There are some visual or environmental clues as to the meaning of what is heard. Stretches of heard discourse come in short chunks, and most heard discourse is spontaneous, therefore differs from formal spoken prose in the amount of redundancy 'noise' and colloquialisms, and its auditory character. This brings us to the thought that, while planning exercises, listening materials, task and visual materials should be taken into consideration. The teacher should produce a suitable discourse while using recordings. A preset purpose, ongoing learner response, motivation, success, simplicity, and feedback should be the things considered while preparing the task.
Visual materials are useful for contextualization.
We can also categorize the goals of listening as listening for enjoyment, for information, for persuation, for perception and lastly for comprehension and lastly to solve problems. Lack of sociocultural, factual, and contextual knowledge of the target language can present an obstacle to listening comprehension. He also mentions that there is a need to clarify and point out the differences between written and spoken English. In order to teach listening skills, a teacher should firstly state the difficulties. That the teacher can observe and isolate the errors in speaking, but could not in listening is a difficulty.