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SDLANGT - FET Subject Didactics LanguagesIt
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Name: NomaswaziSurname: Mkhize
Student no:62962752
Unique no: 659607
Question 1
1.1 The pre-listening stage helps our students to prepare for what they are going to
hear, and this gives them a greater chance of success in any given task .
Pre-Listening Tasks can:
1. Help teachers find out about what students already know about the
topic.
2. Prepare students for the vocabulary and language structures in the text.
3. Review standards for listening.
4. Set the context.
5. Establish Generate interest.
6. purpose.
During-Listening tasks are a series of activities that a learner does while listening
to a passage in order to show their understanding of what was heard of.In this stage
learners will:
1. Analyse-the message,the speaker and the speaker's
evidence,reasoning and emotional appeals.
2. Make mental connections
3. Ask questions
4. Find meaning
5. Make interferences and find meaning
6. Reflect and evaluate.
Post-Listening Activities consist of tasks whose main aim is to help students
reflect on the listening experience. These activities are carried out after teachers
have carried out pre-listening and while listening activities successfully.
1. Ask questions,
2. Talk about what the speaker said
3. Review quotes
4. Analyse and evaluate critically what they have heard.
, 5. Summarise the presentation orally.
6. Reflect on the presentation.
1.2
● Outside distraction-Reduce outside noise by politely asking them to move
away or keep the noise down,
● physical discomfort- Sit up straight and focus on the speaker to avoid any
discomfort.
● Misunderstanding- Ask the speaker to clarify if you don't understand.
● Information overload-Try to calm down and listen to the speaker attentively
without panicking.
● Prejudice- respect the other person's knowledge and skills. Consciously
avoid taking an “I know what he or she is going to say” attitude while the other
person is speaking.
Question 2
2.1 Pre-reading
● Prepare learners for the text in various ways, depending on the type of the
text and the level of the learner, It activates associations and previous
knowledge.
● Encourage learners to form certain expectations about the text, based on
clues from accompanying pictures or photographs, date of publication, the
text type, layout, title page, table of contents, chapters, glossary, index,
appendix or footnotes.
● Skimming and scanning text features: titles, headings and subheadings,
captions, illustrations, graphs, charts, diagrams, bold-faced print, italics,
numbering, maps, icons, pull down menus and keyword searches.
● Skimming for main ideas and offering your own ideas in a pre-reading
discussion.
● Scanning for supporting details and,
● Predicting
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