Listening & Speaking Assignment.docx

8/11/2019 Listening & Speaking Assignment.docx

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Part A: 1O%

Read the article Using Creative Strategies to Promote Students Speaking Skillsby Mona Khameis,

Merashid School for Girls in Fujairah.

QUESTION Location of Answer/ Paraphrase

the answer from Article

Own Interpretation Related Article

/Information

2.0

What strategies

motivate students

to speak and

participate?

1 page

engage these ten and eleven year

old students in communicativeactivities that would improve their

speaking,specifically by using

songs and puppets.(pg 111 para 2)

implement some creative strategies

to develop students speaking

skills, based on the use of songs

and puppets(pg 111 para 3)

songs, poems, chants, drama,

stories, games and Total Physical

Response(TPR) activities. Allthese activities can affect young

learners and enhance their learning

the language

(pg 112 para 4)

songsare one of the methodsthat achieve a weak affectivefilterand promote language learning,

and can be used to

present a topic; practice language;stimulate discussion of attitude and

feelings; provide

a comfortable atmosphere and bringvariety and fun to learning.

(pg 113 para 2)

puppetscan be used to teach thelanguage functions and the social

skills of greeting, responding to

conversation, and initiating

conversation.(pg 113 para 3)

I have students who rarely

raise their hands when I ask a

question. I often get frustrated

because some students do not

attempt to speak at all. This is

a worldwide problem in an

ESL classroom everywhere.

The teacher is faced with a

serious problem of passive

students and the teacher is

trying to look for a solution to

make them active participants

but does not succeed always.

In this article, Mona

Khameis, is using songs andpuppets to promote students

speaking skills.

1. Making

students speak:MAP formula

Http://www.teac

hingenglish.orguk/blogs/albertr

yan/making-

students-speak-

map-formula

2.

Inspiringstudents to

becomeEnthusiastic and

motivated

learnershttp://www.ame

ican.edu/soc/fac

lty/upload/Palm

r-CTE-BuildingStudent-

Engagement-Handout.pdf
http://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.american.edu/soc/faculty/upload/Palmer-CTE-Building-Student-Engagement-Handout.pdfhttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formulahttp://www.teachingenglish.org.uk/blogs/albertrayan/making-students-speak-map-formula


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/Information

3.0 Explain the

teaching used and

how was datacollected1 page

songs that I created, which were

related to the units, used as

warming up activities.used thepuppets to talk, using

dialogues that they were given to

practice and then present to their

colleagues.

(pg 113 para 5)

observations, surveys,

questionnaires, interviews, and a

research diary. questionnairewas

used to get a response from a

selective group, whereas the survey

was used to collect data from a

large group

quickly; interviewed the classroom

English teacher, a daily diary to

record my private thoughtsfrom

specific observations

(pg 114,115 )

The use of songs and puppets

is a very clever way of

making students to speak.

Many students love singing

and they can express

themselves better in songs.

Some students even have

extracted stanzas and have

incorporated it in their essays.

Puppets are the best thing

mankind has ever created.

Students love to talk through

a puppet rather than face to

face. They feel more secured

when using a puppet and

making mistakes when

speaking seems to be a norm.

Observation, surveys,questionnaires, interviews

and research diary have been

used as a tool for collecting

data about people, processes,

and cultures in any research.

The writer has used all these

methods in order to obtain a

better logical way of data

collection. This is ensure that

what she has done to be more

accurate.

1.Improving

Teaching andLearning

with Data-Basedhttp://www.lesnappstate.edu/ols

n/RES5080/Com

ponents/Articles_used_in_5080/

ruthero%20Imp

oving_teaching_

and_learning_wth_databased_de

cisions.pdf

2. Assessing and

Evaluating

Student Learnin

http://www.ed.gov.nl.ca/edu/k12

curriculum/guid

s/english/primary/studentaccess.

df
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/Information

4.0Discuss the

findings of the

study2 pages

Action research is made up of a

four step process: identifying an

area of focus, collecting data,analysing and interpreting the data,

and developing an action plan,

which is again evaluated, and the

process continues until a

satisfactory result is reached.

(pg 114, para 1)

From the findings, three

themes emerge from the data

collected. The first, is the useof songs and puppets resulted

more language being

produced by the students.

Next, we see students

speaking actually improved.

