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ticles, sections of reading exercises, etc. As a variation, you can use part of a reading text which you have just dealt with. There may be no need for a first reading. 2.5 Class visitors It is quite easy to find someone who will come and talk to the class for a few minutes about a given subject. Colleagues will drop in, if asked. In the college, there are many foreign teachers or fluent speakers. The visitor will need a prior briefing, rather like the guidance given when they are making a cassette recording. You can suggest questions that the speaker could put to the class during the talk, so that the students are not passive. Speakers will need, also, an estimate of the students’ ability to follow speech so that they can pitch their talk at a comprehensible level. Visitors who have no training in pedagogy will need advice on their presentation. They cannot simply talk in the class for five minutes. You should provide them with supporting visuals or advise them to bring some pictures of their home or family, a tourist poster, a newspaper or other realia are most interesting to a class. Visitors need to be told how to use the black board to support their talk with a title and sub-titles. Even an occasional key word on the board offers a change of focus and helps students follow. 2.6 The MTV listening activity The MTV has become popular musical form in the recent years. It is a short film with a song and musical scene. Compared with the traditional songs, MTV goes with lyrics, music, performance, and adaptation. All these have greatly enriched charm and magnetism of MTV. Maybe the students know vocalists and songs in the MTV. Therefore, the MTV can arouse students’ interest and motivate them to study and give them a good displaying window to learn the foreign culture and social life. Moreover, another feature lies in its length. It is mediate-sized occupying 3-5 minutes. Therefore, the teachers can make use of the characteristics of MTV and introduce it into classroom teaching in a warming-up exercise way to boost the efficiency of the foreign language listening teaching. [8] The above warming-up listening games and activities make the application of listening materials to be more diverse, practical and interesting rather than monotonous and they personalize the lesson so the students are more interested in listening, especially if a game element is involved where the class can be divided into teams (e.g. spot the change). This type of activity also integrates listening with the other skills, especially speaking, but also some limited writing, therefore, it helps prepare students for listening situations in real life where often several skills need to be used simultaneously. In order not to disturb the following-up activities, the listening games should not play too long. After the warming-up exercises, listening materials for the main lecture are presented as follows: 3. Listening materials for the main lecture “Authenticity is a point to consider for the selection of listening materials for the main lecture. Authentic texts are those, which are designed for native speakers. They are real texts designed not for language students, but for speakers of the language in question.” [9] “A non-authentic text is one that has been written or recorded especially for language students.” [10] Authentic texts may be too difficult. Non-authentic texts may be unrealistic. Therefore, materials designed to foster the acquisition of listening