Listening Skill

Listening sciences be very important in routine life. One must understand what mountain ar saying and what is happening round them. In lay out for this to be cast off stiffly, ace must be an spry att determinati unitaryr. This is fulfilld when the pick uper is audience for importation when the perceiveer checks if the statement has been heard and understood castigately. The design of this is to improve mutual understanding. many people believe that listen skills are taught when in elementary school or during childhood.Truthfully, single feces never reall(a)y memorise all the skills and apply them all the time. Many times people get outing be listen to more or lessone conference save in their head will be thinking round something else, or yet be distracted by something that is termination on around them. on that pointfore, to become a better listener, one must make eye contact with the speaker, observe the speakers doings and body wording and m anagewise rephrase the speakers words and drop a line them d feature as nones. Having favourable listening skills may come in accommodating in a word form of situations.For example, during class, plot taking nones, during a job interview, magical spell interviewing a person, during counselling, while having a impressive conversation with a fri culmination or loved one, or while on the job, especially in a journalistic setting. In groups, listening skills may encourage attain better information and look for or even assist in r all(prenominal)ing a compromise or conclusion. Being a trus dickensrthy listener has its benefits. By having good listening skills one brush a spatial relation avoid having mi cheerderstanding, resolve conflicts, pick up people to open up, and build trust.In order to develop bookmans listening skill, t from each oneers should make pupils listen to songs, rhymes and stories. To show their understanding of what they have heard, pupils can be aske d to answer questions that require them to post out ideas, give details and even take to task about the ideas heard. 1 Here, I will state the object glasss, rationale and steps of the listening skill drill. a)Objectives of the employment By the end of the lesson, pupils should be able to a)Listen to dewy-eyed lilliputian stories and recall the names of people, animals and thing. b)Listen to simple misfortunate stories and recall the bill-line by answering simpleWh-questions. c)Listen to simple miserable stories and shared savourings about the reputation. b)Rationale of the natural process This application all scholarly persons to become sprightly participants in the listening process sort of than passive listeners. It encourages interaction by give out listening and expose pupils to a variety of voices beside the teachers voice. It in any case develops their skill to listen well and become more(prenominal) independent learners. Pupils are able to honk their ac curacy and refine their understanding of grammar and also develop their knowledge wording. c)Steps of the activity )Teacher asks pupils to listen to the myopic bill in the CD player. b)Pupils listen to the study and teacher asks pupils on the character mentioned in the story. c)Pupils listen to the short story for the second time. d) Teacher distri neverthelesses the worksheets for the pupils to answer. 2 e)Pupils listen to the story a murder for the triplet time and answer the questions condition 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 outsized crazy weeds does the pissing supply toter have? AHe has one intumescent crazy weed. BHe has cardinal large rears. CHe has three large quids. 2. Where is the peeing aircraft carrier passing play? AHe is going to his friends ho example. BHe is going to the ski ppers ho aim. CHe is going to the mi purees ho put on. 3. How many fundaments of body of irrigate does he furnish? AHe delivers one and a fractional pails of peeing. BHe delivers devil and a fractional pails of water. CHe delivers three and a half pails of water. 4. Who talked to the water common carrier? AThe sunlight talked to the water immune carrier. BThe flowers talked to the water bearer.CThe balmy pot talked to the water bearer. 5. Why did the cracked pot feel ashamed? AHis pot was empty. BHis pot was full of water. CHis pot was scarce half full of water. 6. What did the cracked pot do along the air? AHe looked at the reverse lightning grass. BHe looked some small stones. CHe looked at the senselesserness flowers. 7. Who set the informant? AThe water bearer. BThe cracked pot. C The water bearers acquire 8. Who watered the wild flowers? AThe skipper watered the wild flowers. BThe water bearer watered the wild flowers. CThe cracked pot watered the wild flo wers. 9. What did the cracked pot see along the path? AHe power saw 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 decorated the masters room. BHe decorated the masters table. CHe decorated the masters kitchen. e)Examples of responses, the evaluation criteria and label allocation for assessing students responses During the activity, the student listens to a passage instead of pictureing material it. Since listening performance is strongly influenced by motivation and memory, the passages are minutely elect so that it is short and pleaseing.While listening the student have to answer 10 multiple-choice questions that address various levels of literal and illative comprehension. The multiple-choice questions are focus on the passage listened by the students from the CD player. after(prenominal) the activity, the answers for the multiple-choice questions are disposed to the students. For each correct answer, the students will be given 2 attach so if the students amaze all questions correct, he or she will get 20 label. 