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AUBREY SEGUI SOMERA
LECTURER
GRADUATE STUDIES, MASTER IN EDUCATION,
MAJOR IN ENGLISH LANGUAGE TEACHING
PANPACIFIC UNIVERSI...
Listening
The process of receiving,
constructing meaning from, and
responding to a spoken and/ or
non-verbal message
(Inte...
 Listening is key to all effective
communication, without the
ability to listen effectively
messages are easily
misunders...
The Way of Listening
The Levels of Listening
Ignoring
Ignoring
The lowest level.
The listener is not listening
at all.
They are distracted by
anything while the speaker
is t...
Sample Activity:
Group Juggle:
This activity is suitable for all age
groups. It requires a large space as it involves
phys...
The Levels of Listening
 Ignoring
Pretend
Listening
Pretend Listening
We are distracted, our
mind is elsewhere.
 Sample Activities:
 Asking questions
 Giving commands
 Seeking clarification
 Checking comprehension
 Picture Communication
 The teacher has a simple drawing which he
then describes to the students.The students
must dupli...
The Levels of Listening
Ignoring
Pretend
Listening
Selective
Listening
Selective Listening
 We pay attention to the speaker as
long as they are talking about
things we like or agree with. If t...
 Techniques promoting selective
listening skills could ask students
to listen for:
 People’s names
 Dates
 Certain fac...
 Sample Activity:
You are going to hear four people talking about
themselves.
Listen and complete the chart.
Name Age Tow...
The Levels of Listening
Ignoring
Pretend
Listening
Selective
Listening
Attentive
Listening
Attentive Listening
It is listening to all
the words that are
said with all of your
attention.
 Class Memory Quiz
 Ask one student at a time to go the front of
the class. Ask the rest of the class to ask them
any qu...
The Levels of Listening
Ignoring
Pretend
Listening
Selective
Listening
Attentive
Listening
Empathic
Listening
(Mirroring)
Empathic Listening
Going beyond the words
to the heart and feelings
that lie behind the words.
Listening Discussion
 Divide the group into pairs and let
each pair have a listener and a
speaker.The speaker is then gi...
Classifications of Listening
Informative Listening Critical Listening
Appreciative Listening Empathic Listening
Relationsh...
Informative Listening
The listener is concentrating
on the message being given.
 Listen for Lies
 Divide the class into two teams A and
B. Ask one student at a time to come
to the front of the class a...
Appreciative Listening
The listener is
listening to something
to gain pleasure or
satisfaction
Music Listening Activity
Title of the Song;___________________________
Artist/Composer: ___________________________
I know...
Discriminative Listening
The listener is able to identify
and distinguish inferences or
emotions through the speaker’s
ch...
Rhyming words-
 Practice rhyming discriminative
listening skills by calling out a few
rhyming words, such as “hat, bat,
...
Critical Listening
The listeners maybe trying to
weigh up whether the speaker is
credible, whether the message
being give...
 Rewind Recall
 Watch a short, fun and educational
video with the group. During the
video, pause after an important poin...
Empathic Listening
 The listener tends to listen rather
than talk.The non-verbal behavior
indicates that the listener is
...
Biased Listening
The listener just listens to
what they want to hear.
Relationship Listening
It develop and sustains a
good relationship to
other people.
 Dual Dictation
 Ask students to get into pairs to write a
dialogue. When student A is speaking,
student B should write ...
Initial Listening
The listeners hear the
first few words and then
start to think about what
they want to say in
return.
Levels of listening
Levels of listening
Levels of listening
Levels of listening
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Levels of listening

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  • A teacher must be a good listener. Since teacher serves as second parent, he need to listen to his students. The teacher should know and understand the classification of listening so that he/can help his/her students to understand the topic that he/she discusses. Through understanding the diff. classifications, he can determine what are the needs of his/her students.
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  • listening goes beyond hearing words. it's an active process that requires practice. it is also a gift. 'listening fully to someone is one of the best gifts we can give them'
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  • Listening is, by far, one of the most important aspects of communication. So often, you pay attention to your speech, your words, your dialect, but neglect your ability to listen.

    Your self-esteem can be greatly enhanced by learning how to be a more effective listener. Effective listening helps create more positive and productive professional and personal relationships. Effective listening allows you to be in control of the information that is disseminated.
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  • Every individual is classified according to how they respond or engage in a listening activity. They may be classified based on the different levels of listening. And so with these, the teacher must identify and categorize her pupils to what level of listening they belong so that she will know how to develop the listening skills of her pupils with comprehension of course. Based on the levels and classification of listening, the teacher will now have an idea on how she will deliver the listening lesson so that the listeners/pupils will understand and internalize what they are listening to.
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  • Listening and speaking are two essential language skills needed to be enhanced at an early age. Children/ Students at their young age need to be encouraged more to speak up their minds and be taught of becoming attentive listeners so they could have a wider scope for learning as they get older.
    There are a lot of opportunities for these children/students to acquire better learning from their environment by just merely listening with comprehension; however, these opportunities are often neglected due to the different listening barriers; physical, psychological, and semantics. Thus, we should provide and employ varied instructional listening activities suited for them to eliminate the barriers and to enhance their listening comprehension strategies.
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Levels of listening

