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    HBET 3403 LISTENING AND SPEAKING IN ESL

    CHRISTINA TEH880326015084001

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    MAINTAINING SPEECH : A STUDY OF FACILITAION AND COMPENSATION

    DEVICES

    1.0 Introduction

    Facilitation and Compensation Devices is the devices or ways which speakers use to ease

    their speech production. There are many types of Facilitation and Compensation Devices

    which will be discussed in the subheading below. This research paper is to study the

    Facilitation and Compensation Devices used by the teachers during they conduct of English

    class.

    2.0 Facilitation And Compensation devices

    2.1 Simplifying Structure

    Sentence structure of speaking language tends to be shorter than written language. Teachers,

    too, use such facilitation devices to shorten their spoken language when they conduct an

    English class. For example, in Appendix I, Yes, I have but I dont use it.,I have video call

    but I dont use it. The second speech is an example of simplifying structure.

    2.2 Ellipsis

    Ellipsis is omission of a few words from the sentence to make it a shorter sentence structure.

    Ellipsis is used when the other party whom the speaker is speaking to , can understand the

    content of the spoken language. For instance, Ok, lesson plan and all that for you can find in

    the module, and then for the , ok, and then, then what you must have, more or less you

    must have erm (taken from Appendix II). The complete sentence is, Ok, the whole

    format for the lesson plan, you can go and find in the module. The examples of the activities

    and the websites which you may use as references for your assignment you also can find it inthe module. Your assignment must include a website for your students to refer.

    2.3 Formulaic Expressions

    Formulaic Expressions are used to express agreement, disagreement, idioms,

    conventionalized greetings, terms, phrasal verbs, etc. [Fernandez-Parra (n.d)]. Formulaic

    expressions occurs in Appendix IV whereby the speech such as , Ok and in Appendix I as

    well. Examples in Appendix I are, all right?, Okay.

    2.4 Hesitation Devices

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    Hesitation devices are words where people would commonly used when they are trying to

    think the next things to say or they try to recall the words to represent the meaning of their

    own context. Examples of hesitation devices can be found in Appendix III, such as, um and

    ah.

    2.5 Reformulation

    Reformulation is a device whereby the teacher corrects the mistake which has been made by

    the students during speech production. Such devices intended to instill a habit in students to

    correct themselves when the speaker himself or herself makes a grammatical mistake during

    speaking. There are a few occurrences of reformulation in Appendix III such as harvester.

    The example in Appendix III happens because the students could not pronounce the word

    harvester properly.

    2.6 Interjection

    Interjection is another type of device which has no grammatical value but to express a certain

    emotions. Individuals do use interjections when they speak. Examples of interjection found in

    the transcription of Appendix I, such as, Eh, ah and huh.

    2.7 Hedges

    Hedges are devices that help the speaker to make a certain expectations to a degree of

    accuracy. Hedges may also help the speaker during speech production by giving out ideas or

    certain information that prove to be knowledgeable to the speaker. Examples of hedges are,

    always remember (taken from Appendix III).

    2.8 Use Of Mother Tongue

    Mother tongue is the first language that are spoken by the speaker or the language that the

    speaker is expose to since they are young. The examples of devices that occur during the

    presentation are faham tak?, betul tak, (refers to Appendix I).

    3.0 Analysis Of Transcription

    3.1 Maximum Occurences Of Facilitation And Compensation Devices.

    Formulaic expressions is one of the Facilitation and Compensation Deviceswhich occurs the

    most in all 4 of the transcriptions. Such occurences increase because the educators would like

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    to confirm the input of knowledge being received by the students or to be sure that the

    students understand what has been taught.

    3.2 Minimum Occurences Of Facilitation And Compensation Devices

    Simplifying structure is one of the Facilitation and Compensation Devices which occurs less

    in a few of the transcriptions. This is because, during the presentation 2 of them are quite

    longwinded. In Appendix I, the speech production used are short simple and easy to

    understand.

    3.3 Isolated Type Of Facilitation And Compensation Devices

    The only isolated type of Facilitation and Compensation Devices in the 4 transcriptions is the

    use of mother tongue in the presentation. The use of mother tongue in Appendix I is to make

    sure the learners would understand the meaning intended to convey during the lesson.

    3.4 Comparison Of Facilitation And Compensation Devices

    Among the Facilitation and Compensation Devices, the formulaic expressions has occur most

    of the time in 4 of the transcriptions. The simplifying structure element has only come up a

    couple of times in the other transcriptions. Whereas the uses of mother tongue is the only

    isolated devices used.

    4.0 Conclusion

    4.1 Why Does This Happen?

    Based on the observation done onto those 4 transcriptions, Formulaic expression occurs the

    most because the presenters wanted to make sure that their audience can understand what are

    they presenting. Simplifying structure happens the least because the presenter wanted to

    simplify the language and make the understanding easier for the audience. The use of mother

    tongue takes place only in one transcription because the audience might not be able to

    comprehend some of the meaning conveyed. Therefore, the presenter chooses to use mother

    tongue in order to be able to send the message across.

