employ analytical listening in problem solving ppt

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Q1.MELC 4B. Employ Analytical Listening in Problem Solving

Education major in english, sorsogon national high school.

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School snhs grade level 10, teacher julie ann l. cleto learning area english, teaching dates and time october 24, 2023 4:20- 5:10 pm, 10-creativity, quarter first, bda (explicit teaching format), i. objectives, a. content standards, the learner demonstrates understanding on how world literature and other text types, serves as ways of expressing and resolving personal conflicts and also how to use, strategies in linking textual information, repairing, enhancing communication, public, speaking, emphasis markers in persuasive text, different forms of modals, reflexive and, intensive pronouns., b. performance standards, the learner composes a short but powerful persuasive text using a variety of techniques, and devices., c. learning, competencies/, melc 4b. employ analytical listening in problem solving, specific objectives, * define analytical listening, * identify types of listening and its uses, * employ analytical listening in problem solving, ii. content solving problem by analytical listening, iii. learning resources, a. references, 1. teacher’s guide pages none, 2. learner’s materials, 3. textbook pages, 4. additional materials, from learning resource, (lr) portal, b. other learning, grade 10 english self learning module no. 5 quarter 1 • types of listening., courses.lumenlearning/atd-fscjpublicspeaking/chapter/types-of-listening, youtube/watchv=0kuivxip1vk, youtu/ntlsfwhkjgk ; youtu/ayo9eft07yu, youtube/watchv=bjfdevedwy4 ; sciencelearn.org, iv. procedures, a. reviewing previous, lesson or presenting, preliminaries:, * start a lesson with a prayer and followed by a greeting and reminders., - kenneth, please lead the prayer., -good afternoon, class. good afternoon, maam, -please have a seat. thank you, maam., checking of attendance follows..., -for our house rules, listen to your teacher while giving inputs of the lesson; raise your, hand when you need to query; ask permission if you do your personal necessity and lastly,, avoid unnecessary actions which may cause conflict among your seatmates. (students, recite the said rules), short review on the previous lesson follows. questions are: what was your previous, lesson compare and contrast the material viewed, what did you do to make it easy for you to learn the topic with the of graphic, organizers like venn diagram, top hat, y and table/chart., then, after the short review. the teacher gives a short background of the lesson., since we already finished discussing the concepts on how to compare and contrast the material, viewed with the use of graphic organizers., what is the usual reaction of students when the teacher asks them to get a piece of, paper they will repeat of what size the teacher says., do you think the student or students have problem in receiving the message accept, what do you think is our lesson today t accepts answers...., b. establishing a purpose, for the lesson, (presentation of competency/objectives for the day), our melc is: employ analytical listening in problem solving. specifically, you need first, then, that’s time you employ analytical listening in problem solving, c. presenting, examples/instances of, the new lesson, modelling/teaching (ends in generalization), students will guess the sounds presented and answer what kind of persons, things or, animals produces the sounds. what type of listening is employed how about when you, listen to a speech or a friend confides about his/her problem, d. discussing new, concepts and, practicing new skills, listening – the process of receiving, constructing meaning from, and responding to a, spoken and/ or non-verbal message (international reading association), so, based from the definition of listening, it depends on how we receive the message, either spoken or non- verbal. going back to the first activity, who were not able to, receive well the sounds that i let you guess entertain answers, if you were not able to receive well the sounds, let’s check our decibels in terms of, decibels in sounds are commonly used to measure and express the intensity or level of, sound. the decibel scale for sound is logarithmic scale, which means that each increase, of 10 db represents a tenfold increase in intensity or amplitude. here’s how it’s typically, used in the context of sound:, 1. sound pressure level (spl). sound pressure level, often measured in db spl, quantifies, the intensity of a sound wave relative to a reference pressure level, which is typically the, quietest sound that the average human ear can detect (approximately 20 micropascals or, for example: a sound with an spl of 70 db is 10,000 times more intense than the, reference level, 2. hearing threshold. the threshold of hearing is considered to be 0 db spl, the lowest, sound level a human can perceive under ideal conditions., 3. decibel scale for sound levels:, common sounds are often described in terms of their db spl. for reference:,  normal conversation: around 60-70 db,  normal breathing – 10 db,  a whisper: about 20-30 db,  rainfall – 50 db,  shouting in the ear – 110 db,  rock concerts or jet engines: can reach 