Improving Speaking Skills Among the Year Four ESL Students Using
Games
By:
Nurulhuda binti Abdullah / TESL 3
1.0 INTRODUCTION
Language skills include listening, speaking, reading, and
writing. This is the core of the language skills to control the
mainstream. Controlled all of these skills are very important in
the process of teaching and learning in order to run smoothly and
effectively. Language skills in relation to verbal skills involved
two basic components: listening and speaking. Both of these
components are closely related and complementary. Speaking is an
interactive process of constructing meaning that involves producing
and receiving and processing information (Brown, 1994; Burns &
Joyce, 1997). Speaking skill is the ability of students to talk to
establish rapport and communicate information, ideas, feelings, and
ideas critically and creatively with the correct pronunciation and
intonation politely. Emphasis is given to the use of pronunciation
using appropriate grammar. (Explanation from the KBSR English
Syllabus).It is probably the language skill that most language
learners wish to perfect as soon as possible. As we already known,
the relationship between the ability to speak with listening
skills; are closely related. Speak or spoke is one of the language
proficiency. In oral communication, there are two parties, namely
the speakers as oral communication transmitter and receiver
listeners as verbal communication. Since the primary level,
students are taught literacy and sound of each letter, syllables,
words, phrases, and sentences. All this is designed to train the
students to be able to call something exactly as it should. They
should be able to say the things correctly according to the sound,
spelling and the meaning. Typically, errors occur frequently among
the students in a second language. Native language disorders often
inhibit their learning. Teaching and learning in early childhood
education is more effective if it is done through game activities
because playing is a part of the childrens world.
According to Moyles (2005) playing in teaching and learning
experience is the best and become a priority in early childhood
education. Through activities such as game, pupils learn about the
environment and understand the issues that are happening around
them. When the pupils enjoy learning something, they remain
interested in taking part in the learning process, and their
focuses are getting better. Through play, pupils are more focused
with all matters relating to the activities undertaken such as
game. Thus, the pupils can get a meaningful learning experience and
learning process better. Unfortunately, there are some parents or
teachers think that early childhood education which considers
methods to play is less important and they just focuses on the
purpose of academic achievement. As a result, many programs of
early childhood education are using drilling and ignore the
curriculum activities play in early childhood education (Miller
& Almo 2009). Theories of the children development by Erikson
(1950) and Piaget (1980) emphasize the ability of different
children can do at different levels. This level is in accordance
with the child's development and progress can be honed and improved
according to the needs of children. According to Ornstein and
Hunkins (2004), learning cannot be separated from everyday life,
children, and even learning must be based on the needs and
interests of children.
As an English teacher, I want to see my students tried to speak
and communicate in English while in class.Teaching English as a
foreign language is challenging. As an ESL (English as a Second
Language) teacher, you must learn to constantly adapt to your
students needs. A good ESL teacher must be able to recognize these
common problems, and work to find solutions. Even a small adjusment
in your teaching methods can help to create a more productive and
casual environment for both you and your students. Many times,
students will automatically look to the teacher for correct answers
instead of trying themselves. Students become overly dependent on
teacher. When teaching English as a foreign language, persistent
use of first-language is possibly the most common problem. I want
to help the students achieve the goal they hold in their lives; I
want to perform what is required of a teacher-controller, assessor,
organizer, prompter, participant and resource-provider (Harmer,
1983:201). Therefore, I want to explore some of those changes and
their implications for classroom teaching and materials design.
