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PREFACE

Every lecturer is hoped to teach effectively and efficiently to reach teaching objectives. In
the teaching “listening 1”, the writer tries to compile the materials taken from any sources, like
articles that he gets from the internet (Open journal system), any printed or online books, article
from any blogs and other sources.
This paper covers the theory and practice in teaching listening skill. Firstly, the students
will be learned about the concept of listening which consists of definition of listening, definition
of listening skills, types of listening, listening process, strategies of listening, basic modes of
listening, importance of listening skills, common listening mistakes, and ways to improve
listening skills. Finally, the students will be linked the theory and practice in the teaching
process. In this case, the students will construct the meaning from the native.
Finally, the writer realized that nobody is perfect. The mistake may exist in this writing, both
in content and the limitation of the materials used. Therefore, he would be grateful if the readers
would supply his with any constructive corrections or comments to make this paper more usefull
and accurate.

Kupang, July 2021

The writer

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 TABLE OF CONTENT

Pages

Preface ………………………………………………………………………………….. ii
Table of Content ………………………………………………………………………. iii
Course Unit ………………………………………………………………………………. iv
UNIT 1. THE BASIC CONCEPT OF LISTENING SKILLS .................................... 1
1.1 Listening Versus Hearing ………………………………………………………… 1
1.2 Process of Listening ……………………………………………………………… 3
1.3 Listening Sources ………………………………………………………………… 4
1.4 Types of Listening ………………………………………………………………... 5
1.5 Basic Model of Listening ………………………………………………………… 5
1.6 Importance of Listening Skill …………………………………………………….. 6
1.7 Common Listening Mistakes …………………………………………………….. 6
1.8 Ways to Improve Listening Skill ………………………………………………… 7
1.9 Barriers to Listening ……………………………………………………………… 8
1.10 Benefits of Effective Listening Skill ……………………………………………. 9

UNIT 2. LISTENING ACTIVITIES ………………………………………………….. 10

2.1 Activity One: A request from your Bos ……………………………………...... 10
2.2 Activity Two: A voicemail Message …………………………………………… 12
2.3 Activity Three: Booking a Table ……………………………………………… 14
2.4 Activity Four: Business Cards ………………………………………………….. 16
2.5 Activity Five: Finding the Library ………………………………………........... 18
2.6 Activity Six: Meeting a New Team Member ……………………………........... 20
2.7 Activity Seven: The First English Class ……………………………………........ 22
2.8 Activity Eight: Meeting Other Students ………………………………................ 24
2.9 Activity Nine: Meeting People at Dinner …………………………….................. 26
2.10 Activity Ten: Ordering in a Café ……………………………………………….. 28
2.11 Activity Eleven: Organizing a Group Project……………………….................... 30
REFERENCES ……………………………………………………………………… 32

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 SATUAN ACARA PERKULIAHAN (SAP)
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN
DAN ILMU PENDIDIKAN (FKIP) UNIVERSITAS PERSATUAN GURU 1945 NTT

1. IDENTITY
Subject : Listening 1
Credits : 2
Grade : 1st
Lecturer : Oce A. Langkameng, S.Pd.,M.Hum

2. SHORT DESCRIPTIONS
This subject provides students with beginner skills in comprehending oral discourses through
recorded voice of native speakers. Materials are presented in a variety of functional texts with
exercises focused on identifying cultural contents of a given text, deducing meanings from
contexts, discovering topics and main ideas, recognizing discourse markers and language
functions, and taking notes. Students‟ classroom activities include individual work, pair work,
and group work. Evaluation on students‟ achievement is based on classroom participation,
home assignments, the mid-semester test, and the final test.

3. GENERAL INSTRUCTIONAL PURPOSE

After studying this subject, students are able to: (a) understand the key components
of listening skill, (b) have an insight into the historical development of listening skill, (c) have a
basic command on the stages of listening skill, (d) analyse source texts for a listening activity,
(d) aware of the approaches to listening skill, (e) foresee the current trends in listening skill, and
(f) link the theory and practice in the teaching of listening skills.

4. METHOD
Explanation, Discussion, and Practices

5. EVALUATION
a. Quis : 10%
b. Middle Test : 15%
c. Final Test : 25%
d. Assignment : 50%

6. REFERENCES
Nunan, D. (1997). Designing and adapting materials to encourage learner authonomy.
Harlow: Longman.
Joiner, E. (1991). Teaching listening: Ends and means. In J. E. Alatis (Ed.), Georgetown
University round table on languages and linguistics1991. Linguistics and language.

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MEET TOPIC SUB-TOPIC METHOD MEDIA TIME
INGS ALOCATED

1st The Basic concept of Listening and listening skills Discussion Infocus 90 minutes
Listening Skills
2nd The Basic concept of The types, process, and basic modes of listening Discussion Infocus 90 minutes
Listening Skills
3rd The Basic concept of Importance of listening skills, common listening Discussion Infocus 90 minutes
Listening Skills mistakes, and ways to improve listening skills.
4th Listening Activities A request from your bos Discussion Infocus 90 minutes
5th Listening Activities A voicemail message Discussion Infocus 90 minutes
6th Listening Activities Booking a table Discussion Infocus 90 minutes
7th Listening Activities Business cards Discussion Infocus 90 minutes
8th MIDDLE TEST
9th Listening Activities Finding the library Discussion Infocus 90 minutes
10th Listening Activities Meeting a new team member Discussion Infocus 90 minutes
11th Listening Activities The first English class Discussion Infocus 90 minutes
12th Listening Activities Meeting other students Discussion Infocus 90 minutes
13th Listening Activities Meeting people at a dinner Discussion Infocus 90 minutes
14th Listening Activities Ordering in a café Discussion Infocus 90 minutes
15th Listening Activities Organizing a group project Discussion Infocus 90 minutes
16th FINAL TEST

