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Both types of listening are important because you need to know grammar, vocabulary and structure to be able to actually apply your skills.

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Intensive listening builds general, foundational skills. Here, students listen specifically in order to work on listening skills.

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A major speaking genre is story telling.
-Put pictures in the order in  which the story is told.
-Students can listen to a story and try to guess the end of it. Then, the teacher plays the recorder version of the story. The teacher can stop the story at various points and say "What do you think happens next?"
-Students can listen to people talking more or less informally or listen to well-read extracts from books.

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The reading mentioned 3 listening sequence at different levels
-live interview (beginner onwards)
-buying tickets (pre- intermediate)
-prerecorded authentic interview-narrative (upper intermediate)

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Here, students can be asked to take notes about the monologues. These notes can be general or specific as the teacher indicates. Students may match the speaker to what it is said. This is a good way to assess students' understanding and comprehension.

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Extensive listening focuses on training you to apply these skills to a real-world context. This type of listening refers to the one people  do away from the classroom, for fun, and without a teacher.

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Find a song that should be appropriate for students  and think in different activities that w
e can do whit them.

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Listening activities need to integrate othe skills like reading and speaking. A sequence is needed to make the listening activity meaningfull.  Then, there are different options to develop the listening activity, for example, having a pre- listening exersice or a follow up question.

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Listening activities need to integrate othe skills like reading and speaking. A sequence is needed to make the listening activity meaningfull.  Then, there are different options to develop the listening activity, for example, having a pre- listening exersice or a follow up question.

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1. Students listen to a phone message being given.
2. The have to write down de message on a message pad.
Examples:
Hear a recorded message about what films are on cinema.
Listen to announcements in airports and on railway stations.

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“The single most important key to success is to be a good listener.” ― Kelly Wearstler

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“The single most important key to success is to be a good listener.” ― Kelly Wearstler

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1.Students are divided into three groups.
2.They have to listen to three different tapes about a same topic.
3.Students assemble all of the facts by comparing notes so that they may find out what actually happened.
Jigsaw is important because it gives students a purpose of listening and a goal to aim for.

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When students are asked to listen to news, the teacher may ask them to order the main topics of the audio based on a list. Also, by using news as means of teaching listening, the teacher may ask for specific info or facts.
In the case of radio genres, they can be very useful fo matching activities.

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Using songs or conversations are very common for teachers when teaching listening. However, the use of sound effects may be very useful to engage students. We can use them to ask our students about their feelings when listening to some particular sound effects. They can even be asked to create a story base on those sounds and what they feel.

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There are two types of listening. They're intensive and  extensive listening.

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6 Good teachers  exploit listening texts to the full

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6 Good teachers  exploit listening texts to the full

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The professor should take advantage of audio for more than just one task due to the time and energy needed for choosing the correct audio for each level.

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5 Different listening stages demand differrent tasks

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5 Different listening stages demand differrent tasks

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The first time that the audio is playing the activities has to be simple and general (to reduce students' stress related to the listening). The other listenings might focus on detailed information.

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4 Encourge students to respond to the content of a listening, not yet to the language

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4 Encourge students to respond to the content of a listening, not yet to the language

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It is important for teachers to draw out what is being said and the impression it has on students. The teacher can ask questions as 'Do you agree with what they say?' 'Was the listening interesting?'

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This levels can be seem as the types of listening materials students listen to. Some examples include PSA, recorded messages, phone conversations, and dramatic dialogue. Let`s call it different types of audios for the sake of simplicity. These also include authentic and non authentic materials. We should aim for authentic material, but lower level students will struggle to understand it.

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There are almost no occations when the teacher will play an audio track only once. The first listening is often used just to give students an idea of what the speakers sound like, and what the general idea of the topic is so that subsequent listening are easier for students.

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-Students need to be able to listen to a variety of things in a number of different ways.
-They need to be able to recognize paralinguistic clues, such as intonation. (Mood and meaning)
- They need to be able to listen to specific information (time, platform numbers, etc.) and sometimes for more general understanding. (listening to a story or interacting in a conversation).

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Students need to be made ready to listen. This means that they will need to look at pictures, discuss the topic, or read the questions first, for example, in order to be  in  a  position  to predict what is coming. This is not just so that they are in the right frame of mind  (and are thinking about the topic), but also so that they are engaged with the topic and the task and really w ant to listen.

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- To be able to understand what people are saying.
- The more students listen, the better they get, not only at understanding speech, but also at speaking themselves.
- The more they hear and understand English being spoken, the more they absorb appropriate pitch and intonation, and stress.
- There are significant regional variations in the way people speak English. Ex: Britain

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1 Encourage students to listen as often and as much as possible

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1 Encourage students to listen as often and as much as possible

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The  more  students  listen,  the  better  they  get  at  listening  -   and  the  better  they  get  at understanding  pronunciation  and  at  using  it  appropriately themselves.  One  o f our  m ain tasks,  therefore,  will  be  to  use  as  m uch  listening  in  class  as  possible,  and  to  encourage students  to  listen  to  as  m uch  English  as  they  can  (via  the  Internet,  podcasts,  CDs,  tapes, etc).