    4.2 How Does Facilitation And Compensation Devices Helps In Listening And Speaking?

    Facilitation and Compensation Devices may contributes in speech production of an individual

    because when we speak, we tend to overcome the limits of words omitted out per minute. To

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    be able to send a message across within a limited time, Facilitation and Compensation

    Devices are used.

    4.3 Recommendations And Suggestions To Improve Presentations

    During the presentation, certain sentence structures are incomplete because the presenter uses

    to many devices in their presentation. For instance, the transcription in Appendix II uses too

    much ellipsis device. This could be a hindrance to those who are unprepared for the class.

    The presenter need to be prepare before their class. He or she may written down the speech or

    just to take a notes on what will be the discussion during the English class.

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    5.0 References

    Fernandez-Parra, M. A. (n.d). Translating Formulain Expressions in Instruction Manuals: A

    Corpus Study. [Online]. Available :

    www.ncl.ac.uk/linguistics/assets/.../4.Maria_Fernandez-Parra-FT.pdf. [2011,

    June 26].

    http://www.ncl.ac.uk/linguistics/assets/.../4.Maria_Fernandez-Parra-FT.pdfhttp://www.ncl.ac.uk/linguistics/assets/.../4.Maria_Fernandez-Parra-FT.pdf
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    6.0 Appendix

    Appendix I

    Tutor : Faham tak. Faham kan? You observe. You observe huh. Because if you look at from30 respondents, all right. Ok. Complications come when youre not goingto do

    anything. Betul tak. Ok. Conclusion. when it comes to conclusion it must be very

    brief, all right? Itu saja. kalau kita tengok ini. Apa yang ini? Instrument. Ok.

    Instrument. Now there are a lots of things if you look at it closely. Ok. Section A.

    Background information. When you have background information this are the things

    that you use for your respondent. Profiling. Faham tak? The profile of respondent.

    These are the things. Ok? All right? And then when you do graph. Pie chart and bar

    chart, thats it. No line chart, no hanky-panky, creative, apa semua gambar, NO! Pie

    chart, Bar chart. or bar graph. Ok? Then secondly. Handphone facilities look at

    number 1. Do you have handphone? Confirm ada handphone? Yes, confirm. Out of

    30 respondent how many has handphone. ok? Does your handphone has 3G service?

    I dont have. So I say no. You have so tick. If no, no,no,no,no,no! Let say 30 no, all

    30 no. So thats it. So if you think that 3G has something to do with MLearning, then

    so many no 3G facilities, you see, something wrong is coming? No. Because there

    will be other facilities if there are no 3 G, there are other alternatives for these kind

    of people to accept MLearning. Am I right? Huh? No 3 G doesnt mean no

    MLearning. Betul tak? No house doesnt mean that you are not rich. Hehe!! Erm..

    All right? Ok? Does you handphone have 4G service? Ah! 3G tiada, 4 G lagi. Come

    on la. Huh? Malaysia 4G ada? Have you heard of 4G? 4G. 3G?4G?5G? ada? Why

    4G? Anybody tell me about 4G. Dont know! So this one no. Senang saja. Number,

    number 4! Does your handphone have MMS Service? What is MMS?

    Students: Multimedia Mail Service.

    Tutor : Huh? Apa message?

    Students: Multimedia Mail Service.

    Tutor : Multimedia Mail? Then S stands for Service? Celcom? Heh! Ah. make sure you

    know the acronym, ok? MMS, 4G, 3G, yang ringkasan semua itu, find out, huh.

    Jangan dont know what is 3G. 3G is what? You see? 3G can become a theory in

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    your research. Context. So you have 3G and then you do, 4 paragraphs. 3G. Apa lagi?

    MMS, ok? Uhuh! Next, does your handphone have video call service? Yes, I have,

    but I dont use it. Saya tidak pakai. Saya ada tapi saya tidak pakai. I have video call

    but I dont use it.Yes or no? Yes Because I just call. Tak pakai pun tak apa. Ok.Have you ever used a video call? Ah, baru lah kau cakap no! Betul tak? Have you

    ever used a video call means in your whole life, have you ever use maybe 1 video

    call? Yes or no? Come on. Jawab sajalah. All right? Does your handphone have

    Internet access? Have, have lo. Means yes la. No, No lah. Ah Does you

    handphone have a memory card that can store digital files? This are all working la.

