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Don Mariano Marcos Memorial State University

South La Union Campus


College of Education
Agoo ,La Union

A MODULE FOR LISTENING SKILLS ALMONTE.AUNZO.BIASON.JUNIO.MOLBOG 2018

mo
Success of this module became reality with the help of many individuals. We,
the team, would like to extend our sincerest thanks to all the people who made
this module possible.

Foremost, we would like to offer this endeavor to God Our Creator for the
wisdom, strength, peace of mind and good health he bestowed upon us in
order to finish this module.

Also, we would like to express our gratitude towards the distinguished


individuals to whom we are highly indebted:

To Ms. Merly Sioco and Mr. Richard Zajack for providing us the amazing
opportunity to practice our skills in Instructional Material making.

To Dr. Maricon Viduya, for guiding and embedding to us the wisdom about
the technicalities of English for Special Purposes (ESP).

And to Mr. Joshua Justin Lee Bautista, for proving us the knowledge and skills
in order for us to implement Language and Literature Assessment.

We also like to extend our deepest thanks to the students of Bachelor of


Secondary Education which empowered us to finish this paper and to whom
we offer this module.

Our thanks and appreciation also go towards our family for the
encouragement and inspiration which helped us in completion of this module.

THE AUTHORS:

ALMONTE, RAUL U. AUNZO, NICKO H.

BIASON, CHRISTINE Q. JUNIO, BEATRICE A. MOLBOG, ALODIA SOPHIA L.

The 55% of Macro-Skills: Listening - A Module for Listening Skill


MODULE OVERVIEW

This module is structured by 5 units: 1 The Art of Listening, 2


Intensive Listening, 3 Selective Listening, 4 Responsive Listening, 5 Extensive
Listening is especially created for Bachelor of Secondary Education (BSE)
Major in English Students. The arrangement of the 4 levels after the first unit was
ordered by H. Douglas Brown (2004) as he presented on his book, Assessment
of Language. We believe that as you go further in this module you will realize
that the 55% of macro skills which is listening is actually a skill that you must not
neglect. Also, in this module, the teacher could expose his/her students into
natural language communicative situations. Engaging your students in their
listening skills will give them an attentive and responsive listening ability as well
as effective speaking and because of that they are much most likely to
perform well. Effective communication is all about understanding what is
being said, not just who says it.

CONTENT & ICONS

This module is compose of 5 units and every unit comprises of:

 Introduction  Unite Objectives  Terminology  Activities

 Summary  Unit Assessment  Works Cited

The 55% of Macro-Skills: Listening - A Module for Listening Skill


RESOURCES

For further readings about the samples and works cited, you may
visit the following links and authors presented at the end of every unit if
available.

NEED A COPY?

You may download or visit this file online:

Scribd:
Google Drive:
Academia:
Or Email The Authors:
mraof1998@icloud.com
mraof1998@yahoo.com
princeraul13.almonte@gmail.com

The 55% of Macro-Skills: Listening - A Module for Listening Skill


Pages Title

MODULE MANUAL

1
AUTHORS’ NOTE:

CONTENTS
UNIT 1: THE ART OF LISTENING
INTRODUCTION
We hope that this module could help you UNIT OBJECTIVES
understand and appreciate the 55%of Macro TERMINOLOGY
ACTIVITIES:
Skills: Listening even more. We are so glad and 2-5 ACTIVITY 1: LISTENING DIALOGUES
happy to say that this module is for you! ACTIVITY 2: SECRET TOLE
ACTIVITY 3: NAME THE LEVEL
MODULE EDITORIAL MEMBERS: 5 SUMMARY
5-6 UNIT ASSESSMENT
7 WORKS CITED

8
UNIT 2: INTENSIVE LISTENING
INTRODUCTION
ALMONTE, RAUL U. UNIT OBJECTIVES
TERMINOLOGY
ACTIVITIES:
9-14 ACTIVITY 1: STRESSING THE STRESS
AUNZO, NICKO H. ACTIVITY 2: MONOLOGUE
ACTIVITY 3: COMPLETE MY TABLE
14 SUMMARY
15-16 UNIT ASSESSMENT
BIASON, CHRISTINE Q. 16 WORKS CITED

UNIT 3: RESPONSIVE LISTENING

JUNIO, BEATRICE A. 17 INTRODUCTION


UNIT OBJECTIVES
TERMINOLOGY
ACTIVITIES:
18-20 ACTIVITY 1: CONNECT-DISCONNECT
ACTIVITY 2: INFORMATION TRANSFER
MOLBOG, ALODIA SOPHIA L. ACTIVITY 3: STORY TELLING
20-21 UNIT ASSESSMENT
21 SUMMARY
UNIT 5: EXTENSIVE LISTENING
WORKS CITED

34
INTRODUCTION
UNIT OBJECTIVES
UNIT 4: SELECTIVE LISTENING

22
TERMINOLOGY
ACTIVITIES: INTRODUCTION
35-40 ACTIVITY 1: AUDIO CLIP… UNIT OBJECTIVES
TERMINOLOGY
ACTIVITY 2: VOCABULARY…
ACTIVITIES:
ACTIVITY 3: DICTATION
22-23 ACTIVITY 1: INTERROGATION
41-43 UNIT ASSESSMENT
43 SUMMARY ACTIVITY 2: TELLING V.S. SHOWING
ACTIVITY 3: CUES GAME
43-44 WORKS CITED
25-32 UNIT ASSESSMENT
33 SUMMARY
WORKS CITED

The 55% of Macro-Skills: Listening - A Module for Listening Skill


UNIT 1: THE ART OF LISTENING
IMPORTANCE.FUNCTIONS.TYPES. & LEVELS OF LISTENING

INTRODUCTION

Sincerity. Respectability. Earnestly. The art of listening needs those three


for us to successfully transfer the idea of what other’s has to say and we will
learn that in this unit. Remember the different basic rules on how we learn to
listen: Avoid judgment, Be patient, Pay attention, Ask, and Listening at different
levels. Those steps are almost the same with the rules given by Erich Fromm,
who is a great humanistic philosopher and psychologist wherein he believes
that we can master and practice those steps every time we listen. But most of
the times we forgot the needs of the art of listening for us to become a good
listener, we listen because we need to reply not because we need to
understand.
This unit will also provide us the four stages in listening of H. Douglas Brown
wherein he stated those on his book, Language Assessment. Below are the four
stages of listening: 1. Intensive 2. Responsive 3. Selective and 4. Extensive.
(Those stages will be carefully introduced in the latter part of this module) The
activities below will check the learners’ knowledge in the 55% of macro skills
which is listening skills. We believe that before proceeding to the different levels
or phases of listening we must know the importance, the basic concepts or
rules, types of listeners and the general knowledge about listening.

UNIT OBJECTIVES

At the end of this unit, the student will be able to:


 explain the importance and functions of listening in their daily lives;
 determine the different types or kinds of listeners they are; and
 recognize the different levels of listening.

TERMINOLOGY

Intensive Listening for perception of the components


(phonemes, words, intonation, discourse markers,
etc.) of a larger stretch of language.

1 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Responsive Listening to a relatively short stretch of language (a
greeting, question, command, comprehension
check, etc.) in order to make an equally short
response.
Selective Processing stretches of discourse such as short
monologues for several minutes in order to "scan" for
certain information.
Extensive Listening to· develop a top-down, global
understanding of spoken language.

ACTIVITIES

ACTIVITY 1: Listening Dialogues

Students most likely neglect the meaning, functions, importance, and


use of listening in their everyday activities. They focus on the complex level of
listening not knowing and understanding the simple or the basic concepts of
listening to them as students.
In this activity, you can bring back your students to the very first idea of
the art of listening.
1. Before class, prepare some dialogues based on the lesson (Example
lesson and dialogue: The importance or functions of listening: Amir
asking for advice in the library. Below is the sample conversation.