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 UNIT ONE
THE BASIC CONCEPT OF LISTENING SKILLS

1.1 Listening Versus Hearing

The average person spends 45-75% of their waking time listening rather than talking. Since
we do listen more than we talk, it is important for our success as communicators to focus as
much on the listening process as it does the verbal or nonverbal processes of communication.
Do you think there is a difference between hearing and listening? You are right! Hearing is
simply the act of perceiving sound by the ear. Hearing is considered as physical, passive and
natural process. It refers to an accidental and automatic brain response to sound that requires no
effort. We are surrounded by sounds most of the time. For example, we are accustomed to the
sounds of airplanes, lawn mowers, furnace blowers, the rattling of pots and pans, and so on. We
hear those incidental sounds and, unless we have a reason to do otherwise, we train ourselves to
ignore them. We learn to filter out sounds that mean little to us, just as we choose to hear our
ringing cell phones and other sounds that are more important to us. Listening, however, is
something you consciously choose to do. Listening requires concentration so that your brain
processes meaning from words and sentences. Listening leads to learning. It is physical and
mental, active and learnt process and is defined as a skill. The differences between hearing and
listening can be seen at the following scheme.

Scheme 1. Hearing and Listening

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Listening Skill
Listening skill is very important in learning English. Everyone who
wants to learn English well should be able to master listening as one of the
English skills. By studying listening skill, people can improve their
English better than before. Listening has also a role in speaking, because
people will be able to give response after they listen to speaker.
Since listening is important to understand spoken message, the teaching
of listening skill cannot be neglected from the English instruction. It is
very beneficial for teachers to develop teaching and learning strategies to
help students develop their listening capability. In developing the skill,
listening practice is probably the most reliable route to true
communication. It is due to the fact that students‟ speaking ability of can
be considered poor because they do not know how to express their feeling
and ideas in listening, conversation, and communication. In fact, English
listening is very helpful to all students to deepen or to improve their
language skill.
Listening received little attention in language teaching and learning, because teaching
methods emphasized productive skills and listening was characterized as passive activity
(Richards, et.al 2010). However, researchers have revealed that listening is not a passive skill but
an active process of constructing meaning from a stream of sounds. Listening can be considered
the fundamental skill to speaking, because without understanding the input at the right level, any
learning cannot begin.
By looking at the explanation above, it can be summarized that:
 Listining is not just about being Quiet while someone else is speaking.
 Listening is with the Mind.
 Hearing with the senses.
 Listening is conscious.
To improve our interpersonal and oral exchange. Just listening to words is not enough; a good
listener has to pay attintion to the non-verbal communication of the speaker.

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1.2 Process of Listening
According to Vishwanath Bite (2013), the process of listening occurs in five stages. They are
Receiving (hearing), understanding, remembering, evaluating, and responding. Most of the can
be explained as follow:
1. Receiving (hearing)
Receiving (hearing) Is the intentional focus on hearing a speaker‟s message.
This stage is represented by the ear because it is the primary tool involved with this
stage of the listening process. Hearing is the perception of sound waves; you must
hear to listen, but you need not listen to hear (perception necessary for listening
depends on attention).
2. Understanding
In the understanding stage, we attempt to learn the meaning of the message, or
in other word it can be said that deciding what the message means to you, which is
not always easy. For successful interpersonal communication, the listener must
understand the intended meaning and the context assumed by the sender.
3. Remembering
Remembering is an important listening process because it means that an
individual has not only received and interpreted a message but has also added it to
the mind”s storage bank. Remembering begins with listening; if you can‟t
remember something that was said, you might not have been listening effectively.
However, even when you are listening attentively, some messages are more
difficult than others to understand and remember. Highly complex messages that
are filled with detail call for highly developed listening skills.
4. Evaluating
The fourth stage in the listening process is evaluating. Evaluations of the same
message can vary widely from one listener to another. The stages two, three, and
four are represented by the brain because it is the primary tool involved with these
stages of the listening process. Evaluating only active listeners participate at this
stage in Listening.

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 5. Responding
Responding sometimes referred to as feedback. It is the fifth and final stage of
the listening process. Your reaction to the message. It can be emotional and
intellectual. For example, you are giving positive feedback to your instructor if at
the end of class you stay behind to finish a sentence in your notes or approach the
instructor to ask for clarification. The opposite kind of feedback is given by
students who gather their belongings and rush out the door as soon as class is
over. This stage is represented by the lips because we often give feedback in the
form of verbal feedback; however, you can just as easily respond nonverbally.
1.3 Listening Sources
Comparing listening in one‟s native language, listening in a foreign language is a more
challenging task: “How well L2 listeners cope with these limitations will depend on their ability
to make use of all the available resources to interpret what they hear” (Vandergrift, 2007, p.
193). Therefore, in a listening phenomenon, the use of appropriate listening sources has a crucial
effect in comprehension.
Various listening sources can be used in a language classroom. These are teacher or lectures
talk, student talk, guest speakers, textbook recordings, TV, video, DVD, radio, songs and the
internet (Wilson,2008). Teacher or lectures talk is valuable input for learners of a foreign
language. The teacher can regulate the pace of speaking according to the students‟ level and
interest, repeat important parts and change the input as desired. Teacher talk can also be
evaluated in terms of its quality. It should be clear, coherent and interesting for listeners. Teacher
talk should be interactive in a way that students can ask questions and get an answer, which
facilitates and supports student talk. Another way of exposing students to an authentic
conversation is inviting guest speakers to the classroom, which provides learners a chance to
interact in a more authentic way.
Technological improvements have increased the types of listening resources in recent years.
Both teachers and students can access listening materials easily via the internet. The computer
and interactive technologies allow teachers to select materials of all kinds, support them as
learners‟ needs dictate, and use the visual options of screen presentation or the interactive
capabilities of computer controls to help students develop good listening techniques (Garrett,
1991, p. 95).

