Wk.1 & 2 - PPG Tslb3063 Developing L&s
Wk.1 & 2 - PPG Tslb3063 Developing L&s
2.1 SYNOPSIS
This topic aims to help course participants to identify and relate listening
and speaking skillls in theMalaysian primary school syllabus, enhance
their knowledge on developing listening and speaking skills and explore
the techniques in the teaching of listening and speaking skills. It consists
of information on listening and speaking skills and some reflect and
review sections. Some exercises are included for further reinforcement on
the topic. Some suggested useful websites addresses are provided at the
end of the moduleto give additional support to course participants.
2.3 CONTENT
Introduction
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
Let us look at a comparison between the KBSR and KSSR to identify and
understand the role of Listening and Speaking in our Primary school syllabus.
KBSR KSSR
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
In the initial stages of learning English, pupils will have the opportunity to
listen to meaningful English input, in the form of stories or oral descriptions by
teachers based on graphic texts. Through listening, pupils become familiar
with words that willl be introduced in their early reading and writing lessons.
The emphasis in the initial stages willl be on vocabulary acquisition.
The curriculum content for Year 1,2 and 3 encompasses listening and
speaking, reading, writing, language arts, grammar and word list. In KSSR,
the listening and speaking component is taught simultaneously as one
component. Let us look into the details of this content in the listening and
speaking component.
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
Exercise 1
Look through the KBSR and the KSSR English language Syllabus for Year
1 and Year 2.
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
Exercise 2
Read the narrative below carefully and identify the top-down and
bottom-up processes in listening. Refer to Brown (2001) for more
exercises.
The obscene phone calls gave her hope until the number was
changed. She thought about calling a door-to-door salesman but
decided to hang up a clothesline instead. It was the installation
of blinking neon lights across the street that did the trick. She
eventually framed the ad from the classified section.
Questions to ponder:
What process do you think is involved when you read the above
passage? When do you use the top-down processing? When
do you use the bottom-up processing?
Top-down processing ?
Refers to the use of background knowledge in understanding the meaning of
a message.
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
Bottom-up processing ?
Refers to the use of incoming data as a source of information about the
meaning of a message (decode)
(Richards, 1990)
Micro-skills of Listening Comprehension
Listening Strategies
Looking for key words
Looking for non-verbal cues to meaning
Predicting a speakers purpose by the context of the spoken discourse
Associating information with ones existing cognitive structure
(activating background knowledge)
Guessing at meanings
Seeking clarification
Listening for the general list
Various test-taking strategies for listening comprehension
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
-Guessing information
-Skimming and scanning
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
a. Beginners
b. Intermediate
c. Advanced
C. Speed of delivery
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
There are numerous activities to choose from for developing listening skills.
Lund (1990) has categorised them according to nine responses that can be
observed as comprehension checks:
Read the following activities and decide which of the following activities
are most suitable for beginners, intermediate and advanced students?
a. Interactive Activities
b. Top-down Activities
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
c. Bottom-up Activities
Have the skills integrated at the different stages of the lesson : Pre-task
While-task, Post-task
Listening Strategies
Guessing meanings
Seeking clarification
Brainstorming
Think-Pair-Share
Mind Mapping
Team Interview
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
List the number of people involved and their function in the script
TEACHING OF SPEAKING
Clustering
Redundancy
Reduced forms
Performance variables
Colloquial language
Rate of delivery
Interaction
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
- Beginners:
-intermediate / advanced:
Logic puzzles
Picture-based activities
Extemporaneous speaking
e. Communicative Tasks
lgp/wsl/kj 2012
TSLB 3063 Teaching of Listening and Speaking Skills
in the Primary ESL classroom
Information gaps
Jigsaw activities
Surveys
Guessing games
References
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge:
Cambridge University Press.
Nunan, D., & Miller, L. (Eds.). (1995). New Ways in Teaching Listening.
Alexandria, VA:
Further Readings
Websites
Click on the links below for more information:
Teaching of
Speaking :http://www.nclrc.org/essentials/speaking/developspeak.htm
http://www.teachingenglish.org.uk
http://skstt.files.wordpress.com/2011/01/02-year-1-guide-book.pdf
lgp/wsl/kj 2012