Task 2: Evaluation of learners spoken language

Class Profile: Students of class 4 were approximately between 9 10 years of age. The class strength was around 20 22 students. Most of them had been studying in this school since starting therefore the level of their English proficiency was beginner to intermediate. The objective of this class was to observe pupils fluency as we as accuracy of spoken language. The aim of my peer was to make students be able to read the story using three stages of reading method i.e. Pre-reading, while Reading (Global & Intensive), and Post reading, while practicing other various sub skills of reading, such as students pronunciation, intonation, grammar structure while speaking as well as efficacy of skimming and scanning while reading the text.

Followings are the 10 samples of students spoken language when eliciting ideas through a picture as well as responding to teachers questions.

Sample #1: Teacher greeted students by asking How are you all? Students responded very quickly we are fine, very well, what about you? altogether. The example given above shows of students being speedy responsive to this question since its there every day routine throughout the day, therefore they all responded immediately in their loud tone of voice. Sample #2: Teacher asked students where did you go for summer vacations and what did you see there? Most of the students at the same time replied by giving names of the places, one of them replied I go to the Pakistan tour, and after a pause he said teacher, I saw also white tiger also. In this sample teacher was eliciting different answers from students by asking if theyd been to any places during their summer vacations and where did they go and what did they see. Most of the students were saying single words for example Singapore, London, Bangkok, zoo, safari, etc.

This student was quiet fluent in terms of beginners to pre-intermediate but not accurate as of grammatical structure. He was unable to use past tense in his first sentence.

Sample #3: In response to the same questions above in sample #2 one of the students answers I saw the real Hippopotamus. After a while the same student said I go to the zoo. I saw the shark a lso. Student in this sample was also fluent but again grammar structure(past tense) was an issue, and there were some pauses and repetitions while responding.

Sample #4 I am going ah ah Murree (pause) Murree and Sawat. This sample shows an appropriate answer but inaccurate. Fluency was also the issue with students utterance as she was not easily sharing her experiences.

Sample # 5 Teacher puts up a picture on the B.B, and tried eliciting ideas by asking different questions. T: what is this picture about? S: forest T: What do you see in the picture? S1: children S2: Children in the forest. Other children: grass, plants, trees This sample shows using only words to describe picture, one student managed to rephrase children in the forest.

Sample #6 T: Where are they standing? S1: In the forest S2: on the stone

This sample shows only phrases but accurate.

Sample # 7 T: What are they doing? S1: Playing S2: said in his mother tongue first then retold in English Thinking what to do?

Sample # 8 T: what do you think they will in the forest? S1: They do cut the forest. S2: They can enjoy picnic.

Students do not show accuracy though fluency is there.

Sample # 9 Teacher put up a chart on B.B and asks students to read questions from the chart. S1: where did they go for picnic? S2: can you tell the games they played? S3: How many cha Other students read the word for her How many characters were in the story? This example shows the fluency in reading, only 1 incorrect pronunciation which was corrected by other students.

Sample #10 Teacher then gave students 10 mins to read the story to look for answers on Chart. Teacher then asks students T: Where did they go for the picnic? S1: they go forest for picnic. S2: they go to the village.

T: What games did they play? S1: they play hide & seek. S2: cricket, football, hide & seek

T: What did they eat? Ss: They eat biscuits, sandwich, chips... Students are not accurate in terms of using present & past and only few speak fluently.

Sample #11 Teacher distributes worksheets and instructs to read the story once again carefully. S1: Teacher! We dont find it. S2: no we can find the answer from the story. S3: Teacher! I read (present) S4: Teacher I done it. Students in this sample are unaware of proper usage of grammar structure and also lack of fluency.

Overall comments: Students in this class are unable to communicate appropriately in English due to a lack of grammatical knowledge. Spoken language contains many incomplete sentences often simple phrases. Mean length of utterances cannot be accumulated at this point. This class needs to be focused both or fluency as well as accuracy, due to grammatical errors, lack of vocabulary, proper sentences structure. Pronunciations were correct to some extent at this stage. Teacher at this point also needs to be confident; motivated as well as both fluent and accurate with her own spoken English.