    Ok. Can your handphone read/open up the following file? Word Document, PDF

    document, Word tak boleh, PDF file tak boleh, Excel document, tak boleh,

    Powerpoint pocument, tak boleh. Video file, yes, audio files, yes photos or graphic,

    yes. So, my phone is not up to date. Heh! ok? If you are having Ipad, all this you can

    do, betul tak? Ok, Next! Section C. Internet access. Ok? Internet wifi. Skip this

    section if your handphone does not have internet ot wifi access facility. Internet, wifi,

    I think I got. Oh! All right! Kalau kita kata ada, apa kau jawab? Kau pandai goreng,

    goreng, goreng, goreng, goreng, goreng, goreng la. Betul tak? Ah For facilities,

    tapi kalau kamu mahu, you make sure that when you give me borang, you make sure

    what type of mobile phone that people used. See? So, ok. Section D here. Do you

    know what mobile learning is all about? Be honest. Be honest. I know what mobile

    learning is all about. Everything. This and that everything about mobile learning I

    know. Strongly disagree, Disagree, Agree, Strongly Agree, Not Applicable means

    Im not sure. Not I disagree but Im not sure. If you are not sure, whether you agree

    or disagree, put number 5. Huh? It doesnt mean that you must know, you know.

    Because you dont know! You are not sure about all this! Mahu kahwin, tak mahu

    kahwin? Tapi sekarang saya mahu jadi bujang. Saya mahu jadi bujang. Itu kahwin

    tak kahwin pun tak tau. Apalah ni. I dont have answers for you. So? Think about it.

    Betul tak? Faham? Ok. So, make sure your 2 friend there get this. Try to fill in how

    you understand. So you just give it by today inside the Open University. Jadi kau

    minta lah siapa-siapa untuk isi borang kamu ini. Ok? Ok, one more thing eh Do

    you have access or do you use 3G in your everyday life? Now when you try to find

    erm when you try to write about things you need to tell the reader about the

    service. The function of 3G, you see? And what are the problem that tell you about

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    serious writing. Now, research has Examples : examples that represent the whole

    group so meaning that the important must be in the whole group. So, make sure your

    reports from your assignments is those who work and what? Work and study. Huh.

    Dont go and search for those who work and sleep. Work and study. Ok. That is ourfield of research. right? Ok, Charts/diagrams : Drawings and illustrations to clarify

    complex concepts. Ok? So make sure your charts and diagrams so four lah. Eh. Ada

    3 marks. Ok? So, so that your writing is not like you know? Watching cartoon.

    Comic. Every page one chart, one chart, one chart, matilah kamu. Just put it which

    article. Not to say that for everything counts, all right? Clarify accuracy, facts must

    be updated, reliable and not biased. Remember, your statement must not be biased.

    Eh. Dont be biased. Dont put your own opinions on it. Try to do a report based on

    your research. Eh. Facts that you read. Not based on opinions. It is based on facts.

    Ok? Use relevant facts. Ok? Ensure enough facts for each point you need to write.

    Arrange facts from general to specific or vice versa, Do not mix it up. Faham tak?

    You can go from the general to the specific or from the specific to the general.

    Elements Examples

    Simplifying Structure Yes, I have but I dont use it.,I have

    video call but I dont use it.

    Formulaic Expression All right?, Ok

    Use of Mother Tongue faham tak?, betul tak,

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    Appendix II

    Teacher : Ok, You are going to construct a lesson plan based on the passage provided in theAppendix 1. Or, is it the you can do it in the program or the passage in the

    resources? Comprehension Question isnt it? Comprehension questions are better?

    Student 1: Because in the, in the, in the passage above, the assignment question, A majority

    of academic reading blah, blah, blah kan, on the 1, 2, 3, 4, 5, the 5, the 5th sentence,

    help facilitate understanding of these genres of text by manipulating the text or

    by providing the necessary enabling activities at each stage of the reading lesson so

    meaning that

    Teacher : That these teachers design the comprehension text

    Student 1: So,

    Teacher : So when we read this article, so and, I mean, you read the article for the reading

    lesson, your comprehension lesson, so, you, using the text and how do you use

    the text to help you teach. I think it would be better if you study it first. Both. Both

    Ye.. no. Then after this you can . Because there are 7 other activities that you

    would have roughly, right? 7 activities from the, you referring the course module

    right?

    Student 1: Ok.

    Teacher : Ok? So you can discuss this la. Meaning you do the lesson plan and actually,

    actually you can do the task b first so that its easierin your, in your lesson plan.

    Student 2: Meaning, we create lesson plan?

    Teacher : No, no, no, you look at the task b first, task b first, then the, the vocabulary

    question here.

    Student 1: Ok?

    Teacher : Ok, so because we are discussing the 7 activities and create another 1 that helps to

    overcome the limitations of the other 7 activities, isnt it? Right?

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    Student 1: So, create the other one then erm.

    Teacher : Then do your lesson plan!

    Student 2: Oh.

    Teacher : See, they wanted you to do both.

    Student 2: Yeah, a bit from both.

    Teacher : Yeah.

    Student 1: Ok, ok,ok.

    Teacher : Ok, lesson plan and all that for you can find in the module, and then for the , ok,

    and then, then what you must have, more or less you must have erm One kind of

    method is by using the internet

    Student 2: Uhuh

    Teacher : This one you can make it like, or you could use it like, you know.

    Student 2: Or, we can use it like the website?

    Teacher : Yes, it can be. And yeah, you are suppose to. The, the, address of the website can

    be included. Because you are already understand so just to put one ICT materials

    and yeah website can be used.

