Date Day Class Enrolment Level Theme Topic

: 08th November 2010 : Monday : 5 Rafflesia (10 years old) : 24 pupils : Advanced learners : World of Stories : The Stone Cutter

Focused skills : Listening and Speaking Teaching Aids: Video Compact Disc (The Stone Cutter), Mask, Pocket Chart, Word Cards and Picture Cards. Value CCTS : Be thankful : Making associations or connections, comparing, memorising and arranging in order of priority Grammar : Nouns / Adjective

Specification : 1.4.1 Listen to and follow simple instructions. 1.5.3 Listen to simple descriptions, recounts and factual texts and talk about them. 1.7.1 Listen to stories and fables and recall the names of people and animals. 1.7.3 Listen to stories and fables and recall the sequence of events. 2.3.1 Name or identify objects 2.3.6 Take part in teacher guided discussions. 2.4.3 Tell what happens next. 2.5.2 Talk about actions of people in a story heard, read or viewed. 2.7.3 Suggesting ideas to do things eg stimulations. Learning Outcomes : 1. Listen to, identify the characters and enjoy the story. 2. Obtain information from texts listened to in relation to main ideas, specific details and sequence. 3. Listen to and matching sentence parts correctly. 4. Make a short sketch from the characters chosen in the story heard. 5. Talk about the people, places and moral values of the stories heard in simple language.


Picture Cards of characters in the story. 4) Pupils take part and paste the pictures on the board in correct order. Concisely. in the story. using set induction. set induction is about getting the 2) While showing the pictures. Set Induction 5 minutes Teaching aids used: 1. they are ready to learn.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) Stage Content Teaching and Learning Activities Theoretical / Explanation / Rationale 1) Teacher shows different Set induction is about preparation when the picture cards of the characters students are set. 1) Focusing attention on what is to be learned by gaining the interest of students. 3) Providing a structure for the lesson and setting expectations of what will happen. 4) Giving meaning to a new concept or principle such as giving examples. 2 . 2) Moving from old to new materials and linking of the two. “Look and paste” 3) Pupils are asked to paste the Perrott (1982) identified four purposes of pictures on the board. clues about today‟s lesson. pupils ready and inducing them into the teacher tells the pupils some right mind set.

5) To increase students receptivity to what is going to be taught. 4) To see the co-operation between the pupils in class.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) THE RATIONALE OF USING THIS SET INDUCTION DURING THE LESSON ARE: 1) To arouse pupils interest to learn the lesson. 3) When teacher asks the pupils to paste the pictures on the board. 1) Teacher explains the Thinking through the introduction to the characters in the story. 3 . 2) To give clues about the lesson before the task begin. teacher can see the pupils participating in the lesson. 6) To abstract the students interest about the topic.

The introduction to a lesson is often characters name and build up overlooked and taken for granted. Picture Cards (characters in the story) 10 minutes 2.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) 2) Pupils listen and pay attention lesson is a good way to be sure that to the explanation. though. introduction. “Introducing the characters” students understand what the lesson will be 3) Teacher drills pupils with the about. the more they will learn. Drawing students' attention and interest with a good introduction to a lesson has the wonderful benefit of reducing behaviour problems. Word Cards (names of the characters in the story) 4 . The more interested the students are in the lesson. A good their memory into it. tell them what to expect from the lesson and provide a framework from with each student can work. students who felt positively about a language and who wanted to integrate into the culture of its speaker were more Introduction Teaching Aids: 1. will engage students. as well. tying a good introduction directly to increased learning and improved grades and test scores. As suggested by Gardner and Lamberts (1972) .

4) Teacher picks pupils This will help pupils to grasp the idea 5 . THE RATIONALE OF USING THIS INTRODUCTION LESSON ARE: 1) To draw the students‟ attention interest. Picture Cards (characters in the story) 3) Pupils listen quietly and try to prepare to listen. generate interest. 3) To provide or framework for the students to start from. and DURING THE 1) Teacher points at different Pre-listening tasks aim to deal on how to Step 1 “Pre-Listening” characters on the board.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) highly motivated and learn more successfully. build confidence and to 2) Teacher says the names of the facilitate comprehension. listening. 2) To inform the students what they will be learning about. During the precharacters and say it loudly. identify the characters. teacher helps the pupils to 10 minutes Teaching Aids: 1.

