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.