LISTENING AND SPEAKING The component on listening and speaking aims at developing pupils ability to listen and respond to stimulus with guidance, participate in daily conversations, listen and demonstrate understanding of text, talk about stories heard; and listen and follow simple instructions. The learning standards for listening and speaking range from the discrete sound, word and phrase recognition to an understanding of chunks of heard texts. Listening and speaking are seen as core skills of early literacy. As such, pupils should be taught how to listen carefully as well as feel encouraged to speak from the basic level of sound, word, phrase and move on to structural sentences in various situational contexts. At every stage, the stress, rhythm and intonation patterns need to be used correctly. In addition, pupils are also encouraged to recognise, understand and use verbal and non-verbal communication. Oral communication practice by means of repeating, responding, understanding and applying what pupils have heard sensitises their senses to be ready for communication. Relationships are established through the ability to communicate by listening first then speaking thoughts, ideas and feelings. It is hoped by the end of primary school, pupils should become confident speakers who can communicate clearly, appropriately and coherently in any given context. Pupils need to listen carefully and respond to what others say and think about the needs of their listeners. Social conventions in listening and speaking such as turn taking, politeness and courtesy need to be observed. These are crucial especially in group discussions where viewpoints and opinions are exchanged. The use of various text types is recommended; ranging from teacher-simulated texts to media broadcasts and authentic dialogues. Listening1.1.2 Able to listen to and enjoy storiesActivities to listen effectively in a variety of situations for a variety of purposes Listen attentively and courteously Participate constructively in conversation, small group, and whole group discussion, showing an understanding of when to speak and when to listen (*) Listen to a range of texts (e.g., directions, demonstration, presentation, radio program, television program, video program) for a variety of purposes including to gather information , to follow directions, to participate in a discussion, to form an opinion, to understand information, and to enjoy and appreciate Value listening as a means of learning and enjoyment (*)Students will extend their abilities by practising the behaviours of effective, active listeners Recognize that listening is an active, constructive process Select and use the appropriatestrategiesand the language cueing systems and conventions to construct meaning before, during, and after listening, including: Before Prepare to listen (*) Consider what they know and need to know about topic (*) Formulate questions before listening Set purpose(s) for each type of listening situation During Show interest in what is said (*) Anticipate and predict the speaker's message and meaning (*) Associate what is being said with personal experience and make connections (i.e., relate text to self, text to other text, and text to world) Follow the sequence of ideas expressed by identifying the speaker's key idea Make jot notes to assist recall of the main idea(s) expressed by the speaker Create visual images Make inferences based on text and prior knowledge Draw conclusions based on evidence in presentation (*) Identify ideas expressed as true or false, real or imaginary (*) Recognize speaker's use of language (formal, informal, slang) (*) Determine the difference between fact and opinion in speaker's viewpoint Use pragmatic (e.g., speaker's purpose), textual (e.g., speaker's sequence ), syntactic (e.g., the word order and emphasis on particular words), semantic (e.g., specific word meanings and choices), graphophonic (e.g., common prefixes), and other cues (e.g., the speaker's nonverbal cues) to construct and confirm meaning After Recall and summarize main points and supporting detail Relate what was heard to personal experience or needs (*) Analyze and evaluate what was heard (*) Draw conclusions about speaker's stance and values following a listening activity Consider and respect ideas from speaker's point of view Seek additional information from other sources as needed (*)

Worksheet for Listening activity.

SubjectEnglish

Class2 Cemerlang

Time10:15-11:15

Focus:Reading

Theme:World of Self, Family and Friends

Topic:Hobbies

Content standard:Pupil will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.

Learning standard:2.2.1 Able to read and apply word recognition and word attack skills by:a) matching words with spoken words

2.2.3 Able to read and understand simple sentences in linear and non-linear texts.

Objective:By the end of this lesson, pupils will be able to:a. Read and understand word and sentences taughtb. Matching words to pictures

Time:60 minutes

Teaching aids:Hobbies Picture Set, word cards, sentence strips, worksheet.

ActivityTeaching and Learning StrategyNotes

Set Induction : Teacher pastes 5 pictures of hobbies learnt in previous lesson. Teacher pastes the word under each picture and teacher says out the word. Students repeat after.Gather interest among studentsPictures of different hobbies.

