BASIC SKILLS IN ENGLISH U P Binoy PGT

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……

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 q Listening q Speaking q Reading q Writing

LISTENING SKILLS üReceptive but Active Skill üMajor part of Learning through listening üListening : The Natural way of learning üFirst skill in the learning of a language. üLearning by imitation üNeed 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 to the last speaker (this children say, and expect may need to include wait others to respond. time). • Devise activities where, • Make sure children to complete the task, all answer the question they children need to have are asked, e. g. how or contributed what they why or what, and do not know. accept vague replies. • Do not repeat instructions. • Sometimes speak quietly. • Insist children respond • 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.

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

1. Greeting and Introduction _ Formal and Informal 2. Partings Formal and Informal 3. Making Requests- Formal and Informal 4. Asking for and giving Permission 5. How to refuse/deny permission 6. Offering help/ Asking/ Accepting help/declining help 7. Asking for Giving /receiving instructions and directions 8. 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 SKILLSNCERT Source Book on Assessment- English

CLAS S III LISTENING Follows simple oral directions/instructions. Can identify the key ideas and important details. Can retell main events and recall key ideas. Follows a variety of oral directions/ instructions. • Can summarise the key ideas and important details in own words. 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 • • • IV V

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

Sub skills of Listening 1. Listening for Specific Information 2. Listening for general understanding 3. Predictive Listening 4. Inferential Listening 5. Listening for pleasure 6. Intensive /Academic Listening 7. Evaluative Listening 8. Evaluative Listening.

Stages Of Listening Activity

A) Before “listening” students: Stages for the Listening Activity - 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

TEMPLATE TO PREPARE LISTENING ACTIVITY l

Developing Listening Skills Through • School Climate: Various situations • Social Climate: • Media • Songs

Listening & Integration of Skills Listening Speaking Reading Writing

CCE SPECIFICATIONS AND LISTENING.

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 n n n 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 Informal 3. Making Requests- Formal and Informal 4. 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

ØExtempore, Debate, Monologue, ØDeclamation ØRecitation, Quiz, Telephone conversation ØTalk show, Panel Discussion, Interview , Ø Turn Coat, Advertisement, Meet the Press/author/character, ØTalk on specific topic, Giving Instructions, Directions, Narration. ØShow and Speak, Discourse Chain

NCERT SOURCE BOOK CLASS-WISE SPECIFICATIONS Recognises and pronounces the new sounds (especially in L 2) 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 L 2) 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-today matters.

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

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.

COMPONENTS OF GOOD SPEAKING Vocabulary Pronunciation Structures/Grammar Speech content Speaking Skills(e. g. Question Tags/ Soft skills & Felicity Fluency & Accuracy

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