Amir: Hi, er, can you help me?


Librarian: Sure, what's the problem?
Amir: I've got to write an essay on electrical distribution and transmission
systems, but I can't find any suitable books in the engineering section on
level three.
Librarian: Have you used the library search engine?
Amir: You mean where you type the keywords into the computer? Yes,
I've done that. A couple of books come up but they're not on the
shelves, someone's taken them out.
Librarian: Well, I can put a reserve on them so that when the person
brings them back to the library, we can put them on one side for you.
Do you want to do that?
Amir: Mmm, I don't know. I suppose so, but ideally, I'd like to get started
on my essay sooner rather than later.
Librarian: Well, there are some other options. Have you used the
journal database?
Amir: No, what's that?

2 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Librarian: Didn't you go on a library induction tour in the first week of
term? They were running five days a week, morning and afternoon.
Amir: No, I was, er, I was ill that week.
Librarian: Well, we still do two library inductions a week on
Wednesdays, and I recommend you go on one of them. You'll learn a
lot of useful things. You can sign up at the desk on level two.
Amir: Yes, I probably should do that then.
Librarian: Well, I'll just quickly show you how you can use the journal
database. If you go onto the library homepage on the computer, look,
and click on databases, here in the top right hand corner, it takes you
to all the e-journals that we have access to here at the university library.
You can use the search engine to find journals that are related to your
keywords. See, if I type in electrical transmission, you get over five
thousand articles.
Amir: Wow.
Librarian: So, that's a good place to start. Meanwhile, you can always
go and talk to your subject librarian. The person for Electrical
Engineering is Mark Taylor. His office is on level four.
Amir: Will he be there now?
Librarian: Let me see. What's the time? Twelve fifteen. He'll probably
be on lunch, or if not, he'll be going at twelve thirty. You'd be best to
wait and come back at two-ish. Then you'll be more likely to catch him.
Amir: Okay, thank you.

Also, prepare some comprehension questions (Why listen? or What are


the benefits of listening), based on the dialogues.
2. In class, have two students read the dialog aloud while the other
students listen and then answer the questions.
3. Make groups and give each group 15-20 minutes to write a dialogue
and questions (questions on a large sheet of paper).
4. Then each team reads their dialogues while the rest of the class answers
the questions which have been taped on the blackboard.

By doing this your student will know the importance or functions of listening
to them as they proceed to the lesson.

ACTIVITY 2: Secret Role

Listening is indeed a complex process. We tend to ignore what kind or


type of listeners are we or maybe we do not know at all what type of listener
are we. It is very helpful knowing what type or kind of listener you are so that
you can deeply understand the other complex part in studying listening skills
and what steps must be taken to improve or retain your listening skills.

3 The 55% of Macro-Skills: Listening - A Module for Listening Skill


In this activity, your students can relate what type of listeners they are as
they perform a role-play.
1. Students will pick from the secret basket of what type of listener they
need to portray in front.
2. Then, for a large number of class, make 4-5 groups with 5-7 members
and give them an ample of time (15-20 minutes) to think or to formulate
a concept and to play it in front of their classmates.
3. And, you may also include in their performances what advantages and
disadvantages of that type listener they picked or what teaching
approaches/ methodologies that a teacher can use for that specific
type of listener he/she has inside his/her classroom. Those things must be
shown in their performances.

This activity will also unlock their creativity on how they will perform their
picked
type of listener and what teaching methodologies or approaches they
already mastered or tackled in their other subjects.

ACTIVITY 3: Name the Level

After knowing the very fundamental steps of learning the art listening the
students fail to know what level of listening they have reached or what level of
listening they are using in their communicative skills or listening skills.
In this activity, students will name the appropriate level of listening from
micro-skills to macro-skills adapted from Richards (1983) and presented on the
study of Brown. Below is the example for the different levels of listening.

Microskills
1. __________________
Discriminate among the distinctive sounds of English.
2. __________________
Retain chunks of language of different lengths in short-term memory.
3. __________________
Recognize English stress patterns, words in stressed and unstressed positions,
rhythmic structure, intonation contours, and their role in signaling information.
4. __________________
Recognize reduced forms of words.
5. __________________
Distinguish word boundaries, recognize a core of words, and interpret word
order patterns and their significance.
6. __________________
Process speech at different rates of delivery.
7. __________________

4 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Process speech containing pauses, errors, corrections, and other performance
variables.
8. __________________
Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense,
agreement/pluralization), patterns, rules, and elliptical forms.
9. __________________
Detect sentence constituents and distinguish between major and minor
constituents.
10. _________________
Recognize that a particular meaning may be expressed in different
grammatical forms.
11. _________________
Recognize cohesive devices in spoken discourse.

Macroskills
12. _________________
Recognize the communicative functions of utterances, according to
situations, participants, goals.
13. _________________
Infer situations, participants, goals using real-world knowledge.
14. _________________
From events, ideas, and so on, described, predict outcomes, infer links and
connections between events, deduce causes and effects, and detect such
relations as main idea, supporting idea, flew information, given information,
generalization, and exemplification.

SUMMARY

In this unit, The Art of Listening, we carefully checked their basic


understanding of listening from its importance, functions, types or kinds, and
level of listening. So that they can bridge the gap of listening why they need
to study listening and improve that skill in their learning process. This will serve
also as their foundation as they go further to the different stages of listening in
the units of this module.

UNIT ASSESSMENT

In this part of unit, student will test their full understanding by combining
the three different activities above that they have encountered.

5 The 55% of Macro-Skills: Listening - A Module for Listening Skill


GENERAL DIRECTIONS: Answer the following questions carefully by writing the
correct answer.

TEST I. Listening Cloze. Carefully listen to your teacher for he/she will read a
passage. After that you will fill the write word or phrase the blank spaces
provided.

The Passage

Ladies and gentlemen, 1 now have some connecting gate information for those of
you making connections to other flights out of Manila City.

Flight eight-oh-nine (809) to Mandaluyong will depart from gate seventy-six at ten-
fifty P.M. Flight ten-forty-five to Cubao will depart at nine-sixty P.M. from gate three.
Flight four-forty to Alabang will depart at nine-forty-five P.M. from gate five. And flight
sixteen-oh-three (1603) to Pasay will depart from gate nineteen at ten-fifteen P.M.

Note: Make sure not to show the original passage to the students

Test-takers write

Ladies and gentlemen, 1 now have some connecting gate information for those of
you making connections to other flights out of Manila City.

Flight __________ to Mandaluyong will depart from gate seventy-six at ___________


Flight ten-forty-five to _________ will depart at nine-sixty P.M. from gate three. Flight
four-forty to Alabang will depart at ___________ from gate five. And flight
______________ to Pasay will depart from gate nineteen at ____________.

TEST II. ESSAY. The student will write an essay reflecting to the article of The Lost
Art of Listening by The Dilenschneider Group with not more than 500 words.
Write it on a one whole sheet of paper.

TEST III. Enumeration & Definition. Enumerate the 7 different types of listeners
and define it using your own words.

TYPES OF LISTENER DEFINITION

1. ___________________

2. ___________________

3. ___________________

4. ___________________

5. ___________________

6. ___________________

7. ___________________

6 The 55% of Macro-Skills: Listening - A Module for Listening Skill


WORKS CITED

H. Douglas Brown He provided the four listening stages or


phases on his book, Language
Assessment.

Edited passage of the Unit Test: Test I of


this unit. You can see the original
passage on his book, Language
Assessment, p. 126, chapter 6.

Richards, 1983 He provided the micro and macro


listening skills for the Activity 3: Name
the Level of this unit.

The Dilenschneider Group They created the article about the lost
art of listening.

