Day 2, Session 1

Listening skills in the new curriculum

By the end of this session participants will be able to…

• Explain the Listening Learning Standards in the Curriculum
Framework
• Practise implementing one or two formative assessment
strategies on Listening activities
• Discuss differentiation strategies
• Reflect on the session and identify key points of learning
D2.S1.1
Starter: What do you know?

D2.S1.2
Listening Learning Standards in the Curriculum Framework

• Look at the Listening Learning Standards for

Year 4 in the left-hand column on Handout
D2.S1.H1.
• The middle column has important terms used
in the Year 4 Learning Standards.
• In the right-hand column, write your
interpretation of the meaning of each term.

D2.S1.3
 Listening Learning Standards in the Curriculum Framework

target language phonemes: Phonemes are the sounds that make up words in spoken
language. By the end of Year 4, pupils should be able to hear and say most of the
phonemes, including some of the less common ones.

with support: Support may be given in the form of pictures, words or other clues to
meaning. Support may also be from the teacher in the form of guiding questions or language
preparation.
longer simple texts: Texts will normally be a few sentences long, up to one short paragraph.
They should be easy for pupils to understand in terms of language and content.

familiar topics: Familiar contexts are ones which pupils know from their own lives and
experiences. Examples include contexts linked to topics covered in the Schemes of Work
and textbook, as well as those linked to Year 1–3 topics.
Pupils in rural or remote areas may be familiar with different contexts compared to pupils
who live in cities. Please consider your local context to decide what is familiar to your pupils.
D2.S1.4
 Listening Learning Standards in the Curriculum Framework

short simple narratives: Short narratives are stories which are up to around 12–15 pages if
in storybook form. Simple narratives contain language and ideas that pupils can understand
and which are familiar.
Please use your own judgement on short simple narratives, based on the level, context and
interest of the pupils you teach.

longer supported classroom instructions: Longer instructions at the Year 4 pupil age
should contain short, clear sentences, which are repeated throughout the year. For example,
Please stand up; Find a partner and ask three questions.
Supporting classroom instructions involves, for example, using mime, demonstration,
modelling and routines so that pupils can understand what the teacher would like them to do,
without the teacher having to use first language.

longer supported questions: Supporting questions involves using mime and gesture,
modelling and routines. This includes using pictures and objects to visually support meaning.
Questions may use question words and be at full sentence level. They should not be
complex, for example, What time is it? instead of Can you tell me what time it is?
D2.S1.5
 Examples of feedback

1. That’s hopeless. Surely you know you’ve put the items in

the wrong order?
2. Well done!
3. You guessed right – the girl is sad because she can’t find
her bag. Your idea helped your friends to understand. In the
next Listening activity, listen carefully to the numbers you
hear and write them in your notebook as you hear them.

D2.S1.6
Features of effective feedback

• It is descriptive
• It is specific
• It focuses on changeable actions
• It identifies what was done well
• It identifies what can be improved

D2.S1.7
‘Medals and missions’ feedback

‘Medals and missions’

1. What pupils are aiming for – (Goals) (tasks,
assessment criteria, the nature of good work,
etc.)
2. Where they are now in relation to these goals
– (Medals)
3. How to close the gap between where they are
now, and the goals – (Missions)

Based on: Petty, G. (2014) Teaching Today: A Practical Guide. Fifth Edition, Oxford: Oxford University Press.
D2.S1.8
‘Medals and missions’ feedback

You guessed right – the girl is sad because she can’t find her bag. Your
idea helped your friends to understand. In the next Listening activity, listen
carefully to the numbers you hear and write them in your notebook as you
hear them.

Medal: This is: You guessed right […] Here the pupil is receiving a
medal that relates to language use or skills (prediction based on a
picture).
Mission: This is: In the next Listening activity […] This mission
relates to a Listening skill and draws the pupil’s attention to a
specific aspect of their language development. It also shows the
pupil how to achieve it.
D2.S1.9
‘Medals and missions’ feedback

Work with a partner:

• Work through the scenarios on Handout

D2.S1.H2.
• Take it in turns practising giving verbal
‘medals and missions’ feedback as a teacher.
• Use Year 4 Learning Standards on Handout
D2.S1.H1 to indicate goals.

D2.S1.10
What is Differentiation?
• Differentiation is the variety of teaching techniques and
lesson adaptations that teachers use to teach a class
with diverse learning needs.

