skanowanie0081 (2)

pictures, like a cartoon-strip (e.g. Ur 1984:88); for the same purpose the teacher could utilise portraits cut out of magazines, or pictures of landscapes, rooms, and the like - it is important to remember that the pictures should be similar enough so that listeners are reąuired to listen attentively to the entire passage so as to pick out the appropriate object, picture, etc.;, needless to say, objects, people, professions, animals, places as well as events can become the subject of such an activity.

12.1.4.2.7.    Noting specific information — here, “students listen to a passage and notę down specific information from it” (1984:91), therefore, certain parts have to be ignored sińce they are redundant, while others demand morę concentration on the part of the listener:

iinST?: specific items - students look out for singular words, key words or phrases; to introduce some variety to this type of activity different students may be asked to concentrate on different things, pooling the information that has been obtained in the post-listening stage,

—?■ areas of information - students are to either “notę down or remember all the items relevant to a particular area of inąuiry” (1984:93); it is morę difficult than looking for specific items, but it reąuires learners to distinguish between information that is essential and non-essential;

12.1.4.2.8.    Pictures. There is a great number of ways in which they can be madę use of in the foreign language classroom, some of which, for the listening class, are:

—?. identifying and ordering - listeners use a series of pictures or one picture with a number of components, and firstly identify those (pictures or components) which are madę reference to and secondly either name or number them in the order in which they were mentioned; “sketches or photographs representing different people can be presented together with recordings of the same people talking, and students be asked to match picture with voice” (1984:98);

— altering and marking - involves addition of details, eolouring, making alterations in pictures, etc. _;

12.1.4.2.9.    Maps:

—    naming features - writing down names of various regions and features, identifying features in the landscape, town plan, etc.

—    alterations - changes are madę in maps the same way they can be madę in pictures.

12.1.4.2.10.    Ground plans - they are also a kind of map, but a single sketch easily lends itself for various interpretations; ground plans are easy to tracę and reproduce; e.g. students are given copies of a plan and told it is a zoo, then they get a written list of the animals in the zoo and told to write them in the appropriate spaces according to information given in the listening passage; similarly, the same sketch can be used to represent other kinds of complexes, such as schools, museums, nursing homes, offices, army barracks, Stores, botanical gardens, etc.

12.1.4.2.11.    Grids — they are rectangles marked off into squares that are used to display various kinds of information or data; learners may be given empty grids to fili in or ones that are inaccurately filled-in to be corrected; a grid can be used to represent various listening passages, such as the news, weather forecasts, financial or sports reports, transport schedules, plans and prógrammes.

12.1.4.2.12.    Family trees - they are used to represent family relationships among a group of people and / or histories;

12.1.4.2.13.    Graphs - they provide “an excellent base for information-giving, especially for morę academic classes or those concentrating on English for science and technology” (Ur, 1984:124); students could, for example, take a graph and fili in the missing details that are not present on their copy while they are listening to the passage.

12.1.4.3. Listening and making longer responses

12.1.4.3.1. Repetition and dictation - repetition is useful for pronunciation and intonation practice but not so much for checking understanding; if the students are to repeat something after a short break it may not prove to be very useful, but if the break is longer it does check the understanding - if there is no