was narrating the story he kept an eye on his notes so that he did not forger any
important detail. This helped him produce speech which was spontaneous and very
close to authentic narrative. In addition, each time he repeated the story he provided a
slightly different text which nevertheless contained the same basic information. The
input material also contained some new language for the students. This was the
language of narrative and the use of the past tense in talking about sequences of
actions in the past.
2.4. Description and justification
The lesson is organized in pre-, while- and post-listening activities.(see lesson
plan, appendix I, p.i) The function and the rationale behind each activity are analyzed
below.
2.4.1. Pre listening activities
Task 1 (see appendix III) gives students some pictures which they have to
relate in order to create a story. The pictures show an ambulance, a hospital, a
dangerous turning of a road and some cars. The students are expected to create stories
with a similar topic, that of traffic accidents. This helps them students recall relevant
scripts and helps them approach the listening text with some relevant knowledge.
Task 2 (see appendix III ) announces to students that they will listen to a real
story. This makes them become interested in what they will listen to. They are also
asked to make guesses about the topic of the story and the conditions under which it
happened. These guesses constitute a point of reference to the students who will
confirm, reject or modify their guesses while listening to the text.
2.4.2.While-listening activities
Task 3 (appendix III ) asks students to listen to the story for the first time in
order to understand the general meaning so that they can give a title to it. During this
first listening they can also compare the story to the guesses they have made so that
they can adjust them if needed. Having a purpose for listening motivates students to
listen and it simulates real life situations.
Task 4 (see appendix III ) asks students to listen for specific information. They
have to fill in a grid with characteristics about the persons and their motorbikes. Some
features which are considered difficult for the students are provided in the grid. The
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