EDRADAN, FRIEDRICH CARLO JR. R.

BSED ENGLISH 3A

The Receptive Macro Skills – Listening

PRE-TEST
The reason why I would have these kinds of scores is because I would place my full attention while
listening, and doing so I would sometimes write down important notes while listening. For example I am
talking and listening to someone over the phone, I would sometimes jot down important notes. In this
scenario, I typed some of the important things in the notepad so that when the time comes that a
question is asked, I would already have a clue as to what my answer is supposed to be.

TASK

1. Writing Helps Thinking.

Do you think asking questions help students prepare for listening? Why?

Asking questions is essential for checking pupil understanding and keeping them engaged with
the task at hand. It's crucial to the way students receive and process information and it
encourages independent and critical thinking. Asking the right questions lets your hear the
information you really need to understand as long as you are actively listening. You may not like
the answers but need the information to move forward! It is impossible to fully resolve a
problem if you don't fully understand the issues first.

What do we mean by pre-listening? What are the goals of this phase of the listening activity?

Pre-listening activities are things learners do before a listening activity in order to prepare for
listening. These activities have various purposes, including pre-teaching or activating vocabulary,
predicting content, generating interest and checking understanding of task. Pre-listening tasks
aim to deal with all of these issues: to generate interest, build confidence and to facilitate
comprehension. This is perhaps the most important thing to do - even most exams give an idea
about who is speaking, where and why.

How important is it to provide students with a list of vocabulary included in the passage before listening
or to provide them with a transcription of the text to which they've listened?

Included in building knowledge is exposing learners to the basic vocabulary and structures
needed for comprehension, as well as cultural information. An overly demanding vocabulary
load can be demotivating and cause listeners to shut down. As a matter of fact, knowing plenty
of vocabulary will contribute to the individuals' comprehension of what they read and listen,
and it will make important contributions for them to be able to tell what they feel and think
both verbally or in writing. Pre-listening activities are things learners do before a listening
activity in order to prepare for listening. These activities have various purposes, including pre-
teaching or activating vocabulary, predicting content, generating interest and checking
understanding of task.
2. Lesson Plan Worksheet.

Date Things to Remember

January 3, 2022
Energy in the Environment:
Goals/Purpose Light and Vision

General Objective: Topic: Other Aids to Human

 To explain and cite application of the different properties Vision, The Telescope
of light in optical instruments
Specific Objectives:
1. Setup a simple telescope
2. Explain how a telescope enables us to see distant objects
3. Show by means of ray diagrams how an image is formed in
a telescope
Time Warm-up Notes/Materials
Tell your students that if yesterday they Visual Aids
5-10 constructed an instrument that helped them saw
Minutes small objects, today they will be constructing an
optical instrument that will allow them to see
distant objects
Time Lesson Notes/Materials
1. Give a short input on the topic on Visual Aids:
telescope.  Projector
2. Discuss about the types of lenses used by  Laptop
the simplest telescope (refracting  PowerPoint
telescope). presentation
3. Show ray diagrams illustrating how the final  Video Presentation
image is seen.  Photographic Guide
30 Minutes 4. After the short input, divide the class into Set of lenses with different focal
groups. lengths
5. Distribute set of lenses with different focal Specimen
lengths together also in preparation for the Light Source
activity.
6. Let the students compare and evaluate
their telescope with the other groups.
7. Let them understand that they will submit
their report after the activity with the
design showing ray diagrams and indicating
the focal lengths of the lenses used.
Time Activity Notes/Materials
 Each group will prepare the materials for Set of lenses with different focal
the activity to construct a simple telescope. lengths
 Using the materials given, construct a Specimen
telescope. Use knowledge learned in the Light Source
previous lessons. You may need to discuss Meter Stick or Ruler
15 Minutes first among your group mates and come up Thin clean sheet of paper as
with a design showing where the two lenses screen
are to be positioned. What ever method
you will employ, submit a report about
including the concepts you have considered
in the construction of your telescope.
 Each group will share on what they did,
how they come up with their results and
findings.
 Teacher will evaluate the techniques done
by the students emphasizing some strong
and weak points.
Time Review Notes/Materials
Let the students cite the important concept/ideas Visual Aids:
needed in constructing a telescope. Below is a list:  Projector
 Telescope allows us to see distant objects.  Laptop
It contains two convex lenses, the objective  PowerPoint
5 Minutes and the eyepiece. presentation
 The objective forms an image of a very  Video Presentation
distant object within the focus of the  Photographic Guide
eyepiece lens. The image serves the object Set of lenses with different focal
for the eyepiece that produces a virtual lengths
final image.
 The focal length of the objective lens must
be relatively longer than the eyepiece lens
for bigger magnification.
SELF-EVALUATION

There are a lot of ways on how to assess Listening using the Performance and Observation-
Based Assessment and give feedback. The things we need to do is Use multiple choice quizzes to check
for meaning, Use open-ended why questions, Ask your students to fill in the blanks, Have them write an
essay where you ask them about their opinion and theres a lot more. Some of these are just an example
for the students to listen better and learn faster. When giving feedbacks to learners we need to be
mindful of what to say and what to do. Some examples are to have them write an essay where you ask
them about their opinion, encourage learners to ask questions about their feedback, Make a regular
time to discuss feedback with learners on an individual or small group basis. There are a lot of
techniques but these three is what I focus on most.