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N.HASLIDA BT N.ALI (760609-03-5388)HBEL2103 TEACHING OF LISTENING AND SPEAKING

Question : 1

Class : Year 6

Enrolment : 24

Time : 80min.; 9.00am 10.20am Date/Day: 28.9.2010/Tuesday

Theme : World Self/Stories/Knowledge

Topic: Story The Stone Cutter

Language Skills Curriculum Specifications

L

S

W

1.3.1 Listen to key words and phrases heard.

1.6.1 Listen to and understand descriptions and answer

Wh questions.

1.6.2 Listen to simple text or story and talk about the text.

2.3.1 Respond to simple questions

4.5.2 Form simple sentences by matching sentence parts.

4.5.3 Construct simple sentence with guidance andindependently.

Language Content : Grammar/Vocabulary/Sound System

Behavioura Objectives : By the end of the lesson pupils should be able to :

i)Acquire vocabulary and understand the meaning of words and phrases in context.

ii)Obtain information from text listened to in relation to main ideas,specific details and

sequence.

iii)Complete texts with the missing word,phrase or sentence.

iv)Construct simple and compound sentence with guidance and independently.

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Previous Knowledge : Pupils have heard to stories in previous lessons.

Teaching Aids /Materials : Envelope containing a sentence,radio ,tape recorder,CD player,magic box, mahjong paper and

work sheets.

Moral values : Be thankful

Education Education/ Thinking Skill : Giving details / Interpersonal

Stage /Time

Content Teaching/Learning Activities Remarks

Set

Induction

5 minutes

Passing the

message

1. Pupils greet the teacher and teacher greets back.

2.Teacher calls out 10 pupils to the front of theclassroom.

3. Teacher asks the pupils to stand in a row andgives an envelope to the first pupil.

4.The first pupil reads the content of the envelope

quietly and gives back the envelope to theteacher.

5.The first pupil will whisper the message from

the envelope to the second pupil and the action is

repeated until the last pupil in the row.

6.The last pupil will state the message she heard

loudly.

7.The teacher will read the sentence from the

envelope and compare it with the message statedby the last pupil.

Teaching

Aids

Envelope

containing a

sentence.

Presentation

20 minutes

Story of

The Stone

Cutter by

1.Teacher asks the pupils to listen to the tape

recorder carefully.

Radio

Tape

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Andrew Lang 2.Pupils listen to the story ,The Stone Cutter in

silent.

3.Teacher questions the pupils about the overallof the story.

4.The pupils listen to the story for the second

time.

4.Later pupils listen to the story paragraph by

paragraph.

5.Teacher questions ( wh questions)the pupilsorally about the story.

recorder

of the story

The stoneCutter

Practice

15minutes

AnswerComprehension

questions

based on thestory

The Stone

Cutter

1.Pupils sit in a big circle.

2.Teacher explains the rules of the game.

3.Pupils pass the magic box while the music is on.

4.A pupil chooses a number when the music stops

from the magic box.The number represents aquestion about the story.

5. The teacher will read out the question for the

particular number.

6.The pupil answer the question orally andteacher will guide her to answer.

7.Teacher reads the question and all the pupilsrepeat the answer.

8.Activities 3 7 are repeated until all thequestions have been answered correctly.

Teaching

Aids

CD player

Magic box

Production Comprehension 1.Teacher divides the pupils into 4 groups. Mahjong

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20minutes Exercise 2.Each group is given a mahjong paper which

contains questions.

Group 1Answer the questions.

Group 2

Complete the sentence with the correct answer.

Group 3

Complete the sentence with the correct phrase

given.

Group 4Fill in the blanks with the correct words.

(sample of questions refer to attachment)

3.Each group will present their work in front ofthe class.

4.Teacher evaluates and corrects the pupils work.

paper with

questions.

Evaluation

15minutes

Work sheets

AdvancedAnswer the

question.

AverageComplete the

sentence with

correct answer.

Below AverageComplete thesentences with

the given

phrases.

1.Teacher provides the work sheets according to pupils ability.

2.Pupils answer the given exercise.

3.Teacher walks around the class and guides the

pupils.

Work

sheets

Closure Quiz 1.Teacher questions the pupils about the story. Rewards

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5 minutes 2.Pupils answer the questions orally.

3.Pupils who answer the questions correctly arerewarded.

A pencil

each.

Question 2

English is the language of international communication and it is widely used

in Malaysia. It is anticipated that with the trend of globalization, this country will face

more stiff competition from other foreign countries. Thus, Malaysian students should be

well equipped with a solid education foundation and in training to remain competitive;

including the ability to communicate in English. As a second most important language in

Malaysia, English is extensively used in education system from the primary up to tertiary

level. It is also widely used in various professions such as the medical, engineering, legal

and business. Therefore, it is very crucial for Malaysian students to be proficient in

English so that they can use the language efficiently for academic purposes and later in

professional setting.

