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Students' Copy - ESEN-Module-1-Packets-1-to-4
Students' Copy - ESEN-Module-1-Packets-1-to-4
0113
English Skills
Learning Module
Enhancement
This is a property of
Bataan Peninsula State Universit
NOT FOR SALE
Knowledge Area Code : LANG
Course Code : ESEN0113
Learning Module Code : LM01-ESEN0113
Evaluators:
Evaluator 01 (First Name, Middle Initial, Last Name), Position
Evaluator 02 (First Name, Middle Initial, Last Name), Position
Evaluator 03 (First Name, Middle Initial, Last Name), Position
Quality Management Team:
Arlene I. Pascual
Focal Person, University Gender and Development
Cristina G. Rivera
Chair, Oversight Committee on Curriculum Development
Arlene D. Ibañez
Chair, Oversight Committee on Textbook and Instructional Materials
Jesselyn C. Mortejo, EdD
Director, Quality Assurance Office
Emmanuel C. Macaraeg, PhD, CESE
Vice President for Academic Affairs
It is important to recognize that the online classroom is in fact a classroom, and certain
behaviors are expected when you communicate with both your peers and your instructors.
These guidelines for online behavior and interaction are known as netiquette.
Security
Remember that your password is the only thing protecting you from pranks or more serious
harm.
● Don't share your password with anyone.
● Change your password if you think someone else might know it.
● Always log out when you are finished using the system.
Appearance
Bear in mind that you are attending a class, dress appropriately.
General Guidelines
When communicating online, you should always:
● Treat your instructor and classmates with respect in email or any other communication.
● Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
● Unless specifically invited, don’t refer to your instructor by the first name.
● Use clear and concise language.
● Remember that all college-level communication should have correct spelling and
grammar (this includes discussion boards).
● Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of
“you.”
● Use the prescribed font Palatino Linotype and use a size 10-point font.
● Avoid using the caps lock feature AS IT CAN BE INTERPRETED AS YELLING.
● Limit and possibly avoid the use of emoticons like :) or J.
● Be cautious when using humor or sarcasm as the tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
● Be careful with personal information (both yours and other’s).
● Do not send confidential information via e-mail.
Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you should:
● Use a descriptive subject line.
● Be brief.
● Avoid attachments unless you are sure your recipients can open them.
● Avoid HTML in favor of plain text.
● Sign your message with your name and return e-mail address.
● Think before you send the e-mail to more than one person. Does everyone really need to
see your message?
● Be sure you REALLY want everyone to receive your response when you click, “reply all.”
● Be sure that the message author intended for the information to be passed along before
you click the “forward” button.
(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)
The faculty are advised to introduce themselves to the learners to establish a social presence by
providing a brief background about themselves—their educational background, line of specialization
and other major accomplishments.
12 hours
15 hours
Learning Packet 01. Improving Vocabulary Skills thru Context Clues 3 hours
and Word Structure
Learning Packet 02. Strategies for Reading Texts with Different 3 hours
Structures: Literal Reading
15 hours
12 hours
Course Details:
● Course Code ESEN0113
● Course Title English Skills Enhancement
● No. of Units 3 units
● Classification Lecture
● Pre-requisite / Co-Requisite
● Semester and Academic Year 1st Semester AY 2020-2021
● Schedule
● Name of Faculty
● Contact Details
Email:
Mobile Number:
Viber:
Messenger:
● Consultation
Day:
Time:
For objective tests, one item is equivalent to one point unless indicated in the activity. For
projective tests, the rubrics below will be the basis of the student’s score:
Note: The pointing system may change with respect to the difficulty of a task.
Criteria 10-8 points 7-5 points 4-1 points 0 point
Content The response The response The response No response
shows veracity shows some lacks details that
and accuracy of significant details demonstrate the
details that that demonstrate learning
demonstrate the the learning outcome.
learning outcome.
outcome.
Presentation The entire Some parts of the The response’s No response
response is response build main points are
organized to up and highlight imperceptible.
build up and its main points.
highlight its
main points.
Language The response The response The response No response
demonstrates demonstrates demonstrates the
the conventions some conventions features of
in the use of in formal informal
syntactic writing/speaking. writing/speaking.
structure and
vocabulary.
MIDTERM. The major course requirement for the Midterm is a five-minute group video
presentation on a selected topic. The group of at least 5 students shall show a portion of the
conduct of an online discussion/meeting within any of the following premises:
The students’ output shall be graded using the following criteria that are based on two
FINAL TERM. The major course requirement for the Final Term is a 2,000-word review of
literature and studies for research. The review with at least 15 references for related
literature and 15 references for related studies shall be prepared by each of the students.
Through writing the review of literature and studies, the students shall be able to:
● Show the ability to write effectively (Course Outcome of Module 4)
The students’ output shall be graded using the rubrics that are based on two learning
outcomes (see Module 4, learning outcomes of Packet 1 and 3).
Midterm Final
Class Standing - 70% Class Standing - 70%
Term Exam - 30% Term Exam - 30%
Final Rating
Midterm Grade (50%) + Final Grade (50%) = Final Rating
Course Policy
● Observe proper decorum at all times.
● Active participation in the synchronous sessions through sharing of ideas and
experiences is encouraged.
