Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
ISO 9001:2015 www.cbsua.edu.ph
TÜV-R 01 100 1934918

COLLEGE OF DEVELOPMENT EDUCATION

BACHELOR OF ELEMENTARY EDUCATION

Learning Module in
TEACHING ENGLISH IN
THE ELEMENTARY
GRADES
WEEK 7
This learning module belongs to:

_____________________________________________________
(Name of Student)

_____________________________________________________
(Address)

_____________________________________________________
(Contact Number/email)

This learning module is prepared by:

Olleres, Anjenith G.
____________________________________________________
Subject Teacher

Teacher’s Note

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To All Students:

Facing a pandemic is really a challenge to all of us. We all know that we are still on the
adjustment stage of living in this new normal setting. Behind this unexpected occurrence,
education will still continue with its aim to provide education to all of you, in all possible
ways. I crafted this module to help you learn the lessons for your year level while you are
staying at your home.

We pray that this challenge will be over very soon. You need to keep healthy and keep
learning while staying in the comfort of your home.

God Bless you!

Truly yours,

Ma’am Anj

Table of Contents
Module Parts and Content Page Number
Introduction ………………………………………………… 4
Pre-Assessment……………………………………………… 4
Learning Resources ……………………………………… 5

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 Explore………………………………………………………… 11
Discussion Board……………………………………………. 13
Post-Assessment……………………………………….……. 14
References……………………………………………………… 15

Introduction

Listening is a familiar part of our everyday experience. Actually, most people

spend a large part of their waking hours listening, with varying degrees of attention,
to language and other stimuli.

However, despite of the importance of listening it is not given the attention it

deserves in the classroom. Students are not trained to listen attentively and critically
since it is assumed that listening skills will just develop as a matter of course. But
that is a contrary to research findings. Due to inability to listen proficiently,

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communication breakdown in oral interactions occurs. Because many fail to listen
critically, miscommunication leads to other serious problems.

It is therefore, important that listening skills be taught to prepare students for

effective functioning outside the classroom.

Pre-Assessment

Activity 1. On the blanks provided, write T if the statement that follows is true and F
if it is false.

_______ 1. The crux of listening is getting the message and interpreting it.

_______ 2. When one listens to instructions he or she needs to note the specifics
and execute them as directed.

_______ 3. Understanding is the second stage in the listening process.

________ 4. Listening takes place when you start to pay attention to the sound that
you perceive and begin to interpret it.

________ 5. Listening does not contribute in building a strong relationship between

people.

Activity 2. Here are some classroom activities. Decide which listening activities are
and which are not. Put a check () mark if it is a listening activity and X mark if it is
not.

________ 1. Learners respond orally to a written exercise.

________ 2. Learners complete a task while listening to a taped conversation.

_________ 3. The teacher explains some special arrangement for the following
week’s lesson.

_________ 4. A learner asks the teacher a question about the meaning of a word.

_________ 5. The teacher converses with the class before the lesson starts.

Learning Resources

TEACHING LISTENING

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Listening is attending to what you consider important. It is trying to get the meaning
of what you hear. To listen successfully to spoken language, you need to be able to
work out what speakers mean when they use particular words in particular ways in
particular situations. The important thing about listening is getting the message and
interpreting it.

Listening as an Active Process

 Listening is an active process by which we make sense of, assess, and

respond to what we hear.
 As we listen we construct meaning from the streams of sounds we are
receiving.

Types of Listening

There are a few different methods of effective listening, and each one is suited to
specific circumstances. Here are descriptions of the main types of listening and the
scenarios in which you would be likely to use them.

Discriminative listening - is the first form of listening humans develop as babies.

