Assignment Listening and Speaking

ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)
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.
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, they are ready to learn. in the story. Concisely, set induction is about getting the
2) While showing the pictures, pupils ready and inducing them into the teacher tells the pupils some right mind set. clues about todays lesson. Set Induction 5 minutes Teaching aids used: 1. Picture Cards of characters in the story. Look and paste 3) Pupils are asked to paste the Perrott (1982) identified four purposes of pictures on the board. 4) Pupils take part and paste the pictures on the board in correct order. using set induction. 1) Focusing attention on what is to be learned by gaining the interest of students. 2) Moving from old to new materials and linking of the two. 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.
THE RATIONALE OF USING THIS SET INDUCTION DURING THE
LESSON ARE: 1) To arouse pupils interest to learn the lesson. 2) To give clues about the lesson before the task begin. 3) When teacher asks the pupils to paste the pictures on the board, teacher can see the pupils
participating in the lesson. 4) To see the co-operation between the pupils in class. 5) To increase students receptivity to what is going to be taught. 6) To abstract the students interest about the topic.
1) Teacher
explains
the Thinking through the introduction to the
characters in the story.
2) Pupils listen and pay attention lesson is a good way to be sure that to the explanation. Introducing the characters students understand what the lesson will be
3) Teacher drills pupils with the about. The introduction to a lesson is often characters name and build up overlooked and taken for granted. A good their memory into it. introduction, though, will engage students, tell them what to expect from the lesson and provide a framework from with each student can work. Drawing students' attention and interest with a good introduction to a lesson has the wonderful benefit of reducing behaviour problems. The more interested the students are in the lesson, the more they will learn, as well, tying a good introduction directly to increased learning and improved grades and test scores. As suggested by Gardner and Lamberts (1972) , students who felt positively about a language and who wanted to integrate into the culture of its speaker were more
Introduction
Teaching Aids: 1. Picture Cards (characters in the story)
10 minutes
2. Word Cards (names of the characters in the story)
highly
motivated
and
learn
more
successfully. THE RATIONALE OF USING THIS INTRODUCTION LESSON ARE: 1) To draw the students attention interest. 2) To inform the students what they will be learning about. 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. generate interest, build confidence and to
2) Teacher says the names of the facilitate comprehension. During the precharacters and say it loudly. listening, teacher helps the pupils to
10 minutes
Teaching Aids: 1. Picture Cards (characters in the story)
3) Pupils listen quietly and try to prepare to listen. identify the characters. 4) Teacher picks pupils This will help pupils to grasp the idea
2. 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.
6) Pupils describe the pictures work out all that is involved in the literal they chose.
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. 2) Makes the students actively aware of the information/experience that will be useful in helping them before listening to the task. 3) To acquire or revise the language that will be necessary for them to understand the listening input. 4) To give pupils a purpose for
listening which is to get some specific information.
1) Teacher plays the VCD This is the centre of focus of the lesson. 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. In the while listening step, specific information. 3) After watching to the teacher helps to focus the pupils attention and on the listening text and guide the story, development of their understanding of it.
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.
listening
pupils try to remember the This part will contain normally one or two sequence of the story. 4) Teacher hangs a big chart on the board the and Video has been used as both a source of numbers of activities.
distributes strips for
sentence authentic listening input and also as a difference stimulus for speaking or writing activities. Nevertheless, there have been few research
paragraphs to each groups.
5) While playing the video studies comparing results teaching with and again, pupils will rearrange without video (notably Lin, 2002). the sentence strips in order and paste on the board. One advantage of video use that has been
6) Pupils listen again and shown is in the area of motivation (Chiang, check their answers. 1996; Lin, 2002); students tend to find video material more interesting and are more likely to become involved in the lesson.
THE RATIONALE OF USING THIS WHILE LISTENING ACTIVITIES
DURING THE LESSON ARE: 1) To focus the pupils attention on the listening text. 2) To help the pupils get the specific information from the story and rearrange the sequence of the story correctly. 3) To help pupils to picture and imagine the story. 4) To give pupils a purpose for listening which is to get some specific information. 5) To build confidence in themselves
to listen to text and rearranging the sentence strips in the same time.
1) Pupils are divided into four During this post listening stage, there are groups. two common things the teacher normally
2) In groups, 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. At this stage, pupils listen to. 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. For example, pupils may group will paste their discuss how the information/story they
answer and tell to whole have listened to, relates to their own views class the moral value they on the subject. can get from the story. 4) Pupils make a summary In this stage, pupils are asked to do the task from the story by drawing given in group. Therefore , it is vital to get a mind map about the the pupils to work in a multi levels group characters in the story. whereby each team member benefits each
5) Pupils paste their work and other. This strategy is also known as the tell about the summary of Cooperative Learning that is seen to be a
the story. 6) Teacher different groups.
powerful tool distributes acquisition. mask to each cooperative
for
fostering
language an
According to Zehler (1994), learning create
opportunities for sustained dialogue and
