PDP Framework

The PDP Framework

This lesson framework helps teachers plan and deliver effective listening, video and reading lessons.  The framework is based on research and using it helps ensure students are motivated, engaged and active before, while and after (pre, during and post – PDP) listening to, watching or reading a text.

 

The stages of the framework are:

  • Pre   Ss prepare to listen:

Ø      they talk about their knowledge or and experience with the topic of the listening or reading

Ø      they understand the meaning of key vocabulary in the text

Ø      they understand what they will listen or read for in the text before they begin working with it

Ø      they can make predictions about what the text will be about.

  • During   Ss focus their attention on the listening or reading text and complete tasks which develop and deepen their understanding of the text progressively (i.e., from simpler and more general to more complex and more specific).  They can also do tasks that help them develop specific listening and reading skills.
  • Post   Ss extend and integrate the understanding and knowledge they gained from working with the listening or reading text into other skills areas or contexts.   

 

Stage

Rationale

Sample Activities

Pre

In most cases, Ss did not choose to listen to, watch or read the text so they need to develop an interest and desire to work with it.  Ss need to know key vocabulary they will hear or see, and they need to understand why they are going to listen to/ watch/read the text.

  • Word splash
  • Match vocabulary to pictures
  • Categorize vocabulary under headings
  • Predict from a headline, title, group of words, pictures, etc
  • Arrange pictures in the order to be confirmed or changed after listening to, reading the text
  • Talk about the main topic(s)

 

During

Ss do a series of tasks which help them understand the text and which may help them develop listening and reading skills.  The first task(s) should help Ss understand the text at a very general, non-specific level. Then, tasks can move Ss into a more detailed and deeper understanding of the text.  Before they do each task, Ss need to know what they are listening, watching or reading for.  No task should ‘test’ Ss’ memory of details. Ss need to check their answers in pairs or small groups before sharing answers with the whole class.

 

  • Listen/read and draw
  • Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?”
  • Listen/read and arrange pictures or events in order
  • Listen/read and find the mistakes
  • Listen/read and answer detail questions such as “What did they say about _____?” 
  • Listen/read and point
  • Complete a grid

 

Post

After the During tasks, Ss need a chance to work further with the text, its topic, its content and/or vocabulary, functions or grammar used in it, OR to speak and/or write (also to read and/or listen) further based on the text - for example for Ss to tell the story of something that happened to them, to write a letter of complaint to a restaurant, to carry out a similar interview, etc.  Ss need an opportunity to personalize what they have heard or read; they need to see how the text relates or is applicable to them and the world outside the classroom. 

 

  • Discussion questions
  • Role-plays
  • Project (ex. Create a ___)
  • Make and tell a similar or personal story
  • Discuss a topic, the issue or the information in the text
  • Complete and discuss a noticing task such as “Find all of the verbs in the past tense” or “Underline the parts of the questions that make them polite.”
  • Speculate about what happened before or after the events in the text 
  • Speculate about the people in the text

 

 

Comments