This basic type of listening precedes the understanding of words and relies on tone
of voice and other subtleties of sound to understand meaning and intention. Babies
don’t understand words, but they rely on their discriminative listening to understand
who is speaking and what mood is being communicated. As an adult, you may find
yourself relying on discriminative listening when people around you are speaking a
foreign language that you don’t understand. Though you may lack the language skills
to understand the words being spoken, you can rely on the tone of voice and
inflection to derive a vague meaning. When you can only rely on discriminative
listening, you may turn to visual stimuli. The mannerisms, facial expressions, and
body language of a speaker help clue you in to the speaker’s message.

Comprehensive listening - is the next level of critical listening skills that humans
usually develop in early childhood. Comprehensive listening requires basic language
skills and vocabulary to understand what is being communicated through a speaker’s
words. Comprehensive listening is the overall category that covers most other forms
of listening that critical listeners utilize. Through the course of their day-to-day lives,
people use comprehensive listening paired with verbal cues to understand what
messages are being communicated to them.

Informational listening or informative listening - is the type of listening people

use when they are trying to learn. Informational listening builds upon basic
comprehensive listening and requires a high level of concentration and engagement
to understand new concepts and comprehend technical jargon. Informational
listening has less to do with the emotional content of what is being communicated
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and more to do with critical thinking and following a logical sequence as it is
communicated. When you try to learn important skills that are being taught to you,
it’s vital that you pay attention and use informational listening skills.

Critical listening - is the style of listening people use when they are trying to
analyze and judge complex information that is being communicated to them. You
might use critical listening if you’re problem-solving on the job and trying to decide if
you agree with a proposal being floated by one of your coworkers. The word “critical”
has multiple meanings, but in this case it simply means that you are evaluating
information—not necessarily passing judgment.

Biased listening or selective listening - is a type of listening behavior

demonstrated when someone is just listening for information that they want to hear.
Biased listening is different from critical listening because the listener is not honestly
evaluating the validity of the speaker’s opinions, but rather is looking to confirm
previously-held biases. People are often unaware that they are using a biased
listening process. Biased listening can lead to a distortion of facts in the mind of a
listener who is not tuned in to what a speaker intends to communicate.

Sympathetic listening - is an emotionally-driven type of relationship listening,

wherein a listener processes the feelings and emotions of a speaker and tries to
provide support and understanding in return. You might use sympathetic listening
when a child tells you about trouble they had at school. In this case you use a
sympathetic listening style to make the child feel heard and give them support and
comfort. Sympathetic listening is an important type of listening to use when trying to
establish a deep connection with another person, especially when that person is
experiencing adversity.

Therapeutic listening or empathetic listening - is a listening process wherein a

listener tries to understand the point of view of a speaker and imagines themselves
directly in the speaker’s position. Empathetic listening (sometimes referred to as
empathic listening) goes a step further than sympathetic listening in that an empathic
listener will relate to the speaker’s experience as if it were their own.

The Listening Process

There are five steps in the listening process (Devito, 1997) as illustrated in the figure
that follows

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 Responding

Figure 1. The Listening Process

1. Receiving the speaker’s message. Messages, both verbal and non-verbal,

consist of words as well as gestures, facial expressions, and variation in volume and
tone. The listener takes note of both the verbal and non - verbal elements of the
message.

2. Determining what the speaker means. Understanding takes into consideration

the thoughts that are expressed as well as the emotional tone that accompanies
these thoughts. It likewise includes establishing links between what the listener
knows about the topic and the new information from the speaker.

3. Retaining messages for at least some period of time. The listener actually
remembers not what was said, but what she or he thinks, as recalled, was said. A
listener seldom quotes the exact words of the speaker unless he or she finds a word,
phrase, or something worth quoting.

4. Evaluating or weighing what was said. The listener judges the worth of the
ideas shared by the speaker. He or She assesses them in the light of what he or she
knows about the topic taking into account the logic of the presentation.

5. Sending signals to let the speaker know that he is understood and

responding to the speaker after he/she has stopped talking. This marks the start
of a new cycle where the listener takes his turn as a speaker.