Students who are proficient in English will have better chances to be employed

by multinational companies after they have graduated. It is because the employers do not

simply look at their excellent academic results but also their proficiency in the second

language. Companies nowadays do not only select the best graduates who can deliver

technical skills but also those that possess soft skills. These soft skills include the ability

to communicate in English effectively. In fact, even job interviews are now conducted in

English. Thus, confidence in speaking is very important to graduates because it can prove

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that they are the suitable candidate for the job. In a nutshell, English becomes the second

most important language to the students. It is because they need to master the language in

order to excel in their study and to prepare them for the competitive job market. They

have to compete with other graduates who not only have good academic qualifications

but also good communication skills in English. Employers will choose the best

candidates who are proficient in English to meet the demands of globalization.

Through many research and development studies carried out with fellow peers and

teachers have revealed there are many reasons for Malaysian students having problem

speaking English in classroom.

The first main reason is social cultural reason. As Malaysia is well known as a

Metropolitan city with major three races formed the country, each ethnics having their

own ideology in terms of communication aspects. For the Malays , they are more found

of speaking their mother tongue language Bahasa Melayu. One third of their ethnic are

still living in suburban or in country sides, where development has not taken place. They

are more adapted to activities involving agriculture. They do not have enough

infrastructure facilities such as modern schools or library to learn. These factors resulted

the Malay students were not capable or often have problems with English speaking

activities.

As for the Indian community adopted here from India as laborers in rubber

Estates similarly having the same course of English speaking problem. As rubber tapper

in estates which has no facilities most of them were stranded out of the region. They

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stayed far behind the developments such as school and other activities. All of them prefer

to speak in Tamil. So this has resulted the students having problem in English speaking.

As for the Chinese ethnic group they are more fund of sending their children to Chinese

schools rather then to any other schools. So they are not capable to speak in English. Yet

in early stages this ethnic group were mainly mingling as tin mining workers. These

ethnic groups seldom come out of their own community and mingle around with other

ethnic groups. This as resulted the particular group to communicate in their own mother

tongue and English speaking is conceded difficult.

The second reason is due to our education policy. As we know English is an

international language , our policy do not emphasizes English Language as important as

Malay Language. Such disregard, has basically make any student at school failed to

Discover the essence of English not only as a subject thought in schools but far over as a

career development constructing a better future in terms of modern biotechnologies androbotics research. They failed to understand the truth that all information pertaining to

above skills are written in English. Besides that students are still reluctant of speaking

bombastic English in classrooms. Even if they speak, the teachers manage to understand

or identify mistakes or errors in vocal pronunciations and grammar usage. Thus

regretfully continue to speak in multi lingual languages. There are instances when a

secondary school students unable to speak up in simple tense of English. We can look

for those occurrences alike in most schools in rural areas of east coast of Kelantan,

Terengganu, Sabah and Sarawak are very poor not only in speaking English but unable

to write simple sentences in English. They were left behind in the subject as the policy

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makers failed to ensure the importance of English in schools. Well, I am not criticize

the law maker but ultimately the trend of education has to be revised for the betterment

of students. The law makers or the ruling parties should aware the needs of our current

market trend depending more towards a skilled student with good command of English.

Our country encourages foreigners as far as from the United States and United Kingdom

To do investments but unfortunately compromised the importance of the investors that

they are depending to a nation where its population speaks in English. I propose that from

now onwards we should encourage our students to speak in English thus by creating an

awareness of the language. For long time such an unethical policy has had ended up with

students facing problems in speaking good English.

The third reason is due to lack of qualified English teachers in most of the schools.

Well, we could read articles in news papers and magazines writing about shortage of

English teachers. Most of these teachers, let it be from collages or universities reluctant

Or refrain themselves to teach in a rural area schools in Sabah, Sarawak due to lack of

Transportation facilities. Furthermore these schools are far inside the forest and out of

Modern facilities. Schools here are often erected of wooden made structures, fear of wild

Animals are also the contributing factors. As a result those student learning in rural

Schools are almost in backward situation in speaking English and they are fear of

English language. Nevertheless the teachers can employ to encourage their students to

speak in English in their classrooms by adopting the facts as appended below.

The teachers can encourage to rebuilt the mind-set of fellow students getting out of a fear

of socio cultural reasons in speaking English. Schools may conduct an English

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Awareness activities such as story telling time, promote public speaking among students,

And introduce the Toastmasters program in their respective schools so that the students

are more diligent and capable to speak in English without fear. The Toastmasters

program is very important and it is filled with lots of fundamental funs and enjoyments

for the students to participate in a world class program of toastmasters.

