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There are many different approaches to listening, but not all of them are suitable for listening activities at school.

The two approaches to listening that are preferably used in class are listening in order to get a general overview of the content of the conversation and listening for specific details.

The procedure of a listening activity should consist of four parts:
1) set the task
2) play the recording
3) feedback from the students
4) play the recording again, if the students could not do the task
This procedure is also called the "task-feedback circle).

(Scrivener 2011, 250-251)

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The task-feedback-circle is a route map through a listening lesson. It helps language teachers to successfully plan or create useful listening activities.

An appropriate listening lesson should start with an introduction to the topic, for example a discussion or with a concrete "pre-task". Then, the teacher should give the students a clear task before playing the recording. After listening to the recording, the teacher gets feedback from the students, if they could do the task - if not, the teacher plays the recording again. This procedure continues until the students are able to complete the task. In order to tie up loose ends, the teacher should conclude the lesson with some follow-on activities

Important Guidelines:
1) The task should be appropriate for the student's language level, not the recording.
2) The students should have the possibility to read the task, before listening to the recording.
3) The listening process is more important than the product.

(Scrivener 2011, 253-256)

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There are two primary characteristics to consider while creating a listening task:

Is there a listening component to the task that prepares students for real-life listening situations? Does it present various types of natural English speech with which they will most likely have to deal in the future?

Is this an activity that can be completed in the classroom? Is it straightforward to convey and manage? Is it possible for me to keep track of how well the pupils comprehend?

—> we must compromise: maintain as much naturalness as possible while ensuring that it has maximum learning value and is easy to implement in the classroom.

Features of the design that can aid in a successful listening task

expectations: give students an idea of what they'll hear —> mimics reality; build expectations that will help them understand

purpose: give them better instructions, what they need to listen to, and the ability to listen selectively like in real life —> more natural and easier than trying to understand everything

selective listening: They must learn to ignore useless information. Trying to understand everything is an unsuccessful and doomed listening style (if a student doesn't comprehend something, they will feel like a failure and give up).

ongoing listening response: should include sporadic reactions during listening, responding as soon as they hear it rather than at the end

interest: the task should be interesting to do for the students

Practical tips:
don't overload: too much to do --> students get frustrated --> feeling of failure should be avoided
try it out: try the task with colleagues, often something needs to be changed
don't pre-teach to much vocabulary: when new items appear in fast-flowing speech, children are unable to remember them quickly enough to grasp them

(Ur 2012, 106-108)

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1. No overt response
Students don't have to do anything in response to this listening activity. It is solely for listening purposes. Facial expressions and body language shows if they are truly listening.
(stories, songs, entertainment)
2. Short responses
Students respond to the listening activity with a word or different symbols. Physical movement is also possible.
(obeying instructions, ticking of items, true/false, detecting mistakes, filling gaps, guessing definitions)
3. Longer responses
Students have to respond with longer answers like full sentences.
(answering questions, note taking, paraphrasing and translating, long gapfilling)
4. Extended responses
Those activities need more than listening skills alone. Students have to combine different skills like writing longer texts, reading or speaking.
(problem solving, interpretation, dicto-gloss)

(Ur 2012,108-111)

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https://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1-listening/advice-exams