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NOTES
COMPILATION
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TSL3105

TEACHING LISTENING AND

SPEAKING SKILLS IN THE
PRIMARY ESL CLASSROOM

This copy belongs to :

Name

: _______________________________________________________________

Unit

: _______________________________________________________________

Institute

: _______________________________________________________________

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TSL3105 Notes
Topic 1 : Principles of Teaching Listening and Speaking Skills
Differences between listening and spoken language

Listening

Spoken Language

Receptive skill

Productive skill

Active process of perceiving and

Meaningful sounds used to convey message

Has stress, pauses, intonation, etc to convey

understanding words

Noticing tone of voice, inflexion, volume

different messages

Noticing mood of the speaker

Keeping mind clear of distractions

Noticing nonverbal cues, including body

language, facial expressions, distance

Enhances understanding by repeating &

rephrasing ideas

Non-verbal cues. E.g. body language,

gestures enhances message delivery

between people

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Differences between written and oral language

Written language

Oral Language

Formal

Less formal.

Precise

Less precise

More articulate and sophisticated

Writing is usually permanent and written

Speech is usually transient, unless recorded,

texts cannot usually be changed once they

and speakers can correct themselves and

have been printed/written out.

change their utterances as they go along.

Written language tends to be more complex

Spoken language tends to be full of

and intricate than speech with longer

repetitions, incomplete sentences,

sentences and many subordinate clauses.

corrections and interruptions, with the

exception of formal speeches and other
scripted forms of speech, such as news
reports and scripts for plays and films.

Writers receive no immediate feedback from

their readers, except in computer-based

Speech is usually a dynamic interaction

between two or more people.

communication.

Writers can make use of punctuation,

headings, layout, colours and other graphical

Speech can use timing, tone, volume, and

timbre to add emotional context.

effects in their written texts.

Written material can be read repeatedly and

closely analysed, and notes can be made on

Speech cannot be listened repeatedly unless

it is recorded.

the writing surface.

Some grammatical constructions are only

Some types of vocabulary are used only or

used in writing, as are some kinds of

mainly in speech. These include slang

vocabulary, such as some complex chemical

expressions, and tags like y'know, like, etc.

and legal terms.

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Listening process
6 stages:
Hearing

Receiving sounds with your ears

Attention

The brain screens stimuli and permits only a select few to come into
focus- these selective perception is known as attention

Understanding

Analyzing the stimuli we have perceived

Remembering

Add the information that we have received into our minds storage
bank

Evaluating

the active listener weighs evidence, sorts fact from opinion, and
determines the presence or absence of bias or prejudice in a message

Responding

The receiver will determine the degree of the success of the

transmission of the message giving response.

Conventions of spoken language

Dynamic changes according to speakers and situations
Often accompanied by non-verbal signals e.g. gestures, tones of voice
Both speakers must be present for communication to take place
Background knowledge of things talked
Provides feedback/ response

Communication process
Express/ share our wants feelings, thoughts and opinions clearly and effectively.
Listening and understanding what others communicate to us, observing verbal and nonverbal cues and responding to the message based on the understanding.
Effective communication = receiver interprets and understands the senders message in the
same way the sender intended it.

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Factors affecting listening skills

Clustering break down speech into smaller groups of words
Redundancy rephrasing ideas, repetitions
Reductions (assimilation, ellision) or contractions
Hesitations, pauses, false starts
Difference in intonation and stress patterns
English varieties & accents
Aims of KSSR English Syllabus

Factors affecting speaking skills

grammatical accuracy
pronunciation
accent
vocabulary
appropriate response
organisation of ideas
fluency
enthusiasm

The English Language Curriculum for

Primary Schools aims to equip pupils
with basic language skills to enable them
to communicate effectively in a variety
of contexts thats appropriate to the
pupils level of development.

Aims of KSSR English Syllabus

i.

Learning is fun, meaningful and purposeful

a. Lessons, which emphasise meaningful contexts and the integration of language skills,
allow pupils to learn by doing fun-filled activities. Contextualised as well as purposeful
activities will promote the fun element in language learning.

ii.

Teaching is pupil-centered
a. Teaching approaches, lessons and curriculum materials must suit the differing needs
and abilities of pupils. It is important that appropriate activities and materials are
used with pupils of different learning capabilities so that their full potential can be
realized. The Mastery Learning strategy will ensure that pupils master all learning
standards in order to help them acquire the language.

iii.