120-130 db,  threshold in pain: approximately 130-140 db,  listening to music -60-60 rule,  tv audio -70 db,  flush toilet – 75-85 db,  fireworks – 162 db, when combining multiple sounds, you can use mathematical operations to determine, the resulting sound level. example: adding sound levels (same source). if you have two, identical sources emitting sounds at 70 db each, the combined level is calculated by, adding their db levels:, total level (db) = 70 db + 70 db, sciencelearn.org, there is also formula for adding sound level with different source – you need a scientific, calculator for this. anyway, we are trying to determine the sound level of same source., connection on communication between the listener and the speaker must be clearly, established, evaluating – requires both the speaker and the listener to meet in between regarding, the points portrayed in the listening process. this allows the listener to critically examine, the information given, this is the time for information segregation., responding – allows the listener to provide verbal and/or non-verbal feedback and, responses based on the listening contexts., remembering – is a personal stage for the listener allowing his/her to integrate in, him/herself the information heard. this also allows him/her to record the information in, his/her system the information listen too for future activities and use., analytical listening is very useful and helpful strategy in problem solving activities. in, solving particular issue or concern, it is important to identify first the significant, information required in problem solving in a listening text. from the listening text, find, the answers to the questions what, where, who, when, why and how, four steps in problem solving, 1 the problem, 2 alternate solution, 3 and select an alternative, 4 and follow up on the solution, f. developing mastery, (leads to formative, assessment 3), task 2. let’s listen by fours the class is divided into 2 groups according to their seat, plan. then, a representative will pick what task to do. after which, each group should, form another small group with 4 members. the task starts when all are settled in their, respective fours., task : each group is given 5- minute working time to listen to the chosen material and analyze by, employing the steps in problem solving., group 1- “reflection” (song), group 2 – poverty in the philippines (documentary), 1. what is the problem of the speaker, 2 possible solutions does the speaker mention in the song/documentary, 3. are the given options beneficial, 4. does the given solution applicable, why is analytical listening in problem solving significant it is significant because it helps, understanding the problem: it allows you to fully comprehend the issue at hand by carefully, processing and interpreting information, gathering relevant information: it enables you to extract relevant details and facts from what, others are saying, aiding in the collection of pertinent data., critical thinking: it encourages critical thinking as you assess and evaluate the information you’ve, gathered, helping you make informed decisions., avoiding miscommunication: by actively listening and seeking clarification when necessary, you, reduce the risk of misunderstanding and misinterpretations., g. finding practical, applications of concepts, and skills in daily living, h. making generalizations, and abstractions about, (go back to generalizations made in step 2), what is listening and its types, a critical listener is __________________., these are the stages of listening ____________, ___________, ____________, ______,, steps in problem solving are ______, ______, ________, ________, i. evaluating learning identify what is asked in the statement below., 1 is the process of receiving, constructing meaning from, and responding to a spoken, and/ or non-verbal message (international reading association) (listening), 2 allow listener to check himself if he is able to hear clearly the sounds and other, sound points. (receiving), 3 allows the listener to provide verbal/non-verbal feedbacks and responses based, on the listening writers. (responding), 4 deals with the main issue or concern that must be addressed in a particular text., 5 is a type of listening on which a child asks his teacher to listen to him regarding his, family problem. (emphatic listening), 6. a relaxing jazz music for a beautiful sunset is what type of listening appreciative, what are the steps in solving a problem, j. additional activities for, application or, remediation, study for the review test., vi. reflection, a. no. of learners who, earned 80% in the, b. no. of learners who, require additional, activities for remediation, c. did the remedial lessons, work no. of learners who, have caught up with the, d. no. of learners who, continue to require, e. which of my teaching, strategies worked well, why did these work, f. what difficulties did i, encounter which my, principal or supervisor can, help me solve, g. what innovation or, localized materials did i, use/discover which i wish, to share with other, prepared by:, julie ann l. cleto, observed by:, dundee n. lanuza.

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Subject : education major in english

School : sorsogon national high school.

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