Listening is under-planned because it happens implicitly in oral work. Learners need lots of it, plus short drills on decoding sub-skills (phonemes, word boundaries, lexical retrieval, parsing) placed inside communicative work, not instead of it.
Drill menu
- Same or different? minimal pairs.
- Faulty echo / spot the error: teacher reads with a deliberate learner-style mispronunciation.
- Track the sound: stand up when you hear the target sound in a song or rhyme (YL).
- Odd one out / find the near synonym (lexical retrieval).
- Aural gap-fill, delayed dictation, listen and change (switch tense or person).
Sources (as given)
Krashen (1982); Richards (1983) micro-skills; Field (2008); Conti & Smith (2019) Breaking the Sound Barrier.
Limits
Anecdotal; sub-skill drills should not replace meaning-focused listening.
Connections
Bottom-up listening instruction alone is not enough · Diagnostic listening - find why an answer was wrong before re-teaching · Process listening vs the comprehension approach