Post on 03-Oct-2020
transcript
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Unit 1, Lesson 3: Active Listening
"A typical study points out that many of us spend 70
to 80 percent of our waking hours in some form of
communication. Of that time, we spend about 9
percent writing, 16 percent reading, 30 percent
speaking, and 45 percent listening. "
- University of Missouri, Extension
Level Objectives
Beginning Literacy
Consider how good listening body language affects the speaker and
improves communication.
Provide instructions clearly and offer feedback for clarification.
Develop active listening skills by paying close attention, asking
questions for clarification, and summarizing the speaker's words.
Level College Career Readiness Standards
A Reading Anchor 1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Ask and answer questions about key details in text (R1)
Reading Anchor 2: Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and idea.
Identify the main topic and retell key ideas or themes of a text. (R
2)
Reading Anchor 3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text
Describe the connection between two individuals, events, ideas, or
pieces of information in a text. (R3)
Reading Foundation Anchor 3. Know and apply grade-level phonics and
word analysis skills in decoding words. (Phonics and Word Recognition)
Read common high-frequency words by sight (RF.3.j)
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Reading Foundation Anchor 4: Read with sufficient accuracy and fluency
to support comprehension. (Fluency)
Read grade-level text with purpose and understanding.
The purpose of this lesson is to emphasize the importance of good listening skills when
communicating at work, in the community, and with family and friends. Clear communication is
especially important in school and at work. Poor listening skills can lead to many
misunderstandings. Sometimes a speaker is not clear, or a listener is thinking about other things
while the speaker is talking.
In this lesson, you will practice active listening skills and learn to ask questions that clarify what
you just heard.
Listening Body Language Listening is a two-way process in which both the speaker and listener play a part.
Good listening skills are important in daily life and in the workplace. Listening means
paying close attention to your boss, coworkers, or customers by maintaining
eye contact,
not letting your thoughts stray, and
showing interest through supportive gestures and neutral or attentive facial
expressions.
Be aware that 60% of a speaker's perception of how well you listen and what you
think about what she is saying is communicated through body language. Distribute the
handout, Good Listening Body Language and discuss the body language associated
with listening closely to the speaker.
Good listening body language includes:
maintaining comfortable eye contact (not a fixed stare);
leaning the head slightly forward;
sitting or standing up straight;
nodding here and there in agreement;
smiling when appropriate or maintaining a neutral expression;
uncrossing arms and legs and keeping the body open; and
eliminating distracting mannerisms, like jangling keys, tapping fingers or shoes, or
twirling a pencil
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Listening body language activity
Pair your students up. (Tutor pairs up with student.) Distribute the
handout: Listening Body language: What Do You See?
Ask student pairs to study images 1-6.
Discuss: What is the listener's body language telling you? What
do you think is happening?
If your student/s don't know what you are asking, go over one image and think aloud as
you analyze the body language. Ask students their opinion. Then ask the group to share
their thoughts about the images. The discussion should be lively. Sometimes people will
disagree and come up with another interpretation. This is fine, as long as the group or
pair/s use the image as a jump off point for discussion and can defend their point of view.
Body language activities
1. For low level students with few to no independent reading skills
Teach students the following vocabulary words. Ask them to copy the 12
words on a separate index card for each word.
woman lady man couple listen smiling unhappy cross closely leans forward chin
Ask students to place the card with the descriptive words next to the
images that most suit the words in the Listening Body language: What
Do You See? handout. One image could have more than one or two cards.
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Student self-assessment on their listening skills
This activity is designed for students to reflect on how well they listen.
Distribute the handout, How Well Do You Listen? This is a short self-
assessment on how well the student thinks she listens. If students are unable
to read the text independently, read the phrases and choices to them.
Note: This self- assessment can be taken online as digital literacy practice.
Click her to enter the online form: http://goo.gl/forms/7XMZD3Fkmk
Key (Students do not have this.)
Excellent Listeners say yes to numbers 3, 5, 7, 8, 11, 12,
13, 14, and 15 as yes.