    Student 1: So, base er the one we have downloaded from the question, erm do we need

    to put this, behind the passage as well? The other with the, the other 3 literature

    reviews. Because we are using, are using er

    Teacher : If you want to put the literature reviews then ok, good. If you are not to sure, since

    there are only two of you in my class, then just put some ICT materials and the

    websites together with the literature reviews and yeah, I can give you marks on that.

    Student 1: Ok.

    Teacher : Because my other subjects, they have to submit online.

    Student 1: Oh.

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    Teacher : And then the, the, what is it again, the one who devise the assignment will mark

    the online assignment. Because thats the thing. I have to check all the assignments

    in one night. I have to, I have to pass up earlier. Like online.

    Student 1: We can only submit once.

    Teacher : Yeah, submit once cause you can only submit once and then they cannot get the

    review from the online tutor. Quite risky and em I think they are students who

    are handing in last minute. Ok. So, mm. then the references should be in APA

    format styles, right? You can use some lesson plan from the module in page 41.

    Student 2: So the lesson plan can be in any model that we choose lah. Any model that we

    choose.

    Teacher : From the module.

    Student 1: From, from, from the module only?

    Teacher : Yeah.

    Student 1: Which one? This one? Now, lets talk about assignment question again. Do we

    need it to like integrate the ICT materials and websites. Choose the website thenthe lesson plan. Ok. Ok. Do we need to include some technology like computers,

    laptops, projectors.

    Teacher : What is that? Ah teaching aids?

    Student 1: Yeah, teaching aids.

    Teacher : OhOh Because if you are using that, it will be a lot isnt it? So,. hows the

    format like?

    Student 1: Page 54.

    Teacher : Stages, previous knowledge and teaching aids, yeah. A song entitled, A CD

    player, an article, a box containing role playing cards, Appendix I, Appendix II,

    Appendix III, Appendix IV.

    Student 2: So we need to follow the format in page 54?

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    Teacher : Yeah, This is the format for teaching your article. Ok. Thats it lah. And then if

    you have, Whats that? If you are using the internet, you need er the websites

    address.

    Student 1: Ok.

    Teacher : Better check. For the activity, how does the activity helps you if you are using the

    web.

    Student 2: Mmm.

    Teacher : So,

    Student 1: The web must be authentic. We cannot simply made it up.

    Teacher : Yeah.

    Student 1: Ok.

    Teacher : But when you teach reading, it must be based on Baby Hatch. It is not

    compulsory you must use it isnt it ? The question said, if you are using, ah, if

    you plan to choose a website, so its not.

    Student 1: So, the main, the, the, objective of the lesson plan is so that the students could

    understand on how to read this Baby Hatch?

    Teacher : Um.

    Student 1: Ok, ok.

    Teacher : And when reading, yeah, they enjoying reading then. But still, in here, In

    addition, the last, last sentence, In addition, you are to integrate the use of ICT

    materials, and so, yeah, you have to use the website.

    Student 1: Its not just website ma, it can be powerpoint presentation.

    Student 2: Do you wanna make powerpoint?

    Student 1: Oh! Ya kan? Hehehe. Can make but cannot print. Thats the problem. Mm

    How o?

    Student 2: Just a website.

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    Teacher : Just a website and it will be easier for you.

    Student 1: Ok. Er A few websites stated that

    Teacher : You can use the website to teach ma.

    Student 1: Can?

    Teacher : Can! Just use it as internet materials

    Student 1: Oh! Internet materials.

    Teacher : Yes. You can, you can using them to, er like exercises for the students.

    Otherwise, yeah, youll be ok la. What else?

    Student 1: Thats it! Answers and worksheets.

    Teacher : Ok. So which part?

    Student 1: I stop until Tackle Section by Section.

    Teacher : page

    Student 1: No. Erm, this bah. K-W-L worksheet.

    Teacher : Which page?

    Student 1: 22

    Teacher : 22. An activitiy the one below here.

    Student 1: Yes, just the one below. The table, the table, the table, the activity. I dont know

    how to use this kind of, this kind of method. Lets say I need to teach them. This is

    one of the method I would, how to say, reject la. Haha I really dont know how.

    Teacher : Ok. A useful activity is one suggested by Ogle (1986), a K-W-L worksheet is

    given to students.

    (Silent for a few minutes)

    Teacher : Ok. This is quite simple.

    Student 2: K-W-L worksheet on the topic AIDS.

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    Teacher : So, K stands for know, and then W stands for Want to know and then L stand

    for learn.

    Student 2: Oh! Meaning you just try to understand that you know AIDS kill, Want to know

    about AIDS, What causes AIDS, After the lesson, You learn what?

    Student 1: How to get AIDS?

    (Laughing)

    Student 2: No! The causes lah I mean.

    Teacher : Ok.

    Student 1: So the L is to answer the W lah.

    Teacher : Um This one is very

    Student 1: Short.

