LESSON ONE

Teaching JHS Speaking and Listening

• Lesson Outline:
• Introduction of course manual
• Revision of the previous lesson (the concept of literacy and the
components and stages of literacy development)
• Definition of speaking and listening and types
• The role of speaking and listening in language learning and literacy
development
• Components of listening and speaking
• Appropriate approaches to teaching speaking and listening at JHS
1-3.
Learning Outcomes:
• 1. Demonstrates understanding and knowledge of the
concepts and of speaking and listening and their roles
in literacy development of JHS learners, and
components of speaking and listening (NTS 2c, d, NTS
3e and NTECF 3, p.25).
Learning Indicators
• Define the concept of speaking and listening.
• 1.2. Identify the roles speaking and listening play in
JHS learners’ language acquisition and literacy
development.

• Core skills targeted include: communication, critical

thinking, collaboration, observation and enquiry skills,
and digital literacy.
What is speaking?
• Speaking is the action of conveying information or
expressing feelings in speech.
Speaking is the delivery of language through the mouth.
Speaking is an interactive process of constructing meaning
that involves producing and receiving information (Brown,
1994, Burns and Joyce 1997). Its form and meaning are
dependent on the context in which it occurs, including the
participants themselves; their collective experiences; their
physical environment, and the purpose for speaking.
What is Speaking cont.?
• Speaking requires that learners not only know how to produce specific points of
language such as vocabulary (linguistic competence) but also that they understand
when, why, and in what ways to produce language (sociolinguistic competence).
• Speech has its own skills, structure and conventions different from written language
(Burns and Joyce 1997). Its form and meaning are dependent on the context in
which it occurs; including the participants themselves; their collective experiences;
their physical environment, and the purposes for speaking. Speaking requires that
learners not only know how to produce specific points of language such as
grammar; punctuating; or vocabulary( linguistic competence) but also that they
understand when, why, and in what ways to produce language(sociolinguistic
competence). Speech has its own skills, structure and conventions different from
written language (Burns and Joyce 1997).
Listening
• Listening does not occur in isolation. Language learners during
listening activity use other skills simultaneously (Lynch, 1998).
• Underwood (1989: 1) defines listening as “the activity of paying
attention to and trying to get meaning from something we hear.
• Purdy (1997) also defines listening as the active and dynamic
process of attending, perceiving, interpreting, and remembering and
responding to expressed (verbal and non-verbal), needs concerns,
and information offered by other human beings.
Listening cont.
• Rost (2002) in an expanded form defines listening as a
process of receiving what the speaker actually says,
constructing and representing meaning, negotiating
meaning through involvement, imagination and
empathy. Listening is not the same as hearing and in
order to listen effectively you need to use more than
your ears. To listen well, learners must have the ability
to decode the message, the ability to apply a variety of
strategies and interactive processes to make meaning,
and the ability to respond to what is said in a variety of
ways, depending on the purpose of communication.
Listening cont.
• Listening involves listening for thoughts, feelings and
intentions. This requires involvement, efforts and
practice (Shen, Guizhon. Wichura and Kiatticha, 2007).
• Listening is a psychological phenomenon, which takes
place on a cognitive level inside people’s heads, and a
social phenomenon, which develops interactively
between people and the environment surrounding them.
It considers as a complex process, which needs to be
understood to teach it; and subsequently, evaluate it
before integrating it with phonological aspects and with
the skill of speaking (Bueno, Madrid and McLaren, 2006:
282).
Roles of Speaking and Listening in Language
Learning and Literacy Development
• Listening is the first essential language skill. This is because
acquiring a language usually begins when we learn to listen first,
then to speak, then to read and finally to write. Infants acquire
language by listening to the parents or family members talk.
Then they start to copy the words they hear, and this eventually
develops into speaking in sentences of their language.
• Listening plays a vital role in learning –not just language, but
any branch of knowledge. When learners attend classes, they
are expected to comprehend and retain information from tutors
or instructors. In language classroom, most of the tuition/
teachings range in grammar, pronunciation, word stress,
vocabulary, syntax and the like. It should be emphasized that
comprehension of messages conveyed can be based on the
tone of voice, pitch and accent and comprehension is only
Roles of Speaking and Listening in Language
Learning and Literacy Development cont.
• Listening is the aural medium that gives the way to
language acquisition and enable learners to interact in
spoken communication.
• According to Nation and Newton (2009), listening is an
essential prerequisite for oral communication to take
place. Listening often influences the development of
reading and writing. Listening plays a central role in
academic success since students understand teachers
or lectures through listening.
• Speaking encourages participation.
Roles of Speaking and Listening in Language
Learning and Literacy Development cont.
• Speaking promotes interaction.
• Speaking improves fluency.
• Speaking also leads to confidence.
• Speaking leads to correct pronunciation of words.
Closure:
• Ask students teachers to work in groups and write the
points in the lesson.
• Call student teachers to summarize the lesson.
• Use provided checklist to identify whether the
indicators of the lesson has been achieved.
• Student teachers work on questions individually.
Lesson Two

