This is the English 7 Quarter 2 Module 1 self-learning module (SLM), “Use Listening Strategies Based on Purpose, Familiarity with the Topic and Levels of Difficulty of Short Texts Listened to.” It is the First Edition, 2020, printed by the Department of Education SOCCSKSARGEN Region and written by Alona A. Doronila and Marichel P. Ferren. It is for Grade 7 learners studying at home or in class. It helps them become active, effective listeners who can pick out key ideas, follow spoken instructions, and predict what a text will say.
What learners will learn
After going through this module, learners are expected to:
- answer questions of content, key ideas, details, and opinions
- show effective, active listener behavior
- listen effectively
- note down the gist of the text
- predict the outcome of the listening text
- follow instructions
Lessons in this module
- Lesson 1: Listening strategies based on the purpose of short texts listened to. Learners listen for different purposes: to get facts, to follow steps, to understand a story, and to record details from an interview.
- Lesson 2: Listening strategies based on familiarity with the topic and level of difficulty of short texts listened to. Learners see how what they already know about a topic makes listening easier, and they practice with a descriptive text, a song, a sound drill, and a conversation.
Key ideas in Lesson 1: Listening with a purpose
The lesson links listening to reading. Both are receptive skills, but they work differently. Readers often remember more details and can go back to the text. Listeners build understanding as they listen and usually come away with an overall idea of the message.
The module presents five key active listening techniques:
| Technique | What it means |
|---|---|
| Pay attention | Give the speaker your undivided attention. Non-verbal communication also “speaks” loudly. |
| Show that you’re listening | Use body language and gestures, and small comments like “yes” and “uh huh.” |
| Provide feedback | Your own filters and judgments can distort what you hear, so reflect on the message and ask questions. |
| Defer judgment | Do not interrupt; it frustrates the speaker and limits understanding. |
| Respond appropriately | Be respectful. You add nothing by attacking or putting down the speaker. |
The activities practice listening for different purposes:
- Tell Me! Learners listen to a passage about COVID-19 and answer ten questions on what coronaviruses are, how they spread, their symptoms, and how to prevent infection.
- Can You Follow? (Bookmark Making) Learners listen to six steps and make a paper bookmark as they go, then add a short slogan on preventing COVID-19. A slogan is a short phrase that is easy to remember, such as “Health is precious – Protect It.” The work is rated on creativity, originality, and neatness.
- What Can I Say? Learners explain why some students do not listen in class and name one value shown when people listen.
- Complete Me. Learners listen to the “Ten Steps on How to Develop Effective Listening” and complete each step, for example “Face the speaker and maintain eye contact” and “Keep an open mind.”
- Tell Me the Story. Learners listen three times to a summary of “Big Sister” by Consorcio Borjeto and fill in a checklist (where, when, who, how, what, why) after the first listening, before the second, and after the second.
- Know Me! Learners listen to a job interview and fill out a bio-data form with the applicant’s details.
Key ideas in Lesson 2: Familiarity and difficulty
Of the four communication skills (listening, speaking, reading, and writing), the module calls listening the most basic, since children hear and respond before they speak. Familiarity with a topic makes listening easier because it connects the listener to prior knowledge. As the module puts it, listening is not only about identifying the language of the text but also about what the listener already knows about the topic.
The lesson gives six strategies to improve listening skills:
- Be attentive: consciously remove distractions.
- Ask questions: ask clarifying questions to stay in the moment.
- Don’t interrupt unnecessarily: remember WAIT, “Why Am I Talking?”
- Use body language: nod, smile, and keep eye contact, and read the speaker’s body language too.
- Empathize: try to see things from the speaker’s point of view.
- Take notes: notes give a permanent record and improve comprehension and retention.
The activities include:
- Looks Familiar. Learners identify pictures of a room corner and a store and explain how prior knowledge helped them guess.
- Did I Get It? Learners listen to an excerpt from “The Corner Store” by Eudora Welty and answer comprehension questions.
- Sing It! Learners fill in missing words from part of the song “Roar” by Katy Perry as it is played twice.
- Now I Know and I Can. Learners complete sentences about note taking and listening, and write about a real-life experience that showed them why active listening matters.
