The document discusses a listening section from an English textbook for Form 2 students. The listening section has 3 parts: Part A involves identifying pictures related to cooking vegetables individually; Part B is completing a mind map with information from an audio recording individually; Part C involves working in groups to list vegetables and their nutritional values to share with friends. The document analyzes that the listening tasks use bottom-up processing by deriving meaning from sounds to words to meaning. It is assessed that the tasks provide purpose, use authentic materials at a beginner level, and help develop accurate hearing comprehension of language components, but do not acquaint students with different cultures or use informal English.

1. Group members:
Cressida Hugo
Elsa Priscilla
Mohammad Rahmat
Vanessa Dumpang@William

2. KBSM FORM 2 ENGLISH TEXTBOOK
Chapter 10: Food for Thought (Pg. 135)
Let’s Tune In

3. 1. How closely do you feel that the listening
2.
process is mirrored in these materials?
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

4. 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.

5. Part B: Individual
• Sound
• Mind map
Students listen to the talk recording and then
they complete the mind map by choosing the
right answer.

6. 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.

7. What listening process occurred?
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.

8. • 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).

9. • 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

10. How far does it helps to develop
students’ listening skill?
• 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.

11. • 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.

12. Thank You 
DON’T DO THIS NOW. YOUR STUDENTS MIGHT DO THIS
TO YOU LATER.