    Teacher : No. This one teaches them to be independent learner. Very independent. They

    know, they usually know AIDS kill but they dont actually know what causes so

    they have to find out. Ok. And then, you have sections ok, here, what causes theAIDS, and then, sharing Maybe some of them know about sharing needles will

    cause AIDS. They know through the media, sharing needles and blood

    transmission and so on. How changing sexual partners can get AIDS. They are

    curious. They are very curious. They get this through the media isnt it?

    Student 2: Yeah.

    Teacher : They may be, they may have other questions. So, they will list down the questions.

    Student 1: So, lets say we will list down the questions. W, what causes AIDS is given here.

    Then the L is 3, sharing needles, changing sexual partners, blood transmission after

    the W to answer the questions la. Ok. Lets say we have a question. How to tackle

    the question on the W side? Like, how to prevent AIDS? Ok. Like, L over there

    give answers to answer the

    Teacher : Yeah. Very independent learning. Very independent learning.

    Student 1: Oh! Ok.

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    Teacher : They will go and conduct their research. They will go to the library but the point is

    of the KWL worksheet will be more challenging for the students. Here, how you

    can use the internet. But then, you have to do your homework first. You have to

    monitor them and guide them. Otherwise, they will surf to the other internetwebsites. You know, they are just kids. But, um the website chosen must be

    suitable for your students. The model is suitable, but, but

    Student 2: They have their limitations.

    Teacher : Yeah. Your question paper, does it you have to give another activity in task 1 b

    right?

    Student 2: Yeah.

    Teacher : Meaning to say that not all are perfect.

    Student 1: Yeah. But the internet for them is a learning instrument, but if for those who thinks

    that the internet is a playing tool. Then, it will be different questions.

    Teacher : Yeah. It depends a lot on how you equip your students. For, I think for your case,

    you have more options isnt it?

    Student 1: I dont provide them with such things.

    Teacher : Yours, will be like helping them just to understand. You dont let them have the

    internet.

    Student 1: For like, Science students, for sure I cannot conduct the experiment. So I use the

    internet to show them how the experiment is done. And they will observe the,

    observe the experiment.

    Teacher : So, ok. KWL is very simple. Give them a form of question. And they will ask

    questions. And if you want them to be self-learners, meaning to be independent

    learners. Like they ask the questions and they give the answers. Let them be self-

    learners. So, for lesson plan, for Malaysia only la. For based reading teaching,

    must be student oriented. Student-centred. Teacher-centred, out. Ok. So that where

    it is. Skimming and scanning.

    Student 2: Ok.

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    Teacher : And then ar vocabulary. So how are you going to teach them vocabulary?

    Student 1: I never thought of that.

    Teacher : So how? You dont teach them vocabulary? Reading and vocabulary must be incontext. I think there is some thing regarding the assignment question. Are there?

    Student 1: Pictorial?

    Teacher : Yeah.

    Student 2: And they have the fill-in-task, summarizing and all those.

    Teacher : And maybe that, maybe you have some ideas in the module.

    Student 1: Take from module lo.

    Teacher : Ok. So skimming and scanning and other Top-Down models. What does it mean

    by Top-Down Models?

    Student 2: Top-down using your prior knowledge and read the passage and like from general

    to specific.

    Teacher : Then, Bottom-Up?

    Student 2: Bottom-Up is um read the words and then what?

    Student 1: You read sentence by sentence to get the meaning. Understand the meaning and

    yeah, you get the whole picture.

    Element Examples

    Ellipsis Ok, lesson plan and all that for you can

    find in the module, and then for the ,

    ok, and then, then what you must have,

    more or less you must have erm

    Reformulation They maybe, they may have

    Hesitation Device um

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    Appendix III

    Class : Good Morning teacher, How are you today teacher?

    Teacher : Good morning, Im fine thank you and I hope that you are fine. Are you fine, is it?

    Class : Yes.

    Teacher : And you all may sit down.

    Class : Thank you, teacher.

    Teacher : We are going to discuss the exam paper right? So, those who have the paper, could

    you take out the paper? Now when you have the paper, take out the exercise book

    and copy down the answers. Ya. Paper 1 only. Ok. Sit down. Paper 1. Ok. Now, for

    paper 1, we have 5 sections, ya. Section A. Section A is to test your vocabulary. So,

    take out your test paper and not your OMR paper. Take out your exercise book. Ok.

    Question 1, erm Student 1, could you read the question 1?

    Student 1: Lindsay buys a chocolate cake to celebrate her fathers birthday.

    Teacher :

    Ok. So, what is the answer for question number 1. A. a chocolate cake, ya. So, number 1 the

    answer is A. Try to refresh. Do you answer A or do you answer other answers

    during the exam? So, the answer is A, ya. Birthday usually you will buy a cake,

    isnt it? You dont buy muffin, you dont buy drink, you dont buy doughnut for

    birthday. Usually you buy the cake, all right? So, number 1 the answer is A.Ok. Ok.

    Student 2, can you read the question number 2 with the answer please?

    Student 2: The lighthouse in Kuala Selangor was used to guide ships at night.