Lesson Outline
Lesson Outline:
• Revision of the previous lesson (the concept of
speaking and listening and their roles in language
learning).
• The components of speaking
• Views of listening
• Components of effective oral instruction
• School visit
• Closure
Learning Outcomes
• 1. Demonstrate understanding and knowledge of
the concepts of speaking and listening and their
roles in literacy development of Early Grade (KG-
P3) learners, and components of speaking and
listening (NTS 2c, d, NTS 3e and NTECF 3, p.28).
Learning Indicators:
• 1.3. Discuss the components/ views of listening
and speaking
• 1.4. Identify components that underlie effective
oral instruction.

• Ref: Owu-Ewie, C.(2018) Introduction to

LANGUAGE LEARNING: A Resource for Language
Teachers
Components of Speaking
• Grammatical competence: (Knowing the structure of
the language, vocabulary and language conventions,
that is the learner’s ability to use appropriate words
and put these words together correctly according to
grammar of the language and other conventions).
• Discourse Competence: (Inter-sentential relationships,
cohesion and coherence; refers to the knowledge of
cohesion and organization patterns that is, the
learner’s ability to produce coherent speech, the
ability to put words, phrases and sentences together
to produce contextualized speech).
Components of Speaking cont.
• Sociolinguistic Competence: (Knowing what is
expected socially and culturally (rules and norms)
appropriate use of language).
• Strategic Competence: (The knowledge of the
techniques and strategies which can be used to deal
with lack of fluency or linguistic knowledge. The
learner’s ability to use appropriate communication
strategies according to the context in which the
communication takes place).
Some other components of speaking
• Comprehension
• Grammar
• Vocabulary
• Pronunciation
• fluency
Views of Listening
• Listening can be viewed from three different perspective.
These are bottom-up, top-down and eclectic view.
• Bottom-up view
• Listening is a process of decoding sound one hears in a
linear way, from smallest meaning to complex text.
Phonemes-words-phrases-utterance-text.
• Top-down view
• Listener constructs meaning using incoming sounds as
clues. Listener uses prior knowledge of the context and
situation.
Views of Listening cont.
• Eclectic view
• Is combination of bottom-up and top-down
approaches.
Components of effective oral instruction
• Develop listening and speaking skills
• Teach a variety of spoken text
• Create language learning environment
• Teach and extend vocabulary and conceptual
knowledge
• Promote auditory memory
Closure:
• Group Work: group students to find more
information on the topic presented.
Lesson three (3)
Lesson outline
Lesson Outline:
• Revision of the previous lesson on the
components of speaking and views of listening.
• Strategies of teaching speaking to JHS learners
• Problems of using the strategies
• School visit
• Closure
Learning Outcomes
Demonstrate knowledge and understanding of
• 2.
appropriate speaking and listening techniques/
activities to teach JHS learners with diverse
needs and interests to enhance their speaking
and listening skills, (NTS 2d, 3e, g, m, k NTECF
bullets 2 and 5 (p.25)).
Learning Indicators
• 2.1. Identify appropriate approaches/strategies
that address the diverse needs and interests of
learners to assess JHS learners’ speaking and
listening skills.
• 2.2. Evaluate how these techniques are
practiced in the JHS to address the diverse needs
of learners in speaking and listening.
• Ref: Owu-Ewie, C.(2018) Introduction to LANGUAGE TEACHING:A Resource for Language Teachers
Revision of previous lesson
•Student teachers answer questions on previous
lesson
• Mention the components of speaking.
• From the previous lesson, what did we say about
the views of listening?
• What are the components underlying effective
oral instruction?
Overview of current lesson
• Strategies/ways of teaching speaking to JHS
learners
• Learners start speaking if the situation is
personally meaningful to them
• Learners may be interested in speaking when
they are motivated to speak
• Learners may also speak when the environment
is conducive to them (no intimidation, mockery,
hostility)
• All learners must feel safe, happy, and motivated
Strategies of teaching speaking to JHS
learners
• Discussion
• Debate
• Role-play/dramatization
• Discussion/comments
• Communicative games/drills
• Cooperative task/activities
• Use of audio/audio-visual
Problems of using the strategies
Some problems teachers are likely to encounter
• Large class size
• Inadequate/Lack of qualified trained teachers
• Lack of resources
• Learners with disability
• Learners lack of proficiency in the English language
• Classroom not conducive for using some strategies
• Classroom design
• Inadequate training of teachers to use the strategies
• Time allocated for a lesson may not be enough.
• Not all students will participate
School visits
• Student teachers make notes on strategies teachers
use in teaching speaking and the problems they
encounter and how they dealt with the problems.
• They cross check their findings with what they
discussed in class.
• Student teachers should reflect on how this will
improve their skills in teaching speaking as
developing professionals for next class discussion.
Lesson closure
• Student teachers individually write down the
main points in the lesson and share with
colleagues.
• Questions are asked for clarification.
Group assignment

