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."

Children are Great Imitators , Give them Something Great to Imitate……

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

Content Layout

BASIC SKILLS IN ENGLISH LSRW

Listening

Speaking

Reading

Writing

LISTENING SKILLSReceptive but Active SkillMajor 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

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.

IMPORTANCE OF LISTENING FOR CHILDREN

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- KEY APPROACHES

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 ContextConversation/Dialogue,

Description of person, place objectNarration: story telling, personal experience ….Direction/Instruction/AdviceCommentary, News Bulletin,, AdvertisementsMedia Programmes-Cookery show , talks on specialized areas, discussionsAnnouncements, BroadcastExtempore, Elocution, Lectures,Recitation, declamation, Role Play, MonologueAnecdotesAnswering Questions, Social Interactions etc.

Social Functions of Listening

AREAS OF LANGUAGE FUNCTIONS

1. Greeting and Introduction _ Formal and Informal2. Partings Formal and Informal3. Making Requests- Formal and Informal4. Asking for and giving Permission5. How to refuse/deny permission6. Offering help/ Asking/ Accepting help/declining help7. Asking for Giving /receiving instructions and

directions8. 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

CLASS

LISTENING

III

• Follows simple oral directions/instructions.

• Can identify the key ideas and important details.

• Can retell main events and recall key ideas.

IV Follows a variety of oral directions/ instructions. • Can summarise the key ideas and important details in own words.

 V

 Listens to and understands a range of oral texts (e.g., a class lecture, a TV/radio news broadcast, announcements, debates, instructions, etc.). • Can transcribe sentences and passages dictated by the teacher. • Recognises/ identifies key words and phrases. • Can make inferences and predictions. • Can summarise main points in an oral text. • Provides responses, makes judgments and draws conclusions  

Sub skills of ListeningSub skills need to be developed in the every day classroom transactions

Sub skills of Listening1.Listening for Specific

Information2.Listening for general

understanding3.Predictive Listening4.Inferential Listening5.Listening for pleasure6.Intensive /Academic Listening7.Evaluative Listening8. Evaluative Listening.

Stages Of Listening Activity

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 RepeatListen and SpeakListen and WriteListen and Do

Identifying Listening Context from Lessons

Examples from Class I - V GW

TEMPLATE TO PREPARE LISTENING ACTIVITY

lMicrosoft Office Word Document

Developing Listening Skills Through

• School Climate: Various

situations• Social Climate:• Media• Songs

Listening & Integration of Skills

Listening Speaking

Reading Writing

CCE SPECIFICATIONS AND LISTENING.

Microsoft Word Document

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

TypesMCQsYes or NoTru or FalseCompletion

Very Short Answer questions to answer in a word or pharase

Nature of Questions

To find specific informationTo find general informationLocating 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 ListeningVoice 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.

DEVELOPING SPEAKING SKILLS

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

1.Greeting and Introduction _ Formal and Informal

2.Partings Formal and Informal3.Making Requests- Formal and Informal4.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 InvitationsMisunderstandingsMaking complaints & handling complaintsCompliments and congratulations etc.

Developing Speaking Skills

Activities1. Descriptions: Person/Place/objects2. Picture Description Prompts3. Story Prompts4. Speaking Prompts5. Role Play Enacting6. Group Discussion7. Prepared speech/ elocution8.Just A Minute/Pick up and say

Extempore, Debate, Monologue, DeclamationRecitation, Quiz, Telephone conversationTalk 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

NCERT SOURCE BOOK CLASS-WISE SPECIFICATIONS

Recognises and pronounces the new sounds (especially in L2) correctly.• Can use a considerable number of words in simple sentences.• Can express her feelings and experiences.

CLASS III

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

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.

CLASS V

answering questions; participating in role-play and dialogues; poem recitation; using greetings and polite expressions; talking about self, family and friends; likes and dislikes.

NCERT SOURCE BOOK: SUGGESTED ACTIVITIES

METHOD OF ASSESSMENT

Speaking Response and Performance in informal settingsClassroom activities / formal testing through listed speaiking activities: Prepared Speech, Dialogue/conversation, role play etc.

COMPONENTS OF GOOD SPEAKING

VocabularyPronunciationStructures/GrammarSpeech contentSpeaking Skills(e.g. Question Tags/Soft skills & FelicityFluency & Accuracy

VOCABULARY

Building Proper Vocabulary Essential in early stage of language acquisitionTechniques: Jig-saw Puzzle, Language Games, Word Building strategies,Word maze, Reading Cards , Pair dictation etc.

STRUCTURES

Through Pattern Practice in context.internalization exposing to extensive & intensive/ purposeful reading activities.

PRONUNCIATION

StressTone expressing moodRhythmIntonation Pattern

FAMILIARISE WITH THE PHONETC

SCRIPT Hand out

Pronounce these words.. Noun- Verbs, compound words, suffixes and past tense forms Hand outs

STRESS PATTERNS

Hand outs

Identifying Speaking Activities from Lessons

Classes I – V Group/ Pair Work

TEMPLATE FOR SPEAKING ACTIVITY

Microsoft Office Word Document