D2.S1.11
Differentiation strategies: Type & amount of support

• Look at handout D2.S1.H3. Each sentence is about

adapting the type and amount of support to
accommodate individual needs.
• Organise yourselves into pairs. Complete the gapped
words together.
• When pairs finish, they should stand up and begin to
clap. Start with a slow rhythm and speed up a little
every time another pair stands up.
• Compare answers before sitting down again.

D2.S1.12
Adapting lessons according to individual needs

Think!

• Look at the Year 3 SoW introductory section,

differentiation strategies.
• Go through differentiation by type and amount of
support. Which type have you already used / would
you use with your pupils in a Listening lesson?

D2.S1.13
Differentiation strategies: Time

In your groups:
• Read each of the statements on Handout
D2.S1.H4.
• Discuss whether you would use the idea
with your pupils.
– If so, why?
– If not, why not?
Appoint a timekeeper who is also a
‘mover-on’ so you can finish your
discussion in 10 minutes.
D2.S1.14
 Plenary: Listening skills

Discuss in your groups:

• Can you identify moments in this session when you
were using any of the following Listening skills?
– Listening for detailed comprehension
– Prediction
– Using your background knowledge to help you
guess meaning
– Listening for global understanding (gist)
– Listening for specific information
D2.S1.15
Day 2, Session 2
Create a lesson plan for a Listening lesson

By the end of this session participants will be able to…

• Review micro-teaching and lesson planning process
• Use the curriculum documents in lesson planning
• Write learning objectives
• Adapt materials if required
• Apply relevant formative assessment and differentiation
strategies
• Reflect on the session and identify key points of learning
D2.S2.1
Starter: Sentence scramble

Work in pairs:
• You have words that go together to form a
complete sentence.
• Can you unscramble the sentence?

D2.S2.2
Reviewing the micro-teaching & lesson planning process

• The first lesson you will be working on is a Listening lesson.

• In this session, you will work in groups of four to plan the
lesson.
• In the next session, your group (if chosen) will then deliver the
planned lesson. Each of you will deliver about 5 minutes of the
lesson on your own. You will not know which part of the lesson
you will teach until the start of the micro-teaching.
• Each micro-teaching of 15–20 minutes covers one group’s pre-
lesson, lesson delivery and post-lesson.
(See also Handout D2.S2.H2 for an overview of the micro-
teaching sessions.)

D2.S2.3
Creating lesson plans for a Listening lesson
• In your groups, work on your lesson planning and
preparation for the Listening lesson micro-teaching, which
will take place in the next session.
• Use these resources:
– Lesson plan template (Handout D2.S2.H3)
– Listening Content and Learning Standards (Handout
D2.S2.H4)
– Listening activity material from Year 4 textbook (p.5,
Activity 1)

Please ask for assistance if you need it. D2.S2.4

Using Year 4 textbook
• You should plan this Listening lesson using activity 1 only
from the textbook; you should not use activity 2 or 3 on
this page because they are used as resources in different
lessons.
• The notes in the Teacher’s Book are useful but they have not
been designed specifically for Malaysian schools, therefore
you should consider the context of you classes and plan with
you pupils in mind.
• You may have to stretch the content to cover pre- and post-
lesson stages and create a lesson that can be delivered over
1 hour.

D2.S2.5
Plenary

Explain what you have learnt in this session

and how you have learnt it

D2.S2.6
Day 2, Session 3
Micro-teaching and feedback

By the end of this session participants will be able to…

• Review feedback forms for micro-teaching sessions
• Deliver micro-teaching sessions
• Provide constructive feedback, focusing on formative
assessment and differentiation strategies applied

D2.S3.1
Feedback forms for micro-teaching sessions

• Please look through Handout D2.S3.H1:

micro-teaching feedback form.
• Do you have any questions about the
evaluation criteria?

D2.S3.2
Micro-teaching

• Three group’s lessons.

• Each micro-teach 15–20 minutes.
• Use Handout D2.S3.H1: Micro-teaching evaluation form
to record your evaluation of each micro-teaching session.

D2.S3.3
 Micro-teaching advice clinic

• In your groups you are going to share, compare and

record feedback on each of the micro-teaching
sessions.
• You will need to complete an advice clinic record
(Handout D2.S3.H2) for each group that micro-taught a
lesson.
• Use the ‘medals and missions’ model to formulate your
feedback.