7 The 55% of Macro-Skills: Listening - A Module for Listening Skill


INTRODUCTION

As a human being, the ability to listen to another person is quite


important. So, as we go further in this unit we will learn the great importance
of listening and we will probably spend more time using our listening skills than
any other kind of skill in real language communicative situations. The silence
offers the other person the opportunity for them to reflect. Reflection
combined with powerful question can result in unforeseen valuable insights.
Like other skills, listening takes practice and it requires attention. Many of the
problems we encounter with people in our daily lives are attributable to
ineffective listening.

In this unit, we will focus on the intensive type of listening – the first level
of listening by H. Douglas Brown. Intensive listening is for perception of the
components (phonemes, words, intonation, discourse markers, etc.) of a larger
stretch of language. It focuses on the students’ attention on language form.
This involves an appreciation of how form affects meaning.

UNIT OBJECTIVES

At the end of this unit, the student will be able to:


 identify the relationship between stressed and unstressed syllables ;
 perform a monologue with the use of proper stress, rhythm, tone
and intonation (suprasegmental); and
 complete the consonant table of English.

TERMINOLOGY

Intensive Listening for perception of the components


(phonemes, words, intonation, discourse markers,
etc.) of a larger stretch of language.
Phoneme The unit of sound in speech.
Intonation The use of changing vocal pitch (rising and falling) to
convey grammatical information or personal
attitude.

8 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Suprasegmental This refers to a phonological property of more than
one segment.

ACTIVITIES

ACTIVITY 1: Stressing the Stresses?

It will bring stress to your students not knowing where to put the right stress

in the English word.

In this activity, the student will identify the correct stress in the word in

every sentence.

Directions: For each question, the correct choice is the one in which the

stressed syllable is capitalized, as in voCABulary. The student must encircle the

correct letter.

1. Can you pass me a plastic knife?

a. PLAS-tic

b. plas-TIC

2. I want to be a photographer.

a. PHO-to-graph-er

b. pho-TO-graph-er

3. Which photograph do you like best?

a. PHO-to-graph

b. pho-TO-graph

4. He was born in China.

a. CHI-na

b. Chi-NA

5. Whose computer is this?

9 The 55% of Macro-Skills: Listening - A Module for Listening Skill


a. com-PU-ter

b. com-pu-TER

6. I can't decide which book to borrow.

a. DE-cide

b. de-CIDE

7. Couldn't you understand what she was saying?

a. un-DER-stand

b. un-der-STAND

8. Voting in elections is your most important duty.

a. im-POR-tant

b. im-por-TANT

9. We had a really interesting conversation.

a. con-VER-sa-tion

b. con-ver-SA-tion

10. How do you pronounce this word?

a. PRO-nounce

b. pro-NOUNCE

By doing this activity the student will pronounce the word correctly by

putting the right stress in every sentence for them to convey the right meaning

they want to say

ACTIVITY 2: Monologue: Phenomenal Woman

One way to build the confidence of your students is to make them speak
in front and listen to their speech presentation.

In this activity, the student will perform the monologue piece below of
Maya Angelou. The student will be graded using the criteria presented below.

10 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Phenomenal Woman
BY: MAYA ANGELOU
Pretty women wonder where my secret lies.
I’m not cute or built to suit a fashion model’s size
But when I start to tell them,
They think I’m telling lies.
I say,
It’s in the reached my arms,
The span of my hips,
The stride of my step,
The curl of my lips.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
I walk into a room
Just as cool as you please,
And to a man,
The fellows stand or
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It’s the fire in my eyes,
And the flash of my teeth,
The swing in my waist,
And the joy in my feet.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
Men themselves have wondered
What they see in me.
They try so much
But they can’t touch
My inner mystery.
When I try to show them,
They say they still can’t see.
I say,
It’s in the arch of my back,
The sun of my smile,
The ride of my breasts,

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The grace of my style.
I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.
Now you understand
Just why my head’s not bowed.
I don’t shout or jump about
Or have to talk real loud.
When you see me passing,
I thought to make you proud.
I say,
It’s in the click of my heels,
The bend of my hair,
The palm of my hand,
The need for my care.
’Cause I’m a woman
Phenomenally.
Phenomenal woman,
That’s me.

12 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Monologue Performance Rubric
(50 points EXCELLENT VERY GOOD GOOD FAIR POOR
total) Name 6 5.5 5 4 2
_________
_________
CRITERIA
Introduction Introduction is Introduction is Introduction is Introduction is There is no
clear and either missing missing one or missing two or introduction.
confident and one of the more of the more of the
contained all required required required
required elements or elements and elements and
elements (your lacked some lacked some lacked
name, play title, confidence or confidence or confidence and
playwright). clarity. clarity. clarity.
Memorization All lines are All but a few Some choppiness Monologue is Monologue is
correct, fluid and lines are correct and some lack of choppy, many not memorized.
display a and the fluidity, needs line errors, needs
command of the monologue is more rehearsal. much more
monologue. fluid. rehearsal.
Characterization Strong choices Good choices are Character is not Limited Character is not
are made to made to create constant and/or characterization- present.
create character character. choices were not breaking of
fully. strong. character during
the monologue.
Movement Specific choices General choices Some choices are Movement is Very little
are made as to are made as to made as to how choppy and feels movement
how and when to how and when to and when to unmotivated and/or
move based on move based on move but some overall and/or movement that
the characters the characters unmotivated does not relate to does not relate to
needs and style needs and style movement as the character or the character or
of the of the well. the style of the the style of the
monologue. monologue. monologue at all. monologue at all.
Diction, Monologue is Most of the Most of the Trouble hearing Monologue
Projection and easy to monologue is monologue is and cannot be heard
Vocal Variety understand and easy to hear and easy to understanding or understood
hear. All words understand but understand but the monologue and is monotone.
are clear and needs work on needs more work from anywhere
loud enough to one of the on two or more beyond the front
hear with good following (vocal of the following of the theatre
vocal variety. variety, (vocal variety, and/or
projection or projection or monologue lacks
diction). diction). any vocal variety.
Emotion Emotion is Emotion is Emotion is Emotion is not Emotion is
believable and believable and somewhat motivated and missing.
matches the mostly matches believable and does not match
character, play two of the three mostly matches character, play
and style. (character, play one of the three or style.
and style). (character, play
and style).
Tempo and Tempo and Tempo and Tempo and Tempo is too fast Tempo is so fast
Rhythm rhythm are rhythm are good, rhythm are good, or too slow and or so slow that it
appropriate for some build but but no clear there is no build. distracts from
the monologue not strong or build. the monologue.
and the piece clear enough.
had a logical
build.
Focal Point and The monologue The monologue The monologue The monologue The monologue
Focus has a specific has a specific has a focal point lacked a focal lacked any focal
and distinct focal and distinct focal that is not clear point. point.
point that is point that is or constant. Performance is Performance is
constant. somewhat Performance is focused a small not focused at
Performance is constant. focused some of percentage of the all.
very focused all Performance is the time. time.
the time. focused most of
the time.

13 The 55% of Macro-Skills: Listening - A Module for Listening Skill


TOTAL ___________ *2 points will be awarded for a type copy of the
monologue turned in a performance time.

In doing this activity you can assess your student well if they applied
the features of suprasegmental.

ACTIVITY 3: Complete My Table

Memorizing the English Alphabet when we were in elementary is not


totally the last step in learning the every single word of English. Linguists have
devised systems such as the International Phonetic Alphabet (IPA) to assign a
unique and unambiguous symbol to each attested consonant.

In this activity, since, the number of possible sounds in all of the world’s
language is much greater than the number of letters in any one alphabet.
Now, the students are asked to complete the table below.

Bilabial Labio- Dental Alveolar Post Palatal Velar Glottal


Dental Alveolar

vs v vs v vs v vs v vs v vs v vs v vs v
Plosive p d k g

Affricative
Fricative f v s z h
Nasal m n
Lateral i
Approximant
Approximant w r j

After this activity, the students could now determine the places and
manners of articulation of a consonant letter happens.

