The aims of this paper are to put forward that teachers should use listening textbooks in classrooms and to explore the analyses of the usages of anaphors and ellipsis in listening materials as our new attainment against old-fashioned teaching methods. First, this pilot research study gives details on what listening is and what discourse is to us. During listening, listeners keep tracking information as well as sound patterns. Surely it may be believed that revealing the discourse structures turns into a shift toward the education of listening. It is mainly because there are diverse stages on how to hear sounds and how to interpret conversations correctly. It does not mean that students get on top of complicated syntactic structures and vocabularies, but implies that they rather soon get used to understanding the structures of discourse more easily. However, it needs the quantity and quality of listening. These issues seem that they have not been known to teachers yet because old teaching methods are still alive. Second, this paper investigates that speakers certainly have the identifiability and accessibility of anaphors and ellipsis in discourse in minds, where a reference, it, a deixis, this and that, and ellipsis as do, do it, do this and do that are analyzed. In particular, it, this and that, which have an anaphorical feature in contexts, are shown in interactions of conversation. Naturally they include the statuses of co-referential conditions and discourse referents. Speakers can use the functions of anaphors and ellipsis when they are identifiable and accessible in thinking. This paper indicates that students should learn such structures in classrooms because the way of thinking in English can be learnt exactly. However, the analysis contains a controversial room, where a different in usages of it and that is found although theoretically the statuses are set in that it is in focus and that is activated here. The usage of that leaves a function of deixis as pointing something.