ANSWER:  There are two parts to this answer: (1) The first has to do with involving the learner ‘cognitively’ in the content of the recorded material, and  (2) the second part,  with preparing learners for what they are to listen for in order to complete the activity’s task.  Here is an example of a listening activity:

Part 1:  Before your learners open their books ask them to sit in a relaxed position and close their eyes.  Tell them that they will hear two speakers: a man and a woman.  Ask them to imagine what these two people look like, what they are wearing and where they are.  Play the recording for them.  Then ask them to open their eyes and discuss with their partners what they imagined about these two speakers.  Afterwards, in plenary, learners can share what they and their partners imagined with the rest of the class.   RATIONALE:   Visualizing provides learners with a ‘preview’ and activates the right hemisphere of the brain, which can help them focus on the ‘bigger picture’ (Who is speaking?  What do they ‘look’ like?  In what setting can I picture them?). The ‘viewing’ is taking place in the learner’s mind (And there are no right or wrong answers!)  By imagining for themselves and sharing with their peers,  learners get a chance to speak and make a personal investment in the activity; this increases their involvement in the following task. Their own imaginings can help in the comprehension of the recorded communication.

Part 2: Now, ask the learners to open their books. Ask them to read the instructions carefully and, to make certain that they have, ask them to underline the main verbs in the instructions and call on them to state them aloud. So, the learners may respond:  “We have to fill in the missing information.”  To help all succeed, repeat, “In this task, then, you are to listen and fill in the missing information.  Where?”  Learners give the answers.  “Yes. In the spaces numbered 1 to 6.”  Then, ask them to read the invitation and, perhaps, predict what might go into the spaces.  (Some learners may remember the correct information!)

RATIONALE:  In keeping with the principles of communicative language teaching, learners are always provided with a reason for listening.  The reason is stated in the Task Instructions.  In the spirit of teaching listening before testing listening comprehension, it is advisable to allow learners to hear the recordings more than once and, occassionally, to do listening that requires more than simply putting the correct information in the blank.  This builds their listening skill without creating tension and stress.

Suzanne Antonaros - Lilika Couri