● Promptness in submitting the requirements during asynchronous sessions is
encouraged.
● Keep your communication lines open during the official class schedule.
● The academe encourages students to be creative and innovative in
intellectualizing their ideas. It respects the scholarly works of individuals and
recognizes their value by giving proper credit to whom the credit is due. Any
deliberate act of plagiarism (copying or altering someone else’s work) is
completely offensive and entails a penalty.
Module Overview
Introduction
The Course Module on English Skills Enhancement includes four (4) Learning Modules that
aim to strengthen the learners’ fundamental communication skills in English, i.e., listening,
speaking, reading, viewing, writing, and representing skills. It capitalizes on developing in
the learners the mastery to use specific strategies for aural, oral, and visual communication.
Learning Module 1 covers topics on enhancing listening skills. Learning Packet 1 talks about
the stages of the listening process to allow understanding of the physiological and
psychological layers of listening skills. Being aware of this process prepares the learners for
different listening tasks found in the succeeding packets. Exercises in using strategies for
listening to descriptions, facts, and instructions can be found in Learning Packet 2. Tasks that
require critical listening strategies are found in Learning Packet 3 where specific activities
such as listening to reports, opinions, and campaigns are provided. Learning Packet 4 guides
the learners in listening to speeches, lectures, and interviews by introducing listening
strategies that work in the academic environment.
Learning Module 2 focuses on enhancing speaking skills. The Learning Packets in this
module are designed to guide the learner in practicing oral communication skills in both
semi-structured and structured settings. Learning Packet 1 allows the utilization of various
conversation styles, while Learning Packet 2 actively engages the learners in parliamentary
procedures.
Learning Module 3 targets the enhancement of reading skills. It begins with the Learning
Packet on improving vocabulary skills followed by the Learning Packet on strategies for
reading narratives, descriptive texts, definitions, comparison and contrast, classification,
cause & effect, problem-solution, and persuasive texts. The strategies for reading technical
texts such as court rulings and research papers are covered in Learning Packet 3, while the
strategies for reading poetry and fictional prose are included in Learning Packet 4. Enhancing
skills in reading non-prose texts also called viewing skills is the focus of Learning Packet 5
where strategies for reading tables, charts, infographics, infomercials, photographs, and films
are provided.
Learning Module 4 deals with the enhancement of writing skills. It provides a review of
academic writing grammar and style in Learning Packet 1. Exercises on writing a review
guided by strategies for writing a product review, film review, and art performance review
are provided in Learning Packet 2, while the strategies for writing review of literature and
studies for research can be found in Learning Packet 3. Finally, representing skills such as
creating tables and charts, preparing research posters, and designing infographics are
covered in Learning Packet 4.
Put simply, the Learning Modules are designed for the following major topics:
● Module 1: Listening Skills
Learning Module 2, Speaking Skills, is designed to enable learners to demonstrate effective oral
communication skills. Every learning packet has a specific learning outcome as follows:
By the end of Learning Module 3, Reading Skills, the learners will have been able to organize
information and ideas from texts read by following the strategies for effective reading. Each
Learning Packet targets the following respective learning outcomes:
Learning Packet 1. Improving Vocabulary Skills thru Context Clues and Word Structures
● Analyze words and word-relationships to arrive at the meaning of unfamiliar words
or phrase
Learning Packet 2. Strategies for Reading Texts with Different Structures: Literal Reading
● Breakdown paragraphs into functional components
Packet 3. Strategies for Writing Review of Related Studies and Literature for Research
● Write a review of literature and studies
MIDTERM. The major course requirement for the Midterm is a five-minute group video
presentation on a selected topic. The group of at least 5 students shall show a portion of the
conduct of an online discussion/meeting within any of the following premises:
The students’ output shall be graded using the following criteria that are based on two
learning outcomes (see Learning Module 2, learning outcomes of Packets 1-2):
FINAL TERM. The major course requirement for the Final Term is a 2,000-word review of
literature and studies for research. The review with at least 15 references for related
literature and 15 references for related studies shall be prepared by the students individually.
Through writing the review of literature and studies, the students shall be able to:
● Show the ability to write effectively (Course Outcome of Module 4)
The students’ output shall be graded using the rubrics that are based on two learning
outcomes (see Module 4, learning outcomes of Packet 1 and 3).
Listening Skills
Learning Module 1
Course Packet 01
Stages of the
Listening Process
Course Packet 01
For objective tests, one item is equivalent to one point unless indicated in the activity. For
projective tests, the rubrics below will be the basis of the student’s score:
highlight its
main points.
Language The response The response The response No response
demonstrates demonstrates demonstrates the
the conventions some conventions features of
in the use of in formal informal
syntactic writing/speaking. writing/speaking.
structure and
vocabulary.
Requirement with Rubrics
A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided.
Readings
While working on a learning packet, additional reading/reference materials may be provided
by the professor when necessary.