D2.S3.4
 Day 2, Session 4
Approaches to learning Speaking

By the end of this session participants will be able to…

• Develop age-appropriate Speaking skills
• Identify features of spoken language
• Identify a range of language functions and forms suitable to level
and age
• Identify potential obstacles to developing Speaking skills and find
support methods
• Share and discuss problems and solutions
• Reflect on the session and identify key points of learning D2.S4.1
Starter: Pyramid discussion

Think (on your own):

• What do speakers do when they speak?
Pair:
• Combine your ideas (with a partner).
Share!
• Be ready to tell us your ideas.

D2.S4.2
What do speakers do when they speak?

Stage 1 & 2:
Conceptualise
& Formulate

Stage 3:
Articulate

During all
stages:
Self-monitor
D2.S4.3
Speaking skills’ development

• Listen to the trainer and complete the graphic

organiser on Handout D2.S4.H2.
• Add ideas in the blank boxes: How can teachers help
pupils with each of the three stages to speaking, as
well as the self-monitoring that takes place at all
stages?
• After the verbal input from the trainer, add your own
ideas and be ready to share these in your groups.

D2.S4.4
 Speaking skills’ development: Conceptualise and Formulate

Help pupils to conceptualise and formulate language by:

• Providing examples of texts across a range of registers.

This helps pupils to notice the features of a discourse
type and its associated language.
• Giving pupils Speaking frames that help pupils organise
their spoken output. This also provides them with
examples of the language they will need.
• Teaching collocations and language related to particular
registers, contexts, and topics. This helps pupils identify
the functional language they need, for example, using
gap-fills or substitution tables before speaking. D2.S4.5
Speaking skills’ development: Articulate

Help pupils to articulate language by:

• Providing pupils with regular opportunities to practise
talking about familiar topics with talk partners. Use
communication-regulator discussions (e.g. hot-seat,
contribution cards).
• Getting pupils to memorise and rehearse dialogues.
• Encouraging fluency so that speaking focuses on
meaning rather than accuracy (errors can be corrected
afterwards).

D2.S4.6
Speaking skills’ development: Self-monitor
Help pupils to self-monitor their language use by:

• Providing (when appropriate) on-the-spot verbal feedback.

For example, use silent pointing (draw a correction table on
the board; while pupils are talking, you point to the type of
mistake, giving pupils a chance to self-correct).
• Encourage pupils to use repair strategies: when speaking
spontaneously, pupils can ‘repair’ parts of the conversation if
the listener doesn’t understand, or if they hear a mistake and
need to self-correct.
• Model and show paralinguistic tools (such as gestures and
body language) for conversation management. D2.S4.7
 Functional language
• Functional language = Function Examples of
language needed for specific chunks?
purposes. Justifying
• Chunks = words that always
Giving instructions
go together, such as fixed and/or directions
collocations (play tennis), or
Predicting
that commonly go together
like certain grammatical Showing &
structures (Have you checking
understanding
ever…? / come up with).
Narrating
• Complete the table on
Handout D2.S4.H3. Work with
a partner. D2.S4.8
 Supporting pupils in Speaking
• You each have three contribution cards. In the
discussion you can only contribute by placing your card
on the table.
• When you have used up all your cards you have to
listen only.
In your group you will discuss the following:
What are the potential obstacles to developing pupils’
Speaking skills and what are the solutions?

• You have 1 minute to think before starting.

D2.S4.9
 Supporting pupils in Speaking
Teachers can support pupils’ speaking by:
• Helping pupils plan and produce spoken language by giving
them Speaking frames
• Using a model which is repeated by pupils in drills or chants
• Getting pupils to write down a text or notes before speaking
• Getting pupils to practise speaking by reading aloud from a
text
• (Teacher) reformulating pupil utterances
• Getting pupils to memorise and rehearse dialogues

D2.S4.10
 Problems and solutions
• Think about your own classes and some of the problems that
arise during Speaking activities.

• Write one problem on each card.

In groups of four:
• Put all the cards together in a pile.
• Assign a time-keeper per participant (e.g. the person to your left).
• Turn over one card. The participant who wrote the card reads the
problem aloud.
• Discuss possible solutions in your group. Other participants can
speak for up to 30 seconds (time-keeper to keep time)
• Take a new card and repeat.
D2.S4.11
Plenary: Any questions?

Are there any questions?

D2.S4.12
Learning journal

• On your own, write up your second learning

journal entry.
• Question prompts are provided on Handout
D2.S4.H7.

D2.S4.13