* Examples for some tasks to be done during listening: 1- Answering some questions on specific information in the listening text.
2- A map chart/graph pupils complete as they listen.
#3. Post-listening stage: * Pupils act upon what they have heard to give evidence that they understood the text.
* Examples for some post-listening tasks: 1- Summarize the main ideas of the listening text either orally or in writing.
2- Write a composition based on the material acquired during listening.
3- Outline the material they listened to in writing using charts, diagrams, etc
Guidelines for organizing listening activities 1. Listening texts Informal talk. Most listening texts should be based on discourse that is either genuine improvised, spontaneous speech, or at least a fair imitation of it. A typical written text that is read aloud as a basis for classroom listening activity is unlikely to incorporate the characteristics of informal speech and will thus provide the learners with no practice in understanding the most common form of spoken discourse.
Speaker visibility; direct speaker-listener interaction. The fact that in most listening situations the speaker is visible and directly interacting with the listener should make us think twice about the conventional use of audio recordings for listening comprehension exercises. It is useful to the learners if you improvise at least some of the listening texts yourself in their presence (or, if feasible, get another competent speaker of the language to do so). Video also makes a positive contribution to the effectiveness of listening practice, in that it supplies the aspect of speaker visibility and the general visual environment of the text.
Single exposure. If real-life discourse is rarely 'replayed' then learners should be encouraged to develop the ability to extract the information they need from a single hearing. The discourse, therefore, must be redundant enough to provide this information more than once within the original text; and where possible hearers should be able to stop the speaker to request a repeat or explanation.
