LM01-ESEN

0113

Learning Module

English Skills
Enhancement

Knowledge Area Code : LANG

Course Code : ESEN0113
Learning Module Code : LM01-ESEN0113
English Skills Enhancement
Learning Module 01
English Skills Enhancement
First Edition, 2020

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties. “

Borrowed materials included in this module are owned by their respective copyright holders. Every effort
has been exerted to reach and seek permission to use these materials from their respective copyright
owners. The University and authors do not claim ownership over them.

Published by the Bataan Peninsula State University

President: Gregorio J. Rodis, PhD

Learning Module Development Team

Writers:

Module 01 Rowell de Guia, Associate Professor III

Module 02 Digi Ana M. Enriquez, Assistant Professor III
Module 03 Monica R. Cabanding, Associate Professor I
Module 03 Joycelin C. Ramos, Assistant Professor III
Module 04 Zenaida D. Dela Rosa, MAEd, Associate Professor II
Module 04 Maritess C. dela Vega, Ph.D., Assistant Professor IV

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

Learning Module: Purposive Communication ii

 Netiquette Guide for Online Courses
Netiquette Guide for Online Courses

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.

Learning Module: Purposive Communication iii

 Netiquette Guide for Online Courses
Netiquette Guide for Online Courses

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
• Make posts that are on-topic and within the scope of the course material.
• Take your posts seriously and review and edit your posts before sending them.
• Be as brief as possible while still making a thorough comment.
• Always give proper credit when referencing or quoting another source.
• Be sure to read all messages in a thread before replying.
• Don’t repeat someone else’s post without adding something of your own to it.
• Avoid short, generic replies such as, “I agree.” You should include why you agree or add
to the previous point.
• Always be respectful of others’ opinions even when they differ from your own.
• When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
• Do not make personal or insulting remarks.
• Be open-minded.

(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

Learning Module: Purposive Communication iv

 About the Faculty
About the Faculty

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.

Learning Module: Purposive Communication v

 Table of Contents
Table of Contents

Module 01. Listening Skills

Learning Packet 01. Stages of the Listening Process 3 hours
Learning Packet 02. Informational Listening 3 hours
Learning Packet 03. Critical Listening 3 hours
Learning Packet 04. Academic Listening 3 hours
12 hours
Module 02. Speaking Skills
Learning Packet 01. Conversation Flow 7 hours
Learning Packet 02. Parliamentary Procedure 8 hours
15 hours
Module 03. Reading Skills
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
Learning Packet 3. Strategies for Reading Technical Texts: Critical 3 hours
Reading
Learning Packet 4. Strategies for Reading Creative Texts: Appreciative 3 hours
Reading
Learning Packet 5. Viewing: Strategies for Reading Non-Prose Texts 3 hours
15 hours
Module 04. Writing Skills
Learning Packet 1. Academic Writing: Grammar and Style 3 hours
Learning Packet 2. Strategies for Writing a Review 3 hours
Learning Packet 3. Strategies for Writing Review of Related Studies and 3 hours
Literature for Research
Learning Packet 4. Representing: Translating Prose into Non-Prose 3 hours
Forms
12 hours

Learning Module: Purposive Communication vi

 Course Overview
Course Overview

Introduction
This course aims to enhance the students’ English language skills to adapt to the changing
communication environment. Intensive lessons in listening, speaking, reading, viewing,
writing, and representing will be conducted throughout the course to upgrade the students’
ability to engage in meaningful communication on various platforms and in different contexts.

Key Learning Competencies

• Generate meaning from texts listened to (Module 01)
• Demonstrate effective oral communication skills (Module 02)
• Organize information from texts read (Module 03)
• Show the ability to write effectively (Module 04)

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:

Learning Management System

The four (4) Learning Modules for English Skills Enhancement course shall be completed
through online synchronous and asynchronous sessions. 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.

Assessment with Rubrics

In partial fulfillment the course requirements in English Skills Enhancement, the students have
to take two major examinations: the midterm exam on the third week of October (21-23) and
the final exam on the third week of December (18-19 or 21-22).

Two types of assessment may be given: an objective test that provides limited set of options for

Learning Module: Purposive Communication 1

 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
Course Overview

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
The response
The response
shows veracity The response
shows some
and accuracy of lacks details that
significant details
Content details that demonstrate the No response
that demonstrate
demonstrate the learning
the learning
learning outcome.
outcome.
outcome.
The entire
response is Some parts of the
The response’s
organized to response build
Presentation main points are No response
build up and up and highlight
imperceptible.
highlight its its main points.
main points.
The response
The response
demonstrates The response
demonstrates
the conventions demonstrates the
some
Language in the use of features of No response
conventions in
syntactic informal
formal
structure and writing/speaking.
writing/speaking.
vocabulary.

Final Requirement with Rubrics

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:

• Professionals planning an outreach project for vulnerable communities during the

pandemic
• Public officials investigating a violation of safety protocols
• Home-owners association officers formulating/revising the village’s rules and
regulations to adapt to the new normal
• Employees forming a consensus about their new work arrangement, which will be
communicated to the human resource office of their company

Through the students’ video presentation, they shall be able to:

• Demonstrate effective oral communication skills (Course Outcome of Module 2)

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):

Learning Module: Purposive Communication 2

 Rubrics for Group Video Presentation
Course Overview

Learning Criteria 30-50 points 10-29 points 0-9 points

Outcomes
Utilize Conversation The speakers’ Some of the The speakers’
appropriate Style word choice and speakers’ word word choice and
conversation tone are suitable choice and tone tone are
style for the specific are applicable to ineffective for
context of the conversation in any conversation.
conversation other contexts
Exemplify Propriety The speakers The speakers The speakers
order and show proper show lapses in show
harmony in decorum proper decorum insensitivity to
formal required in the required in the the context of the
conversation specific context of specific context of conversation
the conversation the conversation

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).

