Jessel Joy M.

Dilao

BSED ENGLISH 3B

Module 4 - Receptive Macro Skill: Listening

EXERCISE Instructions: Discuss some ideas by answering the following questions. Explain
and/or give examples.

1. Some tips to help teachers develop students’ listening skills were introduced above. Which
one do you think is the most useful? Why?

Among the tips in developing student’s listening skills, I think the most useful is the
Interpersonal Activities. For some students, developing oral-language skills is frustrating without
more practice, especially when they are not given the chance to apply their listening skills in a
variety of ways. Interpersonal competencies are a specific type of social skills, they can help
you interact, communicate, and collaborate with others more effectively. Examples of
interpersonal skills include empathy, active listening, and emotional intelligence. Engaging our
students to interpersonal activities would not only help them practice and master listening skills
but also comprehension. Given the story telling activity as an example, when students listen to
the story, they only not listen to the composition of words but also integrate their own
understanding and interpretation of the story by the use of good analysis.

2. As a future educator, to what extent do you think you can utilize group work in doing
listening activities? How do you envision this? Isn’t listening an individual activity?

When you have a medium-large group of students, sometimes it can be difficult to get
their attention. It is especially challenging with younger students at times. This is because they
are more restless, energetic, and talkative than older students. Listening is a skill. Even when
people are talking in your native language, it may be difficult to stay alert and not let your mind
wander. Imagine how much more challenging it is for your students when they are listening to
a second or third language. Before we engage with the students in a class, we could ask them
in groups of two if they can talk to each other about what did they understand from the text.
The good thing about doing this is that, the fact that because of the stressful nature of
listening, before they could be engaged in the questions associated in the class, it would nice
for them to have their individual assumptions. For me, listening activity isn’t just always an
individual activity because integrating to group works will have meaningful interactions and
would trigger more the learning. As much as possible when the time comes when I will be able
to lead a class, I would really utilize group works to the extent that my students would not only
learn essential lessons everyday but also to practice social interactions as a means of learning.

3. How important is it to engage students in a discussion of the strategies they or their

classmates utilize while listening? Why?

It is highly important to engage students and introduce them to a variety of strategies

they can utilize while listening. Teaching students how to listen is one of the most important
aspects of their education, but with a positive attitude, it can be exciting and rewarding as well.
If we as teachers manage to inflict a useful learning to our learners, they can become an active
listener. Active listening involves paying close attention to what a person is saying, with respect
for the speaker and the desire to learn. It also means ignoring distractions and holding off on
interrupting until everyone has had a chance to contribute their thoughts or opinions. A student
waiting his turn in class displays active listening skills because he shows respect to other
students by waiting before quickly blurting out an answer.

4. What will you do with students who still don’t get anything from a listening passage after
listening multiple times?

Teachers can build good listening skills in students by varying the way they
communicate and making subtle changes in the classroom setting. Simply telling a student who
is not paying attention to “pay attention” or “listen” is ineffective for most students. There are
“plan b’s” we could integrate in helping us deal more effectively with a student with poor
listening skills and at the same time foster the understanding with the entire class. One of the
possible ways is that, while you are teaching your class, make sure you sit at a desk or table.
The student sitting next to you should be within your reach so that he may see what materials
you are using while teaching. You will also want to sit down before the window because it is
harder to see your face if you are standing in front of the window. Also remember that the
student sitting next to you should not be in front of the window because you might see their
reflection and they will not be able to see your face clearly. To make sure that you have the
student’s attention, touch him gently on the shoulder or call out his name—this could be a
matter of tapping him on the shoulder or saying his name. Make sure he has eye contact with
you by facing him. Vary the volume and tone of your voice to keep his interest.