SUMMARY

In this unit, after exposing them in the suprasegmental level of language,


students are expected to have an adequate learning in the rhythm: stressed
and unstressed, intonations, tone, and consonant table.
Focusing on listening is one of the best investments you can give to the
students, it will help your students to develop more confidence in their
language ability.

14 The 55% of Macro-Skills: Listening - A Module for Listening Skill


UNIT ASSESSMENT

In this part of unit, student will test their full understanding by combining
the three different activities above that they have encountered.

GENERAL DIRECTIONS: Answer the following questions carefully by writing the


correct answer.
TEST I. Multiple Choice
Directions: PHONEMICS PAIR, VOWELS. Encircle the correct phonemic pair after
the teacher read the passage.

1. Test-takers hear: Is he living?


Test-takers read: a. Is he living?
b. Is he leaving?

2. Test-takers hear: Does your ankle hurt?


Test-takers read: a. does your uncle hurt?
b. does your ankle hurt?

3. Test-takers hear: The plane crashed.


Test-takers read: a. the plane crushed.
b. the plane crashed.

4. Test-takers hear: He got mad.


Test-takers read: a. he got mad.
b. he got mud.

5. Test-takers hear: The ham looks delicious


Test-takers read: a. the ham looks delicious.
b. the hum looks delicious.

Test II.
Directions: INTONATIONS. Mark the proper intonation of each sentence.
Ex.

1. What’s he looking for?

2. He has taken an aspirin.

15 The 55% of Macro-Skills: Listening - A Module for Listening Skill


3. Give me the book.

4. Yes! I did it as quickly as possible.

5. The man is going to leave his home.

Test III. Oral Recitation or Written Identification


Directions: CONSONANT TABLE. (For the teacher) Shuffle the class cards of your
student then pick one to answer your first question. The student will tell whether
what manner and place of articulation that the consonant letter belongs. You
can use the table below for oral recitation or written identification.

Place of Articulation Manner of Articulation


1. p
2. b
3. f
4. w
5. z
6. r
7. m
8. h
9. l
10. i

WORKS CITED

Monologue Performance Rubric This Criteria is written by Stephen


Gundersheim and inspired by Rubric of
Erin Lee, Jacci Deininger, and Katie
Manley
Phenomenal Woman Piece The piece was uploaded in this link:
https://www.poetryfoundation.org/poe
ms/48985/phenomenal-woman
Recognizing Phonological
And Morphological
Elements Unit Assessment: Phonemic Pairs, Vowels
is presented in the Book of H. Douglas
Brown (2004), P. 123, Chapter 6.

16 The 55% of Macro-Skills: Listening - A Module for Listening Skill


INTRODUCTION

We hear only the things that we want to hear, students are good at this.
During selective listening we pay attention to the speaker as long as they are
talking about things we like or agree with. If they move on to other things they
slip down to pretend listening or ignore them altogether. In practice, people
don't always fully listen. People make choices when listening. They apply filters
and they half-listen to get a general impression of what's said, and somehow
this makes selective listening a negative kind of listening attitude. Since most
of our learners will initially find authentic listening rather frustrating, we can
introduce them to authentic language through selective listening tasks.

In this unit, Selective listening activities address two separate, yet


equally important goals in language development. The concern of the first
goal is listening as an active process of predicting information, selecting “cues”
that surround this information; the concern of the second goal is on becoming
familiar with the organization of different types of discourse and focusing by
noticing key parts of the discourse where learners can build up their
understanding of the overall meaning by inferring, or “filling in”, what they
have missed. Selective Listening will help enable students to identify a purpose
for listening by providing focused information-based tasks.

UNIT OBJECTIVES

At the end of this unit, the students will be able to:


• identify the cues that helps them to predict information;
• use selective listening for scanning significant details in a discourse; and
• use selective listening in order to summarize an overall information.

17 The 55% of Macro-Skills: Listening - A Module for Listening Skill


TERMINOLOGY

Selective Listening is a stage of listening where processing stretches


of discourse such as short monologues for several
minutes in order to "scan" for certain information.
Discourse is the orderly and extended manner of
expression of one’s thought examples of it are
conversations.
Cues are parts of the discourse which features indicate
the nature of something that is being perceived.

ACTIVITIES

ACTIVITY 1: Connect-Disconnect

This activity will practice the student’s ability to use cues for retaining and
remembering information.

1. The teacher will group the class into two. Let the students form a circle.
2. Each group will be given a word. One student should state a word
related to the word given. And the student next to her shall say a word
connected to the word given by her classmate and the next student
shall repeat the task.
3. The giving of words shall continue until the teacher says disconnect.
4. When the students hear the word disconnect. Each group shall recite
the words they have said in reverse mode in way that the first speaker
should be the last to speak.

ACTIVITY 2: Information Transfer

Selective listening can also be assessed through an information transfer


technique in which aurally processed information must be transferred to a
visual representation, such as labeling a diagram, identifying an element in a
picture, completing a form, or showing routes on a map. Information transfer
tasks may reflect greater authenticity by using charts, maps, grids, timetables,
and other artifacts of daily life. In the example below, test takers hear a
student's daily schedule, and the task is to fill in the partially completed weekly
calendar.

18 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Students will hear:

Lucy gets up at eight o'clock every morning except on weekends.

Students will fill in the schedule to provide the information.

Now the teacher will recite the passage then let the students listen to the
information about Lucy's schedule. Remember, the students will first hear all
the sentences; then the students will hear each sentence separately with time
to fill in your table.

The teacher will say:

Lucy gets up at 8:00 every morning except on weekends. She has English on
Monday/ Wednesday, and Friday at ten o'clock. She has History on Tuesdays
and Thursdays at two o'clock. She takes Chemistry on Monday from two
o'clock to six o'clock. She plays tennis on weekends at four o'clock. She eats
lunch at twelve o'clock every day except Saturday and Sunday.

Now listen a second time. There will be a pause after each sentence to give
you time to fill in the chart. (Lucy's schedule is repeated with a pause after
each sentence).

Test-takers see the following weekly calendar grid:

Monday Tuesday Wednesday Thursday Friday Weekends


8:00
10:00
12:00
2:00
4:00
6:00

Such chart-filling tasks are good examples-of 'aural scanning strategies.


A listener must discern from a number of pieces of information which pieces
are relevant. In the above example, virtually all of the stimuli are relevant, and
very few words can be ignored. Chart-filling tasks increase in difficulty as the
linguistic stimulus material becomes more complex.

ACTIVITY 3: Chain-story Telling

This game is a bit childish but is in no way less helpful. The magnitude of
listening and memory skills it helps to develop is phenomenal. The game is

19 The 55% of Macro-Skills: Listening - A Module for Listening Skill


begun by the moderator who gives a simple sentence that has a wide scope
of continuation like, “Pinocchio was born on a cold, stormy night.” Then, the
next participant has to add his/her contribution to the building up of the story.
The moderator notes all the parts down but does not disclose any deviation or
contradiction in the storyline until the end. After everyone has added their
contributions, the moderator reads the complete story out aloud and pauses
on the deviations in the storyline.

This helps the person, who made this deviation, understand that he/she
has made an error in listening carefully or has misinterpreted crucial
information. Therefore, in this way, people get to learn how to listen more
attentively to receive the data correctly and then to retain the data for later
recall. It is a simple but enjoyable exercise with possibly hilarious additions to
the story.

UNIT ASSESSMENT

In this part of unit, student will test their full understanding of SELECTED
LISTENING activities above that they have encountered.

20 The 55% of Macro-Skills: Listening - A Module for Listening Skill


ESSAY:

Explain and discuss the importance of selective listening.


Give examples when selective listening is used.