Integration of salient new technologies

a. In line with growing globalization, technology is used extensively in our daily
communication. Hence, emergent technologies can be used in language learning in
order to enhance communication. Information available on the internet and other
electronic media will be vital for knowledge acquisition. Networking facilities will be
useful for pupils to communicate and share knowledge.

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iv.

Assessment for learning

a. Continuous assessment is an integral part of learning which enables teachers to assess
whether pupils have acquired the learning standards taught. Formative assessment is
conducted as an on-going process, while summative assessment is conducted at the
end of particular unit or term. A range of activities can be utilized in order to assess
pupils performance orally or in writing. Formative and summative assessments will be
used to gauge pupils performance.

Aims of teaching listening and speaking skills in KSSR

i.

ii.

To develop pupils ability to listen and respond to stimulus with guidance, participate in
daily conversations, listen and demonstrate understanding of texts, talk about stories heard;
and listen and follow simple instructions.
To make pupils to become confident speakers who can communicate clearly, appropriately
and coherently in any given context.

Top-Down Processing and Bottom-Up Processing

Top-Down Processing

When a listener hears something, it

Bottom-Up Processing

If the listener hears something that does

reminds him of the previous

not trigger anything from his previous

knowledge and this in turn, make him

knowledge, he will build block by block

to predict what kind of information he is

understanding all linguistic data he

likely to hear.

hears.

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Hearing vs listening

Hearing

Listening

Meaning:

Meaning:

Hearing is simply the act of

perceiving sound by the ear.

Listening is something you

consciously choose to do. Listening
requires concentration so that your
brain can process the meaning from

vs

words and sentences. Listening leads

to learning.

Accidental

Focused

Involuntary

Voluntary

Effortless (Passive participation)

Intentional (Active participation)

Listening is an active process

-

A listener actively constructs meaning from what heard.

He identifies main points and the supporting details, distinguishes facts and opinions,
guessing unfamiliar words etc.
The listener can decide to agree or disagree with a particular speaker.
The listener may like or dislike the speakers tone of voice or the choice of words.
The listener will be able to respond well to any particular speaker.

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Pupils levels and characteristics

Beginners
-

Cannot distinguish an English speech

sound from the noises in the
environment or the sounds of other
languages they do not know.
Do not have the idea where a word
phrase begins and where it ends.
Do not know the rules of English
pronunciation or grammar.

Intermediate
-

Have a fairly good grasp of the

phonemic system of English
Still have difficulty with authentic
texts.
Would not be able to handle such
features of hesitations, background
noise, false starts, etc.
Can remember longer phrases and
sentences

Advanced
-

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Very proficient in the language

Can process the language almost
automatically without paying
conscious attention to it.
If he fails to listen something, he will
infer what it would have been by using
the information from the rest of the
talk he did manage to listen to.

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Topic 2 : Developing listening and speaking
Identifying listening and speaking skills in the syllabus

Integrating listening and speaking skills

Before listening: Plan for the listening task

o Set a purpose or decide in advance what to listen for
o Decide if more linguistic or background knowledge is needed
o Determine whether to enter the text from the top down (attend to the overall
o meaning) or from the bottom up (focus on the words and phrases)
During and after listening: Monitor comprehension
o Verify predictions and check for inaccurate guesses
o Decide what is and is not important to understand
o Listen/view again to check comprehension
o Ask for help
After listening: Evaluate comprehension and strategy use
o Evaluate comprehension in a particular task or area
o Evaluate overall progress in listening and in particular types of listening tasks
o Modify strategies if necessary
Decide if the strategies used were appropriate for the purpose and for the task

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Techniques for teaching listening and speaking skills
i.

ii.

Interviews
o Decide on someone to interview.
o Get the children to explain the best types of questions.
o Give scenario.
Photo story
o Enable teacher to input pictures, sound, etc.
o To create animated/photo stories

iii.

Freeze frame
o Still images or frozen drama scenes.
o Used to highlight a specific point.

iv.

Effective questioning
o Children should be actively encouraged to ask question.
o Teach the different types and functions of questions

v.

vi.

vii.

Talk partners
o The children would use these pairings at specific points in a lesson to discuss
opinion, feelings, etc.
Drama
o Experiment with styles of speaking, gesture and mime.
Hot seating
o Children generate questions to interrogate a character.
o Teacher modelled the seating roles and question that can be asked.

