BASIC SKILLS IN ENGLISH U.P Binoy PGT (English) FACULTY, ZIET Mysore
"We are given two ears but only one mouth, because listening is twice as hard as talking."
Content Layout • IMPORTANCE OF LISTENING FOR CHILDREN • LISTENING- CLASS SPECIFIC SKILLS ( NCERT Source Book of Assessment) • LISTENING- KEY TEACHING POINTS- Classroom tips • LISTENING – MAKING IT WORK IN THE CLASSROOM • LISTENING ACTIVITIES • Assessment Specifications
BASIC SKILLS IN ENGLISH LSRW • Listening • Speaking • Reading • Writing
LISTENING SKILLS • Receptive but Active Skill • Major part of Learning through listening • Listening : The Natural way of • learning • First skill in the learning of a language. • Learning by imitation • Need to follow correct models-Early stage of Language acquisition
IMPORTANCE OF LISTENING FOR CHILDREN Children need planned opportunities to listen and respond to different speakers – including friends, the whole class and a range of adults, as well as to radio and TV broadcasts. For children new to English, it is particularly helpful to support listening by providing non-verbal cues including illustrations, models and actions. This is particularly applicable to children in the KV Context.
LISTENING- KEY APPROACHES • Avoid repeating what children say, and expect others to respond. • • Devise activities where, to complete the task, all children need to have contributed what they know. • • Do not repeat instructions. • • Sometimes speak quietly. • • Insist children respond to the last speaker (this may need to include wait time). • • Make sure children answer the question they are asked, e.g. how or why or what, and do not accept vague replies. • • Encourage children to speak audibly so all can hear, making teacher rephrasing unnecessary.
Listening – Making It Work In The Classroom Listening needs to be explicitly taught and reinforced throughout the curriculum. When listening, children are: • hearing models of language in use; • learning about how speakers use gesture, volume, tone; • observing how, in groups, speakers interact, take turns and influence others. In developing their skills in listening, children need to learn to: • ask questions to clarify what they have heard; • build on what others say; • evaluate what has been said; • respond non-verbally, e.g. by nodding or maintaining eye contact
LISTENING- KEY APPROACHES … Encourage active, responsive listening • Give a purpose for listening in advance. • Present material clearly with prompts to support listening, e.g. using voice to signal changes in focus, emphasising key words. • Demonstrate active listening, e.g. eye contact, asking questions, quick recapping. • Help children identify features of language, gesture and non-verbal cues which help the listener. • Ask children to reflect on how they listened. • Practise strategies to structure listening, e.g. physical responses to mark key points, forming mental pictures, thinking of a question to ask.
Children show they have listened and understood when they: identify the gist of an account; • recall main ideas; • re-present information; • follow instructions correctly; • make relevant comments and responses; • respond to others, maintaining communication; • ask questions to clarify understanding; • notice significant uses of language; • create new meanings based on what they have heard.
Listening Context Conversation/Dialogue, Description of person, place object Narration: story telling, personal experience …. Direction/Instruction/Advice Commentary, News Bulletin,, Advertisements Media Programmes-Cookery show , talks on specialized areas, discussions Announcements, Broadcast Extempore, Elocution, Lectures, Recitation, declamation, Role Play, Monologue Anecdotes Answering Questions, Social Interactions etc.
Social Functions of Listening AREAS OF LANGUAGE FUNCTIONS
Greeting and Introduction _ Formal and Informal • Partings Formal and Informal • Making Requests- Formal and Informal • Asking for and giving Permission • How to refuse/deny permission • Offering help/ Asking/ Accepting help/declining help • Asking for Giving /receiving instructions and directions • Initiating conversation/Interrupting /Sustaining conversation/Closing conversation/Participating in conversation/Seeking clarification
Cont’d….. 9.Excuses and apologies /Giving an opinion 10. Delivering a speech 11.Describing people, places, events, things. 12. Telephone conversations- handling calls/leaving message 13. Asking for and giving information 14. Agreeing and disagreeing/ supporting or opposing 15. Making or changing appointments 16. Invitations 17. Misunderstandings 18. Making complaints & handling complaints 19. Compliments and congratulations etc.
CLASS SPECIFIC LISTENING SKILLS-NCERT Source Book on Assessment- English
Sub skills of Listening Sub skills need to be developed in the every day classroom transactions
Sub skills of Listening • Listening for Specific Information • Listening for general understanding • Predictive Listening • Inferential Listening • Listening for pleasure • Intensive /Academic Listening • Evaluative Listening • Evaluative Listening.