Introduction
However, in spite of the apparent importance of listening, a lot of people take it for granted
because there are misconceptions about what listening really is. Many believe that listening
skill is too simple that it is negligible, while others think that it is too layered that there is
no way to go about it. Communication experts agree that listening can be better understood
by unraveling its complexities. First, listening is not a natural process. Like speaking, it
requires preparation and practice. As speakers need to prepare to clearly deliver a message,
listeners need to train how to accurately draw meaning from what they hear. Second,
listening is not the same as mere hearing. On the one hand, hearing requires healthy ears
that involuntarily receive sounds. On the other hand, listening requires more than just
receiving sounds; it demands focus, mental processing, storing of information and, in most
cases, reacting to stimuli. Even when the ears are equipped with mechanisms for hearing, it
does not entail an understanding of the message. Lastly, listening requires effort. Notice
how some of us complain about getting tired of listening. While the expression sounds
metaphorical, there is a practical explanation about it. We actually use energy while we sit
down and listen. Filtering unnecessary sounds, thinking about the meaning of the word we
hear, remembering information that we find useful, and preparing to respond to the
message we receive are just some of the steps we take when we do our job as listeners.
Thus, when we listen, we go through the various stages of the entire process of listening.
Pre-Assessment. Arrange the following events based on how you predict them to happen. Use
numbers to put them in order.
Situation 1. The fire alarm sounds at 2:00 in the afternoon while you are working alone in
one of the rooms of a building.
Situation 3. In a large workshop room with 40 people, the leader of your creative team is
announcing the task assigned to every member.
For example, Situation 1 suggests that the fire alarm calls our attention and allows us to
respond properly to an untoward incident. As nobody anticipates fire in the building,
the first event that will likely occur is that you will be surprised by the sound of the
alarm. The next thing that will possibly happen is that you will pause and pay attention
to the sound a bit longer. If the alarm continues, you need to confirm if the alarm
really means fire in the building and not just a technical glitch in the alarm system.
Finally, after assessing the whole scenario, you will need to safely exit the building by
checking if there are no hazards going out.
Apparently, some listening situations call for both cognitive and physiological reactions.
Situation 3 shows us that although a crowded place like a workshop room with 40
people is sure to create unnecessary noise and distractions, effective listening can still
happen using good strategies. So, when the team leader starts announcing the tasks, you
need full attention to hear your name called. Once your name is announced, you can
respectfully gesture your intention to lessen the noise and listen to your tasks by
standing up. You can also ask questions to clarify the tasks assigned to you after they
are given just to make sure that you correctly understand the things that you need to do.
Try to remember all the tasks given to you by writing a note. This will help you make
sure that you will be able to perform as required and not miss any task.
Overall, every event in all the situations corresponds to a stage in the listening process.
Let us take a look at how these events relate to the stages of listening through the
activity below.
∙ Activity. Using the situations in the pre-assessment activity, fill out the columns with a
corresponding event.
1 I will confirm if
it is a fire
warning.
Which stages of the listening process should come in the same order all the time? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
∙ Brief Lesson. You may have observed that the first three stages of the listening process are
fixed. They should come in the same order all the time. The last two stages, however, can
be skipped. While it is common for the last two stages to occur, remembering can be
omitted if a situation only requires immediate response. Likewise, responding may not be
necessary if the situation only demands you to remember some information.
To illustrate the stages of the listening process, the image below is provided.
2
Attending Understanding
3
Responding Remembering
1
Receiving
5 4
Refer to the numbers in the image above and read the description of every stage
of listening.
asking the people around to be silent, or turning down the volume of the
music in the background.
Stage 1. Receiving
__________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________
Stage 2. Attending
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Stage 3. Understanding
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Stage 4. Remembering
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Stage 5. Responding
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
∙ Application. Suggest a 5-step listening strategy for the following situations. Take note of the five
stages of listening while formulating the strategies.
Step 1. ____________________________________________________________________
Step 2. ____________________________________________________________________
Step 3. ____________________________________________________________________
Step 4. ____________________________________________________________________
Step 5. ____________________________________________________________________
Step 1. ____________________________________________________________________
Step 2. ____________________________________________________________________
Step 3. ____________________________________________________________________
Step 4. ____________________________________________________________________
Step 5. ____________________________________________________________________
This photo appeared on Facebook and other social media platforms and received various reactions
from netizens. Write your comment about the quotation.
(Write your answers in the activity sheet on the next page and submit it to classwork –
google classroom) Write your name/course/year §ion and the date of submission on
the activity sheet.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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____________________________________________________________________________
Post-Assessment
2. When you missed your name after it was called during attendance checking
at a meeting, what did you most likely fail to do?
a. give an accurate response
b. pay attention
c. gain understanding
d. remember details
5. When you repeat to yourself the important details that you hear, you will
most likely be able to
a. store the details in your memory
b. create new information
c. differentiate listening from hearing
d. distinguish different sounds
6. After listening to the teachers’ instruction, all of the students in your class
were able to follow what the teacher had said. This situation means that
8. During an online class, which strategy will most likely help you focus your
attention on the discussion?
a. Turn your web camera and microphone off.
b. Stay in a relaxing and quiet room.
c. Bring some food into your study room to keep you awake.
d. Watch a Youtube video that simplifies the lesson.
9. Which indicates that you understand the message you listen to?
a. You are able to respond properly.
b. You are able to share information.
c. You are able to write it down.
d. You are able to say it again.
