88804 skanowanie0079 (3)

—    text completion / gap filling - fili in the gaps with the missing words, expressions while listening; sińce the students are to write the tape should be stopped from time to time, before listening students must have time to read the text they are to complete,

§1| spotting / correcting mistakes students have pictures or texts in front of them, they listen to the description, find and correct mistakes,

—    while listening to the dialogue the tape is stopped and students are to predict what can be said next,

—    open dialogues - only one person’s statements are given, students are to predict what the other one will say,

—    listen for specific information - students are to find a śpecific piece of information in the text, find answers to a series of ąuestions that were given in advance,

—    write new words from the text and try to get the meaning from the context.

12.1.4. Checking understanding- listening for comprehension

There are four types of exercises that can be used to check students’,understanding of the passage they have listened to (based on Ur: 1984, Ur: 1996):

—    listening and making no response,

—    listening and making short responses,

—    listening and making longer responses,

—    listening as a basis for study and discussion.

12.1.4.1. Listening and making no response

12.1.4.1.1. Following a written text - listening to a text accompanied by reading it simultaneously is often carried out during foreign-language classes, it is not only a useful techniąue for the presentation of new materiał and aiding reading, but it also gets students accustomed to. the language sounds and their correspondence to orthography and pronunciation; it does not, however, encourage students to rely on their ear.

12.1.4.1.2.    Listening to a familiar text - it does not reąuire “intensive exercising of the perception or comprehension skills” (1984:52), it works as a kind of “easy transition between listening for perception and listening for comprehension, or between listening as a supplement to reading [...] and listening as free communication” (1984:52); dialogues, short stories, poems and songs are good bases for this type of listening.

12.1.4.1.3.    Listening aided by visuals - learners refer to visual materiał following a spoken description of it at the same time; the latter could be restricted to details verified only by looking at their visual counterpart, or “it may include extra information, using the illustration as a jumping-off point for longer narrative, description or discussion” (1984:53).

—    pictures can be used and their description given, a series of different pictures can be used and students have to identify which picture is being talked about as they listen, a series of cartoons or picture story can be used to be arranged in order as they appear in the story, etc.,

—    diagrams - maps, grids, plans, family trees and so on can be used in the same way as pictures: the spoken description of content could be presented for students to link this description with the way they see; e.g. following a route on a map.

12.1.4.1.4.    Informal teacher-talk - it is excellent, easily available listening materiał that can be used at any stage in the lesson, it might serve both as a relaxing break from morę intensive work and a model for learners; sińce it is live and personal, often touching on topical subjects it is relatively easy to listen to and follow; many of the topics the teacher decides to touch upon, could become a starting point for students to talk on similar subjects.

12.1.4.1.5.    Entertainment - “if students are listening to something entertaining, then they are likely to attend and get fuli benefit from the listening experience” (1984:63); it can also serve aś a factor that motivates and casts new light on the language - it suddenly turns into a source of entertainment and_;.relaxation.

159