PBEED 013

TEACHING ENGLISH IN THE ELEMENTARY GRADE ( LANGUAGE ARTS )

MODULE 5
WEEK 6

MS. THELMA G. BALORAN, MAED

Instructor

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 MODULE 5- LISTENING
Learning Outcomes
At the end of this module, you are expected to:

1. engage in real - life communicative tasks to practice listening skills.

2. listen for detail using key words to extract some specific information.
3. listen to hear English spoken with standard , accepted pronunciation .
4. listen to and follow straightforward explanations and instructions
5. Make a simple lesson plan on listening for elementary grades.

Introduction
This module aims to show you how effective listening can be taught in meaningful contexts,
so that you learn how to understand and respond to real-life uses of English. Teaching
listening does not mean teaching sounds, words or sentences in isolation; it refers to giving
you exposure to natural language in communicative situations. In this module, you will learn
ways of engaging in meaningful communicative tasks that will train you to perform various
language functions in real-life contexts outside the classroom, such as asking for
clarifications, responding to a request, an invitation or a greeting and so on.

Interaction

What is listening?
Is there a difference between hearing and listening ?
You are right, there is!

Hearing is simply the act of perceiving sound by the ear. If you are not hearing-impaired,
hearing simply happens.

Listening, however, is something you consciously choose to do. Listening requires

concentration so that your brain processes meaning from words and sentences. Listening
leads to learning.

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 Listening is actively making meaning from verbal input.

Why do we listen ?

You use listening to begin the process of learning to comprehend and produce language. By listening to
the language around you, you construct your knowledge of oral language as well as get an introduction
to reading and writing.

We listen to:

 engage in social rituals

 exchange information
 exert control
 share feelings
 enjoy ourselves

What are some of the most common listening situations ?

 listening to live conversations

 listening to announcements ( at airports, railway stations, bus stations, ec. )
 listening/watching the news, the weather forecast on the radio/tv
 listening to radio / watching tv for entertainment, watching on a play / movie
 listening to records ( songs, etc. )
 following a lesson ( at school )
 attending a lecture
 listening on the telephone
 following instructions
 listening to someone giving a speech/ a public address

What listening involves:

 getting clues from environment : facial expressions, gestures, background nose, the setting, the
people
 using one’s background knowledge about the setting, topic and language ( pronunciation and
grammar) to make inferences and predictions
 distinguishing which words and group of words are important and carry the meaning
 understanding and interpreting the meaning of those words and group of words ( which includes
pronunciation, colloquial vocabulary, ungrammatical utterances, redundancy)
 usually, some kind of response

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 Wat should teacher’s objectives include ?

As future teachers, you should try to include the following :

 exposing students to a range of listening experiences

 making listening purposeful for the students
 helping students understand what listening ntas and hw they might approach it.
 building up students’ confidence

How does one succeed with listening work ?

1. Make sure instructions are clear, students have to understand very clearly what they are
expected to do.
2. Make sure that each time a listening text is heard , even for the second or third time, the students
have a specific purpose for listening; givd hem a task.
3. Do plenty of pre-listening work
4. Encourage students not to worry if they don’t understand every word; a task can be completed
even if they miss some of the words
5. Do not use a recorded listening text without having listened to it yourself.
6. Test equipment before hand.

A good listening lesson:

1. Has pre-listening activities

2. Allows students to know the kind of text and purpose for listening in advance
3. Gives students a purpose for listening whc may include one or more f the following:
 to get general information
 to get specific information
 to accomplish a task
4. Requires some kind of response from the listener such as taking notes, answering questions, making a
group decision
5. Uses appropriate material:
 the topic is of interest or value to the students
 it is at the right level
 it offers environmental clues
 it is visible, wen possible
 it is authentic, when possible
6. Gives students more than one chance to listen, each time with a different purpose.
7. Has follow up activities which include the other skills

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 Activity: Make a lesson plan on listening for the elementary grade ( Choose your grade level -Grade 3
-
5) Use bond paper. It should be encoded.

Stages of Listening

 The receiving stage of listening is the basic stage where an individual hears a message being sent by a
speaker.
 The understanding stage of listening occurs when a receiver of a message attempts to figure out the
meaning of the message.
 The remembering stage of listening is when a listener either places information into long-term memory or
forgets the information presented.
 The evaluating stage of listening occurs when a listener judges the content of the message or the character
of the speaker.
 The responding stage of listening occurs when a listener provides verbal or nonverbal feedback about the
speaker or message.
 During the responding stage of listening, listeners can provide speakers with two types of feedback
designed to help a speaker know whether a listener is understanding and what the listener thinks of a
message. Formative feedback is given while the speaker is engaged in the act of speech making.
Summative feedback is given at the conclusion of a speech.

