poems or prose
Diagrams or pictures      Floor plans, sketches of people or objects,
                               mind maps, maps
Summaries (guided or     Summaries of a story, outline of a recount
  open1)                 during a conversation
Speculations (oral or written)  Beginnings, continuations or endings
Completed diagrams      Routes on maps; flow charts
Notes                Short notes during presentations
Questions             Questions for presenters
 In Chapter 1, we considered five types of purposeful listening:
discriminative, comprehensive, critical, therapeutic and
appreciative. Many of the outcomes suggested in Figure 2.1 are
related to listening for comprehension, while some also
incorporate the need to listen critically. It is important that your
students get a chance not just to practise basic listening
comprehension skills but also to develop higher order listening
abilities in the target language2.
ONE-WAY LISTENING TASKS
One-way listening tasks involve your students only in listening
and responding through different ways to achieve outcomes.
They do not have to interact with the speaker while listening.
This kind of listening is transactional in nature; it is concerned
mainly with obtaining information and knowledge. In everyday
life, we engage in one-way listening when we listen to the radio,
talks and lectures, and watch television and performances.
Figure 2.2 presents ten types of one-way listening task. They
are differentiated by the kind of response your students have
to make while listening and the communicative outcomes.
These tasks allow your students to pr. acfise the five key listening
skills and use appropriate listening strategies to facilitate their
comprehension.

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