Step 1Teacher will say out the hobbies and asks pupils to name the hobbies by pasting the word cards under each picture. Stimulate students knowledge on the words taught. (Word recognition)Word cards, blue tack

Step 2Teacher asks pupils to read each word

Whole classroom reading

Step 3Teacher removes the word cards and pastes the sentence strips for each picture and hobby.

Expanding pupils reading materials.Simple sentences are used to help expanding the ideas.

Step 4Teacher reads and pupils repeat after.

Guided reading.Check on pupils reading skills: pronunciation and intonation.

Step 5Teacher asks if there is any difficult word on the whiteboard.

Two-way interaction to avoid confusion.

Step 6Teacher divides the class into 4 groups and gives out an envelope which consists of sentence parts and a paper. A pupil needs to read the given paper and another pupil needs to arrange the sentence parts to match the sentence read by their friend. When a sentence is done, another two pupils will do the activity. The fastest group who can arrange the sentences correctly will win. Every group needs to send 1 pupil to read their arranged sentences for the rest of the class to check its arrangements.

Test students reading and listening skills.

Group work.

Kinaesthetic Activity.Manila cards, sentence strips and an A4 papers for given sentences.

Step 7Teacher gives out worksheet for the pupils to do Hobbies Search Word Puzzle.

To test students understanding on the words learnt.Worksheet A Hobbies Search Word Puzzle (normal)

Step 8Collect the worksheet and let the pupils read the sentence strips again.

Summarising

Assessment:1. Pupils are able to read with correct pronunciation and intonation.2. Pupils arrange the sentences correctly read by their friends.3. Pupils are able to complete the worksheet.

Observation

Whole-class approach

Through worksheet

Worksheet

Why some students find listening difficult1.They are trying to understand every wordDespite the fact that we can cope with missing whole chunks of speech having a conversation on a noisy street in our own language, many people don't seem to be able to transfer that skill easily to a second language. One method of tackling this is to show them how to identify the important words that they need to listen out for. In English this is shown in an easy-to-spot way by which words in the sentence are stressed (spoken louder and longer). Another is to give them one very easy task that you know they can do even if they don't get 90% of what is being said to build up their confidence, such as identifying the name of a famous person or spotting something that is mentioned many times.

2.They get left behind trying to work out what a previous word meantThis is one aspect of the problem above that all people speaking a foreign language have experienced at one time or another. This often happens when you hear a word you half remember and find you have completely lost the thread of what was being said by the time you remember what it means, but can also happen with words you are trying to work out that sound similar to something in your language, words you are trying to work out from the context or words you have heard many times before and are trying to guess the meaning of once and for all. In individual listenings you can cut down on this problem with vocab pre-teach and by getting students to talk about the same topic first to bring the relevant vocabulary for that topic area nearer the front of their brain. You could also use a listening that is in shorter segments or use the pause button to give their brains a chance to catch up, but teaching them the skill of coping with the multiple demands of listening and working out what words mean is not so easy. One training method is to use a listening or two to get them to concentrate just on guessing words from context. Another is to load up the tasks even more by adding a logic puzzle or listening and writing task, so that just listening and trying to remember words seems like an easier option. Finally, spend a lot of time revising vocabulary and doing skills work where they come into contact with it and use it, and show students how to do the same in their own time, so that the amount of half remembered vocab is much less.

3.They just don't know the most important wordsAgain, doing vocabulary pre-teaching before each listening as a short term solution and working on the skill of guessing vocab from context can help, but please make sure that you practice this with words that can actually be guessed from context (a weakness of many textbooks) and that you work on that with reading texts for a while to build up to the much more difficult skill of guessing vocab and listening at the same time. The other solution is simply to build up their vocabulary and teach them how they can do the same in their own time with vocabulary lists, graded readers, monolingual dictionary use etc.

4.They don't recognise the words that they knowIf you have a well-graded textbook for your class, this is probably a more common (and more tragic) problem than not knowing the vocabulary at all. Apart from just being too busy thinking about other things and missing a word, common reasons why students might not recognise a word include not distinguishing between different sounds in English (e.g. /l/ and /r/ in "led" and "red" for many Asians), or conversely trying to listen for differences that do not exist, e.g. not knowing words like "there", "their" and "they're" are homophones. Other reasons are problems with word stress, sentence stress, and sound changes when words are spoken together in natural speech such as weak forms. What all this boils down to is that sometimes pronunciation work is the most important part of listening comprehension skills building.