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Topic 3 : Selection and adaptation of materials and activities

Principles of selection and adaptation

The following are principles of materials adaptation:
1.
2.
3.
4.

Make dialogues communicative

Make learning activities relevant and purposeful
Meet the learners needs, both external and psychological
Use models of real, authentic language

Why should we use materials?

o
o
o
o

As a source of language
As a support in learning
As a stimulus for pupil production
As a record of learning

Why do we need to evaluate the materials?

o

to determine the suitability of specific materials

*Factors to bear in mind when adapting materials:

1. The adaptation of materials must be based on what the pupils need to learn, not by the
teachers own preferences or tastes
2. Any addition or deletion of materials must not go beyond a reasonable proportion,
otherwise consider alternative materials
3. Teachers should use materials that cater for the need of the pupils knowing, not just for the
needs of exams or tests.
4. Instructions - alter/ignore/add
5. Time (especially preparation time and execution time)
6. Is it enough or do you need to add extra stages
7. Interesting and able to motivate your pupils
8. Tackle the target language
9. Suitable for the pupils levels, abilities and learning styles (Mixed level groups may need
different materials, Look for texts with a wide range of activities targeting multiple learning
styles.)

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10. Able to motivate the pupils to learn more
11. Suit your learning styles
12. Provide rooms for pupils to practice pronunciation, stress, intonation or other speaking and
listening skills group. An oral English class should have materials with copious speaking
activities.
13. Material is flexible enough to adapt to multiple levels, as larger classes tend to hold a
broader range of abilities.
14. Available to you. If you require access to internet, DVD player and projector, make sure
these items are available to you.
15. Look for materials that facilitate pupil centered lessons. An effective English class is one
where the pupils do the majority of the activity and the teacher serves as the assistant.

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Criteria for evaluation of materials

Criteria for material selection

The materials must match the goals and objectives of the syllables or language
programme
The materials should be consistent with the teaching-learning situation/approach
Take account of the pupil as a person select materials that is motivating and within
the ability of pupils (their age, interest, experience and knowledge)
Reduce anxiety by using from easy to more difficult materials (a familiar
environment, within their experience and understanding)
Provide a context for pupils to listen and to talk about when people choose to
speak, it is always about something. They have communicative needs and purpose
and as teachers, we need to attend to this. Provide interesting topics.
Maintain a careful balance between fluency and accuracy. First accuracy, then
fluency
o Fluency
speak smoothly but not necessarily grammatically
o Accuracy
- control and use the rules of the language
Able to provide a good model for pupils to imitate use the target stress and
intonation, correct pronunciation
Provide appropriate stimuli for eliciting speech
Encourage pupils to take reasonable risks in English get them to explore further
and willing to take risks in speaking English.
Create opportunities for pupils to interact by using group work or pair work
o Use personalization of exercises by using the pupils names, hobbies,
interests, etc. Plan and respond creatively during activities.
Provide opportunities for pupils to notice the gap
o notice the gap describes the pupils experience when they interact in a
second / foreign language in the target language differs from the way the
native or proficient speakers say it.
o to make them realize the difference between what they want to say and
what they can say.
The material should make learning easier
The material should create joy and interest in the learners
The materials should be attractive, colorful and durabl

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Devise listening and speaking tasks based on selected learning outcomes

Activities
o Singing
o Poems
o Rhymes
o Role Play
o Drama
o Dialogue
"Answering Tips - Devising tasks"
o List out activities
o Give a sample of rhyme/song
o Make sure it is pupil-centered
"Answering Tips - Enhance Confidence"
o Give examples and describe how it will boost ss confidence
o Pupils aware of their own voice
o Pupils develop cleaner, accurate and confident speech
o Taps on imagination
o Participate actively

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Topic 4 : Assessing Listening and Speaking Skills

Issues in assessing listening & speaking

Teaching vs. testing

Teaching

Testing

Enabling the pupils to succeed in the

process of learning.
Prepare pupils for current and future

Assessing the products of learning.

Vs.

e.g.: to monitor progress.

.Assess the pupils previous learning.

learning.

The issues:
i.

A test often leaves out important skills because of practical constraints. Teachers usually
ONLY teaches things that are going to be asked in examinations.
-

For example : The national examinations at Year 6 and Form 3 (UPSR and PMR) did
not have listening and speaking component in them and many teachers did not pay
sufficient attention to these very important skills for this reason.

ii.