Poor listeners say yes to numbers 1, 2, 4, 6, 9, and 10.
As you read the key to the students, ask them to place an asterix next to the excellent listener
skills that they possess.
Tell students that most of us show a combination of these traits when listening. We can practice
becoming better listeners by concentrating on developing the good traits and reducing the poor
listening traits.
The best listeners, however, follow the procedures described in the handout,
Active Listening Tips. Distribute this handout and read it with students. Pair
them up and ask them to read the handout together, or ask them to read along
with you as you reread the tips. Discuss the tips in detail, and ask students to go
back to the text to find the answers.
Tell students that in the next activity they will practice active listening skills
with an activity designed for them to
listen actively as the listener.
speak clearly as the speaker.
In order to communicate effectively at work, good speaking skills are as important as listening
skills. This is especially important when working in teams or completing a project together,
whether installing an air conditioning unit, passing dining customer orders to the kitchen, or
creating a new display for a department store. Ask students how good speaking skills will help
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them in their own workplace (customer service, team work, communicating with the supervisor),
visiting the doctor’s office, or talking to their childrens’teacher.
Distribute the student handout, Speaking Tips.
Ask students to read the handout or read it together. Discuss vocabulary
words (“jargon” might be new, “emphasize” might be difficult to read) and
then …
Ask: “What are the differences and similarities that good speakers and
good listeners have?” Encourage students to go back to the text to find the
information.
Speaking tips
Face the listener
Slow down your speech and give the listener time to hear you
Speak loud enough to be heard
Pronounce each word clearly; do not mumble
Use short sentences and emphasize important words
Speak logically, so that if you are giving directions or instructions,
you do not leave out an important step
Use common English; do not use slang or jargon
Active Listening Role Play Activities
Say: “Role play is an excellent way for you to practice two skills – good speaking and listening
– that are expected of you in the workplace. We will next practice active listening as both
speaker and listener.
Note to the teacher: Preparations for a successful role play depend on thorough
preparations for the student beforehand. Be explicit in going over the instructions and
helping students to read and understand the scripts.
To help students learn their scripts, you might consider handing them out at the end of
class and asking them to review the scripts for homework. Students can listen to an audio
reading of the script to help them learn.
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The three handouts for the role play activity include:
Role Play Instructions
Activity A: Closing the Office (Reading Level 2).
Activity B: Duties of a Hotel Steward (Reading Level 4).
Note that the reading levels of the role plays are different largely because of the vocabulary
words. Both scripts are relatively easy to master. As with all successful reading strategies for
low-level learners, pre-teaching vocabulary is an important step.
For a group:
1. Divide the class in half. If there are only two people, the student and tutor, both will
take turns as a listener and speaker. (Note: the instructions are different for a single
tutor/student pair and are included below.)
2. Every student receives the first handout with the directions. Half the students will
receive role play A, the other half will receive role play B.
3. Ask the role play A students to sit together to study the text, and the role play B
students to sit together to study their text. The two groups should be out of earshot of
each other. Students can choose to listen to an audio of the role play, or read the script
alone or together.
4. The teacher will move among the groups, helping students with vocabulary and
understanding the script, answering any questions. Give them ample time to be able
to relate the content of the script to the listener.
5. Ask each group to learn the script as best as they can, making sure that neither group
knows what the other is about to say.
6. Then follow the directions in the handout.
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For a single tutor/student pair:
1. The tutor will distribute the Active Listening Tips handout and read it with the
student. She will then choose one of the role play handouts.
2. The tutor will model the active listening activity and begin as the speaker.
3. After Part One (the tutor’s part) has been completed, and the student has paraphrased
correctly what he heard, provide him with the instructions in the handout, You as
Speaker. This activity ensures that what you, the tutor, are about to hear is new to you
and that you can go through this exercise with your student with integrity.
You As Speaker
Think of your last weekend. What did you do? Think about your
entire day last Saturday or Sunday. Tell the listener about your
schedule, where you went, who you saw, what you did, which movie
you watched, what you saw on television, etc.