Finally, students were more

motivated to participate in

class as a result of the

introduction of these

activities. The teacher of the

class was indeed impress and

also jealous at the strategies

Mona Khameis used. The

teacher was also awed that

her students were producing

more language than she had

expected. Apart from these

two observers, another

English teacher who had been

observing Mona Khameis

implementation of songs and

puppets noted that the

students enjoyed the songs

and it helped the students to

produce the language related

to the prescribed units.

http://www.heac

ademy.ac.uk/assets/hlst/documen

ts/research_gateway/research_gteway_section7_

discussion_of_f

ndings.pdf
http://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdfhttp://www.heacademy.ac.uk/assets/hlst/documents/research_gateway/research_gateway_section7_discussion_of_findings.pdf


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/Information

5.0Do you think

you can apply the

method in yourclassroom? 1

page

teachers consider implementing

other strategies to promote

students speaking skills,such as presentations, interviews,

role plays and show-and-tell

sessions. (pg 117, para 1)

Encourage students to bring

their own language, customs

and values into the classroomMaking instruction

meaningful by connecting it

to students own experiences

and showing the connection

between school and home.

Provide opportunities for

class discussions, social talk

and guided conversations.

Differentiated instruction,

learning materials, grouping

structures, and targeting the

amount of scaffold on the

students learning ability

Expose students to a wide

range of authentic multimodal

texts.

1. Brace, J.,

Brockhoff,

V., Sparkes.N., Tuckey, J

(2006).Speaking and

listeningresource

book. Vic

Rigby. pp 4143.pdf

1.0 INTRODUCTION

2.0 STRATEGIES TO MOTIVATE STUDENTS TO SPEAK AND PARTICIPATE

3.0 METHODOLOGY

4.0 FINDINGS

5.0

PEDAGOGICAL IMPLICATIONS

6.0 CONCLUSION


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Part B: 1O% - 5 pages

Write an essay on the topic:

Teaching of Listening and Speaking is Neglected in the ESL Classroom

SUGGESTED INTERVIEW QUESTIONS

DEMOGRAPHIC PROFILE

NAME:

SCHOOL:

AGE

QUALIFICATION

YEARS TAUGHT

1. How many hours a week do you teach Listening?

2. How many hours a week do you teach Speaking?

3. How do you plan Listening lesson?

4. How do you plan Speaking lesson?

5. Describe your typical Listening lesson.

6. Describe your typical Speaking lesson.

7. What do you think your students feel about Listening lessons?

8.

What do you think your students feel about Speaking lessons?

9. How can you improve Listening lessons?

10.How can you improve Speaking lessons?


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TEACHER ONE

DIALOGUE

A

B

TEACHER TWO

DIALOGUE

A

B

1.0 INTRODUCTION

2.0 PROBLEMS IN TEACHING LISTENING

3.0 PROBLEMS IN TEACHING SPEAKING

4.0 IS THE TEACHING OF LISTENING AND SPEAKING NEGLECTED? (quote

from interview)

4.1 Teaching Hours (listening/speaking)

4.2

Method of Teaching Listening4.3 Method of Teaching Speaking

4.4 Students Reaction towards Listening/Speaking

4.5 Improvement to the teaching of Listening/speaking

5.0 CONCLUSION


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Guidelines:

Examine your school to determine if listening and speaking is given equal importance as

reading and writing

InterviewTWO teachersin your school who are involved in teaching English. Ask them how far is it true that teaching of listening and speaking is neglected or given

less importance.

Be precise as you have only 5 pages.

Make references and include it at the end of the essay


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Part C: 20% - 10 pages [excluding teaching aids]

STAGE CONTENT TEACHERS ROLE STUDENTS ROLE

Using the Cyclical Approach in Teaching Listeningdesign an activity for teaching listening

skills to your students. Prepare an entire 60 minute lessonfor teaching listening.

Your LESSON PLANshould include the following elements:

Year

Focus

Topic

Rationale for choosing the listening activity

Time

Learning Standard

Set Induction

Previous Knowledge

Teaching AidsAudio clips or audio recording

Content Standard

Learning Standard

Learning Objectives

Cyclical Approach [explain in detaileach step and activity conducted in the classroom]


10/10

o Pre-Listening

Teachers role

Pupils role

o During Listening

Teachers role

Pupils role

o Post-Listening

Evaluation

Reflection [your opin ion]

o Weakness

o Strength

o Improvements that can be made

APPENDIX: [Submit photographs, screen shots or scanned documents]

o Worksheets

o Flash cards

o Exercises

o Audio clip [also include a transcript]

o Any other relevant teaching aids used

Documents

Listening & Speaking Assignment.docx