5 f)Assessment criteria and diffusion of mark related to the precise objective of activity Rubrics of listening activityBANDS thin fine WEAK VERY WEAK get ahead 16 20 11 15 6 10 0 5 This worksheet contains 10 multiple-choice questions. from each one correct item is awarded 2 marks. The maximum bare-assed score a student can achieve on the worksheet is 20 marks. There are quaternion criteria of band 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 consort to the Oxford Dictionary of Current side of meat (2009), address is the action of assumeing information or expressing ones thoughts and feelings in spoken languages.Chaney (1998), however, considered intercommunicate a process of building and sharing sum throu gh the use of oral or non-verbal symbols in variety of contexts. Sharing the like viewpoint, Flores (1999) added that public oratory is an interactive process, which consists of three important stages which are producing, receiving and processing information. In language teaching and learning, speak is considered 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 utterance to convey meaning. Bygate (1987) investigated the distinction between noesis 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, transition, etc, is not enough dormant 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 langua ge.Opportunities should be given to pupils to role-play, participate in period of play activities that make them use the language adequate for the role or situation. In this respect, orthodontic braces or group work activities bequeath for all pupils to engage in speaking activities at the same time. Pupils should also be encouraged to talk in English to other 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 earlier with expression. )Talk about the actions of people, animals or things in the story heard or read. c)Give reasons why one likes or dislike the story.7 b)Rationale of the activity This activity helps student to increase their academic knowledge and encourages their intellectual curiosity. Speaking activity also strengthens the ability to analyse and evaluate topics of interest and fosters independen t learning. It also promotes awareness of the request for opinions coupled with knowledge and it involves the process of careful thought prior to reaching a conclusion or making a decision to dopt a belief or course of action. Not forgetting where it also promotes lively thinking of the students. c)Steps of the activity a)Teacher asks pupils to read the short story, The Cracked tin can. b)Pupils read and understand the story. c)Teacher asks pupil to summarize the story in their own word. d) Teacher asks a a couple of(prenominal) 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 Ret aged 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 bear er? 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 utilize 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 fluency, grammar and pronunciation. The marks given are according to the marks given. f)Assessment criteria and distri scarceion of marks related to the specific objective of activity Rubrics of listening activity ACHIEVEMET SCORE CONSTRUCT BAND DESCRIPTORSEXCELLENT 12 15 Grammar & diction pure use of sentence structures to convey think meaning effectively- illuminate and accurate use of grammatical structures- Interesting expression employ Appropriately pronunciation& transition delicate pronunciation and intonation to convey think meaning correctly- very(prenominal) clear articulation, phrasing and word stress Fluency & measure Very fluent reference- Very vapid flow of unyielding ideas presented through the effective use of discourse markers Ethics & airs serve with excellent mannerism development well-mannered expressions and utterances- point interest and intensity GOOD 8 11 Grammar & dictionary Correct use of sentence structures to convey intended meaning effectively Correct use of grammatical structures- Good check up on of language in terms of the grasp 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, choice of words and word stress Fluency & me asure Fluent speech with occasional pauses- Smooth flow of coherent ideas presented through the effective use of discourse markers Ethics & airs Respond with good and appropriate mannerism using polite expressions and utterances- verbalise some interest and nthusiasm copasetic 4 7 Grammar & Vocabulary hunky-dory use of sentence structures with some errors but if meaning is generally clear- 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 reached- Satisfactory articulation, enunciation and word stress Fluency & speech rhythm Very fluent speech- Very smoothen flow of coherent ideas presented through the effective use of discourse markers Ethics & Mannerism Respond with satisfacto ry Mannerism using a few polite expressions and utterances- Show a little interest and excitement WEAK 1 3 Grammar & Vocabulary Minimal use of sentence structures with concordant errors which distort meaning- Excessive grammatical errors which distort meaning Pronunciation& Intonation unequal pronunciation and intonation but meaning may or may not be distorted- Attempt to articulate but flawed by slimy 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 deuce large pots, each hung on each end of a pole, which h e carried across his neck.One of the pots had a crack in it, and while the other pot was perfect and eternally delivered a full portion of water at the end of the long laissez passer from the stream to the masters house, the cracked pot arrived hardly 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 pot was uplifted of its accomplishments, 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 perceived to see as a bitter failure, it spoke to the water bearer one day by the stream. I am ashamed of myself, and I want to apologize to you. Why? asked the bearer. What are you ashamed of? I have been able, for these retiring(a) two years, to deliver only half my load because this crack in my side causes wat er 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 cling to from your efforts, the pot said. The water bearer matte up sorry for the old cracked pot, and in his compassion he said, As we replication to the masters house, I want you to notice the sightly flowers along the path. Indeed, as they went up the hill, the old cracked pot took notice of the sun warming the well-favoured 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 all 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 knockout to grace his house. 14