• Identify five strategies of teaching speaking to

JHS learners and explain how the strategies you
identified can be used in the classroom.
END

Thank you
Lesson 4

Lesson outline
Lesson Outline:
• Revision of the previous lesson on the strategies of
teaching speaking, the views of listening and
components underlying effective oral instruction
• Listening techniques for developing good listening
skills of JHS learners
• Listening comprehension
• Strategies of developing listening skills
• Problems of using the listening techniques and
strategies for JHS learners
• School visit
• Closure
Learning Outcomes
• 2. Demonstrate knowledge and
understanding of appropriate speaking
and listening techniques/activities to
teach JHS learners with diverse needs
and interests to enhance their speaking
and listening skills. (NTS 2d, 3e, g, m, k,
NTECF bullets 2 and 5 (p. 25)
Learning Indicators
• 2.4 Apply the techniques/activities learned
in the classroom in teaching (speaking
and listening) at JHS level to address the
diverse needs and interest of learners
Revision of previous lesson
•Student teachers answer questions
on previous lesson
• What are the strategies of teaching
speaking to JHS learners?
• Mention some problems of using the
strategies.
Overview of current lesson
• Listening techniques for developing
good listening skills of JHS learners
• Listening comprehension
• Strategies of developing listening
skills
• Problems of using the listening
techniques and strategies for JHS
learners
Listening techniques for developing
good listening skills of JHS
learners
• Provide enough listening opportunities/activities
for learners
• Use think-aloud procedure
• Provide a purpose for listening
• Promote active listening
• Select an appropriate strategy for presenting the
lesson
• Use authentic material (news on TV/Radio)
• Organize pre-listening activities (provide relevant
vocabulary)
Listening Comprehension
• Listening comprehension is a precursor to
reading comprehension, so it’s an
important skill to develop.
• It is the ability to understand the words
and make a relation of them.
• Ones ability to understand what he/she
has heard.
Strategies of developing
listening skills
• Top-down strategy: this strategy is
listening based; listener taps into
background/previous knowledge of the
topic, the situation/context, the type of text,
and the language. Top-down strategies
listening for main idea, predicting,
include:
drawing inferences and summarizing.
Another strategy
• Bottom-up strategy: this strategy is text
based where the listener relies on the
language in the message. The listener
combines the sounds, words, and
grammar that create meaning. Such
listening for specific
strategies include;
details, recognizing cognates and
recognizing word-order patterns.
Problems of using the listening techniques
and strategies for JHS learners
• Type of text (unfamiliar text)
• Language of text
• Lack of resources
• Students’ with limited vocabulary
• Unqualified teachers
• Lack of teachers/limited teachers
• Learners with disability
• Classroom not conducive for using some
strategies
• Time allocated for a lesson may not be enough.
School visit
• Student teachers during STS identify
strategies teachers at the JHS/Upper
Primary use to teach listening
comprehension and the problems they
encounter and write report on it.
Closure
Student teachers answer questions orally on
lesson
• Mention some listening techniques for
developing good listening skills in JHS learners.
• What do you understand by listening
comprehension?
• What are the strategies of developing listening
skills?
• State some problems of using the listening
techniques and strategies for JHS learners.
Tutor answers student teachers’ questions if any.
Lesson 5

