Question 1
1.1 Pre-listening activities
Before playing the recording, the learners can engage in the following pre-listening activities:
a) Predictions: Ask the learners to look at the dialogue's title, "My Future Career," and the
names of the speakers, "Father" and "Son." Based on this information, have them make
predictions about the topic of the conversation and the possible questions and answers they
might hear.
b) Vocabulary Preview: Introduce and discuss any potentially challenging vocabulary words
or phrases in the dialogue, such as "ultimate goal," "commitment," or "excel." Ensure that the
learners understand the meanings and context of these words.
c) Discussion: Initiate a brief class discussion about future career plans and aspirations.
Encourage students to share their own thoughts and ambitions about what they want to be in
the future.
d) Brainstorming: Have the learners brainstorm questions they would ask someone about
their future plans and possible responses they might receive.
e) Role-play: Divide the class into pairs and have them role-play similar dialogues where one
student asks about future plans, and the other responds with uncertainty or aspirations.
1.2 While-listening activities
While the learners listen to the recording, you can implement these activities to keep them
engaged and assess their comprehension:
a) Multiple-choice questions: Prepare a set of multiple-choice questions related to the
dialogue's content. The learners can listen for specific information and choose the correct
option.
Example question: "What is the son's ultimate goal in life?
a) To become an engineer
b) To apply to university
c) To complete exams for school
d) To become a doctor"
b) Gap-fill exercise: Provide a transcript of the dialogue with certain key phrases missing. As
the students listen, they can fill in the gaps with the correct words.
c) True or False statements: Prepare a list of true and false statements based on the
dialogue. The learners listen carefully to determine whether each statement is accurate or
not.
d) Note-taking: Have the students take notes during the listening exercise, focusing on
important details, such as the son's future plans and the father's advice.
,e) Comprehension questions: After playing the recording, ask open-ended questions about
the dialogue to assess the learners' overall understanding and interpretation of the
conversation.
1.3 Integrating listening with speaking:
To integrate this listening text with speaking, you can conduct the following activities:
a) Role-play: Divide the learners into pairs or small groups and assign them different roles as
the father, son, or other characters. They can create their own dialogues based on the
theme of future career plans and perform them in front of the class.
b) Discussion: Lead a class discussion where students share their own future career
aspirations, reasons for their choices, and the challenges they anticipate in achieving their
goals.
c) Interview Activity: Have students pair up and take turns interviewing each other about their
future plans. Encourage them to ask follow-up questions and show interest in their partner's
responses.
d) Debate: Divide the class into two teams and organise a debate on the importance of
having a clear career goal early in life versus keeping options open and exploring different
paths.
e) Presentation: Ask each student to prepare a short presentation about their dream career.
They can include the reasons for choosing that career, the skills required, and the steps they
plan to take to achieve it.
1.4 Integrating listening with writing:
To integrate this listening text with writing, you can implement the following activities:
a) Reflection Essay: After listening to the dialogue, have the learners write a reflective essay
on their own future career plans. They can discuss their aspirations, the people who inspire
them, and the challenges they might face.
b) Letter Writing: Ask the students to imagine they are the son in the dialogue and write a
letter to their father, expressing their thoughts about their future plans and seeking advice.
c) Pros and Cons: Have the learners list the advantages and disadvantages of pursuing a
particular career of their choice. They can then write a paragraph summarising their findings.
d) Biographical Sketch: Instruct the learners to write a short biographical sketch of the father
in the dialogue, highlighting his career journey and the obstacles he overcame to become an
engineer.
e) Dialogue Extension: Provide a prompt that extends the dialogue and ask the students to
write a continuation of the conversation between the father and son.
, 1.5 Using the listening text to teach direct and indirect speech to Grade 5 learners (PPP
approach):
PPP Approach stands for Presentation, Practice, and Production. Here's how you can use
the listening text to teach direct and indirect speech to Grade 5 learners:
Presentation:
1. Introduce the concept of direct and indirect speech to the students. Explain that direct
speech uses the exact words spoken by a person, while indirect speech reports what
someone said using reporting verbs and changes in pronouns, tenses, etc.
2. Use examples from the listening text to illustrate the difference between direct and
indirect speech. For instance,
Direct speech: The son said, "I have yet to decide. I think I'll apply to university, Dad.
I'm not certain."
Indirect speech: The son said that he had yet to decide and thought he would apply
to university, adding that he was not certain.
3. Discuss the changes that occur when converting direct speech to indirect speech,
such as pronoun changes, tense changes, and changes in time expressions.
Practice:
1. Provide the learners with additional sentences in direct speech and have them
convert them into indirect speech.
Example: Direct speech: "I love playing soccer," said Tom.
Indirect speech: Tom said that he loved playing soccer.
2. Create a worksheet with a mix of sentences from the listening text and new
sentences. Ask the students to identify whether each sentence is in direct or indirect
speech.
Production:
1. Divide the class into pairs and have them create short dialogues using both direct
and indirect speech. Encourage them to be creative and use different reporting
verbs.
2. Assign a writing task where students write a short story that includes both direct and
indirect speech. They can base the story on the listening text or come up with a new
one.
3. Oral Presentations: Have students present their stories to the class, using
appropriate direct and indirect speech while narrating the characters' conversations.
