It is widely known that like reading skill, listening is an active skill requiring a listener to respond appropriately to a speaker in a conversation. In many cases, the listener should co-construct the conversation with the speaker by providing proper feedback and directing the flow of conversation. Though we spend more time on listening than on other language skills in everyday life, the place of listening in a foreign language classroom has been very limited. In this study, the process involved in listening comprehension and the factors that make listening difficult are examined. In order to listen successfully, the learners need to apply schematic, contextual, and linguistic knowledge to the listening material. Based on what is involved in listening and why foreign language learners feel listening difficult, a model for teaching listening with a movie clip is suggested. The model aims at integrating the 4 skills as well as teaching listening. The model consists of 3 sub-phases involving previewing, viewing, and postviewing. In the model, the students take more active role in listening rather than simply processing the language and content in the material. The present study also provides a variety of listening activities that can foster students\' higher-order thinking skills such as relating the listening material to the students\' experience, inferring the speaker\'s intention and attitude, figuring out categories, etc. Such activities would contribute to making the classroom more challenging and motivating. In conclusion, the present study suggests that by making input more relevant and meaningful to the students, the teacher should facilitate students\' learning to listen in a foreign language.