Lesson outline
Lesson Outline:
• Revision of the previous lesson on
techniques and strategies for teaching
listening and challenges of the strategies.
• Definition of TLMs in general and Speaking
and Listening TLM particular.
• Using technology to prepare and use JHS
speaking and listening materials.
• Problems of using technology to prepare
speaking and listening materials.
• School visit
• Closure
Learning Outcomes
• 3. Integrate technology in preparing
appropriate TLMs to teach speaking and
listening effectively to enhance literacy in
speaking and listening among JHS
learners bearing in mind their interests
and needs (NTS 3jand NTECF bullet 10,
p.25).
Learning Indicators
• 3.1 Identify appropriate technology tools that
can be used in teaching speaking and listening in
the JHS
• 3.2 Use appropriate technology to prepare
speaking and listening TLMs, which fits the
diverse needs and interest of learners in the JHS.
• 3.3 Use appropriate teaching learning materials
for teaching speaking and listening which
address the diverse needs and interest of JHS
learners to enhance their speaking and listening
skills.
Revision of previous lesson
Student teachers answer questions on previous
lesson
• What are the listening techniques for developing
good listening skills of JHS learners?
• Explain Listening Comprehension in your own
understanding.
• State the strategies of developing listening skills.
• Mention some problems of using the listening
techniques and strategies for JHS learners.
Definition of TLMs
• Any collection of materials including
animate and inanimate objects and human
and non-human resources that a teacher
may use in teaching and learning
situations to help achieve desired learning
outcomes.
• They are the educational materials that are
used within the classroom setting to
support the learning indicators, as set-out
within the lesson plan
Speaking and Listening TLMs
• They are teaching aids/materials designed
purposely for the teaching of speaking
and listening.
Using technology to prepare and
use JHS speaking and Listening
TLMs
• ICT includes computers, internet,
smartphones, and electronic delivery
systems such as radio, television,
projector etc.
• The teacher in teaching speaking and
listening lesson may use computers,
television, recorders, projector, internet,
smartphones, etc.
Technology and TLMs
• Teacher/learners may use internet to search for
information on speaking and listening.
• Pictures can be designed with the laptop/computer.
• Voice recorder may be used to record vocabulary,
whole text, story, to be played in class for all to listen.
• A TV program may be viewed and discussed in class.
• A radio program may be listened to by learners and
they may react to what they heard.
• The use of projector in lesson delivery.
Problems of using technology to
prepare speaking and listening TLMs
• Lack of resources
• Teacher attitude and belief
• Confidence in skills and knowledge
• Teacher resistance to use technology in the
classroom
• Lack of technology equipment/lack of access
• Lack of government support
• Lack of training in use of technology in
teaching speaking and listening.
School visit
• Student teachers during STS identify how
teachers at the JHS level prepare and use
TLMs to teach speaking and listening and
the challenges they face and write them
down for class discussion for the next
lesson.
closure

• Write down the main points of the lesson

individually and present to class.

• Tutor answers student teachers questions

on the lesson if any.
Lesson 6

Lesson outline
Lesson Outline:
• Revision of the previous lesson on definition of
speaking and listening TLMs, Using technology to
prepare and use JHS speaking and listening
materials and problems/challenges of using
technology to prepare the TLMs.
• Factors to consider when developing/selecting
speaking and listening TLMs for JHS learners.
• Creating an environment for effective use of TLMs
to enhance speaking and listening development for
JHS learners
• School visit
• Closure
Learning Outcomes
• 3. Integrate technology in preparing
appropriate TLMs to teach speaking and
listening effectively to enhance literacy in
speaking and listening among JHS
learners bearing in mind their interests
and needs (NTS 3jand NTECF bullet 10,
p.25).
Learning Indicators
• 3.4 Identify and explain factors to consider
when developing/selecting speaking and
listening TLMs
• 3.5 Identify and explain ways to create an
environment for effective use of TLMs to
enhance speaking and listening
development for JHS learners.
Revision of previous lesson
Student teachers answer questions on previous
lesson
• What are TLMs?
• Explain Speaking and Listening TLMs.
• In what ways can technology be used to
prepare TLMs to teach speaking and listening
to JHS learners?
• Mention some problems/challenges of using
technology to prepare speaking and listening
materials.
Factors to consider when developing/selecting
speaking and listening TLMs for JHS learners.