7) Pupils stimulate the story substantive language use as students use in groups. language to accomplish the task at hand. Teacher can seize the opportunity to inculcate values such as being cooperative and respect to others.
THE RATIONALE OF USING THIS POST LISTENING ACTIVITIES
DURING THE LESSON ARE: 1) To recall the pupils memory about the story. 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. 3) To build pupils confidence in
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speaking in front of their friends. 4) To show how focus the pupils are in listening to the story. 5) To build co-operation between
group members.
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. Teacher can ask the todays lesson. Consolidation and Closure Making a Summary And Explain the Lesson pupils to give opinion about the story
2) Teacher makes a summary heard. from the lesson. 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.
presentation to an appropriate conclusion.
4) Ask pupils to give a big It is used to help students bring things applause to their friends together their own mind, to make sense of and themselves for their what has just been taught. hard work today. 5) In groups, teacher ask the THE RATIONALE OF USING THIS
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pupils to repeat again the CONSOLIDATION AND CLOSURE moral value in this story. ACTIVITIES DURING THE LESSON ARE: 1) To build confidence in pupils mind. 2) To cue students to the facts that they have arrive to the end of this lesson. 3) To maintain the fun factor in this lesson. 4) To let them realise that English is a fun subject.
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CONCLUSION
Teaching listening speaking skills is one of the most difficult tasks for any ESL teacher. This is because successful listening and speaking skills are acquired over time and with lots of practice. It's frustrating for pupils because there are no rules as in grammar teaching. Unlike reading and writing that have very specific exercises that can lead to improved skills. This is not to say that there are no ways of improving listening skills, however they are difficult to quantify. The key to help pupils improve their listening and speaking skills is to convince them that an attitude adjustment is important than anything else, and it is easier for some pupils to accept than others. Another important point, (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time.
In this 60 minutes lesson, I had carried out a few activities to teach pupils on how to listen for specific information and listen for gist. Starting from the set induction, I showed them pictures of the characters in this story. After showing the pictures, I asked the pupils to paste the pictures on the board. During the introduction stage, I stress and explain to the pupils about the name and what the character does in this story. This will help the pupils to understand the story heard easier. For pre-listening activities, I asked the pupils to paste the name below the pictures to see how they recall with the lesson earlier. The pupils started to listen to the VCD about The Stone Cutter in the while listening activities. Two activities were carried out such as listening and watching to the video shown and sequence the sentence strips about the story. After sequencing the sentence strips correctly, pupils have to hang the answer using the pocket chart. The last activity before the consolidation and closure is the post listening activity. I prepared a stimulation activities with mask, summarise the story and state the moral value for the pupils to carry out in this post listening activity.
With all the theoretical, explanation and rationale that has been stated earlier, I felt so happy because the lesson was going well on that day. Pupils really enjoy the lesson and all the activities were carried out successfully. According to Lile, a student will find it difficult to perform in a stressful environment (2002). He also mentions that the lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, listening, back to writing, and so on.
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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. Get feedback from other teachers on how these problems can be overcome. Then write a 1000- word academic essay to explain THREE main reasons why students in Malaysian classrooms often have problems with English speaking activities. In your essay, explain THREE ways that teachers can employ to encourage their students to speak in English in their classrooms.
In Malaysia, the aims of teaching speaking skills in school is closely linked to listening. The teaching of oral skills entails both listening and making appropriate responses for various purposes and in various contexts. This component therefore helps to develop pupils oral skills to enable them to seek and give informa tion, express their thoughts, feelings and ideas and engage in social interaction using appropriate expressions. Proper pronunciation and the use of appropriate register are also emphasised throughout the development of pupils oral skills. Speaking in traditional methodologies usually meant repeating after the teacher, memorizing a dialog, or responding to drills, 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. The emergence of communicative language teaching in the 1980s led to changed views of syllabuses and methodology, which are continuing to shape approaches to teaching speaking skills today. 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, despite limited proficiency in English. In so doing, learners would develop communication strategies and engage in negotiation of meaning, both of which were considered essential to the development of oral skills.
There are three main problems faced by Malaysian students in learning speaking skills. The first problem is pronunciation. Spoken language is made up of sounds. The sound system varies between language so that when we speak a foreign language, we may have problem because we cant reproduce sounds that a native speaker will have no problems with. In Malaysia, when teaching pronunciation of English, we have to bear in mind that our students will could be speakers of Bahasa Malaysia, a Chinese language or an Indian language. A comparison of the sound systems of the main languages and English could make
