Listen Actively by N50d56IT


                      BUILD WORK-ESSENTIAL SKILLS

                                Career Readiness:
TOPIC               Listen Actively (pages 21-25)

KEY CONCEPT Active listening requires not only hearing what is being said,
but also adjusting your listening skills to your purpose.


1. Journal, Paragraph, or Essay Writing
        A. Use the questions in Part 1: Warm- Up (page 21 of Toolkit) as prompts:
              1. In your day-to-day life when do you have to be a good listener?
              2. When does a worker need to be a good listener in a job search or
on the job?
              3. How do you know when someone is a good listener?
              4. What do you think good listeners do?
        B. Describe a personal experience in which not listening carefully resulted
in confusion, misunderstanding or other negative action.

2. Listening for Different Purposes
        A. Listening for Information
            The instructor can have students listen to the current day’s 10 minute
online CNN Student News program ( Prior to
showing the program, the teacher can post on the board questions whose answers
have been specifically stated in the program. After listening to the program, check
for the accuracy of each student’s answers.
        B. Listening for Directions to Perform a Task
            The instructor can read out loud directions for completing different
forms, such as a job application, LWIS form, GED application, or other relevant
forms. Check final product for accuracy.
CASAS Competencies Connection
        A. The instructor can have the students practice filling out blank “While
You Were Out” forms in simulated business calls. The instructor is the caller. The
length and complexity of the “call” can vary. At the close of the call, the students
can share and compare their filled out forms for accuracy.
         B. Tie in listening skills with map reading. (This lesson should be
preceded by lessons on cardinal and intermediate directions.) Instructor will give
each student a simple street map. All students will mark an X on the same starting
point on the map. The instructor will read out loud several directions for turns.
The number and complexity of the turns can vary to suit the particular class. After
the series of turns are completed, the students will check if they’ve arrived at the
correct destination.

          The interactive workstyle quiz referred to on page 23 of the Toolkit is not

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