SUMMARY

The activities in this unit helped to direct the students' attention on key
words, discourse sequence cues, or "information structures" (exchanges in
which factual information is given). By learning to attend to words, cues, and
facts selectively, students at all levels come to handle short naturalistic texts
(such as relayed announcements) as well as longer and more complex texts
(such as group stories). Because the task support in these activities can be
adjusted, this Unit is useful for students at all proficiency levels.

REFERENCES:

H. Douglas Brown He provided the basis for the definition


of selective listening. Also, the activity
no. 2 and the assessment.

Latcomm.com Definition and samples of selective


listening activities.
http://latcomm.com/2011/07/what-is
selective-listening/

Myassignmenthelp.com Provided the activity 1.


https://myassignmenthelp.com/blog/10-
interesting-activities-to-boost-your-
listening-skills/

Positivepsychologyprogram.com Provided the activity no. 3 and further


reading for the importance of listening.
https://positivepsychologyprogram.com/
communication-activities-adults-
students/ #teach

21 The 55% of Macro-Skills: Listening - A Module for Listening Skill


INTRODUCTION

Comprehending. Understanding. Responding. In conversations made


by you, or by the others, it’s either indirect or direct conversations, responsive
listening will help you to listen with the intent of understanding by not just simply
replying. We think faster than a person can speak. To increase a better
comprehension, response, and understanding you may use the gap between
thinking and speaking to make a mental summary of what has been said,
relate the information to personal experience, or organize the information into
central ideas.
In this unit, the level two of listening presented by H. Douglas Brown is
Responsive listening which involves listening to a small amount of a language
such as a command, question, greeting, and etc. By using responsive listening.
It enhances the ability to obtain information, identify problems, resolve
conflicts, improve the accuracy of communication, solve problems, and to
have a nice and uncut conversation.

UNIT OBJECTIVES

At the end of this unit, the student will be able to:


 comprehend and respond correctly to each given situation or
conversation;
 identify the problems in their listening skills;
 improve the accuracy of communication; and
 comprehend the intent of the speaker.

TERMINOLOGY

Accuracy of Communication The degree of interaction


between interpersonal
communication that involves at
least two people sharing gathered
facts or giving their honest opinion
to a certain topic.

22 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Mental Summary The overall understanding of a
context process by the mind
through gathered information.

Central Ideas The main idea of a thought, a


passage.

ACTIVITIES

ACTIVITY 1: Interrogation

In this Activity, Paul Davies of Sigma Management Development


developed an activity intended for the learners to improve their listening skills.

1. The teacher should explain and give examples about Open-ended


Questions and Close-ended Questions. Below are definitions and
examples:

Open - ended Question


- are ones that require more than word answer. The answers could
come in the form of a list, a few sentences or something longer such as
a speech, paragraph or essay.

 What is your favorite memory from childhood?


 What do you plan to do immediately following graduation from
college?
 What types of decorations do you plan to have for your friend's birthday
party?
 How did you and your best friend meet?
 How could I present myself better?

Close ended Questions


- are those which can be answered by a simple "yes" or" no" ,
while open- ended questions are those which require more thought and
more than a simple one word answer.

 Are you feeling better?


 Can I help you with that?
 Is math you favorite subject?
 Does four plus four equals eight?
 Is he dead?

23 The 55% of Macro-Skills: Listening - A Module for Listening Skill


2. The learners can split into pairs if the group is not too large in number,
but if you have a large number of students you may group them into 6
members. Just do make sure you have Interrogator Group and Suspect
Group.
3. Ask each participant to put a small financial incentive or any valuable
things as their stake in the game: coins, a pen, etc. in front of them.
4. Every round, Interrogator Group will ask 1 open-ended question and 4
close ended questions and Suspect Group will answer those questions.
After every round, the group’s function must change. Interrogator
Group will be the Suspect Group and vice-versa.
5. Then, when Interrogator Group got a reply from their open-ended
question for the Suspect Group, Interrogator Group must give their four
follow-up close-ended questions (the close-ended question must ask
every after they got an answer) from Suspect
6. And, Failure to answer every question, every wrong type of question,
and every wrong answer is equal to one valuable thing presented in
front of them.

As they do the activity, good comprehension and proper response


through actively listening to the answers and questions of the others will form
the right questions and the right answers on their conversations or
interrogations.

ACTIVITY 2: Telling VS. Showing

In this activity, Mark Guo developed an activity that will show that
showing is more followed than telling.

1. This quick exercise can be used as a listening exercise, to reinforce


the message that “actions speak louder than words.” The teacher
must say: “Please follow my words (repeat this three times).
2. Raise your right hand over your head. Keep following my words.
Make a fist on your right hand.
3. Round your fist three times and then put your fist on your forehead!
(just before this moment, you put your own fist on your jaw!) You
would find most of participant would follow your action and put their
fists on their jaws! Someone would find their mistakes and put their
fists on their forehead
4. Then you can say: What happened? I’ve asked you to follow my
words for three times, but you follow my actions! Why?

24 The 55% of Macro-Skills: Listening - A Module for Listening Skill


5. And, ask them to write the problems/reasons on a sheet of paper by
identifying the failures in following instructions.

As they do this activity, they will identify the importance and problems
of listening in terms of telling versus showing.

ACTIVITY 3: Cues Game

In this activity, the students will listen to cues and try to guess the
target word. This activity will also help the students to build up their
inference skills in English.

1. Select a theme such as countries, export products, machines, famous


people, sports, exotic foods, emotions, colors, and etc. Make a list of
related vocabulary items, and some cues for each vocabulary item.
The cues need not be in complete sentences.

2. Order your cues. Keep the cues which might give away the answer
until last. For example, if the theme is “animals” and the target word is
elephant, order your cues as follows: is found in Africa, is an endangered
species, is a large, runs slowly, has thick skin, has ivory tusks.

In class

1. Set the theme for the game. If you have prepared several topic
areas, let the students select the topic they want.

2. Read the cues, pausing after each one to allow for guessing.

TEAMS. This can be played as a “cooperative learning” endeavor in a


team format, with one cue offered at a time to each team. Points are
awarded based on the number of cues required to make a correct
guess.

Follow-Up Options

1. Present some vocabulary items to the students, working in groups.


Ask them to write “cues” for the next game.

2. Present an unordered list of cues for each of the vocabulary items


you used. Ask the students to order the cues according to some
criterion, such as how obvious the cue is.

24 The 55% of Macro-Skills: Listening - A Module for Listening Skill


UNIT ASSESSMENT

In this part of unit, student will test their full understanding by combining
the three different activities above that they have encountered.

GENERAL DIRECTIONS: Answer the following questions carefully by writing the


correct answer.

Part I.

Instructions:

Read carefully the following dialogues. Each dialogue is followed by a yes-no


question. Decide carefully and mark your answer sheet.

1.

Mark: Hi Carl. I heard that the movie I’ve been wanting to watch is now being
shown at the cinema.

Carl: Oh, cool. You have been waiting for it for a couple of months now.

Marl: Yeah. I can’t wait… How about we watch it together tonight?

Carl: Well, Sarah and I had already made plans.

Q: Is Carl going to the movie?

_____Yes _____No

2.

Dina: Hi Anne. I’m glad you’re here.

Anne: Hi Dina. Good to see you. How are you?

Dina: Good. My parents promised me a birthday party on Saturday. The party


starts at 6 in the evening and I was hoping you could come.

Anne: I would love to, though I think I have to spend the weekend out of town
with my aunt.

25 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Q: Can Anne attend Dina’s birthday party?

_____Yes _____No

3.

Sarah: Hey Kendra. Can I come in?

Kendra: Hi Sarah. Come in.

Sarah: Oh, looks like you’re having lunch. I just need help with something.
Maybe I could come later.

Kendra: No, it’s OK. Let’s have lunch while I help you with it.