Some teachers use the formats used in testing for teaching purpose.

iii.

Pupils only learn to choose one answer by answering multiple choices of questions. They
will only learn for examination sake and do not develop their communication (listening and
speaking) skills.

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Accuracy vs fluency

Accuracy

Accuracy is the ability to produce correct

Fluency

Fluency is the ability to read, speak, or

sentences using correct grammar and

write easily, smoothly, and expressively.

vocabulary.

In other words, the speaker can read,

understand and respond in a language
clearly and concisely while relating
meaning and context.

Accuracy is relative. A child in early

Fluency generally increases as pupils

primary isn't capable of the same level of

progress from beginning to advanced

accuracy as an adult.

readers and writers.

Teachers who concentrate on accuracy

Language teachers who concentrate on

help their pupils to produce

fluency help their pupils to express

grammatically correct written and

themselves in fluent English. They pay

spoken English.

more attention to meaning and context

and are less concerned with grammatical
errors.

Typical accuracy activities are: grammar

Typical fluency activities are: role plays,

presentations, gap-fill exercises, frame

speeches, communicative activities,

dialogues.

games.

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Assessment strategies
In Malaysia, an oral assessment is carried out to test the learners oral abilities, which is known as
the School Based Oral Assessment (SBOA). It was proposed by the Malaysian Examination
Syndicate in 2003. Unlike other national level examinations, the SBOA is administered by the
subject teachers themselves in school. The assessment is carried out twice a year, during the first
semester (May) and the final semester (October).
The SBOA is carried out on pupils from Year One to Year Six, using five different models. The scores
are given based on four constructs. The five models are:
i.

ii.

iii.

iv.

v.

An Individual Assessment (Model One)

- Teacher asks questions based on stimulus (word cards, pictures etc). Pupil answers
the questions and teacher awards score according to the four constructs.
Pupil And Listener Assessment (Model Two)
- Teacher asks pupils to retell a story to their friends (listeners). They share
information about a story. Teacher awards score to the teller (pupil) only.
Pupil And Peer Assessment (Model Three)
- Pupil chooses his/her own peer or teacher appoints the peer. Teacher gives a list of
questions to the peer. Teacher gives stimulus to the pupil. Peer asks questions
prepared by the teacher to the pupil. Teacher observes the interaction between the
pupil and peer but awards score to the pupil being assessed only.
Pair Work Assessment (Model Four)
- Each pupil participates in giving ideas to the same visual stimulus. Pupils describe
what they see. Scores are awarded to individually based on the ideas they present.
Group (threes or fours) Assessment (Model Five)
- Teacher gives the group a visual stimulus. Teacher asks the group of pupils to
discuss among themselves the given visual stimulus. Pupils give relevant
information and respond to enquiries made by the pupils in the group. Teacher
observes and awards the score to the pupils in the group.

The four constructs used to award the scores are:

i.
ii.
iii.
iv.

Grammar and Vocabulary

Pronunciation and Intonation
Fluency and Rhythmic
Ethics and Mannerism

**SBOA is used for KBSR syllabus.

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Types of listening assessment

i. Multiple-choice (MCQ)
ii. Short answer
- It requires the listeners of a listening test to write a short answer from brief
items
iii. Information transfer
- Labeling diagrams or pictures, completing forms or showing routes on maps.
iv. Note taking
- To assess the ability to take notes while listening to a lecture

Types of speaking assessment

i.

Interview
- To test oral interaction and the proficiency of the test takers in giving responses
Interaction with peers
- Two or more candidates are required to discuss a topic in a group
Imitation
- Candidates hear a series of sentences, each of which they have to repeat in turn.

ii.
iii.

