2. Listening & Speaking Year 6_demo

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Embarrassing moment at a restaurant…


• Pay particular attention to what Sashi is saying.• You may want to write down the words/phrases you

do not understand• Who would you blame in this situation? The waitress

or Sashi? Why?


In groups of 4, think of the following…•What would you say if you are Sashi?•Role play


SK SJK1.1.1 Able to speak with correct pronunciation, stress, rhythm and intonation.

1.1.2 Able to listen to and respond confidently to a given stimulus by using appropriate words, phrases and expressions with the correct stress and intonation.

1.1.3 Able to speak confidently on related topics.

1.1.1 Able to speak with correct pronunciation, stress, rhythm and intonation.

1.1.2 Able to listen to and respond confidently to a given stimulus by using appropriate words, phrases and expressions with the correct stress and intonation.

1.1.3 Able to speak confidently on related topics.

1.2.1 Able to participate in conversations to:(a) express happiness(b) express concern(c) express sorrow(d) give encouragement(e) express opinions

1.2.2 Able to listen, follow and give instructions. 1.2.3 Able to listen to, follow, and give directions to places around the state and country.

1.2.4 Able to participate in conversations with peers. 1.2.5 Able to talk on topics of interest in formal situations.

1.2.1 Able to participate in conversations to:(a) express happiness(b) express concern(c) express sorrow(d) give encouragement(e) express opinions

1.2.2 Able to listen, follow and give instructions. 1.2.3 Able to listen to, follow, and give directions to places around the state.

1.2.4 Able to participate in guided conversations with peers. 1.2.5 Able to talk on topics of interest in formal situations with guidance.


SK SJK

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

(a) asking and answering questions (b) giving main ideas and supporting details (c) stating cause and effect (d) drawing conclusions

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

(a) giving main ideas and supporting details (b) drawing conclusions


As far as possible, use authentic texts such as:

NewsAnnouncementsPlaysDialoguesInterviewsReportsSongsPoemsStories


Identify main facts and details Relate cause and effect Identify sequence and events Predict outcomes Inferring messages from contextual

clues


The ability to listen well for comprehension and language acquisition requires listening strategies:

Listening to key words Non-verbal cues Predicting speaker’s purposes Background information or knowledge Focus on meaning Focus on language


The listening skill is a receptive skill which is very important. It should not be neglected or taken lightly.

Pupils need to be taught to listen attentively for various purposes in life such as: - listening for information - listening for knowledge- listening to improve one’s language

proficiency


Pre-record your text (AUTHENTIC texts if possible) Pre-teach vocabulary Provide some background/cultural

information Repeat the listening text a few times Teach pupils to employ listening strategies


The following activity helps pupils develop the ability to identify key words.

Students listen to the teacher: My hometown is a nice place to visit because it is close to a beach,

and there are lots of interesting activities you can do in the surrounding area.

Students’ task: Which of these words do you hear? Number them in the order you

hear them. Beach shops walks hometown countryside schools

nice

At which level of Bloom’s taxonomy is this activity at?What would you be assessing in this activity?


The following activity helps pupils develop the ability to identify main points, supporting details and make predictions.

Students listen to a story.

Students’ task: Identify the main ideas and supporting ideas in the story.

Predict the ending of the story.

At which level of Bloom’s taxonomy is this activity at?What would you be assessing in this activity?


An important productive skill 3 speech activities (Richards, Jack 2008)

that requires different approaches

talk as interaction - small conversations, may be in a formal or informal setting

talk as transaction – focus is on what is said and done, making oneself understood clearly is the main focus

talk as performance – involves transmitting information to an audience, eg: public speaking, etc


Simple ways to teach pronunciation:

1.Minimal Pairs eg: pull, bull sit, pit like, bike hit, heat

2.Tongue Twisters She sells sea shells at the sea shore.


role plays drama interviews public speaking group discussions brain storming activities show and tell choral speaking story telling poem recitation Readers’ theater


In order to teach pupils to speak, scaffolding has to be provided so that pupils progress in their speaking attempts. What are some of the scaffolding activities to help pupils? Provide:

visual aids guide words model/sample prompts communicative drills


PUPIL A PUPIL B

John: Hello, the weather is really hot today.