    Teacher : Yes, thank you. Number 2, the answer is C. the lighthouse. Why is the answer C.

    the lighthouse? The lighthouse? Why not fort, cannon or guardhouse? The

    lighthouse, the lighthouse in Kuala Selangor was used to guide ships at night. What

    is the lighthouse? It is used to guide ships at night. Have you see a light house

    before?

    Class : Yes.

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    Teacher : The lighthouse usually there will be a light on top of the building so example like

    this. This is a ship, so the lighthouse will be here, you can see the light here, it will

    make a turning to guide the ship so that they will know where is the place. Ok.

    number 3. Student 3, number 3 please.

    Student 3: The monsoon ___ helped to clean the haze.

    Teacher : The monsoon? Well number 3 the answer is what? The answer is A. Do you know

    what is a haze?

    Class : No.

    Teacher : How does a haze look like?

    Class : Smoke.

    Teacher : Its like a smoke, right? When there are smoke, you cannot see the things here. So,

    when there rain what will happen? The haze will go away. So, number 3 the

    answer is A. rain. Number 4, number 4. Could you please read the question

    together with the answer?

    Student 4: The wildlife ranger used a tranquiliser gun to shoot a dart at the spotted leopard.

    Teacher : The wildlife ranger a dart. Ya, the answer is C. leopard. The answer is easy. The

    answer is very easy. Look at the picture. Then, you will know what is the answer.

    Ok. Question number 5 till 7 will be under phrase level. Yes, Phrase level so

    pictures are there as a guide for you and erm.. for you to look for the answer.

    Mmm.. Student 5, will you read the question together with the answer please?

    Student 5: Haji Japar has a unique house. He built his house on wooden stilt fifty years ago

    and it is still standing strong.

    Teacher : Ok. Haji Japar has a unique house. He built his house on, on what? A. wooden

    stilts, B metal stands, C long sticks, D thin poles.

    Class : wooden sticks, AA

    Teacher : A right? Ya. So, the house is made of wood. So the answer is A. wooden stilts. C is

    a long stick. So what is a long stick? Can you imagine how a stick look like? You

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    imagine an old man. An old man who could not walk properly. Yeah, And he has a

    stick to walk isnt it? So, could you have the stick to build a house?

    Class : No.

    Teacher : No. of course you cannot. It is not strong enough to build a house. What about a

    thin pole? Do you know what is a thin pole? What does it look like? Very small,

    like, like the broom stick. Ok. Question number 6. Student 6, question number 6

    please.

    Student 6: The unique feature of the wooden house is that the floor, ___ were built without

    nails. Haji Japar spend

    Teacher : spends

    Student 6: spends most of his time resting on the ___of his house.

    Teacher : On the what? On the kitchen? Ok, look at the picture. Is it a picture of a kitchen?

    Look at the picture, airy verandah, airy verandah, ok, ok. Thank you Student 6.

    Now class, always remember, for section 5 to 7, you are suppose to look at the

    picture, try to understand what the picture is about, for example number 5, the

    house is made of wood, for sure, the answer should be A, right? Wooden stilts. It

    couldnt be metal stand or even long sticks or thin poles, all right? And number 6,

    the picture is about what? Window and, window and, window and doors. So, the

    answers its all right here. So, its very easy. Ok. And then number 7. Its a

    verandah right? Its a verandah. If its a kitchen, it will be er er roomy kitchen

    or spacious kitchen. So the answer is A. airy verandah. Because it says the fresh air

    from outside, isnt it? And so its a verandah, ok? All right. I put the answers here.

    Number 5 is A wooden stilts. Number 6. Class what is number 6?

    Class : Windows, doors, and windows.

    Teacher : Yeah, doors and windows. And number 7?

    Class : Airy verandah.

    Teacher : Its an open space isnt it? So the answer is A. Ok. Lets m. ok, can you copy the

    answer now? Ok? Ok. Now lets go on to the next section. Erm Question

    number 8 to 10. This one is very easy also. Why? Because you are given pictures

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    and a situation. Look at picture number 8. There are 2 ladies in the picture. The

    lady at the left side. She is What is she doing?

    Class : Fish

    Teacher : She is frying the fish. And what about the lady at the right side? Trying to, trying

    to slice up the veggie? Ok, how to get the answer is the question is look at the 4

    given choices. Here, A. Lina cuts the fish into small pieces. Now look at the picture.

    Is she her?

    Class : No.

    Teacher : No. B. Lina helps her mother to fry the fish. It can be the answer isnt it? Because

    the lady at the right is a mother isnt it? Lets look at the other answer. C. Lina cuts

    some potatoes for the curry.

    Class : No.

    Teacher : Ok. Does it look like a potato? Look at the picture on the right side. A lady is

    cutting a potato right? Um. Ok. and D. Lina helps her mother to clean the meat.

    Is it in the picture?

    Class : No.

    Teacher : No, ya. So, which one is the best answer?