For example, you might say: I got up late Saturday morning, around 9 or so. I had a cup
of coffee but no breakfast. I did two loads of laundry, then I made tuna fish sandwiches
for the whole family. Then I went to the grocery store with my oldest daughter. We got
baking supplies for my son's birthday. We then went to Walmart to buy birthday
presents....etc, etc.
1. Speak for about 1 - 2 minutes.
2. When you are finished, allow your teacher to repeat what you said in her own
words.
3. Gently correct her if she recalled some wrong details.
4. Questions:
a. What did you observe about your teacher's body language as you spoke?
b.Discuss how your teacher felt as she listened and tried to remember all the
details.
c. Compare how you both felt as a speaker and as a listener.
Individual Practice: Listening activity
More advanced students might listen to one of these two 3 1/2 minute videos only once on their
own. The videos are on topics that they have probably not considered closely before.
Ask them to just listen to the audio and to be prepared to discuss the details of the video with the
group.
1) Circle of influence and change
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Steve Thoennes - Two Minute Talk 3:27 minutes
https://www.youtube.com/watch?v=1KYgkm83sqM
2) Killing the fear of public speaking
Chris Hattersley - Controlling Your Fears 3:27 minutes
https://www.youtube.com/watch?v=UhcDrCAMXVI
Discuss
How well did you remember the important points that the speaker made? How easy or
hard is it to follow the talk when the subject is new? What discussions before the video would
have helped you to understand the topic of the talk better? (Asking questions; confirming what
you heard; some background information, talking it out with the speaker?)
Practice active listening and filling out a time slip for Lesson 3
1. Before distributing blank time slips to your students (Weekly
Time Slip Form Practice), go over the steps they will be asked
to take to fill out the form. Tell students you are asking them to
practice listening. Encourage them ask questions to clarify
what you said.
2. Then distribute the Weekly Time Slip Form Practice.
3. Demonstrate to your student/s explicitly how to fill out the time slip. For each day of
the week, have them record either the hours spent in class or the hours practicing on
your own, or both. Or tell them to place 0 in the day that they did nothing.
4. Tell them that you will help them add the hours and minutes. If they can do the
addition on their own, have them add their own time.
5. Tell them to sign the form next to "Signature." They may print their name if they
cannot write in cursive.
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Extension Activity
Ask students to practice active listening either at work or with family members to develop or
perfect their active listening skills by asking friends or family members about a specific event
in their day (which stores they visited at the shopping mall, why they liked or disliked a t.v.
show or movie, or how a favorite football or baseball team won or lost).
1. In doing so, tell them to focus on active listening, eliminate other distractions, and to
concentrate on the speaker. Tell them not to try to actively listen and watch t.v. at the
same time, for example.
2. Point to the Active Listening Tips handout. Tell your students that the more they
practice, the better listeners they will become.
Ask: Does the attitude of the speaker change when they realize you are truly hearing their
words?
Discuss the anticipated results of being a good listener. (Less confusion, fewer
misunderstandings, ability to work in teams well, etc.)
Digital Literacy Practice
Via text message the teacher sends from one to three vocabulary words for the student to
learn. These words come from stories or articles that they have already read, but that they
have not yet learned.
The teacher also leaves a voice mail for each text message, pronouncing the words.
On his own, the student can practice listening to the words, reading the words,
pronouncing the words, and writing the words on index cards.
The student brings the index cards to class to demonstrate that the work has been done.
Example:
Action Text - Read Voicemail - Listen
& Pronounce
Index Card -
Write & Spell
Word benefits benefits benefits
Word listen listen listen
Word match match match
Note:
This exercise could be practiced with students who have cell phones. Since research shows that a
majority of adults, regardless of their income level, own cell phones, you can use this exercise to
help them practice using their phones for study at a time and place that is convenient for them.
Try to keep the texts and voicemails short, for many students are on a limited monthly plan.
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Conclusion of lesson three
Practicing active listening skills will help students at school, in the workplace, with their
children's teachers, and in other walks of life. Good listeners work well in teams and avoid many
miscommunications. In Lesson Four, you will consider communication styles with your students
and the language and behaviors that are acceptable in the workplace and in other settings.
