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HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603

PART A 1.0 INTRODUCTION Teaching listening skills is one of the most difficult tasks for any English Language teacher. Listening skills are vital for the student and the learners. Of the ‘four skills’, listening is by far the most frequently used. Successful listening skills are acquired over time and with lots of practice. It is frustrating for all the students because there are no rules as in grammar teaching. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves. Listening and speaking are often taught together, but beginners should be given more listening than speaking practice. “Listening is more than merely hearing words. Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal message” ( Emmert, 1994 ). As such, it forms an integral part of the communication process and should not be separated from the other language arts. Teachers can help students become effective listeners by making them aware of the different kinds of listening, the different purpose for listening, and qualities of good listeners.

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LESSON PLAN ENGLISH LESSON PLAN

Day / Date Class Time Enrolment Theme Title Focused Skill Integrated Skill Learning Outcome

: Tuesday / 20th October 2010 : 6 Cerdas : 8.45 – 10.05 a.m : 30 pupils : World of Stories : The Stone-Cutter : Listening : Speaking : 1.3 Acquire vocabulary and understand the meaning of words and phrases in context. 1

Adjectives Vocabulary – careful. beautiful Behavioural objectives : By the end of the lesson. and draw conclusions at a level suited to the pupil’s ability. 2.2 Listen to stories and legends and give the sequence of events. etc. grateful : Moral Education 2 .7 Listen to and enjoy stories. 4.5 Talk about the people.3. places and moral values of the stories heard. Fill in the mind map with 10 adjectives of the characters in the story heard. : worksheets and picture cards : Thankful. Previous Knowledge Teaching Aids/Materials Moral value Educational Emphases Sequence correctly 5 events in the story. 4. read and viewed in simple language.. prosperous.2 Write simple descriptions with little or no guidance. Level Language Content : Intermediate : Grammar.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 1.3 Complete mind maps. Fill in the crossword puzzles with word correctly. 1.2. Curriculum Specifications : 1. fables and other tales of imagination and fantasy and predict outcomes. : Pupils have learned about folktales before. diagrams with information from the texts.6. announcements.1 Listen and learn key words and phrases heard In stories.7. 2. pupils should be able to 1. 3. contented. rich.

HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 Stage / Timing Set Induction ( 5 minutes ) Content • Shows various pictures of beautiful stones or gems and talk about their origin. • To familiarize pupils to the new words. • Teacher writes pupils’ predictions on the board. Rationale To connected to the • • To arouse pupils previous knowledge. the • To test pupils’ listening skills and their understanding of the story heard. teacher explains the meanings of difficult words. ( 30 minutes ) • Teacher reads the story aloud while pupils listen carefully. ( 15 minutes ) • Teacher asks pupils to brainstorm and make predictions about the story based on the pictures on the board. To let the pupils listen to their friends predictions and heard the language used. • Using pictures. Tick the correct predictions on the board. mime. quietly happy .contented -Satisfied. 3 . • Teacher reads the story again.dull -Slow to learn or to understand • Teacher reviews pupils’ predictions. While Listening • Effective listeners think about what they will hear. • Teacher talks about the story with the pupils. the characters. Examples: . dictionaries or sentence contexts. Pre-Listening • story.

• Teacher talks about the value in the story with pupils. • just heard.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 plot. Teacher asks questions to assess comprehension. Development 3 ( 25 minutes ) • Post Listening Pupils get into groups of five and this time their task is to listen to the story again and sequence the events in the story ( worksheet 2 ). • Teacher asks pupils to describe the characters in the story. pupils fill in the mind map (worksheet 1) about the characters of the stone cutter and the mountain spirit. • Teacher discusses the answers with the pupils and explain the reasons for wrong answers using the story. • Pupils describe the features of the characters mentioned in the story. • Pupils present their task and explain. setting and sequence. To state the moral values in the story pupils have . • Teacher goes through the answers with pupils by asking some groups to state their answers. • In pairs. 4 • To test their listening skills and their understanding of the story. Others may express their opinions and views.

5 . • Stipulate a time frame for pupils to complete the task. 2. journal writings and analysis of lesson plans.0 METHODOLOGY There are a lot of methods that can be used in this investigation to find the result such as interviews. Learning English as a Second Language can be very challenging and there are many reasons why people are having challenges in learning the language.0 INTRODUCTION This research is to know three main reasons why speaking in English is a problem faced by Malaysian students and three ways to encourage them to speak English in their classroom. • To give ideas • To test their listening skills and their understanding of the story. Many people are wondering whether they will be able to speak and write English like a native speaker. • Teacher explain to pupils the task to be carried out. Closure/Evaluation ( 5 minutes ) • Teacher carries out a simple word games.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 Example: be thankful and grateful for who they are and the way God created them. • Teacher goes through the answers with pupils. PART B 1. classroom observations. • Get pupils to attempt the crossword.