Activity Sheet
Listening Skills
Learning Module 1
Course Packet 02
Informational Listening
This is a property of
Bataan Peninsula State University
Knowledge Area Code : LANG NOT FOR SALE
Course Code : ESEN0113
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-02
Course Packet 02
Informational Listening
Introduction
Exercises in using strategies for listening to descriptions, facts, and instructions can be found
in Learning Packet 2. The learners will be given various listening materials to practice
informational listening.
Objectives
After completing Learning Packet 2, the students must be able to record information or ideas
presented in the texts listened to.
Learning Management System
The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.
Duration
Learning Packet 2 may be completed in three (3) hours.
Delivery Mode
One (1) hour is allotted for the synchronous online class and the remaining two (2) hours will
be spent on independent learning tasks.
Assessment with Rubrics
Two types of assessment may be present in a learning packet: an objective test that provides
limited set of options for the student’s response or a projective test that requires the student to
generate free responses.
For objective tests, one item is equivalent to one point unless indicated in the activity. For
projective tests, the rubrics below will be the basis of the student’s score:
highlight its
main points.
Language The response The response The response No response
demonstrates demonstrates demonstrates
the conventions some conventions features of
in the use of in formal informal
syntactic writing/speaking. writing/speaking.
structure and
vocabulary.
Requirement with Rubrics
A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided.
Readings
While working on a learning packet, additional reading/reference materials may be provided
by the professor when necessary.
Introduction
The type of listening individuals employ is determined by their goals. In every situation,
we can set our purpose for listening. If we want to know about important details, learn
how things are done, gather useful data, or identify helpful facts, we are likely to perform
informational listening.
You will encounter other types of listening as you complete this module, but this learning
packet will focus on informational listening alone. Our aim is to develop the ability to
record facts, details, and instructions presented in the texts that we will listen to.
Answer: _________________________________________________________________________
Answer: ________________________________________________________________________
Answer: ________________________________________________________________________
Lesson Proper
Review. The pre-assessment activity gave us the opportunity to listen to different materials
that carry information of different types such as:
Description or the information that presents characteristics that lead us to form mental
images;
Facts or the information that expresses the truth about things or events, which can be
proven by pieces of evidence; and
Instruction or the information that guides us on how to carry out a task by prompting
what to do or when to do it.
∙ Activity. Listen again to the texts provided in the pre-assessment and list down the information
required below.
Based on your answers to item number 1 above, what does “description” mean for you?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Looking at the answers you wrote for item number 2 above, what does “facts” mean for
you?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
After reading your answers to item number 3, what does “instructions” mean for you?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
∙ Brief Lesson. Three types of information are presented in the materials we just listened to.
Below, you will find their definitions from some academic references.
Description translates images and other visual information into spoken words so that
listeners can access, enjoy, and learn from works of popular, cultural, or educational
importance1.
1. Set your goal for listening to materials that contain descriptions. If there are
questions that you need to answer, read all of them first to identify the specific
descriptions you are looking for.
2. Pay attention to descriptive words. Nouns, adjectives, and verbs carry the central
meaning of a statement. These content words, especially adjectives, will likely lead
you to the descriptions you are looking for.
3. Link descriptions with other words in the material. Connecting the meaning of
content words will help you understand what the material is talking about and
where it is taking you. Descriptions can be implicitly or explicitly stated, so make
sure to be sensitive to the meaning of content words.
4. Organize the descriptions you gather. Writing down the descriptions drawn from
the material or using mental codes will help you organize pieces of the information
and make you remember them better.
5. Prioritize the descriptive details that you need. A single material may contain a lot
of information that are not relevant to your purpose, so it is important to choose
those that you find most helpful to avoid information overload.
Factual information is information that solely deals with what is supported by pieces of
evidence. It is short and non-explanatory2.
1. Identify your purpose for listening to materials that contain facts. Knowing what
specific facts you are looking for is the first step to gathering essential information.
2. Focus on terminologies and figures. Factual information is usually presented as
specific names and numbers. These details may lead you to the facts you are looking
for.
3. Put facts in context. Although facts are usually presented explicitly in a text, it is still
important to consider the words that go with them to make sure that you are
drawing facts accurately.
4. Record factual information exactly as stated. Facts need to be handled objectively
and writing down the exact words or numbers will help you remember details as
accurately as possible.
5. Arrange facts according to importance. Factual details may be overwhelming, so
you have to sort the details into the information you need for the purpose you set
and the information you might find helpful for later use.
Instructions are information that contain commands and explanations on how to behave or
to complete a task3.
1. Set your mind to the task. Remember that the reason for listening to instructions is
to translate into actions the commands to be given.
2. Focus on imperative verbs. Instructions are expressed as verbs or actions that you
need to perform. Your familiarity with phrasal verbs will help you a lot as they can
sometimes be tricky.
3. Be mindful of other details. Prepositional phrases and adverbs are crucial to
instructions as well. They tell you where and how the action should be done.
4. Take note of the sequence. Instructions are to be carried out according to the order
the task should be done, so it is important to take note of chronology markers such as
first, second, then, and the likes.
5. Ask for clarification. To make sure that you will be able to perform the instructions
as required, you may ask for further instructions.
∙ Enhancement Activity. Listen to the materials below and answer the questions that follow. If the
media does not open, copy the link to your browser.
Fill out the blanks with the details from the material.
