In a fifty-minute period, a class of speech students can be given an object lesson in listening skills. Materials needed are an article that can be read aloud in ten minutes, enough copies for class distribution, and a carefully composed list of ten to twelve questions. When the students arrive for the first class, the teacher reads the article aloud in a straightforward manner but without any emphasis on delivery. The students' relief at the end of the reading will turn to protest when they are asked to write answers to specific questions about the article. In going over the answers, the students usually find that they have only two or three correct, and offer explanations as to why they were not listening. By asking if the students' poor showing was all their fault, the teacher opens up a discussion of what the teacher/speaker should have done, such as use more vocal expression, write key ideas on the board, or expand on complex issues. The teacher then supplies the class with copies of the article, and the class, feeling satisfied that the teacher shares the blame, believes that the lesson is over. But the discussion continues so that students can begin to see that they must learn to engage in critical or social listening and not place all of the burden of communication on the speaker. Positive feedback on this exercise encourages the students, and helps move listening to the conscious level. (NKA)