Assgnm Bi Shikin

N.HASLIDA BT N.
ALI (760609-03-5388)
HBEL2103 TEACHING OF LISTENING AND SPEAKING
Question : 1
Class : Year 6
Enrolment : 24
Time : 80min.; 9.00am – 10.20am Date/Day: 28.9.2010/Tuesday
Theme : World Self/Stories/Knowledge
Topic: Story – The Stone Cutter
Language Skills Curriculum Specifications
L 1.3.1 Listen to key words and phrases heard.
1.6.1 Listen to and understand descriptions and answer

Wh – questions.
1.6.2 Listen to simple text or story and talk about the text.
S 2.3.1 Respond to simple questions
W 4.5.2 Form simple sentences by matching sentence parts.
4.5.3 Construct simple sentence with guidance and

independently.
Language Content : Grammar/Vocabulary/Sound System
Behavioura Objectives : By the end of the lesson pupils should be able to :
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.
iii)Complete texts with the missing word,phrase or sentence.
iv)Construct simple and compound sentence with guidance and independently.
Page 1
N.HASLIDA BT N.ALI (760609-03-5388)
Previous Knowledge : Pupils have heard to stories in previous lessons.
Teaching Aids /Materials : Envelope containing a sentence,radio ,tape recorder,

CD player,magic box, mahjong paper and
work sheets.
Moral values : Be thankful
Education Education/ Thinking Skill : Giving details / Interpersonal
Stage / Content Teaching/Learning Activities Remarks

Time
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
3. Teacher asks the pupils to stand in a row and containing a

gives an envelope to the first pupil.
sentence.
4.The first pupil reads the content of the envelope
quietly and gives back the envelope to the
teacher.
5.The first pupil will whisper the message from

the envelope to the second pupil and the action is
repeated until the last pupil in the row.
6.The last pupil will state the message she heard

loudly.
7.The teacher will read the sentence from the

envelope and compare it with the message stated
by the last pupil.
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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Andrew Lang 2.Pupils listen to the story ,”The Stone Cutter” in recorder
silent. of the story
3.Teacher questions the pupils about the overall “The stone

of the story. Cutter”
4.The pupils listen to the story for the second

time.
4.Later pupils listen to the story paragraph by

paragraph.
5.Teacher questions ( wh questions)the pupils

orally about the story.
Practice Answer 1.Pupils sit in a big circle. Teaching

Comprehension
15minutes questions 2.Teacher explains the rules of the game. Aids –
based on the
story 3.Pupils pass the magic box while the music is on. CD player
“The Stone
Cutter” 4.A pupil chooses a number when the music stops Magic box
from the magic box.The number represents a
question about the story.
5. The teacher will read out the question for the

particular number.
6.The pupil answer the question orally and

teacher will guide her to answer.
7.Teacher reads the question and all the pupils

repeat the answer.
8.Activities 3 – 7 are repeated until all the

questions have been answered correctly.
Production Comprehension 1.Teacher divides the pupils into 4 groups. Mahjong
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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.
(sample of questions refer to attachment)
3.Each group will present their work in front of

the class.
4.Teacher evaluates and corrects the pupils work.
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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5 minutes 2.Pupils answer the questions orally. A pencil
3.Pupils who answer the questions correctly are each.

rewarded.
Question 2
English is the language of international communication and it is widely used
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;
including the ability to communicate in English. As a second most important language in
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
and business. Therefore, it is very crucial for Malaysian students to be proficient in
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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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
candidates who are proficient in English to meet the demands of globalization.
Through many research and development studies carried out with fellow peers and
teachers have revealed there are many reasons for Malaysian students having problem
speaking English in classroom.
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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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
tongue and English speaking is conceded difficult.
The second reason is due to our education policy. As we know English is an
international language , our policy do not emphasizes English Language as important as
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
career development constructing a better future in terms of modern biotechnologies and
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
or identify mistakes or errors in vocal pronunciations and grammar usage. Thus
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
Page 7
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
To do investments but unfortunately compromised the importance of the investors that
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
students facing problems in speaking good English.
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
speak in English in their classrooms by adopting the facts as appended below.
The teachers can encourage to rebuilt the mind-set of fellow students getting out of a fear
of socio cultural reasons in speaking English. Schools may conduct an English
Page 8
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
for the students to participate in a world class program of toastmasters.
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
process in medicines, bio chemicals and information technologies. Students should
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
English as a communication language in classrooms. As to ascertain whether the
Page 9
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
the students need certain time frame to improve themselves.
It is obvious that sociolinguistic competence offers more insights in learning a
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
able to accomplish the goals of engaging themselves in the pragmatic,authentic,functional
use of language for meaningful purpose. It is important that the second language
instructors in Malaysia be familiar with sociolinguistics. Teaching language is not just
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
knowledgeable as to appropriate expressions for different context. Students must 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
acquiring native proficiency, but rather having universal intelligibility.
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
Page 10
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.
Page 11
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
Module OUM – Introduction To English Language Teaching,October 2009,
Page 12
TABLE OF CONTENT
1.LESSON PLAN
2.ESSAY
WORKSHEET
Page 13
ADVANCED GROUP
Answer the questions.
1.Where does the stone cutter cut out the stone slabs?
………………………………………………………………………………
………………………………………………………………………………
2.When does the stone cutter change his opinion?
………………………………………………………………………………
………………………………………………………………………………
3.How many wishes did the mountain spirit grant the stone cutter ?
………………………………………………………………………………
………………………………………………………………………………
4.What was the stone cutter’s final wish?
………………………………………………………………………………
………………………………………………………………………………
5. What is the moral of the story?
………………………………………………………………………………
………………………………………………………………………………
WORKSHEET
Page 14
AVERAGE GROUP
Complete the sentence correctly.
The stone cutter cut out the stone slabs from……………………………….

