1. AUBREY SEGUI SOMERA
LECTURER
GRADUATE STUDIES, MASTER IN EDUCATION,
MAJOR IN ENGLISH LANGUAGE TEACHING
PANPACIFIC UNIVERSITY NORTH PHILIPPINES
URDANETA CITY, PANGASINAN
JUNE 14, 2014
The Levels of Listening and
Classifications of Listening

2. Listening
The process of receiving,
constructing meaning from, and
responding to a spoken and/ or
non-verbal message
(International Reading Association)

3.  Listening is key to all effective
communication, without the
ability to listen effectively
messages are easily
misunderstood – communication
breaks down and the sender of
the message can easily become
frustrated or irritated.

4. The Way of Listening

6. The Levels of Listening
Ignoring

7. Ignoring
The lowest level.
The listener is not listening
at all.
They are distracted by
anything while the speaker
is talking.

8. Sample Activity:
Group Juggle:
This activity is suitable for all age
groups. It requires a large space as it involves
physical activity.The teacher can also
participate in this game. Make the group
stand in a circle.The teacher then calls out a
student’s name and passes a soft toy or a ball
to him, who in turn passes it to another
person after calling their name.This process
continues and everybody gradually becomes
alert in order to catch the ball immediately
after their names are called out.

9. The Levels of Listening
 Ignoring
Pretend
Listening

10. Pretend Listening
We are distracted, our
mind is elsewhere.

11.  Sample Activities:
 Asking questions
 Giving commands
 Seeking clarification
 Checking comprehension

12.  Picture Communication
 The teacher has a simple drawing which he
then describes to the students.The students
must duplicate the drawing without looking at
it, and give a reward to the first person to give
what the image is.

13. The Levels of Listening
Ignoring
Pretend
Listening
Selective
Listening

14. Selective Listening
 We pay attention to the speaker as
long as they are talking about
things we like or agree with. If they
move on to other things we slip
down to pretend listening or ignore
altogether.

15.  Techniques promoting selective
listening skills could ask students
to listen for:
 People’s names
 Dates
 Certain facts or events
 Location, situation, context, etc.
 Main ideas and/or conclusion

16.  Sample Activity:
You are going to hear four people talking about
themselves.
Listen and complete the chart.
Name Age Town Favorite subject Ambition
Phil
24
Brighton
English
To be a doctor

17. The Levels of Listening
Ignoring
Pretend
Listening
Selective
Listening
Attentive
Listening

18. Attentive Listening
It is listening to all
the words that are
said with all of your
attention.

19.  Class Memory Quiz
 Ask one student at a time to go the front of
the class. Ask the rest of the class to ask them
any questions they like.Try to make a note of
some of the answers.When all of the students
have interviewed, explain that you are going to
hold a quiz about the class. Get the students
into small teams and ask them to put their
hand up if they know the answer to a question.
Award a point to the first team to answer
correctly.This game can be a lot of fun, and
encourage students to listen to each other.

20. The Levels of Listening
Ignoring
Pretend
Listening
Selective
Listening
Attentive
Listening
Empathic
Listening
(Mirroring)

21. Empathic Listening
Going beyond the words
to the heart and feelings
that lie behind the words.

22. Listening Discussion
 Divide the group into pairs and let
each pair have a listener and a
speaker.The speaker is then given
a situation which he speaks on as
the listener actively listens to him.
Then the listener tries to rephrase
the speech.

24. Classifications of Listening
Informative Listening Critical Listening
Appreciative Listening Empathic Listening
Relationship ListeningDiscriminative Listening
Initial ListeningBiased Listening

25. Informative Listening
The listener is concentrating
on the message being given.

26.  Listen for Lies
 Divide the class into two teams A and
B. Ask one student at a time to come
to the front of the class and read
aloud a passage which you have
chosen.Then ask them to read it
aloud again, but to make some
changes. Each time a lie (or change) is
read out, the students must stand up.
The first team to stand up gets a
point.

27. Appreciative Listening
The listener is
listening to something
to gain pleasure or
satisfaction

28. Music Listening Activity
Title of the Song;___________________________
Artist/Composer: ___________________________
I know the song. (Color the face)
A lot A little bit Not at all
One part I like was: ____________________________
One part I don’t like was: ________________________
 Would you recommend this song to a friend or a
family member?
(Color the face)
Yes No

29. Discriminative Listening
The listener is able to identify
and distinguish inferences or
emotions through the speaker’s
change in voice tone, their use
of pause, etc.

30. Rhyming words-
 Practice rhyming discriminative
listening skills by calling out a few
rhyming words, such as “hat, bat,
rat, cat, and so on” Have the
children take turns calling out a
word that rhymes with “at” as well
as other rhyming words you want
to use.

31. Critical Listening
The listeners maybe trying to
weigh up whether the speaker is
credible, whether the message
being given is logical and
whether they are being dupedor
manipulated by the speaker.

32.  Rewind Recall
 Watch a short, fun and educational
video with the group. During the
video, pause after an important point
or statement and ask what was said.
Rewind just before the statement,
and then play it to see how accurate
they were in recalling the
statement. They will be more aware
of what is being said after the first
time stopping the video.

33. Empathic Listening
 The listener tends to listen rather
than talk.The non-verbal behavior
indicates that the listener is
attending to what is being said.The
emphasis is on understanding the
speaker’s feelings and being
supportive and patient.

34. Biased Listening
The listener just listens to
what they want to hear.

35. Relationship Listening
It develop and sustains a
good relationship to
other people.

36.  Dual Dictation
 Ask students to get into pairs to write a
dialogue. When student A is speaking,
student B should write down what they
are saying and vice versa.When they
finished the conversation, they should
check what each other has written and
put the two sides of the conversation
together.You could ask the students to
perform their dialogues again to the rest
of the class, or to swap with other pairs.

37. Initial Listening
The listeners hear the
first few words and then
start to think about what
they want to say in
return.