1.1 Reflection on teaching experience
Speaking skills in English is one of the problems that I faced
in teaching lessons. These students usually speak using their
mother tongue and rarely speak English. It affects the
communication in the teaching and learning process. To overcome
these problems, I asked my students to communicate in English
during the English lesson. I encourage them to express their
opinion by using English in the form of simple sentences. In
addition, I also talk to them in English. Such measures can
increase the chances of the students to speak English. To increase
the chances of students to speak English, I use many ways and
provide a variety of situations according to the syllabus or use an
existing dialog in textbooks and asked the students to make the
play-related. Students were delighted when asked to come in front
to make the play. However, they cannot speak with their own ideas
and needs guidance from the teachers or existing dialog to make the
play. In addition, the school also held an English Week once a
month. During the week, students and teachers need to communicate
using English language entirely. English Week provides an
opportunity for students to speak English and improve student
mastery of English, unfortunately there is still a huge gap for the
pupils to speak English. The weekly assembly also carried out with
the use of dual language. Honestly, speaking skills among the
students have not yet reached the standards set by the ministry.
There are several studies that show the effectiveness of the use of
games in improving student skills for speaking. Therefore in this
study, as a researcher I would use language games as teaching aids
to be used in the intervention process for guiding the students to
develop oral skills in English.
1.2 Related theory
Games
According to Jill Hadfield (1996: 4) a game is an activity with
rules, a goal and an element of fun. He also said that there are
two kinds of games: competitive games and cooperative games. A
competitive game is a game in which the player or teams race to be
the first to reach the goal. And co operative game is a game in
which players or teams work together towards a common goal. Games
offer students a fun and relaxing learning atmosphere. When
students join in games, anxiety is reduced and speech fluency is
generated, so communicative competence is achieved. Games
activities are an excellent way of motivating learners to speak.
Games introduces of competition into language-building activities.
In other words, games create a meaningful context for language use.
The competitive atmosphere also makes the learners concentrate and
think intensively during the learning process. According to Caesar
Kleur (1998), games have many characteristics, they are: A game
governed by rules. To make a simple activity into a game rules is
important. A game has objectives. One of the rules is the
achievement of an objective. This objectives can be something like
making points correctness of finishing an activity first. A game is
a closed activity. It means games must have beginning and an end.
It must be easy for the player and the teacher, to know who is
about to reach the aim. From the definition above it can be said
games encourage, entertain, teach, and promote fluency. They should
be used because games help students see the beauty in a foreign
language and not just problems of the foreign language itself. Jill
Hadfield (1996:4) states that the games make use of variety of
technique. Variety is important in language learning and teaching
and a succession of games based on the same principle. Technique
used for instance includes information gap, collecting, combining,
role play, and simulation technique.
Speaking Skills
Bygate (1987) stated that "speaking is a skill which deserves
attention as much as the literary skills in both native and foreign
languages". When students speak in a confident and comfortable way,
they can interact better in real daily situations. Byrne (1984, p.
9) stated that "The main goal in teaching the productive skill of
speaking will be oral fluency: the ability to express oneself
intelligibly, reasonably, accurately and without undue hesitation
(otherwise communication may break down because the listener loses
interest or gets impatient). To attain this goal, the students had
to move from the stage where they merely imitate a model or respond
to cues to the point where they could use the language to express
their own ideas". Taking into the Byrne's concept, I use fun and
interesting games in this research in order to make the
intervention, motivate and help the students to move on from the
passive stage to the production and active stage.
1.3 Related literature
Through a study conducted by Dwi Nurul Fajariyah (2009) on eight
grades students in SMP Negeri 2 Baki Sukoharjo located in Jawa
Tengah, it shows she conducted a pre-research before going to the
real research in order to identify the students learning activity
during teaching and learning process and teacher technique in
teaching speaking. The pre-research included interviewing the
English teacher, observing teaching and learning process, and
conducting pre-test to the students. The findings of the research
were in line with the research questions as the focus of the
research, whether the implementation of games can improve students
speaking proficiency especially in accuracy and fluency also the
atmosphere of the classroom during the implementation of games. The
result of the research shows that games can improve the students
speaking proficiency and the atmosphere of teaching learning
process becomes more alive.