- Say It (Vowel Discrimination). Learners listen to ten words and mark whether each has the /ae/ sound (as in “bat”) or the /ei/ sound (as in “bay”).
- What Did I Say? Learners listen to a short conversation at a park between Jenny and Conny and answer questions about who said what.
How to use this module
Each lesson follows the same order: What I Know (pretest), What’s In, What’s New, What is It, What’s More, What I Have Learned, What I Can Do, Assessment, and Additional Activities. The module asks learners to write all answers on a separate sheet of paper and not to mark the module.
- Learners: Start each lesson with the pretest to see what you already know. Most activities need someone to read a text aloud or play audio, so work with your teacher or a family member. Check your work with the answer key honestly, and keep your bookmark ready to submit.
- Parents and facilitators: Read the passages, steps, and words aloud, or play the song, when an activity says “listen.” Read “Big Sister” three times for the checklist activity. The Notes to the Teacher remind you to encourage learners to explain their ideas in clear, simple sentences.
- Teachers: The answer key covers the pretests, Complete Me, Sing It, Now I Know, the vowel drill, and the park conversation, and it includes the full conversation script. The interview for “Know Me!” is not printed, so prepare your own. Review the vowel drill key before using it, since some items should be checked.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 7 English, Quarter 2, Module 1. It is the First Edition, 2020, printed by DepEd SOCCSKSARGEN Region.
What are the two lessons in this module?
Lesson 1 covers listening strategies based on the purpose of short texts. Lesson 2 covers listening strategies based on familiarity with the topic and the level of difficulty of short texts.
Does the module have an answer key?
Yes. It has answers for the pretests and most activities in both lessons, plus the full script of the park conversation used in Lesson 2.
What are the five key active listening techniques?
Pay attention, show that you are listening, provide feedback, defer judgment, and respond appropriately.
Do learners need audio to answer this module?
Many activities ask learners to listen, so a teacher or family member should read the texts aloud or play the audio. These include the COVID-19 passage, the bookmark steps, the “Big Sister” summary, and the song “Roar.”
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 2 – Module 1: Use Listening Strategies Based on Purpose, Familiarity with the Topic and Levels of Difficulty of Short Texts Listened to
7
[illustration: children reading and studying outdoors and at a table, a woman teacher, a globe, and a child with a lamp]
CO_Q2_English 7_ Module 1
GOVERNMENT PROPERTY NOT FOR SALE
English – 7 Self-Learning Module (SLM) Quarter 2 – Module 1: Use Listening Strategies based on purpose, familiarity with the topic and levels of difficulty of short texts listened to. First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Development Team of the Module
Writers: Alona A. Doronila, Marichel P. Ferren
Editors: Dolores L. Carreon, Rolex H. Lotilla, Arvin M. Tejada
Reviewers: Evelyn C. Frusa PhD, Delia B. Mabalot, Rolex H. Lotilla, Arvin M. Tejada
Layout Artist: Sharon D. Lamorena / Raiza M. Salvaloza, Alfaith G. Poblete
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Belen L. Fajemolin PhD – CID Chief Evelyn C. Frusa PhD – EPS – LRMS Bernardita M. Villano – ADM Coordinator
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: region12@deped.gov.ph
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the use of Listening Strategies. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:
Lesson 1 – Listening Strategies based on Purpose of short texts listened to.
Lesson 2 – Listening Strategies based on familiarity with the topic and level of difficulty of short texts listened to.
After going through this module, you are expected to:
- answer questions of content, key ideas, details and opinions
- show effective, active listener behavior
- listen effectively
- note down the gist of the text
- predict the outcome of the listening text
- follow instruction
What I Know
Directions: Answer the following questions. Do this in your paper.
I. True or False. Write True if the statement is correct, and False if it is wrong.
_____ 1. Hearing and listening are the same thing. _____ 2. If someone does not agree, he/she is not listening. _____ 3. Asking questions improves listening effectiveness. _____ 4. The person speaking is responsible for making sure his/her message is understood. _____ 5. People with higher IQs are better listeners.
II. Choose the letter of the correct answer.
_____ 6. Listening is poor when A. we do not expend the effort. B. we experience message overload. C. we experience psychological noise. D. All of these are correct.