• Consider the class of learners

• Consider the learning abilities of learners
• Consider the curriculum and the context
• The resources and facilities available
• Personal confidence and competence
• Consider the cost of materials
• Consider the time involved
Creating an environment for effective
use of TLMs to enhance speaking
and listening development for JHS
learners
• Prepare yourself
• Prepare the materials
• Prepare the environment
• Prepare the learners
• Use of material
• Evaluate the material
School visit
• Student teachers during STS identify how
teachers create a conducive environment
at the JHS level to use TLMs effectively to
teach speaking and listening and the
challenges they face and write a report on
it.
Closure
• Each student teacher mentions one factor to
consider when selecting/developing
speaking and listening TLMs for JHS learners.
• How can a teacher create an environment for
effective use of TLMs to enhance speaking
and listening development for JHS learners.
• Tutor answers student teachers questions for
clarification. Student teacher check to see if
learning indicators were met in the lesson
END

• Student teachers read ahead and prepare

for lesson 7.
Lesson Seven (7)

Lesson Outline
Lesson Outline
Revision of RPK of the leaners
Assessing Early Grades Speaking and Listening
What is Assessment?
Form of Assessments

Ways of assessing speaking and listening skills of the leaners (Primary JHS)
The speaking and listening component of the New English Language Curriculum (Primary and JHS)
Lesson plan template
School visit
Closure
Learning Outcomes
(3) Use appropriate methods/tools to assess the speaking and listening skills of diverse EARLY GRADE KG-P3
leaners (NTS 3K and NTECF bullet 6, p.25)
(4) Leaning indicator
4.1 identity appropriate methods/tools, which address the diverse needs of leaners to assess the speaking and
listening of early Grade (KG-P3) leaners

Ref:
Isaacs, T (2016). Assessing speaking. In D. of second language assessing. Pp 139-146Belin, De Gruyter mouton
(chapter 10)
1.1 ASSESSING PRIMARY AND JHS LEARNERS’
SPEAKING AND LISTENING SKILLS
A. What is Assessment?
Assessment is a process of collecting and evaluating information
about learners and using the information to make decision to
improve their learning.

FORMS OF ASSESSMENTS
Assessment is both formative and summative.
Formative Assessment is viewed in terms of ASSESSMENT AS
LEARNING AND ASSESSMENT FOR LEARNING.
Assessment As Learning refers to engaging learners to reflect on the
expectations of their learning. Information that learners provide the
teacher forms the basis for refining teaching-learning strategies.
Learners are assisted to play their roles and to take responsibility for
their own learning to improve performance. Learning set their own
goals and monitor their progress.
Assessment For Learning is an approach used to monitor learners
progress achievements. This occurs throughout their learning
process. The teacher employs assessment for learning to seek and
interpret evidence, which serves as timely feedback to refine their
teaching strategies and improves learners’ performance. Learners
become actively involved in the learning process and gain
confidence in what they are expected to learn.
• Assessment of Learning: This is summative assessment. It
describes the level learners have attained in the learning, what they
know and can do over a period. The emphasis to evaluate the
learners’ commutative progress and achievements.

