Plan: introduction main part theoretical bases of teaching listening types of listening activities

Long gap-filling.
A long gap is left, at the beginning, middle or end of a text; learners guess and write down, or say, what they think might be missing.
Problem-solving.
A problem is described orally; learners discuss hw to deal with it,and/or write down a suggested solution.
Interpretation.
An extract from a piece of dialogue or monologue is provided with no previous information; the listeners try to guess from the words, kinds of voices, tone and any other evidence what is going on. At a more sophisticated level, a piece of is suitable for reading aloud (some poetry, for example) can be discussed and analyzed.
According to Rixon a listening is then further divided up into three phases:
-the first phase, called pre-listening stage, consists of things that students do before the listening, to help students to get the most out of what they are going to listen to. In other words this stage serves as a preparation for listeners in order to get the most from the listening passage.
- the second phase, called while-listening stage, consists of activities and exercises to be carried out while the learners listen to the listening text, to direct them as they try to seize the main information of the passage. In other words it is the way the teacher controls the listening activity.
- the last phase, called follow-up stage, contains things to do once the students have apprehended of the meaning and content of the passage and are prepared to look back, to reflect on some aspects of language in it, or to do someadditional work based on the content of the listening text[]
According to Underwood the phases are called pre-listening, while-listening and postlistening stage[].
The basic framework on which a teacher can construct a listening lesson can be divided into three main stages:

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