Rubrics for Review of Literature and Studies

Learning Criteria 30-50 points 10-29 points 0-9 points

Outcomes
Use academic Writing Style The writer’s word Some of the The writer’s word
language in choice and moves writer’s word choice and moves
writing are suitable for choice and moves are ineffective for
writing a review are applicable to any writing
of literature and other writing genre.
studies genres.
Write a Technicality The paper uses The paper has The paper lacks
review of correct grammar, lapses in the characteristics
literature and punctuation, and grammar, of a review of
studies referencing punctuation, and literature and
format. referencing studies.
format.

Learning Module: Purposive Communication 3

 Grading System
Course Overview

Class Standing Percentage

Online Examinations/Activities 50%

Class Participation/Attendance 10%

Major Course Requirement 40%

TOTAL 100%

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.

Learning Module: Purposive Communication 4

 LM01-ESEN

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Module Overview
Introduction
Module Overview

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

• Module 2: Speaking Skills
• Module 3: Reading Skills

Learning Module: Purposive Communication 5

 • Module 4: Writing Skills
Learning Outcomes
After completing Learning Module 1, Listening Skills, the learners must be able to generate
Module Overview

meaning from texts listened to by following the strategies for effective listening. Specifically,
each Learning Packet targets a respective learning outcome as follows:

Learning Packet 1. Stages of the Listening Process

• Distinguish the stages of listening

Learning Packet 2. Informational Listening

• Record information or ideas presented in the texts listened to

Learning Packet 3. Critical Listening

• Form judgment on the information or ideas presented in the texts listened to

Learning Packet 4. Academic Listening

• Build a repertoire of information or ideas from the texts listened to

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:

Learning Packet 1. Conversation Flow

• Utilize appropriate conversation style

Learning Packet 2. Parliamentary Procedure

• Exemplify order and harmony in formal conversation

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

Learning Packet 3. Strategies for Reading Technical Texts: Critical Reading

• Form judgments on the information or ideas presented in texts read

Learning Packet 4. Strategies for Reading Creative Texts: Appreciative Reading

• State the ideas derived from creative texts

Learning Packet 5. Viewing: Strategies for Reading Non-Prose Texts

• Translate non-prose text into prose form

After completing Learning Module 4, Writing Skills, the learners must be able to show the
ability to write effectively. The Learning Packets within this module target a specific learning

Learning Module: Purposive Communication 6

 outcome found below:

Packet 1. Academic Writing: Grammar and Style

Module Overview

• Use academic language in writing

Packet 2. Strategies for Writing a Review

• Employ effective ways of writing reviews

Packet 3. Strategies for Writing Review of Related Studies and Literature for Research
• Write a review of literature and studies

Packet 4. Representing: Translating Prose into Non-Prose Forms

• Translate prose texts into non-prose forms

Minimum Technical Skills Requirement

• Use basic computer programs such as Microsoft Word, Microsoft Powerpoint, and
Microsoft Excel
• Downloading files in .doc, .xls, .ppt, .pdf, .jpg, mp3, and mp4 formats.
• Uploading files in .doc, .xls, .ppt, .pdf, .jpg, mp3, and mp4 formats.
• Create visual, audio, video presentation
• Follow links
• Navigate websites
• Write and respond to emails
• Sign documents using electronic signature

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
The total number of learning hours for the whole semester is 54, which is equally divided into the midterm
and the final term. For the specific distribution of hours per topic, please refer to the list below:

Mid-Term
• Module 1: Listening Skills = 12 hours
• Module 2: Speaking Skills = 15 hours
= 27 hours
Final Term

• Module 3: Reading Skills = 15 hours

• Module 4: Title of Topic 04 = 12 hours
= 27 hours

Learning Module: Purposive Communication 7

 Delivery Mode
The four (4) Learning Modules for English Skills Enhancement course shall be completed
Module Overview

through online synchronous and asynchronous sessions. 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.

Module Requirement with Rubrics

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:

• Professionals planning an outreach project for vulnerable communities during the

pandemic
• Public officials investigating a violation of safety protocols
• Home-owners association officers formulating/revising the village’s rules and
regulations to adapt to the new normal
• Employees forming a consensus about their new work arrangement, which will be
communicated to the human resource office of their company

Through the students’ video presentation, they shall be able to:

• Demonstrate effective oral communication skills (Course Outcome of Module 2)

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):

Rubrics for Group Video Presentation

Learning Criteria 30-50 points 10-29 points 0-9 points

Outcomes
Utilize Conversation The speakers’ The speakers’ The speakers’
appropriate Style word choice and word choice and word choice and
conversation tone are suitable tone are tone are
style for the specific applicable to ineffective for
context of the conversation in any conversation.
conversation other contexts
Exemplify Propriety The speakers The speakers The speakers
order and show proper show lapses in show
harmony in decorum proper decorum insensitivity to
formal required in the required in the the context of the
conversation specific context of specific context of conversation
the conversation the conversation

Learning Module: Purposive Communication 8

 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
Module Overview

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).

Rubrics for Review of Literature and Studies

Learning Criteria 30-50 points 10-29 points 0-9 points

Outcomes
Use academic Writing Style The writer’s word The writer’s word The writer’s word
language in choice and moves choice and moves choice and moves
writing are suitable for are applicable to are ineffective for
writing a review other writing any writing
of literature and genres. genre.
studies
Write a Technicality The paper uses The paper has The paper lacks
review of correct grammar, lapses in the characteristics
literature and punctuation, and grammar, of a review of
studies referencing punctuation, and literature and
format. referencing studies.
format.