• Assessment procedure one use i.e. class assessment, homework,

project etc. must be developed in such a way that the various
procedures complement one another to provide a representative
sample of indicators taught over a period.
(a) WAYS OF ASSESSING SPEAKING AND LISTENING SKILLS OF
LEARNERS (PRIMARY AND JHS)

 Dictating exercises
 Reading aloud
 Carrying out graded instruction.
 Completion games
 Retelling a story
 Ask them to follow instructions and directions
 Pronounce sounds (vowel and consonants)
 Listening and note taking exercises
 Let learners embark on sound walk
 Let learners talk about a conversational charts.
• 1.9 THE SPEAKING AND LISTENING COMPONENTS OF THE NEW
ENGLISH LANGUAGE CURRICULUM

a) Primary English Language Curriculum

The new curriculum for the primary is organized into six (6) strands and
their sub-strands.
The six (6) strands are
1. Oral language (listening & speaking)
2. Reading
3. Grammar usage
4. Writing
5. Using writing conversations
6. Extensive reading
The Speaking and Listening Components of the
Primary Curriculum is Strand 1 Which is ORAL
LANGUAGE
The sub-strands of the oral language (listening and speaking) are:
1. Songs
2. Rhymes
3. Poem
4. Story telling
1. Dramatization & role play
2. Conversation, talking about oneself, family, people, places,
customs, events, cultural values, manners and other themes.
3. Listening comprehension.
4. Asking and answering questions.
5. Giving and following commands/instructions/directions and
making responding to requests.
6. Presentations.
b). JHS CCP CURRICULUM (THE COMMON
CORE PROGRAM CURRICULUM)
• The CCP curriculum for JHS is organized into five (5) strands
and their sub-strands
The five (5) strands are
1. Oral language
2. Reading
3. Grammar usage
4. Writing
5. Literature
The speaking and listening components of the CCP curriculum is strand
1, which is ORAL LANGUAGE.
The sub-strands are:
1. Conversation/Everyday discourse
2. Listening comprehension
3. English sounds
2.0 LESSON DEMONSTRATION BY THE
STUDENTS
Students prepare scheme of learning.
2.2 KEY WORDS

STRANDS
They are the broad areas/sections of the English content to be studied.

SUB-STRANDS
They are the topics within each strand under which the content is
organized.

CONTENT STANDARD
It refers to the pre-determined level of knowledge, skill and or attitude
that a learner attains by a set stage of education.
INDICATORS
They are clear outcomes or milestones that learners have to exhibit in
each year to meet the content standard expectation. The indicators
represent the minimum expected strand in a year.

EXEMPLARS
They serve as support and guidance which clearly explain the expected
outcomes of indicators and suggest what teaching and learning activities
could support the facilitators/teachers in the delivery of the curriculum.

CORE COMPETENCIES
In the curriculum, certain core competencies will be developed in learners
to help them develop our country, Ghana.
Lesson 9

Lesson outline
Lesson Outline:
• Revision of the previous lesson on problems of
assessing JHS learners’ speaking and listening skills
and how to address the problems.
• Interpreting the JHS speaking and listening
component of the curriculum.
• Deficiencies of the JHS speaking and listening
curriculum.
• Addressing deficiencies in the speaking and listening
component of the JHS curriculum
• School visit
• Closure
Learning Outcomes
• 5. Interpret and understand key features of
the speaking and listening component of
the JHS English curriculum (NTS 2b, d;
NTECF bullet 11, 13; p. 25)
Learning Indicators
• 5.1 Interpret the speaking/oral and
listening components of the JHS English
curriculum and how they cater for the
needs and interests of diverse learners in
the classroom.
• 5.2 Identify the deficiencies of the JHS
speaking and listening curriculum and
how to address them.
Revision of previous lesson
Student teachers answer questions on
previous lesson
• What are the problems of assessing JHS
learners’ speaking and listening skills?
• In what ways can the problems of
assessing JHS learners’ speaking and
listening skills be addressed?
Component of the Curriculum

• Rationale
• Philosophy
• General Aims
• Specific Aims
• Teaching and Learning Expectations
• Core competencies
• Learning Domains (expected learning behaviour)
• Language skills (listening, speaking, reading,
writing)
Cont’
• Attitudes and values
• Assessment
• Suggested Time Allocation
• Pedagogical Approaches (learning centered
approaches)
• Inclusion
• Information communication technology
• Organization of the curriculum
• Note to the Teacher
Interpreting the JHS speaking and
listening component of the curriculum
Organization Of The JHS CCP Curriculum. (The Common Core
Program Curriculum)
• The CCP curriculum for the JHS is organized into five
(5) strands with their sub-strands.
• The five (5) strands are:
1. Oral language
2. Reading
3. Grammar usage
4. Writing
5. Literature
Scope and sequence of the
curriculum
S/N STRAND SUB-STAND
1 Oral Language 1. Conversation/Everyday Discourse
2. Listener comprehension
3. English sounds
2 Reading 1. Comprehension
2. Summary
3 Grammar 1. Grammar
2. Punctuation and Capitalization
3. Vocabulary and Spelling

