THE LISTENING AND SPEAKING SKILL

The listening and speaking skill is crucial for communication at home,
at school, as well as in the community. However, this skill is often neglected or given minimal
emphasis during English language lessons. In order to develop this skill, teachers have to
provide their pupils with various opportunities to listen and to talk about a range of subjects
which may include topics on personal interests, school work and even current affairs. It is hoped
that the learning standards will offer teachers some ideas on how they could provide
opportunities for pupils to engage in various listening and speaking activities at Year Three.
The Content and Learning Standards for listening and speaking for Year 3 are:

CONTENT STANDARDS
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 STANDARDS
1.1.1 Able to speak with correct word stress.
1.1.2 Able to listen to and enjoy stories.
1.1.3 Able to listen to, say aloud and recite rhymes,
tongue twisters and sing songs paying attention to
pronunciation, rhythm and intonation.
1.1.4 Able to talk about a stimulus with guidance.

1.2 By the end of the 6-year
primary schooling, pupils
will be able to listen and
respond appropriately in
formal and informal
situations for a variety of
purposes.

1.3 By the end of the 6-year
primary schooling, pupils
will be able to understand
and respond to oral texts
in a variety of contexts.

1.2.1 Able to participate in daily conversations:
(a) express good wishes
(b) ask for help
(c) respond to someone asking for help
(d) offer help
(e) talk about oneself
(f) introduce family members and friends.
1.2.2

Able to listen to and follow :
(a) simple instructions.
(b) simple directions.

1.2.3

Able to give:
(a) simple instructions in school.
(b) simple directions to places in school

1.3.1 Able to listen to and demonstrate understanding of
oral texts by:
(a) asking simple Wh-Questions
(b) answering simple Wh-Questions
(c) giving True/False replies
(d) sequencing with guidance.

16

Learning Standard:
1.1.1

Able to speak with correct word stress.

Activity

Content
Teaching focus: Noun

Teacher’s note
1. Labels

Look and Say
1. Set up the class like a railway
track with 4 stations as in
Appendix 2.
2. Elect pupils to be the station
master for each station.
3. Divide pupils to form a train.
3.1 Blue Train
3.2 Red Train
4. The trains take turns to move.
5. Blow the whistle to start and
stop the train.
6. The station master asks
questions.
7. Pupils respond orally.
8. Class gathers to compare
responses from the groups.

Suggested words:
Two syllable words

STATION 1
STATION 2

farmer
STATION 3

village

STATION 4

paddy

chickens

ducklings

whistle

houses
Three syllable words

buffaloes

plantation
Suggested questions:

1. Where are you now?
2. What do you see?

17

May use other words or
substitute the words for this
activity. The
indicates
the stress in the word.

Picture Cards *Teacher may adapt or use other rhymes. 7. 6. Recite the rhyme while flipping picture cards to show the journey. Pupils take turns to echo the word in their group. 3. Form five groups.Choo Journey on a train To a village in the rain Paddy fields and buffaloes along the way What a joyful day Choo…. Teacher’s Note journey village paddy chickens ducklings whistle houses buffaloes grandfather plantation Rhyme : A Joyful Ride ( Level1&2 ) Choo…. Group leaders pick up the picture and repeat after the teacher. 9. 8.1 Able to speak with correct word stress. Say the word aloud. Repeat the activity with the rest of the words Pupils recite the rhyme again. 1.Choo 18 .Choo…. 4. Distribute a set of picture cards to each group Show a picture card to the class. Activity Echo Drill Content Teaching Focus: Nouns Suggested words: 2.. 5.Choo….1.Learning Standard: 1.

at last … the train is stopping 19 ...Choo….Plantation to see Rows of oil palm trees Green leaves in the breeze Chooo…Chooo…Chooo Attap houses everywhere Geese and chickens here Noisy ducklings there Hear the whistle blowing Look! Grandpa is waving Ah…. the train is stopping A Joyful Ride ( Level 3 ) Choo….Choo A journey on a train To a village in the rain Oh! What a joyful day See paddy fields far away And buffaloes in the mud to stay Oh ! What a lovely day Choo….Choo….Choo Large plantation to see Rows and rows of oil palm trees Bunches of fruit and thick leaves Swaying gently in the breeze Chooo…Chooo…Chooo Pretty attap houses in rows Geese and chickens near the burrows See the noisy ducklings In the pond happily quacking Hear the whistle blowing Look! Grandpa is waving At last .