5.They have problems with different accentsIn a modern textbook, students have to not only deal with a variety of British, American and Australian accents, but might also have Indian or French thrown in. Whilst this is theoretically useful if or when they get a job in a multinational company, it might not be the additional challenge they need right now- especially if they studied exclusively American English at school. Possibilities for making a particular listening with a tricky accent easier include rerecording it with some other teachers before class, reading all or part of the tapescript out in your (hopefully more familiar and therefore easier) accent, and giving them a listening task where the written questions help out like gap fills. If it is an accent they particularly need to understand, e.g., if they are sorting out the outsourcing to India, you could actually spend part of a lesson on the characteristics of that accent. In order to build up their ability to deal with different accents in the longer term, the best way is just to get them listening to a lot of English, e.g. TV without dubbing or BBC World Service Radio. You might also want to think about concentrating your pronunciation work on sounds that they need to understand many different accents rather than one, and on concentrating on listenings with accents that are relevant for that particular group of students, e.g. the nationality of their head office.

6.They lack listening stamina/ they get tiredThis is again one that anyone who has lived in a foreign country knows well- you are doing fine with the conversation or movie until your brain seems to reach saturation point and from then on nothing goes in until you escape to the toilet for 10 minutes. The first thing you'll need to bear in mind is to build up the length of the texts you use (or the lengths between pauses) over the course in exactly the same way as you build up the difficulty of the texts and tasks. You can make the first time they listen to a longer text a success and therefore a confidence booster by doing it in a part of the lesson and part of the day when they are most alert, by not overloading their brains with new language beforehand, and by giving them a break or easy activity before they start. You can build up their stamina by also making the speaking tasks longer and longer during the term, and they can practice the same thing outside class by watching an English movie with subtitles and taking the subtitles off for longer and longer periods each time.

7.They have a mental blockThis could be not just a case of a student having struggled with badly graded listening texts in school, exams or self-study materials, but even of a whole national myth that people from their country find listening to English difficult. Whatever the reason, before you can build up their skills they need their confidence back. The easiest solution is just to use much easier texts, perhaps using them mainly as a prompt to discussion or grammar presentations to stop them feeling patronized. You can disguise other easy listening comprehension tasks as pronunciation work on linked speech etc. in the same way.

8.They are distracted by background noiseBeing able to cope with background noise is another skill that does not easily transfer from L1 and builds up along with students' listening and general language skills. As well as making sure the tape doesn't have lots of hiss or worse (e.g. by recording tape to tape at normal speed not double speed, by using the original or by adjusting the bass and treble) and choosing a recording with no street noise etc, you also need to cut down on noise inside and outside the classroom. Plan listenings for when you know it will be quiet outside, e.g. not at lunchtime or when the class next door is also doing a listening. Cut down on noise inside the classroom by doing the first task with books closed and pens down. Boost their confidence by letting them do the same listening on headphones and showing them how much easier it is. Finally, when they start to get used to it, give them an additional challenge by using a recording with background noise such as a cocktail party conversation.9.They can't cope with not having images

Young people nowadays, they just can't cope without multimedia! Although having students who are not used to listening to the radio in their own language can't help, most students find not having body language and other cues to help a particular difficulty in a foreign language. Setting the scene with some photos of the people speaking can help, especially tasks where they put the pictures in order as they listen, and using video instead makes a nice change and is a good way of making skills such as guessing vocab from context easier and more natural.

10.They have hearing problems

As well as people such as older students who have general difficulty in hearing and need to be sat close to the cassette, you might also have students who have problems hearing particular frequencies or who have particular problems with background noise. As well as playing around with the graphic equaliser and doing the other tips above for background noise, you could also try setting most listening tasks as homework and/ or letting one or more students read from the tapescript as they listen.

11.They can't tell the difference between the different voices

This was the problem that took me longest to twig, but voices that are clearly distinct to a native speaker can be completely confusing for a non-native speaker. I haven't quite worked out why those problems occur on some occasions and not on others, but the native speaker could be identifying a lisp, an accent or a difference in range of tone that escapes a student. You can avoid these problems by using texts with one woman and one man, or you can practice them with tasks where the students only have to count how many times the speaker changes.