Chris Valeska (2012) in his research stated that the findings of
his study show that it is fundamental to have students using the
language in order to have more successful learning, and the
implementation of games for the speaking skill, allows the students
to practice the speaking skills, and also improve the listening
skill. He also stated that using games to trigger 4th graders
speaking skills is one of the interesting strategies to be
implemented in an EFL classroom scenario. The general perspective
of his study suggests that facilitators should concern more about
helping students to develop their oral production and interaction,
by designing syllabus which contains activities where the learners
have the opportunity to practice speaking, besides improving their
English. It is also important to point out that integrating the
four skills (listening, speaking, writing, and reading) will help
the students to have more successful learning of the English
language. Then, he considered that the study motivates facilitators
to plan courses in which learners will face situations where they
will have a meaningful use of the English language. He also
conceived games as activities that should be taken into account
when designing syllabi in order to improve not only the speaking
skill in the second language, but also the other skills.
Ulviana (2010), carry out a research study to improve students
speaking ability through communication games to know whether
students speaking ability could be improved through communication
games and to know how the implementation of these technique
increasing students ability in speaking English. The result of this
study shown, that the implementation of communication games toward
the students in English learning especially speaking skill is
effective. It is proven by data that was derived from the research
study. First, from the interview result showed the students were
more motivated and interested in learning English. Secondly, from
the test result which consisted of three tests; pre-test, posttest
of the first cycle and posttest of the second cycle.
Another research is by Urrutia William (profile vol.12 no.1/
June 2010). He conducted an action research to encourage teenagers
to improve the speaking skills through games in a Colombian Public
School. From the research done, it consider that games, in general,
encouraged teenagers to improve their speaking skills, especially
when these included group work, motivation and competition. He
discovered that games are more than a function in the classroom;
they helped the students perform better, feel confident and free in
order to improve their English speaking skills. The research
implemented some kinds of games: caring sharing, guessing and
speculative games and a story game. They encouraged students to
communicate orally and to gain confidence in speaking. In addition,
during the process of the implementation, students overcame their
fear of making mistakes and perceived speaking as a natural process
when they were playing. The majority of students could express and
communicate orally without the pressure of time or constant
evaluation. In the research questions, he also aimed at describing
what happened with students' oral production when engaged in games.
In fact, students took part in the activities in a free,
comfortable and motivating way. As a consequence, they learnt more
vocabulary, short sentences, and pronunciation.
2.0 FOCUS OF INVESTIGATION / ISSUE OF CONCERN
2.1 Problem Statement
From my observations, it was found that many students in the
class have not yet reached the speaking proficiency as outlined in
the curriculum. Based on the curriculum goals that have been
determined, the students are expected to achieve them. However,
there is a gap between the goals and the fact which happens in the
classroom. In reality, the ability of the SK Seri Sekawan Desa Year
Four students in speaking material mostly, does not meet the
standard of curriculum. From the observation, lack of the students
speaking proficiency is the problem. Their vocabulary, grammar and
pronunciation are low which make them unable to say something
during the speaking class. There are some indicators which show
that they do not speak accurately. In language teaching class, they
rarely answer the question given by the teacher orally. They also
speak with a lot of pauses and also get difficulties to find the
appropriate words to create sentence or expression. In dealing with
the vocabulary mastery, for instance when the teacher asks the
meaning of certain action words, several of them cannot answer
them. As an English teacher, I have to translate my instructions in
Malay after explaining it in English. Other indicators are shown in
the classroom atmosphere. During the teaching learning process, the
students are not enthusiastic and interested in joining the
speaking activities. Only some of them have great willingness to
speak up voluntarily and some of them not enjoy the lesson. There
are activities when all the students had to interact and speak
together it gets too noisy or ending up chatting in their own
language. Moreover, when the time of teaching and learning
conducted after break time, they look tired and a few of them show
low motivation to follow the teaching and learning process. Based
on the fact above, I conducted this research to build and improve
their proficiency in speaking by conducting an action research
using games. According to Jill Hadfield (1996: 4) games are an
activity with rules, a goal and element of fun. Chen (2000) stated
that games make the learners more willing to ask questions and
think creatively about how to use English to achieve the goal. They
are thus a natural self-expression for both the young and the old.
