Penny Ur (1996:105-108) wonders what real-life listening involves and affirms that “the objective of listening comprehension practice in the classroom is that students should learn to function successfully in real-life listening situations.” She suggests that listening tasks should contain some characteristics to be more effective.

According to her assumptions, mark the INCORRECT alternative.

a

Ongoing listener responses should not occur; instead, they should wait to the end.

b

Learners should have some idea about what kind of text they are going to hear. It activates learners’ relevant schemata.

c

The definition of a purpose enables the listener to listen selectively for significant information easier than trying to understand everything.

d

Specific previous information enables students to use this acquired knowledge to build up ‘scaffolding’ that will help them understand.

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