Handout Teacher Notes for Lesson 3 Activities
1
2
3
4
5
6 & 7
8
9
10
11
12
13
14
15
16
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Good Listening Body Language
Listening Body Language: What do you see?
Active Listening Tips
Speaking Tips
How Well Do You Listen? Checklist
Active Listening Role Play Instructions for teachers
Active Listening Activity: A
Instructions for Activity A
Reading for Activity A
Writing or Activity A
Active Listening Activity: B
Instructions for Activity B
Reading for Activity B
Writing for Activity B
You As Speaker
Weekly Time Slip Activity
Handout Student Handouts for Lesson 3 Activities
1
2
3
4
5
6
7
8
9
10
11
12
13
14
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Good Listening Body Language
Listening Body Language: What do you see?
Active Listening Tips
Speaking Tips
How Well Do You Listen? Checklist
Active Listening Activity: A
Instructions for Activity A
Reading for Activity A
Writing or Activity A
Active Listening Activity: B
Instructions for Activity B
Reading for Activity B
Writing or Activity B
You As Speaker
Weekly Time Slip Activity
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Unit 1, Lesson 3
Activities Handouts
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Good listening body language
maintain comfortable eye contact (not a fixed
stare);
lean head slightly forward;
sit or stand up straight;
nod here and there in agreement;
smile when appropriate or maintain a neutral expression;
uncross arms and legs and keep the body open; and
eliminate distracting mannerisms, like jangling keys, tapping
fingers or shoes, or twirling a pencil.
Vocabulary words
comfortable
slightly
straight
agreement
distracting
jangling
neutral
expression
uncross
eliminate
mannerisms
twirling
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Listening Body Language: What do you see? 1.
2.
3.
4.
5.
6.
Image #1: kizzzbeth, Good Listener, Sept 24, 2011. Flickr image altered: cropped and black and white Image #2: Malamas Sotiriou, Watching the speaker, 2011. Flickr image altered: cropped Image #3: Flickr image altered: cropped and black and white Image #4: Joseph Kranak, Fatma, Arms Crossed, 2009. Flickr image altered: cropped and black and white. Image #5: Brett L, Marissa is a good listener, 2006. Flickr image altered: cropped and black and white Image #6: Danny., the listener, Mill Road, Cambridge UK, 2006. Flickr image altered to black and white
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How Well Do You Listen?
While someone is talking, I Yes No Some- times
1. plan what I will say
2. think about other things
3. pay attention
4. tap my foot or pencil impatiently
5. keep still
6. interrupt the speaker
7. listen without judging
8. take notes if needed
9. look around the room
10. check my cell phone as I listen
11. ask questions for understanding
12. summarize what I just heard
13. notice the speaker's feelings
14. try hard to hear and understand
15. face the speaker
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Active Listening Tips
How to be a good listener
1. Face the speaker
2. Look respectful or interested
3. Listen closely. Don't think of a reply as the speaker talks.
4. Be aware of your body language. Stand still. Lean slightly forward.
Keep your arms open.
5. Don't look away.
6. Nod at times to let the speaker know you are listening.
7. Wait for the speaker to finish, then respond.
8. Restate what the speaker said.
9. Ask questions if you are confused.
10. Practice good listening
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Speaking tips
Face the listener
Slow down your speech and give the listener time to hear you
Speak loud enough to be heard
Pronounce each word clearly; do not mumble
Use short sentences and emphasize important words
Speak logically, so that if you are giving directions or
instructions, you do not leave out an important step
Use common English; do not use slang or jargon
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Active Listening Role Play Instructions for Teachers
Objective: The purpose of this activity is to learn the importance of
active listening and recalling good information.
Materials
One copy of the activity for speaker A (Reading level 2* for lower level learners)
One copy of the activity for speaker B (Reading level 4* for more advanced learners)
Instructions for active listening for students
Active listening tips for students
Speaking tips
*About reading levels. The stories, while short and simply written, contain academic vocabulary.