Some solutions What can teachers do to help students master the difficulties? Not all the problems described above can be overcome. Certain features of the message and the speaker, for instance, are inevitable. But this does not mean that the teacher can do nothing about them. S/he can at least provide the students with suitable listening materials, background and linguistic knowledge, enabling skills, pleasant classroom conditions, and useful exercises to help them discover effective listening strategies. Here are a few helpful ideas:MaterialsGrade listening materials according to the students level, and provide authentic materials rather than idealized, filtered samples. It is true that natural speech is hard to grade and it is difficult for students to identify the different voices and cope with frequent overlaps. Nevertheless, the materials should progress step by step from semiauthenticity that displays most of the linguistic features of natural speech to total authenticity, because the final aim is to understand natural speech in real life.Design task-oriented exercisesDesign task-oriented exercises to engage the students interest and help them learn listening skills subconsciously. As Ur (1984:25) has said, Listening exercises are most effective if they are constructed round a task. That is to say, the students are required to do something in response to what they hear that will demonstrate their understanding. She has suggested some such tasks: expressing agreement or disagreement, taking notes, marking a picture or diagram according to instructions, and answering questions. Compared with traditional multiple-choice questions, taskbased exercises have an obvious advantage: they not only test the students listening comprehension but also encourage them to use different kinds of listening skills and strategies to reach their destination in an active way.Provide different kinds of inputProvide students with different kinds of input, such as lectures, radio news, films, TV plays, announcements, everyday conversation, interviews, storytelling, English songs, and so on.

Speaking1.2.2 Able to participate in daily conversations:(a) Express good wishes(b) Ask for help(c) Respond to someone asking for help(d) Offer help(e) Talk about oneself(f) Introduce family members and friends.Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for speakingStudent will extend their abilities to speak fluently in a variety of situations for a variety of purposes and audiences Recognize that talk is an important tool for communicating, for clarifying thinking, and for learning (*) Use talk to explore ideas and express understanding (*) Use talk to express and share feelings, ideas, and opinions Use talk to build relationships showing the basic courtesies ofconversationand an understanding of when to speak and when to listen Use talk to share ideas and information in one-to-one, small group, and large group discussions share ideas/knowledge in a clear manner (*) encourage the contributions of others (*) disagree courteously/sensitively (*) take turns speaking answer others' questions clearly and politely (*) give reasons for opinions (*) Speak to describe (e.g., a person or place) (*) Speak to narrate (e.g., an incident from own experience) Speak to explain, report, and inform (e.g., give multi-step directions and instructions in accurate sequence; give short reports) (*) Speak to influence and persuade (e.g., speak to support own viewpoint) (*) Read aloud with enthusiasm and expression and speak to share and to entertain (e.g., recite short poetry selections, participate in dramatic speaking such as choral readings, improvisations,role plays, andreaders' theatre) Experiment with speaking in formal situations (e.g., peer and other interviews, presentation at assembly) (*)

MaterialGuided ActivitiesCertain key words are given to students to speak up by using those words.Key VocabularyCan I see a menu?Here you areEnjoy your meal!Would you like ...Can I get you anything else?I'd like the check, please.That'll be2500rupee.Have a good day!

Ordering a Meal

1. Hi. How are you doing this afternoon?2. Fine, thank you. Can I see a menu, please?1. Certainly, here you are.2. Thank you. What's today's special?1. Fried rice and Chicken special.1. That sounds good. I'll have that.1. Would you like something to drink?2. Yes, I'd like a coke.1. Thank you. (returning with the food) Here you are. Enjoy your meal!2. Thank you.1. Can I get you anything else?2. No thanks. I'd like the check, please.1. That'll be 2500rupee.2. Here you are. Keep the change!1. Thank you! Have a good day!2. Bye.LESSON PLAN Topic: Being HealthyClass/level:Year 3Duration of Class:60 minuteNumber of Students:ThirtyLanguage Skill: Speaking skill Fluency and confidence level.Method:Direct MethodMaterial provided:HandoutsAudio/ Visual Aids:Charts, pictures, whiteboard, flash cardsClass Formation:Divide whole class in Pairs or GroupsExpected Problems to students: There are a number of problems which the students can face while doing learning this skill which are as following: Learners may have difficulty in understanding the instructions given by teacher. May all the learners will not be able to answer all the comprehension questions. Some learners will be unable to utter a dialogue completely and accurately. Many non native speakers will find it difficult to manage speed and agility of response while talking to strangers. Students sometimes find difficulties while speaking as they think much about grammar. They think they must speak grammatically correct all the time. It disturbs them to speak, so most of them prefer to remain silent instead of answering in a wrong sentence. Some learners may feel shy and never give answers in target language. Aims and objectives:The goal of teaching speaking skills is to improve communicative efficiency. By learning these skills the students will be able to: Avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary. Observe the social and cultural rules that apply in each communication situation. Clarify their meaning or ask for confirmation of their own understanding. Practice using all of the language they know in situations that resemble real settings. Develop their sociolinguistic competence. The native language should not be used in class room; teacher and students use the target language in classroom. The syllabus based on situations or topic, not usually on linguistic structures.

