利用此类书籍，研读理论，联系实际，思考问题，立题研究，
提升自己。要知道，教师的魅力来源于勤奋而又有创造性的工
作，来源于广泛的阅读和深入的思考。只有这样，才能成为高
素质、高水平的英语教师，提高教学质量，进行教学研究。我
也希望，出版界的同行们努力为中小学教师开拓更多的选题，
把理论书籍编得通俗易懂，使其真正成为教师们的“益友”，让
教师感到它们亲切友好，容易接受，好懂、适用。
    刘道义
    2007年9月于北京
Designing Listening
Comprehension Tasks
In the previous chapter we considered what listening involves,
factors that influence learner listening and problems that language
learners face during listening. This chapter applies these principles
into tasks that can develop your students' listening skills and
strategies. The term "task" is used here to refer to activities where
learners listen to input in English for a communicative purpose in
order to achieve an outcome (Willis, 1996). This chapter will
discuss the following:
 Communicative outcomes for listening
 One-way listening tasks
 Two-way (interactional) listening tasks
  A summary of listening responses
   As this chapter is concerned primarily with listening tasks
for communicative outcomes, it will not be presenting activities
for improving perception and recognition of English sounds and
words. Discriminative listening activities will be discussed in
Chapter 4 as part of awareness-raising activities.
COMMUNICATIVE OUTCOMES FOR LISTENING
There are three reasons for specifying communicative outcomes
for listening tasks. Firstly, specific outcomes motivate and
challenge learners to use language in a purposeful way. Just
answering true/false or multiple-choice questions denies them
of a true communicative purpose for listening. Secondly, you
can give useful feedback to your students based on their
performance in the communicative outcomes. Thirdly, by first
identifying specific outcomes for a lesson, you can determine
what skills and strategies your learners will need to use to achieve
these outcomes.
   Figure 2.1 lists 16 listening outcomes that are appropriate for
all levels of learners. Examples are given to illustrate each outcome
so as to help you consider other appropriate ones for your class.
Some outcomes are suitable for both one-way and two-way
listening tasks, while others may lend themselves more to one
type of listening task. Each type of listening task will be explained
in detail to demonstrate how these outcomes can be achieved.
     Figure 2.1: Communicative Outcomes for Listening
                     Comprehension Tasks
Communicative outcomes Examples
Lists                 Similarities/differences: errors
Ranked information      The most convincing argument: the best
                               description: the most frightening tale
Sequenced information    Picture sequences; lyrics
Categorised information   Facts v. opinions: themes: physical
                               attributes
Matched items          Pictures with texts; themes with texts
Recommendations and    Creative solutions to real, hypothetical
  solutions              or simulated situations
Edited texts            Texts with omissions or additions
                               corrected
Extended texts          Embellished descriptions, narratives,
                               recounts
Reconstructed texts       Short recounts or information reports
Restored texts          Complete the gaps in a text: dialogues,

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