The document outlines 6 levels of listening skills that students must develop, from basic receiving of words and details to more advanced skills like appreciative listening. It discusses discriminating sounds, paying attention to messages, building efferent listening through outlining and note-taking, and becoming active listeners. The document also covers conversational listening skills like retaining language chunks and academic listening abilities like identifying topic and structure.

2. LISTENING SKILLS
Language abilities that students must
develop in order to maximize their
listening comprehension.

4. LEVEL 1: RECEIVING
The activities involved should determine the
individual student’s ability to receive words,
details, main ideas and to summarize
Example Activity:
Restating of sentences

5. LEVEL 2: AUDITORY DISCRIMINATION (INSTRUCTION TO
DISTINGUISH SOUNDS
The students must be able to
distinguish sounds from one another.
Example:
The teacher will read a poem wherein
students are asked to take note of the
words which end in d, b l, m and n.

6. LEVEL 3: ATTENDING TO A MESSAGE
(TEACHING STUDENTS TO PAY ATTENTION)
Guidelines:
1. Listen to the sentence that tells what the subject is.
Pick out the most important details.
2. Note the words which tell direction such as north,
south, east, etc.
3. Listen for words that signal order such as first,
second; and to words and, but, yet, because which
indicate how ideas are related with each other.

7. LEVEL 4: BUILDING EFFERENT LISTENING
ACTIVITIES
Efferent Listening refers to behaviors used to
understand speaker’s meaning, categorize
information, monitor one’s own comprehension
during listening, ask questions for clarification,
follow sequential ideas, and take notes.
Students must be able to outline, note main points or
phrases and create semantic maps.

8. LEVEL 5: BECOMING ACTIVE LISTENERS

9. LEVEL 6: LISTENING APPRECIATIVELY,
AESTHETICALLY AND REFLECTIVELY
• Students form mental images, make comparison
to their lives and become engrossed in personal
benefits being received.
• They reflect on insight or solution to a dilemma.

11. CONVERSATIONAL LISTENING
It involves the ability to:
• Retain chunks of language of different lengths for short
periods
• Discriminate among the distinctive sounds of the target
language
• Recognize stress patterns of words
• Recognize rhythmic structure of English
• Recognize function of stress and intonation to signal
the information structure of utterances

12. • Recognize reduced forms of verbs
• Distinguish word boundaries
• Recognize typical word order patterns in target language
• Recognize vocabulary used in core conversational
topics
• Detect keywords
• Recognize grammatical word classes
• Detect sentence constituents

13. ACADEMIC LISTENING
It involves the ability to:
• Identify purpose and scope of literature
• Identify topic and follow topic development
• Identify role of discourse markers in signaling structure
of lecture
• Infer relationships
• Recognize key lexical terms relating to subject/topic
• Recognize function of intonation to signal information
structure
• Detect attitude of speaker towards the subject matter