TARLAC STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

CENTER OF DEVELOPMENT IN TEACHER EDUCATION
Re-accredited Level IV by the Accrediting Agency of Chartered
Colleges and Universities of the Philippines (AACUP), Inc.

A Detailed Lesson Plan in

Listening Skills

In Partial Fulfillment of the requirements for

EL 114 Teaching and Assessment of the

Macro Skills

Presented by:

John Gabriel B. Capitulo

BSEd English 3B

Presented to:
Dr. Maria Agnes P. Ladia
Instructor

October 16, 2021

 A Detailed Lesson Plan in Listening Skills

Name: John Gabriel B. Capitulo

Date of lesson: October 18, 2021
Host School: Capas National High School
Grade Level: Grade 10
Time Frame: 2 Hours
Subject: English

I. Activity Title: Intensive Listening

II. Illinois Learning Standard for Grade 9 and Grade 10

III. Learning Objectives or Learning Targets

At the completion of this lesson students will be able to:

1. To define intensive listening and its element
2. To respond through the given instruction.
3. To show the importance in intensive listening

IV. Resources: Kim, Jung-Hee, (2004). Intensive and Extensive Listening for L2 Beginners?
English Teaching, 59(3), 93-114, DBPIA-NURIMEDIA (kate.or.kr)

V. Materials needed for this lesson:

Materials needed by the Teacher Materials needed
by the students
 PowerPoint Presentation  Paper
 Speaker  Pen
 Microphone
 https://www.youtube.com/watch?
v=PjJBLHBWf5I
 https://www.youtube.com/watch?v=rkB5yKRk-
k8&t=152s
 https://www.youtube.com/watch?v=FVaFofvp4Qk
 VI. Teaching the lesson/Instructional Methods:

Teacher’s Activity Student’s Activity

A. Preparation (10 mins)

a. Prayer
We thank you lord for this day, thank you for guiding,
protecting, and giving us blessings. Guide us and help
us to focus on the lesson, amen.

b. Greetings
Good morning, everyone.
Good morning, Sir.
How is your day class?

Well, I’m doing great, thank you for asking class. We are fine, how about you sir?

c. Checking of Attendance
Now I’ll be checking the attendance, who is the
class president?

Class President: *Raised hand* I’m

It’s nice to meet you, do we have absentees today, the class president sir.
Mr. President?

Class President: No one is absent in

Ok, very good class. the class today sir.

d. Review
Let us first have a short recap about the topic last
meeting. What was the topic last meeting?
Anyone?
(Students raised their hands)
(Pick a student)

The topic we tackled last meeting was

about the 5 Macro skills which are
Listening, Speaking, Reading,
Writing, and Viewing.
 Very well said class, listening and reading are
called receptive skills because learners do not need
to produce language to do these, they receive and
understand it. Speaking and writing are called
productive skills because learners doing these need
to produce language. Simply put, listening and
speaking are brain input skills or oral skills, but
reading and writing are brain output skills or
literacy skills. What about viewing? What do you
remember about viewing? (Students raised their hands)

(Pick a student)

Viewing is the fifth macro-skill today.

It refers to perceiving, examining,
interpreting, and construction
meaning from visual images and is
crucial to improving comprehension
of print and nonprint materials.

Very good! It’s like you really listen to our last

discussion. Let’s proceed to our next discussion. Are
you guys ready?

Yes, sir.
B. Presentation of the lesson (1 hour)

a. Engagement/Anticipatory Set/Motivation
Before we start our new lesson, let us play a game
to freshen up our mind and body. Are you guys
ready?
Yes, sir.
Ok, I’m going to explain the mechanics of the
game. I’m going to play a song and you should
write down the lyrics only chorus of the song.
Bring out your pen and paper. We only have 10
mins to finish the activity.
 Ok, here we go.
(Plays Heaven knows)

(Students writes down the lyrics)

(The music stops)

Ok class, are you all finish writing down the lyrics of
the chorus?
Yes, sir.
Very good, let’s check if you were able to write down
the lyrics correctly.

(Shows the lyrics on the presentation)

Now check all your paper and raise your hand those
who were able to write the lyrics correctly.
(Students raised their hands)

Good job everyone, I can see that all of you stay

focused listening on the music. Did you have fun with
our activity?
Yes, sir.
That’s good to hear, can anyone guess what will be our
topic for today?

(Students raised their hands)

(Pick a student)

I guess our lesson for today is

something about to do with listening.

That’s right, our topic for today is Intensive Listening,

it is about staying focused on the form of the words,
like pronunciation, grammar, and vocabulary.
b. Explanation/Content Introduction
Let’s start now with intensive listening. intensive
listening is slow, careful listening of short,
difficult audio clips. You’re focusing more on
form than on overall meaning because the goal of
the listening is to pay attention to pronunciation,
grammar, and vocabulary. Intense focus on these
parts of the audio will help you build a foundation
for language acquisition. Intensive listening is the
type of listening that you probably do in your
English language classes, particularly in an oral
communication course. It’s very helpful if what
you listen to something that’s interesting, but if
you’re doing intensive listening in class, it’s
possible that not everything you listen to will be
interesting to you. If you do intensive listening by
yourself, you should listen to audio that includes
topics that appeal to you, because it’s more
motivating. Does anyone experience the same that
they only listen if it is something interesting for (Students raised their hands)
them?