Learning Module: Purposive Communication 9

 Course
Packet
LM01-ESEN

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Learning Module 1

Listening Skills
Course Packet 01

Stages of the
Listening Process

Knowledge Area Code : LANG

Course Code : ESEN0113
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-01

Learning Module: English Skills Enhancement 3

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Packet
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Course Packet 01
ESEN Course Packet 01

Stages of the Listening Process

Introduction
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.

Objective
After completing this learning packet, the students must be able to distinguish the different
stages of the listening process.

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 1 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 a
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:

Criteria 10-8 points 7-5 points 4-1 points 0 point

The response
The response
shows veracity The response
shows some
and accuracy of lacks details that
significant details
Content details that demonstrate the No response
that demonstrate
demonstrate the learning
the learning
learning outcome.
outcome.
outcome.
The entire Some parts of the
The response’s
response is response build
Presentation main points are No response
organized to up and highlight
imperceptible.
build up and its main points.

Learning Module: English Skills Enhancement 1

 Course
Packet
LM01-ESEN

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highlight its
main points.
The response
ESEN Course Packet 01

The response
demonstrates The response
demonstrates
the conventions demonstrates the
some
Language in the use of features of No response
conventions in
syntactic informal
formal
structure and writing/speaking.
writing/speaking.
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.

Learning Module: English Skills Enhancement 2

 Course
Packet
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Introduction

Listening is as important as speaking, reading, writing, viewing, and representing. If a

ESEN Course Packet 01

speaker has no intended listener, the communication process is incomplete. In other words,
listening realizes the main purpose of speaking. Moreover, listening is a receptive skill that
allows individuals to gather information and, eventually, build a repertoire of knowledge
necessary in formulating new ideas that can be shared either orally or visually to other
people. Overall, listening is part of the whole communication cycle not only at the part where
messages are interpreted but also from the very point where messages are created.

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.

Listening is fundamental to effective communication, so we should never set it aside.

Likewise, listening is not a simple task, but instead of being overwhelmed, we should
challenge ourselves to develop listening strategies. To do it, we need to begin by exploring
the stages we put ourselves in when we listen. The activity that follows assesses your
awareness of these stages.

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.

__________ I will check the surroundings if it is safe for me to go out.

__________ I will stay in the room, pause, and observe if the alarm continues.
__________ I will be surprised by the unexpected alarm.
__________ I will stay where I am and confirm if it is a fire warning by calling the building
security over the phone.

Learning Module: English Skills Enhancement 3

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Situation 2. An online class with 35 students including you is about to start.

ESEN Course Packet 01

__________ I will use my background knowledge that relates to my professor’s explanation

of the topic.
__________ I will wait for the professor to turn on her microphone.
__________ I will stop whatever I am doing when the professor starts speaking.
__________ I will take note of the important details that my professor will mention.

Situation 3. In a large workshop room with 40 people, the leader of your creative team is
announcing the task assigned to every member.

__________ I will perform the tasks assigned to me one by one.

__________ I will ask questions about the task assigned to me if it is not clear.
__________ I will wait for my name to be called.
__________ I will remember the tasks assigned to me.
__________ I will politely stand up before the team leader announces my tasks.

Lesson Proper

Review. The pre-assessment activity has helped us realize that listening involves different
events that happen one at a time. For us to listen effectively, we have to properly sort out
the things that we need to do just like what we did in the activity.

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.

However, some listening situations require us to cognitively work on our memory rather
than respond physically. Situation 2 presents a scenario that highlights a kind of listening
activity that will likely occur in the academic setting. Before an online class starts, you
will need to set up your computer and be alert when your professor turns on her
microphone, usually signaled by the scratching sound. For you to participate in the class
once the professor starts talking, you need to stop whatever you are doing because, in
online classes, concentration is a key to learning. You should then recall your previous
lectures to make sense of the current discussion. Ultimately, once you begin to
understand the lesson, you will be able to remember all the useful information drawn
from the discussion.

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

Learning Module: English Skills Enhancement 4

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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.
ESEN Course Packet 01

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.

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

Receive the Pay attention Understand Remember the Respond to the
Situation sound to the message the message message message
1 I will confirm if
it is a fire
warning.

2 I will stop I will take note

whatever I am of the
doing when the important
professor starts details that my
speaking. professor will
mention.
3 I will wait I will perform
for my name the tasks
to be called. assigned to me
one-by-one.

• Processing of the Activity

Which stages of the listening process should come in the same order all the time? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

What stages of the listening process can be interchanged? Why?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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• 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
ESEN Course Packet 01

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
3
Understanding

Responding Remembering

1 Receiving
5 4

Figure 1. The Listening Process

Refer to the numbers in the image above and read the description of every stage
of listening.

1. Receiving is a physiological process where the sound waves enter the

hearing mechanism. The ears are usually sensitive to very loud sounds such
as screams, explosion, and alarm that can cause feelings of shock or surprise.

2. Attending is the conscious process of filtering other sounds and paying

attention to a specific sound. It can be done by mentally concentrating, asking
the people around to be silent, or turning down the volume of the music in
the background.

3. Understanding refers to the process of making meaning; the listener either

gets meaning from or gives meaning to the message. To ensure accurate
understanding, the listener can also ask questions for clarification.

4. Remembering is the storing in memory the information gathered from

listening and retrieving it when needed. It is an indication that listening is
effective.

5. Responding is the reaction to the message listened to. An accurate response

also indicates effective listening. It can be an action to execute a command or
an answer to a question.

