Information collection & exchange

ed out of the 
taff room and turned right down the corridor past the art room and the science laboratory 
to listen for information. Your 
tory should not be more than about twelve sentences long. 
eaker 
he phone, or do not listen to English on the radio, then most of the time the speaker should 
e visible in your listening exercises. Only if your students need English for the phone or radio should you 
con
see
Pro
Clu
use these clues unconsciously 
when they are talking to each other in their own language. Remember to provide clues and to help your 
stu
pla
you could draw the bus and its features, which you bring to your students' attention. ("It has six wheels. This 
ying a cassette of songs with English words while you are working with your students on a project not 
y one of your favorite tapes. Without paying attention to the music, your students will almost inadvertently 
rn the words and intonation of the song as they get on with their other work. 
nnovative Approaches to Language Teaching, edit
ingful "Real Life" messages 
e second feature of successful informal language learning
ond phase, your students were expected to respond. The people who spoke to your students had a 
ually clear. Your students had to get out of the way, give the 
e of real life communication is removed from exercises in which students are asked to "listen and repeat," 
asked to complete listening exercises without any preparation on the content and situation of the listening 
o
or between parts of the listening passage rather than at the end. For instance you c
c
rmational mistakes. Your students are required to listen to your story and to raise their hands if they hear 
istake, or to mark on a paper the number of mistakes they hear, and then to check that they have 
Yesterday was Tuesday (mistake # 1, it was Wednesday) and I decided to go and visit my friend