_____ 7. Which is true? A. Listening and hearing are remarkably similar. B. It is possible to hear without listening. C. Listening is physical; hearing is psychological. D. It is possible to listen without hearing.
_____ 8. The stages of listening include all BUT A. attending. B. understanding. C. responding. D. activating.
_____ 9. When listening for information, it is wise to A. make some quick judgments about the speaker, so you are not misled. B. tie the message and speaker together in your mind. C. be opportunistic by learning what you can from this speaker, even if you learn what not to do. D. listen for details rather than the main ideas.
_____ 10. Research cited in your text shows listening to be a significant factor in maintaining A. marital relationships. B. family relationships. C. career success. D. All of these are correct.
Lesson 1: Use Listening Strategies based on purpose of the short texts listened to.
As human beings, we have many important ways to convey and understand information as we communicate. We are born with ears and never learn to hear – how to say it. As kids, we grow up learning how to speak by listening to the people who are close to us and imitating others.
What’s In
In your previous lesson you have learned the ability to scan and skim the text in order to find specific information using Reading Styles for one’s purpose. Reading and listening are receptive skills. While listening and reading share many comprehension processes, there are differences in the way the information is processed. Readers often remember more details and can go back to the text. Listeners construct understanding as they listen and often come away with an overall understanding of ideas (Absalom and Rizzi, 2008).
In today’s lesson you will practice your listening skills by applying the listening strategies based on purpose.
What’s New
Activity 1: TELL ME!
Directions: Listen carefully to the passage. Write down important details and answer the questions below in complete sentences. Use a separate sheet for your answer.
- What is coronavirus?
- What causes COVID-19?
- Can animals get infected with SARS-CoV?
- When is a person infectious?
- What are the symptoms of COVID-19 infection?
- Who are more vulnerable or at risk of being infected with Coronavirus?
- State three preventive measures against infection spread.
- Why is social distancing important?
- In what way can face masks protect people against COVID-19? State one.
- What should we do if we develop symptoms of COVID-19?
About Covid-19
Coronaviruses (CoV) are large family of viruses that can cause illness ranging from the common cold to more severe diseases such as Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A novel coronavirus (nCoV) is a new strain that has not been previously identified in humans.
Coronaviruses are zoonotic, meaning they are transmitted between animals and people. Detailed investigations found that SARS-CoV was transmitted from civet cats to humans and MERS-CoV from dromedary camels to humans. Several known coronaviruses are circulating in animals that have not yet infected humans.
Common signs of infection include respiratory symptoms, fever, cough, shortness of breath and breathing difficulties. In more severe cases, infection can cause pneumonia, severe acute respiratory syndrome, kidney failure and even death.
Standard recommendations to prevent infection spread include regular hand washing, covering mouth and nose when coughing and sneezing, thoroughly cooking meat and eggs. Avoid close contact with anyone showing symptoms of respiratory illness such as coughing and sneezing.
Source: http//www.emro.who.int/health-topics/corona-virus/about-covid-19.html
What is It
Everyone understands that listening is an essential skill for effective leadership. But not many people realize that there are many ways to listen to someone.
Five Key Active Listening Techniques
[transcriber’s note: the table has no printed column headings; the headings below are added for the table structure]
| Technique | Description |
|---|---|
| Pay Attention | Give the speaker your undivided attention and acknowledge the message. Recognize that non-verbal communication also “speaks” loudly. |
| Show That You’re Listening | Use your own body language and gestures to show that you are engaged. Encourage the speaker to continue with small verbal comments like yes, and “uh huh.” |
| Provide Feedback | Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect on what is being said and to ask questions. |
| Defer Judgment | Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. |
| Respond Appropriately | Active listening is designed to encourage respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting her down. |
What’s More
Activity 3: CAN YOU FOLLOW? (BOOKMARK MAKING) (Audio only)
Directions:
Listen to these simple steps on how to create bookmarks. Follow each step as you listen. Refer to the rubrics below for the criteria. Get ready to submit your work later.
CRITERIA FOR BOOKMARK MAKING
| Criteria | 3 | 2 | 2 |
|---|---|---|---|
| CREATIVITY | |||
| ORIGINALITY | |||
| NEATNESS |
Have you heard of bookmarks? Take a look at the pictures below. These are bookmarks. They are strips of leather, cardboard or any other material used to mark someone’s place in a book. Listen to the guide and try to make one.