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teachers aware of the problems students might face when learning to speak English. For example, the Chinese students may have difficulty pronouncing the trill of /r/, and instead of saying rain say lain; Indian students have difficulty with the initial /h/ as in house. They tend to drop the initial /h/ sound and say ouse. The native Bahasa Malaysia have problem with /f/, and instead of saying food say pood. 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. The second problem is lack of vocabulary. As English is not our mother tongue, the students faced with problems in speaking with the suitable vocabulary. Therefore, they always mix their English sentences with Bahasa Malaysia when speaking in this foreign language. Vocabulary is the words which make up a language constitute. The accuracy and clarity of our message depends on the words we choose. Without vocabulary, structures and functions cannot be used for comprehension and communication. 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. The third problem is grammar and sentence structure. In order to speak in a correct sentences, the students should be aware with their pronunciation, vocabulary and sentence structure with grammar. Students learning English grammar often find it complicated and confusing. Harmer (1988) cites three reasons for this. The mismatch between form and function, exceptions to the rule and interference from the native language (L1). A further problem can be added is lack of motivation to learn grammar.
As a teacher, in order to encourage the students to speak English in the classroom, the teacher should follows the principles of teaching speaking. The principles of teaching speaking can overcome the problems with our students. There are ten ways the teacher can used to make the students speak in English in the classroom. Teacher should take account of the students as a person. Students who are confident and have experienced success are likely to be more motivated and willing to try harder. Therefore, teacher should be sensitive, sympathetic and encouraging by praise students frequently. Teacher should select material that is motivating and within the ability of students. Teacher have to reduce anxiety by moving from easy to more difficult, maintain a careful balance between accuracy and fluency, provide a good model for students to imitate, provide appropriate stimuli for eliciting speech, vary interaction modes, give clear instructions, monitor student activity, handle errors sensitively and effectively and make sure you have made adequate preparation for your class. In the development of speaking skills, teacher needs to provide opportunities for students to
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learn two very important aspects of spoken language. First, you need to teach them accuracy. This is the production of a range of correct and appropriate words and structures as well as correct use of phonological features like pronunciation, stress and intonation. In addition, teacher needs to teach fluency which is the ability to produce speech that has normal flow; is spoken at normal speed, does not have to many unnecessary pauses when the speaker is at a loss for words. An important part of the job as a teacher involves maintaining a careful balance between accuracy-building and fluency building.
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies by using minimal responses, recognizing scripts, 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. Speaking is one of the skills in primary and secondary schools. However, a high percentage of students fail to achieve an acceptable level of competence in speaking English. 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. As a conclusion, if we have the determination to do something, we can always find the path or method to do it, as they say Where theres a will, theres a way. Therefore, in order to make speaking skills more effective in school, pupils and teachers should co-operate well to make it a success.
1046 words.
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BIBLIOGRAFI:
Mohd Rosli Ghani, Mohd Iskandar Daud, Adnan Yusoff. (2007) HBEL2103 Teaching of Listening and Speaking. Selangor Darul Ehsan: Meteor Doc.Sdn. Bhd. Paul Shipton and Coralyn Bradshaw. (2002) Chit Chat Teachers Book 1. New York: Oxford University Press.
Brown, G and G.Yule. 1983. Teaching the Spoken Language. United Kingdom: Cambridge University Press.
Noor Azlina Yunus, Hyacinth Baudart (1996) Preparing and Using Visual Aids for English Language Teaching (2rded.). Selangor Darul Ehsan: Fajar Bakti Sdn Bhd.
Abd. Majid b Mohd Said, Mohd Marzuki b Maulad, Saadah bt Khalid, Abdul Halim b Zakariah. (2006) English Year 5 Sekolah Kebangsaan Teachers Guide. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Nesamalar Chitravelu, Saratha Sithamparam, Teh Soo Choon. (1995) ELT Methodology Principles and Practice. Selangor Darul Ehsan: Penerbit Fajar Bakti Sdn. Bhd.
Kementerian Pendidikan Malaysia. Huraian Sukatan Pelajaran Bahasa Inggeris SK Tahun 5. Pusat Perkembangan Kurikulum.
http://changingminds.org/explanations/learning/set_induction.htm
http://www.suite101.com/content/how-to-write-the-lesson-plan-introduction-a171952
http://iteslj.org/Articles/Saricoban-Listening.html
http://www.scribd.com/
http://www.humboldt.edu/~tha1/hunter-eei.html
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ZAINAB BINTI BUANG 801008-01-6462 HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

Date Day Class Enrolment Level Theme Topic

Teaching and Learning Activities

Theoretical / Explanation / Rationale

different Set induction is about preparation when the

THE RATIONALE OF USING THIS SET INDUCTION DURING THE

the Thinking through the introduction to the

characters in the story.

Teaching Aids: 1. Picture Cards (characters in the story)

2. Word Cards (names of the characters in the story)

Teaching Aids: 1. Picture Cards (characters in the story)

2. Word Cards (names of the characters in the story)

characters in the texts.

THE RATIONALE OF USING THIS PRE-LISTENING ACTIVITIES

listening which is to get some specific information.

distributes strips for

paragraphs to each groups.

THE RATIONALE OF USING THIS WHILE LISTENING ACTIVITIES

Step 3 Teaching Aids: 15 minutes 1) Mask 2) Manila Cards

the story. 6) Teacher different groups.

powerful tool distributes acquisition. mask to each cooperative

According to Zehler (1994), learning create

opportunities for sustained dialogue and

THE RATIONALE OF USING THIS POST LISTENING ACTIVITIES

expectations. 3) To build pupils confidence in

presentation to an appropriate conclusion.

ASSIGNMENT QUESTION 2: WRITING AN ACADEMIC ESSAY

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