There are six stages in the model where the fourth one is optional (Harmer 1996:189).
Lead in.
It is a kind of foreword or introduction to the topic which is to be presented to the students. The teacher’s job is to give students a reason for listening or watching, create expectations and arouse interest in the subject matter. This may be achieved by means of predictive skills or elicitation.
Instruction stage.
Here the teacher states and explains the specific task or tasks that students are to perform. It should be sufficiently realistic and motivating for the learners so they could perceive a purpose in it. Language in the video material should be authentic, challenging but not too difficult for the students, exposing them to roughly-tuned input.
Listening for general idea.
Students perform the particular task, which involves listening for the gist. It may consist of general questions about the story, setting or characters presented in a footage.
Listening for details.
Here a more careful and detailed comprehension is required from learners. The task does not have to be based only on verbal cues but also on visual ones. Since it is the second time a particular video is played, students find it easier to focus on details knowing what the story is about.
Feedback.
Learners can be asked to check their answers among themselves. Later the teacher must check if the task was completed correctly and explain problems if any.
Follow-up activities.
This stage involves organizing follow-up task related to the video material. It can be done in a written form e.g. homework where learners could be ask to predict the rest of the story.
Lead in.
It is a kind of foreword or introduction to the topic which is to be presented to the students. The teacher’s job is to give students a reason for listening or watching, create expectations and arouse interest in the subject matter. This may be achieved by means of predictive skills or elicitation.
Instruction stage.
Here the teacher states and explains the specific task or tasks that students are to perform. It should be sufficiently realistic and motivating for the learners so they could perceive a purpose in it. Language in the video material should be authentic, challenging but not too difficult for the students, exposing them to roughly-tuned input.
Listening for general idea.
Students perform the particular task, which involves listening for the gist. It may consist of general questions about the story, setting or characters presented in a footage.
Listening for details.
Here a more careful and detailed comprehension is required from learners. The task does not have to be based only on verbal cues but also on visual ones. Since it is the second time a particular video is played, students find it easier to focus on details knowing what the story is about.
Feedback.
Learners can be asked to check their answers among themselves. Later the teacher must check if the task was completed correctly and explain problems if any.
Follow-up activities.
This stage involves organizing follow-up task related to the video material. It can be done in a written form e.g. homework where learners could be ask to predict the rest of the story.
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