Choosing the Listening Texts

It is best to select authentic texts, that is, materials that students are expected to
meet and listen to in real life. You can record excerpts of the following texts or read
them aloud at normal speed: advertisements, newscasts, weather reports,
announcements, homilies, doctor–patient consultations, job interviews, etc. Here are
some questions you may consider in choosing listening texts.

1. What type of talk is it?

2. Where do you expect to hear it?
3. Who is talking and to whom is he talking?
4. What is the objective of the speaker?
5. What type of listening is called for in the situation?

There are many types of listening activities. Those that don't require learners to
produce language in response are easier than those that do. Learners can be asked
to physically respond to a command (for example, "please open the door"), select an
appropriate picture or object, circle the correct letter or word on a worksheet, draw a

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route on a map, or fill in a chart as they listen. It's more difficult to repeat back what
was heard, translate into the native language, take notes, make an outline, or
answer comprehension questions. To add more challenge, learners can continue a
story text, solve a problem, perform a similar task with a classmate after listening to
a model (for example, order a cake from a bakery), or participate in real-time
conversation.

Good listening lessons go beyond the listening task itself with related activities
before and after the listening. Here is the basic structure:

 Pre-listening – preparing students for the task ahead This involves telling
your students what a text is about, giving a title and a summary, reminding
them of the key language they will encounter, being clear about the number of
voices and the form of the text – for example a dialogue, monologue or
announcement. Visuals could be helpful here – words or photographs giving
relevant cultural information if appropriate. Pre-listening also involves
modelling or demonstrating the task for the learners before they begin so that
they are clear about what they have to do while they are listening. It’s also
important that they know how many times they will be able to hear the text
and whether or not you are going to pause it to allow ample time for writing or
thinking.

 During listening – supporting students during the listening comprehension

Activities that support students while they are listening serve the purpose of
focusing the learner on important aspects of the text. But the activity needs to
be simple to read and simple to complete, for example ticking boxes in a grid,
ticking items on a list, either/or choices, finding the item not mentioned, ticking
images, filling gaps with one word, filling a table with symbols, correcting
factual details such as prices, matching exercises. The main idea is not to
divert the listener’s attention away from the spoken word.

 Post-listening – setting an activity to follow-up the listening Let’s consider

post-listening in the context of the example above. A post-listening activity for
the listening text about a mission in space could focus on the students’
completed grid and involve a discussion of words the class might have found
difficult. It should also involve a discussion about what the text was about,
looking at the guesses the class made for certain words, a comprehension
check, comparing notes and seeking clarification from you or the other
students, and writing down useful phrases and constructions. It might also
involve developing the text by getting students to produce a similar text for
themselves, but in writing.

Providing Top-Down and Bottom-Up Listening Practice

The fact that listening is a complex multistep procedure that involves different types
of processing implies that both top-down and bottom-up skills should be practiced in
the classroom. Although many teachers tend to favor such top-down activities as
comprehension questions, predicting, and listing, listening practice should
incorporate bottom-up exercises for pronunciation, grammar, and vocabulary that
allow learners to pay close attention to language as well.

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Bottom-up processing helps students recognize lexical and pronunciation features
to understand the text. Because of their direct focus on language forms at the word
and sentence levels, bottom-up exercises are particularly beneficial for lower-level
students who need to expand their language repertoire. As they become more aware
of linguistic features of the input, the speed and accuracy of perceiving and
processing aural input will increase. To develop bottom-up processing, students
could be asked to

 distinguish individual sounds, word boundaries, and stressed syllables

 identify thought groups
 listen for intonation patterns in utterances
 identify grammatical forms and functions
 recognize contractions and connected speech
 recognize linking words

Top-down processing relies on prior knowledge and experience to build the

meaning of a listening text using the information provided by sounds and words. To
arrive at a meaning of a text, the listener draws on her knowledge of the context,
topic, speakers, situation, and the world, matching it to the aural input. Top-down
listening skills include

 listening for gist, main ideas, topic, and setting of the text
 listening for specific information
 sequencing the information
 prediction
 guessing
 inferencing

Skilled listeners simultaneously engage in top-down and bottom-up processing,

using both types of skills to construct meaning. Although pedagogically people often
practice them separately because of their distinctly different focus, they can be
addressed within the context of a single listening text.