Faiz: ______________________

John: Oh really, you felt it too? I had to take a shower at midnight to cool down.

Faiz: ______________________

John: Yes, I hope so too. It’s so incovenient when that happens.

John:____________________

Faiz: Yes, it is. It was even hotter last night. I couldn’t really sleep.

John: _____________________

Faiz: I hope it will rain soon. Otherwise, they will start water rationing again.

What learning standard is covered in this activity? What level of Bloom’s taxonomy is this activity at?How/What would you be assessing here?


Susie: Mina, next Sunday is Mom’s birthday. What should we do for her?Mina: Oh yes! Why don’t we organise a birthday party for her?Susie: That sounds like a good idea! You should organise the party for her. You are such a good organiser.Mina: No! Not me again! I organised her party last year. It’s your turn now. Why don’t you organise Mom’s party? I will help you by getting the birthday cake and present.Susie: All right. What present are you buying Mom? Get her a handbag!Mina: A handbag? She has lots of handbags already. Why don’t we get her a saree?Susie: A saree…..hmmmm….sounds like a good idea.

Pupils task: (a) Get pupils to come up with their own dialogue based on the sample above(b) Ask pupils to give their opinion as to which birthday gift is better? The handbag or the saree?

What learning standard is this activity? At which level of Bloom’s Taxonomy is this activity at?How/What would you assess in this activity?


Pupils’ task:

Imagine that you were chosen to visit Planet Mars for two weeks. After the two weeks holidays, you went back to school and was asked to give a talk during the school assembly about your visit to Mars. •Teacher’s task: Provide pictures and guide words to pupils to help them prepare their speech.

What learning standard is covered in this activity? At what level of thinking in Bloom’s Taxonomy is this activity at?How/What would you assess in this activity?


Teacher may challenge his/her students to go into the surrounding community to find out information that could only be unearthed by having a conversation in English with a local “expert.”


Choosing Topics Let the pupils choose from a list of possible topics designed to give them an opportunity to find

out more about some aspect of life in Malaysia that intrigued or puzzled them. For example, they could choose:

to find out how to adopt a pet from a local animal shelter. how to download free audiobooks to their smartphones from the local public library. how to shop for bargained designer clothes. how to find fun free things to do in the pupils’ hometown.

Let pupils choose a different topic if none on the list appealed to them, provided they used their speaking skills in order to conduct their “research.”

Working Together The pupils worked in pairs, choosing their own partners/group members. Give them some time

in class and guide them on how to develop a work plan and an outline of their presentation. Let them bring their laptops to class to spend time creating their PowerPoint presentations with their partners/group members. But the lion’s share of the work took place outside of class. Pupils exchange contact information with their friends and arrange to meet after class and on weekends to jointly make field trips and site visits, to conduct interviews, to work out the details of their presentation and to rehearse it.

Ask pupils to reflect on what they have learnt from this activity


What should be assessed?

Intelligibility Accuracy in pronunciation and speech Fluency Meaningful content Appropriate choice of words according to purpose and audience


eye-contact

??Content/

IdeasContent/

Ideas

Turn-takingTurn-taking

LanguageLanguage

Presentation Skills

Presentation Skills

OrganisationOrganisation

PronunciationPronunciation

Quantity Quality

clarity

accuracy

Sentence

Simple Complex

vocabulary

syntax

grammar

format appropriate

fluency confidence

style


faculty.weber.edu/ppitts/ed4320/Handouts/ speakingskills.htm

Richards C, Jack. Teaching listening and speaking, From theory to practice, Cambridge University Press 2008.

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2. Listening & Speaking Year 6_demo

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