Review a textbook in current use in your institution and make lists:
(a) Reasons for listening which learners are given as they tackle listening texts
- listen and check
- listen and repeat to see different types of pronunciation of the same word
- match events with their dates. Then listen and check.
- listen and answer questions
- listen and repeat, then translate.
- listen to the weak forms, then repeat the sentences
- listen and choose the correct answer
- listen and complete the sentences
- put the sentences into the correct order. Then listen and check
- listen and number the pictures
- listen and write true or false
- listen, repeat and mark the stress on the words
- read some options and guess who says them. Then listen and check.
- put the opinions in the order you hear them
- complete the song with the words given. Then listen and check.
- listen and read.
- listen and complete the table
- listen and identify the programmes
- guess the correct answers. Then listen and check
- tick the options that are mentioned
- listen and match
- listen and identify the sounds
- listen and find mistakes in the sentences
- historical events (like documentaries)
- isolated words
- dialogues between pairs about everyday life matters
- conversations between pairs who are comparing two places or things
- radio programs
- pop facts
- travel programmes
- telephone conversations
HEDGE, Tricia (2000), Teaching and Learning in the Language Classroom, UK, OUP; Chapter 7 "Listening" (Discussion Topics and Projects # 7- p. 256)WETZ, Ben and GAMMIDGE, Mark (2005), Adventures Intermediate Student's Book, OUP