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• Enhancement Activity. Determine the stage of listening described by each of the following
situations. There should be no duplication of the answer.
ESEN Course Packet 01

____________________ 1. Imagining how flu virus infects the human respiratory

system as you listen to the lecturer explain it.
____________________ 2. Answering a job interview question from a member of the
panel.
____________________ 3. Waking up suddenly at 3:30 in the morning to the ringing
sound of your mobile phone.
____________________ 4. Keeping the doors and windows closed while watching
movies in your bedroom.
____________________ 5. Memorizing cooking steps from Youtube before preparing
the food in your kitchen.

• Generalization. Brainstorm with a partner. Reflect on the importance of each stage to

effective listening.

Stage 1. Receiving

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Stage 2. Attending

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Stage 3. Understanding

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Stage 4. Remembering

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Stage 5. Responding

_______________________________________________________________________
_______________________________________________________________________

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_______________________________________________________________________
_______________________________________________________________________
ESEN Course Packet 01

• Application. Suggest a 5-step listening strategy for the following situations. Take note of the five
stages of listening while formulating the strategies.

1. Listening to a typhoon warning from the weather bureau.

Step 1. ____________________________________________________________________

Step 2. ____________________________________________________________________

Step 3. ____________________________________________________________________

Step 4. ____________________________________________________________________

Step 5. ____________________________________________________________________

2. Participating in an online meeting on a group project.

Step 1. ____________________________________________________________________

Step 2. ____________________________________________________________________

Step 3. ____________________________________________________________________

Step 4. ____________________________________________________________________

Step 5. ____________________________________________________________________

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Course Packet Discussion Forum

This photo appeared on Facebook and other social media platforms and received various reactions from
ESEN Course Packet 01

netizens. Write your comment about the quotation.

image source: https://emilysquotes.com/the-biggest-communication-problem-is-we-do-not-listen-to-understand/

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Post-Assessment
Write the letter of the best answer on the activity sheet.
ESEN Course Packet 01

1. After listening to the question of an interviewer, what would you do?

a. Focus on the non-verbal message.
b. Remember some key points.
c. Give a relevant response.
d. Repeat the question.
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
3. Why do you have to listen to a class discussion before a quiz?
a. To understand and remember
b. To hear and understand
c. To focus and understand
d. To pay attention and understand
4. Why are healthy ears important?
a. They help us think.
b. They receive sounds clearly.
c. They filter unnecessary sounds.
d. They help us understand.
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
a. the instruction was easy.
b. everybody in the class understood the instruction.
c. everybody in the class was afraid of the teacher.
d. the instruction was not helpful.
7. Why is listening to a whisper a challenge as we get older?
a. We do not appreciate games as we age.
b. We lose temper easily as we age.
c. Our hearing mechanism becomes too sensitive as we age.
d. Our hearing mechanism can wear out as we age.
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.

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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.
ESEN Course Packet 01

c. You are able to write it down.

d. You are able to say it again.
10. Which is a sign of effective memory?
a. Ability to replace old information with a new one.
b. Ability to take in relevant information.
c. Ability to categorize information.
d. Ability to retrieve information when needed.

Reference. Wood, J.T. (2003). Communication in our lives.

Wadsworth

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Activity Sheet
Teachers may allow the learners to write their answers to the learners’ tasks on this sheet.
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Learner’s Feedback Form

ESEN Learner’s Feedback Form

Name of Student: __________________________________________________________

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

Did you raise your concern to your instructor?  Yes  No

If Yes, what did he/she do to help you?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

If No, state your reason?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

To further improve this course packet, what part do you think should be enhanced?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

How do you want it to be enhanced?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

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ESEN

Learning Module 1

Listening Skills
Course Packet 02

Informational Listening

Knowledge Area Code : LANG

Course Code : ESEN0113
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-02

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Course Packet 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:

Criteria 10-8 points 7-5 points 4-1 points 0 point

The response
The response
shows veracity The response
shows some
and accuracy of lacks details that
significant details
Content details that demonstrate the No response
that demonstrate
demonstrate the learning
the learning
learning outcome.
outcome.
outcome.
The entire Some parts of the
The response’s
response is response build
Presentation main points are No response
organized to up and highlight
imperceptible.
build up and its main points.

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highlight its
main points.
The response
Course Packet 02

The response
demonstrates The response
demonstrates
the conventions demonstrates
some
Language in the use of features of No response
conventions in
syntactic informal
formal
structure and writing/speaking.
writing/speaking.
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.

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Introduction

The type of listening individuals employ is determined by their goals. In every situation, we
Course Packet 02

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.

Informational listening per se is not a one-size-fits-all-skill. Listening situations may require

different sets of strategies. Informational listening entails listening to comprehend and retain
information. We do these everytime we listen to lectures, news reports, voice mails, or
directions going to a place. Because understanding and remembering are important
components of informational listening, good concentration and memory skills are key. Thus,
in the succeeding parts, we will explore the strategies for listening to details, strategies for
listening to facts, and strategies for listening to direction or instruction.

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.

Pre-Assessment. Determine whether the text contains description, instruction, facts or a

combination of these. If the media does not open, copy the link to your browser.

Text 1. (Ctrl + Click to follow link)

https://drive.google.com/file/d/12hubkIN3Lge7ckm08D8ewBTOpxJWbm0x/view?usp=sharing

Answer: _________________________________________________________________________

Text 2. (Ctrl + Click to follow link)

https://drive.google.com/file/d/1HSte5JdcJ2dEifg_ZIFcMOU-0CQXQPhG/view?usp=sharing

Answer: ________________________________________________________________________

Text 3. (Ctrl + Click to follow link)

https://drive.google.com/file/d/1LV3L-cA6gTcGNtAXVjZTdgkDMPqVHtGj/view?usp=sharing

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

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to do or when to do it.