So, I’m going to teach you how to create a beautiful bookmark out of a piece of paper that you’ll cherish forever (or until you lose or break it). Here are examples of bookmarks. Design and decorate your own bookmarks.
[photo: three long bookmarks with ribbon tops lying across an open book, with printed quotations such as “Life is a Mystery to be lived” and “A ship in the harbor is safe… but that’s not what ships are made for”]
[photo: four animal-shaped bookmarks, labeled “4 Watercolor Bookmarks”]
[photo: five decorated paper bookmarks with printed phrases, including “Books Feed My Brain” and “Just One More Chapter”; some phrases are [?]]
What’s More
How to make A BOOKMARK
Prepare your materials
- Craft Scissors/scissors
- Card
- Glue
- patterned paper, art papers
- colored pens/crayons
Cut out the basic shape
- Bookmarks and books should be the same size. Get the actual size of the book and use the best shape and design you want.
Choose your nice patterned paper
- You can have floral patterns and other paper designs that will enhance your work. Choose the design you like best.
Cut out and glue the patterned paper
- Use the bookmark base as a width reference. Choose the shapes and details you want and cut them carefully.
Decorate with any and all pens at your disposal
- Make it attractive and appealing. Mix the best color combinations you can to make the best bookmark.
You are mostly done.
- Cover the bookmark with clear tape to make this marking tool last longer. Enjoy bookmarking and enjoy reading.
How was the activity? Did you enjoy making your bookmark? How did you get the instructions? Were you able to follow them? Now, in your bookmark, find or create a very simple slogan/quote/sayings on how to prevent COVID-19. See sample slogan below.
Slogan – is a short phrase that is easy to remember.
Example:
➢ An apple a day keeps the doctor away ➢ Health is precious – Protect It
What I Have Learned
Activity 4: WHAT CAN I SAY?
Directions: Share your learnings by discussing your ideas on the following questions
A. Why do you think some students do not listen in class?
In your own words, wrap it up in 5 sentences.
B. What particular value is displayed when listening takes place.
Give only one and elaborate.
What I Can Do
You are almost done with this module, let us review what you can do more by arranging the given steps after listening to an instruction.
Activity 5: COMPLETE ME.
Directions:
- The Ten Steps on How to Develop Effective Listening will be read.
- Listen carefully.
- Complete each sentence in Column A by choosing an appropriate word/phrase in Column B. Use a separate sheet for your answers.
Ten Steps on How to Develop Effective Listening
| Column A | Column B |
|---|---|
| 1. Face the speaker and maintain _____. | A. mind |
| 2. Keep an open _____. | B. relax |
| 3. Be attentive but _____. | C. solution |
| 4. Wait for the speaker to pause to ask _____. | D. feeling |
| 5. Ask questions only to ensure _____. | E. clarifying questions |
| 6. Try to feel what the speaker is _____. | F. understanding |
| 7. Give the speaker regular _____. | G. non-verbal cues |
| 8. Listen for the _____. | H. feedback |
| 9. Pay attention to what is not said _____. | I. eye contact |
| 10. Don’t interrupt and don’t impose your _____. | J. words |
Assessment
Finally, you are almost done in this module. Congratulations for doing so well with the given tasks. Now, ask yourself, how well do you listen? To have a glimpse of your listening skill, do the last activity for this lesson.
Activity 6: TELL ME THE STORY.
Directions: Fill in the “performance checklist for listening comprehension” while listening to a short passage (BIG SISTER) by Consorcio Borjeto to be read thrice for you. Copy and answer the chart in a separate paper.
