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
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  Listen/read and draw

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
 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

Page 1 of 4 PDP
Framework
 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.
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.
Page 2 of 4
Framework
_____?”
 Listen/read and point
 Complete a grid
 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
PDP
 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/read:
 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
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  Listen/read and draw

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
 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

Page 3 of 4 PDP
Framework
 what they are listening, _____?”
watching or reading for. No  Listen/read and point
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
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.
 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

 Word splash
On the board: young athletes, China, competition, physical strength, train, etc

Topic: Training Chinese Athletes.

Page 4 of 4 PDP
Framework