4 Writing 1. Production and Distribution of Writing

2. Text Type and Purposes
3. Building and Presenting Knowledge
5 Literature 1. Prose, Drama and Poetry
DEICIENCIES IDENTIFIED IN THE CCP
CURRICULUM FOR JHS

Some of the strategies we are using in teaching the

skills are not found in the curriculum .E.g. language
games, debate, modeling speaking and listening,
use of audio/audio-visual materials, completion
game/completion of statements, problem-solving
activities etc.
HOW TO ADDRESS THE DEFICIENCY
IDENTIFIED

• Stakeholders involve (NACCA, GES, MOE etc.)

should be informed to review and include the
strategies as supplementary strategies.
• Some teachers could be used as resource
persons in the writing of educational curriculum
since they are in they are in the teaching field.
School visit
• Student teachers visit schools and identify
the deficiencies in the JHS literacy
curriculum and ways teachers address the
deficiencies in the speaking and listening
component.
Closure
• Tutor asks student teachers question to
recap the lesson.
How is the CCP curriculum organized?

Identify the speaking and listening component of

the CCP curriculum.

• Tutor answer student teachers’ questions for

clarification if any.
Lesson 10

Lesson outline
Lesson Outline:
• Revision of the previous lesson on interpreting the JHS
speaking and listening curriculum, its deficiencies and
addressing the deficiencies skills and how to address
the problem.
• The speaking and listening scheme of learning.
• Factors to consider when designing a speaking and
listening scheme of learning.
• School visit
• Closure
Learning Outcomes
• 6. Plan and co-teach lessons in speaking
and listening by integrating them to cater
for the needs and interests of diverse JHS
learners NTS 3 g, l, m, NTECF bullet 13,
p.25
Learning Indicators
• 6.1 Plan and write a scheme of learning
for an integrated speaking and listening
lesson that cater for the diverse needs
and interest of learners in the JHS level.
Revision of previous lesson
Student teachers answer questions on
previous lesson
• Mention some of the components of the
JHS speaking and listening curriculum.
• What deficiencies did you identify with the
JHS speaking and listening curriculum?
• How can the deficiencies in the curriculum
be addressed?
The speaking and listening scheme
of learning
• Listening and speaking scheme of learning is planning
series of speaking and listening learning experiences
for students.
It is a plan for teachers to outline what they will teach
during each week in an academic term or period
It normally includes week, strand, sub-strand and
indicators
A good scheme of learning should be clear in its
components and should take account of learners
needs and interest
The various indicators in the scheme flow sequentially
and the various lessons in the scheme of learning
should flow sequentially
How to design a scheme of learning

To prepare a scheme of learning to guide

you in your lesson preparation and teaching,
the teacher must do the following:
1. Count the number of indicators in each
sub-strand and divide it by the three terms
2. A sub-strand can be taught in one, two or
more lessons depending on the number of
indicators
Cont’
3. In calculating the number of sub-strands in
a strand, consider the number or weeks
each sub-strand can be taught as a lesson
4. When you have done that fix it to a table
showing the sequence of week and term for
each sub-strand.
5. Next, populate it on another table that
should contain the following:
Cont’
 List of strands
 Sub-strands
 Reference numbers of content standards
 cluster of associated indicators
Template for yearly scheme of
learning
Week Term1(Sub- Term2 (Sub- Term3 (Sub-
strands for term 1) strands for term 2) stands for term 3)
1
2
3
4
5
6
7
Template for termly scheme of
learning
WEEK STRAND SUB- CONTENT INDICATOR RESOURCE
STRAND STANDARD S
1
2
3
4
5
6
7
Factors to consider when designing a
speaking and listening scheme of learning
1. Learners entry behavior
2. Course aims
3. Course content
4. Time available for lesson
5. Teaching strategies to be used
6. Assessment techniques required
7. Resources available
8. Class size
9. Age and abilities of learners
School visit

• Student teachers visit schools, observe

how teachers prepare their scheme of
learning, and compare with what they have
learned in class and present report for
next class discussion.
Closure
• In groups, student teachers use the JHS
curriculum to prepare a termly scheme of
learning.
college of education
ENGLISH LANGUAGE
(SPEAKING & LISTENING)
LESSON PLAN
PREPARATION AND PRESENTATION

Presenter:
LESSON PLANS
A lesson plan is a written document which the teacher prepares showing
how a particular lesson/topic is to be taught.