Stages for the Listening Activity • A) Before “listening” students: • accept that listening is an “active” (vs. a • “passive”) undertaking • - are introduced to the concept & we find out • what we already know as well as what they • want to know • - understand the activity • - predict what’s going to happen during and • - after a lesson/activity • - know what they are listening for • - are preloaded with an understanding of the • necessary vocabulary
B) While “listening” (during) students • give their full attention; demonstrate interest • are aware of purpose; know what they are listening for • know whether they are listening for the • main idea, for details, for emotions, • for opinions, to infer, to predict, to follow • instructions, to evaluate, to emphasize, etc.
search for meaning; try to make • connections; try to relate in some way • to what is being said/heard • - are encouraged to listen with and • not ahead of the speaker/text • - are encouraged to listen • optimistically be open minded – work • hard, work smart, work “happy” • - stop and check their understanding; • the goal is for students to learn to • - self-monitor
After “listening” students: • discuss what they heard/understood- ask questions- summarize, analyze, evaluate; share • facts & form opinions- build on the ideas presented as well • as on the ideas of others
Frame work of a Listening Activity Listen and Repeat Listen and Speak Listen and Write Listen and Do
Identifying Listening Context from Lessons Examples from Class I - V GW
Developing Listening Skills Through • School Climate: Various • situations • Social Climate: • Media • Songs
Listening & Integration of Skills Listening Speaking Reading Writing
Assessment of Listening Skills • NCERT Source Book • Oral Assessment • Through worksheets • Through TPR • Activities: Dictation, Giving Instructions, Story telling, Asking questions etc.
Activity/Assessment Worksheets & Question Types MCQs Yes or No Tru or False Completion Very Short Answer questions to answer in a word or pharase
Nature of Questions • To find specific information • To find general information • Locating in Maps/Floor plans, • Following Directions, instructions; • drawing figures….. • Identifying series, persons, figures etc. • Predict/infer/evaluate from context/character etc.
Listening : Learning Outcomes • The learners will • listen to a wide range of oral texts, summarize, record and respond to them. • be able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations. • listen to and share ideas , viewpoints and reflect an understanding of concepts .
initiate ideas and continue communication in response to listening to a text. exhibit comprehension of oral texts by recording main or supporting ideas. listen critically for specific information, follow instructions and directions. distinguish between facts and opinions, make inferences and judgments.
Resource Management for Developing Listening • Voice Recording using Mobile/ Software Audacity • http://www.englishpod.com/,http://www.elllo.org • http://www.eslcafe.com, http://www.esl-lab.com • http://www.youtube.com , http://www.nytimes.co m • http://www.voa.com, , http://www.bbc.com, www.dreamenglish.com, www.manythings.org • www.anglolink .com, www.kidscamp.com • www.bbclearnenglishkids.com etc.
OBJECTIVES The learners will be able to communicate confidently and effectively in spoken language in a wide range of situations. speak confidently in public and participate appropriately and effectively with others in a conversation. exhibit skills of making oral presentations. be able to prepare, organize and deliver an engaging oral presentation. identify and use appropriate vocabulary. use the appropriate tone, posture, gestures, pause and maintain eye contact while speaking.
SPEAKING FOCUS : SUBSKILLS Describing, Narrating Announcing , expressing one’s point of view, speech, declamation, reciting, monologue, playing roles, debate, discussion, collecting/sharing/exchanging information, telephone conversation/dialogue delivery, reporting, instructing, directing, suggesting, enquiring, demanding etc.
SOCIAL RELATIONS SKILLS THROUGH CONVERSATIONS AREAS OF LANGUAGE FUNCTIONS • Greeting and Introduction _ Formal and Informal • Partings Formal and Informal • Making Requests- Formal and Informal • Asking for and giving Permission
AREAS OF LANGUAGE FUNCTIONS • How to refuse/deny permission • Offering help/ Asking/ Accepting help/declining help • Asking for Giving /receiving instructions and directions • Initiating conversation/Interrupting /Sustaining conversation/Closing conversation/Participating in conversation/Seeking clarification
Excuses and apologies /Giving an opinion • Delivering a speech • Describing people, places, events, things. • Telephone conversations- handling • calls/leaving message • Asking for and giving information • Agreeing and disagreeing/ supporting or • opposing
Making or changing appointments Invitations Misunderstandings Making complaints & handling complaints Compliments and congratulations etc.
Developing Speaking Skills Activities • 1. Descriptions: Person/Place/objects • 2. Picture Description Prompts • 3. Story Prompts • 4. Speaking Prompts • 5. Role Play Enacting • 6. Group Discussion • 7. Prepared speech/ elocution • 8.Just A Minute/Pick up and say
Extempore, Debate, Monologue, • Declamation • Recitation, Quiz, Telephone conversation • Talk show, Panel Discussion, Interview , • Turn Coat, Advertisement, Meet the • Press/author/character, • Talk on specific topic, Giving Instructions, • Directions, Narration. • Show and Speak, Discourse Chain
Pronounces all the sounds correctly CLASS IV (especially in L2) and is aware of the pitch/intonation differences (rising tone/ falling tone). • Participates in dialogues, role-plays, etc. • Answers questions about the ideas presented. • Can talk about personal opinion and support it with example or details. • Can produce an oral text in a logical sequence
CLASS V Makes use of different intonations. • Shares experiences, observations and ideas during structured group talks. • Can express and respond to opinions and ideas clearly, concisely and accurately. • Can support own opinions, conclusions, etc. with examples. • Can carry out conversations on day-to-day matters.
METHOD OF ASSESSMENT Speaking Response and Performance in informal settings Classroom activities / formal testing through listed speaiking activities: Prepared Speech, Dialogue/conversation, role play etc.