(a) Ear-training

In distinguishing between key sounds, stress and intonation patterns. Most learners need, enjoy and will benefit from activities, which will help to improve their receptive ability in these areas, especially if they are presented in a game-like way.

(b) Game-like activities

‘Simon says” and variations on the game of ‘Bingo’ are effective ways of getting learners to respond to instructions, listen out for specific items and so on. Many language games depend for their success on students listening [1,p.17].

(c) Instructions

Activities such as picture dictation, where the students have to draw a picture which the teacher (or another student) talks about without showing them; completing a map or picture; following a route on the map in order to arrive at a particular place; arranging objects (e. g. pictures on an outline scene), involve careful listening without requiring a verbal response (unless the listeners ask for clarification).

(d) Completion-type activities

For these the students have an incomplete version of a story, a description or a song (words, phrases or sentences omitted) which they have to complete either while they listen or afterwards.

(e) Identifying mistakes or contradictions

For example an object (thing, person or place - either real or in pictorial form) is described and the students have to listen and note down any mistakes. Similarly a text (a story or description) containing internal contradictions can be used for the same purpose.

(f) Finding differences

The students hear, for example, two versions of a story or two accounts of an event and have to identify the points of difference.

(g) Problem-solving

For example, the students are shown pictures of 3-4 people, places, events and listen to one of these being described. Their task is to decide which item is being talked about. Students may also be asked to categorise on a worksheet items mentioned in a conversation or discussion.

(h) Extracting information

This is one of the commonest types of listening tasks. For this the students will probably need a chart of some kind, which they have to fill in according to specific instructions. For example, if they are listening to a broadcast they may be asked to note down the main topics or, on an easier level, decide in what order they occur in the talk.

For tasks, which involve extracting information, it is often desirable to define the role of the listener so that he has a clear purpose for carrying out the task [1,p.17].

listening material comprehension english

3. Listening as a stimulus to other activities

The activities in this section are specially designed to lead on to activities involving other skills.

(e) Jigsaw listening

As its name implies, the basic mechanism underlying this activity is that the information needed to complete a task (such as attending a meeting) has been shared out between 3-4 groups in the class. Each group listens to its own piece of recorded material and notes down on a worksheet the information available. The groups then combine to pool their information.

(f) Ambiguous conversations

The students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The students themselves have to decide who the speakers are, where they are, what they are talking about, and, possibly, what will happen next. This type of listening then, leads on naturally to discussion (and, if desired, writing).

(g) Decision-making

The students are given some information e. g. about a town (places of interest, facilities etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and note making. Decision-making activities can also involve, for example, making choices between places, events, activities, for which the background information is made available in recorded form.

(h) Pre-reading activity

The students hear, for example, a conversation about the Loch Ness Monster, as a stimulus to listen to an article or book on the subject. Similarly they can be asked to listen to short reports on books before deciding which one they want to read.

(i) Pre-writing activity

This can be in the form of a communication game. One student describes a picture, which the others in the group are not allowed to see. The students who are listening make notes (and can also ask questions if they want more information). They then use these notes to write a description of the picture [1,p.18]

4. Interactive listening