Language has been a means of agreement since the first humanity existed. With the diversity of languages spoken around the world, the need for societies to learn a foreign language other than their mother tongue is also increasing on a global scale. Speaking of Turkish in wide geographies and the number of immigrants coming to our country make it necessary to teach Turkish as a foreign language more systematically. In this respect, course books are one of the most used tools for language learning. In the course books that include four basic language skills, listening skill is seen as a neglected skill both in the mother tongue and in learning a foreign language, so it has been examined in different course books in various studies. In the course books, listening skills are included as before, during and after listening. In this study, New Istanbul Turkish B1 level course book listening activities were examined in terms of the distribution of listening activities before, during and after listening in accordance with the determined classification. Document analysis method, one of the qualitative research models, was used in the study. In the light of all findings, it was concluded that the distribution of pre-listening activities to unit themes was not balanced, the strategies used were repeated, certain strategies were constantly included in the while-listening activities, and post-listening activities and strategies were not included. According to the results, it was suggested to distribute listening activities to all units in a balanced way, to provide enrichment by using different strategies and to include post-listening activities in terms of the integrity of learning.