A lesson plan is a plan used by the teacher in a school, detailing the

structure and format of lessons.

The lesson plan is prepared from the scheme of work that the teacher
prepares.

It is written by the teacher before he goes to the classroom to teach.

Importance of speaking and listening
lesson plan
 Helps the teacher to know in advance what to teach
 Helps the teacher to know in advance what method to use in
teaching a topic.
 Helps the teacher to gather in advance the materials he needs to
do effective teaching.
 Helps the teacher to teach systematically
 Gives the teacher confidence in teaching
 Ensures that all desirable learning outcomes are appropriately
taken care of

Factors to consider in designing a Speaking and
Listening lesson plan
 Interest of learners
 The class
 The number of learners in the class
 Prerequisite knowledge
 Academic strength/ background of learners
 The content of the lesson
 The objective of the lesson
 The TLM’s to use
 The methodology to use
 The time for the lesson
The English Lesson Plan Format
vital areas to consider in writing the English (Speaking and Listening) lesson plan
include the following:
The Rubrics ; date, time period, class, class size, subject, strand and
sub-strand etc.
Content Standard
Indicator:
Performance Indicator
Core Competencies and Subject Specific Practices
Key words
Phase - Phase1 (Starter), Phase 2 (Main), Phase 3 (Plenary/ Reflections)
Learner activities
Resources
Evaluation
Oral Language and Sub-strand
In the new curriculum, speaking and listening lesson is
referred to as Oral Language and it includes the following
sub-strands

Conversation/Everyday Discourse
Listening Comprehension
English sounds
Phase1: Starter
Learner Activities

This is where the facilitator tries to activate

learner previous knowledge about the lesson.

This can be in the form of a discussion or a

song to be sung by both the facilitator and the
learners.
Phase 2: Main (new learning including
assessment)

The phase 2 of the oral language lesson has three main stages, these
include;

Preparation Stage / Pre-listening Stage

Presentation Stage / While-listening stage
Production Stage / Post listening stage

Each of these stages has specific activities.

PREPARATION STAGE / PRE-LISTENING STAGE
This is the stage or activities learners engage in before the listening lesson. This stage is made up of
two main activities. They are:

a. Prediction activities.
Teacher asks pupils to make predictions / guesses. This can be done through any of the following
activities
Discussion of the title of the lesson
Asking questions based on the lesson
Giving the gist of the lesson
Describing a picture or series of pictures
 Singing a song or verse
 Engaging pupils in a language game
 Displaying a chart on the theme of the lesson
Playing a video or a tape recording on the theme of the lesson
 a short drama / dialogue on the theme of the lesson

These activities may be combined.

PREPARATION STAGE / PRE-LISTENING STAGE

The second activity that can be conducted at the pre-

listening stage is :
 Treatment of vocabulary.
Here, the teacher teaches the pronunciations and
meanings of unfamiliar vocabulary.
Teaching new vocabulary include:
Teaching the meanings and use of words
Drilling their pronunciations
Activities for Presentation Stage / While-
listening stage
Treatment and practice of the actual speaking and listening
lesson. E.g. conversation
The teacher models the activity (e.g. conversation) with a
pupil.

Pair work and group work in the activity (i.e. conversation) to

enhance listening and speaking.

Teacher goes round to supervise pupils

Activities for Presentation Stage / While-
listening stage
This stage involves the use of the following activities:
a. Role play. The teacher assists pupils to role-play characters in a dialogue
presented in the introduction

b. Drills. The teacher uses different kinds of drill to assist pupils to practice the use
of the new language on the theme.
The drills include:
question and answer drill
repetition drill
substitution drill
chain drill.
Production stage / Post listening stage
The teacher ask pupils to use the new language in pair or
group dialogue

It also involve giving exercise at the end of the lesson.

Independent activity/homework
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