Graphic Organiser 4(c):

For example :
Listening to the
cooing of the baby
can be a joy for
parent.

access the
sounds and
suprasegmental
features of a
language

Cannot engage
confidently in speaking
without knowing the
language sounds and
sound patterns of the
language.

major source
of pleasure
and relaxation

The
Importan
ce of
Listening
Skill

Channel of
communication is
closed if we talk to
people without
listening to what they

Social Skill

Very
spontaneous
and fast.
Require a
practical
minimum
channel
of of
amount
communicati
resources.

on

Communicate
through aural
medium - radio.
Learn the art of
living through oral
source
stories.

major
of
information

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.

Graphic Organiser 4(c):

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.

Graphic Organiser 4(c):

Skills Needed To Process The

Text

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.

Graphic Organiser 4(c):

pick up
the
topic of
the text
with the
help of
the
schemat
a.

1.
Identifyin
g the
Topic

2.
Guessin
g and
Predictin
trygto
guess
what is
being
talked
about
and try
to
predict
what is
coming.

underst
and the
gist of
the
discours
e
without
requirin
g the
details.

3.
Listening for
General
Understandi
ng

4.
Listening
For
Specific
Informati
on
Concentr
ate only
on the
particula
r item
that
interest
us.

Listen
to
somethi
ng in
order to
underst
and all
the
details.

5.
Listening
for
Detailed
Informatio
n

6.
Interpretin
g Text
use a
variety
of clues
to
understa
nd and
interpret
what the
speaker
is
impying
or
suggesti
ng.

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.

Graphic Organiser 4(c):

Ways To Develop and Sharpen the

Listening Skill

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.

Graphic Organiser 4(c):

Listening to sounds of
the environment

Use of StoryTelling

Use of Poem and

Nursery Rhymes

Developing Phonemic
Awareness

Students listen to , identify and imitate the sounds .

Songs - awareness of the sounds that exist in the environment and referred to in
the
language. For example, cows "moo".

Expand their vocabulary and internalize usage of grammar.

Use of visual aids and paralinguistic features.
Ask the students to make sounds or say lines or parts of the story.
Listen to the story and in pairs put the pictures in the order required by the
listening text.

Language that is easy to memorize and repeat.

to internalize specific language structures, develop an amount of vocabulary.

Involve in developing the articulation, tone and expressivity.

Easier to identify through listening to the sounds than by reading. For example,
" two"
and"shoe" are rhyming words that ends with the /u/ sound.
Recognize words more easily in written form and differentiate the same letter
combination of letters such as " pour" and "sour".

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.

Graphic Organiser 4(c):

Source: Bryan.K .(2007). Developing Students' Listening and Speaking Skills. Cambridge. Cambridge University Press.