140109971 tsl3105 notes compilation by bullet ians

8/13/2019 140109971 TSL3105 Notes Compilation by BULLET Ians

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#PrayForPalestine :) -compilation from various sources-

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TEACHING LISTENING ANDSPEAKING SKILLS IN THE

PRIMARY ESL CLASSROOM

SELF NOTES&

TSL3105


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TSL3105 Notes

Topic 1 : Principles of Teaching Listening and Speaking Skills

Differences between listening and spoken language

Listening Spoken Language

Receptive skill Productive skill

Active process of perceiving and

understanding words

Meaningful sounds used to convey message

Noticing tone of voice, inflexion, volume Has stress, pauses, intonation, etc to convey

different messages

Noticing mood of the speaker Enhances understanding by repeating &

rephrasing ideas Keeping mind clear of distractions Noticing nonverbal cues, including body

language, facial expressions, distance

between people

Non-verbal cues. E.g. body language,

gestures enhances message delivery

Differences between written and oral language

Written language Oral Language

Formal Less formal. Precise Less precise

More articulate and sophisticated

Writing is usually permanent and written

texts cannot usually be changed once they

have been printed/written out.

Speech is usually transient, unless recorded,

and speakers can correct themselves and

change their utterances as they go along.

Written language tends to be more complex

and intricate than speech with longer

sentences and many subordinate clauses.

Spoken language tends to be full of

repetitions, incomplete sentences,

corrections and interruptions, with the

exception of formal speeches and other

scripted forms of speech, such as news

reports and scripts for plays and films.


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Writers receive no immediate feedback from

their readers, except in computer-based

communication.

Speech is usually a dynamic interaction

between two or more people.

Writers can make use of punctuation,

headings, layout, colours and other graphical

effects in their written texts.

Speech can use timing, tone, volume, and

timbre to add emotional context.

Written material can be read repeatedly and

closely analysed, and notes can be made on

the writing surface.

Speech cannot be listened repeatedly unless

it is recorded.

Some grammatical constructions are only

used in writing, as are some kinds of

vocabulary, such as some complex chemical

and legal terms.

Some types of vocabulary are used only or

mainly in speech. These include slang

expressions, and tags like y'know, like, etc.

Listening process

6 stages:

Hearing Receiving sounds with your ears

Attention The brain screens stimuli and permits only a select few to come into

focus- these selective perception is known as attentionUnderstanding Analyzing the stimuli we have perceived

Remembering Add the information that we have received into our mind’s storage

bank

Evaluating the active listener weighs evidence, sorts fact from opinion, and

determines the presence or absence of bias or prejudice in a message

Responding The receiver will determine the degree of the success of the

transmission of the message giving response.


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Conventions of spoken language Dynamic – changes according to speakers and situations Often accompanied by non-verbal signals e.g. gestures, tones of voice Both speakers must be present for communication to take place Background knowledge of things talked Provides feedback/ response

Communication process Express/ share our wants feelings, thoughts and opinions clearly and effectively. Listening and understanding what others communicate to us, observing verbal and non-

verbal cues and responding to the message based on the understanding. Effective communication = receiver interprets and understands the sender’s message in the

same way the sender intended it.

Factors affecting listening skills Clustering – break down speech into smaller groups of words Redundancy – rephrasing ideas, repetitions Reductions (assimilation, ellision) or contractions Hesitations, pauses, false starts Difference in intonation and stress patterns English varieties & accents

Factors affecting speaking skills grammatical accuracy pronunciation accent vocabulary appropriate response organisation of ideas fluency enthusiasm

Aims of KSSR English Syllabus

The English Language Curriculum forPrimary Schools aims to equip pupilswith basic language skills to enable themto communicate effectively in a varietyof contexts that’s appropriate to the pupil’s level of development.


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Aims of KSSR English Syllabus

i. Learning is fun, meaningful and purposefula. Lessons, which emphasise meaningful contexts and the integration of language skills,

allow pupils to learn by doing fun-filled activities. Contextualised as well as purposeful

activities will promote the fun element in language learning.

ii. Teaching is pupil-centereda. Teaching approaches, lessons and curriculum materials must suit the differing needs

and abilities of pupils. It is important that appropriate activities and materials areused with pupils of different learning capabilities so that their full potential can berealized. The Mastery Learning strategy will ensure that pupils master all learningstandards in order to help them acquire the language.

iii. Integration of salient new technologiesa. In line with growing globalization, technology is used extensively in our daily

communication. Hence, emergent technologies can be used in language learning inorder to enhance communication. Information available on the internet and otherelectronic media will be vital for knowledge acquisition. Networking facilities will beuseful for pupils to communicate and share knowledge.

iv. Assessment for learninga. Continuous assessment is an integral part of learning which enables teachers to assess

whether pupils have acquired the learning standards taught. Formative assessment isconducted as an on-going process, while summative assessment is conducted at theend of particular unit or term. A range of activities can be utilized in order to assess

pupil’s performance orally or in writing. Formative and summative assessments will beused to gauge pupils’ performance.


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Aims of teaching listening and speaking skills in KSSR

i. To develop pupils’ ability to listen and respond to stimulus with guidance, participate indaily conversations, listen and demonstrate understanding of texts, talk about stories heard;and listen and follow simple instructions.

ii.

To make pupils to become confident speakers who can communicate clearly, appropriatelyand coherently in any given context.

Top-Down Processing and Bottom-Up Processing

Top-Down Processing Bottom-Up Processing

When a listener hears something, it

reminds him of the previousknowledge and this in turn, make him

to predict what kind of information he is

likely to hear.

If the listener hears something that does

not trigger anything from his previousknowledge, he will build block by block

understanding all linguistic data he

hears.


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Pupils levels and characteristics

Beginners- Cannot distinguish an English speech

sound from the noises in theenvironment or the sounds of otherlanguages they do not know.

- Do not have the idea where a wordphrase begins and where it ends.

- Do not know the rules of Englishpronunciation or grammar.

Intermediate

- Have a fairly good grasp of thephonemic system of English

- Still have difficulty with authentictexts.

- Would not be able to handle suchfeatures of hesitations, background

noise, false starts, etc.- Can remember longer phrases andsentences

Advanced

- Very proficient in the language- Can process the language almost

automatically without payingconscious attention to it.

- If he fails to listen something, he willinfer what it would have been by usingthe information from the rest of thetalk he did manage to listen to.


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Topic 2 : Developing listening and speaking

Identifying listening and speaking skills in the syllabus

Integrating listening and speaking skills

Before listening: Plan for the listening tasko Set a purpose or decide in advance what to listen foro Decide if more linguistic or background knowledge is neededo Determine whether to enter the text from the top down (attend to the overallo meaning) or from the bottom up (focus on the words and phrases)

During and after listening: Monitor comprehensiono Verify predictions and check for inaccurate guesseso Decide what is and is not important to understando Listen/view again to check comprehensiono Ask for help

After listening: Evaluate comprehension and strategy useo Evaluate comprehension in a particular task or areao Evaluate overall progress in listening and in particular types of listening taskso Modify strategies if necessary

Decide if the strategies used were appropriate for the purpose and for the task


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Techniques for teaching listening and speaking skills

i. Interviewso Decide on someone to interview.o Get the children to explain the best types of questions.o Give scenario.

ii. Photo storyo Enable teacher to input pictures, sound, etc.o To create animated/photo stories

iii. Freeze frameo Still images or frozen drama scenes.o Used to highlight a specific point.

iv.

Effective questioningo Children should be actively encouraged to ask question.o Teach the different types and functions of questions

v. Talk partnerso The children would use these pairings at specific points in a lesson to discuss

opinion, feelings, etc.

vi. Dramao Experiment with styles of speaking, gesture and mime.

vii. Hot seatingo Children generate questions to interrogate a character.o Teacher modelled the seating roles and question that can be asked.


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Topic 3 : Selection and adaptation of materials and activities

Principles of selection and adaptation Take account of the pupil as a person – select materials that is motivating and within the

ability of pupils (their age, interest, experience and knowledge) Reduce anxiety by using from easy to more difficult materials (a familiar environment,

within their experience and understanding) Provide a context for pupils to listen and to talk about – when people choose to speak, it is

always about something. They have communicative needs and purpose and as teachers, weneed to attend to this. Provide interesting topics.

Maintain a careful balance between fluency and accuracy. First accuracy, then fluencyo Fluency – speak smoothly but not necessarily grammaticallyo Accuracy –control and use the rules of the language

Able to provide a good model for pupils to imitate – use the target stress and intonation,correct pronunciation

Provide appropriate stimuli for eliciting speech Encourage pupils to take reasonable risks in English – get them to explore further and

willing to take risks in speaking English. Create opportunities for pupils to interact by using group work or pair work

o Use personalizat ion of exercises by using the pupils’ names, hobbies, interests, etc.Plan and respond creatively during activities.

Provide opportunities for pupils to notice the gapo ‘notice the gap’ describes the pupil s’ experience when they interact in a second /

foreign language in the target language differs from the way the native or proficientspeakers say it.

o to make them realize the difference between what they want to say and what theycan say.


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Criteria for evaluation of materials Why use materials?

o As a source of language? For support in learning?o As a stimulus for pupil production?o As a record of learning

Why do we need to evaluate the materials?o to determine the suitability of specific materials

Some points to consider (not in order):o Instructions - alter/ignore/addo Time (especially preparation time and execution time)o Is it enough or do you need to add extra stageso Interesting and able to motivate your pupilso Tackle the target language

o Suitable for the pupil s’ levels, abilities and learning styles (Mixed level groups mayneed different materials, Look for texts with a wide range of activities targetingmultiple learning styles.)

o Able to motivate the pupils to learn moreo Suit your learning styleso Provide rooms for pupils to practice pronunciation, stress, intonation or other

speaking and listening skills group. An oral English class should have materials withcopious speaking activities.

o Material is flexible enough to adapt to multiple levels, as larger classes tend to hold abroader range of abilities.

o Available to you. If you require access to internet, DVD player and projector, makesure these items are available to you.

o Look for materials that facilitate pupil centered lessons. An effective English class isone where the pupils do the majority of the activity and the teacher serves as theassistant.


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Devise listening and speaking tasks based on selected learning outcomes Activities

o Singingo Poemso Rhymeso Role Playo Dramao Dialogue

"Answering Tips - Devising tasks"o List out activitieso Give a sample of rhyme/songo Make sure it is pupil-centered

"Answering Tips - Enhance Confidence"o Give examples and describe how it will boost ss confidenceo Pupils aware of their own voice

o Pupils develop cleaner, accurate and confident speecho Taps on imaginationo Participate actively


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Topic 4 : Assessing Listening and Speaking Skills

Issues in assessing listening & speaking

Teaching vs. testing

Teaching

Vs.

Testing

Assessing the products of learning.

e.g.: to monitor progress.

Enabling the pupils to succeed in the process

of learning.

Assess the pupils’ previous learning. Prepare pupils for current and future learning.

The issues:

i. A test often leaves out important skills because of practical constraints. Teachers usually

ONLY teaches things that are going to be asked in examinations.

a. For example : The national examinations at Year 6 and Form 3 (UPSR and PMR) did

not have listening and speaking component in them and many teachers did not pay

sufficient attention to these very important skills for this reason.

ii. Some teachers use the formats used in testing for teaching purpose.

iii. Pupils only learn to choose one answer by answering multiple choices of questions. They

will only learn for examination sake and do not develop their communication (listening andspeaking) skills.


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Accuracy vs fluency

Accuracy Fluency

Accuracy is the ability to produce correct

sentences using correct grammar and

vocabulary.

Fluency is the ability to read, speak, or

write easily, smoothly, and expressively.

In other words, the speaker can read,

understand and respond in a language

clearly and concisely while relating

meaning and context.

Accuracy is relative. A child in early

primary isn't capable of the same level of

accuracy as an adult.

Fluency generally increases as pupils

progress from beginning to advanced

readers and writers.

Teachers who concentrate on accuracyhelp their pupils to produce

grammatically correct written and

spoken English.

Language teachers who concentrate onfluency help their pupils to express

themselves in fluent English. They pay

more attention to meaning and context

and are less concerned with grammatical

errors.

Typical accuracy activities are: grammar

presentations, gap-fill exercises, frame

dialogues.

Typical fluency activities are: role plays,

speeches, communicative activities,

games.


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Assessment strategies

In Malaysia, an oral assessment is carried out to test the learners’ oral abilities, which is known asthe School Based Oral Assessment (SBOA). It was proposed by the Malaysian ExaminationSyndicate in 2003. Unlike other national level examinations, the SBOA is administered by the

subject teachers themselves in school. The assessment is carried out twice a year, during the firstsemester (May) and the final semester (October).

The SBOA is carried out on pupils from Year One to Year Six, using five different models. The scoresare given based on four constructs. The five models are:

i. An Individual Assessment (Model One)- Teacher asks questions based on stimulus (word cards, pictures etc). Pupil answers

the questions and teacher awards score according to the four constructs.ii. Pupil And Listener Assessment (Model Two)

- Teacher asks pupils to retell a story to their friends (listeners). They share

information about a story. Teacher awards score to the teller (pupil) only.iii. Pupil And Peer Assessment (Model Three)

- Pupil chooses his/her own peer or teacher appoints the peer. Teacher gives a list ofquestions to the peer. Teacher gives stimulus to the pupil. Peer asks questionsprepared by the teacher to the pupil. Teacher observes the interaction between thepupil and peer but awards score to the pupil being assessed only.

iv. Pair Work Assessment (Model Four)- Each pupil participates in giving ideas to the same visual stimulus. Pupils describe

what they see. Scores are awarded to individually based on the ideas they present.v. Group (three’s or four’s) Assessment (Model Five)

- Teacher gives the group a visual stimulus. Teacher asks the group of pupils todiscuss among themselves the given visual stimulus. Pupils give relevantinformation and respond to enquiries made by the pupils in the group. Teacherobserves and awards the score to the pupils in the group.

The four constructs used to award the scores are:

i. Grammar and Vocabularyii. Pronunciation and Intonation

iii. Fluency and Rhythmiciv. Ethics and Mannerism


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Giving feedback and support


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Topic 5 : Planning for Teaching Listening and Speaking

Principles of Lesson Planningo What is a Lesson Plan?

It’s the framework of my lesson. It’s the map I follow during class. It’s the product of my thoughts about the class and what I hope to achieve

o Why plan ahead? reduces uncertainty or panic and gives you confidence and clarity. reminds you to prepare materials beforehand, and makes it easier for you to organize the time and activities flow in classes. For pupils, evidence of a plan shows them the teacher has devoted time to thinking about the class. It is a way to help gain the respect of your pupils. It suggests professionalism and commitment. ensures that the class you are teaching gets a balanced mixture of different materials, content and interaction types. Planning helps you to develop a personal style.

o Categories for Planning a Lesson Goals Objectives Prerequisites

Materials Lesson Description Lesson Procedure Assessment/Evaluation

o What to consider? Engage: get the pupils interested in the class and hopefully enjoying what

they are doing. Study: it is a focus of language, such as grammar or vocabulary and

pronunciation. It does not have to be NEW language input.

Activate: the pupils do writing and/ or speaking activities which requirethem to use not only the language they are studying that day, but also otherlanguage that they have learnt.


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o Goals Goals determine:

o Purpose of the lessono How pupils will engage

We need to think about:o Previous plans and activitieso Broader objectives of the unit plan or curriculum as well as the goals

for this unito Future activities and new knowledge

Central objective:o What will pupils be able to do by the end of this lesson?

o Objectives Focus on what your pupils will do to acquire further knowledge and skills

o Questions to ask include: What will pupils be able to do during this lesson? Under what conditions will pupils' performance be accomplished? How will you determine if the objectives have been met? How will pupils demonstrate that they have learned and understood the

objectives of the lesson? What do you want the pupil to learn as a result of the lesson

o It should be observable and measurable.

o Categories of Objectives Knowledge - involves cognitive functions. Pupils categorize, analyze,

recall, synthesize, recite, define. Skills - concerns performing an action. Pupils measure, sing, play.


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o Creating Learning Objectives Create a stem

o Eg. After completing the lesson, the pupil will be able to ….blablabla After you create the stem, add a verb

o Eg. analyze, recognize, compare, provide, list, etc.

Then, determine the actual product, process, or outcomeo Eg. generate ideas and plans for speech by using _____ (brainstorming,

clustering, etc.)

o Verbs to Use in Creating Educational Objectives (B loom’s Taxonomy) Knowledge – “ choose ” , “ collect ” , “ complete ” , “ copy ” Comprehension – “ arrange ” , “ categorize ” , “ change ” Application – “ organize ” , “ predict ” , “ produce ” Analysis – “ identify ” , “ illustrate ” , “ infer ” , “ outline ” Synthesis – “ construct ” , “ create ” , “ deduce ”

Evaluation – “ explain ” , “ interpret ” , “ justify ”

o Prerequisites Make sure pupil s are ready to meet the lesson’s objectives Check on their prior knowledge

Questions include:o What must pupils already be able to do before this lesson?o What concepts have to be mastered in advance to accomplish the

lesson objectives?

o Materials Determine necessary:

o Preparation timeo Resources/materialso Books, equipment, etc

Helpful questions to ask are:o What materials will be needed?o What needs to be prepared in advance?


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o Lesson Procedure Detailed, step-by-step description How to achieve your objectives How to proceed


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Lesson Plan Format

Subject : English Language

Class/Year : Year 2 Pintar

Date/Day : April 1, 2013, Monday

Time : 10.15 a.m. – 11.15 a.m. (60 minutes)

Theme : World of Knowledge

Topic : Delicious Food

Focused Skill : Listening and Speaking Skills

Content Standard : 1.1 By the end of the 6-year primary schooling, pupils will be able topronounce words and speak confidently with the correct stress, rhythm and intonation.

Learning Standard : 1.1.4 Able to talk about a stimulus with guidance.

Objectives : By the end of the lesson, pupils will be able to:

i. Describe what they have seenii. Identify food which has the /p/, /s/, /c/, /b/, /l/ sound

correctly.

Vocabulary : Pancakes, salad, cake, banana, lemon

Moral Values : To appreciate the sounds of phonemes

Teaching Aids : Labeled pictures of food, Composite pictures

Thinking Skill : Classifying, Describing

Multiple Intelligence: Interpersonal

Stage/Time Content Activities Resources

Set induction

(5 minutes)

Presentation

(20 minutes)

Practice

(15 minutes)

Production

(20 minutes)

Closure

(10 minutes)


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Pedagogical principles

Listening Skills : Use techniques that are intrinsically motivatingo Identify personal interest and goalso Schemata is important factor in listeningo Cultural can be facilitating/interferingo Construct technique appropriate to their age

Speaking Skills : Give pupils opportunities to initiate oral communicationo Teacher ask question, give directions, and provide informationo Part of coral communication competence is the ability to initiate conversations, to

nominate topics, to ask question, to control conversations, and to change the subjecto Check the teaching technique used have allowed pupils to initiate language

Speaking Skills : Encourage development of speaking strategieso Asking clarification (what?)o Asking someone to repeat something (Huh? Excuse me?)o Using fillers (Uh, I mean, Well) in order to gain time processo Using conversation maintenance cues (Uh-huh, Right, Yeah, Okay, Hm)o Getting someone’s attention (Hey, Say, So) o Using formulaic expression (How much does ____ cost?, How do you get to the?)o Using mime and nonverbal expressions to convey meaning


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Topic 6 : Planning Remedial and Enrichment Activities

Designing remedial and enrichment activities

Concept of remedial:

- The correction of something bad or defective- To provide pupils with activities/opportunities/information that assists them in improving

upon a particular skill

Concept of enrichment:

- Expand on pupils’ learning in ways that differ from the methods used during the school day - Enhance pupils’ education by bringing new concepts to light or by using old concepts in new

ways- Allow pupils to apply knowledge and skills stressed in school to real-life experiences

Purposes of remedial and enrichment activities- To help pupils overcome gaps and errors in their English language proficiency - To make pupils notice their mistakes or errors and discover for themselves what is wrong

and what is right - To monitor pupils’ errors or mistakes

Phonological Awareness

- Meaning: Sensitivity to the sound structure of language - It demands the ability to tur n one’s attention to sounds in spoken language while

temporarily shifting away from its meaning.


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Hierarchy of Phonological Awareness Tasks

(From the easiest at the top to the hardest at the bottom)

Preparatory Activities

Develop listening habits

Rhyme Awareness Activities

Identify words that rhyme Produce words that rhyme

Phoneme Awareness Activities

Identify the beginning sound of a word Identify the ending sound of a word Identify the middle sound of a word

Segmenting Activities

Segment sentences into words Segment words into syllables Segment words into sounds

Blending Activities

Blend syllables into words Blend sounds into words

Manipulation Activities

Delete syllables from words Substitute syllables in words

Delete sounds from words Substitute sounds in words


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Preparatory activities:

Naming environmental sounds Sequencing sounds Simon Says

Sing – Play songs : e.g. Old MacDonald, Apples and BananasRhyme awareness activities:

Identify words that rhyme : e.g. matching pictures Produce words that rhyme

Phoneme awareness activities:

Identify the beginning sound of a word Indentify the ending sound of a word Identify the middle sound of a word

Segmenting activities:

Segment sentences into words :o Counting Words

Teacher reads a phrase, the pupils will build a tower by using a number ofblocks according to how many words are in the phrase

o Scrambled Sentences read a sentence aloud, have the pupils to arrange word cards to make the

sentence Segment words into syllables

o Name Game Prepare the pupils name on a card each, put them in a box. Sit in a circle and

pass the box when the music begins. When the music stops, whoever isholding the box has to pick out a card and read the name of the card. Theother pupils will follow saying the name and clap according to the number ofsyllables.

o Drumming to the Beat Give each pupil a stick and a marker. Teacher reads out any object and the

pupils beat out the syllables on the plate with the stick. Segment words into sounds

o Head-Hip-Feet Teacher reads out words up to 3 syllables and makes the pupils place their

hands of their head, hop and feet according to the number of syllables. Ifthere is only one syllable in a word, they will only place their hands on theirhead.