1. Ellie tried his father’s invention. When her father turned on the headset, she saw
___________________________________________________________________________
___________________________________________________________________________
2. What would a firefighter wear according to what Ellie thought before watching the
firefighter’s day at work?
___________________________________________________________________________
___________________________________________________________________________
3. Describe the fishing boat according to what Ellie saw on the screen of the headset.
___________________________________________________________________________
___________________________________________________________________________
Arrange the following tips in making a documentary as mentioned in the video by putting
numbers 1 to 7.
_____ Set-up the camera and lighting properly to establish angles, depth, and movement.
∙ Generalization. What strategies are common among all informational listening tasks? Why are
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
∙ Application. Look for video or audio materials online that contain description, facts, and
instructions. Copy the link and write a short summary of the information the material presents.
Description
Audio/Video Title: _________________________________________________________________
Link: _____________________________________________________________________________
Summary:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Facts
Audio/Video Title: _________________________________________________________________
Link: _____________________________________________________________________________
Summary:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Instruction
Audio/Video Title: _________________________________________________________________
Link: _____________________________________________________________________________
Summary:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Aside from the suggested listening strategies in this packet, share other techniques that you found
helpful when listening to descriptions, facts, or instruction.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Post-Assessment. Please find attached assessment sheet to answer the questions in the
listening text below. If the media does not open, copy the link to your browser.
References
1. http://listeningislearning.org/background_what-is-description.html
2. https://library.tctc.edu/researchprocess/typesinfo
3. https://www.igi-global.com/chapter/self-normalizing-distance-learning-tools/12001
4. https://www.youtube.com/watch?v=vx23RX_uc7Y
5. https://www.youtube.com/watch?v=i7nZBJVI26A
6. https://www.youtube.com/watch?v=XN8dIQ6vptc
Activity Sheet
Activity Sheet
Post-Assessment
Section 1. Cosmic Mail Order (Questions 1-8)
HOME DELIVERY ORDER FORM
Name: Alexandra 1..………………………………………………………………………….
Address: 28 Wood Road, 2..……………………………………… Northchester, NC1 2FR
Account Number: 3..…………………………………………………………………………………..
Item Ordered: 4..……………………………………………………………………………………..
Price (£): 5..………………………………..…………………………………………………….
Free Gift Selected: 6..…………………..………………………………………………………………
Discount Voucher Code: 7……………………………………………………………………………
Delivery Options: 8…………………………………………………………………….service
9. In which TWO ways did Alexandra hear about Cosmic Mail Order?
A. Internet search
B. leaflet through the door
C. newspaper advertisement
D. personal recommendation
E. TV advertisement
10. Which TWO promotional offers are attractive to Alexandra?
A. cheap air flights
B. discount on mobile phone bills
C. free cinema tickets
D. half-price meal at restaurants
E. reduction at tourist attractions
RACE PREPARATION
MECHANICAL
MENTAL
Machine 11…………………………………………
………………..... Tactics 12……………………… Knowledge 13…………………………….........
……..... ..............
PHYSICAL
A. in summer
B. in winter
C. all year round
Section 3. List THREE sources of information the students agree they need to check.
Write NO MORE THAN THREE WORDS for each answer (Questions 21-23).
21. …………………………………………………………………………………………………….
22. ……………………………………………………………………………………………………
23. ……………………………………………………………………………………………………
24. What is Jane’s concern about the information they will collect?
Section 4. Complete the sentence below. Write NO MORE THAT THREE WORDS for
each answer.
31. Alexander the Great’s death was followed by power struggles among rivals concerning
the……………………………………………………………………………………. Mediterranean.
33. The Roman Empire’s first step in achieving naval supremacy was setting up a department
for………………………………………………………………………………………………… ships.
Choose your answers from the box and write the letters A-F next to questions 38-40.
Ecological change has been the biggest influence on the history of the
Mediterranean.
Listening Skills
Learning Module
Course Packet 03
Critical Listening
This is a property of
Knowledge Area Code : LANG Bataan Peninsula State University
Course Code : ESEN-0113 NOT FOR SALE
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-03
Course Packet 03
Critical Listening
Introduction
Tasks that require critical listening strategies are found in Learning Packet 3 where specific
activities such as listening to reports, opinions, and campaigns are provided. Different types
of materials are explored in this learning packet to train the students in exercising critical
thinking and listening.
Objectives
After completing Learning Packet 3, the students must be able to form judgment based on the
information and ideas presented in the texts listened to.
Learning Management System
The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.
Duration
Learning Packet 3 may be completed in three (3) hours.
Delivery Mode
One (1) hour is allotted for the synchronous online class and the remaining two (2) hours will
be spent on independent learning tasks.
Assessment with Rubrics
Two types of assessment may be present in a learning packet: an objective test that provides
limited set of options for the student’s response or a projective test that requires the student to
generate free responses.
For objective tests, one item is equivalent to one point unless indicated in the activity. For
projective tests, the rubrics below will be the basis of the student’s score:
Requirement with Rubrics
A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided.
Readings
While working on a learning packet, additional reading/reference materials may be provided
by the professor when necessary.
Introduction
The academe is a space for different kinds of messages, from very scholarly and formal to
some random and informal ones. Part of being a good listener is learning how to handle
these messages and distinguish what should be taken seriously and what can be taken
lightly.
