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ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
Question : 1
Class : Year 6
Enrolment : 24
1.6.2 Listen to simple text or story and talk about the text.
i)Acquire vocabulary and understand the meaning of words and phrases in context.
ii)Obtain information from text listened to in relation to main ideas,specific details and
sequence.
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N.HASLIDA BT N.ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
Set Passing the 1. Pupils greet the teacher and teacher greets back. Teaching
Induction message Aids –
5 minutes 2.Teacher calls out 10 pupils to the front of the
classroom. Envelope
Presentation Story of 1.Teacher asks the pupils to listen to the tape Radio
“The Stone recorder carefully.
20 minutes Cutter” by Tape
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N.HASLIDA BT N.ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
Andrew Lang 2.Pupils listen to the story ,”The Stone Cutter” in recorder
silent. of the story
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N.HASLIDA BT N.ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
20minutes Exercise 2.Each group is given a mahjong paper which paper with
contains questions.
questions.
Group 1
Answer the questions.
Group 2
Complete the sentence with the correct answer.
Group 3
Complete the sentence with the correct phrase
given.
Group 4
Fill in the blanks with the correct words.
Evaluation Work sheets 1.Teacher provides the work sheets according to Work
pupils ability.
15minutes Advanced sheets
Answer the 2.Pupils answer the given exercise.
question.
3.Teacher walks around the class and guides the
Average pupils.
Complete the
sentence with
correct answer.
Below Average
Complete the
sentences with
the given
phrases.
Closure Quiz 1.Teacher questions the pupils about the story. Rewards
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N.HASLIDA BT N.ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
Question 2
in Malaysia. It is anticipated that with the trend of globalization, this country will face
more stiff competition from other foreign countries. Thus, Malaysian students should be
well equipped with a solid education foundation and in training to remain competitive;
Malaysia, English is extensively used in education system from the primary up to tertiary
level. It is also widely used in various professions such as the medical, engineering, legal
English so that they can use the language efficiently for academic purposes and later in
professional setting.
Students who are proficient in English will have better chances to be employed
by multinational companies after they have graduated. It is because the employers do not
simply look at their excellent academic results but also their proficiency in the second
language. Companies nowadays do not only select the best graduates who can deliver
technical skills but also those that possess soft skills. These soft skills include the ability
to communicate in English effectively. In fact, even job interviews are now conducted in
English. Thus, confidence in speaking is very important to graduates because it can prove
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N.HASLIDA BT N.ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
that they are the suitable candidate for the job. In a nutshell, English becomes the second
most important language to the students. It is because they need to master the language in
order to excel in their study and to prepare them for the competitive job market. They
have to compete with other graduates who not only have good academic qualifications
but also good communication skills in English. Employers will choose the best
Through many research and development studies carried out with fellow peers and
teachers have revealed there are many reasons for Malaysian students having problem
The first main reason is social – cultural reason. As Malaysia is well known as a
Metropolitan city with major three races formed the country, each ethnics having their
own ideology in terms of communication aspects. For the Malays , they are more found
of speaking their mother tongue language Bahasa Melayu. One third of their ethnic are
still living in suburban or in country sides, where development has not taken place. They
are more adapted to activities involving agriculture. They do not have enough
infrastructure facilities such as modern schools or library to learn. These factors resulted
the Malay students were not capable or often have problems with English speaking
activities.
As for the Indian community adopted here from India as laborers in rubber
Estates similarly having the same course of English speaking problem. As rubber tapper
in estates which has no facilities most of them were stranded out of the region. They
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HBEL2103 TEACHING OF LISTENING AND SPEAKING
stayed far behind the developments such as school and other activities. All of them prefer
to speak in Tamil. So this has resulted the students having problem in English speaking.
As for the Chinese ethnic group they are more fund of sending their children to Chinese
schools rather then to any other schools. So they are not capable to speak in English. Yet
in early stages this ethnic group were mainly mingling as tin mining workers. These
ethnic groups seldom come out of their own community and mingle around with other
ethnic groups. This as resulted the particular group to communicate in their own mother
Malay Language. Such disregard, has basically make any student at school failed to
Discover the essence of English not only as a subject thought in schools but far over as a
robotics research. They failed to understand the truth that all information pertaining to
above skills are written in English. Besides that students are still reluctant of speaking
bombastic English in classrooms. Even if they speak, the teachers manage to understand
regretfully continue to speak in multi lingual languages. There are instances when a
secondary school students unable to speak up in simple tense of English. We can look
for those occurrences alike in most schools in rural areas of east coast of Kelantan,
Terengganu, Sabah and Sarawak are very poor not only in speaking English but unable
to write simple sentences in English. They were left behind in the subject as the policy
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N.HASLIDA BT N.ALI (760609-03-5388)
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makers failed to ensure the importance of English in schools. Well, I am not criticize
the law maker but ultimately the trend of education has to be revised for the betterment
of students. The law makers or the ruling parties should aware the needs of our current
market trend depending more towards a skilled student with good command of English.
