about topic.

A.pre-listening activities

They usually have two goals:

1)To help to activate student’s prior knowledge, make their expectations for the coming

information
b) to create the context appropriate for the specific listening task. For example the teacher

play a listening about two people having a conversation about their university

experiences and students must answer true or false questions based on it.

B. while-listening activities

In these activities listener participate in a listening experience. During it they verify their

predictions. They judge based on what they heard students. Answer comprehension

questions while listening to text.

C. post-listening activities

These activities extend student’s listening skill so they play an important role. It helps

students to connect what they have heard to their own ideas and create critical listening

and reflective thinking

2.4.2 Reading Comprehension

During the late 1960s and throughout the 1970s, reading comprehension was largely

taught by asking students questions following reading or by giving skill sheets as practice

for reading comprehension skills like following directions, getting the main idea,

determining the sequence, noting details and cause and effect relationships.

In 1970, reading comprehension was well defined by these research strands: readability,

the cloze procedure, factor analytic studies and the child-bride of the field,

psycholinguistics.

Readability research