4.1 Three main reasons why speaking in English is a problem faced by Malaysia students and three ways to encourage them to speak English in their classroom. writing and listening comprehension.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 For this research. It would make fewer grammatical errors in their speech and in writing. 4. There are thousands of English words and they are too many to learn.0 DISCUSSION AND INTERPRETATION ON THE DATA FINDINGS. The students also have the ability to use the language item in reading. Many students are unable to communicate successfully because of the inability to use the vocabulary and grammar in order to create a proper conversation. I have chosen to give a set of questionnaires to fifteen experienced teachers in the primary schools. The data collection is successful because all the teachers give their full cooperation when I’m doing this research. studies show that learners only need to know 800 6 . 3. I collect all the survey questions to compare their opinion. After they answer all the questions. In fact. One of the biggest complaints in learning English as a second Language is poor speaking skills. Learning grammar and vocabulary is not enough to be able to speak the language. It is important because it can enable students to use English in daily activities and in future for their works. The most common challenges is poor vocabulary.0 DATA ANALYSIS From the data collection. But learners don't need to know everything to be able to converse in English. it shows that all the teachers agree speaking is important to be taught and the students need to know the grammar rules and how to apply it in their classroom. It is good enough if they have the ability to apply all the grammar rules and structures correctly in sentences. These factors will only help them gain knowledge of the language that might not even be translated to conversational skills.

They have no confidence and nervous when speak in English. by doing grouping activities. teachers must integrated the activities like reading and writing to improve students speaking skill. they are worried that they will make a mistake and other people will laugh at them. this can allow the 7 . Teachers also believe that their students can get benefit with their approach in integrated the skills. at least the students get something from the lesson. So. On the second day. For example. teachers can teach basic rules of the speaking such as exchange greeting.15 words a week. after students learned the 3 words for that day write down yesterday's words and review them as well. if the class has lower achievement students. students can break this list to 3 words a day. Study the different usage and learn how to use it in a conversation with a friend or family. it can attract the students’ attention to learn speaking in English . however. You might be surprised at the number of words that are familiar to you. There are a lot of different methods in teaching speaking. The best way to overcome this challenge is to list these words and keep reading them. Make it a point to create a list of at least 10. The problem with most people learning the English language is they tend to forget the new words as quickly as they learn them. Teachers must creative in making the lesson more meaningful. Then. teachers must drill the students until they understand about what they had learnt for that day. Use this method of review so you will retain what you have previously learned. In classroom practices. students will know how and when they need to use the rules. The students need to know the grammar rules before they apply it in their speaking skills. Write the definition of each word as well. For example. Teachers can change the activities according to the lesson and the ability of their students. The best way to teach speaking is using different method in teaching. Teachers also will know which activities that suit to their students.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 words to be able to converse in English. Too many as it may seem. This is to avoid the students feel bored learning in the same activities and method. There are many sources that teachers can use in teaching speaking. Although teachers just teach them basic rules. Study the first three words on the first day. a perfect way to start is by reading. So.

The activities are done by the students after teachers gives explanation about the topic. Poor listening can lead to unnecessary arguments and problems. but some students fail to seize them because they let their minds wander or they may concentrate what they want to say themselves rather than on what a speaker is saying. These can make students more active in the learning process. teaching speaking is also a very important part of second language learning. Thus.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 students to speak and write while they are in the discussion session.0 CONCLUSION Listening skills are essentials for learning since they enable students to acquire insights and information. providing a rich environment where meaningful communication take place is desired. Therefore. As in the case of doctors. careful listening and questioning might even save lives. 5. it is very important to teach and learn listening skills to teachers and students. Life within and outside school affords many listening opportunities. Teachers can show students why good listening is useful and even crucial in some situations. So. it is essential that language teachers pay great attention to teaching speaking. various speaking activities can contribute a great deal to students in developing basic interactive skills necessary for life. Rather than leading students to pure memorization. A part from that. teachers also have to choose the suitable activities and techniques in teaching speaking. teachers must drill their students first before give them activities to do. The teachers also can used pictures to teach speaking. With this aim. The best way in teaching is the teachers monitor all the students’ work. and to achieve success in communicating with others. The ability to communicate in second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Learning to speak in English is pupil-centered. 8 . The students also feel excited to do the activities given. This is because the teacher is suitable as a facilitator to the students. So. This can avoid the students do the same errors in their exercises.

