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 Word splash
to, watch or read the text so they need to Match vocabulary to pictures
develop an interest and desire to work Categorize vocabulary under headings
with it. Ss need to know key vocabulary Predict from a headline, title, group of
they will hear or see, and they need to words, pictures, etc
understand why they are going to listen Arrange pictures in the order to be
to/ watch/read the text. confirmed or changed after listening to,
reading the text
Talk about the main topic(s)
During Ss do a series of tasks which help them Listen/read and draw
understand the text and which may help Answer general information (gist)
them develop listening and reading skills. questions such as “What are they talking
The first task(s) should help Ss about?” “Do the speakers sound happy or
understand the text at a very general, upset?”
non-specific level. Then, tasks can move Listen/read and arrange pictures or events
Ss into a more detailed and deeper in order
understanding of the text. Before they do Listen/read and find the mistakes
each task, Ss need to know what they are Listen/read and answer detail questions
listening, watching or reading for. No such as “What did they say about _____?”
task should ‘test’ Ss’ memory of details. Listen/read and point
Ss need to check their answers in pairs or
Complete a grid
small groups before sharing answers with
the whole class.
Post After the During tasks, Ss need a chance Discussion questions
to work further with the text, its topic, its Role-plays
content and/or vocabulary, functions or Project (ex. Create a ___)
grammar used in it, OR to speak and/or Make and tell a similar or personal story
write (also to read and/or listen) further Discuss a topic, the issue or the
based on the text - for example for Ss to information in the text
tell the story of something that happened Complete and discuss a noticing task such
to them, to write a letter of complaint to a as “Find all of the verbs in the past tense”
restaurant, to carry out a similar or “Underline the parts of the questions
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interview, etc. Ss need an opportunity to that make them polite.”
personalize what they have heard or read; Speculate about what happened before or
they need to see how the text relates or is after the events in the text
applicable to them and the world outside Speculate about the people in the text
the classroom.
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