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1.4 Types of Listening
According to Brown some types of listening as follow: (1) intensive listening, (2) responsive
listening, (3) selective processing stretches of discourse, and (4) Extensive Listening. Most of
them can be explained as follows.
a) intensive listening for perception of the components (Phonemes, words, intonation, discourse
markers, etc) of a larnger stretch of language.
b) Responsive Listening to a relatively short stretch of language (a greeting, question, command,
comprehension check, etc) in order to make an equally short response.
c) Selective Processing stretches of discourse such as short monologues for several minutes in
order to “scan” for certain information. The purpose of such performance is not necessarily to
look for global or general meanings, but to be able to comprehend designated information in a
context of longer stretches of spoken language (such as classroom directions from a teacher,
tv or radio news items, or stories). Assessment tasks in selective listening could ask students,
for example, to listen for names, number, a grammatical categories, directions (in a map
exercise), or certain facts and events.
d) Extensive Listening to develop a top-down, global understanding of spoken language.
Extensive performance ranges from listening to lengthy lectures to listening to a conversation
and deriving a comprehensive message or purpose. Listening for the gist, for the main idea,
and making inferences are all part of extensive listening.

1.5 Basic modes of listening

a) Active or Reflective Listening
It is the single most useful and important listening skill. In active listening , the listener is
genuinely interested in understanding what the other person is thinking, feeling, wanting or
what the message means.The person is active in checking his understanding before he
respond with his new message. The listener restate or paraphrase our understanding of the
message and reflect it back to the sender for verification. This verification or feedback
process is what distinguishes active listening and makes it effective. Essentials of Active
Listening: (a) Intensity, (b) Empathy, (c) Acceptance, (d) Recognizing responsibility for the
completeness.

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b) Passive or Attentive Listening The listener is genuinely interested in hearing and
understanding the other person‟s point of view. He will be attentive and will passively listen.
The Listener assume that what he heard and understand is correct but stay passive and do not
verify it.
c) Competitive or Combative Listening It happens when the Listener is more interested in
promoting his own point of view than in understanding or exploring someone else‟s view. He
either listen for openings to take the floor or for flaws or weak points.

1.6 Importance of Listening skills

Good listening skills make workers more productive. The ability to listen carefully will allow
a person to:
a) understand assignments in a better way and find and what is expected from him.
b) build rapport with co-workers, bosses, and clients;
c) show support;
d) work better in a team-based environment;
e) resolve problems with customers, co-workers, and bosses;
f) answer questions
g) find underlying meanings in what others say.

1.7 Common Listening Mistakes

There are some common mistakes which are made by an individual while Listening. Some of
them are:
a) Interrupting the speaker.
b) Completing the speakers sentences in advance.
c) Habit of topping another person's story with your own is demeaning and relegates the
speaker's story to something less important.
d) Dominating Conversations - A person who dominates conversations probably commits all of
the above mistakes and is not listening at all.

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1.8 Ways to Improve Listening Skills
Hearing and Listening are two different actors. The hearing is passive whereas Listening is
active. Listening is a psychological process. It can, therefore, be improved by regular practice.
Listening is a very helpful skill. Active listening is really an extension of the Golden Rule. Here
are some of the tips which can help the person to improve his Listening skill:
a) Face the speaker. Sit up straight or lean forward slightly to show your attentiveness through
body language.
b) Maintain eye contact, to the degree that you all remain comfortable.
c) Minimize external distractions. Turn off the TV. Put down your book or magazine, and ask
the speaker and other listeners to do the same.
d) Respond appropriately to show that you understand. Murmur (“uh-huh” and “um-hmm”) and
nod. Raise your eyebrows. Say words such as “Really,” “Interesting,” as well as more direct
prompts: “What did you do then?” and “What did she say?”
e) Focus solely on what the speaker is saying. Try not to think about what you are going to say
next. The conversation will follow a logical flow after the speaker makes her point.
f) Minimize internal distractions. If your own thoughts keep horning in, simply let them go and
continuously re-focus your attention on the speaker, much as you would during meditation.
g) Keep an open mind. Wait until the speaker is finished before deciding that you disagree. Try
not to make assumptions about what the speaker is thinking.
h) Avoid letting the speaker know how you handled a similar situation. Unless they specifically
ask for advice, assume they just need to talk it out.
i) Even if the speaker is launching a complaint against you, wait until they finish to defend
yourself. The speaker will feel as though their point had been made. They won‟t feel the need
to repeat it, and you‟ll know the whole argument before you respond. Research shows that, on
average, we can hear four times faster than we can talk, so we have the ability to sort ideas as
they come in…and be ready for more.
j) Engage yourself. Ask questions for clarification, but, once again, wait until the speaker has
finished. That way, you won‟t interrupt their train of thought. After you ask questions,
paraphrase their point to make sure you didn‟t misunderstand. Start with: “So you‟re
saying…”.

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1.9 Barriers to Listening
Listening is not easy and there are a number of obstacles that stand in the way of effective
listening, both within outside the workplace. These barriers may be categorized as follows.
1. Physiological Barriers: - some people may have genuine hearing problems or deficiencies that
prevent them from listening properly. It can be treated. Some people may haveproblem in
processing iinformation or retaining information in the memory.
2. Physical Barriers: - These referred to distraction in the environment such as the sound of an
air conditioner, cigarette smoke, or an overheated room. It ca interefere the Listening process.
They could also be in the form of information overload. For example, if you are in meeting
with your manager and the phone rings and your mobile beeps at the same time to let u know
that you have the message. It is very hard to listen carefully to what is being said.
3. Attitudinal Barriers: - preoccupation with personal or workrelated problems can make it
difficult to focus one‟s attention completely on what the speaker is saying, even what is being
said is of very importance. Another common attitudinal barrier is egocentrism or the belief
that the person has more knowledge than the speaker, or that there is nothing new to learn
from the speaker‟s ideas. People with this kind of close-minded attitude are very poor
listeners.
4. Wrong Assumptions: - The success of communication depends on both the sender and
receiver. It is wrong to assume that communication is the sole responsibility of the sender or
the speaker and that listeners have no role to play. Such an assumption can be a big barrier to
listening. For example, a brilliant speech or presentation, however well delivered, is wasted if
the receiver is not listening at the other end. Listeners have as much responsibility as speakers
to make the communication successful. The process should be made successful by paying
attention seeking clarifications and giving feedback.
5. Cultural Barriers: - Accents can be barriers to listening since they interfere with the ability to
understand the meaning of words that are pronounced differently. The problem of different
accents arises not only between cultures but also within a culture. For example, in a country
like India where there is enormous cultural diversity, accents may differ even between regions
states.