Procedure:Warm up and brainstorm: in this session the teacher will first give a listening exercise to the students by making them attentive to hear a dialogue and a pattern of speaking between two or three persons. By listen all this, students will come to know that how they have to act and do role plays with their fellow beings. Furthermore teacher will ask about the experiences of learners while communicating with others in the specific situation. Meanwhile the teacher will also distribute the flash cards on which instructions and cues are given.Presentation:After listening to the dialogue, the students will emphasize upon the flash cards on which instructions are given to them related to the role plays. The students will make complete sentences in their minds. The students will make their fellow beings to listen to their dialogues. Teacher will give the instructions regarding the vocabulary needed for the task further on.Practice:The students will now imagine themselves as they are actors and active members of the society according to different roles. With the help of instructions written on the card the students will utter different dialogues and will play their role. Students will now start practicing the dialogues with the other fellows. Teacher will instruct the students to complete their dialogues according to the role which they have to adopt. So this activity is very helpful for learners to communicate fluently and confidently. In this way their way of communication and speaking will improve.

Why some students find speaking difficultThere are many experts that suggest about problem. One of them says that problem will appear if there is inappropriate between exception and reality. Another defines that a problem will happen if someones necessity does not fulfill. A problem is something that if it appears many people will get dissatisfaction. It can make trouble and difficulty for him/herself or other people, and if people procure a problem, they always want to lose it. Problem is perceived gap between the existing state and a desire state, or a deviation from a norm, standard or status quo, although most problems turn out to have several solution. Problem is a question proposed for solution, anything which is required to be solved or done, or a source of difficulty.

The learners have their own difficulties in learning the language. Particularly in improving speaking skill is not easy for the students. The Following are the problems of speaking skill (Munjayanah, 2004: 17):

1. InhabitationUnlike reading, writing or listening activities, speaking requires some degree of real-time exposure to an audience. Learners are often inhibited about trying to say thing in foreign language in the classroom: worried about mistakes or simply shy of the attention that their speech attract.

2. Nothing to sayEven they are not inhibited, you often hear learners complain that they cannot think of anything to say: they have no motive to express themselves beyond the guilty feeling that they should be speaking.

3. Low or uneven participationOnly one participant can talk at a time if he or she is to be heard; and in large group this means the each one will have only very little talking time. This problem is compounded of some learners to dominate, while other speaks very little or not a tall.

4. Mother tongue useIt is easier for the student to use their mother tongue in their class because it looks naturally. Therefore, most of the students are not disciplined in using the target language in the learning process.

Solutions of Speaking Activity Problems

Teaching English as a second language means being able to solve problems students may have in acquiring certain language skills. There are a number of resources and activities available to get round these common speaking problems:

a. Group work:Group work increases the amount of time available for oral practice and allows more than one student to benefit from speaking time. Working in groups also lowers the inhibitions of shy students who are not comfortable speaking in front of the whole class.

b. Easy language:Simple language makes it easier for students to speak for longer without hesitation and gives them a sense of accomplishment. Essential vocabulary can be pre-taught or reviewed before the activity enabling students to fill-out their speech with more interesting sentences and rich language.

c. Interesting topic:Choosing a topic according to the interests of the class ensures student motivation. If the material and task instructions are presented clearly and enthusiastically students will be more likely to meet the challenge set for them.

d. Clear guidelines:Stating clearly what is expected from each student is essential in ensuring that everyone in the group contributes towards the discussion. Appointing a chairperson to each group to regulate participation is a way to make sure that dominant students leave discussion opportunities open to more reserved students. Feedback reveals the results of the discussion and motivates each student to follow the guidelines.

e. English monitors:A monitor can be appointed to each group to remind students speaking their mother tongue to switch back to English. A lack of classroom management and disclipine will encourage students, who do not feel that there is resistance to their mother tongue, to easily revert back to it as soon as they have problems expressing themselves.