They have the advantage of attention in focusing, providing a
self-motivating environment for the students with their active
participation. The advantages of games in the classroom make
students have great willingness to practice speaking skill. Games
encourage the students to be active in the classroom, entertain
them, teach the language naturally and promote fluency. They should
be used to help students see the beauty in a foreign language and
not just the problems of the foreign language itself. Many
advantages of games can overcome the speaking problems. The
competition of games gives students a natural opportunity to work
together and communicate using English with each other.
Furthermore, by integrating playing and learning, they practice the
learned linguistic knowledge in a meaningful context.
2.2 Preliminary Investigation
Before starting the intervention, I have made a few observations
as the preliminary investigation to several students who were in
the group of moderate and weak to speak. Students are identified
through teaching and learning activities in the classroom, where
the students that have lack of cooperation or voluntarily to give
opinions or while carrying out the group activities. I have also
made a preliminary assessment of all the students in this class.
According to Sawyer (2006), the guidance given to students who meet
the requirements can enhance learning potential. I believe that
through counseling and individual attention students with learning
disabilities to enhance their capabilities. Guidance is given by
the teacher and usually shaped material information relating
(Choong, 2009).
2.3 Analysis of Preliminary Investigation and Criteria of
Selection
Participants were chosen based on diagnostic tests and
observation. From Appendix 1, I have identified a total of 14
students who got low performance level. Other students will also
participate in the intervention that I will run. But I will focus
my study on the 14 students that have low performance level.
3.0 OBJECTIVE / RESEARCH QUESTIONS
3.1 General Objective
This study was conducted to investigate the effects of using
games to improve students speaking proficiency.
3.2 Specific Objective
The research is carried out to meet the following
objectives:
To know whether and how the implementations of games improve the
speaking skills of the students.
To improve the speaking ability and gain confidence to the
students.
3.3 Research Question
a) How can games encourage the students to improve speaking
skills?
b) What kind of games can we use to improve students speaking
skills?
4.0 TARGET GROUP / PARTICIPANTS
This study was carried out to students who have difficulty in
speaking English. It is done in Sekolah Kebangsaan Seri Sekawan
Desa which is located in the rural area in Pontian. This school is
surrounded by oil palm trees. The location of this school is far
from the main street. It makes the situation of teaching and
learning process run well because the situation is conducive and
comfortable. The subject involves one class consisting 28 students;
ten girls and eighteen boys. The research is conducted through
teaching and learning in the classroom. I choose this class as the
subject because the pre-observation reveals that the students in
this class are very enthusiast. Most of them seem eager to study.
The result of information obtained from the school shows that their
parents are mostly farmers and industrial workers, which classified
as the middle-income earners.
5.0 ACTION
The model of classroom action research used in this study is
based on the model developed by Kemmis and McTaggart (1988) in
Burns (1999:32) who state that action research occurs through a
dynamic and complementary process which consists of four
fundamental steps in a spiral process. They are as follow:
a. Planning
Develop a plan of critically informed action to improve what is
already happening. Here the researcher prepares everything that is
needed in doing the research, for instance she prepares the lesson
plans that will be used in teaching speaking class, the material
that is used in implementing the action and also the evaluation
material after conducting the action to measure whether or not that
the speaking proficiency improves.
b. Action
Having planning the action, the writer implements the learning
activity of English using games. In this study the writer will
implements games, namely guessing game and role plays. She also
gives pre-test, exercises, and post-test to the students.
c. Observation
The researcher observes the effects of the critically informed
action in the context in which it occurs. Besides, the observer
also fills the observation sheet about the process of teaching and
learning runs. By so doing the researcher can document and reflect
upon the interaction and events happen.
d. Reflection
After doing the action, the researcher continue to the step
namely reflection. In this step the researcher reflects how the
teaching and learning process runs. The function of reflection is
to know the weaknesses and the strengths of the action. The
researcher makes an evaluation from the result of the test and also
from the observation done by the researcher and the observer during
the teaching and learning process. The spiral model can be
illustrated as follow:
Kemmis and McTaggart (1988) in Burns (1999:32)
5.1 Procedure of Action
To get deeper understanding about the procedure of this action
research, the detail explanation is as follows:
1. Identifying the problem
The researcher as the student teacher in this research
identifies the problem. The problems refer to the students speaking
skill that is still low.