    Class : B

    Teacher : Ya, B. Why B? Because Lina helps her mother to fry the fish. The girl in the left

    side is frying a fish. Look at the right side. She is frying the fish. So, number 8 the

    answer is B. Lina helps her mother to fry the fish. Ok, lets go on to question

    number 9. There is a man here. A man with a hat, is trying to pluck the fruit from

    the tree, right? Ok. Look at the answer choices given there. A Pak Halim is

    planting a mango tree. Is that the answer for her picture? Is that the answer for the

    picture.

    Class : No.

    Teacher : No, B Pak Halim is picking some oranges.

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    Class : Yes.

    Teacher : B. B, yeah. We go on to the other answer. C. Pak Halim is tending to his mango

    tree.

    Class : No.

    Teacher : No, its an orange tree and D. Pak Halim is arranging some oranges in a basket.

    Class : No.

    Teacher : No, so the answer is B

    Class : B

    Teacher : Yes, B. Pak Halim is picking some oranges. Ya, so number 9. The answer is also

    there. Did you check your OMR form, did I check or mark it wrongly or what?

    Class : No.

    Teacher : Ok. Now lets go on to question number 10. Ok. Now, picture number 10 shows

    that there are 2 boys here swimming in the, swimming in the

    Class : pool.

    Teacher : in the pool? Swimming in the river. It doesnt look like a pool.Ok. Now, lets go

    on to the choices of answers given there. A. Husam and Pit are fishing in the river.

    Class : No

    Teacher : No, they are not fishing. Class, are they fishing in the picture?

    Class :No.

    Teacher : No, they are not fishing. They are swimming, alright? B. Husam and Pit are

    swimming in the river.

    Class : Yes.

    Teacher : Ya. I think that is the best answer for question number 10. C. Husam and Pit are

    looking for crabs in the river.

    Class : No.

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    Teacher : Where can you see crab?

    Student : In the sea.

    Teacher : Ya, in the sea and D. Husam and pit are cleaning the polluted river.

    Class : No.

    Teacher : No. They are not cleaning. They are swimming in the river so the answer is also B.

    Ok. Now, lets go to question number 11. Question 11 till 15, you are given a

    picture with a situation and with a dialogue inside the picture. Ok? Picture number

    11, picture number 11. You can see that, There is a girl there. She says, Thank

    you ayah. And the father who is standing there. He is holding a bicycle. I think it

    is a bicycle. Why? Because she says Thank you ayah. Maybe its a gift for her

    birthday. Maybe its also a gift because she got A for her English paper. AhLets

    move on to the answers now. A. We are going to the dialogue for the partner. Ok.

    the dialogue for the partner. A. This bicycle is for you, Ruhil.

    Class : Yes.

    Teacher : B. Would you like this bicycle?

    Class : NO.

    Teacher : If you are Ruhil, what is it? Do u you have to think or do take it straightaway or

    how? And C. Cycling is a very dangerous activity.

    Class : No.

    Teacher :No. It doesnt match the questions right? D. Is this your bicycle?

    Class :No

    Teacher : If you are Ruhil, Thank you ayah. which one would you choose for the dialogue

    for the first part?

    Class : A.

    Teacher : The bicycle is for you Ruhil. So Ruhil will say Thank you ayah.So, the answer

    is A. Would you like this bicycle? Thank you ayah.. No. Cycling is a very

    dangerous activity. Thank you ayah. No. Of course A is the answer alright.

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    Number 11 the answer is A. Now lets go on to number 12. Mmm Ok. Now in

    the picture it shows the there are 2 girls and 2 turkeys there. 2 big turkeys there ya.

    And then the dialogue for the girls is They are turkeys. I think she might wanted

    to tell her friend what kind of animal right? What kind of animal does it, does it,have there? So, now, lets look for a dialogue for her friend here. Ok. A. Would

    like some roast turkey? They are turkeys. No kan? B. Those turkeys eat grains.

    They are turkeys. No. Definitely. C What are those birds?

    Class : Yes.

    Teacher : They are turkeys. Maybe this sounds right, right? D. Lets feed the ducks. Oh my

    gosh! So the answer should be C. What are those birds? because the y does look

    like birds, right? So the answer is C. Yes the answer C ok? D Now look at the

    picture. The turkeys. They look like peacocks right? Ok. Now lets go on to

    number 13. Number 13. Ok . Number 13. What happen here? Whats happening?

    Look at the girls. They are having their masks covering their mouth and their nose

    close. So, let see. Yes, I cant even see the buildings. Oh! maybe it was because

    of heavy haze, smoke, ya. Says the girl wearing baju kurung. So, A. Where is the

    smoke coming from?

    Class : NO.

    Teacher : Yes, I cant even see the buildings. Is that the correct answer?

    Class : No.

    Teacher : Ok. B. The haze is worst today isnt it?

    Class : Yes.

    Teacher : Yes, I cant even see the buildings. Can that be the answer?

    Class : Yes.

    Teacher : Yes. It could be ya. C. Who is burning their rubbish?

    Class :No.

    Teacher : Yes, I cant even see the buildings.

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    Class :No.