Checklist for Listening Comprehension
| Questions | After 1st listening (Guess? Reason?) | Before 2nd listening (Other possibilities) | After 2nd listening (Did I miss anything?) |
|---|---|---|---|
| Where | |||
| When | |||
| Who | |||
| How | |||
| What | |||
| Why |
BIG SISTER
by Consorcio Borjeto
The eighteen-year-old big sister, Inciang helps the twelve-year-old brother prepare his stuff for the travel to Vigan. In the process, Inciang recalls her hardship in tending to the needs of her only brother. Their mother has passed away giving birth to the brother of Inciang so she acts as the mother to Itong. The father never married again and spends his time tilling their land and help in the everyday sustenance of the family. Itong needs to go to school and being a valedictorian graduate in the barrio elementary school, there is a need for him to pursue not only his dream but more so of the dreams of the family members for him become a doctor or a lawyer. Inciang feels in pain soon being apart from her brother for the first time. The rest of the family and more of Inciang display support, love, concern, care for Itong. He left the first time and the rest of the neighbourhood tend up to the bus station. Inciang is in so much emotional pain seeing his brother leave for Vigan but she displayed firm attitude as everyone bids the boy goodbye. A year has passed and Itong returns to the barrio. He displays eagerness to see his old friends and Inciang notices everything. Few more years and Itong has grown taller and bigger, simultaneously he has changed in a way that he is no longer very tactile to his sister. Inciang is affected and she observes more yet accepting that change is indeed inevitable. The family needs to live a life despite the changes and Nena comes to the scene, someone whom she feels could be her sister.
Additional Activities
Bravo! You are done with this lesson. For your additional task, do the next activity.
Activity 7: KNOW ME!
Directions: You will hear an interview between the respondent (applicant) and the interviewer (manager). Note the detailed answers of the respondent and fill out the bio-data below.
Bio Data
Name: _____________________ Age: _______ Sex: _______
Address: _____________________________________________
Birthday: _____________________________________________
Height: _____________________________________________
Weight: _____________________________________________
Father’s Name: _____________________________________________
Occupation: _____________________________________________
Mother’s Name: _____________________________________________
Occupation: _____________________________________________
No. of Siblings: _____________________________________________
Position Applied for: _____________________________________________
Course/Degree: _____________________________________________
School: _____________________________________________
Work Experience: _____________________________________________
Lesson 2
Use Listening Strategies based on familiarity with the topic and level of difficulty of short texts listened to
Listening plays an important role in people’s lives. Of the four major areas of communication skills and language development – listening, speaking, reading and writing – the most basic is listening. It is clear that children hear and respond before they speak. Familiarity makes listening easier for the listener.
What I Know
Directions: Answer the following questions. Use a separate sheet for your answers.
I. True or False
_____ 1. If you are facing the person speaking, you’re always actively listening.
_____ 2. Even if you are silent while someone else speaks, you might not be actively listening.
_____ 3. Listening means to pay attention to sound and be alerted to catch an expected sound.
_____ 4. Hearing is to apprehend by the ear while listening is to gain knowledge of by hearing.
_____ 5. Active listening skills help you to communicate your ideas and knowledge more effectively.
II. Choose the letter of the correct answer.
_____ 6. Which of the following are reasons active listening is a must have skill?
a. listening to one another generates new ideas b. listening makes you feel good c. listening diffuses conflict d. listening makes you more powerful
_____ 7. Which of the following are listening techniques to become a better listener?
a. eye contact b. paying attention c. deferred judgment d. proper manner and etiquette
_____ 8. Things that compete with the message for the listener’s attention
a. barriers b. distraction c. emotional barriers d. noise
_____ 9. Why is it called “active listening”?
a. you stay active rather than sitting around b. it requires a lot of multi-tasking c. you use your eyes and brain as well as your ears d. you look very focused
_____ 10. Which one is NOT one of the ways to give feedback when listening?
a. repeat the information back b. give advice c. reflect how the speaker probably feels d. put their statement in your own words, to clarify
What’s In
Lesson 1 of this module is on Listening strategies based on purpose. You listened to different texts with a purpose. You were able to do it because of the listening strategies applied.
For Lesson 2, it is another listening strategy which will be discussed based on familiarity of the texts listened to. Familiarity with the subject makes listening easier because it connects someone to his or her prior knowledge.
Let us find out if you are familiar with the pictures in the succeeding page.
Notes to the Teacher
Motivate students to explain their ideas clearly in simple and meaningful sentences.
What’s New
Activity 1. LOOKS FAMILIAR.
Directions: Look at the pictures below and supply the needed information to the questions that follow. Use a separate sheet for your answers.