• Activity. Listen again to the texts provided in the pre-assessment and list down the information
Course Packet 02

required below.

1. Description of the Coronavirus

o _________________________________________________________
_________________________________________________________
o _________________________________________________________
_________________________________________________________

2. Facts about the Earth

o _________________________________________________________
_________________________________________________________
o _________________________________________________________
_________________________________________________________

3. Instructions on how to cite references using APA style.

o _________________________________________________________
_________________________________________________________
o _________________________________________________________
_________________________________________________________

• Processing of the Activity

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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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• 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.
Course Packet 02

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.

Strategies for listening to descriptions:

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.

Strategies for listening to facts:

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.

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Instructions are information that contain commands and explanations on how to behave or to
complete a task3.
Course Packet 02

Strategies for listening to instructions:

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.

A. Description. The best job in the world4

(Ctrl + Click to follow the link)
https://drive.google.com/file/d/12bzP5O_GXpx7dAuLbO0J5dmUhOrAyjdg/view?usp=sharing
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.
___________________________________________________________________________
___________________________________________________________________________

4. What job came in the list after architect?

___________________________________________________________________________
___________________________________________________________________________

5. What was the best job in the world for Ellie?

___________________________________________________________________________
___________________________________________________________________________

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B. Facts. Who is Elon Musk?5

(Ctrl + Click to follow link)
https://drive.google.com/file/d/10tNoQBze45Q_bBom5Chxwto1h88wOPkw/view?usp=sharing
Course Packet 02

Put a check to the statement that refers to Elon Musk.

_____ He set up the electric car company Honda in 2014.

_____ Elon Musk launched the world’s most powerful active rocket in March 2016.
_____ He was born in South Africa to a Canadian mother and a South African father.
_____ At the age 12, he made a video game and sold it to a magazine for 300 dollars.
_____ He was born in Canada to a Canadian mother and a South African father.
_____ He set up the electric car company Tesla at the age of 24.
_____ He created a company called X.com that is now known as Lazada.com
_____ At the age 12, he made a video game and sold it to a magazine for 500 dollars.
_____ He was born in South Africa to a South African mother and a Canadian father.
_____ At the age of 10, he made a video game and sold it to a magazine for 200 dollars.
_____ He created a company called X.com that is now known as Paypal.
_____ He created a company called Paypal that is now known as X.com.
_____ He set up the electric car company Tesla in 2004.
_____ Elon Musk launched the world’s most powerful active rocket in February 2018.

C. Instruction. 7 Fundamental Steps to Film a Short Documentary 6

(Ctrl + Click to follow link)
https://drive.google.com/file/d/1GA5NN-6pK3n_OL20xLa9Y9u1JF2a8NMN/view?usp=sharing

Arrange the following tips in making a documentary as mentioned in the video by putting
numbers 1 to 7.

_____ Look for different documentaries for inspiration.

_____ Plan about the story structure.

_____ Set-up the camera and lighting properly to establish angles, depth, and movement.

_____ Get consent from your subject.

_____ Learn how to edit.

_____ Find somebody who does something interesting.

_____ Ensure good quality audio.

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• Generalization. What strategies are common among all informational listening tasks? Why are these
strategies important to informational listening?
Course Packet 02

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

• 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:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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Course Packet Discussion Forum

Aside from the suggested listening strategies in this packet, share other techniques that you found helpful
Course Packet 02

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.

(Ctrl + Click to follow the link)

https://drive.google.com/file/d/1Kh_NrjkFKlYX3P7TNr_7-1cEbe1OI-lg/view?usp=sharing

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

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Activity Sheet
Teachers may allow the learners to write their answers to the learners’ tasks on this sheet.
Activity Sheet

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Post-Assessment
Section 1. Cosmic Mail Order (Questions 1-8)
Post-Assessment

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

Encircle the correct answer (Questions 9-10).

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

Section 2. Complete the diagram below (Questions 11-15)

Write NO MORE THAN THREE WORDS for each answer.

RACE PREPARATION

MECHANICAL

MENTAL
Machine 11…………………………………………
Tactics 12……………………… Knowledge 13…………………………….........
……..... ..............
PHYSICAL

Training 14………………………… Style 15…………………………….........

….......... ...............

When should the following activities take place?

A. in summer
B. in winter
C. all year round

Write the correct letter, A, B or C, next to questions 16-20.

16. circuit training ………..

17. weight training ………..

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18. mobility ………..

19. pleasure riding ………..

Post-Assessment

20. running ………..

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. ……………………………………………………………………………………………………

ENCIRCLE the correct answer (Questions 24-25).

24. What is Jane’s concern about the information they will collect?

A. They will not evaluate it effectively.

B. There will not be enough of it.

C. Some of it will be unreliable.

25. What is Mark’s concern about their assignment?

A. The assessment criteria are not clear.

B. Too much emphasis is placed on the facts.

C. There is not enough time to do it well.

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Complete the table below (Questions 26-30).

Write NO MORE THAN ONE WORD for each answer.

Post-Assessment

Cures for failing films

Name of cure Reason for using cure

successful jokes increase film’s

‘Tweak every joke’
26………………………

difficult to predict audience’s

‘Change the ending’
27…………………………

important to be
‘Fix the tone’ 28……………………………………
…………

29.’………………………………………………………
extra cost seen as investment
…………….’

‘Shift the
may attract a wider audience
30……………………………………………………….’

Section 4. Complete the sentence below. Write NO MORE THAT THREE WORDS for
each answer.

History of the Mediterranean Sea

The Roman Influence

31. Alexander the Great’s death was followed by power struggles among rivals concerning
the……………………………………………………………………………………. Mediterranean.

