Group members:

Cressida Hugo

Elsa Priscilla

Mohammad Rahmat

Vanessa Dumpang@William

KBSM FORM 2 ENGLISH TEXTBOOK

Chapter 10: Food for Thought (Pg. 135)

Let’s Tune In

1. How closely do you feel that the listening process is mirrored in these materials?

2. To what extent do they assist in developing the listening skills of our students?

The listening section consists of 3 parts: A, B,C

Title: Cook It Right

Part A: Individual

• Sound

•Pictures

Students are required to listen to the

recording and identify the pictures that

show the proper way of cooking vegetables.

Part B: Individual

• Sound

•Mind map

Students listen to the talk recording and then

they complete the mind map by choosing the

right answer.

Part C: Group Work

•Graphic

Students are required to list down several

vegetables together with their nutritional value

and then share the information with their

friends.

The lower level processes; Bottom-up processing

Deriving the meaning of the message based on the

incoming language data, from sounds, to words, to

grammatical relationships, to meaning.

Stress, rhythm, and intonation.

What listening process occurred?

• The listening task is relevant and is given a

purpose to attract students’ interest.

• Aunthentic material is used; short talk and

comprehensive for beginning level, the vocabulary

is concrete and preliminary, include visual

elements (colorful, and authentic pictures and

graphics) and different level of difficulty.

•Give confidence in accurate hearing and

comprehension of the components of the

language (sounds, words, intonation,

grammatical structures).

•The students are involved in a nonreciprocal

listening-only listen to monologues, no

interaction with speaker

•Listen for gist, specific info and make

inferences based on what they hear and

understand

•Does not focus principally on linguistic skills

but more to experiential content of material

•Gives confidence in accurate hearing and

comprehension of the components of the

language (sounds, words, intonation,

grammatical structures).

•The language used is too formal. Students

need exposure to the kind of informal English

spoken in the real world.

How far does it helps to develop

students’ listening skill?

•Does not acquaint the students with different

cultures except for some ‘words’ that need to

be localised-olive oil (not all students know

what is olive oil, can change it with ‘minyak

saji’..) or can bring realia if possible to show

them what is olive oil.

•The recording and the language used in the

task itself was not very difficult linguistically

and the students were capable of

understanding it.

Thank You DON’T DO THIS NOW. YOUR STUDENTS MIGHT DO THIS

TO YOU LATER.