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6. Gender Barriers: - communication research has shown that gender can be a barrier to
listening. Studies have revealed that men and women listen very differently and for different
purposes. Women are more likely to listen for the emotion behind a speaker‟s words when
men listen more to the facts and the content.
7. Lack of Training: - Listening is not an inborn skill. People are not born good listeners. It is
developed through practice and training. Lack of training in listing skills is an important
barrier. 8) Bad Listening Habits: - Most people are very average listeners who have developed
poor listening habits that are hard to say and that act as barriers to listening. For example,
some people have the habits of “faking” attention or trying to look like listeners, in order to
impress the speaker and to assure him that they are paying attention. Others may tend to listen
to each and every fact and, as a result, miss out the main point.

1.10 Benefits of Effective Listening Skills

Learning the skill of effective listening benefits personal growth and development in the
following ways:
1. Effective Communication – Clear and concise transmission of information is an important
component of effective human interaction. Though the onus is often placed on presenting
clear and concise written or spoken directions, the listener also bears a responsibility to hear
and understand messages.
2. Fewer Misunderstandings – Regardless of the clarity of written or spoken messages, the
effective listener can prevent misunderstandings and salvage what otherwise might be a mis-
communication by practicing active listening skills.
3. Improved Relationships – Relationships are damaged by misunderstandings that can lead to
unsatisfactory business transactions as well as hurt feelings in personal relationships.
Excellent listening practices tell others that they are important, special, and what they have
to say is valued. That is very attractive and contributes to strong relationships.
4. Personal Growth – A person learns and grows by listening and understanding other
viewpoints, differing ideas, and exploring conflicting viewpoints. Learning the skill of active
and effective listening not only adds a tool to the personal development portfolio, but equips
you to continue growing with tools for exploring new ideas.

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 UNIT TWO
LISTENING ACTIVITIES

2.1 Activity One: A request from your Bos

a) Before listening
Do the preparation task first. Listen to the audio and do the exercises.

b) Preparation task
Write the sentences in the correct group.
There‟s no hurry. Take your time. Do this first.
It‟s important. Do it when you have time. This is a priority.
Urgent Not urgent

c) Task 1
Match the beginnings and endings of the phrases.
the customer a meeting room to the meeting
to the customer a report a presentation
1. send an email …………
2. visit …………
3. reserve …………
4. invite people …………
5. write …………
6. give …………

d) Task 2
Write a number (1–4) to put the tasks in order of priority.
_______ Visit the customer.
_______ Send an email to the customer.
_______ Reserve a meeting room.
_______ Invite people to the meeting.

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e) Task 3
1. (Listen to the audio)
Hi, Mario. Can you help me prepare some things for the next month?
OK, sure. What can I help you with?

What does the man meant?

2. (Listen to the audio)
Where will Susanne go for the next month?
3. (Listen to the audio)
Can you send an email to the customer? Ask them when I can visit them next week. Please
do this first. It's a priority and very urgent.

What does the man meant?

4. (Listen to the audio)
I have to give a presentation to our managers next month. Please do it when you have time
– sometime in the next two or three weeks.

What does the man meant?

f) Task 4: Discussion
Do you sometimes help other people with their work? What do you do for them?

g) Transcript
Susanne : Hi, Mario. Can you help me prepare some things for the next month?
Mario : OK, sure. What can I help you with?
Susanne : I need to visit the customer in Germany. It's important.
Mario : What can I do to help?
Susanne : Can you send an email to the customer? Ask them when I can visit them next
week. Please do this first. It's a priority and very urgent.
Mario : Right. I'll do it today.
Susanne : Thanks. This next task is also important. Can you invite everyone to the next
team meeting?
Mario : Yes, I will.
Susanne : But first you need to book a meeting room. After that, please send everyone an
email about it.
Mario : Yes, of course.
Susanne : And finally, can you write a short report about our new project? I have to give a
presentation to our managers next month. Please do it when you have time –
sometime in the next two or three weeks. It's not too urgent.
Mario : Sure, no problem. I can do it this week.
Susanne : There's no hurry. Take your time.

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 2.2 Activity Two: A voicemail Message

a) Before listening
Do the preparation task first. Listen to the audio and do the exercises.

b) Preparation task
Match the definitions (a–h) with the words or symbols (1–8).
No Words/Symbols No Definitions
1 …. a colleague a things a company makes and sells
2 …. - b someone you work with
3 …. _ c a place where people work at desks
4 …. an office d underscore
5 …. a brochure e the amount of money you pay for something
6 …. products f at
7 …. the price g hyphen (or „dash‟)
8 …. @ h a small book with information about a product

c) Task 1
Choose the best answer.
1. John works at Old Time Toys.
a. Yes
b. No
2. Marina wants …
a. product information, a brochure and prices.
b. to call John again later.
3. Marina‟s number is …
a. 0208 6557621
b. 0208 6656721
4. Marina‟s email address is …
a. marina.silva@oldtime_toys.com
b. marina.silva@oldtime-toys.com