2) Makes the students actively aware of the information/experience that will be useful in helping them before listening to the task. Word Cards (names of the characters in the story) randomly and ask he / she to better as Brown and Yale (1983) point out identify the picture. “………the aim of listening comprehension 5) Pupils paste the word cards or story should be for the student to arrive under the pictures of successfully at a reasonable interpretation and not process every word and not try to meaning of the utterance” characters in the texts. 4) To give pupils a purpose for 6 . 6) Pupils describe the pictures work out all that is involved in the literal they chose. 3) To acquire or revise the language that will be necessary for them to understand the listening input. THE RATIONALE OF USING THIS PRE-LISTENING ACTIVITIES DURING THE LESSON ARE: 1) To rouse the students‟ interest in what he is about to listen.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) 2.

Nevertheless. In the while listening step.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) listening which is to get some specific information. Teaching Aids: Step 2 1) Picture Cards (characters in the story) 2) Word Cards (names of the 15 minutes characters in the story) 3) Video Compact Disc “The Stone Cutter” 4) Pocket Chart with sentence strips. the sentence strips in order and paste on the board. 3) After watching to the teacher helps to focus the pupils attention and on the listening text and guide the story. there have been few research paragraphs to each groups. development of their understanding of it. 4) Teacher hangs a big chart on the board the and Video has been used as both a source of numbers of activities. 2002). 1) Teacher plays the VCD This is the centre of focus of the lesson. listening pupils try to remember the This part will contain normally one or two sequence of the story. pupils will rearrange without video (notably Lin. One advantage of video use that has been 7 . specific information. “Watching the video and While Listening activities” “The Stone Cutter” The activities in this stage contains the 2) Pupils watch and listen teaching points the teacher wishes to deal silently and try to find the in the lesson. 5) While playing the video studies comparing results teaching with and again. distributes strips for sentence authentic listening input and also as a difference stimulus for speaking or writing activities.

students tend to find video material more interesting and are more likely to become involved in the lesson. Lin. 3) To help pupils to picture and imagine the story. 2) To help the pupils get the specific information from the story and rearrange the sequence of the story correctly. check their answers. 5) To build confidence in themselves 8 . 4) To give pupils a purpose for listening which is to get some specific information.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) 6) Pupils listen again and shown is in the area of motivation (Chiang. 1996. THE RATIONALE OF USING THIS WHILE LISTENING ACTIVITIES DURING THE LESSON ARE: 1) To focus the pupils attention on the listening text. 2002).

whereby each team member benefits each 5) Pupils paste their work and other. pupils listen to. two common things the teacher normally 2) In groups. may be given tasks that are spin-offs the Step 3 Teaching Aids: 15 minutes 1) Mask 2) Manila Cards 3) A presenter from each main activity. teacher ask the sees from the pupils. First is how they react pupils to write the moral to the content of the story and secondly the value they can figure out analysis of the linguistic features used to “Post Listening activities” from the story the had express the contents. it is vital to get a mind map about the the pupils to work in a multi levels group characters in the story. 1) Pupils are divided into four During this post listening stage. can get from the story. At this stage. For example. pupils are asked to do the task from the story by drawing given in group. pupils may group will paste their discuss how the information/story they answer and tell to whole have listened to.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) to listen to text and rearranging the sentence strips in the same time. there are groups. 4) Pupils make a summary In this stage. This strategy is also known as the tell about the summary of Cooperative Learning that is seen to be a 9 . relates to their own views class the moral value they on the subject. Therefore .

Teacher can seize the opportunity to inculcate values such as being cooperative and respect to others.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) the story. 3) To build pupils confidence in 10 . 2) To improve the quality and quantity of speaking and listening in their groups as they grew in confidence in their own abilities and expectations. learning “create opportunities for sustained dialogue and 7) Pupils stimulate the story substantive language use ‟‟ as students use in groups. 6) Teacher different groups. mask to each cooperative for fostering language an According to Zehler (1994). powerful tool distributes acquisition. THE RATIONALE OF USING THIS POST LISTENING ACTIVITIES DURING THE LESSON ARE: 1) To recall the pupils memory about the story. language to accomplish the task at hand.

4) To show how focus the pupils are in listening to the story. 4) Ask pupils to give a big It is used to help students bring things applause to their friends together their own mind. teacher ask the THE RATIONALE OF USING THIS 11 . Teacher can ask the today‟s lesson. to make sense of and themselves for their what has just been taught. 5) To build co-operation between group members. hard work today. 1) Teacher explains to the A consolidation is where the teacher pupils about the activities combines all the information about the they had carried out in lesson learnt today. Consolidation and Closure “Making a Summary And Explain the Lesson” pupils to give opinion about the story 2) Teacher makes a summary heard. 3) Pupils are asked to give A closure is an action or statements by a their opinion about the teacher that are designed to bring the lesson 5 minutes story. 5) In groups. presentation to an appropriate conclusion.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) speaking in front of their friends. from the lesson.