On the other hand besides teaching English as a subject in schools, teachers must

ensure to emphasize their students on the importance of English language and the role of

English for their future career development. The teachers must explain very clearly and

with care to students the needs of present or current world in terms of high learning

process in medicines, bio chemicals and information technologies. Students should

Understand to succeed in those fields they must be fluent in English. For an example

Some students ambitious to become a commercial pilot but at the same time unaware

the entry qualification that sets a credit in English to enroll as a cadet pilot.

Such the teachers are the one who should encourage their students to speak in English.

Teachers must develop a demerit system for students in their schools. A system

That allows teachers to identify between the well speaking students in English and

Vise versa. As for creating this system the teachers can conduct an oral session for their

Students. Through this session teachers can identify students with problems in speaking

In English. After identifying the result, teachers can focus on poor students to give them

a chance by organizing intensive English classes after school hours or in week ends.

The teachers should brainstorm their students and adopt an easy way of understanding

English as a communication language in classrooms. As to ascertain whether the

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Student a confident enough to speak, the teachers may conduct oral examinations in their

Respective schools. Then they could evaluate how much the students had learned from

The program. If the students are still unable to cope with the techniques then the teachers

may adopt alternatives guide lines to improve the students to speak in English. Some of

the students need certain time frame to improve themselves.

It is obvious that sociolinguistic competence offers more insights in learning a

language. Problems may arise for students' who may not be familiar with the various

context of language use. By means of getting acquainted with the various cultures of

Englishes and updating their knowledge about language learning, students may be better

able to accomplish the goals of engaging themselves in the pragmatic,authentic,functional

use of language for meaningful purpose. It is important that the second language

instructors in Malaysia be familiar with sociolinguistics. Teaching language is not just

about learning the rudiments of the language but also various cultural refinements.

Students must be made aware of formal and informal language use. They should be

knowledgeable as to appropriate expressions for different context. Students must be

mindful as to when they can resort to colloquial language and when formality is

necessary. Lastly students need to be made aware that mastering English does not mean

acquiring native proficiency, but rather having universal intelligibility.

As a conclusion to the above essay, I strongly believe that the task of generating

the future of English speaking among Malaysian students in their schools is not only

dependable on teachers. The teachers are only play the role of tools to insert data

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for students. The community that surrounding the environment of the students is also as

important as teachers to teach and educate students to speak English at home. I believe

the learning process starts at home before entering to schools. Parents are also need to

play their role well to together with teachers and students to rebound a skillful English

speaking students in the future. On the other hand the role of the government is also

pertinent in order to ensure students are aware of the importance of English not only as a

medium to pass the examination but as a live style that develop their career in future.

Overall we should not forget that English is the only medium accepted as an

International language by all the races, ethnics groups regardless of any religions.

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.

http://en.wikipedia.org/wiki/communicative_language_teaching.

http://www.usingenglish.com/teachers/articles/importance-english-language.htm

http://www.english-test.net/forum/topic24334.htm

Module OUM Introduction To English Language Teaching,October 2009,

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REFERENCES
http://en.wikipedia.org/wiki/communicative_language_teachinghttp://en.wikipedia.org/wiki/communicative_language_teachinghttp://www.usingenglish.com/teachers/articles/importance-english-language.htmhttp://www.english-test.net/forum/topic24334.htmhttp://en.wikipedia.org/wiki/communicative_language_teachinghttp://www.usingenglish.com/teachers/articles/importance-english-language.htmhttp://www.english-test.net/forum/topic24334.htm


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1.LESSON PLAN

2.ESSAY

WORKSHEET

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TABLE OF CONTENT


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ADVANCED GROUP

Answer the questions.

1.Where does the stone cutter cut out the stone slabs?

2.When does the stone cutter change his opinion?

3.How many wishes did the mountain spirit grant the stone cutter ?

4.What was the stone cutters final wish?

5. What is the moral of the story?

WORKSHEET

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AVERAGE GROUP

Complete the sentence correctly.


The stone cutter cut out the stone slabs from.


The stone cutter changed his opinion after........

...


The mountain spirit granted the


The stone cutters final wish


The moral of the story is

WORKSHEET

BELOW AVERAGE GROUP

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Complete the sentence with the correct phrase given.


The stone cutter cut out the stone slabs from the side of a.


The stone cutter changed his opinion after he went to a..

.


The mountain spirit granted the stone cutter


The stone cutters final wish was to be


The moral of the story is to be satisfied with what we have and.

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six wishes

big mountain

rich mans house

a man again

who we are

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