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need to know and so they afterwards exchange information in order to depict the situation to the fuli, or perform a task.

12.1.4.4.3.    Interpretative listening - while listening to someone saying something, the meaning of the utterance is only one, but in majority of the situations the most important, of the things that are absorbed; listeners might also make a notę of other aspects, among others what sort of person the speaker is likely to be, ho w he or she relates to the things that are said, mood, attitude to the recipient / interlocutor, what might have caused the conversation and what it could result in, etc. This skill can be practised and the interpretation of numerous features of a heard passage may lead to stimulating discussions; students can identify and discuss the relationships between the speakers, who and where they are, what they are talking about, etc.

12.1.4.4.4.    Evaluative and stylistic analysis - students capable of understanding the information clearly stated in a spoken form may attempt at analysing its style (register, level of formality, etc.) and evaluating its influence; this way they would discuss not only what the speakers are trying to do, but also how it is being done, what characterises their speech, how does it affect the hearers.

—    interviews with famous people on topical subjects are likely to interest students, they can then discuss the personality of the interviewee, his/her ideas, etc.; they may also analyse the interviewer’s techniąues,

—    comedy is ąuite fun to listen to; it may be followed by a discussion of opinions on what is funny and why, if are there ‘nationality’ humours, etc.,

—    drama - plays can be watched or listened to, they are a good source for discussion or criticism e g. the play, its plot, themes, characters, language, the direction, the actors’ performances, scenery, special effects etc.,

—    advertisements can also be discussed; what they try to advertise, how convincing are they, to what group of people are they aimed at, if they are in good taste, etc.,

—    rhetorlc - what might be analysed and discussed here is the way the speaker endeavourś to influence the people he /she addresses, how it is performed, how successful he/she gets (or is likely to); prior to listening to such recordings teachers ought to clarify the circumstances under which the speech was delivered, and to what audience,

< |p poetry - after hearing the poem “classroom discussion will centre mostly around the poem itself” (Ur, 1984:166), and most likely its theme, imagery, language, structure, rhythm, and so on, moreover, the interpretation of the reader could become the basis of animated discussion,

— other examples: songs, lectures, chat shows, documentaries, etc.

12.1.5. Post listening stage/activities 12.1.5.1. speaking:

—    discussion,

—    problem-solving,

—    imitation - role play, simulation,

—    interpretation - of behaviour, attitude, relations,

12.1.5.2 writing:

—    follow-up of the story,

—    summary of the text,

—    taking notes,

—    listing,

—    extending lists - adding items included in the passage,

—    completing charts and forms - expand into fuli sentences,

—    problem-solving - writing letters, responses to letters, writing essays,

12.1.5.3 reading:

~ compare the text with the listening passage,

— jigsaw listening - the same problem described from a different point of view, compare the passages,