12 . 3) To maintain the fun factor in this lesson. ACTIVITIES DURING THE LESSON ARE: 1) To build confidence in pupils mind. 4) To let them realise that English is a fun subject.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) pupils to repeat again the CONSOLIDATION AND CLOSURE moral value in this story. 2) To cue students to the facts that they have arrive to the end of this lesson.


This will help the pupils to understand the story heard easier. “a student will find it difficult to perform in a stressful environment” (2002). This is not to say that there are no ways of improving listening skills. According to Lile. I asked the pupils to paste the pictures on the board. This is because successful listening and speaking skills are acquired over time and with lots of practice. (with differing amounts of success) is that they need to listen to English as often as possible. In this 60 minutes lesson. After showing the pictures. After sequencing the sentence strips correctly. listening. It's frustrating for pupils because there are no rules as in grammar teaching. I felt so happy because the lesson was going well on that day. Unlike reading and writing that have very specific exercises that can lead to improved skills. back to writing. I had carried out a few activities to teach pupils on how to listen for specific information and listen for gist. with a lot of changes from a writing exercise. With all the theoretical. Starting from the set induction. pupils have to hang the answer using the pocket chart. however they are difficult to quantify. and so on”. He also mentions that “the lessons must be very simple. The key to help pupils improve their listening and speaking skills is to convince them that an attitude adjustment is important than anything else.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) CONCLUSION Teaching listening speaking skills is one of the most difficult tasks for any ESL teacher. I stress and explain to the pupils about the name and what the character does in this story. I prepared a stimulation activities with mask. and it is easier for some pupils to accept than others. I asked the pupils to paste the name below the pictures to see how they recall with the lesson earlier. Two activities were carried out such as listening and watching to the video shown and sequence the sentence strips about the story. For pre-listening activities. Another important point. to a speaking. 14 . The last activity before the consolidation and closure is the post listening activity. Pupils really enjoy the lesson and all the activities were carried out successfully. yet fun and interesting. summarise the story and state the moral value for the pupils to carry out in this post listening activity. but for short periods of time. explanation and rationale that has been stated earlier. I showed them pictures of the characters in this story. The pupils started to listen to the VCD about “The Stone Cutter” in the while listening activities. During the introduction stage.

The first problem is pronunciation. feelings and ideas and engage in social interaction using appropriate expressions. express their thoughts. learners would develop communication strategies and engage in negotiation of meaning. “Speaking” in traditional methodologies usually meant repeating after the teacher. The emergence of communicative language teaching in the 1980s led to changed views of syllabuses and methodology. The sound system varies between language so that when we speak a foreign language. or responding to drills. In Malaysia. In Malaysia. This component therefore helps to develop pupils‟ oral skills to enable them to seek and give informa tion. we may have problem because we can‟t reproduce sounds that a native speaker will have no problems with.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) ASSIGNMENT QUESTION 2: WRITING AN ACADEMIC ESSAY Conduct a survey to find out what are the problems faced by students when speaking English in school. Fluency became a goal for speaking courses and this could be developed through the use of information-gap and other tasks that required learners to attempt real communication. which are continuing to shape approaches to teaching speaking skills today. all of which reflect the sentence-based view of proficiency prevailing in the audio-lingual and other drill-based or repetition based methodologies of the 1970s. despite limited proficiency in English. There are three main problems faced by Malaysian students in learning speaking skills. the aims of teaching speaking skills in school is closely linked to listening.word academic essay to explain THREE main reasons why students in Malaysian classrooms often have problems with English speaking activities. Proper pronunciation and the use of appropriate register are also emphasised throughout the development of pupils‟ oral skills. Get feedback from other teachers on how these problems can be overcome. Spoken language is made up of sounds. we have to bear in mind that our students will could be speakers of Bahasa Malaysia. a Chinese language or an Indian language. In your essay. Then write a 1000. both of which were considered essential to the development of oral skills. A comparison of the sound systems of the main languages and English could make 15 . The teaching of oral skills entails both listening and making appropriate responses for various purposes and in various contexts. In so doing. explain THREE ways that teachers can employ to encourage their students to speak in English in their classrooms. when teaching pronunciation of English. memorizing a dialog.