1.6 The role of short- and long-term memory when listening in an additional language and
ensuring effective teaching:
Short-term memory (STM) and long-term memory (LTM) play crucial roles in the process of
listening in an additional language:
1.1 Pre-listening activities
Before playing the recording, the learners can engage in the following pre-listening activities:
a) Predictions: Ask the learners to look at the dialogue's title, "My Future Career," and the
names of the speakers, "Father" and "Son." Based on this information, have them make
predictions about the topic of the conversation and the possible questions and answers they
might hear.
b) Vocabulary Preview: Introduce and discuss any potentially challenging vocabulary words
or phrases in the dialogue, such as "ultimate goal," "commitment," or "excel." Ensure that the
learners understand the meanings and context of these words.
c) Discussion: Initiate a brief class discussion about future career plans and aspirations.
Encourage students to share their own thoughts and ambitions about what they want to be in
the future.
d) Brainstorming: Have the learners brainstorm questions they would ask someone about
their future plans and possible responses they might receive.
e) Role-play: Divide the class into pairs and have them role-play similar dialogues where one
student asks about future plans, and the other responds with uncertainty or aspirations.
1.2 While-listening activities
While the learners listen to the recording, you can implement these activities to keep them
engaged and assess their comprehension:
a) Multiple-choice questions: Prepare a set of multiple-choice questions related to the
dialogue's content. The learners can listen for specific information and choose the correct
option.
Example question: "What is the son's ultimate goal in life?
a) To become an engineer
b) To apply to university
c) To complete exams for school
d) To become a doctor"
b) Gap-fill exercise: Provide a transcript of the dialogue with certain key phrases missing. As
the students listen, they can fill in the gaps with the correct words.
c) True or False statements: Prepare a list of true and false statements based on the
dialogue. The learners listen carefully to determine whether each statement is accurate or
not.
d) Note-taking: Have the students take notes during the listening exercise, focusing on
important details, such as the son's future plans and the father's advice.
,e) Comprehension questions: After playing the recording, ask open-ended questions about
the dialogue to assess the learners' overall understanding and interpretation of the
conversation.
1.3 Integrating listening with speaking:
To integrate this listening text with speaking, you can conduct the following activities:
a) Role-play: Divide the learners into pairs or small groups and assign them different roles as
the father, son, or other characters. They can create their own dialogues based on the
theme of future career plans and perform them in front of the class.
b) Discussion: Lead a class discussion where students share their own future career
aspirations, reasons for their choices, and the challenges they anticipate in achieving their
goals.
c) Interview Activity: Have students pair up and take turns interviewing each other about their
future plans. Encourage them to ask follow-up questions and show interest in their partner's
responses.
d) Debate: Divide the class into two teams and organise a debate on the importance of
having a clear career goal early in life versus keeping options open and exploring different
paths.
e) Presentation: Ask each student to prepare a short presentation about their dream career.
They can include the reasons for choosing that career, the skills required, and the steps they
plan to take to achieve it.
1.4 Integrating listening with writing:
To integrate this listening text with writing, you can implement the following activities:
a) Reflection Essay: After listening to the dialogue, have the learners write a reflective essay
on their own future career plans. They can discuss their aspirations, the people who inspire
them, and the challenges they might face.
b) Letter Writing: Ask the students to imagine they are the son in the dialogue and write a
letter to their father, expressing their thoughts about their future plans and seeking advice.
c) Pros and Cons: Have the learners list the advantages and disadvantages of pursuing a
particular career of their choice. They can then write a paragraph summarising their findings.
d) Biographical Sketch: Instruct the learners to write a short biographical sketch of the father
in the dialogue, highlighting his career journey and the obstacles he overcame to become an
engineer.
e) Dialogue Extension: Provide a prompt that extends the dialogue and ask the students to
write a continuation of the conversation between the father and son.
, 1.5 Using the listening text to teach direct and indirect speech to Grade 5 learners (PPP
approach):
PPP Approach stands for Presentation, Practice, and Production. Here's how you can use
the listening text to teach direct and indirect speech to Grade 5 learners:
Presentation:
1. Introduce the concept of direct and indirect speech to the students. Explain that direct
speech uses the exact words spoken by a person, while indirect speech reports what
someone said using reporting verbs and changes in pronouns, tenses, etc.
2. Use examples from the listening text to illustrate the difference between direct and
indirect speech. For instance,
Direct speech: The son said, "I have yet to decide. I think I'll apply to university, Dad.
I'm not certain."
Indirect speech: The son said that he had yet to decide and thought he would apply
to university, adding that he was not certain.
3. Discuss the changes that occur when converting direct speech to indirect speech,
such as pronoun changes, tense changes, and changes in time expressions.
Practice:
1. Provide the learners with additional sentences in direct speech and have them
convert them into indirect speech.
Example: Direct speech: "I love playing soccer," said Tom.
Indirect speech: Tom said that he loved playing soccer.
2. Create a worksheet with a mix of sentences from the listening text and new
sentences. Ask the students to identify whether each sentence is in direct or indirect
speech.
Production:
1. Divide the class into pairs and have them create short dialogues using both direct
and indirect speech. Encourage them to be creative and use different reporting
verbs.
2. Assign a writing task where students write a short story that includes both direct and
indirect speech. They can base the story on the listening text or come up with a new
one.
3. Oral Presentations: Have students present their stories to the class, using
appropriate direct and indirect speech while narrating the characters' conversations.
1.6 The role of short- and long-term memory when listening in an additional language and
ensuring effective teaching:
Short-term memory (STM) and long-term memory (LTM) play crucial roles in the process of
listening in an additional language:
