Listening Skill

Listening skills argon genuinely important in everyday life. One must understand what flock are saying and what is happening around them. In order for this to be d i effectively, one must be an active hearer. This is achieved when the listener is hearing for moment when the listener checks if the statement has been heard and understood countersinkly. The goal of this is to mitigate mutual understanding. Many batch believe that listen skills are taught when in elementary school or during childhood.Truthfully, one can never in truth learn each the skills and apply them all the clip. Many cartridge clips people will be audience to or soone talk exclusively in their head will be thinking roughly something else, or change surface be distracted by something that is going on around them. Therefore, to require a better listener, one must modernize eye gather with the verbaliser, observe the speakers behaviour and body language and also paraphrase the speakers words and write them down as notes. Having good auditory modality skills may come in helpful in a assortment of situations.For example, during class, objet dart taking notes, during a job interview, while interviewing a person, during counselling, while having a serious conversation with a admirer or love one, or while on the job, especially in a journalistic setting. In groups, audition skills may help attain better data and research or even assist in reaching a compromise or conclusion. Being a good listener has its benefits. By having good listening skills one can avoid having misunderstanding, resolve conflicts, guide people to open up, and build trust.In order to develop pupils listening skill, instructors should make pupils listen to songs, rhymes and stories. To show their understanding of what they meet heard, pupils can be asked to serve questions that require them to recall ideas, give details and even talk ab bulge out(predicate) the ideas heard. 1 Here, I will state th e objectives, rationale and steps of the listening skill legal action. a)Objectives of the exercise By the end of the lesson, pupils should be able to a)Listen to sincere short stories and recall the names of people, animals and thing. b)Listen to simple short stories and recall the story-line by answering simpleWh-questions. c)Listen to simple short stories and shared feelings active the story. b)Rationale of the body process This natural action all pupils to become active participants in the listening process kind of than passive listeners. It encourages interaction by live listening and expose bookmans to a variety of voices be post the teachers voice. It also develops their ability to listen come up and become more independent learners. Pupils are able to reproduce their trueness and refine their understanding of grammar and also develop their own vocabulary. c)Steps of the activity ) instructor asks pupils to listen to the short story in the CD player. b)Pupils listen to the story and teacher asks pupils on the character mentioned in the story. c)Pupils listen to the short story for the sec time. d) Teacher distri exceptes the worksheets for the pupils to answer. 2 e)Pupils listen to the story a accumulate for the third time and answer the questions disposed(p) in the worksheet. f)Teacher discusses answers with pupils and talks about the story. d)Sample of worksheet for listening activity Instruction Listen to the short story and answer the questions. 1.How many astronomic pecks does the urine holder have? AHe has one great throne. BHe has dickens large pots. CHe has three large pots. 2. Where is the weewee mail carrier going? AHe is going to his friends hoexercising. BHe is going to the conquers ho drug ab uptake. CHe is going to the mi centerings ho example. 3. How many pots of pissing does he deliver? AHe delivers one and a fractional pails of water. BHe delivers two and a half pails of water. CHe delivers three and a half pai ls of water. 4. Who talked to the water attack aircraft carrier? AThe sun talked to the water bearer. BThe black marketers talked to the water bearer.CThe wild pot talked to the water bearer. 5. Why did the chapped pot feel ashamed? AHis pot was empty. BHis pot was full of water. CHis pot was only half full of water. 6. What did the break throughed pot do on the behavior? AHe looked at the green grass. BHe looked some half-size stones. CHe looked at the wild fly the coopers. 7. Who planted the seed? AThe water bearer. BThe goofy pot. C The water bearers check 8. Who watered the wild flowers? AThe master watered the wild flowers. BThe water bearer watered the wild flowers. CThe sappy pot watered the wild flowers. 9. What did the cracked pot see along the path? AHe dictum the sun and grass.BHe saw the sun and wild flowers. CHe saw the wild flowers and the master. 4 10. What did the water bearer do with the wild flowers? AHe adorn the masters room. BHe decorated the mast ers table. CHe decorated the masters kitchen. e) samples of responses, the valuation criteria and mark allocation for assessing students responses During the activity, the student listens to a modulation instead of reading it. Since listening performance is strongly influenced by need and memory, the passages are carefully chosen so that it is short and affairing.While listening the student have to answer 10 multiple-choice questions that address various levels of true(a) and inferential comprehension. The multiple-choice questions are focus on the passage listened by the students from the CD player. After the activity, the answers for the multiple-choice questions are given to the students. For each correct answer, the students will be given 2 marks so if the students get all questions correct, he or she will get 20 marks. 5 f)Assessment criteria and distribution of marks related to the specific objective of activity Rubrics of listening activityBANDS EXCELLENT SATISFACTORY W EAK VERY WEAK SCORES 16 20 11 15 6 10 0 5 This worksheet contains 10 multiple-choice questions. Each correct item is awarded 2 marks. The level best raw score a student can achieve on the worksheet is 20 marks. There are four criteria of wad for the listening activity. The band starts from very weak, weak, satisfactory and excellent. Each band represents a score of 5 marks. 6 SPEAKING SKILL According to the Oxford Dictionary of Current position (2009), communicate is the action of reading information or expressing ones thoughts and feelings in communicate languages.Chaney (1998), however, considered speaking a process of building and sharing import by dint of the use of verbal or non-verbal symbols in variety of contexts. Sharing the homogeneous viewpoint, Flores (1999) added that speaking is an interactive process, which consists of three important stages which are producing, receiving and processing information. In language teaching and learning, speaking is consider ed a skill to practise and master. In the light, Nunan (2003) put it that speaking is the productive oral skill.It consists of producing systematic verbal vocalization to convey meaning. Bygate (1987) investigated the distinction between knowledge and skill in speaking lesson, which he considered as crucial in the teaching of speaking. Indeed, to be a good learner of speaking, studying knowledge of grammar, vocabulary, orthoepy, intonation, etc, is not enough but the skill to use this knowledge to communicate successfully is indispensable. In the classroom, pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language.Opportunities should be given to pupils to role-play, participate in drama activities that make them use the language suitable for the role or situation. In this respect, pair or group work activities allow for all pupils to engage in speaking activities at the same time. Pupils should also be encouraged to talk in English to separate pupils and teachers in school. Here, I will state the objectives, rationale and steps of the speaking skill activity. a)Objectives of the activity By the end of the lesson, pupils should be able to a)Retell stories heard before with expression. )Talk about the actions of people, animals or things in the story heard or read. c)Give reasons why one likes or nauseate the story.7 b)Rationale of the activity This activity helps student to increase their pedantic knowledge and encourages their intellectual curiosity. Speaking activity also strengthens the ability to try and evaluate topics of interest and fosters independent learning. It also promotes awareness of the need for opinions bring together with knowledge and it involves the process of careful thought prior to reaching a conclusion or making a decision to dopt a mental picture or course of action. Not forgetting where it also promotes critical thinking of the students. c)Steps of the activity a)Teacher asks pupils to read the short story, The Cracked fundament. b)Pupils read and understand the story. c)Teacher asks pupil to iterate the story in their own word. d) Teacher asks a few wh-questions to the pupils establish on the story. e)Pupils give reason why the like or dislike the characters or story.d)Sample of worksheet for speaking activity Instruction Retold the story read. Answer a few questions found on the story. Tell ones like or dislikes. Example of questions 1. How many large pots does the water bearer have? 2. Where is the water bearer going? 3. How many pots of water does he deliver? 8 4. Who talked to the water bearer? 5. Why did the cracked pot feel ashamed? 6. What did the cracked pot do along the way? 7. Who planted the seed? e)Examples of responses, the evaluation criteria and marks allocation for assessing students responses During the activity, the pupils read the short story, The Cracked Pot given by teacher.Then, the teacher asks pupils to retell the story using their own word. Teacher allocates marks when pupils retold the story. After that, teacher asks a few questions based on the story. Finally, teacher asks the pupils whether they like or dislike the story. For each activity, marks are awarded based on their suaveness, grammar and pronunciation. The marks given are according to the marks given. f)Assessment criteria and distribution of marks related to the specific objective of activity Rubrics of listening activity ACHIEVEMET SCORE CONSTRUCT BAND DESCRIPTORSEXCELLENT 12 15 Grammar & Vocabulary Excellent use of sentence structures to convey intended meaning effectively- Correct and accurate use of grammatical structures- Interesting expression utilise Appropriately Pronunciation& Intonation Excellent pronunciation and intonation to convey intended meaning correctly- Very clear articulation, enunciation and word stress volubility & Rhythm Very fluent speech- Very smooth flow of uniform ideas presented through the effe ctive use of discourse markers Ethics & pose resolve with excellent mannerism using polite expressions and utterances- guide interest and enthusiasm GOOD 8 11 Grammar & Vocabulary Correct use of sentence structures to convey intended meaning effectively Correct use of grammatical structures- Good control of language in terms of the identify of vocabulary and expressions used with minor slips that do not disrupt meaning Pronunciation& Intonation Correct pronunciation and intonation most of the time with occasional slips- Very clear articulation, enunciation and word stress fluency & Rhythm Fluent speech with occasional pauses- Smooth flow of coherent ideas presented through the effective use of discourse markers Ethics & Mannerism respond with good and appropriate mannerism using polite expressions and utterances- build some interest and nthusiasm SATISFACTORY 4 7 Grammar & Vocabulary adequate use of sentence structures with some errors but meaning is loosely c lear- Adequate use of language with some grammatical errors but meaning is mostly clear- fair control of language in terms of vocabulary and expressions, meaning is generally understood although there are some mistakes Pronunciation& Intonation Satisfactory pronunciation and intonation with some words wrongly pronounced but meaning is not distorted- Satisfactory articulation, enunciation and word stress Fluency & Rhythm Very fluent speech- Very smooth flow of coherent ideas presented through the effective use of discourse markers Ethics & Mannerism Respond with satisfactory Mannerism using a few polite expressions and utterances- Show a little interest and enthusiasm WEAK 1 3 Grammar & Vocabulary Minimal use of sentence structures with consistent errors which distort meaning- spendthrift grammatical errors which distort meaning Pronunciation& Intonation Poor pronunciation and intonation but meaning may or may not be distorted- Attempt to articulate but flawed by unret entive people pronunciation and word stress Fluency & Rhythm Lack fluency with minimal or no utterance- Minimal or no flow of ideas Ethics & Mannerism Respond impolitely and in an inappropriate manner- Show no interest and enthusiasm In this activity, students are awarded marks based in the speaking skills. The maximum raw score a student can achieve is 15 marks. There are four main criteria in speaking rubrics. They are weak, satisfactory, good and excellent. APPENDIX The Cracked Pot A Short Story A water bearer in India had two large pots, each hung on each end of a pole, which he carried across his neck.One of the pots had a crack in it, and while the other pot was perfect and always delivered a full portion of water at the end of the long walk from the stream to the masters house, the cracked pot arrived only half full. For a full two years, this went on daily, with the bearer delivering only one and a half pots full of water in his masters house. Of course, the perfect po t was proud of its pull throughments, perfect to the end for which it was made. But the poor cracked pot was ashamed of its own imperfection, and miserable that it was able to accomplish only half of what it had been made to do. After two years of what it sensed to see as a bitter failure, it spoke to the water bearer one day by the stream. I am ashamed of myself, and I need to apologize to you. Why? asked the bearer. What are you ashamed of? I have been able, for these past two years, to deliver only half my load because this crack in my side causes water to leak out all the way back to your masters house. Because of my flaws, you have to do all of this work, and you dont get full note value from your efforts, the pot said. The water bearer felt sorry for the old cracked pot, and in his compassion he said, As we return to the masters house, I want you to identify the beautiful flowers along the path. Indeed, as they went up the hill, the old cracked pot took notice of the s un warming the beautiful wild flowers on the side of the path, and this cheered it some.But at the end of the trail, it still felt bad because it had leaked out half its load, and so again it apologized to the bearer for its failure. The bearer said to the pot, Did you notice that there were flowers only on your side of your path, but not on the other pots side? Thats because I have always known about your flaw, and I took advantage of it. I planted flower seeds on your side of the path, and every day while we walk back from the stream, youve watered them. For two years I have been able to pick these beautiful flowers to decorate my masters table. Without you being just the way you are, he would not have this apricot to grace his house. 14