Exercises
Use a short bond paper for your answer.
1. Reflect on your listening in class or in other settings where remembering information is important. What keeps you
from remembering important information accurately?
2. 2. Give an example of a time when you felt that your message was misunderstood or treated with shallow
3. attention. How did you know your message had been misunderstood or rejected? What does this mean
4. you must do as a student of public speaking ?
5. 3. Make a list of some of the abstract words you have misunderstood. What were the consequences of the
6. misunderstanding?

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7. Reflect on your listening in class or in other settings where remembering information is important. What keeps you
from remembering important information accurately?
8. Give an example of a time when you felt that your message was misunderstood or treated with shallow attention.
How did you know your message had been misunderstood or rejected? What does this mean you must do as a
student of public speaking?

Quiz. Listening for Specific Information

Listen attentively to the audio clip, then respond by answering the given questions. Use
key words to get the specific information

( Listening Activity . Recorded in your flash drive.

[Questions] What is a coronavirus? by Elizabeth Cox

1. Which statement is true about SARS?
a. It became a pandemic.
b. The source of SARS virus was found in fish in China.
c. It spread in 2013.
d. It is a type of a coronavirus.
2. What is the word for “crown” in Latin?
Ans. _____________
3. Circle the correct answers in the parentheses and fill in the blanks.
There are many known coronaviruses, but only ( 5 / 6 / 7 / 8 / 9 / 10 ) of them infect humans,
and can cause disease. ( 1 / 2 / 3 / 4 / 5 / 6 ) of them cause cold, mild, highly contagious
infections of the and . ( 1 / 2 / 3 / 4 / 5 / 6) of them infect the
, and cause much more severe illnesses. The ( 5 th / 6 th / 7 th / 8 th / 9 th / 10th ),

which causes COVID-19, has features of each: it spreads easily, but can severely impact the
.

4. Fill in the blanks.

<Traits of Coronaviruses>
a. People will be infected when the virus enters their (1) or (2) .
b. Coronaviruses transmit well in (3) spaces.
c. Coronaviruses get damaged when they are exposed to (4) .
d. Because many of us are not immune to COVID-19, it may not need (5)
conditions to spread.
e. Coronaviruses store their genes on (6) .

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 f. Coronaviruses have some differences from other RNA viruses.
I. They are (7) , meaning they have many genes.
II. They have more chances to make harmful (8) .
III. They are much more (9) because their enzymes check whether there are any errors in
their replication.

5. Which of the following statements is not true?

a. Once we are infected by a virus, our immune system will recognize it and protect us from getting sick again,
b. Because coronaviruses mutate slowly, it is difficult to make drugs and vaccines.
c. New antiviral drugs and vaccines are needed every year because viruses mutate slowly.
d. We have not developed an approved treatment or vaccine for a coronavirus.

6. Some scientists believe a new coronavirus will always appear occasionally

a. if we continue taking over other animals’ habitats.
b. unless we stop consuming fish and meat.
c. because many epidemics end before their treatments are developed.
d. because COVID-19 is relatively strong comparing to other corona viruses.

Integration
Reflect on your listening in class or in other settings where remembering information is important. What keeps
you from remembering important information accurately?

Give an example of a time when you felt that your message was misunderstood or treated with shallow
attention. How did you know your message had been misunderstood or rejected? What does this mean you
must do as a student of public speaking?

Summary
In this unit, we looked at a few important aspects of spoken English that you need to be familiar with. The skill of
listening improves only when you have regular exposure to the spoken form of the language. Also, practising

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR
POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED. 7
 pronunciation of words in isolation does not help much, as in conversations people tend to speak faster and use
certain conventions. To enable you to understand spoken English, you should practice activities involving providing
answers both while and after listen

References
Dunkel. P. ( 1985).Advance and intermediate listening comprehension. Newbury House.
Rokita-Jaskow, J. and Ellis, M. ( 2019)/ Early instructed second language acquisition: pathways to
competence. Bristol, UK: Multilingual Matters.
Rosenow, J. A. W. (2020). Culturally Responsive Teaching in Practice: Exploring English Language Arts
Classrooms that Serve Ethnically, Linguistically, and Culturally Diverse Students (Doctoral dissertation,
University of Kansas).
Ur. P. ( 1984) Teaching listening comprehension. Cambridge: Cambridge University

Websites
[Link]

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