Sarah: I’m good. Jerry and I went to the new Japanese restaurant.

Q: Is Kendra eating lunch with Sarah?

_____Yes _____No

4.

Rachel: Hi Andy. I’ve been looking for you.

Andy: Hey Rachel. What’s up?

Rachel: I’ve had this problem lately and I need someone to talk to.

Andy: Oh Rachel, I have to go to class soon. I have an exam I can’t miss.

Q: Can Andy talk to Rachel now?

_____Yes _____No

5.

Denver: Hey Tommy. Wow, you look happy.

Tommy: I am. We had a quiz in my first class. I got the highest score.

Denver: That’s great. That’s what you get when you are smart.

Tommy: Are you busy? Let’s go to the school cafeteria. My treat.

26 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Denver: Aw, well. Cynthia is expecting me at the library right now. Thanks for
the invitation.

Q: Is Denver going to the school cafeteria with Tommy?

_____Yes _____No

6.

Riza: We are going to have our class presentation tomorrow. If only we had
more time to practice during the last couple of days.

Irish: Yeah, I regret we didn’t have more time.

Riza: We can practice this afternoon at my place after our last class.

Irish: Oh, I have to go with my mom to her doctor.

Q: Can Irish practice with Riza this afternoon?

_____Yes _____No

7.

Sam: Hi Rose. Do you have time?

Rose: Hey Sam, what’s up? You look worried.

Sam: Something has been bothering me lately. I know a good restaurant we


could go to and talk if you’re free.

Rose: I’m sorry to hear that but I have a dentist appointment.

Q: Can Rose join Sam for lunch?

_____Yes _____No

8.

John: Aw man, my cell phone charger isn’t working.

Joshua: Why? What did you do to it?

27 The 55% of Macro-Skills: Listening - A Module for Listening Skill


John: I was cleaning the top of my desk and I accidentally knocked it off. Can
I borrow yours?

Joshua: I need to use my charger.

Q: Does Joshua want John to borrow his charger?

_____Yes _____No

9.

Randy: Hey, do you have a minute?

Rina: Sure. What do you need?

Randy: This is my first day at school. I think I’m lost. I already asked someone
but I can’t still figure it out. Can you show me where the Laboratory Room is?

Rina: I’ve got bad news for you. This is my first day, too.

Q: Can Rina show Randy where the Laboratory Room is?

_____Yes _____No

10.

Joy. Hello Ms. Cruz. I’m having trouble with my assignment. I was absent last
class and I can’t figure the examples given.

Ms. Cruz: Oh, why were you absent?

Joy: I woke up late. If it’s not too much, can we go over the examples?

Ms. Cruz: My next class is in 5 minutes.

Q: Can Ms. Cruz go over the examples now?

_____Yes _____No

28 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Part II.

Instructions

Please read each situation which is followed by a dialogue. There are three
responses following each dialogue in each situation. Please read the
responses to each situation and decide which one is the BEST in this situation.
Encircle the letter of your answer.

11.

Mark does not get his allowance till next week. He asks his friend Carl to lend it
to him.

Carl: Yeah. Just make sure you pay me back later.

Mark: __________________________________

a. Thanks so much. See you later.

b. Alright, you’ll get your money.

c. Thanks so much. I’ll pay you back as soon as I can.

12.

In class, Anne asked a question and it was answered by Ms. Rubio, her
teacher.

Ms. Rubio: That was a great question. I hope I answered it.

Anne: __________________________________

a. I guess you did. Thanks.

b. Yes, that was perfect. Thank you.

c. Yeah, I think so. Thanks.

13. Sarah’s grandmother gives her a gift.

29 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Grandmother: I have something for you Sarah. I think you’ll like it. Here, take a
look.

Sarah: __________________________________

a. Thank you so much grandma. I love it.

b. Oh, wow. You didn’t have to grandma.

c. Yeah, I think so grandma.

14.

Denver gives one of his friends Rachel a surprise birthday gift.

Rachel: Oh wow Denver. What a nice surprise!

Denver: How do you like it?

Rachel: __________________________________

a. Aw, how sweet of you. I love it, thanks.

b. Thanks. This is exactly what I needed.

c. Thanks for being thoughtful but I really can’t take it.

15.

Alex offered Rose a ride home.

Alex: Looks like we’re here. I’m glad we got the chance to talk. I enjoyed it.

Rose: ___________________________________

a. Yeah, you sure do love talking, don’t you? See you later!

b. Me, too. Thanks for the ride. Drive home safe!

c. Me too. Thanks for the ride. See you tomorrow!

16.

Mr. Ramirez, a teacher, helps John out with his paper.

30 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Mr. Ramirez: I went over your paper, John. Make sure to read my comments
while revising your paper.

John: __________________________________

a. Thank you, Mr. Ramirez. I’ll do that. You’ve been a great help.

b. Alright, I will Mr. Ramirez. Thanks.

c. Yeah, thanks Mr. Ramirez. I’ll do that. See you at class tomorrow.

17.

Jerry gives Sam a gift.

Jerry: Hi Sam! I got something for you. Come on. Open it!

Sam: __________________________________

a. Oh, thanks Sam. I could probably find a use for this.

b. Oh, wow! You know me so well. Thanks man.

c. Oh, how did you know I wanted this? Thank you.

18.

It’s Christmas and Mr. Cruz gives his son a gift.

Mr. Cruz: Merry Christmas, son. I thought you might like this.

Joshua: __________________________________

a. I’m not sure when I’d use this, but thanks for the thought, Dad.

b. Thanks Dad. This is great! You’re the best.

c. Yeah, this is cool. Thanks Dad.

31 The 55% of Macro-Skills: Listening - A Module for Listening Skill


19.

Tommy is rushing into the classroom and he pushes the door very hard. It hits
one his classmates.

Denver: Ahhg! Man, watch where you’re going!

Tommy: __________________________________

a. Oh man, I’m so sorry! Are you okay?

b. Oops. My bad.

c. You alright? You know, you really shouldn’t stand in the doorway.

20.

Fred borrowed his friend Steve’s laptop. Fred unintentionally deleted a word
document from Steve’s files.

Steve: Hey Fred listen. I can’t find my file for my science report. You were the
last one who used my laptop, right? Do you know what happened to it?

Fred: __________________________________

a. I really don’t think I touched your report, are you sure it’s gone?

b. My bad, I’m sorry. I tried to recover it but couldn’t figure it out.

c. I’m sorry man. You really should have back-ups for things like that.

Part III.

Instructions: Total Physical Response in listening. Create a short story that full of
action words with less than 150 words but nor more than 200 words.

32 The 55% of Macro-Skills: Listening - A Module for Listening Skill


SUMMARY

In this unit, we taught our learners that responsive listening is a relatively


short stretch of language (a greeting, question, command, comprehension
check, etc.) in order to make an equally short response. Also, by using
responsive listening we taught them the ability to obtain information, identify
problems, and improve the accuracy of communication. Furthermore, this
level of listening helps your student to have a good comprehension, adequate
understanding, and proper response in every conversation or situation that
they might encounter.

WORKS CITED

Tool Box Text This unit is based on the work of Tool Box Text
and For further readings:
https://it.toolbox.com/blogs/craigborysowic
h/what-the-heck-isresponsive-listening-
072106.

Rinarose Buding For the unit test: Part I & II, Buding prepared
that test for ASSESSING PRAGMATIC
COMPETENCE: A CASE OF FILIPINO ESL
LEARNERS on her study.

33 The 55% of Macro-Skills: Listening - A Module for Listening Skill


INTRODUCTION

Every level of listening brought us a lot of benefits and one of those is


that extensive listening provides learners with a cognitive map, wherein Nation
& Newton (2009) expound that idea to, build up the necessary knowledge for
using the language, the this knowledge allows for the development of the
other language skills.