[illustration: empty room corner with white walls and floor]
[illustration: store corner with shelves and a counter; labels read “MILK” and “VEGETABLES”]
- What made you say it is a CORNER? a STORE?
- What helped you identify the images easily?
- How did your previous knowledge help you get the right word?
- If you were to guess the content of the story, what could it be?
- Did you think you would like the story? Why?
What is It
Activity 2. DID I GET IT?
Directions: Listen to the text. In a separate sheet, copy and answer the following questions.
THE CORNER STORE By Eudora Welty
“Our Little Store rose right up from the sidewalk; standing in a street of family houses, it alone hadn’t any yard in front, any tree or flower bed. It was a plain frame building covered over with brick. Above the door, a little railed porch ran across on an upstairs level and four windows with shades were looking out. But I didn’t catch on to those. Running in out of the sun, you met what seemed total obscurity inside. There were almost tangible smells- licorice recently sucked in a child’s cheek, dill pickle brine I that had leaked through a paper sack in a fresh trail across the wooden floor, ammonia-loaded ice that had been hoisted from wet crooker sacks and slammed into the icebox with its sweet butter at the door, and perhaps the smell of still untrapped mice.
Source: https// literary devices.net/descriptive essay/
Comprehension Check
Where is the corner store located? _____________________________________.
What makes a building/room a store? _________________________________.
Does the location help convince the customers? ________________________.
What is in a store? ____________________________________________________.
As a customer, how do you choose a store? ____________________________.
If you are planning to put up a store what would you need to consider?
Six strategies to improve your listening skills:
Be Attentive – practice mindfulness by consciously eliminating distractions from your mind and body.
Ask Questions – one of the ways you can live in the moment is by asking clear questions. Often times, people’s comments are open to interpretation to understand their desire to understand what they hear.one of the ways you can stay in the moment is to ask clarifying questions.
Don’t interrupt unnecessarily – use the acronym WAIT, Why Am I Talking? to keep your comments relative to the speaker’s thoughts.
Use body language – being able to understand and interpret body language can help you grasp other people’s unspoken questions, problems, or negative feelings. Face-to-face, you can convey that you are listening by nodding, smiling, and maintaining eye contact.
Empathize – the ability to perceive the feelings of others, as well as to imagine what someone else is thinking or feeling. To listen effectively to what the speaker is saying, try to look at him from his perspective.
Take notes – it provides you with a permanent record to refer back to. Good note taking will improve your active listening, comprehension of material, and retention.
What’s More
Are you familiar with the song Roar by Katy Perry?
Activity 3. SING IT!
Directions: You are going to listen to a certain portion of that song to be played twice. Sing the song while filling up the missing words. Choose words from the box given below.
enough bite hey brushing mess push thunder got up everything quietly voice
ROAR Katy Perry
I used to_______ my tongue and hold my breath Scared to rock the boat and make a _______ So I sat , agreed politely I guess that I forgot I had a choice I let you _______ me past the breaking point I stood for nothing, so I fell for _______ You held me down, but I got up Already _________ off the dust You hear my, You hear that sound Like _______, gonna shake the ground You held me down, but I _______ Get ready ’cause I had _________ I see it all, I see it now.
What I Have Learned
Activity 4: NOW I KNOW.
Directions: Complete the sentences by filling in the appropriate idea/word.
Taking down notes or note taking is important because ________________________________________________________.
Listening with instruction will give you correct _____________.
When you are listening, you are receiving language through the __________.
What I Can Do
Now that you did well in the above activities, share some of what you have learned by discussing your answers to these questions.
Activity 5: I CAN.
Directions: Share some of what you have learned by discussing your answers on these questions. Do this in 1 whole sheet of paper.
➢ “Why is active listening important?” Cite a real-life scenario/experience where you considered/realized that listening is important and discuss how it is so.
Assessment
Listening therefore, is not only about identifying the language of the text but also with what the listener already knows about the topic.
To end this lesson, do this activity:
Activity 6: SAY IT. Heard what I’ve Said? Vowel Discrimination
Directions: Listen to the word as I say and on the opposite side of each word, write /ae/ for sound as in (“bat”) and /ei/ sound as in “bay”). Let us begin.
| No. | Words | /ae/ or /ei/ |
|---|---|---|
| 1. | Hand | _____ |
| 2. | Gray | _____ |
| 3. | Eight | _____ |
| 4. | Pass | _____ |
| 5. | Have | _____ |
| 6. | Beige | _____ |
| 7. | Child | _____ |
| 8. | Back | _____ |
| 9. | After | _____ |
| 10. | Family | _____ |
Additional Activities
You finished the lesson well on your own.