(Pick a student)
When watching news on the TV, I
only listen to the things that is
interesting for me.

I see, the ideal audio for intensive listening is not long

movies, long lectures, or long documentaries, etc.
Instead, you should listen to short audio clips of news
or current events, interviews, short-recorded stories,
short YouTube videos. Audio visual material such as
video is fine, but not looking at the screen will help
you focus only on what you hear.

Here are some suggestions for Intensive Listening

Practice.
Use learning websites with audio components. There
are many useful websites you can use to do intensive
 listening practice since so many features brief audio
activities. The audio is helpful intensive listening
practice because the activities force you to focus on
grammar and vocabulary that you’ve just learned.

c. Elaborate and Guided Practice

Intensive listening is listening for the elements
(phonemes, intonation, etc.) in words and
sentences. This form of listening is often assessed
in an ESL setting as a way to measure an
individual’s phonological, morphological, and
ability to paraphrase. In this post, we will look at
these three forms of assessment with examples.

Phonological elements include phonemic

consonant and phonemic vowel pairs. Phonemic
consonant pair has to do with identifying
consonants. Below is an example of what an ESL
student would hear followed by potential choices
they may have on a multiple-choice test.

Recording: He’s from Thailand

Choices:
(a) He’s from Thailand
(b) She’s from Thailand

The answer is clearly (a). The confusion is with the

adding of ‘s’ for choice (b). If someone is not
listening carefully, you could make a mistake.
Below is an example of phonemic pairs involving
vowels

Is it clear class?
Yes, sir.

Ok let’s move to the next example

Recording: The girl is leaving?

Choices:
(a)The girl is leaving?
(b)The girl is living?
Again, if someone is not listening carefully, you
will miss the small change in the vowel. That’s
why you should all focus when listening to
something. Ok, sir

Morphological elements follow the same

approach as phonological elements. You can
manipulate endings, stress patterns, or play with
words. Below is an example of ending
manipulation.

Recording: I smiled a lot.

Choices:
(a) I smiled a lot.
(b) I smile a lot.

I sharp listener needs to hear the ‘d’ sound at the

end of the word ‘smile’ which can be challenging.
Below is an example of stress pattern

Recording: My friend doesn’t smoke.

Choices:
(a) My friend doesn’t smoke.
(b) My friend does smoke.

The contraction in the example is the stress pattern

the listener needs to hear. Below is an example of a
play with words.

Recording: wine

Choices:
(a) wine
(b) vine

This is especially tricky for languages that do not

have both a ‘v’ and ‘w’ sound, such as the Thai
language.
 Paraphrase recognition

Paraphrase recognition involves listening to an

example of being able to reword it in an
appropriate manner. This involves not only
listening but also vocabulary selection and
summarizing skills. Below is one example of
sentence paraphrasing

Recording: My name is James. I come from

California

Choices:
(a) James is Californian
(b) James loves Calfornia

This is trickier because both can be true. However,

the goal is to try and rephrase what was heard.
Another form of paraphrasing is dialogue
paraphrasing as shown below

Recording:

Man: My name is Thomas. What is your name?

Woman: My name is Janet. Nice to meet you. Are
you from Africa?
Man: No, I am an American

Choices:
(a) Thomas is from America
(b)Thomas is African

You can see the slight rephrase that is wrong with

choice (b). This requires the student to listen to
slightly longer audio while still have to rephrase it
appropriately. Is everything clear?
Yes, sir.

d. Exploration/Activity
Listen carefully as I describe my apartment. Draw
in as much detail as possible. Are you all ready?
 Yes, Sir

Draw a cross inside the small box, connect the 2

lines, put a door below the small box, and lastly
put a big triangle on top of the outer box.

e. Evaluation/Assessment
Listen to the short news and answer the 5 Ws
https://www.youtube.com/watch?
v=FVaFofvp4Qk

VII. Closure/Generalization
Synthesize your thoughts and write a 200-word essay about the importance of the
Intensive Listening and including the elements under intensive listening.

VIII. Strategies for learning and management

To maintain the engagement and an interactive teaching and learning process, I will
emphasize and reinforce the following:

 I will make sure every student will participate in the activity that is given.
 I do some remedial to the slow learner students.
 I will keep on asking some question related to the lesson.
IX. Differentiated Instruction
Share Your Own Strengths and Weaknesses
To familiarize students with the idea of differentiated learning, you may find it
beneficial to explain that not everyone builds skills and processes information the
same way.

Make Time for Journaling

A journal can be a tool for students to reflect on the lessons you’ve taught and
activities you’ve run, helping them process new information.

When possible, at the end of class, give students a chance to make a journal entry by:

 Summarizing key points they’ve learned

 Attempting to answer or make sense of lingering questions
 Explaining how they can use the lessons in real-life scenarios
 Illustrating new concepts, which can be especially helpful for data-focused
math lessons