    Teacher :No, Its not correct. D. Its really hot, isnt it. Yes, I cant even see the buildings. Is

    this the answer?

    Class : No.

    Teacher : No. So, the answer is B. The haze is worst today isnt it? Ah.. So, number 13 the

    answer is B. Are you ok now?

    Class : Yes.

    Teacher :Any questions?

    Class :No

    Teacher : Are you sure?

    Class :Yes, sure.

    Teacher : Do you agree with me? All the answers. Do you agree? Am I not right? Not correct?

    All right, Now lets go on to number 14.

    Class : 14

    Teacher :Wow, what is this? Ok. There is a man here. He is holding a gun. He is holding a

    gun and a boy is in front of him. And then the boy says, Why are the chicken

    restless?So the boy is asking the question isnt it?So the man, hes a be giving an

    answer right? A. Shhh! There might be a fox in the coop.

    Class :Yes

    Teacher : B. But the turkey is trying to escape. They are chicken. Ya. They are chicken. C.

    its time to feed the chicken.

    Class :No/Yes/No

    Teacher : D. They want to escape.

    Class : No

    Teacher : SO which one do you think is the answer?

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    Class :A

    Teacher : Ya. The correct answer is A. Shhh! There might be a fox in the coop. That is why

    the chicken are restless ya. So, number 14 the answer is A. Ya. Ok. Thats all.

    Lets check whether you all got it correct. Ah. So what do you think about the

    paper? Was it easy? Difficult? Its easy right? Now lets go on to number 15. Ok

    now. There are 2 people in the picture. There is a man and a boy. ok? All right!

    And then, the boy and the man is pointing at the tree. And then the boy is asking

    him a question. What plant are those?. Ok. Now we are looking for answers an

    the right.. A They are cocoa plants.

    Class : yes.

    Teacher : B. They belong to Pak Man.

    Class :No.

    Teacher : C. Yes, that is an orange tree.

    Class :No.

    Teacher : And D. No, they arent cocoa plants.

    Class :No.

    Teacher : Mm So the answer is A. They are cocoa plants. It really answers the question ya.

    Do you agree with the answer?

    Class : Yes.

    Teacher : Any objection? No? All ok? Ok? Ermm. Now we go on to the next question.

    This section will be more on erm grammar. More on grammar. So, question

    number 16 to 20 will ask for grammar. Number 16. Can I have someone to read the

    question for me? You answer with the question you have read. 16.

    Student 7: My mother is a nurse. ___ works in a hospital. C She.

    Teacher : Ah ok,ok.. Ya, good. Ok, number 16 My mother is a nurse. Erm what is the

    personal pronoun?

    Class : She

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    Teacher : She works in a hospital. Yes. The number 16 the answer is C. She. Ok. Student 8

    number 17 please.

    Student 8: The harvester is a

    Teacher : The harvester, the harvester, class listen, the harvester.

    Student 8 : The harvester is a ___ invention. It saves time and energy.

    Teacher : The harvester is a what invention. It saves time and energy. A costly

    Class :No.

    Teacher : B useful

    Class :Yes

    Teacher : C careful

    Class :No

    Teacher : and D interesting.

    Class :No.

    Teacher : No. So, everyone say B useful. So, why is it useful? Why do you say that the

    harvester is an useful invention? Because it saves time and energy. Ok Thank you

    Student 8. Now lets go on to number 18. Gupta takes what cattle to the field.

    Student 9: B a herd of

    Teacher : Ok. Number 18 the answer is B. What is a cattle?

    Class : Cows.

    Teacher : Cows. So, a herd of is the suitable collective noun for the cattle.

    Elements Examples

    Formulaic Expression right?, Okay, yeah

    Hesitation Devices um ah

    Reformulation harvester

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    Appendix IV

    Teacher : Ok. Who?

    Student 1 : Stupid girl.

    (Laughing)

    Teacher : Why do we cant live without it? What is it?

    Classes : Water, Nature

    Teacher :Nature, why we cant live without Nature?

    Student 1 : Because if no nature, no water, no water no human.

    Student 2 : If there are no human

    Teacher : Ok. Nature makes us. Try to understand this. Why does Nature makes us?

    Student 2 : Nature have tree, water, and everything. If no Nature, no tree and we cannot

    breath.

    Student 1 :No tree, no plant, no human, no us.

    Teacher : Ok. Nature makes us. HOW does Nature makes us?

    Class : Oxygen!!

    Student 1 : If got nature, nature got animal then we get foods to eat lo.

    Teacher :Do you think you are a part of nature?

    Class : Yes.

    Teacher :Ok, you know what is nature. So, based on the poem here, I wanted you to

    draw a picture on what do you understand about nature. I repeat, Draw a

    picture about nature, down here. Kongsi. Cooperation together.

    Student 2 :Later I draw.

    Teacher :No,no,no,no,no. Everybody must draw.

    Student 2 : I draw an arts.

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    Student 3 : Mmm.

    Elements Examples

    Hedges I think

    Hesitation Devices erm,erm

    Formulaic Expressions Ok