laptop, micro, textbook
II. PROCEDURES: (30 minutes)
 Steps & Teacher’s Activities Students’ Activities Content
Timing

Pre-reading 1. Introducing the text - SCRAMBLE WORD

(10 minutes) Warm-up (5 minutes): GAME
- Get students’ attention
- Explain the rules of the - Listen to the teacher’s 1. etlveinsoi
game: instructions carefully
+ Divide class into 3 groups. 2. rwepeapns
In this game, a mixed-up set
of letters are provided and 3. idora
you have to unscramble the
letters to find the suitable 4. agenmzia
words. And each group will
have 1 minute to brainstorm 5.evido
and complete the game. Then,
one member of each group
will go to the board and write
down the answers. If one
finishes, raise your hand. The
group that is the fastest and
has most correct answers will
be the winner.

- Checking understanding by - Repeat the rules Ask specific questions/will

asking students to repeat the you work in group or
rules individually/what does the
- Ask students to work in member need to do to write
group the answer
- Show scramble words and - Work in groups
let students guess the correct
ones How often do you listen to
- Correct the answers and - Give answers the radio?
announce the winner after all What is your favorite TV
groups have finished show?

-Ask some relevant questions - Give answers

- Lead in the topic of the

lesson Answer key:
1. television
2. newspaper
3. radio
4. magazine
5. video
2. Presenting new All together, we have five
vocabulary (5 minutes) new words/vocabulary
- Introduce the words by -Listen to the teacher items/lexical items
simple English or pictures carefully
- Pronounce them clearly New words:
- Show the words on the - mass media (n)
screen - folk song (n)
- Get the class to repeat the - Repeat the words - weather forcast (n)
words chorally and chorally and - quiz show (n)
individually individually - wildlife (n)
- Give examples -Listen to the teacher
carefully
3. Giving guiding question
(1 minute)
“What do you see on the -Answer the question Cues:
screen?” Name of programme
Length
“You are going to read a list -Guess and give Location
of TV programmes in answers Category
pictures. Try to figure out People
what information is provided
in the list.” Content
 While- - Ask students to read the - Read the requirement Matching:
reading requirement of task 1 in the of task 1 Two columns: A & B
(15 minutes) book Column A:
- Ask students to find 4 words - Find and underline 1.cartoon
in column A in the passage the words in passage 2.drama
- Ask students to work in - Work in pairs 3.comedy
pairs (1 minute) 4.documentary
- Ask students to compare - Compare the answers Column B
their answers with others (5 with others a. a play for the theatre,
seconds) television or radio
b. a film or television
programme giving facts
about something
c. a film made by
photographing a series of
changing drawings
d. a film or a play that is
intended to be funny,
usually with happy ending

Answer key:
1.c
- Correct task 1 for students - Check the answers 2.a
and correct mistakes 3.d
4.b

- Ask students to read the - Read the requirement True/False question

requirement of task 2
- Elicit the type of questions: 1.There are five news
programmes on three
“True/False question”
channels.
- Ask students to read each 2. There is a comedy
statement and underline key - Give teacher the key programme on between
words words 10:15 and 11:00
- Invite five students to 3. The Nature of Language
answer - Give answers and is a documentary
+ If the statement is true, correct if needed programme at 15:15 on
VTV2.
give evidence from the
4. The film Punishment is
passage for students shown at 4:15 p.m. on
+ If the statement is false, ask VTV 1.
students to change the 5. VTV1 starts at 5:35 and
statements into the correct ends at 23:30.
ones
Answer key:
 - Give feedback 1-T 3-F 5-T
- Check answers and 2-T 4-T
correct mistakes
Wh-question
- Ask students to read the - Read the requirement
requirement of task 3 1.How many films are on?
- Elicit the type of questions: 2.What time can you watch
“Wh-question” the news?
- Ask students to read each - Give the key words of 3.Which channels do you
question and underline the each question recommend to someone
key words individually (1 who likes animals?
minute) 4.What programme is on
- Invite pairs of students - Ask questions and on VTV3 at 7:30?
(With each pair, one asks and give answers 5. Which channel will you
one answers, then vice versa) watch if you like folk
songs?
6. What is the last
programme on VTV3?

- Correct the answers and - Check the answers Answer key:

show them on screen. and correct mistakes 1.There are five films on.
2. You can watch the news
at 9:00 a.m, 12:00 at noon,
7:00 p.m, 11:00 p.m on
VTV1 and 7:00 p.m on
VTV3.
3. VTV2
4. It’s Quiz show.
5. It’s VTV1.
6. It’s Football: Liverpool
vs West Ham.
Post-reading Writing:
(5 minutes) - Show the topic of writing Write a short paragraph
practice about your favorite
- Divide class into 2 groups show/programme (at least
- Set time for students’ - Brainstorm ideas and 4 sentences)
writing (2 minutes) write a short paragraph -Group A: Music/Fashion
- Invite one member of each -Group B: Films/Cartoon
group to write paragraph
down on the board
- Check the vocabulary and - Listen to teacher’s
grammar correction carefully