Giving feedback and support

Feedback
Meaning : Information or comments about something that you have done which tell you
how good or bad it is.
Why do we give feedbacks?
-

To let pupils know about their achievements

o the knowledge that they are doing well gives students a sense of
achievement which motivates them to learn more
o to let students know when they have made a mistake so that they will learn
from it and take corrective measures
As a encouraging effort to develop positive habits
Guide the pupils on how to improve their learning
To build understanding on the subject being studied
To improve pupils confidence, self-awareness and enthusiasm for learning

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Techniques in giving feedbacks
-

Use positive approach

o Make sure you facial expression, body language and the tone of voice is
pleasing to the pupils
o Give compliments MORE THAN criticism
Point out their mistakes and show them correction
Record their achievements in the form of chart
o Write positive feedback for each of them
Make them feel that they have not much of differences between each other (DO NOT
compare them)
Give feedbacks on the pupils behavior, not on their personal characteristics
themselves
I have been teaching here in front but you always not paying attention to
me. (right way)
You are rude! (wrong way)
Us e interactive feedback (talking with the pupils)
Use written feedback so that they would remember it
Use simple words and comments so that they would understand it
Give specific feedback so that they know what to do

Support
Meaning : Help and encouragement that you give to a person or thing
Why do we give support?
-

To make sure the pupils continue learning and get more knowledge
To motivate them to keep improving their listening and speaking skills

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Topic 5 : Planning for Teaching Listening and Speaking

Principles of Lesson Planning

o What is a Lesson Plan?
Its the framework of my lesson.
Its the map I follow during class.
Its the product of my thoughts about the class and what I hope to achieve
o

Why plan ahead?

reduces uncertainty or panic and gives you confidence and clarity.
reminds you to prepare materials beforehand, and makes it easier for you to
organize the time and activities flow in classes.
For pupils, evidence of a plan shows them the teacher has devoted time to
thinking about the class.
It is a way to help gain the respect of your pupils.
It suggests professionalism and commitment.
ensures that the class you are teaching gets a balanced mixture of different
materials, content and interaction types.
Planning helps you to develop a personal style.
o

Categories for Planning a Lesson

Goals
Objectives
Prerequisites
Materials
Lesson Description
Lesson Procedure
Assessment/Evaluation

What to consider?
Engage: get the pupils interested in the class and hopefully enjoying what
they are doing.
Study: it is a focus of language, such as grammar or vocabulary and
pronunciation. It does not have to be NEW language input.
Activate: the pupils do writing and/ or speaking activities which require
them to use not only the language they are studying that day, but also other
language that they have learnt.

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o

Goals
Goals determine:
o Purpose of the lesson
o How pupils will engage
We need to think about:
o Previous plans and activities
o Broader objectives of the unit plan or curriculum as well as the goals
for this unit
o Future activities and new knowledge
Central objective:
o What will pupils be able to do by the end of this lesson?

Objectives
Focus on what your pupils will do to acquire further knowledge and skills
o Questions to ask include:
What will pupils be able to do during this lesson?
Under what conditions will pupils' performance be accomplished?
How will you determine if the objectives have been met?
How will pupils demonstrate that they have learned and understood the
objectives of the lesson?
What do you want the pupil to learn as a result of the lesson
o It should be observable and measurable.

Categories of Objectives
Knowledge - involves cognitive functions. Pupils categorize, analyze,
recall, synthesize, recite, define.
Skills - concerns performing an action. Pupils measure, sing, play.

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o

Creating Learning Objectives

Create a stem
o Eg. After completing the lesson, the pupil will be able to.blablabla
After you create the stem, add a verb
o Eg. analyze, recognize, compare, provide, list, etc.
Then, determine the actual product, process, or outcome
o Eg. generate ideas and plans for speech by using _____ (brainstorming,
clustering, etc.)

Verbs to Use in Creating Educational Objectives (Blooms Taxonomy)

Knowledge
choose, collect, complete, copy
Comprehension
arrange, categorize, change
Application
organize, predict, produce
Analysis
identify, illustrate, infer, outline
Synthesis
construct, create, deduce
Evaluation
explain, interpret, justify

Prerequisites
Make sure pupils are ready to meet the lessons objectives
Check on their prior knowledge
Questions include:
o What must pupils already be able to do before this lesson?
o What concepts have to be mastered in advance to accomplish the
lesson objectives?

Materials
Determine necessary:
o Preparation time
o Resources/materials
o Books, equipment, etc
Helpful questions to ask are:
o What materials will be needed?
o What needs to be prepared in advance?

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o

Lesson Procedure
Detailed, step-by-step description
How to achieve your objectives
How to proceed

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Lesson Plan Format
Subject

: English Language

Class/Year

: Year 2 Pintar

Date/Day

: April 1, 2013, Monday

Time

: 10.15 a.m. 11.15 a.m. (60 minutes)

Theme

: World of Knowledge

Topic

: Delicious Food

Focused Skill

: Listening and Speaking Skills

Content Standard
: 1.1 By the end of the 6-year primary schooling, pupils will be able to
pronounce words and speak confidently with the correct stress, rhythm and intonation.
Learning Standard

: 1.1.4 Able to talk about a stimulus with guidance.