2. Carrying out the real action research
a. Planning
In this step, the researcher makes the lesson plan about a
certain topic, material, media, time, schedule, and instrument for
observation.
b. Implementing
In this step, the researcher implements the activities written
in the lesson plan.
c. Observing
In this step, the researcher records the important occurrences
during the teaching-learning process after the lesson. She is also
helped by this collaborator to observe students activities while
teaching learning process. Therefore, she can give some inputs or
suggestion. She notes the excesses and weaknesses of the
implementation of lesson plan using games.
d. Reflecting
After carrying out the teaching process using games, the
researcher recites the occurrence in classroom as the reflection of
the action. She evaluates the process and the result of the
implementation of games in English teaching. The data of each step
are analysed, and the data will be used to determine the next step
in the next action or cycle to reach the goal which has been stated
before.
Step
Aims
Remark
Pre-Research
Identifying and focusing the problems during teaching and
learning process.
Identifying students speaking proficiency.
Confirming teachers technique and difficulties in teaching
speaking.
Observation during the teaching and learning process.
Conducting pre-test
Research Implementation
Conducting each cycle based on the Action Research procedure ;
planning, implementing, observing, reflecting, revising and
analysing each procedure.
Implementing the games in teaching and learning.
Findings
Identify students opinion after implementing the research.
Conducting the post-test.
(Process of the research implementation)
Before the intervention, the students were given a diagnostic
test to identify the level of proficiency of their speaking skills.
Appendix 1 shows the results of the diagnostic tests. After
evaluating the results of the tests, the analytical results found a
total of 14 students received the level of low achievement results.
However, for each treatment session, all the students in the class
will be involved and take part in the activities planned by the
teacher. After identifying the level of students achievement, in
the first week the students were exposed to 'Switch Me Game'. The
game is carried out in two days. On the first day, each student is
provided with a sheet of coloured A4 paper. The paper is folded
into three parts. Next, teacher distributes coloured marker pen for
the students to write up their nickname. Students will draw three
things that they liked with the blue marker pen, while the red
marker pen for the things that they dislike. Next, the student is
required to choose a partner. They are required to introduce their
nickname and greet their partner and explained the things they like
and dislike based on the drawing on the name card. On the second
day, the students are asked to stand up and holding their name
card. When the teacher blows the whistle, students will grab any
partner and introduce their name and tell their partner what they
like and dislike. When the times up teacher will blows the whistle
and said "Switch Me". At that moment, students will find and change
their partner quickly and continue the game by introducing
themselves and explain what they like and dislike to their new
partner. When students managed to find their pair and describe
themselves within the time specified, they will raise their hands
and the teacher will give the star reward. Most rewarded students
will be the winner.
6.0 DATA GATHERING METHODS
In this research, I used four data sources:
a) Test
Pre-test given to the students before the intervention of using
games took place. This test covers the speaking skills area
contained in the Year Four KSSR performance standards. The content
standard represents the specific standards that need to be achieved
by the pupils. The learning standard details the specific skills
and knowledge that need to be attained in order to fulfil a
particular Content Standard. The test is done by assessing the
students based on skills stated below:
SKILLS
DESCRIPTIONS
1.1.1
Speak with correct stress
1.1.4
Talk about related topics with guidance
1.2.1
Participate in daily conversations:
i- Extend an invitation
ii- Accept an invitation
iii- Decline an invitation
iv- Express symphaty
1.2.4
Participate in guided conversations with peers
1.2.2
Listen to, follow and give instructions.
1.3.1
Able to listen to and demonstrate understanding of oral texts
by:
i- Asking and answering questions
ii- Sequencing
iii- Predicting with guidance.
