Reading before Listening, and other combinations

Usually I get students to work with the tapescript, or parts of it, AFTER a listening process.

What reasons might there be for doing it the other way around?

Predictive activities using the tapescript. These could involve students having a go at performing a dialogue, maybe marking features of connected speech or pauses, or words they think will be hard to hear (e.g. weak forms), then listening to compare.

I wonder what else reading before listening could be used for…

And in fact, the practice of putting ‘other’ skills practice before the main skills practice may be a really good idea, for priming, lexical input, stimulating contextual knowledge, providing a model or planning time. Some of these practices are surely well-known, others combinations are new to me but probably worth trying.

Speaking before Reading.

Reading before Listening.

Listening before Speaking.

Writing before Speaking.

etc.

 

 

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