32. The Romans experienced the threat of ……………………………………………………… to

their early naval supremacy.

33. The Roman Empire’s first step in achieving naval supremacy was setting up a department
for………………………………………………………………………………………………… ships.

34. The number of …………………………………………………………………………….. meant

that Roman warships were the fastest.

35. Growing Roman success was displayed by the number of

………………………………………………………........ that were built on the coast.

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36. Facilities in Spain were used to produce ………………………………………… which was

exported throughout the Roman Empire.
Post-Assessment

37. The development of a range of ……………………………………………. ships increased

efficiency.

Views of Mediterranean History

Which view has been expressed by each historian of the Mediterranean?

Choose your answers from the box and write the letters A-F next to questions 38-40.

A. National politics have strongly influenced the Mediterranean’s history.

B. The history of the Mediterranean needs to be understood in relation to other seas.
C. The physical geography of the Mediterranean has determined its people’s behavior.
D. Ecological change has been the biggest influence on the history of the Mediterranean.
E. Sea access enabled distant societies to interact culturally around the Mediterranean.
F. Exchanging raw materials around the Mediterranean linked countries together.

38. Michel Balard

39. Fernand Braudel

40. Nicholas Horden

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Learner’s Feedback Form

Name of Student: __________________________________________________________
Learner’s Feedback Form

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

Did you raise your concern to your instructor?  Yes  No

If Yes, what did he/she do to help you?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

If No, state your reason?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

To further improve this course packet, what part do you think should be enhanced?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

How do you want it to be enhanced?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

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Learning Module

Listening Skills
Course Packet 03

Critical Listening

Knowledge Area Code : LANG

Course Code : ESEN-0113
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-03

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Course Packet 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:

Criteria 10-8 points 7-5 points 4-1 points 0 point

The response
The response
shows veracity The response
shows some
and accuracy of lacks details that
significant details
Content details that demonstrate the No response
that demonstrate
demonstrate the learning
the learning
learning outcome.
outcome.
outcome.
The entire Some parts of the
The response’s
response is response build
Presentation main points are No response
organized to up and highlight
imperceptible.
build up and its main points.

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highlight its
main points.
The response
Course Packet 03

The response
demonstrates The response
demonstrates
the conventions demonstrates the
some
Language in the use of features of No response
conventions in
syntactic informal
formal
structure and writing/speaking.
writing/speaking.
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.

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Introduction

The academe is a space for different kinds of messages, from very scholarly and formal to
Course Packet 03

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 evidence 1.

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.

Pre-Assessment. Determine whether the text is a report, an opinion, or a campaign.

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.

Report is any written or oral communication that presents a collection of facts or a number
of alternative propositions, states a conclusion and, when called for, a recommendation 2;

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.

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• Activity. Give your reaction to the materials in the pre-assessment activity by answering the
questions below.
Course Packet 03

Text 1. Another Big Foot sighting reported near Provo, Utah

https://drive.google.com/file/d/1r8kdkQu8hYEVEcOC44CTXEhFspPl4llC/view?usp=sharing

1. What information from the report makes you believe or not believe that Big Foot
exists?
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Text 2. Germaine Greer: Transgender women are ‘not women’

https://drive.google.com/file/d/1IbMn21rEGNWfCY8HTrKVTnGmCSiw_Rgf/view?usp=shari
ng

2. After listening to Germaine Greer, would you agree that men who underwent gender
reassignment are ‘not women’? Why?
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Text 3. Uniliver 2025 plastic packaging commitments

https://drive.google.com/file/d/1kj-7KiKNUBbMVecAgtcPK9KBCa5SU7kz/view?usp=sharing

3. Would you reconsider using plastic despite the evident problems it has caused to the
environment? Why?
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

• Processing of the Activity

Listening to Reports. How can critical listening be helpful in drawing information from
reports?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Listening to Opinions. Why do you think critical listening is necessary when listening to
Course Packet 03

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.

In order to arrive at a sound understanding of information drawn from reports, opinions,

and campaigns, this learning packet offers five (5) helpful strategies5.

1. Discriminate facts from opinion. An essential component of critical listening is

learning to separate opinions from facts. The ability to identify the difference
between the two is necessary when you need to make your own stand about a
topic. Moreover, you must be aware that the interplay between facts and the
opinions of others can also help you frame your own perspective.

2. Avoid making assumptions. Some listeners fail to achieve a critical standpoint

about an issue or a topic because they have already formed their own assumptions
prior to listening to a message. Critical listening only works when maintaining an
objective viewpoint while listening.

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

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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
Course Packet 03

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.

Text 1. Another Big Foot sighting reported near Provo, Utah

https://drive.google.com/file/d/1r8kdkQu8hYEVEcOC44CTXEhFspPl4llC/view?usp=sharing

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.

3. What should be included in any report to make it more reliable?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Text 2. Germaine Greer: Transgender women are ‘not women’

https://drive.google.com/file/d/1IbMn21rEGNWfCY8HTrKVTnGmCSiw_Rgf/view?usp=sharing

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.
5. What is Germaine Greer’s opinion on Caitlyn Gener being recognized as Glamor
Woman of the Year?
a. It is a case of a man claiming to be a woman getting more advantages than a
naturally born woman.
b. It is a case of a transgender woman having equal opportunity as other women.
c. It is a case of unequal opportunity for women of all colors and origins.
d. It is a case of discrimination against transgender women.