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d) Task 2
Write a number (1–6) to put the actions in the order they are mentioned.
________Marina says that she needs some product information.
________ Marina introduces herself.
________ Marina leaves her email address.
________ Marina says how she got John‟s phone number.
________ Marina asks for a brochure and prices.
________ Marina asks John to call her back.

e) Task 3: Discussion
Do you ever make phone calls or leave voicemail messages in English?

f) Transcript
John : Hi, this is John. Thanks for calling. I'm not here at the moment, so please leave a
message and I'll call you back.
Marina : Hi, John, this is Marina Silva calling from Old Time Toys. Your colleague Alex
gave me your phone number. She said you can help me.
I need some information on your new products. Could you please call me when
you are back in the office? My phone number is 0-2-0-8, 6-5-5-7-6-2-1.
Also, can you please email me your new brochure and information about your
prices? My email address is Marina, that's M-A-R-I-N-A, dot Silva, S-I-L-V-A,
at O-L-D-T-I-M-E hyphen toys dot com.
Thanks a lot. I look forward to hearing from you.

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 2.3 Activity Three: Booking a Table

a) Before listening
Do the preparation task first. Listen to the audio and do the exercises.

b) Preparation task
Put the times in the correct group.
Half past eight. Half eight. Eight.
Eight thirty. Eight o‟clock. Seven thirty.
7.30 8.00 8.30

c) Task 1
Choose the best answer.
1. When is the table booked for?
a. Tonight
b. Tomorrow morning
c. Tomorrow night
2. When the woman says, „About eight, eight thirty‟, what does she mean?
a. At eight o‟clock
b. At half past eight
c. Between eight o‟clock and half past eight
3. What time is the first booking?
a. 7.30
b. 8.30
c. 9.00
4. How do you spell the person‟s name?
a. Jamei b. Jamie c. Janie
5. Where will the table be now?
a. By the door b. Close to the kitchen c. In the corner
6. What time is the new booking?
a. 6.00 b. 7.30 c. 8.00

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d) Task 2
Write a number (1–6) to put the questions in the same order as the telephone calls.
______ Is it possible to change the time?
______ What time would you like?
______ How many people is it for?
_______ Can I make it for six people?
_______ Can I book a table for tomorrow night?
_______ is eight OK for you?

e) Task 3: Discussion
What‟s your favourite kind of restaurant?

f) Transcript
Staff : Hello, Gino‟s.
Jamie : Hi. Can I book a table for tomorrow night, please?
Staff : How many people is it for?
Jamie : Four.
Staff : And what time would you like?
Jamie : About eight, eight thirty, please?
Staff : Let‟s see ... We‟re pretty busy tomorrow, so I can do half past seven, or nine.
Jamie : Oh. OK, then. Half seven, please.
Staff : And what name is it?
Jamie : Jamie.
Staff : J-A- ...?
Jamie : M-I-E
Staff : OK, so that‟s a table for four at half past seven tomorrow evening.
Jamie : Great. Thanks! Bye.
Staff : Bye.

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 2.4 Activity Four: Business Cards

a) Before Listening
Do the preparation task first. Then listen to the audio and do the exercises.

b) Preparation task
Match the definitions (a–h) with the vocabulary (1–8).
No Words/Symbols No Definitions
1 …. lead programmer a a person who works in a job to get experience
2 …. a manager b machines that doctors use
3 …. an intern c a job that is not for a long time
4 …. Ltd d the main programmer
5 …. a director e a person who leads other people in a company
6 …. a temporary job f the highest level of university education
7 …. a doctorate g the person at the top of a company
8 …. medical equipment h „Limited‟, a kind of company that has private owners

c) Reading text: Business cards

1 2

Dr Peter Miller Sales Alessandro Rossi Lead

Director DX Medical Programmer
Equipment Ltd *Space10 Designs*

3 4

Megumi Tanaka
Dr Peter Miller Sales
>> Product Manager
Director DX Medical
>>> Global Engineering
Equipment Ltd
Consults

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d) Task 1
Are the sentences true or false?
1. Peter Miller is not a medical doctor. T F
2. Peter sells machines for hospitals and doctors. T F
3. Starlight is the name of Alessandro‟s company. T F
4. Alessandro is the manager of the company. T F
5. Megumi thinks her real name is difficult to say. T F
6. Andres is not a permanent member of the team. T F

e) Task 2
Match the sentences to the people who said them.
Andres Mulligan Jr Dr Peter Miller

Megumi Tanaka Alessandro Rossi

1. …….….. My doctorate was in electronic engineering.

2. …….….. I‟m the project leader.
3. …….….. I use another name when I‟m working internationally.
4. …….….. I‟m happy to be joining this team for the next few months.

f) Task 3: Discussion
Which information do people have on their business cards in your country?

g) Transcript

A : Hello, Doctor Miller. It‟s nice to meet you.
B : Please call me Peter.
A : OK. Are you a medical doctor? It must be helpful when you sell medical
equipment.
B : Actually, no. My doctorate was in electronic engineering, but it‟s still helpful for
me when I sell our equipment.
 Good morning, everyone. I‟m happy to be here today to tell you about our new
project. My name is Alessandro Rossi. I‟m the project leader on the Starlight
programming project.
 Pleased to meet you. Here‟s my card. My real name is Megumi Tanaka, but
people who are not from my country think it‟s difficult to say my name, so I use
another name, Meg, when I‟m working internationally.
 Hello, everyone. My name‟s Andres Mulligan. I‟m very happy to be joining this
team for the next few months and learning more about research and
development.