………………………………………………………………………………
The stone cutter changed his opinion after………………………………........

………………………………………………………………………………...
The mountain spirit granted the……………………………………………

………………………………………………………………………………
The stone cutter’s final wish…………………………………………………

………………………………………………………………………………
The moral of the story is……………………………………………………

………………………………………………………………………………
WORKSHEET
BELOW AVERAGE GROUP
Page 15
Complete the sentence with the correct phrase given.
The stone cutter cut out the stone slabs from the side of a………………….
……………………
The stone cutter changed his opinion after he went to a……………………..

…………………………….
The mountain spirit granted the stone cutter …………………………………

…………………………
The stone cutter’s final wish was to be ………………………………………

……………………………
The moral of the story is to be satisfied with what we have and…………….

……………………………
six wishes rich man’s house who we are
big mountain a man again
Page 16

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N.HASLIDA BT N.

Time : 80min.; 9.00am – 10.20am Date/Day: 28.9.2010/Tuesday

Theme : World Self/Stories/Knowledge

Topic: Story – The Stone Cutter

Language Skills Curriculum Specifications

L 1.3.1 Listen to key words and phrases heard.

1.6.1 Listen to and understand descriptions and answer

S 2.3.1 Respond to simple questions

W 4.5.2 Form simple sentences by matching sentence parts.

4.5.3 Construct simple sentence with guidance and

Language Content : Grammar/Vocabulary/Sound System

Behavioura Objectives : By the end of the lesson pupils should be able to :

iii)Complete texts with the missing word,phrase or sentence.

iv)Construct simple and compound sentence with guidance and independently.

Previous Knowledge : Pupils have heard to stories in previous lessons.

Teaching Aids /Materials : Envelope containing a sentence,radio ,tape recorder,

Moral values : Be thankful

Education Education/ Thinking Skill : Giving details / Interpersonal

Stage / Content Teaching/Learning Activities Remarks

3. Teacher asks the pupils to stand in a row and containing a

5.The first pupil will whisper the message from

6.The last pupil will state the message she heard

7.The teacher will read the sentence from the

3.Teacher questions the pupils about the overall “The stone

4.The pupils listen to the story for the second

4.Later pupils listen to the story paragraph by

5.Teacher questions ( wh questions)the pupils

Practice Answer 1.Pupils sit in a big circle. Teaching

5. The teacher will read out the question for the

6.The pupil answer the question orally and

7.Teacher reads the question and all the pupils

8.Activities 3 – 7 are repeated until all the

Production Comprehension 1.Teacher divides the pupils into 4 groups. Mahjong

(sample of questions refer to attachment)

3.Each group will present their work in front of

4.Teacher evaluates and corrects the pupils work.

5 minutes 2.Pupils answer the questions orally. A pencil

3.Pupils who answer the questions correctly are each.

English is the language of international communication and it is widely used

including the ability to communicate in English. As a second most important language in

and business. Therefore, it is very crucial for Malaysian students to be proficient in

candidates who are proficient in English to meet the demands of globalization.

speaking English in classroom.

tongue and English speaking is conceded difficult.

The second reason is due to our education policy. As we know English is an

international language , our policy do not emphasizes English Language as important as

career development constructing a better future in terms of modern biotechnologies and

or identify mistakes or errors in vocal pronunciations and grammar usage. Thus

To do investments but unfortunately compromised the importance of the investors that

students facing problems in speaking good English.

speak in English in their classrooms by adopting the facts as appended below.

of socio cultural reasons in speaking English. Schools may conduct an English

for the students to participate in a world class program of toastmasters.

process in medicines, bio chemicals and information technologies. Students should

English as a communication language in classrooms. As to ascertain whether the

the students need certain time frame to improve themselves.

It is obvious that sociolinguistic competence offers more insights in learning a

able to accomplish the goals of engaging themselves in the pragmatic,authentic,functional

instructors in Malaysia be familiar with sociolinguistics. Teaching language is not just

knowledgeable as to appropriate expressions for different context. Students must be

acquiring native proficiency, but rather having universal intelligibility.

Module OUM – Introduction To English Language Teaching,October 2009,

Answer the questions.