Responsive Listening

8 Grade 10 English questions on Responsive Listening, with worked marking schemes. 8 questions are available on this topic in full.

1. Question 1

   3 marks

   State three verbal signals a listener can use to show a speaker that he is following a talk on the effects of drought in Turkana.

   (3 marks)

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2. Question 2

   4 marks

   Distinguish between hearing and responsive listening, giving one classroom example of each.

   (4 marks)

   Marking scheme

   Award 1 mark per point, to a maximum of 4. 1. Hearing is the passive, physical reception of sound; no deliberate effort is made to work out meaning. (1) 2. Responsive listening is deliberate and active: the listener processes the message and gives the speaker feedback. (1) 3. Example of hearing: being aware of matatus hooting on the road outside while the lesson continues. (1) 4. Example of responsive listening: nodding as a classmate speaks, then restating her point on waste disposal before replying to it. (1) Accept any other suitable examples.

3. Question 3

   1 mark

   In a recorded interview, a tea picker in Kericho says that the bushes on her employer's farm are "tired". Which follow-up is a clarifying question?

   A. "You pick about forty kilogrammes a day, don't you?"

   B. "Don't you think machine picking would suit you better?"

   C. "Why do you refuse to plant new bushes?"

   D. "What do you mean when you say the bushes are tired?"

   (1 mark)

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4. Question 4

   5 marks

   A Grade 10 learner has been asked to chair a class meeting on the school feeding programme. Explain five things she should do in order to listen responsively to the members.

   (5 marks)

   Marking scheme

   Award 1 mark for each explained point, to a maximum of 5. Any five of: - Give each speaker her full attention, facing him and keeping eye contact, so that he knows he is being followed. (1) - Let each member finish his point before she speaks, rather than cutting him short. (1) - Paraphrase a member's proposal back to him to confirm she has understood before ruling on it. (1) - Ask a clarifying question where a point is vague, for example on figures quoted about the cost of maize. (1) - Note down the main points so that she can summarise the decisions accurately at the end. (1) - Stay neutral in tone and face, so that members are not discouraged from speaking. (1) - Invite the quieter members to respond so that all views are heard. (1)

5. Question 5

   1 mark

   A farmer invited to your school describes how fall armyworm destroyed his maize a week before harvest. Which response shows empathetic rather than evaluative listening?

   A. "That must have been discouraging after all those weeks of weeding."

   B. "You should have sprayed the crop much earlier than you did."

   C. "Many farmers in this county lost their maize as well."

   D. "How many acres had you planted that season?"

   (1 mark)

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6. Question 6

   1 mark

   During a class discussion on how your county should manage market waste, a classmate finishes making her point. Which response best shows responsive listening?

   A. Repeat her sentences back to her exactly as she said them.

   B. Give your own view straight away without referring to anything she said.

   C. Say "I agree" at once so that the discussion can move on quickly.

   D. Restate her main point in your own words, then add your own view.

   (1 mark)

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7. Question 7

   2 marks

   State two non-verbal signals that show a listener has stopped paying attention to a speaker.

   (2 marks)

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8. Question 8

   1 mark

   In a class debate on banning plastic packaging, which behaviour is most likely to block responsive listening?

   A. Waiting until she finishes before asking her to explain a figure she quoted.

   B. Writing down the speaker's main points as she talks.

   C. Rehearsing your rebuttal in your head while the speaker is still talking.

   D. Looking at the speaker while she makes her point.

   (1 mark)

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