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 2.5 Activity Five: Finding the Library

a) Before Listening
Do the preparation task first. Then listen to the audio and do the exercises.

b) Preparation task
Match the definitions (a–f) with the vocabulary (1–6).
No Words/Symbols No Definitions
1 …. registration a a place where people can use or borrow books, newspapers, CDs, etc.
2 …. a library b something you wear over ears to listen to music
3 …. a lecture c the process of writing down students‟ information at start of the
academic year
4 …. headphones d a big room with many seats where students listen to teachers
5 …. an office e a room or building where people work
6 …. a lecture theatre f a talk to teach many people about a subject

c) Task 1
Write a number (1–4) to put the events in the order you hear them.
______ The librarian gives the student an application form.
______ The student asks someone for directions.
______ The student asks to borrow some books.
______ The librarian explains the rules.

d) Task 2
Match the sentences to the people who said them.
fifty off office card
quietly food six two lecture

1. The big building is the …….. theatre.

2. The library is next to the registration ……..
3. You need a library …….. if you want to borrow books.
4. You can take out …….. books.
5. You can keep library books for …….. weeks.
6. For every late day, you have to pay …….. pence.
7. Mobile phones must be switched …….. and you cannot have ……..or drink.
8. Please speak …….. in the library.

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e) Task 3: Discussion
Do you have a local library? How often do you go there? What do you do there?

f) Transcript
Student A : Hi. Excuse me.
Student B : Yes?
Student A : Where‟s the library?
Student B : The library? It‟s next to the registration office.
Student A : Ah ... sorry, I‟m new. Where‟s the registration office?
Student B : No problem. See the big building over there?
Student A : Yes.
Student B : OK, so that‟s the lecture theatre. Next to that, on the right, is the
registration office. And next to that is the library.
Student A : I see. Thanks!

Student : Hello?
Librarian : Hello.
Student : Is this the library?
Librarian : Yes, it is. Quiet, please.
Student : Oh, sorry. Thank you.
Librarian : Can I help you?
Student : Er, yes, please. I want to borrow some books. What do I need?
Librarian : You need a library card. Here‟s the application form. You can take up to six
books maximum today.
Student : OK. Six books.
Librarian : Yes. You have two weeks to read the books. Then you bring them back.
Student : And if I‟m late?
Librarian : For every day you are late there is a fee of fifty pence.
Student : OK, 50p a day. Anything else?
Librarian : Mobile phones must be switched off in the library. You can bring your laptop,
but please use headphones to watch videos or listen to music.
Student : OK, great.
Librarian : And you can‟t bring food or drink.
Student : No food, no drink. And ...?
Librarian : And please speak quietly! People are working here.
Student : Oh! Oh, OK. Thank you.
Librarian : You‟re welcome.

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 2.6 Activity Six: Meeting a New Team Member

a) Before listening
Do the preparation task first. Then listen to the audio and do the exercises.

b) Preparation task
Complete the questions and sentences using the phrases in the box.
to meet you you do you from
you work you worked here your name

1. What‟s ……………………………………………………………?
2. Where do ……………………………………………………………?
3. It‟s nice …………………………………………………………… .
4. What do ……………………………………………………………?
5. Where are ……………………………………………………………?
6. How long have ……………………………………………………………?

c) Task 1
Are the sentences true or false?
Answer
1. Peter is new in the company. T F
2. Peter is a designer. T F
3. Carla works in marketing. T F
4. Peter plans events for new products. T F
5. Carla is Brazilian. T F
6. Peter started his job five years ago. T F

d) Task 2
Write the sentences under the correct speaker.
I‟m happy to be here. I started last week. I design new products.
I work in the design team. I moved here from the UK five years ago. I‟m new here.
Carla Peter

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e) Task 3
Match the answers (a–f) with the sentences (1–6).
No Sentences No Answer
1 …. What‟s your name? a I‟m from Brazil.
2 …. Where do you work? b I design new products.
3 …. It‟s nice to meet you. c I‟ve worked here for three years.
4 …. What do you do? d My name‟s Peter. / I‟m Carla.
5 …. Where are you from? e I work in the design team.
6 …. How long have you been here? f It‟s nice to meet you too.

f) Task 4: Discussion
What do you usually talk about when you meet people for the first time?

g) Transcript
Peter : Hi, my name‟s Peter. What‟s your name?
Carla : Hi, Peter. I‟m Carla. I‟m new here.
Peter : Welcome to the company, Carla.
Carla : Thanks, Peter. I‟m happy to be here and it‟s nice to meet you.
Peter : It‟s nice to meet you too.
Carla : Where do you work?
Peter : I work in the design team. We sit over there.
Carla : I‟m in the marketing team. I started last week.
Peter : You work in marketing? That‟s very interesting.
Carla : Yes, it is. I‟m enjoying it. But there are a lot of new things to learn.
Peter : I‟m sure there are. I‟m happy to help you if I can.
Carla : Thank you, Peter. What do you do in the design department?
Peter : I design new products.
Carla That sounds interesting. I plan marketing events for new products. So I think
we‟ll work together sometimes.
Peter That would be great. So, where are you from, Carla?
Carla Brazil. And you?
Peter I‟m from the UK.
Carla How long have you been here?
Peter : I‟ve worked here for three years but I actually moved here from the UK five
years ago, to study.

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 2.7 Activity Seven: The First English Class

a) Before listening
Do the preparation task first. Then listen to the audio and do the exercises.

b) Preparation task
Write a number to put the words in each list in the correct order.
Days of the week 1–7 Ordinal numbers 1–5 Ordinal numbers 6–10
_____ Thursday _____ third _____ eighth
_____ Saturday _____ fifth _____ sixth
_____ Sunday _____ first _____ seventh
_____ Friday _____ fourth _____ tenth
_____ Monday _____ second _____ ninth
_____ Wednesday
_____ Tuesday

Months of the year 1–6 Months of the year 7–12

_____ May _____ November
_____ March _____ July
_____ April _____ October
_____ January _____ December
_____ June _____ August
_____ February _____ September

c) Task 1
Are the sentences true or false?
1. This is an English course. T F
2. There are three classes every week. T F
3. The class begins in May. T F
4. There is a book for the course. T F
5. The students need the teacher‟s book. T F
6. Photocopies of the book are not allowed. T F
7. The first class is next Monday. T F
8. The next class is on Tuesday. T F