Tell the story of `Who stole my clothes?’ from paragraph to paragraph. 5. Set up a clothesline. socks and skirts. Put up a chart on the board. 3. Content Teaching focus: Nouns Suggested words: village grandparents orchard station paddy fields buffaloes plantation journey scenery minutes attap houses chickens ducklings Teacher’s Notes Story (Appendix 1) Chart (Appendix 2) Figurines of the main characters. geese.1. 4. ducklings and village (Appendix 3) Teaching focus: Past Tense Story (Appendix 4) Suggested words: T-shirt. Pictures of train. 4. lorries. 5 pupils take turns to hang up the clothes as they listen to the story. buffaloes.Learning Standard: 1. paddy fields. Allow time for pupils to respond to make different conclusions of the story orally. 2. Ask questions to elicit pupils’ responses at the end of each paragraph. towels. 2. Put up figurines on the chart as the story progresses. 3.2 Able to listen to and enjoy stories Activity A Joy Ride 1. attap houses. chickens. woke was cleaned washed went ran came cooked said started 20 . Ask a pupil to pull down the clothes as he listens to the last paragraph of the story. Who Stole My Clothes? 1. oil palm plantation. trousers. 6. Ask questions to elicit pupils’ responses at every station. Tell the story from station 1 to station 4.

Content Teaching focus: Two syllable words journey village paddy chickens ducklings whistle Three syllable words buffaloes plantation grandfather Rhyme Teacher’s note Materials Word cards journey plantation village grandfather paddy buffalos chickens ducklings Choo….1. 2. Recite the rhyme while flipping picture cards to show the journey.The Mouse and the Caterpillar 1. 2. Repeat but this time clap at focus word. mouse and butterfly.Choo…. rhythm and intonation. 3.Choo A journey on a train To a village in the rain Oh! What a joyful day See paddy fields far away And buffaloes in the mud to stay Oh ! what a lovely day 21 whistle houses . Text (Appendix 5) friendly beautiful shocked green small sad fat new close busy rich tall Chart (Appendix 6) Learning Standard: 1. Ask questions to elicit pupils’ responses. Allow time for pupils to respond. tongue twisters and sing songs paying attention to pronunciation. 5. mouse and a butterfly. Teaching focus: Adjectives Suggested words: Pictures of a caterpillar. say aloud and recite rhymes. Use different voices for the two characters. Activity Stress Clap 1.3 Able to listen to. Tell the story part by part. Prepare pictures of a caterpillar. 4.

1. 2. Suggested questions: 1. Pupils sing the song ‘The Happy Wanderer’ with actions.3 Able to listen to.. 3.Val-dera My knapsack on my back. tongue twisters and sing songs paying attention to pronunciation . What is the title? 2. Put up the song chart. Chorus: Val-deri. Where are you going? 3. Pupils answer. Pupils sing the song again with actions. 5. Val-dera-ha-ha-ha-ha-ha Val-deri.Choo…. Activity I love to sing 1. rhythm and intonation.. the train is stopping Learning Standard: 1.Choo…. 22 Teacher’s note Song Chart .Val-dera.Choo Large plantation to see Rows and rows of oil palm trees Bunches of fruit and thick leaves Swaying gently in the breeze Chooo…Chooo…Chooo Pretty attap houses in rows Geese and chickens near the burrows See the noisy ducklings In the pond happily quacking Hear the whistle blowing Look! Grandpa is waving At last . What do you see on the way? The Happy Wanderer I love to go a-wandering. Val-deri. My knapsack on my back. 4.at last . Teacher asks Wh-questions. And as I go. say aloud and recite rhymes. I love to sing.. Along the mountain track. Content Teaching Focus: ‘wh’ questions.

And blackbirds call so loud and sweet From ev'ry green wood tree.I love to wander by the stream That dances in the sun. 23 . "Come! Join my happy song!" I wave my hat to all I meet. High overhead. And they wave back to me. They never rest at home But just like me. As o'er the world we roam. the skylarks wing. So joyously it calls to me. they love to sing.

4 Able to talk about a stimulus with guidance. Choose an advertisement or a video clip focusing on moral values. Choose an advertisement or a video clip focusing on moral values. An Outing Teaching focus: Nouns 1. Advertisement from Newspaper or TV clips 1.Learning Standard: 1. 2. Advertisement from Newspaper or TV clips 1. Ask pupils to talk about each phase. Suggested words: generous responsible caring Suggested words: generous responsible caring first then next finally frog eggs tadpole young frog 24 Suggested Items : 1. Activity Content Teacher’s Notes 1. Newspapers 6. Prepare a box of items. Pictures pertaining to the life cycle of a frog. Materials 5. Video Clips 3. 3. 2. . 2. Teaching focus: Adjectives 2. Teaching focus: Adjectives Life Cycle of a frog Teaching focus: Sequence connectors Suggested words: 1. Ask questions to encourage active participation. Magazines 8. A Picnic Basket 2. 3. Ask questions to elicit responses pertaining to the advertisement/video clip. Video Clips 7.1. Prepare pictures for each phase of the cycle. Ask pupils to talk about the items in the box. Ask pupils to talk about the advertisement/video clip. 2. Ask pupils to talk about the advertisement/video clip. Ask questions to elicit responses pertaining to the advertisement/video clip. Magazines 4. Newspapers 2. 2. A Set of Art Tools for Painting Materials 1. 3.