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Blending activities:

Blend syllables into words:o Mystery Card/Object

Give each pupil a card containing a picture, the name of the object and the

segmented syllables. Ask them to read by syllable and the other pupils will guessthe object.o Shopping List

Read out the items for a grocery shopping in syllables and let each of the pupil towrite the word on the board.

Blend sounds into wordso Come Together

Have three pupils at a distance in front of the group. Each pupil represents asound in a word. Say three-sound word such as “r -e- d,” placing definitebreak between the sounds. Place them side by side and ask them to make thesound to form the word. The other pupils will guess the word.

Manipulation activities:

Delete syllables from wordso People in Action

Show pictures of occupation and let the pupils guess them. When they haveidentified the occupation, ask them what would the word be if you take offthe “ -er”. E.g.: teacher, singer, driver

Substitute syllables in wordso Name Game (modified, not using their names)

Provide blocks of syllables to the pupils and let them to form three syllableswords. Ask them to write down their founding and replace any syllable fromthe word to form another word.

Delete sounds from wordso First Drop Off

Provide pictures of animals or any objects for the pupils in a box. Have oneof them to pick out one and name it. Call on another pupil to say what theword would sound if you remove the first sound. E.g. “rat” becomes “at”

Substitute sounds in wordso Change the sounds in songs to make it sound differently.


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Drama, Storytelling, Elocution

Drama

What is drama?

- Drama is a unique too to explore and express human feeling. It is an essential from ofbehavior in all cultures and a fundamental human activity

Why teach drama?

- To enhance listening and speaking skills- To build self-confidence to speak in front of other and to listen attentively to the other

speakers- To help the pupils to adapt their talk to the listeners, use range ways to express themselves

and use talk to clarify their ideas

Examples of remedial and enrichment activity for drama:

Remedial activity

Repeat what you hear and act outo Teacher plays a video clip on a situation at a grocery shop. Divide them into groups and

give them the script of the video. They have to concentrate on the dialogues by listeningattentively to the video and at the same time reading the script. After that, the teacherwill take the script back and replay the video. He will use the pause button to let them toguess the dialogues. After that, they will have to act out the situation in groups.

Enrichment activity

Story Danceo Divide them into groups and sit in circle for each group. Put props in the middle of

each circle and ask them look at the props without discussing. Ask them to closetheir eyes and think what story they could create based on the props. Give themsome time to think with their eyes closed and at the same time play relaxing musicto create the mood. Have them tell their group members about the story they haveimagined by using the props with the music on.


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Storytelling

What is storytelling?

- STORYTELLING is the art in which a teller conveys a message, truths, information,knowledge, or wisdom to an audience - often subliminally - in an entertaining way, usingwhatever skills, (musical, artistic, creative) or props he chooses, to enhance the audience'senjoyment, retention and understanding of the message conveyed. Stories are sometimestold purely for joy and delight.

Why teach storytelling?

- To have the pupils practice the skills of listening and speaking in English language

Examples of storytelling activities:

Story Circleo Set a title for the session. The pupils sit in a circle. A pupil will begin the tale with a

sentence and the other pupils will continue the thread one by one. Teacher recordsthe session for later listening.

Creating Personal Fableso Ask the pupils to create stories based on their choice of animals


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Elocution

What is elocution?

- The ability to speak clearly, correctly and without a strong accent.

Why teach elocution?

- To increase the pupils’ confidence when speaking in public - To get rid of bad language habits- To soften or reduce regional/national accent- To improve pupils’ speaking skills

Example of elocution activity:

Tongue Twistero “she sells sea shells on the seashore”

o “little lucky Luke likes lakes, lucky little Luke likes licking lakes” o “Peter Piper picked a piece of pickled pepper” o “Red leather yellow leather”

140109971 tsl3105 notes compilation by bullet ians

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