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d) Task 2
Circle the best answer.
1. What is the teacher‟s name?
a. Lindsay Black b. Lindsey Black c. Linsey Black
2. What room is the class in?
a. Room 13 b. Room 30 c. Room 33
3. What days is the class?
a. Monday and Tuesday b. Monday and Wednesday c. Monday and Thursday
4. How long is the class?
a. One hour b. One hour and a half c. Two and a half hours
5. When is the teacher‟s office hour?
a. On Monday and Wednesday b. Room 7B c. Friday at 18.00
6. What date does the course begin?
a. Monday 13 March b. Monday 30 March c. Monday 13 May

e) Task 3: Discussion
Do you have an English class? When is it? Where is it?

f) Transcript
Hello, everyone. Hello! It‟s nice to see you all here. Welcome to British Life and Language. I
am your teacher. My name is Lindsay Black. That‟s L-I-N-D-S-A-Y Black. Before we begin,
some information about the class. Our class is in room 13, on the first floor. When you go
upstairs, turn left to find the room. Again, that‟s room 13. We have class twice a week, on
Monday and Wednesday.
Our class begins at 4.30 p.m. and lasts 90 minutes, so we finish at 6 p.m. That‟s 4.30 to 6.
Please arrive on time, OK? Also, I have an office hour if you have questions. I‟m in office 7B on
the second floor. My office hour is Friday at 6 p.m. So, if you have any questions or problems or
want to talk to me, it‟s Friday at 6 p.m. in office 7B. We begin next week, on March the 13th.
That‟s Monday, March the 13th. The course ends on May the 20th. May the 20th is the last day. I
think that‟s all ... Oh, one more thing. For this course you need the book. Here it is: British Life
and Language Level 1 Student‟s Book. So, please get a copy of the book. I don‟t want to see any
photocopies of the book, thank you! Remember, it‟s level 1 student‟s book. Don‟t buy the
teacher‟s book. I think that‟s all, everyone. I look forward to working with you. See you next
Monday.

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 2.8 Activity Eight: Meeting Other Students

a) Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
b) Preparation task
Write the sentences in the correct group.
biology chemistry French German history maths
Art Sciences

c) Task 1
Put the phrases in the correct group.
From Glasgow From London From Manchester Mother is from Scotland
Studies history and French Studies history and German Studies history and maths
Cara Robert Selim

d) Task 2
Write a number (1–6) to put the sentences in the correct order.
______ I‟m Cara. And you are?
______ Nice to meet you!.
______ Where are you from?
______ Are you doing history on its own?
______ Do you live in Scotland?

e) Task 3: Discussion
What subjects do you like to study?

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f) Transcript
Teacher : So, now you‟ve got the important information, it‟s time to meet each other.
Everyone turn to the people next to you and introduce yourselves.
Cara : So, hi. I‟m Cara. And you are?
Robert : Robert.
Selim : Selim.
Cara : Nice to meet you!
Robert & : You too.
Selim
Robert : Nice accent. Where are you from?
Cara : I‟m from Glasgow.
Robert : Oh, really? My mum‟s from near Glasgow, so I‟m half Scottish.
Cara : Cool. Do you live in Scotland?
Robert : No, we live in England, near Manchester. My dad‟s from there. What about
you, Selim?
Selim : I‟m from Leeds originally but I grew up near London.
Cara : Are you both doing history on its own?
Selim : No. I‟m doing history and German.
Robert : I‟m doing it with maths, actually.
Selim : History and maths. That‟s different!
Robert : Yeah, I couldn‟t decide between arts and sciences. Maths doesn‟t help with
remembering dates, though! And you?
Cara : I‟m doing history and French.
Selim : I wanted to do French but German was easier, so I took that.
Cara : German is so hard!

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 2.9 Activity Nine: Meeting People at Dinner

a) Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
b) Preparation task
Choose the TWO correct answers. One answer is not correct.
1. How are you?
a. Am fine. c. I‟m fine.
b. Fine.
2. Nice to meet you.
a. Nice to meet you. c. Thank you.
b. Nice to meet you too.
3. Do you know Jack?
a. I know.
b. No, I don‟t.
c. Yes, I know him.
4. Do you remember?
a. Yes, do.
b. Yes, I do.
c. Yes, I remember.
5. Would you like a drink?
a. Good idea.
b. How are you?
c. Yes, please.
6. Here you are.
a. Thanks.
b. Thank you.
c. You‟re welcome.

c) Task 1
Write a number (1–6) to put the sentences in the order that you hear them.
______ My name isn‟t Alison.
______ Do you know Alyssa?
______ Nice to meet you too.
______ Do you remember?
______ Alyssa was there.
______ Would you like a drink?

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d) Task 3
Are the sentences true or false?
Answer
1. Julian remembers Alyssa . T F
2. Ben is Alyssa‟s brother. T F
3. They were at Ben‟s wedding. T F
4. The wedding was in February. T F
5. Julian says the wrong name. T F
6. Alyssa doesn‟t want a drink. T F

e) Task 4: Discussion
How often do you meet new people?

f) Transcript
Charles : Hello, Julian.
Julian : Hello, Charles. How are you?
Charles : I‟m fine. Fine. Julian, do you remember Alyssa?
Julian : No, I don‟t.
Charles : She‟s Ben‟s sister. Do you remember? We were all at Ben‟s wedding together.
Julian : Ah, yes, I do – in that old castle. Was it in January?
Charles : Yes, it was! Alyssa was there.
Alyssa : Hello. Nice to meet you … again.
Julian : Hello, nice to meet you too, Alison.
Alyssa : I‟m not Alison
Julian : What?
Alyssa : My name isn‟t Alison. It‟s Alyssa.
Julian : I‟m sorry. Nice to meet you, Alyssa.
Charles : Good. Would you like a drink?
Julian : Good idea.
Alyssa Yes, please.
Charles Here you are.
Alyssa Thanks!
&
Julian

