..;and I make them listen and listen then repeat ..repeat ..

Nobody denies that acquiring a language begins with a good perception of the language stream through the hearing channel! As teacher of EFL, we 're recommended to start a listening task and motivate the learners through problem solving e.i. doing a certain activity while listening to a dialogue or a text! But what draws the learner to a real bordem is the long scripts provided by the ministry. We don't know whether the people who have designed this course book are aware of this matter!, or they have set this on purposful scientific evidence! Let's talk it over...

Vous savez que "the ministry" propose ce qu'il ne lit même pas.

Talking about texts. It's always the same problems we face since the book "Madjid in England". I don't know whether they ( the responsibles !) or not that English is the third or even the fourth language in Algeria. And the learner has got three hours a week to aquire and keep an enormous amount of vocabulary( key words ) : For this the low learner neglects completely the meaning and what is the text about !Do you remember the book " Practice and Progress " at the secondary school ? It's a reference, isn' it ?

Salam to all!!!

The listening medium is of a paramount importance in language learning be it the mother tongue or a foreign language. The learner thus is supposed to be exposed to the right model of any language supposed to be learnt, starting with listening.
But listening can have various ways, leading all to the same target.
The listening scripts of our official books are, with no doubt, a far fetched way leading to nothing but pupils’ annoyance and loss of concentration and attention. This is why it would be a great error of ours if we follow the course book slavishly. Devising listening activities of one’s own making is an unavoidable effort of each conscious teacher wanting the set objective to be achieved successfully. As for the 4AM classes, the listening activity as a planned step in the sequences of all files can be avoided since at all the stages of the lesson the teacher is supposed to speak English, exposing the pupils to the language and thus making them relatively acquire as much language exponents as the teacher expects.
I do agree that former students acquired a good mastery of English through the ‘Practice and Progress’ text book since it was mainly based on a high grammar and commonly used idioms. But the present and former trends do greatly differ along with the students’ levels and preoccupations. I do insist on the necessity of the teachers’ effective participation in designing the text books responding to the real needs of the ALGERIAN learner “not l’algerois”, which would certainly be a long term process but of a fruitful end.
No one ignores this evidence, but will those who are still turning up a deaf ear hear one day?!?!?!
Maybe some hearing aids would be needed and I wonder what they would be like!

Hi!
All what you said is right about the listening scripts of our books. But there's one thing to say :"Is it difficult for them to accompany the books with cassettes or CDs as it is usually done with English books if they want really to make the work more efficient ?" But they don't want to ;That's all. So it's up to us to adapt , shorten or omit the scripts. But I repeat , it's more motivating to work with a cassette or a CD for the pupil.He will really confident when he hears and understands an English speaking. Take care or yourselves and good bye.

Oup !
Iforgot "be"in my message . You should read : He will really be confident instead of he will really confident.(This keyboard is old).