Objectives

: By the end of the lesson, pupils will be able to:

i.
ii.

Describe what they have seen

Identify food which has the /p/, /s/, /c/, /b/, /l/ sound
correctly.

Vocabulary

: Pancakes, salad, cake, banana, lemon

Moral Values

: To appreciate the sounds of phonemes

Teaching Aids

: Labeled pictures of food, Composite pictures

Thinking Skill

: Classifying, Describing

Multiple Intelligence

: Interpersonal

Stage/Time

Content

Activities

Resources

Set induction
(5 minutes)
Presentation
(20 minutes)
Practice
(15 minutes)
Production
(20 minutes)
Closure
(10 minutes)

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Pedagogical principles

Listening Skills : Use techniques that are intrinsically motivating

o Identify personal interest and goals
o Schemata is important factor in listening
o Cultural can be facilitating/interfering
o Construct technique appropriate to their age
Speaking Skills : Give pupils opportunities to initiate oral communication
o Teacher ask question, give directions, and provide information
o Part of coral communication competence is the ability to initiate conversations, to
nominate topics, to ask question, to control conversations, and to change the subject
o Check the teaching technique used have allowed pupils to initiate language
Speaking Skills : Encourage development of speaking strategies
o Asking clarification (what?)
o Asking someone to repeat something (Huh? Excuse me?)
o Using fillers (Uh, I mean, Well) in order to gain time process
o Using conversation maintenance cues (Uh-huh, Right, Yeah, Okay, Hm)
o Getting someones attention (Hey, Say, So)
o Using formulaic expression (How much does ____ cost?, How do you get to the?)
o Using mime and nonverbal expressions to convey meaning

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Topic 6 : Planning Remedial and Enrichment Activities
Designing remedial and enrichment activities
Concept of remedial:
-

The correction of something bad or defective

To provide pupils with activities/opportunities/information that assists them in improving
upon a particular skill

Concept of enrichment:
-

Expand on pupils learning in ways that differ from the methods used during the school day
Enhance pupils education by bringing new concepts to light or by using old concepts in new
ways
Allow pupils to apply knowledge and skills stressed in school to real-life experiences

Purposes of remedial and enrichment activities

-

To help pupils overcome gaps and errors in their English language proficiency
To make pupils notice their mistakes or errors and discover for themselves what is wrong
and what is right
To monitor pupils errors or mistakes

Phonological Awareness
-

Meaning: Sensitivity to the sound structure of language

It demands the ability to turn ones attention to sounds in spoken language while
temporarily shifting away from its meaning.

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Hierarchy of Phonological Awareness Tasks
(From the easiest at the top to the hardest at the bottom)

Preparatory Activities

Develop listening habits

Rhyme Awareness Activities

Identify words that rhyme

Produce words that rhyme

Phoneme Awareness Activities

Identify the beginning sound of a word

Identify the ending sound of a word
Identify the middle sound of a word

Segmenting Activities
Segment sentences into words
Segment words into syllables
Segment words into sounds

Blending Activities
Blend syllables into words
Blend sounds into words

Manipulation Activities
Delete syllables from words
Substitute syllables in words
Delete sounds from words
Substitute sounds in words

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Preparatory activities:

Naming environmental sounds

Sequencing sounds
Simon Says
Sing Play songs : e.g. Old MacDonald, Apples and Bananas

Rhyme awareness activities:

Identify words that rhyme : e.g. matching pictures
Produce words that rhyme
Phoneme awareness activities:
Identify the beginning sound of a word
Indentify the ending sound of a word
Identify the middle sound of a word
Segmenting activities:
Segment sentences into words :
o Counting Words
Teacher reads a phrase, the pupils will build a tower by using a number of
blocks according to how many words are in the phrase
o Scrambled Sentences
read a sentence aloud, have the pupils to arrange word cards to make the
sentence
Segment words into syllables
o Name Game
Prepare the pupils name on a card each, put them in a box. Sit in a circle and
pass the box when the music begins. When the music stops, whoever is
holding the box has to pick out a card and read the name of the card. The
other pupils will follow saying the name and clap according to the number of
syllables.
o Drumming to the Beat
Give each pupil a stick and a marker. Teacher reads out any object and the
pupils beat out the syllables on the plate with the stick.
Segment words into sounds
o Head-Hip-Feet
Teacher reads out words up to 3 syllables and makes the pupils place their
hands of their head, hop and feet according to the number of syllables. If
there is only one syllable in a word, they will only place their hands on their
head.

