1. brainstorm vocabulary on the topic {1:MC:=before listening~while listening~after listening}

2. answer detailed questions on a listening text {1:MC:=while listening~before listening~after listening}

3. predict the topic from pictures {1:MC:=before listening~while listening~after listening}

4. number topics in the order they are discussed {1:MC:=while listening~before listening~after listening}

5. try to re-tell a story that they have listened to {1:MC:=after listening~while listening~before listening}

Activity 1

Activity 2

1. These two activities are examples of {1:MC:=while listening~before listening~after listening}

2. Activity 2 is an example of a {1:MC:=chart completion~ true or false~multiple choice~short answer}

1. What type of processing takes place in this listening task? {1:MC:=top-down processing~bottom-up processing~making inferences}

2. What type of processing takes place in this listening task? {1:MC:=bottom-up processing~top-down processing~making inferences}

1. Students listen to a story and then review and practice the use of the past simple in telling stories.
Extension activity: {1:MC:=learn or review grammar~discuss personal experience~learn or review functional language~discuss opinions about a text~learn or review new vocabulary}

2. Students listen to a lecture about technology and then ask another student questions about what technology they use.
Extension activity: {1:MC:=discuss personal experience~learn or review grammar~learn or review functional language~discuss opinions about a text~learn or review new vocabulary}  


3. Students listen to a conversation where people give their opinions and then they practice different expressions for giving opinions.
Extension activity: {1:MC:=learn or review functional language~discuss personal experience~learn or review grammar~discuss opinions about a text~learn or review new vocabulary}  

 
4. Students listen to a news report about trends in society. Then they have a discussion about what trends they see in society and how they feel about those trends.
Extension activity: {1:MC:=discuss opinions about a text~discuss personal experience~learn or review functional language~learn or review grammar~learn or review new vocabulary}  


5. Students listen to conversation about jobs and work. They hear informal words and expressions related to jobs and work. They practice the words and expressions after listening.
Extension activity: {1:MC:=learn or review new vocabulary~discuss personal experience~learn or review functional language~discuss opinions about a text~learn or review grammar}  

1. Answering true/false questions about a text {1:MC:=while listening~before listening~after listening}

2. Pre-teaching key vocabulary {1:MC:=before listening~while listening~after listening}

3. Writing further ideas on the topic {1:MC:=after listening~while listening~before listening}

4. Discussing interpretations of a text {1:MC:=after listening~while listening~before listening}

5. Listening for details in the text {1:MC:=while listening~before listening~after listening}

6. Discussing what students already know about a topic {1:MC:=before listening~while listening~after listening}

1. {1:MC:=Listening texts~Reading texts} often use informal or colloquial language with relatively little complex grammar.

2. {1:MC:=Listening texts~Reading texts} are often unplanned and unorganized with repetition, hesitation and interruptions.

3. {1:MC:=Reading texts~Listening texts} prefer and often require precision and clarity.

4. {1:MC:=Listening texts~Reading texts} are gone quickly; you usually can't refer back to them.

1. Students have practiced listening to a lot of academic lectures, but they can’t understand when they listen to informal conversations with a lot of colloquial language.

Solution: {1:MC:=give learners practice with different types of texts~activate schema and top-down processing skills~provide contextual clues~give learners practice in bottom-up processing~give learners a lot of listening practice}

2. Students say they feel unfamiliar with the topics and they don’t understand a lot of vocabulary when they listen.

Solution: {1:MC:=activate schema and top-down processing skills~give learners practice with different types of texts~give learners practice in bottom-up processing~give learners a lot of listening practice~provide contextual clues}

3. The teacher just plays the audio and tells students to listen. The students panic because they are not prepared for the situation.

Solution: {1:MC:=provide contextual clues~activate schema and top-down processing skills~give learners practice with different types of texts~give learners practice in bottom-up processing~give learners a lot of listening practice}

4. Students can understand the general idea when they listen, but they can’t identify specific details and words

Solution: {1:MC:=give learners practice in bottom-up processing~activate schema and top-down processing skills~provide contextual clues~give learners practice with different types of texts~give learners a lot of listening practice}

5. Students find listening really difficult because they only get occasional practice.

Solution: {1:MC:=give learners a lot of listening practice~activate schema and top-down processing skills~provide contextual clues~give learners practice in bottom-up processing~give learners practice with different types of texts}