The type of listening that can help us discriminate messages is critical listening. It is the
rational process of evaluating the information presented by a text. Critical listening involves
careful and systematic reasoning to decide whether a message is valid based on factual
evidence1.
In this learning packet, we will listen to reports, opinions, and campaigns to test how critical
we are as listeners and how capable we are in making sound judgments.
Text 1. https://drive.google.com/file/d/1r8kdkQu8hYEVEcOC44CTXEhFspPl4llC/view?usp=sharing
https://www.youtube.com/watch?v=HIssHYxD0as
Answer:
__________________________________________________________________________
Text 2. https://drive.google.com/file/d/1IbMn21rEGNWfCY8HTrKVTnGmCSiw_Rgf/view?usp=sharing
https://www.youtube.com/watch?v=7B8Q6D4a6TM
Answer:
__________________________________________________________________________
Text 3. https://drive.google.com/file/d/1kj-7KiKNUBbMVecAgtcPK9KBCa5SU7kz/view?usp=sharing
https://www.youtube.com/watch?v=tmZi-w95xk8
Answer:
__________________________________________________________________________
Lesson Proper
Review. Information materials are everywhere and being familiar with them is the first step
to becoming aware of the potent message they carry. In the pre-assessment activity,
three (3) materials were introduced. These are reports, opinion texts, and online
campaigns.
recommendation2;
Opinion text can be based on facts and emotions created for the purpose of expressing a
personal or group position about a topic or an issue3; and
Online Campaign puts forward a specific cause to promote awareness, drive public
engagement, and support4.
∙ Activity. Give your reaction to the materials in the pre-assessment activity by answering the
questions below.
1. What information from the report makes you believe or not believe that Big Foot
exists?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. After listening to Germaine Greer, would you agree that men who underwent gender
reassignment are ‘not women’? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Would you reconsider using plastic despite the evident problems it has caused to the
environment? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Listening to Reports. How can critical listening be helpful in drawing information from
reports?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Listening to Opinions. Why do you think critical listening is necessary when listening to
the opinion of others?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Listening to Campaigns. What role does critical listening play in the decision-making of
the public when watching or listening to online campaigns?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
∙ Brief Lesson. Critical listening can be learned with practice but it is a complex skill to
develop. One of the common mistakes when listening to reports, opinions and
campaigns is taking the information as it is even if it conflicts with one’s personal
knowledge and values. Worse than this is when people begin to share the information
without discerning the difference between factual and fake ones.
3. Keep an open mind. Being receptive to information allows you to understand and
weigh more ideas. When your mind is clouded with pre-conceived notions, you
will not be able to see new insights clearly.
4. Relate old ideas to new ones. Making effective comparisons between what you
already know and what the new material is telling you can deepen your
understanding of a subject. Relating old ideas with new ones can improve what
you already know and add fresh inputs to your way of thinking.
5. Take Notes. Your attempt to carefully record the important details will help you
reflect accurately on the meanings of information. It will also help you do a little
more research about the matter.
∙ Enhancement Activity. Listen again to the information materials and answer the questions that
follow. Remember the strategies for critical listening when deciding about the correct answer.
1. How did the reporter describe the findings of the witnesses to the alleged Big Foot
sighting?
a. The findings were definite.
b. The findings were accurate.
c. The findings were inconclusive.
d. The findings were detrimental.
2. What did the reporter do in order to offer a clearer explanation to the alleged
sighting?
a. They formed an assumption.
b. They fabricated a story.
c. They did their own investigation.
d. They consulted an expert.
4. What statement did Germaine Greer say to support her opinion that transgender
women are ‘not women’?
a. Her views are just her opinion and do not reflect the views of the society or the
community she represents.
b. A great many women do not think that transsexual M to F people look like,
sound like, or behave like women.
c. Sex reassignment is done because of health concerns.
d. What is more important is the view individuals have about themselves and not
what the community thinks.
6. In what ways are your opinions similar to or different from that of Germaine Greer?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
∙ Generalization. Cite five real-life situations where critical listening is required. Briefly explain
why.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____
∙ Application. How relevant is critical listening to the time when fake news is going around social
media?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
How do you spot fake news? What are the hints that an information material contains fabricated
messages?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Post-Assessment. Listening Test 2. Please find attached assessment sheet to answer the
questions in the listening text below.
https://drive.google.com/file/d/14p51W5PnrRa-YVF5LoHPwQ6aHxwbZIJM/view?usp=sharing
References
1. https://open.lib.umn.edu/publicspeaking/chapter/4-5-listening-critically/
2. https://accountlearning.com/report-meaning-definition-characteristics/
3. https://www.bmcc.cuny.edu/wp-content/uploads/ported/lrc/studyskills/
factsandopinions.pdf
4. https://study.com/academy/lesson/digital-marketing-campaign-definition-
examples.html
5. https://2012books.lardbucket.org/books/public-speaking-practice-and-ethics/s07-05-
listening-critically.html
Activity Sheet
Activity Sheet
Post-Assessment
Farm visit
● Children can help feed the sheep.
● Visit can include a 40-minute ride on a (2) __________.
● Visitors can walk in the farm’s (3) __________ by the lake.
● (4) __________ is available at extra cost.