Why people listen?

There are five main reasons why people listen.

1. To be able to engage in social rituals - As a social being man usually engages in

social rituals such as exchanging pleasantries, engaging in small talk, attending
meetings, and the like.

2. To get information - In school, students have to listen attentively to get important

ideas from a lecture or from class discussions.

3. To be able to respond to “controls”–There is need for attentive listening to be able

to follow directions and instructions given orally.

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4. To respond to feelings – It is necessary to listen with empathy to understand what
a person means and how he or she feels. This occurs when one listens to
complaints or secrets.

5. To enjoy – Listening enables us to share a good laugh with others as when we

exchange jokes. It could also serve as a source of pleasure when we listen to music
and oral interpretations of literary pieces.

How People Listen

Listening can be classified into several types depending on how you pay attention to
what is being said or heard.

 Marginal/passive listening–Also called hearing or auding, the listener hears

the sounds, often in the background but simply ignores them. Because he or
she is engrossed in another task.

 Attentive listening–The listener focuses attention and shows interest in what

is being said. He or she takes note of the specifics and how they relate to the
main points made by the speaker.

 Critical/analytical listening–In this type of listening one has to decide on the

truth of ideas, pass judgment on claims made and make decisions on whether
to accept what she or he hears, reject it or take it with a grain of salt.

 Appreciative listening–This type of listening gives the listener pleasure

maybe from the humor, or the blending of voices in choric arrangements.

Explore
A. Fill the boxes with the correct sequence of the listening process by Devito 1997.

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 2

B. What follows is a checklist of listening activities. Identify each by checking under

the appropriate column.

Type of Listening
Marginal Attentive Critical Appreciative
Listening Listening Listening Listening
1. Paying attention selectively and
constantly varying the level of
attention while engaged in other tasks
simultaneously.
2. Making judgments about which
content to select for remembering.
3. Interpreting implied information,
attitude and intention.
4. Predicting, comparing what’s heard
with what was predicted, and revising
predictions.
5. Filtering out any other ambient
language or other sounds, but
remaining prepared to filter them in
again as and when necessary.
6. Getting the gist of a talk.
7. Enjoying the music played over the
radio without understanding the words
8. Performing actions in response to
instruction given orally.
9. Identifying a general topic or
information given in a listening text.
10. Interpreting music through dance.

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C. Categorize the following learning activities with the corresponding listening activity
stages.

Mind Map Exploring Pictures Time to Act

Listen and Describe Words on the Board Gap Fill

Disappearing Dialogues Check and Summarizing Vocabulary Check

Writing a Short Composition Visuals: What Theme is it? Running Dictation

Dictogloss Deconstructing a Listening False Facts Dictation

Passage

Pre- Listening While- Listening Post-Listening

Discussion Board
Perform the task indicated in each item below by providing short answers of no less
than 3 sentences per item.

1. Differentiate the two listening practices: The top-down and the bottom-up process.

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How is listening related to speaking?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. How does listening contribute in having an effective and successful

communication process?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4.How can listening provide effective learning to the learners?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________

Post-Assessment
A. Identify the pictures with the corresponding type of listening. Write your answer in
the space provided.

References

English-CG.pdf (deped.gov.ph)
https://educationtothecore.com/2017/01/15-reading-strategies-primary-learners/

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https://ditreading.files.wordpress.com/2009/06/module-6-1-english.pdf
https://www.tesol.org/docs/books/bk_ELTD_Listening_004
https://www.onestopenglish.com/professional-development/advancing-learning-the-
fifth-skill-viewing/557577.article#:~:text=Viewing%20helps%20students%20to
%20slow,experiences%20visually%20communicated%20by%20others.
https://www.colorincolorado.org/article/program-models-teaching-english-language-
learners

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