ZAINAB BINTI BUANG

801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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.

1
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

Stage Content Teaching and Learning Activities Theoretical / Explanation / Rationale

1) Teacher shows different Set induction is about preparation when the

picture cards of the characters students are set, they are ready to learn.
in the story. Concisely, set induction is about getting the
2) While showing the pictures, pupils ready and inducing them into the
teacher tells the pupils some right mind set.
clues about today‟s lesson.
“Look and paste” 3) Pupils are asked to paste the Perrott (1982) identified four purposes of
Set Induction
pictures on the board. using set induction.
5 minutes
4) Pupils take part and paste the 1) Focusing attention on what is to be
Teaching aids used: pictures on the board in correct learned by gaining the interest of
1. Picture Cards of characters in order. students.
the story. 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.

2
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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

Thinking through the introduction to the
characters in the story.

3

“Introducing the characters”
Introduction Teaching Aids:
1. Picture Cards (characters in
the story)
10 minutes 2. Word Cards (names of the
characters in the story)
ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)
2) Pupils listen and pay attention lesson is a good way to be sure that
to the explanation. students understand what the lesson will be
3) Teacher drills pupils with the about. The introduction to a lesson is often
characters name and build up overlooked and taken for granted. A good
their memory into it. 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
4
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

highly motivated and learn more

successfully.

THE RATIONALE OF USING THIS

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.

1) Teacher points at different Pre-listening tasks aim to deal on how to

“Pre-Listening” characters on the board. generate interest, build confidence and to
Step 1
2) Teacher says the names of the facilitate comprehension. During the pre-
characters and say it loudly. listening, teacher helps the pupils to
Teaching Aids: 3) Pupils listen quietly and try to prepare to listen.
10 minutes
1. Picture Cards (characters in identify the characters.
the story) 4) Teacher picks pupils This will help pupils to grasp the idea

5
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

2. Word Cards (names of the randomly and ask he / she to better as Brown and Yale (1983) point out
characters in the story) identify the picture. “………the aim of listening comprehension
5) Pupils paste the word cards or story should be for the student to arrive
under the pictures of successfully at a reasonable interpretation
characters in the texts. and not process every word and not try to
6) Pupils describe the pictures work out all that is involved in the literal
they chose. meaning of the utterance”

THE RATIONALE OF USING THIS

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

6
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

listening which is to get some

specific information.

1) Teacher plays the VCD This is the centre of focus of the lesson.
“Watching the video “The Stone Cutter” The activities in this stage contains the
and 2) Pupils watch and listen teaching points the teacher wishes to deal
While Listening activities” silently and try to find the in the lesson. In the while listening step,
specific information. teacher helps to focus the pupils attention
3) After watching and on the listening text and guide the
Teaching Aids: listening to the story, development of their understanding of it.
Step 2 1) Picture Cards (characters in pupils try to remember the This part will contain normally one or two
the story) sequence of the story. numbers of activities.
2) Word Cards (names of the 4) Teacher hangs a big chart
15 minutes characters in the story) on the board and Video has been used as both a source of
3) Video Compact Disc “The distributes the sentence authentic listening input and also as a
Stone Cutter” strips for difference stimulus for speaking or writing activities.
4) Pocket Chart with sentence paragraphs to each groups. Nevertheless, there have been few research
strips. 5) While playing the video studies comparing results teaching with and
again, pupils will rearrange without video (notably Lin, 2002).
the sentence strips in order
and paste on the board. One advantage of video use that has been

7
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

6) Pupils listen again and shown is in the area of motivation (Chiang,

check their answers. 1996; Lin, 2002); students tend to find
video material more interesting and are
more likely to become involved in the
lesson.

THE RATIONALE OF USING THIS

WHILE LISTENING ACTIVITIES
DURING THE LESSON ARE:
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
specific information.
5) To build confidence in themselves

8
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

to listen to text and rearranging the

sentence strips in the same time.

1) Pupils are divided into four During this post listening stage, there are
groups. two common things the teacher normally
2) In groups, teacher ask the sees from the pupils. First is how they react
pupils to write the moral to the content of the story and secondly the
value they can figure out analysis of the linguistic features used to
from the story the had express the contents. At this stage, pupils
“Post Listening activities”
listen to. may be given tasks that are spin-offs the
3) A presenter from each main activity. For example, pupils may
Step 3
group will paste their discuss how the information/story they
Teaching Aids:
answer and tell to whole have listened to, relates to their own views
15 minutes 1) Mask
class the moral value they on the subject.
2) Manila Cards
can get from the story.
4) Pupils make a summary In this stage, pupils are asked to do the task
from the story by drawing given in group. Therefore , it is vital to get
a mind map about the the pupils to work in a multi levels group
characters in the story. whereby each team member benefits each
5) Pupils paste their work and other. This strategy is also known as the
tell about the summary of Cooperative Learning that is seen to be a

9
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

the story. powerful tool for fostering language

6) Teacher distributes acquisition. According to Zehler (1994),
different mask to each cooperative learning “create an
groups. opportunities for sustained dialogue and
7) Pupils stimulate the story substantive language use ‟‟ as students use
in groups. language to accomplish the task at hand.
Teacher can seize the opportunity to
inculcate values such as being cooperative
and respect to others.

THE RATIONALE OF USING THIS

POST LISTENING ACTIVITIES
DURING THE LESSON ARE:
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

10
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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.

1) Teacher explains to the A consolidation is where the teacher

pupils about the activities combines all the information about the
they had carried out in lesson learnt today. Teacher can ask the
today‟s lesson. pupils to give opinion about the story
Consolidation “Making a Summary 2) Teacher makes a summary heard.
and And from the lesson.
Closure Explain the Lesson” 3) Pupils are asked to give A closure is an action or statements by a
their opinion about the teacher that are designed to bring the lesson
5 minutes story. presentation to an appropriate conclusion.
4) Ask pupils to give a big It is used to help students bring things
applause to their friends together their own mind, to make sense of
and themselves for their what has just been taught.
hard work today.
5) In groups, teacher ask the THE RATIONALE OF USING THIS

11
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

pupils to repeat again the CONSOLIDATION AND CLOSURE

moral value in this story.
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.

12
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

13
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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”.

14
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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

15
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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

16
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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.

17
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

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 (2rded.). 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
Principles and Practice. Selangor Darul Ehsan: Penerbit Fajar Bakti Sdn. Bhd.

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

18
 ZAINAB BINTI BUANG
801008-01-6462
HBEL2103: TEACHING OF LISTENING AND SPEAKING (SEMESTER SEPTEMBER 2010)

19