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comprehension on the part of the students, they will not be able to reproduce it; it does, however, take a long time; on the other hand, having students write down what they hear is a variety that is much easier to administer; there is another advantage of this type of activity, namely checking accurate perception, comprehension and spelling.

12.1.4.3.2.    Paraphrasing is understood as reproduction of a text in another form, “using different words of the same language to express the same ideas” (Ur, 1984:129); longer fragments can be divided into shorter parts, teachers can play them one by one stopping after each part for students to paraphrase them; longer passages are better because students will not remember them exactly so they will have to reword them; such a passage, however, should be characterised by coherence, elear development and not too extensive length.

12.1.4.3.3.    Translating - it is a way of paraphrasing which entails rewording the sense of the original text in another language; it is not very popular if used too often because< students do not learn to think in the foreign language; when overused, it inclines students to make long pauses between the sentences and hinders fluency because learners tend to think in the mother tongue.

12.1.4.3.4.    Answering ąuestions - every correct answer is the signal that the question has been understood, every such answer is a good communicative exercise; generał or specific ąuestions can be asked.

12.1.4.3.5.    Foreseeing / predicting — we are able to predict the end of a sentence after we have heard its first part; there are certain formulae in the language such as the cliches, idioms, ąuotations and proverbs which are so easily recognisable that on hearing the first part, most listeners can easily predict what is to follow; stress placed on a word or phrase in the first part of a sentence / utterance is freąuently commented upon or clarified in its complementary part, moreover, expressions like ‘but’, ‘however’, ‘because’ or ‘in order to’ help the listener identify the relationship between the parts of utterances, sińce they introduce a contrast or opposition, indicate a foliowing reason, a purpose, etc. It seems ąuite obvious that due to the level of difficulty these exercises lend themselves best to advanced students.

12.1.4.3.6.    Filling blanks / gaps - students “fili in missing phrases or sentences using hints given both before and after the gap” (1984:142); they must not only predict/foresee the phrase but it also has to fit the context and make sense.

12.1.4.3.7.    Summarising - in real life listeners hardly ever have to guess the appropriate meaning of a phrase that has been missed, what is important is to the gist (i.e. get a generał idea) of the passage; simultaneously, listeners need to be able to discard or ‘skim’ other spoken information that is understood but not needed; in order to practise these skills together teachers might resort to asking students for the orał or written summary of the main points; students may be asked to give a title to a passage - one appropriate sentence or phrase or to produce a morę detailed, longer summary. Note-taking is another summarising activity, useful especially for students who use or need their foreign language for study purposes with lectures as best practice materiał; the texts students listen to may be at a higher level than students’ knowledge because they do not need to understand everything but to get the generał idea (i.e. gist); for fear of discouraging students, the passages should be neither too difficult nor loo long.

12.1.4.4. Listening as a basis for study and discussion

12.1.4.4.1.    Problem-solving - “students hear all the information relevant to a particular problem and then set themselves to solve it, either individually or through group discussion” (1984:148); students can evaluate, interpret the text or draw conclusions from it; it reąuires intellectual skills, the text does not have to be very long but it should initiate discussion; the text should be recorded in a way that students can remember it easily e.g. crime story, news, they can be based on a graphic representation of a sort, personal problems based on dilemmas of conscience or emotion.

12.1.4.4.2.    Jigsaw listening - reąuires different groups of students to listen to passages which constitute a whole entity and yet differ in content; every such bit supplies some part of what listeners