Teaching listening. Create pre, while, post listening Activities

Teaching listening. Create pre, while, post listening Activities.
Listening is one of the most important skills we have. How well we listen has a major impact on our job effectiveness and on the quality of our relationships with other people.
For instance:
We listen to obtain information.
We listen to understand.
We listen for enjoyment.
We listen to learn.
Given all the listening that we do, you would think we'd be good at it! In fact, most of us are not, and research suggests that we only remember between 25 percent and 50 percent of what we hear, as described by Edgar Dale's Cone of Experience.
In general, there are two different kinds of materials you can listen to:
Authentic materials (this includes anything that is 'unscripted'; for example, 'live' lectures and seminars, the English you hear on the television and radio, and English spoken outside the classroom).
Course book materials (this may include simulated lectures and seminar presentations and semi-scripted listening tasks from course books).
Note that a scripted text is one that is written down before the speakers speak (less natural). An unscripted text is one that is not written down in advance, but rather, transcribed afterwards (more natural, but often harder to follow, because in real life people do not speak in an organised or structured way).
These materials can be classified according to the list below. The list ranges from the easiest to listen to (first on the list) to the hardest to listen to (last on the list)
A scripted talk given by one speaker
An unscripted talk given by one speaker
A scripted dialogue between two speakers
An unscripted dialogue between two speakers
A scripted or unscripted conversation between three or more people.
What makes a text easier to listen to?
It is considered easier to listen to a text when:
there is only one speaker (e.g. the news, a lecture, etc ).
the text is scripted;
the speaker is using standard English pronunciation, or RP (though this does not mean that speaking with an accent is in any way 'wrong' or 'incorrect');
you have some prior knowledge about what the speaker will say before you listen;
you are interested in the topic;
you know some of the vocabulary that will be used.
Having said this, you will also want, and will need, to develop your experience of listening to English when:
A regional accent is used;
There is more than one speaker;
You do not know about the topic or subject in advance;
People seem to speak quickly.
It will be difficult to listen to texts which include the above elements but be philosophical. You will gradually get better at listening and it is good to see this as 'experience'.
General advice for developing listening skills for academic study
Developing a routine: Listening to the news
A very useful starting point when you are developing listening skills for academic study is the news. It could be Radio 4 (92.4 to 94.6 khz) or the BBC World Service, but it could also be another radio station.
PRE LISTENING ACTIVITY .
Pre-listening activities are things learners do before a listening activity in order to prepare for listening. These activities have various purposes, including pre-teaching or activating vocabulary, predicting content, generating interest and checking understanding of task.
Example
The learners are going to listen to a music program about T SONG . First, they work in groups to pool their knowledge of sharks and then tell the rest of the class.
In the classroom
Pre-listening tasks include discussion questions, true or false statements, vocabulary work, prediction tasks and brainstorming the topic.
INSTRUCTION.
Listening – Complete the song
Language- English
Level- 5th
Age 8-9
Time -10 minute
Objective – At the end of the lesson students be able to; Pronounce the words correctly.
Materials; Laptop, worksheet, projector.
Procedure; Students listen to audio recording After the students listened to the audio recording ,the teacher will read the answer