J. (2001). (2004). Longman. How To Teach English. H. M. Teaching By Principles: An Integrative Approach to Language Pedagogy. Harmer. Teaching listening.0 REFERENCES Ministry of Education Malaysia.cfm Brown. London : Longman.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 6. Sukatan pelajaran kurikulum bersepadu sekolah rendah : Bahasa Inggeris (Primary school integrated curriculum : English Language Underwood. (1989). D. Curriculum Development Centre(2003).colostate. Longman. http://writing . 9 .edu/guides/teaching/esl/listening.

District / School Area : _____________________ 8. Teaching College : ________________ 10 . Level at which you are teaching Primary Secondary 7. Type of school you are teaching in Government Independent 6. Number of years of teaching experience :________________ 4.0 APPENDIX A SURVEY Background Information 1.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 7. Highest academic qualifications. Age : ______________ 3. Teacher’s certificate Diploma Bachelor degree 5. Sex : Male Female 2. Please tick one box only.

HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 RESEARCH QUESTIONS Three main reasons why speaking in English is a problem faced by Malaysian students:1. ___________________________________________________________ ___________________________________________________________ 2. ________________________________________________________ ________________________________________________________ 2. ________________________________________________________ 11 . ___________________________________________________________ ___________________________________________________________ 3. ___________________________________________________________ ___________________________________________________________ Three ways to encourage them to speak English in their classroom:1. ________________________________________________________ ________________________________________________________ 3.

HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 ________________________________________________________ WORKSHEET 1 NAME:___________________________________ CLASS:_____________ THE STONE-CUTTER 12 .

HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 THE MOUNTAIN SPIRIT 13 .

And as he never asked for things he had not got or desired to be greater and mightier than other people He was happy at last and heard the voice of the mountain spirit no longer. Then he cried in his wrath: 'Is a mere child of earth mightier than a rock? Oh. Neither the heat of the sun nor the force of the rain could move him. rode one company of men and another behind it. servants dressed in scarlet and gold bore him along. But yet it was not enough. if only I were a man!' And a prince he was. and everything heart could desire was his. His bed was hard and his food scanty but he had learned to be satisfied with it and did not long to be something or somebody else. When he looked down to see what it could be. 14 . One day he heard a strange noise at his feet. the coveted umbrella was held over his head. And the rock he was. A trembling feeling ran all through him and a great block broke off and fell upon the ground. oh. 'This is better than all!' he said to himself. Proudly he stood. he cried in his anger: 'The sun is mightier than I. if only I were the sun!' And a man he was.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 NAME: __________________________________ CLASS: ______________________ WORKSHEET 2 Sequence the events in the story and paste them accordingly on the given paper based on the story heard. he saw a stone-cutter driving tools into his surface. He looked round still for something to wish for. gloried in his power. Before his carriage. and that in spite of the umbrella held over his head each day his face grew browner and browner. and when he saw that in spite of the water he poured on his grass the rays of the sun scorched it. and in the sweat of his brow he toiled again at his trade of stonecutting.

Only the great rock on the mountain side remained unmoved. and cried in wonder: 'Is the rock. When a cloud covered his face and hid the earth from him. He caught the sun's beams and held them. The cloud was amazed at the sight. he burnt up the grass in the fields and scorched the faces of princes as well as of poorer folk. he cried in his anger: 'Does the cloud hold captive my rays. on earth and in heaven. and to his joy the earth grew green again and flowers blossomed. However. then. mightier than I? Oh. 15 . and mightier than any!' And a cloud he was. But in a short time he began to grow tired of his might. Discontent once more filled his soul. that was not enough for him. Towns and villages were destroyed by the power of the rain. that I were a cloud. He shot his beams above and below.HBEL2103 TEACHING OF LISTENING AND SPEAKING MOHD JUSNI BIN YUSOF 780717065603 And the sun he was and felt himself proud in his power. and is it mightier than I? Oh. if only I were the rock!' Paste the strips of paper according to the sequence of the story heard. For days and weeks he poured forth rain till the rivers overflowed their banks and the crops of rice stood in water. and lay between the sun and the earth. for there seemed nothing left for him to do.

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