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6. In what ways are your opinions similar to or different from that of Germaine Greer?
___________________________________________________________________________

___________________________________________________________________________
Course Packet 03

___________________________________________________________________________

Text 3. Uniliver 2025 plastic packaging commitments

https://drive.google.com/file/d/1kj-7KiKNUBbMVecAgtcPK9KBCa5SU7kz/view?usp=sharing

7. What problem with plastic has the campaign recognized as a fact?

a. Plastic is a toxic material that causes harm to living creatures in the environment.
b. There is a lot of plastic pollution in the environment.
c. There is a need to get rid of plastic and replace it with biodegradable materials.
d. Plastic belongs to the streets and the rivers.
8. What is Uniliver’s proposition to eliminate environmental problems caused by plastic?
a. Put plastic in a circular economy where plastic is recycled, reused, or made
compostable.
b. Avoid using plastic in their product packaging and distribution.
c. Clean up the ocean and rivers where hundred thousand tons of used plastic are
found.
d. Ban plastic completely from manufacturing industries.
9. How did the online campaign deliver its message?
a. through cause and effect
b. through addition and subtraction
c. through trial and error
d. through problem and solution
10. How likely are you to support Uniliver in their mission to keep on using plastic for
their products based on their campaign? Why?
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

• Generalization. Cite five real-life situations where critical listening is required. Briefly explain why.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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• Application. How relevant is critical listening to the time when fake news is going around social
media?
Course Packet 03

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Course Packet Discussion Forum

How do you spot fake news? What are the hints that an information material contains fabricated
messages?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How should fake news be handled?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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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
Course Packet 03

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

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Activity Sheet
Teachers may allow the learners to write their answers to the learners’ tasks on this sheet.
Activity Sheet

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Post-Assessment
Section 1. Family Excursion
Post-Assessment

Questions 1-4
Cruise on a lake
• Travel on an old steamship
• Can take photos of the (1) __________ that surround the lake.

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) $ __________.

Section 2. Choose the letter of the correct answer.

Question 11-14
(11) According to the manager, what do most people like about the job of kitchen assistant?
A. the variety of work
B. the friendly atmosphere
C. the opportunities for promotion

(12) The manager is concerned about some of the new staff’s

A. jewelry
B. hair styles
C. shoes

(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.

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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-
Post-Assessment

20.

Responsibilities
A training courses
B food stocks
C first aid
D breakages
E staff discounts
F timetables

(17) Joy Parkings _____

(18) David Filed _____
(19) Dexter Wills _____
(20) Mike Smith _____

Section 3. Paper on Public Libraries

Questions 21-23. Choose the letter of the correct answer.

(21) What will be the main topic of Trudie and Stewart’s paper?
A. how public library services are organized in different countries
B. how changes in society are reflected in public libraries
C. how the funding of public libraries has changed

(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.

(23) Stewart expects that in the future libraries will

A. maintain their traditional function.
B. become centers for local communities.
C. no longer contain any books.

Questions 24-30. Complete the notes below.

Write ONE WORD ONLY for each answer.

Study of local library: possible questions

• Whether it has a (24) __________ of its own
• Its policy regarding noise of various kinds
• How it’s affected by laws regarding all aspects of (25) _________
• How the design needs to take the (26) __________ of customers into account
• What (27) __________ is required in case of accidents
• Why a famous person’s (28) __________ is located in the library
• Whether it has a (29) __________ of local organizations
• How it’s different from a library in a (30) __________

Section 4. Four business values

Questions 31-35. Complete the notes below

Write NO MORE THAN TWO WORDS for each answer.

Many business values can result in (31) __________.

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Senior managers need to understand and deal with the potential (32) __________ that may
result.

Collaboration
Post-Assessment

During a training course, the speaker was in a team that had to build a (33) __________.

Other teams experienced (34) __________ from trying to collaborate.

The speaker’s team won because they reduced collaboration.

Sales of a (35) __________ were poor because of collaboration.

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.

Companies that always aim at excellence may miss opportunities.

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Learner’s Feedback Form

Name of Student: __________________________________________________________
Learner’s Feedback Form

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

Did you raise your concern to your instructor?  Yes  No

If Yes, what did he/she do to help you?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

If No, state your reason?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

To further improve this course packet, what part do you think should be enhanced?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

How do you want it to be enhanced?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

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Learning Module

Listening Skills
Course Packet 04

Academic Listening

Knowledge Area Code : LANG

Course Code : ESEN-0113
Learning Module Code : LM-ESEN0113
Course Packet Code : LM-ESEN0113-04

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Course Packet 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:

Criteria 10-8 points 7-5 points 4-1 points 0 point

The response
The response
shows veracity The response
shows some
and accuracy of lacks details that
significant details
Content details that demonstrate the No response
that demonstrate
demonstrate the learning
the learning
learning outcome.
outcome.
outcome.
The entire
response is Some parts of the
The response’s
organized to response build
Presentation main points are No response
build up and up and highlight
imperceptible.
highlight its its main points.
main points.

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The response
The response
demonstrates The response
demonstrates
the conventions demonstrates the
Course Packet 04

some
Language in the use of features of No response
conventions in
syntactic informal
formal
structure and writing/speaking.
writing/speaking.
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.

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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
Course Packet 04

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.

Pre-Assessment. Determine whether the text is a public speech, a lecture, or an interview.

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
purpose of a lecture is to maximize the learning of a specific topic in a short period of time.
Lectures usually last for 50 minutes to an hour and a half at the university level 3.

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Interview is essentially a structured conversation where one participant asks the

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questions, and the other provides the answers. Turn-taking is more likely predictable in
an interview, which means that listeners can easily follow the conversation flow. The
purpose of an interview may be to transfer knowledge or to fill in knowledge gaps by
asking questions about unknown information to the interviewee who is usually an expert
or the primary resource person. Listeners acquire knowledge by listening not only to the
responses but also to the questions asked during the interview because the interviewer’s
questions mark the important ideas about the topic of the conversation 4.