The subject matter is also more complex than is at first evident. Encourage students to find
information from the text as much as possible.
Directions
Before the role play activity
Go over the vocabulary words for each role play
Ask students to read the words and discuss the definitions.
Part One: Ask students to study the script they have been given until they know it well
enough to read on their own or have memorized it. Note that each script comes with an
audio podcast.
Tip: You might assign the role play activity at the end of class, and ask students
to learn the script before the next class. Audios are available for all the role plays
and stories.
Pair students up. Student A with Student B. Place them in different sections of the
class, so that the listener can hear the speaker clearly.
1. Speaker: Instructs the listeners from memory or reads from the script.
2. Listener: Listens closely. After the speaker is finished, the listener retells the
instructions in his own words. They may ask questions to be clear they
understood the directions.
3. Speaker: Gently correct the listener if he got any facts wrong.
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4. The exercise is finished when the speaker and listener agree on what the
listener heard.
Part Two: Start the role play, 10 minutes
Part Three: Exchange roles of speaker and listener. 10 minutes
1. Now the listener takes on the role of the speaker.
2. Speaker: Speak for 1 or 2 minutes.
3. Listener: Listens closely. After the speaker is finished, the listener retells the
instructions in his own words. They may ask questions to be clear they
understood the directions.
4. Speaker: Gently correct the listener if he got any facts wrong.
5. The exercise is finished when the speaker and listener agree on what the
listener heard.
Conclusion: 10 minutes
Discuss as a group how you felt about this activity. What aspects of the activity made you
feel the way you did?
How do you think this activity relates to work or when talking to your child's teacher?
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Active Listening Activity: A Closing the Office
You are telling a coworker how to close the office.
Practice reading the script while listening to the
audio.
1. Hello, (name of listener). We start closing the office ten
2. minutes before 5 p.m.
3. First, turn the bathroom lights off.
4. Then check the kitchen. Turn the coffee maker off.
5. Turn the kitchen lights off.
6. Go to the main room. Check the computers and turn
7. them off.
8. Turn the desk lights off.
9. At the front door, straighten the door mat and turn the
10. "open" sign to "closed."
11. As you leave, lock the front door.
As you give the directions, speak slowly but clearly to the listener.
Vocabulary:
minutes
office
bathroom
kitchen
refrigerator
coffee
lights
computers
straighten
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Instructions for Activity A:
Your boss has asked you to tell a new employee how to
close the office. You are training him.
Speaker: Speak clearly as you describe the steps for closing
the office. Take your time.
Listener: Listen closely to the speaker. Wait until she is
finished. Ask questions if you did not remember all the
steps. Then, in your own words, tell the speaker how you
should close the office.
Speaker: If the listener remembered some steps wrong,
gently correct him. Tell him what he remembered correctly.
Then fill in the closing steps that he missed or got wrong. Go
through the steps again until the listener recalls the
information correctly.
Questions:
Speaker: What did you observe about the listener’s body
language as you spoke? What were the indications that he
was listening closely?
Listener: How did you feel as you listened? What did you do
to remember all the information?
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Reading for the beginning student
Ask students to read each sentence.
Turn computers in the main room off.
Straighten the door mat at the front door.
Turn the desk lights off.
Turn bathroom lights off.
Turn the "open" sign to "closed."
Lock the front door.
Turn coffee maker off in the kitchen.
Turn the kitchen lights off.
Ask students to cut the strips and place the steps for closing the office in the order that they heard
them.
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Writing for the more advanced student
Ask students to make a checklist for closing the office using their own words. Check the spelling
of the vocabulary words in a dictionary or online dictionary.
Checklist for Closing the Office
1.
2.
3.
4.
5.
6.
7.
8.
Alternative assignment: Ask students to write a checklist of the steps they take to get
ready for class or work or shopping and leave their house or apartment secure. Or the steps they
take to go fishing, camping, or hunting.
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Active Listening Activity: B Duties of a Hotel Steward
You are telling a new worker his duties as a hotel
steward. Practice reading the script while listening to
the audio.
