32652 skanowanie0078 (3)

8. allow students to compare notes between the first and second listening, this reduces stress and helps them to focus on areas of difficulty during the second listening.

Below, find enclosed exemplary activities teachers might want to use that will facilitate listening comprehension at different stages.

12.1.3.1. Pre-listening stage

— give the title of the listening text and ask students to predict what words might appear,

— pre-teach new words and give examples of sentences showing their use, not all new words should be pre-taught, only the most important ones,

— prepare the tasks, ąuestions to find some specific information,

— give ąuestions to answer while listening,

— if there is a picture accompanying the text ask students to predict what the people in lt are doing or saying; after they have listened to the text, students compare their version with the original,

give the beginning of the text to read and students listen to the end of it and answer the ąuestions afterwards,

— give the text with gaps, while listening students are to fili them in,

open dialogue,

— multiple choice test can be given before listening igjabout the listening text,

— give beginnings of sentences to be completed while listening,

— spec u lat i ng before listening, providing some ideas and comparing with the original afterwards,

— generał knowledge ąuestions concerning the generał topie can be asked before listening to arouse students’ interest,

— ask students opinion about the problem, later compare them with that of the speaker’s from the tape,

— labelling - draw a picture of something and ask students to label it on the basis of the listening text.

12.1.3.2. While-listening stage

— the text should not be too difficult, it may be a bit difficult but the tasks should be easy,

— the text should not be too long,

— the text should be on something not too remote in -context, something interesting for students,

— students should make short notes but avoid long writing,

— exercises like checking, ticking, circling the right answer can be madę use of,

— pictures can be used to provide context, students may be given certain pictures and listening to the description they will choose the right one,

— put the pictures in the correct order according to the listening text, in pre-listening predict the order and now check your prediction, not too many pictures should be used,

— the pictures should not be easy to put in order without listening,

— out of a large number of pictures choose those related to the topie,

— out of a few sets of pictures choose the right one - corresponding to the topie,

— pictures with missing detail - complete them listening to the tape /speaker,

— in pairs one person draws a picture and describes it to the partner who is to draw it while listening without seeing it first,

— following directions - draw a route on a map, plan while listening to the tape,

— carry out orders given by the teacher, e.g. ‘Stand up’ - students rise from their seats,

— completing grids, forms, charts,

— before listening make a list of- places, things, etc. connected with the topie and while listening tick those items from the list that are mentioned on the tape/ by the speaker,

— add items to the list that you did not include in your prediction,

— ‘true - false’ exercises / statements; avoid interpretation, it should be the matter of fact not interpretation,

— multiple choice ąuestions - choose the best answer,

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