Post-test also done to analysed the data and collecting the
result after the intervention have been done also for the
researcher to identify the difference at the end of the research
and come for a conclusion.
b) Video Recording
In this study, observations were carried out using video
recordings. The video recording will be carried out to record the
activities involved in the teaching process to allow the researcher
to study the behavior of the students, the role of researcher,
analyzing the strengths and weaknesses of the researcher and beyond
to allow researcher to make improvements throughout the research
process. Through the video footage, researcher can analyzes and
answer the question of how game can improve the speaking skills
ability among the students.
c) Observation notes and checklist
Through the observation notes and checklist, researcher can
observes and collect in depth information about the particular
behaviour of the students before and during the intervention.
d) Students achievement record
Students progression record is the record of the progress made
by students during the learning process. It is a table that been
used to record the progress of students achievement and provide the
opportunity for the researcher to review the progress achieved.
Through these records, researcher can create a reflection of
student progress, plan the steps to be taken next and can change
the teaching and learning strategies. In addition, it provides an
opportunity for researcher to pay attention and focus on the skills
that have not been achieved by a student and pay particular
attention to the matter. These records will eventually provide
information to researcher whether students achieved the learning
objectives and whether the research study can be improved.
7.0 DATA ANALYSIS AND INTERPRETATION
8.0 FINDINGS
9.0 SUGGESTIONS FOR FURTHER RESEARCH
Reference
Appendices
Appendix 1
The figure below shows the performance level of the Year 4
Amanah student.
No.
Name
Listening and Speaking
Learning Standard
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Cluster 5
1.1.1
1.1.4
1.1.2
1.1.3
1.2.1
1.2.4
1.2.2
1.2.3
1.3.1
1
Ahmad Saiful
1
1
1
1
1
1
1
1
1
2
Amirul Hakim
3
3
5
4
3
3
3
2
3
3
Aniq Syahmi
3
3
4
4
2
2
3
2
2
4
Asyraf Danial
4
4
6
6
4
5
5
3
5
5
Hazwan
1
1
1
1
1
1
1
1
1
6
Iskandar Aiman
5
5
5
6
4
5
4
4
4
7
Muhd. Aqil
5
5
5
6
4
4
4
3
4
8
Muhd. Asyraf
4
4
4
4
3
4
3
3
3
9
Muhd. Faizul
1
1
1
1
1
1
1
1
1
10
Muhd. Haikal
3
3
3
3
2
2
2
2
2
11
Muhd. Harith
6
6
6
6
6
6
6
6
6
12
Muhd. Hasif
2
2
4
3
2
2
2
1
4
13
Muhd. Iqbal
6
6
6
6
6
6
6
6
6
14
Muhd. Naqiuddin
3
3
4
4
3
3
3
3
3
15
Muhd. Suhaimi
1
1
1
1
1
1
1
1
1
16
Muhd. Syakirin
2
2
3
3
3
3
2
2
3
17
Muhd. Wazien
2
2
3
3
2
2
2
2
2
18
Syarifuddin
1
1
2
2
1
2
1
1
1
19
Aymanda
6
6
6
6
6
6
6
6
6
20
Khairun Nuhaa
6
6
6
6
6
6
6
6
6
21
Nor Aina
6
6
6
6
6
6
6
6
6
22
N. Maisarah
3
3
3
3
3
5
4
3
3
23
Nur Qistina
1
2
2
1
1
2
2
2
1
24
Nurul Athirah
1
2
1
2
2
2
2
2
2
25
Nurul Nabila
1
1
1
1
1
1
1
2
2
26
Nurul Syafiqah
2
2
2
2
2
2
2
2
3
27
Siti Nurafifah
2
2
2
2
2
2
2
1
2
28
Siti Hajar
3
3
3
4
4
4
3
3
3
Performance Level
Descriptor
1
Very Limited
2
Limited
3
Satisfactory
4
Good
5
Very Good
6
Excellent
Performance Level
Descriptor
1
Show very limited command of the language. Requires plenty of
guidance to perform basic language tasks:
Can listen to and understand familiar words and some basic
phrases concerning familiar topics.