1. Hello, (name of listener). It's nice to meet you.
2. Your job is to clean and organize our kitchen.
3. Keep the dish machine clean and filled with water.
4. You should also polish the silverware.
5. Keep the kettles, skillets, pots, and pans clean for the
6. cooks.
7. Sometimes you will push a very heavy service cart.
8. We want you to work a regular schedule and be on time.
9. You should also speak English at work.
Vocabulary
organize
kitchen
silverware
machine
polish
service
kettles
skillets
schedule
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Instructions for Activity B:
You are the hotel manager. Your new employee will be the
hotel steward. You are describing his duties in the kitchen.
Speaker: Speak clearly as you describe the hotel steward's
duties. Take your time.
Listener: Listen closely to the speaker. Wait until he is
finished. Ask questions if you did not remember all the
duties. Then, in your own words, tell the speaker what your
new duties will be.
Speaker: If the listener remembered some duties wrong,
gently correct him. Tell him what he remembered correctly.
Then fill in the duties that he missed or got wrong. Go
through the duties again until the listener recalls his new
duties correctly.
Questions:
Speaker: What did you observe about the listener's body
language as you spoke? What were the indications that he
was listening closely?
Listener: How did you feel as you listened? What did you do
to remember all the information?
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Reading for the beginning student
Ask students to read each sentence alone. Help them if they hesitate.
Work a regular schedule.
Push a service cart.
Clean kettles, skillets, pots, and pans.
Be on time
Speak English
Keep the dish machine clean and filled with water.
Clean and organize the kitchen.
Polish the silverware.
Cut the strips. Place the duties in the order that you heard them. Check the list against the script.
Ask students to do this on their own. Help them if they encounter a difficulty.
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Writing for the more advanced student
Write a checklist for the duties of a hotel steward in order. After
writing, check the vocabulary words from the story.
Checklist for the duties of a hotel steward
1.
2.
3.
4.
5.
6.
7.
8.
Alternative assignment: Ask students to write a checklist of their duties at work or
as a parent.
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You as Speaker
Think of your last weekend. What did you do? Think about
your entire day either last Saturday or Sunday. Tell the
listener about your schedule that day, where you went, who you saw, what
you did or ate, which movie you watched, what you saw on television, etc.
For example, you might say: I got up late Saturday morning,
around 9 or so. I had a cup of coffee but no breakfast. I did two
loads of laundry, then I made tuna fish sandwiches for the
whole family. Then I went grocery store with my oldest
daughter. We got baking supplies for my son's birthday. We
then went to Walmart to buy birthday presents....etc, etc.
1. Speak for about 1 - 2 minutes.
2. When you are finished, allow your teacher to repeat what you said in her own words.
3. Gently correct her if she recalled some wrong details.
4. Questions:
a. What did you observe about your teacher's body language as you spoke?
b. Discuss how your teacher felt as she listened and tried to
remember all the detail.
c. Compare how you both felt as a speaker and as a listener.
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Weekly Time Slip Activity
Name: Weekly Time Slip 2016
Starting Date:
Day Job Time Start Time Stop Daily Hours
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Signature: Week Total
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Unit 1, Lesson 3
Assessment
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Unit 1, Lesson 3, Active Listening, Informal Assessment Student Name _______________________
Topic
Knowledge/Skills Gained
5 4 3 2 1
1. The student was able to interpret listening body language and
discuss thoughts on the topic in a team.
2. During role play, the student as speaker was able to gently
correct the listener if they did not hear the instructions correctly.
3. During role play, the student as listener was able to
summarize the instructions or ask questions for clarification.
4. The student learned new vocabulary words received via voice
mail and text message on a cell phone.
5. The student was able, after listening to instructions and after
explicit instruction, to fill in a time slip form.
Check one - 5: mastered the topic/skill; 4: good understanding of the topic/skill; 3: some understanding of the topic/some mastery pf the skill; 2:
gaps in understanding of the topic/unable to learn the skill adequately; 1: no mastery of the topic or skill.