Our country encourages foreigners as far as from the United States and United Kingdom
they are depending to a nation where its population speaks in English. I propose that from
now onwards we should encourage our students to speak in English thus by creating an
awareness of the language. For long time such an unethical policy has had ended up with
The third reason is due to lack of qualified English teachers in most of the schools.
Well, we could read articles in news papers and magazines writing about shortage of
English teachers. Most of these teachers, let it be from collages or universities reluctant
Or refrain themselves to teach in a rural area schools in Sabah, Sarawak due to lack of
Transportation facilities. Furthermore these schools are far inside the forest and out of
Modern facilities. Schools here are often erected of wooden made structures, fear of wild
Animals are also the contributing factors. As a result those student learning in rural
Schools are almost in backward situation in speaking English and they are fear of
English language. Nevertheless the teachers can employ to encourage their students to
The teachers can encourage to rebuilt the mind-set of fellow students getting out of a fear
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Awareness activities such as story telling time, promote public speaking among students,
And introduce the Toastmasters program in their respective schools so that the students
are more diligent and capable to speak in English without fear. The Toastmasters
program is very important and it is filled with lots of fundamental funs and enjoyments
On the other hand besides teaching English as a subject in schools, teachers must
ensure to emphasize their students on the importance of English language and the role of
English for their future career development. The teachers must explain very clearly and
with care to students the needs of present or current world in terms of high learning
Understand to succeed in those fields they must be fluent in English. For an example
Some students ambitious to become a commercial pilot but at the same time unaware
the entry qualification that sets a credit in English to enroll as a cadet pilot.
Such the teachers are the one who should encourage their students to speak in English.
Teachers must develop a demerit system for students in their schools. A system
That allows teachers to identify between the well speaking students in English and
Vise versa. As for creating this system the teachers can conduct an oral session for their
Students. Through this session teachers can identify students with problems in speaking
In English. After identifying the result, teachers can focus on poor students to give them
a chance by organizing intensive English classes after school hours or in week ends.
The teachers should brainstorm their students and adopt an easy way of understanding
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Student a confident enough to speak, the teachers may conduct oral examinations in their
Respective schools. Then they could evaluate how much the students had learned from
The program. If the students are still unable to cope with the techniques then the teachers
may adopt alternatives guide lines to improve the students to speak in English. Some of
language. Problems may arise for students' who may not be familiar with the various
context of language use. By means of getting acquainted with the various cultures of
Englishes and updating their knowledge about language learning, students may be better
use of language for meaningful purpose. It is important that the second language
about learning the rudiments of the language but also various cultural refinements.
Students must be made aware of formal and informal language use. They should be
mindful as to when they can resort to colloquial language and when formality is
necessary. Lastly students need to be made aware that mastering English does not mean
As a conclusion to the above essay, I strongly believe that the task of generating
the future of English speaking among Malaysian students in their schools is not only
dependable on teachers. The teachers are only play the role of tools to insert data
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for students. The community that surrounding the environment of the students is also as
important as teachers to teach and educate students to speak English at home. I believe
the learning process starts at home before entering to schools. Parents are also need to
play their role well to together with teachers and students to rebound a skillful English
speaking students in the future. On the other hand the role of the government is also
pertinent in order to ensure students are aware of the importance of English not only as a
medium to pass the examination but as a live style that develop their career in future.
Overall we should not forget that English is the only medium accepted as an
International language by all the races, ethnics groups regardless of any religions.
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HBEL2103 TEACHING OF LISTENING AND SPEAKING
REFERENCES
http://en.wikipedia.org/wiki/communicative_language_teaching.
http://www.usingenglish.com/teachers/articles/importance-english-language.htm
http://www.english-test.net/forum/topic24334.htm
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N.HASLIDA BT N.ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
TABLE OF CONTENT
1.LESSON PLAN
2.ESSAY
WORKSHEET
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ADVANCED GROUP
1.Where does the stone cutter cut out the stone slabs?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
3.How many wishes did the mountain spirit grant the stone cutter ?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
WORKSHEET
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AVERAGE GROUP
1.Where does the stone cutter cut out the stone slabs?
3.How many wishes did the mountain spirit grant the stone cutter ?
WORKSHEET
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HBEL2103 TEACHING OF LISTENING AND SPEAKING
1.Where does the stone cutter cut out the stone slabs?
The stone cutter cut out the stone slabs from the side of a………………….
……………………
3.How many wishes did the mountain spirit grant the stone cutter ?
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