In this unit, H. Douglas Brown (2004) defined Extensive listening to


develop a top-down, global understanding of spoken language. Extensive
listening refers to all kinds of listening activities that give students a lot of
opportunities to comprehend a lot of meaningful and enjoyable input. It is a
way to practice your English listening skills through listening to many different
recordings, videos and interviews about the same topic. This will help you get
the context from what you're listening to through recognition. Using your ability
to cope up with the speech rate of the speaker, it will help you learn more
vocabulary.

UNIT OBJECTIVES

At the end of this unit, the student will be able to:


 enhance their ability to cope with the speech rate;
 improve word recognition skill; and
 give them a lot of opportunities to experience a high level of
language comprehension.

TERMINOLOGY

Extensive Listening to develop a top-down, global


understanding of spoken language.
Cognitive Map Mental representation which severs an individual to
acquire, code, store, recall, and decode information
about the relative locations and attributes.

34 The 55% of Macro-Skills: Listening - A Module for Listening Skill


ACTIVITIES

ACTIVITY 1: Audio clip Listening

This section measures your ability to understand conversations and


lectures in English.

It includes written transcripts of the audio portions of the test. Students


may take down notes while they are listening, and students may use their notes
to help themselves answer the questions.

The students will listen carefully because the audio clip will play only
once. After listening to the transcript, student will answer the following
questions. Below is the link of the audio clip for you to play (works cited),
transcript of the audio clip, and some questions related to the audio clip.

Here is the transcript.

Narrator: Listen to a conversation between a student and a librarian.

Student: Hi. I’m new here … I, uh, couldn’t come to the student orientation—
and I’m wondering if you can give me a few quick pointers about the library?
I’d really appreciate it.

Librarian: Sure. I’d be glad to. What’s your major area of study?

Student: Latin American literature.

Librarian: OK. Well, over here’s the section where we have language,
literature, and the arts, and if you go downstairs you’ll find the history section.
Generally the students who concentrate in Latin American literature find
themselves researching in the history section a lot.

Student: Uh-huh. You’re right. I’m a transfer student. I’ve already done a year
at another university, so I know how the research can go—I’ve spent a lot of
time in the history section. So how long can I borrow books for?

Librarian: Our loan period is a month. Oh, I should also mention that we have
an interlibrary loan service … if you need to get hold of a book that’s not in our
library. There’s a truck that runs between our library and a few other public and
university libraries in this area. It comes around three times a week.

Student: Hey, that’s great! At my last school, it could take a really long time
to get the materials I needed, so when I had a project, I had to make a plan
way in advance. This sounds much faster. Another thing I was wondering is …
is there a place where I can bring my computer and hook it up?

35 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Librarian: Sure. There’s a whole area here on the main floor where you can
bring a laptop and plug it in for power. But on top of that we also have a
connection for the Internet at every seat.

Student: nice! So I can do all the research I need to do right here in the library.
I’ll have all the resources, all the books and information I need right here in one
place!

Librarian: Yup, that’s the idea! … I’m sure you’ll need photocopiers, too.
They’re down the hallway to your left. We have a system where you have to
use a copy card, so you’ll need to buy a card from the front desk. You insert it
into the machine and you’re ready to make copies.

Student: How much do you guys charge?

Librarian: Seven cents a copy.

Student: That’s not too bad. Thanks. Uh, where’s the collection of rare books?

Librarian: Rare books are up on the second floor. They’re in a separate room
where the temperature is controlled to preserve the old paper in them. You
need to get special permission to access them, and then you’ll have to wear
gloves to handle them, ’cause the oils in our hands, you know, can destroy the
paper, and gloves prevent that, so we have a basket of gloves in the room.

Student: OK, thanks … I suppose that’s all I need to know. You’ve been very
helpful, thanks.

Librarian: Any time. Bye.

Student: Bye.

Directions: Answer the following questions.

1. Why does the student come to the library?

(A) To learn about the library’s resources

(B) To ask about interlibrary loans

(C) To attend the new student orientation

(d) To start work on a research project

2. Why does the librarian point out the history section to the student?

(A) She wants to point out the closest area containing copy machines.

(B) She assumes that he will need to do research there.

(C) The student is looking for a book he used at his last school.

36 The 55% of Macro-Skills: Listening - A Module for Listening Skill


(d) Students sometimes mistakenly assume that the section contains literature
books.

3. What does the student imply about the interlibrary loan service at his last
school?

(A) He never used it.

(B) He came to appreciate it.

(C) It was inconvenient.

(d) It was expensive.

4. What does the student need to do before he can use any rare books?
Choose 2 answers.

[A] Purchase a card

[B] Obtain permission

[C] Put on gloves

[d] Try interlibrary loan first

5. Part of the conversation is repeated below. Read it and answer the question.

Student: I’ll have all the resources, all the books and information I need right
here in one place!

Librarian: Yup, that’s the idea!

6. Which sentence best expresses what the librarian means when she says this:

Librarian: Yup, that’s the idea!

(A) I wish this were true.

(B) That is not a very good idea.

(C) Thanks for your suggestion.

(d) That is what we intended.

This activity will test the listening ability of the learners by asking them
comprehension questions.

ACTIVITY 2: Vocabulary Challenge

In this part of the test, you have to listen to a conversation very well and
comprehend the unfamiliar words. This activity called, Pearson test in English,

37 The 55% of Macro-Skills: Listening - A Module for Listening Skill


but in this activity we will call it Vocabulary challenge because we change the
focus of the activity.

First, your teacher will select two students in the class (i.e. Todd and
Marriane) to talk about how college has changed and discuss if college is still
a wise choice of young people. Next, she will record their discussion and all
you have to do is to listen to your two classmates discussions. Then, your
teacher will just play the audio twice. Lastly, answer the questions given by the
teacher. Below is the sample script.

Todd: So Marianne, we're talking about education. And things are changing.
Society is changing as it always is. But these days, you can pretty much learn
anything on your own. And there is a new debate going around that colleges
no longer serve the purpose that it used to. That basically, you can just learn
what you want to learn without going to college. What do you think about
that?

Marianne: Yes, that's a very good question. I really love this possibility of having
access to knowledge just by yourself without having to attend a college for
example. It's a great chance for everyone to have access to this knowledge.
So I can think it's a good thing.

But I don't know why. I'm kind of skeptical because I think at some point, you
have to have a time where you can exchange with a teacher or at least with
other people who have the same knowledge as you. Because if you never, if
you don't have this time and space where you can debate about what you
learned, then there is no increase of the level of thinking. Like because you
need to debate about things to learn more or maybe to correct things.

It's like the Wikipedia, right. Like it's a contributive dictionary or – encyclopedia.
But everybody is writing in this page. And sometimes you see some updates
but you don't know why, for example, someone made the change because
you don't have the space where you can debate about is this wrong or correct
about like the information that was uploaded was or correct. And if you just
see the correction but you couldn't debate about this, then you cannot
understand.

So I think for me, having a time and a space where you can debate is very
important. And this is a place and the time that college can offer, for example,
debate between teachers or debate between students about some topics.

Todd: Wow! Those are really good points. Yeah, I agree. You know, I've taught
at university for a while. And I do see some of the points of being a self-learner
and just basically getting what you want – getting the information you want
online.

38 The 55% of Macro-Skills: Listening - A Module for Listening Skill


But the problem is, when you go to university, you have that void or the
vacuum really. And so, you're going to fill that with all these different types of
information. And you might see things that you aren't – that you didn't even
know that you liked. And also, there's that social element that's really strong in
college. I don't think you're going to find that anywhere else where you, you
know, make friends, you make relationships that last your whole life.

So I'm still a big believer of college but I can see that maybe we need to
change the model to make them little bit better.

Marianne: Uh-hmm.

Todd: Which brings us to another question: how do you think we can change
college to make better? Like what are some changes we can make to
college?