• 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

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Interview. Effective Communication Skills in the Workplace – An Interview with Bill
Moller
https://drive.google.com/file/d/1Q8dunhDtYzsDbII59WpYeZ9Ki6_IlH--/view?usp=sharing

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Lecture. Inclusive Language

https://drive.google.com/file/d/1tVfIAPXPJLzybV5Szh27acvF3RxY_MTg/view?usp=sharing

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• Processing of the Activity

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

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sophisticated concepts. Thus, using some strategies will help you with learning the topics
covered by the speaker5. These are:
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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.

5. Evaluate information. It is always helpful to reread what you write. Rereading ensures
that your notes are accurate and will serve you right when you need to study the
material you write down.

• 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?
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2. What does “authenticity” mean in the context of Paula’s speech?

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3. Explain the statement “it is not a level playing field for men and women”.
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Interview. Effective Communication Skills in the Workplace – An Interview with Bill

Moller
https://drive.google.com/file/d/1Q8dunhDtYzsDbII59WpYeZ9Ki6_IlH--/view?usp=sharing
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4. What strategies for effective communication skills in the workplace did the
interviewee share with the audience?
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5. If the strategies suggested by the interviewee will be grouped, which ones fall in the

non-verbal strategies and which ones belong to the verbal strategies?

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Lecture. Inclusive Language

https://drive.google.com/file/d/1tVfIAPXPJLzybV5Szh27acvF3RxY_MTg/view?usp=sharing

6. What does inclusive language mean?

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7. Enumerate examples of gender-neutral words mentioned in the lecture.

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8. Enumerate examples of culturally inclusive words mentioned in the lecture.

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Generalization. How does academic listening complement literal listening and critical listening?

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Application. Compare your academic listening experiences before and now given the new classroom
setting.
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Course Packet Discussion Forum

What role will listening take in the time when learning is happening online?

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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

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References
1. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118784235.eelt0595
2. https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255
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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

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Activity Sheet
Teachers may allow the learners to write their answers to the learners’ tasks on this sheet.
Activity Sheet

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Post-Assessment
Section 1. Events during Kenton Festival
Post-Assessment

Questions 1-5. Complete the notes below.

Write ONE WORD AND/OR A NUMBER for each answer.

Start date: 16th May

Opening Ceremony (First Day)
In town center, starting at (1) __________
The mayor will make a speech
A (2) __________ will perform
Performance of a (3) __________ about Helen Tungate, a (4) __________
Evening fireworks display situation across the (5) __________

Questions 6-10

Other Events
Videos about relationships that children have with their (6) __________
Venue: (7) __________ House

Performance of (8) __________ dances

Venue: the (9) __________ market in the town center
Time: 2 and 5 pm every day except 1st day of festival

Several professional concerts and one by children

Venue: library
Time: 6:30 pm on the 18th

Tickets available online from festival box office and from shops which have the festival (10)
__________ in their windows.

Section 2. Theater trip to Munich

Questions 11-15. Choose the letter of the correct answer.

(11) When the group meet at the airport they will have
A. breakfast
B. coffee
C. lunch

(12) The group will be met at Munich Airport by

A. an employee at the National Theater.
B. a theater manager.
C. a tour operator.

(13) How much will they pay per night for a double room at the hotel?
A. 110 euros
B. 120 euros
C. 150 euros

(14) What type of restaurant will they go to on Tuesday evening?

A. an Italian restaurant
B. a Lebanese restaurant
C. a typical restaurant of the region

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(15) Who will they meet on Wednesday afternoon?

A. an actor
B. a playwright
C. a theater director
Post-Assessment

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

Section 3. Scandinavian Studies

Questions 21-25. Choose the letter of the correct answer.

(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.

(22) When he graduates, James would like to

A. take a postgraduate course.
B. work in the media.
C. become a translator.

(23) Which course will end this term?

A. Swedish cinema
B. Danish television programs
C. Scandinavian literature

(24) They agree that James’ literature paper this term will be on
A. 19th century playwrights.
B. the Icelandic sagas.
C. modern Scandinavian novels.

(25) Beth recommends that James’ paper should be

A. a historical overview of the genre.
B. an in-depth analysis of a single writer.
C. a study of the social background to the literature.

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Questions 26-30. Complete the flowchart below.

Choose FIVE answers from the box and write the letter of the correct answer, A-G, next to
questions 26-30.
Post-Assessment

How James will write his paper on the Vikings

He’ll read a (26) __________ and choose his topic.

He’ll borrow a (27) __________ from Beth.

A. bullet points
B. film
C. notes He’ll plan the (28) __________ of the paper.
D. structure
E. student paper
F. textbook He’ll read some source material and write (29) __________.
G. documentary

He’ll write the paper using (30) __________.

He’ll write the complete paper.

Section 4. Conflict at Work

Complete the notes below.

Questions 31-40. Write ONE WORD ONLY for each answer.

Conflict mostly consists of behavior in the general category of (31) __________.

Often a result of people wanting to prove their (32) __________.
Also caused by differences in (33) __________ between people
(34) ‘__________’ conflicts: people more concerned about own team than about company.
Conflict-related stress can cause (35) __________ that may last for months.

Chief Executives (CEOs)

Many have both (36) __________ and anxiety.

May not like to have their decisions questioned.
There may be conflict between people who have different (37) __________

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.

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Learner’s Feedback Form

Name of Student: __________________________________________________________
Learner’s Feedback Form

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
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Did you raise your concern to your instructor?  Yes  No

If Yes, what did he/she do to help you?

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If No, state your reason?

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To further improve this course packet, what part do you think should be enhanced?
_____________________________________________________________________________
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How do you want it to be enhanced?

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