Leson Plan Assignment Listening and Speaking

ZAINAB BINTI BUANG 801008-01-6462

HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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Date : 08th November 2010

Day : Monday

Class : 5 Rafflesia (10 years old)

Enrolment : 24 pupils

Level : Advanced learners

Theme : World of Stories

Topic : 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 : Be thankful

CCTS : 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.



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Stage Content Teaching and Learning Activities Theoretical / Explanation / Rationale

Set Induction

5 minutes

“Look and paste”

Teaching aids used:

1. Picture Cards of characters in

the story.

1) Teacher shows different

picture cards of the characters

in the story.

2) While showing the pictures,

teacher tells the pupils some

clues about today‟s lesson.

3) Pupils are asked to paste the

pictures on the board.

4) Pupils take part and paste the

pictures on the board in correct

order.

Set induction is about preparation when the

students are set, they are ready to learn.

Concisely, set induction is about getting the

pupils ready and inducing them into the

right mind set.

Perrott (1982) identified four purposes of

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.



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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

characters in the story.

Thinking through the introduction to the



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Introduction

10 minutes

“Introducing the characters”

Teaching Aids:

1. Picture Cards (characters in

the story)

2. Word Cards (names of the

characters in the story)

2) Pupils listen and pay attention

to the explanation.

3) Teacher drills pupils with the

characters name and build up

their memory into it.

lesson is a good way to be sure that

students understand what the lesson will be

about. The introduction to a lesson is often

overlooked and taken for granted. A good

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



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highly motivated and learn more

successfully.


INTRODUCTION DURING THE

LESSON ARE:

1) To draw the students‟ attention and

interest.

2) To inform the students what they will be

learning about.

3) To provide or framework for the

students to start from.

Step 1

10 minutes

“Pre-Listening”

Teaching Aids:

1. Picture Cards (characters in

the story)

1) Teacher points at different

characters on the board.

2) Teacher says the names of the

characters and say it loudly.

3) Pupils listen quietly and try to

identify the characters.

4) Teacher picks pupils

Pre-listening tasks aim to deal on how to

generate interest, build confidence and to

facilitate comprehension. During the pre-

listening, teacher helps the pupils to

prepare to listen.

This will help pupils to grasp the idea



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2. Word Cards (names of the


randomly and ask he / she to

identify the picture.

5) Pupils paste the word cards

under the pictures of

characters in the texts.

6) Pupils describe the pictures

they chose.

better as Brown and Yale (1983) point out

“………the aim of listening comprehension

or story should be for the student to arrive

successfully at a reasonable interpretation

and not process every word and not try to

work out all that is involved in the literal

meaning of the utterance”


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



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listening which is to get some

specific information.

Step 2

15 minutes

“Watching the video

and

While Listening activities”

Teaching Aids:

1) Picture Cards (characters in

the story)

2) Word Cards (names of the


3) Video Compact Disc “The

Stone Cutter”

4) Pocket Chart with sentence

strips.

1) Teacher plays the VCD

“The Stone Cutter”

2) Pupils watch and listen

silently and try to find the


3) After watching and

listening to the story,

pupils try to remember the

sequence of the story.

4) Teacher hangs a big chart

on the board and

distributes the sentence

strips for difference

paragraphs to each groups.

5) While playing the video

again, pupils will rearrange

the sentence strips in order

and paste on the board.

This is the centre of focus of the lesson.

The activities in this stage contains the

teaching points the teacher wishes to deal

in the lesson. In the while listening step,

teacher helps to focus the pupils attention

on the listening text and guide the

development of their understanding of it.

This part will contain normally one or two

numbers of activities.

Video has been used as both a source of

authentic listening input and also as a

stimulus for speaking or writing activities.

Nevertheless, there have been few research

studies comparing results teaching with and

without video (notably Lin, 2002).

One advantage of video use that has been



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6) Pupils listen again and

check their answers.

shown is in the area of motivation (Chiang,

1996; Lin, 2002); students tend to find

video material more interesting and are

more likely to become involved in the

lesson.


WHILE LISTENING ACTIVITIES


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


5) To build confidence in themselves



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to listen to text and rearranging the

sentence strips in the same time.

Step 3

15 minutes

“Post Listening activities”

Teaching Aids:

1) Mask

2) Manila Cards

1) Pupils are divided into four

groups.

2) In groups, teacher ask the

pupils to write the moral

value they can figure out

from the story the had

listen to.

3) A presenter from each

group will paste their

answer and tell to whole

class the moral value they

can get from the story.

4) Pupils make a summary

from the story by drawing

a mind map about the

characters in the story.

5) Pupils paste their work and

tell about the summary of

During this post listening stage, there are

two common things the teacher normally

sees from the pupils. First is how they react

to the content of the story and secondly the

analysis of the linguistic features used to

express the contents. At this stage, pupils

may be given tasks that are spin-offs the

main activity. For example, pupils may

discuss how the information/story they

have listened to, relates to their own views

on the subject.

In this stage, pupils are asked to do the task

given in group. Therefore , it is vital to get

the pupils to work in a multi levels group

whereby each team member benefits each

other. This strategy is also known as the

Cooperative Learning that is seen to be a



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the story.

6) Teacher distributes

different mask to each

groups.

7) Pupils stimulate the story

in groups.

powerful tool for fostering language

acquisition. According to Zehler (1994),

cooperative learning “create an

opportunities for sustained dialogue and

substantive language use ‟‟ as students use

language to accomplish the task at hand.

Teacher can seize the opportunity to

inculcate values such as being cooperative

and respect to others.


POST LISTENING ACTIVITIES


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.

Consolidation

and

Closure

5 minutes

“Making a Summary

And

Explain the Lesson”

1) Teacher explains to the

pupils about the activities

they had carried out in

today‟s lesson.

2) Teacher makes a summary

from the lesson.

3) Pupils are asked to give

their opinion about the

story.

4) Ask pupils to give a big

applause to their friends

and themselves for their

hard work today.

5) In groups, teacher ask the

A consolidation is where the teacher

combines all the information about the

lesson learnt today. Teacher can ask the

pupils to give opinion about the story

heard.

A closure is an action or statements by a

teacher that are designed to bring the lesson

presentation to an appropriate conclusion.

It is used to help students bring things

together their own mind, to make sense of

what has just been taught.




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pupils to repeat again the

moral value in this story.

CONSOLIDATION AND CLOSURE

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 information, 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 can‟t 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 there‟s a will, there‟s 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 Teacher’s 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 (2rd

ed.). 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 Teacher’s Guide. Kuala Lumpur:

Dewan Bahasa dan Pustaka.

Nesamalar Chitravelu, Saratha Sithamparam, Teh Soo Choon. (1995) ELT Methodology

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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

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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Documents

Leson Plan Assignment Listening and Speaking