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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
Listening
The process of receiving,
constructing meaning from, and
responding to a spoken and/ or
non-verbal message
(International Reading Association)
 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.
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 talking.
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.
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 duplicate the drawing without looking at
it, and give a reward to the first person to give
what the image is.
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 they
move on to other things we slip
down to pretend listening or ignore
altogether.
 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
 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
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 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.
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 given
a situation which he speaks on as
the listener actively listens to him.
Then the listener tries to rephrase
the speech.
Classifications of Listening
Informative Listening Critical Listening
Appreciative Listening Empathic Listening
Relationship ListeningDiscriminative Listening
Initial ListeningBiased Listening
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 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.
Appreciative Listening
The listener is
listening to something
to gain pleasure or
satisfaction
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
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.
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.
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.
 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.
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.
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 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.
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

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Levels of listening

  • 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. Listening The process of receiving, constructing meaning from, and responding to a spoken and/ or non-verbal message (International Reading Association)
  • 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. The Way of Listening
  • 5.
  • 6. The Levels of Listening Ignoring
  • 7. Ignoring The lowest level. The listener is not listening at all. They are distracted by anything while the speaker is talking.
  • 8. 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.
  • 9. The Levels of Listening  Ignoring Pretend Listening
  • 10. Pretend Listening We are distracted, our mind is elsewhere.
  • 11.  Sample Activities:  Asking questions  Giving commands  Seeking clarification  Checking comprehension
  • 12.  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.
  • 13. The Levels of Listening Ignoring Pretend Listening Selective Listening
  • 14. 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.
  • 15.  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
  • 16.  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
  • 17. The Levels of Listening Ignoring Pretend Listening Selective Listening Attentive Listening
  • 18. Attentive Listening It is listening to all the words that are said with all of your attention.
  • 19.  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.
  • 20. The Levels of Listening Ignoring Pretend Listening Selective Listening Attentive Listening Empathic Listening (Mirroring)
  • 21. Empathic Listening Going beyond the words to the heart and feelings that lie behind the words.
  • 22. 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.
  • 23.
  • 24. Classifications of Listening Informative Listening Critical Listening Appreciative Listening Empathic Listening Relationship ListeningDiscriminative Listening Initial ListeningBiased Listening
  • 25. Informative Listening The listener is concentrating on the message being given.
  • 26.  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.
  • 27. Appreciative Listening The listener is listening to something to gain pleasure or satisfaction
  • 28. 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
  • 29. 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.
  • 30. 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.
  • 31. 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.
  • 32.  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.
  • 33. 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.
  • 34. Biased Listening The listener just listens to what they want to hear.
  • 35. Relationship Listening It develop and sustains a good relationship to other people.
  • 36.  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.
  • 37. Initial Listening The listeners hear the first few words and then start to think about what they want to say in return.