Making lesson more relevant with positive TTT: Listening

A lot can be found in ELT books about how to use a range of different tasks and activities in order to make lessons more engaging and the promise of making learning fun has certainly spawned generations of resource books. Yet, although words on our role of selecting and designing activities are ubiquitous, little is usually written about how to use TTT in order to make activities more relevant and effective.

In this three-part series of posts, I’d like to share some of my thoughts about how different stages of lessons could be marketed (in the absence of a better term) to students more effectively, helping them see the relevance of the work done in class.

Today, let’s look at the development of receptive skills (reading and listening).

The pre, while and post format is largely used in ELT classrooms. However, simply implementing appropriate tasks does not necessarily result in improvement in learners’ performance. Maybe helping learners become more aware of the processes involved in listening or reading might come in handy.

Below you’ll find suggestions of sub-stages you could go through in the while-listening/reading stages alongside examples of (possibly) positive TTT. Let me know what you think!