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Blending activities:
Blend syllables into words:
o Mystery Card/Object
Give each pupil a card containing a picture, the name of the object and the
segmented syllables. Ask them to read by syllable and the other pupils will guess
the object.
o Shopping List
Read out the items for a grocery shopping in syllables and let each of the pupil to
write the word on the board.
Blend sounds into words
o Come Together
Have three pupils at a distance in front of the group. Each pupil represents a
sound in a word. Say three-sound word such as r-e-d, placing definite
break between the sounds. Place them side by side and ask them to make the
sound to form the word. The other pupils will guess the word.
Manipulation activities:
Delete syllables from words
o People in Action
Show pictures of occupation and let the pupils guess them. When they have
identified the occupation, ask them what would the word be if you take off
the -er. E.g.: teacher, singer, driver
Substitute syllables in words
o Name Game (modified, not using their names)
Provide blocks of syllables to the pupils and let them to form three syllables
words. Ask them to write down their founding and replace any syllable from
the word to form another word.
Delete sounds from words
o First Drop Off
Provide pictures of animals or any objects for the pupils in a box. Have one
of them to pick out one and name it. Call on another pupil to say what the
word would sound if you remove the first sound. E.g. rat becomes at
Substitute sounds in words
o Change the sounds in songs to make it sound differently.

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Drama, Storytelling, Elocution
Drama
What is drama?
-

Drama is a unique too to explore and express human feeling. It is an essential from of
behavior in all cultures and a fundamental human activity

Why teach drama?

-

To enhance listening and speaking skills

To build self-confidence to speak in front of other and to listen attentively to the other
speakers
To help the pupils to adapt their talk to the listeners, use range ways to express themselves
and use talk to clarify their ideas

Examples of remedial and enrichment activity for drama:

Remedial activity
Repeat what you hear and act out
o Teacher plays a video clip on a situation at a grocery shop. Divide them into groups and
give them the script of the video. They have to concentrate on the dialogues by listening
attentively to the video and at the same time reading the script. After that, the teacher
will take the script back and replay the video. He will use the pause button to let them to
guess the dialogues. After that, they will have to act out the situation in groups.
Enrichment activity
Story Dance
o Divide them into groups and sit in circle for each group. Put props in the middle of
each circle and ask them look at the props without discussing. Ask them to close
their eyes and think what story they could create based on the props. Give them
some time to think with their eyes closed and at the same time play relaxing music
to create the mood. Have them tell their group members about the story they have
imagined by using the props with the music on.

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Storytelling
What is storytelling?
-

STORYTELLING is the art in which a teller conveys a message, truths, information,

knowledge, or wisdom to an audience - often subliminally - in an entertaining way, using
whatever skills, (musical, artistic, creative) or props he chooses, to enhance the audience's
enjoyment, retention and understanding of the message conveyed. Stories are sometimes
told purely for joy and delight.

Why teach storytelling?

-

To have the pupils practice the skills of listening and speaking in English language

Examples of storytelling activities:

Story Circle
o Set a title for the session. The pupils sit in a circle. A pupil will begin the tale with a
sentence and the other pupils will continue the thread one by one. Teacher records
the session for later listening.
Creating Personal Fables
o Ask the pupils to create stories based on their choice of animals

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Elocution
What is elocution?
-

The ability to speak clearly, correctly and without a strong accent.

Why teach elocution?

-

To increase the pupils confidence when speaking in public

To get rid of bad language habits
To soften or reduce regional/national accent
To improve pupils speaking skills

Example of elocution activity:

Tongue Twister
o she sells sea shells on the seashore
o little lucky Luke likes lakes, lucky little Luke likes licking lakes
o Peter Piper picked a piece of pickled pepper
o Red leather yellow leather

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Happy studying and revising dear TESLites!

PLEASE NOTE that this BOOK does not belong to us.
It is a compilation of notes from various sources.

Keep sharing. :)
Thank you.

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