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—    stories - if they are told well and in an interesting manner, they are readily listened to by most learners, especially the younger ones,

—    songs are used for teaching vocabulary, structures, sometimes elements of culture of a given society, nation, for pleasure,

—    films and teleylsion programmes can provide good listening materiał provided that they are based on interesting topics or good stories.

12.1.4.2. Listening and making short responses

12.1.4.2.1.    Obeying instructions - commands are given, the comprehension of which is demonstrated by complying with them; three main kinds of response-activity are involved:

—I physical moyement — simple to morę complicated instructions may be used; for additional motivation the old gamę ‘Simon says’ may be incorporated - only the commands preceded by the words ‘Simon says’ are to be obeyed, the rest are to be ignored,

—    constructing models - building a model / models according to given specification,

—    picture dictation reąuires students drawing a picture / pictures from verbal instructions, description.

12.1.4.2.2.    Ticking offitems - this type of exercise reąuires a list of some sort which the learner listens to and ticks off or categorises the items as they are mentioned (e.g. ‘Bingo’); a different variety might involve dividing the items into classes or categories instead of items being identified separately (e.g. students get sheets with a number of empty columns accompanied by headings - on hearing a list of items, for each one learners identify a tick is put in the appropriate column).

12.1.4.2.3.    True/false exercises - the listeners are given a number / list of spoken statements and reąuested to decide whether these statements are true or false; the manner of noting down ans wers for each statement can vary from the use of words (yes/no), letters (T/F) or symbols (tick/cross); alternatively, students could be asked to respond orally or “with a physical action” (1984:75).

12.1.4.2.4.    Detecting mistakes - students are told to find mistakes, such as erroneous details in a narrative of a story students are likely to know well, mistakes in terms of reality, inconsistency or contradiction, etc.; sińce listening comprehension exercises focus on comprehension of meaning mistakes of grammar are not used for this type of activity; descriptions of something that students can see with obvious mistakes included in the presentation lend themselves well to such type of listening practice, if pictures are used students can circle the ‘mistaken’ objects or notę down description elements.

12.1.4.2.5.    Aural cloze - the conventional cloze test involves a written, gapped text (the words are deleted at regular or irregular intervals) given to students to be filled in, in accordance with the context; similarly, such procedurę can be adopted for listening comprehension, with or Without a written text:

—    with a written text - students are handed the gapped variety of a text, which is then read out for students to simply fili in the gaps according to what they hear; beforehand students can read the text and fili it in as in a normal cloze exercise and confirm or correct as they hear the text being read; similarly, the text the students have may contain some different words than the listening passage, so the students’ task is to correct words that are different,

—    without a written text - no written text is given to students, but as they listen some words are indistinct or drowned by noise and the listeners have to “reconstruct as far as possible the gist of what was missing (not necessarily the actual words)” (1984:84); what is of paramount importance is getting the meaning of the item or items that have been deleted, so the students will have succeeded in the task if the item / items have been guessed, in either their native or foreign language.

12.1.4.2.6.    Guessing definitions - in this kind of activity the teacher defines or describes something for the students to guess; sometimes pictures can be used, if students are presented with a set of pictures, they have to identify which one corresponds to the description; a morę challenging task is listening carefully in order to identify which picture is meant from a seąuence of related

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