Marianne: Wow.

Todd: Like I have one idea. One idea I have is that we're starting to see it a
little bit with MOOCs but there's no reason that you can't take a class at any
other university via video from your university. So example, if you go to UCLA,
you can take art classes from Harvard or somewhere else. I think that would
be really good if you can start doing that. So you're not only limited to the
professors on your campus.

Marianne: Wow. Yes, that's a great idea. Yes.

Todd: Anything that you, looking back, you wish you could have done
differently at university?

Marianne: Well the big issue about university especially in the US is that it costs
a lot of money. And so, if we could find ways to – because for example, you
are talking about having access to a lot of content information for free
actually – I mean, for free. Like you just have to pay your Internet connection
and suddenly, you have access to a lot of knowledge.

But when you go to college, it costs a lot of money. So this is a big issue actually.
So if you could find a way to, financially speaking, like if we can find a way to
make university more accessible to a wider audience, it could be nice. But I
know it's difficult because we have to pay teachers. We have to pay all the
infrastructures about university, so it costs a lot of money.

So I don't have the solution right now but I think working on this like free
education or cheaper education – I mean, cheaper in a way talking about
the entrance fee, not losing the quality of education. Yeah. If we can work on
this point.

39 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Todd: Yeah. I totally agree.

[End of Transcript]

Complete the sentences using the words below.

serve • skeptical • level

social element • MOOC • accessible

Going to class is better than taking a ______________ .

Stop signs are annoying but they__________________ .

The_______________ in the meeting was deep.

There is a _______________ to team sports.

That building is not ________________ to the public.

I am _____________________ of his actions. He seems fake.

ACTIVITY 3: DICTATION – Fill in the blanks

Dictation is a widely researched genre of assessing listening


comprehension. In this activity, students hear a passage, typically of 50 or 100
words, recited three times.

Passage
The state of California has many geographical areas. On the western
side is the Pacific Ocean with its beaches and sea life. The central part of the
state is a large fertile valley. The southeast has a hot desert, and north and west
have beautiful mountains and forests. Southern California is a large urban area
populated by millions of people.

1. On the first reading, teacher will read the passage at normal speed.
2. Students will listen.
3. On the second reading, the teacher will read the passage with long pauses
between phrases or natural word groups.
4. During which time students write down what they have just heard.
5. Finally, the teacher will read the passage at normal speed once more so
they can check their work and proofread.
6. Students are asked to answer an activity orally without looking to their notes.

Fill in the blanks.

40 The 55% of Macro-Skills: Listening - A Module for Listening Skill


The state of _____________ has many geographical areas. On the western side
is the _______________with its ______________ and ______________. The central
part of the state is a large ______________ valley. The southeast has a
hot______________, and north and west have beautiful _______________and
_______________. Southern California is a ______________ urban area populated
by _______________ of people.

UNIT ASSESSMENT

In this part of unit, student will test their full understanding by combining
the three different activities above that they have encountered.

GENERAL DIRECTIONS: Answer the following questions carefully by writing the


correct answer.

TEST I. Communicative Stimulus-Response Tasks


Directions: Now you will hear a conversation between Lynn and her doctor. You will
hear the conversation two times. After you hear the conversation the second time,
choose the correct answer for questions 11-15 below. Mark your answers on the answer
sheet provided.
Test-takers will hear:

Doctor: Good morning, Lynn. What's the problem?


Lynn: Well, you see, I have a terrible headache, my nose is running, and I'm really dizzy.
Doctor: Okay. Anything else? Lynn: I've been coughing, I think I have a fever, and my
stomach aches.
Doctor: I see. When did this start?
Lynn: Well, let's see, I went to the lake last weekend, and after I returned home I started
sneezing.
Doctor: Hmm. You must have the flu. You should get lots of rest, drink hot beverages,
and stay warm. Do you follow me?
Lynn: Well, uh, yeah, but ... shouldn't I take some medicine?
Doctor: Sleep and rest are as good as medicine when you have the flu.
Lynn: Okay, thanks, Dr. Brown.

Test-takers read:

1. What is Lynn's problem?


(A) She feels horrible.
(B) She ran too fast at the lake.
(C) She's been drinking too many hot beverages.

2. When did Lynn's problem start?


(A) When she saw her doctor.
(B) Before she went to the lake.

41 The 55% of Macro-Skills: Listening - A Module for Listening Skill


(C) After she came home from the lake.

3. The doctor said that Lynn ___


(A) flew to the lake last weekend
(B) must not get the flu
(C) probably has the flu

4. The doctor told Lynn __


(A) to rest
(B) to follow him
(C) to take some medicine

5. According to Dr. Brown, sleep and rest are ___ medicine when you ha~e the fl u.
(A) more effective than
(B) as effective as
(C) less effective than

TEST II. DIALOGUE AND AUTHENTIC QUESTIONS ON DETAILS


Directions: You will hear a conversation between a detective •and a man. The tape
will play the conversation twice. After you hear the conversation a second time,
choose the correct answers on your test sheet.
Test-takers hear:

Detective: Where were you last night at eleven P.M., the time of the murder?
Man: Uh, let's see, well, I was just starting to see a movie,
Detective: Did you go alone?
Man: No, uh. well, I was with my friend, uh, Bill. Yeah, I was with Bill.
Detective: What did you do after that?
Man: We went out to dinner, then I dropped her off. at her place.
Detective: Then you went home?
Man: Yeah.
Detective: When did you get home?
Man: A little before midnight.

Test-takers read:
6. Where was the man at 11 :00 P.M.?
(A) In a restaurant.
(B) In a theater.
(C) At home.

7. Was he with someone?


(A) He was alone.
(B) He was with his wife.
(C)He was with a friend.

8. Then what did he do?


(A)He ate out.
(B)He made dinner.
(C)He went home.

9. When did he get home?


(A) About 11 :00.
(B) Almost 12:00.
(C) Right after the movie.

42 The 55% of Macro-Skills: Listening - A Module for Listening Skill


10. The man is probably lying because (name two clues):
_________________________________________________________________________________
_________________________________________________________________________________

Test III. WRITING. AUTHENTIC LISTENING SKILLS


Directions: The teacher will discuss a topic especially for this and students will ask to
take down notes and the note will be graded using the scoring system. Write this on
a clean sheet of paper.

Scoring system for lecture notes

0-15 points
Visual representation: Are your notes clear and easy to read? Can you easily find
and retrieve information from them? Do you use the space on the paper to visually
represent ideas? Do you use indentation, headers, numbers, etc.?

0-10 points
Accuracy: Do you accurately indicate main ideas from lectures? Do you note
important details and supporting information and examples? Do you leave out
unimpo"rtant information and tangents?

0-5 points

Symbols and abbreviations: Do' you use symbols and abbreviations as much as
possible to save time? Do you avoid writing out whole words, and do you avoid
writing down every single word the lecturer says?

SUMMARY
Extensive listening develops students’ ability to comprehend in an
enjoyable way of assessing their listening skills. We carefully checked their
recognition skills, their ability to cope up with the speech rate, and their level
of comprehension.

WORKS CITED

H. Douglas Brown He provided in his book, Language


Assesment the scoring system for lecture
notes.
He also presented the sample activities
that were used in the Test Assessment: 1
and 2 of this unit.
Marriane College This website presented the activity 2 of
this unit. To view the actual audio you
may visit the page using the link below:
http://www.elllo.org/english/1351/T1394
-Marianne-College.htm

43 The 55% of Macro-Skills: Listening - A Module for Listening Skill


Reading List This page provided the activity sample
in Activity 1. You may visit the link below
for additional readings.
content://com.sec.android.app.sbro
wser/readinglist/0417103132560.mht
ml

44 The 55% of Macro-Skills: Listening - A Module for Listening Skill