4.3.4.1 Introduction
4.3.4.2 Recordings of spontaneous speech
4.3.4.3 Listening before task completion
4.3.4.4 Example task recording (1)
4.3.4.5 Example task recording (2)
4.3.4.6 Action point

4.3.4.1 Introduction
In a sense, all of the tasks identified above as being successful speaking tasks are also successful listening tasks, as conversations involve both speaking and listening. However, you may sometimes want to focus more intensively on listening without burdening students too much with the requirement to speak.

DELPHI Module 5 focuses in more detail on developing listening skills, so here we will deal with the topic in brief, focusing mainly on how we can use recordings of fluent speakers doing tasks as a novel, but highly effective, form of listening text within the framework of a task-based lesson.

This does not mean that more conventional approaches to listening text selection and use are incompatible with task-based learning.

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4.3.4.2 Recordings of spontaneous speech
Willis (1996: 86-99) devotes a whole chapter of her book to this topic under the heading 'Exposure to spontaneous speech using recordings'. She suggests that by playing recordings of fluent speakers doing the tasks that the learners have just completed themselves, we can provide learners with exposure to spontaneous speech, delivered at natural speeds, which is highly meaningful even at elementary level.

Learners are usually highly motivated to hear how fluent speakers express the ideas they have perhaps just struggled to communicate, and depending on the task, are also interested to compare outcomes. For example, if learners have just completed a 'spot the difference' task, and reported their findings back to the class, they will listen attentively to see if the speakers on the tape found the same differences. Playing such a recording thus provides a natural purpose for listening. After students have listened once or twice for general meaning, you can replay the recording (or part of it) while they listen for something more specific, or you can use it as a model for them to copy as they practise saying new words or phrases, and so on.

You will recall that earlier in this activity cycle, one of Jane Willis's tips for designing successful tasks is to record fluent speakers doing the task. Now you know why!

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4.3.4.3 Listening before task completion
There are some occasions when you may want to play the task recording before students attempt the task themselves, rather than (or as well as) afterwards. Can you suggest when and why? For feedback, see Commentary 4.3.3.

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4.3.4.4 Example task recording (1)
You have already seen a transcript of two native speakers of English doing a problem-solving task to work out the nature of a mystery object (the cherry stoner) In fact, there were four mystery objects in all, and groups of students were asked to discuss each object in turn.

Listen to this recording and follow the transcript of B and J doing the task for one of the other objects:

Transcript for watch container task

Question: Could you play all, or some of this recording to students before they tried the task themselves? For feedback, see Commentary 4.3.4.

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4.3.4.5 Example task recording (2)
Here is another of the mystery object task recordings. Listen (here) and follow the transcript:

Transcript for clothes peg task

Question: Would you play this recording to students

1. before they did the task?
2. immediately after doing this task?
3. immediately after doing all four tasks? or
4. would you have another activity after students completed the task(s) and before the listening?

For feedback, see Commentary 4.3.5.

Question: What sort of things you would ask students to do while listening to this recording? For fedeback, see Commentary 4.3.6.

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4.3.4.6 Action point
If you haven't already done so, find a pair of fluent speakers of your target language to do one of the speaking tasks that you prepared in part ii) above, and record them doing the task. If you can, record two or three different pairs so you can pick the best recording afterwards. Decide whether you would play the recording to students before and / or after they did the task in class, then design some suitable listening tasks for your students to do while listening to the recording. You should plan to play the recording at least twice, with different things for the students to do during each playback.

Here are some tips for making successful recordings:

• Find a quiet room where you won't be interrupted. Turn off all humming lights, computers etc, unplug the phone, and put a 'do not disturb - recording in progress' notice on the door.
• Even a small, cheap 'Walkman' type recorder can produce good results if you have an external microphone to plug into it instead of using the internal microphone (which tends to pick up too much noise from the motor).
• Use new batteries if the recorder does not plug into the mains electricity.
• Place the recorder on a table away from the microphone.
• Place the microphone on something soft - a coat, blanket or even an upside down mouse-mat - these absorb vibrations, especially if the table gets jogged.
• The microphone should be near both speakers but not in a position where it will get knocked or jogged.
• Have a new, pre-labelled and dated cassette ready in the machine, wound forward slightly to take up the lead-in tape.
• Make a short test recording in the room, and play it back to check it, before you start the task.
• Start the recorder before you start the task - you can edit out extra material afterwards.
• Continue recording until well after the task is finished.
• If you are recording more than one task, leave the recorder running between sessions or have a new cassette for each recording to minimize risk of accidentally recording over material you want to keep.

Willis (1996: 92-9 4) has more advice on making your own task recordings.

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