Listening is one of the four fundamental skills taught in the EFL/ESL classroom in addition to speaking, reading and writing. Not only is listening the most frequently-used skill, it is often the first skill taught to beginners. When speaking to EFL/ESL learners, you should talk in a natural speed as often as you can. If your students are beginners, you can simplify your speech by breaking it into short sentences and avoiding difficult vocabulary. Challenge advanced students by having them produce an independent response or translate the dialogue into their native language.

Introduce the topic to students. Ask them questions to find out what they already know about the topic. List the information elicited from students on the board. Illustrate the topic with a picture, video or realia if possible. Clarify difficult vocabulary and sentence structures before starting the dialogue.

Give your students clear, detailed instructions about the exercise. Inform them whether they should listen for the gist or details of the dialogue. Let them know that you will play the dialogue multiple times to lower their anxiety levels. Tell them whether they should take notes, perform a task or answer questions.

Play the dialogue. For the first listening, lower the speed if possible. Have students simply listen with their pencils on their desks. Play the dialogue again at normal speed. Instruct students to fill out their worksheets or perform whatever task you asked them to do during this listening. Play the dialogue a third time at a normal or fast speed to allow students to finish the task completely.

Elicit the answers to the exercise from your students. Call on students randomly instead of always relying on volunteers to ensure that every student participates. Write the answers on the board so that students can self-correct their work.

Read the dialogue line by line. If applicable, show the entire dialogue on a projector, screen or worksheet. Read each sentence aloud. Instruct students to repeat after you. Clarify any difficult vocabulary or sentence structures. Try to first elicit answers from students before you tell them the answer.

Listen to the dialogue one last time. This time, students should listen for the areas that were difficult for them during the first three listenings. At this point, students should see a vast improvement in their listening comprehension.

Allow students to use the new vocabulary that they have learned in an interactive environment. Followed up with a student-centered game or activity where students talk the majority of the time and make independent dialogue.