  1. 1. AUBREY SEGUI SOMERA LECTURER GRADUATE STUDIES, MASTER IN EDUCATION, MAJOR IN ENGLISH LANGUAGE TEACHING PANPACIFIC UNIVERSITY NORTH PHILIPPINES URDANETA CITY, PANGASINAN JUNE 14, 2014 The Levels of Listening and Classifications of Listening
  2. 2. Listening The process of receiving, constructing meaning from, and responding to a spoken and/ or non-verbal message (International Reading Association)
  3. 3.  Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated.
  4. 4. The Way of Listening
  5. 5. The Levels of Listening Ignoring
  6. 6. Ignoring The lowest level. The listener is not listening at all. They are distracted by anything while the speaker is talking.
  7. 7. Sample Activity: Group Juggle: This activity is suitable for all age groups. It requires a large space as it involves physical activity.The teacher can also participate in this game. Make the group stand in a circle.The teacher then calls out a student’s name and passes a soft toy or a ball to him, who in turn passes it to another person after calling their name.This process continues and everybody gradually becomes alert in order to catch the ball immediately after their names are called out.
  8. 8. The Levels of Listening  Ignoring Pretend Listening
  9. 9. Pretend Listening We are distracted, our mind is elsewhere.
  10. 10.  Sample Activities:  Asking questions  Giving commands  Seeking clarification  Checking comprehension
  11. 11.  Picture Communication  The teacher has a simple drawing which he then describes to the students.The students must duplicate the drawing without looking at it, and give a reward to the first person to give what the image is.
  12. 12. The Levels of Listening Ignoring Pretend Listening Selective Listening
  13. 13. 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 we slip down to pretend listening or ignore altogether.
  14. 14.  Techniques promoting selective listening skills could ask students to listen for:  People’s names  Dates  Certain facts or events  Location, situation, context, etc.  Main ideas and/or conclusion
  15. 15.  Sample Activity: You are going to hear four people talking about themselves. Listen and complete the chart. Name Age Town Favorite subject Ambition Phil 24 Brighton English To be a doctor
  16. 16. The Levels of Listening Ignoring Pretend Listening Selective Listening Attentive Listening
  17. 17. Attentive Listening It is listening to all the words that are said with all of your attention.
  18. 18.  Class Memory Quiz  Ask one student at a time to go the front of the class. Ask the rest of the class to ask them any questions they like.Try to make a note of some of the answers.When all of the students have interviewed, explain that you are going to hold a quiz about the class. Get the students into small teams and ask them to put their hand up if they know the answer to a question. Award a point to the first team to answer correctly.This game can be a lot of fun, and encourage students to listen to each other.
  19. 19. The Levels of Listening Ignoring Pretend Listening Selective Listening Attentive Listening Empathic Listening (Mirroring)
  20. 20. Empathic Listening Going beyond the words to the heart and feelings that lie behind the words.
  21. 21. Listening Discussion  Divide the group into pairs and let each pair have a listener and a speaker.The speaker is then given a situation which he speaks on as the listener actively listens to him. Then the listener tries to rephrase the speech.
  22. 22. Classifications of Listening Informative Listening Critical Listening Appreciative Listening Empathic Listening Relationship ListeningDiscriminative Listening Initial ListeningBiased Listening
  23. 23. Informative Listening The listener is concentrating on the message being given.
  24. 24.  Listen for Lies  Divide the class into two teams A and B. Ask one student at a time to come to the front of the class and read aloud a passage which you have chosen.Then ask them to read it aloud again, but to make some changes. Each time a lie (or change) is read out, the students must stand up. The first team to stand up gets a point.
  25. 25. Appreciative Listening The listener is listening to something to gain pleasure or satisfaction
  26. 26. Music Listening Activity Title of the Song;___________________________ Artist/Composer: ___________________________ I know the song. (Color the face) A lot A little bit Not at all One part I like was: ____________________________ One part I don’t like was: ________________________  Would you recommend this song to a friend or a family member? (Color the face) Yes No
  27. 27. Discriminative Listening The listener is able to identify and distinguish inferences or emotions through the speaker’s change in voice tone, their use of pause, etc.
  28. 28. Rhyming words-  Practice rhyming discriminative listening skills by calling out a few rhyming words, such as “hat, bat, rat, cat, and so on” Have the children take turns calling out a word that rhymes with “at” as well as other rhyming words you want to use.
  29. 29. Critical Listening The listeners maybe trying to weigh up whether the speaker is credible, whether the message being given is logical and whether they are being dupedor manipulated by the speaker.
  30. 30.  Rewind Recall  Watch a short, fun and educational video with the group. During the video, pause after an important point or statement and ask what was said. Rewind just before the statement, and then play it to see how accurate they were in recalling the statement. They will be more aware of what is being said after the first time stopping the video.
  31. 31. Empathic Listening  The listener tends to listen rather than talk.The non-verbal behavior indicates that the listener is attending to what is being said.The emphasis is on understanding the speaker’s feelings and being supportive and patient.
  32. 32. Biased Listening The listener just listens to what they want to hear.
  33. 33. Relationship Listening It develop and sustains a good relationship to other people.
  34. 34.  Dual Dictation  Ask students to get into pairs to write a dialogue. When student A is speaking, student B should write down what they are saying and vice versa.When they finished the conversation, they should check what each other has written and put the two sides of the conversation together.You could ask the students to perform their dialogues again to the rest of the class, or to swap with other pairs.
  35. 35. Initial Listening The listeners hear the first few words and then start to think about what they want to say in return.

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