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 2.10 Activity Ten: Ordering in a Cafe

a) Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
b) Preparation task
Write the words in the correct group.
a piece of a glass of freshly squeezed bottled
take away with ice eat in a slice of
Drink Food Both

c) Task 1
Are the sentences true or false?
Answer
1. Customer 1 orders a large bottle of orange juice. . T F
2. The apple juice costs £3.15. T F
3. Customer 2 is not going to have their tea and cake inside the café. T F
4. Customer 2 pays with a twenty pound note. T F
5. Customer 3 orders something to drink. T F
6. The cookie costs 85p. T F

d) Task 2
Complete the questions and sentences using the phrases in the box.
front take away squeezed
instead afraid just

1. I‟m ……………………………………… we only have bottled juices.

2. I‟ll have an apple juice ……………………………………… .
3. Sorry, I wanted freshly ……………………………………… orange juice.
4. To eat in or ……………………………………… ?
5. Sorry, I think I was in ……………………………………… of you.
6. No, thanks, ……………………………………… the cookie.

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e) Task 3: Discussion
How often do you buy snacks from cafes?

f) Transcript
Customer 1 : Can I have an orange juice, please?
Server : Regular or large?
Customer 1 : How big is a large?
Server : This is a large. This is a regular.
Customer 1 : I‟ll have a large, then, please. Without ice.
Sorry, I wanted freshly squeezed orange juice.
Server : I‟m afraid we only have bottled juices.
Customer 1 : Oh, then I‟ll have an apple juice instead, please.
Server : Here you go. That‟s £3.50, please.
Customer 1 : Thanks.
Server : Thank you.

Server : Can I help anyone?

Customer 2 : Who‟s next?
Customer 3 You were first, I think.
Customer 2 : What teas do you have?
Server : Breakfast tea, mint and green tea.
Customer 2 : A mint tea and a slice of lemon cake, please.
Server : To eat in or take away?
Customer 2 : Take away, please.
Server : There you go. That‟ll be £4.20 please.
Customer 2 : Sorry, I‟ve only got a fifty.
Server : That‟s OK. Here‟s your change … 5, 10, 30, 50.

Server : Who‟s next?

Customer 4 : Can I have a ...
Customer 3 : Er, sorry.
Customer 4 : Oh, sorry! Were you waiting? Please.
Customer 3 : Thank you. Can I have a chocolate chip cookie, please?
Server : Would you like a drink with that?
Customer 3 : No, thanks. Just the cookie.
Server : OK, then. That‟s 95p, please.
Customer 3 : Thanks. I think that‟s right.
Server : 50, 70, 80, 85, 90, 92, 94, yep, 95. Thank you.

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 2.11 Activity Eleven: Organizing a Group Project

a) Before listening
Do the preparation task first. Then listen to the audio and do the exercises.

b) Preparation task
Match the definitions (a–f) with the words (1–6).
No Words No Time
1 …. Three till five a 9.30
2 …. Four o‟clock b 7.40
3 …. Before ten c 4.50
4 …. After ten d 10.15
5 …. Ten to five e 4.00
6 …. Twenty to eight f 3.00–5.00

c) Task 1
Are the sentences true or false?
Answer
1. They want to start the project soon. . T F
2. The first meeting will be for two hours. T F
3. Mornings before ten are good for everyone. T F
4. Everyone is free at four. T F
5. They‟re going to have the meeting in the library. T F
6. Robert will leave the meeting before 5 p.m. T F

d) Task 2
Match the sentences (a–d) that mean the same thing (1–4).
No Sentences No Answer
1 …. I can do 4 a I‟m free every day at four.
2 …. I can‟t do 4. b I‟m free at four.
3 …. I can always do 4. c I‟m not free at four.
4 …. We all agree to meet at 4. d We‟re going to meet at four.

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e) Task 3: Discussion
Where do you like to study with friends?

f) Transcript
Cara : So for our group project, do you want to start this week?
Selim : Yeah, I want to start early so we have enough time.
Robert : Me too, but I‟ve got a big maths project too.
Cara : How about we meet first to plan what we‟re going to do? Just for an hour.
Robert : Good idea, Cara.
Cara : When are you free?
Robert : I can always do mornings before 10.
Cara : Robert … Uh …
Selim : I‟m sleeping before 10!
Robert : OK! OK, so when are you two free?
Cara : Wednesdays are good for me. But not very early, please!
Selim : I can‟t do the mornings on Wednesdays but I have 3 till 5 free.
Robert : I can do 4 o‟clock, just before my maths class.
Cara : Great, 4 then. Where shall we meet?
Selim : The library?
Robert I don‟t know. The library isn‟t a good place for a planning meeting as we can‟t
talk in there.
Cara How about the university café? It‟s near the library. We can talk in there. And eat
cake.
Selim Cake is good.
Robert OK, so Wednesday at the café. I need to leave at ten to five to go to my maths
class.
Cara No problem. Planning will take less than an hour.
Selim OK! See you Wednesday for cake.
Robert See you, Selim!
& Cara

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 REFERENCES

Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The
Modern Language Journal, 75(1), 74-101.
Nunan, D. (1997). Designing and adapting materials to encourage learner authonomy. Harlow:
Longman.
Joiner, E. (1991). Teaching listening: Ends and means. In J. E. Alatis (Ed.), Georgetown
University round table on languages and linguistics1991. Linguistics and language.
Vandergrift, L. (2007). Recent developments in second and foreign language listening
comprehension research. Language Teaching, 40, 191-210. doi:
10.1017/S0261444807004338
Vishwanath Bite, Listening : An Important Skill and Its Various Aspects ( The Criterion : An
International Journal in English, 2013), 1.
Wilson, J. J. (2008). How to teach listening. Essex: Pearson Education.

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