structures and functions cannot be used for comprehension and communication. monitor student activity. in order to encourage the students to speak English in the classroom. Teacher should select material that is motivating and within the ability of students. provide appropriate stimuli for eliciting speech. The principles of teaching speaking can overcome the problems with our students. This view that vocabulary is an important aspect of second language learning is reflected in the Malaysia syllabi for English at both the primary and secondary levels. It is necessary to analyse the pronunciation problems of the students and devise activities to give them opportunities to practise saying sounds they find difficult. vocabulary and sentence structure with grammar. teacher should be sensitive. give clear instructions. For example. the Chinese students may have difficulty pronouncing the trill of /r/. In the development of speaking skills. Therefore. Vocabulary is the words which make up a language constitute. In order to speak in a correct sentences. There are ten ways the teacher can used to make the students speak in English in the classroom. Therefore. Students learning English grammar often find it complicated and confusing. vary interaction modes. they always mix their English sentences with Bahasa Malaysia when speaking in this foreign language. The mismatch between form and function. Teacher have to reduce anxiety by moving from easy to more difficult. sympathetic and encouraging by praise students frequently. Harmer (1988) cites three reasons for this. As English is not our mother tongue. As a teacher.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) teachers aware of the problems students might face when learning to speak English. handle errors sensitively and effectively and make sure you have made adequate preparation for your class. The second problem is lack of vocabulary. teacher needs to provide opportunities for students to 16 . Indian students have difficulty with the initial /h/ as in „house‟. A further problem can be added is lack of motivation to learn grammar. the teacher should follows the principles of teaching speaking. The accuracy and clarity of our message depends on the words we choose. provide a good model for students to imitate. exceptions to the rule and interference from the native language (L1). Students who are confident and have experienced success are likely to be more motivated and willing to try harder. They tend to drop the initial /h/ sound and say „ouse‟. and instead of saying „food‟ say „pood‟. the students should be aware with their pronunciation. the students faced with problems in speaking with the suitable vocabulary. and instead of saying „rain‟ say „lain‟. Without vocabulary. The third problem is grammar and sentence structure. Teacher should take account of the students as a person. The native Bahasa Malaysia have problem with /f/. maintain a careful balance between accuracy and fluency.

teacher needs to teach fluency which is the ability to produce speech that has „normal flow‟. as they say “Where there‟s a will. stress and intonation. a high percentage of students fail to achieve an acceptable level of competence in speaking English. Speaking is one of the skills in primary and secondary schools. does not have to many unnecessary pauses when the speaker is at a loss for words. if we have the determination to do something. 1046 words. recognizing scripts. Therefore. in order to make speaking skills more effective in school. Students often think that the ability to speak a language is the product of language learning. is spoken at normal speed. An important part of the job as a teacher involves maintaining a careful balance between accuracy-building and fluency building. there‟s a way”. This is the production of a range of correct and appropriate words and structures as well as correct use of phonological features like pronunciation. 17 . we can always find the path or method to do it.ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) learn two very important aspects of spoken language. but speaking is also a crucial part of the language learning process. you need to teach them accuracy. The reasons often cited for this state of affairs are the majority of students have limited exposure to speak English in their daily lives and the motivation to learn is relatively low. However. pupils and teachers should co-operate well to make it a success. and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. First. Effective instructors teach students speaking strategies by using minimal responses. In addition. As a conclusion.

Kuala Lumpur: Dewan Bahasa dan Pustaka. Abdul Halim b Zakariah. Pusat Perkembangan Kurikulum.Sdn. Hyacinth Baudart (1996) Preparing and Using Visual Aids for English Language Teaching (2rded.Yule. Kementerian Pendidikan Malaysia. Majid b Mohd Said. Brown. United Kingdom: Cambridge University Press. Bhd. Teh Soo Choon.suite101. Mohd Iskandar Daud.). G and G. New York: Oxford University Press. Huraian Sukatan Pelajaran Bahasa Inggeris SK Tahun http://iteslj. (2007) HBEL2103 Teaching of Listening and Speaking. (2002) Chit Chat Teacher’s Book 1. Selangor Darul Ehsan: Fajar Bakti Sdn Bhd. Adnan Yusoff. Saratha Sithamparam. (2006) English Year 5 Sekolah Kebangsaan Teacher’s Guide.html http://www. http://changingminds. Bhd. 1983. Noor Azlina http://www. Teaching the Spoken Language. Saadah bt Khalid. Paul Shipton and Coralyn Bradshaw. Mohd Marzuki b Maulad.html 18 . (1995) ELT Methodology Principles and BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010) BIBLIOGRAFI: Mohd Rosli Ghani. Selangor Darul Ehsan: Meteor Doc.humboldt. Nesamalar Chitravelu. Selangor Darul Ehsan: Penerbit Fajar Bakti Sdn.


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