for general meaning which helps them listen flexibly. The questions are given to the
students before listening so that they have a purpose for listening .
Task 4 (see appendix VI)is a jigsaw listening activity. Students are divided in
pairs where one student is labeled student A while the other is labeled student B They
listen to the same dialogue but each student in the pair has to listen for different pieces
of information. Students labeled A have to find information about the man while
students labeled B have to find information about the room. This creates an
information gap between the students which will be used for the next activity. The
information the students are required to find in this task is hard focus so they have to
listen more carefully. They also have to listen selectively as not everything they listen
to is important to them.
Finally, listening and note taking is an activity that simulates to listening for
authentic purposes , makes the task interesting and integrates listening with speaking.
Task 5 (see appendix VI) focuses on the interactional function of dialogue.
Students listen to the dialogue again this time paying attention not to specific
information but to how the people speak to each other and what this reveals about
their relationship, their mood and attitude towards each other.
3.4.3 Post-listening activities
Task 6 (see appendix VI) asks students to act out the dialogue. The
information gap which was created in task 4 gives dialogue authenticity. The students
use their notes for controlled speaking practice.
Task 7 (see appendix VI) asks students use the information from the two tables
in order to write a letter. As the grid with information about the rooms supplies some
extra information, the students have the chance to choose from a range of rooms to
refer to. This can lead to a freer practice. Finally, writing the letter helps them
understand the differences between spoken and written language.
4. Conclusion
The understanding of the nature of spoken language and the way our brain
process it as they are referred in part I can help the teacher provide students with input
material which is more interesting to the students and very close to authentic
language. This can improve the teaching situation so that more students will be
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