2. General Rule: Students’ ability to understand what they hear can improve very much if they are regularly exposed to audio materials: the more English they hear, the more readily they will pick out individual words, then phrases and sentences.

3. Daily learning programme a ‘hearing English’ component audio or video recordings classroom discussion activities a teacher as a listening exercise

4. Listening Cycle Teaching Prediction Listening Checking Reflection

5. Before listening Prediction and establishing context  predict the key words and discuss with them what they can expect to hear, e.g. names and places when they turn on the news, or numbers and times if they listen to railway announcements  read a summary of what they are going to hear before they listen to the full text.  determine the type of a recording text and the purpose to listen (narrative, descriptive, comparison etc)

8. While listening  Encourage your students to identify the stressed syllables and words in a listening text (the ones which carry the message) rather than trying to listen for every single syllable.  Students should practise listening to and reading the question, so that they are sure they understand what they are listening for and what they have to do.

9. After listening activities checking and reflecting whole-class discussions oral summaries reading the text from the tape script and listening again listening dictations written reproductions

10. And at last Try changing the focus of the tasks they do in class:  sometimes ask your students to listen for specifics,  sometimes for overall summaries.