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PDP Framework

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Djeghim Sara
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20 views2 pages

PDP Framework

Uploaded by

Djeghim Sara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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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:
 they talk about their knowledge or and experience with the topic
of the listening or reading
 they understand the meaning of key vocabulary in the text
 they understand what they will listen or read for in the text
before they begin working with it
 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  Word splash
choose to listen to, watch  Match vocabulary to
or read the text so they pictures
need to develop an  Categorize vocabulary
interest and desire to under headings
work with it. Ss need to  Predict from a headline,
know key vocabulary they title, group of words,
will hear or see, and they pictures, etc
need to understand why  Arrange pictures in the
they are going to listen to/ order to be confirmed or
watch/read the text. changed after listening
to, reading the text
 Talk about the main
topic(s)

During Ss do a series of tasks  Listen/read and draw


which help them  Answer general
understand the text and information (gist)
which may help them questions such as “What
develop listening and are they talking about?”
reading skills. The first “Do the speakers sound
task(s) should help Ss happy or upset?”
understand the text at a  Listen/read and arrange
very general, non-specific pictures or events in
level. Then, tasks can order
move Ss into a more  Listen/read and find the
detailed and deeper mistakes
understanding of the  Listen/read and answer
text. Before they do each detail questions such as
task, Ss need to know “What did they say about
what they are listening, _____?”
watching or reading for.  Listen/read and point
No task should ‘test’ Ss’  Complete a grid
memory of details. Ss
need to check their
answers in pairs or small
groups before sharing
answers with the whole
class.

Post After the During tasks, Ss  Discussion questions


need a chance to work  Role-plays
further with the text, its  Project (ex. Create a ___)
topic, its content and/or  Make and tell a similar or
vocabulary, functions or personal story
grammar used in it, OR to  Discuss a topic, the issue
speak and/or write (also or the information in the
to read and/or listen) text
further based on the text -  Complete and discuss a
for example for Ss to tell noticing task such as
the story of something “Find all of the verbs in
that happened to them, to the past tense” or
write a letter of complaint “Underline the parts of
to a restaurant, to carry the questions that make
out a similar interview, them polite.”
etc. Ss need an  Speculate about what
opportunity to personalize happened before or after
what they have heard or the events in the text
read; they need to see  Speculate about the
how the text relates or is people in the text
applicable to them and
the world outside the
classroom.

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