Questions 5-10
Cycling trips
● A (5) __________ is provided.
● Only suitable for cyclists who have some (6) __________.
● Bikes can be hired from (7) __________ (near the Cruise Ship Terminal).
● Cyclists need:
● A repair kit
● Food and drink
● A (8) __________ (can be hired)
● There are no (9) __________ or accommodation in the area.
Cost
● Total cost for whole family of cruise and farm visit: (10) $ __________.
(13) The manager says that the day is likely to be busy for kitchen staff because
A. it is a public holiday
B. the head chef is absent
C. the restaurant is almost fully booked
(14) Only kitchen staff who are 18 or older are allowed to use
A. the waste disposal unit
B. the electric mixer
C. the meat slicer
(15-16) According to the manager, which TWO things can make the job of kitchen
assistant stressful?
A. They have to follow orders immediately.
B. The kitchen gets very hot.
C. They may not be able to take a break.
D. They have to do overtime.
E. The work is physically demanding.
Questions 17-20
What is the responsibility of each of the following restaurant staff?
Choose FOUR answers from the box and write the correct letter, A-F, next to
Questions 17-20.
Responsibilities
A training courses
B food stocks
C first aid
D breakages
E staff discounts
F timetables
(22) They agree that one disadvantage of free digitalized books is that
A. they may take a long time to read
B. they can be difficult to read.
C. they are generally old.
Collaboration
During a training course, the speaker was in a team that had to build a (33)
__________.
Questions 36-40
Industriousness
Hard work may be a bad use of various company (36) __________.
The word ‘lazy’ in this context refers to people who avoid doing tasks that are (37)
__________.
Creativity
An advertising campaign for a (38) __________ was memorable but failed to boost
sales.
Creativity should be used as a response to a particular (39) __________.
Excellence
According to one study, on average, pioneers had a (40) __________ that was far
higher than that of followers.
Listening Skills
Learning Module
Course Packet 04
Academic Listening
This is a property of
Knowledge Area Code : LANG Bataan Peninsula State University
Course Code : ESEN-0113 NOT FOR SALE
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-04
Course Packet 04
Academic Listening
Introduction
Learning Packet 4 guides the learners in listening to speeches, lectures, and interviews by
introducing listening strategies that work in the academic environment. The materials
included in this packet resemble typical classroom instructional media used in university
courses.
Objectives
After completing Learning Packet 4, the students must be able to build a repertoire of
information or ideas from the text listened to.
Learning Management System
The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.
Duration
Learning Packet 4 may be completed in three (3) hours.
Delivery Mode
One (1) hour is allotted for the synchronous online class and the remaining two (2) hours will
be spent on independent learning tasks.
Assessment with Rubrics
Two types of assessment may be present in a learning packet: an objective test that provides
limited set of options for the student’s response or a projective test that requires the student to
generate free responses.
For objective tests, one item is equivalent to one point unless indicated in the activity. For
projective tests, the rubrics below will be the basis of the student’s score:
highlight its
main points.
Language The response The response The response No response
demonstrates demonstrates demonstrates the
the conventions some conventions features of
in the use of in formal informal
syntactic writing/speaking. writing/speaking.
structure and
vocabulary.
Requirement with Rubrics
A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided.
Readings
While working on a learning packet, additional reading/reference materials may be provided
by the professor when necessary.
Introduction
There are many contexts in which students these days need to listen more effectively. The
online learning environment is an example of a situation that poses more challenges for the
students’ listening skills. During an online class, there are a number of factors that can hinder
students from effectively listening to their peers or to their professors. What students need to
keep in mind in any situation they are in is that academic listening is essentially a specialized
form of listening consisting of the integration of oral communication and academic learning
skills1.
Carefully listening to speeches, lectures, and interviews is associated with academic listening.
Hence, in this learning packet, we will focus on materials such as public speeches, university
lectures, and interviews with scholars. Specific strategies for listening to these materials will
be presented as well. Meanwhile, let’s answer the activity below.
Text 1. https://drive.google.com/file/d/1Q8dunhDtYzsDbII59WpYeZ9Ki6_IlH--/view?usp=sharing
Answer: __________________________________________________________________________
Text 2. https://drive.google.com/file/d/1tVfIAPXPJLzybV5Szh27acvF3RxY_MTg/view?usp=sharing
Answer: _________________________________________________________________________
Text 3. https://drive.google.com/file/d/1xdIV3LxsZhDC9PuqEYY1jvqLwM-kSvN1/view?usp=sharing
Answer: _________________________________________________________________________
Lesson Proper
Review. Public speeches, lectures, and interviews are materials carrying information that you
might need for academic success. They are typically used as instructional media to offer a
different perspective on a topic of discussion in the classroom. These materials have their
own characteristics in terms of structure and purpose. Being aware of these
characteristics will help you process the information or ideas they contain faster and in a
more organized manner.
Public speaking is a presentation delivered before an audience, which can cover a wide
variety of topics. These days, visual aids in the form of slideshow are used to make the
speech more interesting. Listeners should be aware that key ideas are usually highlighted
using visual materials or through the emphatic voice and gestures of the speakers. The
goal of the speech may be to inform or educate, to give entertainment, or to persuade the
listeners2.