Can listen and follow simple instructions.
Can use words and some basic phrases to talk haltingly about
familiar topics
Can answer simple oral questions on familiar topics.
Can read and understand short simple texts and answer lower
order comprehension questions.
Can label names of familiar objects in clear, legible print.
Can participate in a very limited way in a performance based on
literary works.
2
Show limited command of the language. Requires guidance to
perform basic language tasks:
Can listen to and understand words and phrases and some basic
sentences concerning familiar topics.
Can listen to and follow simple instructions and directions.
Can use phrases and short sentences to talk haltingly about
familiar topics.
Can ask and answer simple oral questions about familiar
topics.
Can read and understand simple texts on familiar topics and
answer lower order comprehension questions
Can write labels and short notices in clear, legible print.
Can spell some familiar words and use partially correct
grammar.
Can participate in a limited way in a performance based on
literary works.
3
Show satisfactory command of the language. Has the ability to
use language independently to a certain degree but requires
guidance for some language tasks:
Can listen to and understand most words, phrases and sentences
concerning familiar topics.
Can listen and follow instructions and directions
adequately.
Can give simple instructions and directions.
Can identify the main point in short oral texts on familiar
topics.
Can use phrases and sentences to talk about some topics using
mostly correct pronunciation.
Can participate in simple daily conversations.
Can read and understand texts, can answer some higher order
comprehension questions and sequence information found in
texts.
Can write labels, notices and messages in clear, legible print
and cursive writing.
Can spell familiar words correctly and use correct grammar to a
satisfactory extent.
Can give short, simple personal responses to literary works.
Can prepare and participate in performances based on literary
works.
4
Show good command of the language. Has the ability to use
language independently but requires guidance for more complex
language tasks:
Can listen to and understand words, phrases and sentences
concerning familiar and a limited range of unfamiliar topics.
Can listen to, follow and give instructions and directions.
Can give simple instructions and directions.
Can identify the main points in oral texts on a wide range of
topics
Can talk well about familiar topics and participate in short
conversations.
Can read and answer some higher order comprehension questions,
sequence information found in written texts and predict sensible
outcomes.
Can write labels, notices and messages in clear, legible print
and cursive writing using correct spelling.
Can spell and use correct grammar with some minor slips.
Can create a variety of linear and non-linear texts.
Can give personal response to literary texts and prepare and
participate in performances based on literary works.
5
Show very good command of the language. Has the ability to use
language independently almost independently.
Can listen to and understand words, phrases and sentences on a
wide range of topics.
Can listen to, follow and give clear instructions and directions
very well.
Can identify the main points in extended oral texts on a wide
range of topics
Can participate in extended conversations on familiar topics
fluently.
Can talk about a wide range of topics with correct pronunciation
and intonation correctly.
Can read and answer a wide range of comprehension questions,
sequence information and predict several possible outcomes.
Can spell and use correct grammar with occasional minor
slips.
Can create a variety of interesting linear and non-linear texts
in clear, legible print and cursive writing.
Can give interesting personal response to literary texts, plan,
prepare and participate in performances based on literary
works.
6
Show excellent command of the language. Has the ability to use
language independently without any guidance
Can listen to and understand extended oral texts on a wide range
of topics.
Can listen to, follow and give clear, detailed instructions and
directions confidently.
Can identify the main points and supporting details in extended
oral texts on a wide range of topics
Can participate in extended conversations fluently and talk
about a wide range of topics using correct pronunciation and
intonation confidently.
Can read and answer a wide range of higher order comprehension
questions, sequence explicit and implicit information and predict
outcomes in a creative manner.
Can spell and use grammar accurately and confidently..
Can create a variety of interesting and creative linear and
non-linear texts.
Can give an extended and creative personal response to literary
texts confidently.
Can lead in the planning, preparation and participation in
performances based on literary works.