Activity 7: WHAT DID I SAY?
Directions: Here is a conversation at the park. Listen and provide answers to the questions below.
Link: ( http://orelt.col.org/module/unit/4-listening-communication-language-functions)
Who is the first speaker in the group?
What was the 1st line of Conny?
Jenny said, you’re playing ______. Why didn’t you call me? So!
Who uttered this line? That’s too bad! The whole group’s coming!
How many are in the conversation? _______________________________
Give the names:
Answer Key
Lesson 1
[transcriber’s note: this page is printed upside down; the text below is transcribed in its upright reading order, left column first]
WHAT CAN I DO
- I
- A
- B
- E
- F
- D
- H
- J
- G
- C
WHAT I KNOW
I. TRUE OR FALSE
- False
- False
- True
- False
- False
II. Multiple choice
- D
- B
- D
- C
- D
Answer Key
Lesson 1
[transcriber’s note: this page is printed upside down; the text below is transcribed in its upright reading order]
Conversation 5: At the park
Jenny: Conny! Conny! Come here!
Conny: Why are you yelling at me, Jenny? Can’t you see I’m hiding? Ricky’s there then, and he’s going to find me!
Jenny: You’re playing hide-n-seek? Why didn’t you call me? So mean of you!
Conny: I did! Your mum said you were watching TV.
Jenny: Uh? That’s why Mum called me? I thought she wanted me to get some stuff from the store, so I didn’t answer!
Conny: Naughty girl, Jenny! We’re going to play on the swings next. You want to come along?
Jenny: Really! Gee — that’s nice! Thanks, Conny! Oh, but I can’t — come to help her with the washing. Mum said I have —
Conny: That’s too bad! The whole group’s coming!
Jenny: Mum will give me a hiding! She made me promise!
http://orelt.col.org/module/unit/4-listening-communication-language-functions
Answer Key
Lesson 2
[transcriber’s note: this page is printed upside down; the boxes are transcribed in their upright reading order: What’s More, What I Have Learned, Assessment, WHAT I KNOW, Additional Activities]
What’s More
- Bite
- Mess
- Quietly
- Push
- Everything
- Hey
- Brushing
- Voice
- Thunder
- Got up
- enough
What I Have Learned
- helps you to remember information
- helps you to concentrate
- helps you to maintain a permanent record
- information
- ears
[transcriber’s note: the items above are transcribed as printed in the box, including the numbered lines “2. information” and “3. ears”]
Assessment
- ei
- ae
- ei
- ae
- ae
- ei
- ae
- ae
- ae
- ei
WHAT I KNOW
I. TRUE OR FALSE
- False
- True
- True
- True
- True
II. Multiple choice
- A
- B
- B
- C
- B
Additional Activities
Activity 7: What did I say
- Jenny
- Why are you yelling at me, Jenny? Can’t you see I’m hiding? Ricky’s there then, and he’s going to find me!
- Hide-n-seek, mean of you
- Conny
- 2, Jenny, Conny
References
“WHO EMRO | About COVID-19 | COVID-19 | Health Topics”. 2020. Emro.Who.Int. http://www.emro.who.int/health-topics/corona-virus/about-covid-19.html
Shanti, View. 2020. “How To Make A Bookmark In 6 Easy Steps”. Virtually Read. https://weavingwaveswords.wordpress.com/2015/02/25/how-to-make-a-bookmark-in-easy-steps/.
“10 Steps To Effective Listening”. 2020. Forbes. https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/#4b12a95f3891.
“Descriptive Essay – Examples And Definition Of Descriptive Essay”. 2020. Literary Devices. https://literarydevices.net/descriptive-essay/.
“Unit 4: Listening For Communication: Language Functions | Open Resources For English Language Teaching (ORELT) Portal”. 2020. Orelt.Col.Org. http://orelt.col.org/module/unit/4-listening-communication-language-functions.
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