Lecture is a form of communication that is almost similar to public speaking. The size of
the audience, however, is smaller and the members belong to the same institution. The
∙ Activity. Listen again to the materials in the pre-assessment activity and describe the speech,
lecture, and interview materials by explaining how they match or deviate from the definition
provided above.
Public Speech. I’ve Lived as a Man and a Woman – Here’s What I Learned
https://drive.google.com/file/d/1xdIV3LxsZhDC9PuqEYY1jvqLwM-kSvN1/view?usp=sharing
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Interview. Effective Communication Skills in the Workplace – An Interview with Bill
Moller
https://drive.google.com/file/d/1Q8dunhDtYzsDbII59WpYeZ9Ki6_IlH--/view?usp=sharing
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
As you may have already noticed, not all speeches, lectures, interviews are the same. In the
public speech above, for example, the speaker did not use any multi-media material to
highlight the important parts of her talk and used emphatic gestures and voice instead.
Speakers in interviews, lectures, and public speaking events may have their own style of
presenting or talking which may influence the structure, purpose, or the content of the
message. On the one hand, it is helpful to listen carefully to the speakers’ style to accurately
interpret their message. On the other hand, the fundamental technique to effectively listen to
these types of messages is to develop strategies that can work for all types of academic
listening materials.
∙ Brief Lesson. In an academic context, you need to apply the highest level of listening skills.
You have to be effective in taking notes while listening to speakers expound abstract and
sophisticated concepts. Thus, using some strategies will help you with learning the topics
covered by the speaker5. These are:
1. Predict information. The ability to anticipate how the information that is coming up
connects with your background knowledge enhances your ability to understand a
speech, a lecture, or an interview.
2. Take note of the main points. Attempting to take note of everything will not help
you properly digest information, so remember to write only the main points.
3. Improve your vocabulary. Speeches, lectures, and interviews can have a faster pace
than we expect them to have. Missing out some words can get us lost along the way,
thus we better equip ourselves with vocabulary skills.
4. Organize information. While you listen and write, you also need to capture the
relationships between concepts and bring ideas together. This will help you
determine if you really understand the material you are listening to.
∙ Enhancement Activity. Test your academic listening skill by answering the questions that follow.
Remember the suggested strategies to prepare you to do this task.
Public Speech. I’ve Lived as a Man and a Woman – Here’s What I Learned
https://drive.google.com/file/d/1xdIV3LxsZhDC9PuqEYY1jvqLwM-kSvN1/view?usp=sharing
1. What specific talking points did the speaker present to highlight the difference in the
way society treated men and women?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Explain the statement “it is not a level playing field for men and women”.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What strategies for effective communication skills in the workplace did the
interviewee share with the audience?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. If the strategies suggested by the interviewee will be grouped, which ones fall in the
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Generalization. How does academic listening complement literal listening and critical listening?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
Application. Compare your academic listening experiences before and now given the new
classroom setting.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What role will listening take in the time when learning is happening online?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Post-Assessment. Listening Test 3. Please find attached assessment sheet to answer the
questions in the listening text below.
https://drive.google.com/file/d/1xci7fSwLTImqS0cCeu_XZRiL_y8tr3-7/view?usp=sharing
References
1. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118784235.eelt0595
2. https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255
3. https://cft.vanderbilt.edu/guides-sub-pages/lecturing/
4. Kvale & Brinkman (2008). InterViews, 2nd Edition. Thousand Oaks: SAGE.
5. https://www.utsc.utoronto.ca/eld/academic-listening-skills
6. https://www.youtube.com/watch?v=D59GMikiM-w
7. https://www.youtube.com/watch?v=6pEfkQBeyWw
8. https://www.youtube.com/watch?v=lrYx7HaUlMY
Activity Sheet
Post-Assessment
Section 1. Events during Kenton Festival
Questions 6-10
Other Events
Videos about relationships that children have with their (6) __________
Venue: (7) __________ House
Tickets available online from festival box office and from shops which have the festival (10)
__________ in their windows.
(11) When the group meet at the airport they will have
A. breakfast
B. coffee
C. lunch
(13) How much will they pay per night for a double room at the hotel?
A. 110 euros
B. 120 euros
C. 150 euros
Questions 16-20. What does the man say about the play on each of the following days?
Choose FIVE answers from the box and write the correct letter, A-G, next to Questions 16-20.
Comments
A The playwright will be present.
B The play was written to celebrate an anniversary.
C The play will be performed inside a historic building.
D The play will be accompanied by live music.
E The play will be performed outdoors.
F The play will be performed for the first time.
G The performance will be attended by officials from the town.
Days
(16) Wednesday
(17) Thursday
(18) Friday
(19) Saturday
(20) Monday
(21) James chose to take Scandinavian Studies because when he was a child
A. he was often taken to Denmark.
B. his mother spoke to him in Danish.
C. a number of Danish people visited his family.
(24) They agree that James’ literature paper this term will be on
A. 19th century playwrights.
B. the Icelandic sagas.
C. modern Scandinavian novels.
Other managers
A structure that is more (38) __________ may create a feeling of uncertainty about who to
report to.
Minimizing conflict
Bosses need to try hard to gain (39) __________.
Someone from outside the company may be given the role of (40) __________ in order to
resolve conflicts.