2. R : We hope she will get well soon. A: grandfather holding a birthday cake B: an athlete holding a trophy C: someone looking sad D: someone carrying a luggage E: a new pupil to the class 2. Teacher’s Notes Contents Teaching focus : Social Expressions Dialogues: A : I am 80 years old. Class respond. R : Congratulations! C : My grandmother is not well.1 Able to participate in daily conversations: a) express good wishes Activity Listen and Respond 1. 5. groups or as a whole class. B : Hooray! I won the first prize. 3. Pupil shows the picture to the class. Dress pupils up as the following characters. R : Have a safe journey. Prepare 10 pictures of various situations. R: Welcome to our class. 2. I’m Imran. E: Hello. R : Happy Birthday! Items for dress-up.A child trying to cross a busy road. When the music stops.Learning Standard: 1.A child asking for help when doing homework. a pupil picks up a picture. Contents Teaching focus : Dialogues Pictures and questions P1. Play the music and pass the musical box around.A girl fell and hurt her 25 Teacher’s Notes Pictures of situations An attractive box CD player and CD Suggested Responses: Could you please…? Would you mind…? Do you mind…? Please help… . Q : Could you help me with my homework please? P2. Q : Can you help me to cross the road? P3. Each pupil takes turn to listen to the teacher and say aloud the statement to the whole class. 3. Learning Standard: 1.2. 4. Pupils respond orally. D : I am leaving for Singapore now. *This activity can be done in pairs.1 Able to participate in daily conversations: b) ask for help Activity What’s In the Musical Box? 1.

An old lady carrying two heavy bags. 5.1 Able to participate in daily conversations: c) respond to someone asking for help Activity Please help… 1.feet.2. Let me take the bags for you. Contents Teaching focus : Social Expressions Dialogues and responses. 2. Prepare picture cards of situations. I wouldn’t mind. Pupils respond accordingly. Give each group a picture card. Prepare situations on CDs.2. a representative from each group takes turn to pick up the telephone on the teacher’s table. Q : Can you please help me? P4. 2.1 Able to participate in daily conversations: d) offer help Activity What would you do? Contents Teaching focus : Social Expressions/Actions 1. I don’t mind. Let us cross the road together. D1 : Could you please help me with my homework? R : Yes. The class listens to the situation. 26 Teacher’s Notes Pic card 1 : pregnant woman in the bus Pic card 2 : a blind man crossing the road Pic card 3 : a teacher carrying heavy books Pic card 4 : mother cooking Pic card 5 : an old man who falls . Q : Please help me to carry these bags. Teacher’s Notes Old telephone Dialogues on CD * Teacher can prepare any appropriate situations to encourage pupils’ active responses. 3. D2 : Do you mind taking me across the road? R : Of course. The pupil with the telephone responds loudly and the class repeats the response verbally aloud. R : Let me help you. 4. Teacher plays the CD. Learning Standard: 1. Suggested Responses: Of course… Most certainly… Sure… Let me help … Gladly… D4 : Would you mind helping me with these bags? R : Of course. D3 : Help! I can’t walk. 3. Learning Standard: 1. When the telephone rings. of course.

4.2. Contents Teaching focus : Simple Sentences Teacher’s Notes Microphone Tape recorder I am _____________. Pupils pair up and exchange their family photographs.1 Able to participate in daily conversations: f) to talk about one’s family/friend Activity We love our family 1. Set up a stage in front of the class. . His mother is a teacher. 3. I like to eat __________. 3.1 Able to participate in daily conversations: e) talk about oneself Activity VIP on stage 1. 4. and injures himself *Teacher can substitute suggested situations with their own. In pairs. Call out a few pupils at random to talk about their partner’s family. 27 Teacher’s Notes Ask pupils to bring photographs of their families. Contents Teaching focus : Simple Sentences Suggested sentences: 1. This is Johan’s family. His father is a banker. 2. Replay and let the pupils listen. 3. 2. Video camera (optional) Learning Standard: 1. I am _________ years old. pupils sit and face each other to form a big circle. Pupils introduce themselves. They like to go to the beach. Learning Standard: 1. His brother is ten years old 5. 2.2. My hobbies are __________. Pupils talk about their families 4.4. Group members role-play the situation in their picture card. Tape it.

5. Wear your hat.Learning Standard: 1.2. Put on your sun glasses. Suggested Words: cut draw tie paste Materials: a. 3. Place a basket of balls at the starting point and an empty basket at each exit. cloth to blindfold take put Maze (Appendix 8) turn walk left right straight 28 . balls Suggested Words: c. 2. Pupil listens to the teacher and follows the direction. wool g. Pupils can work individually. Prepare a maze in the classroom as shown in the picture. Contents Teacher’s Notes Teaching Focus: Verb and Materials: a. Learning Standard: 1. skittles Preposition b. Pupils listen and follow the steps. 4. 5. Distribute materials to each group. Put on your boots. plastic bottles c.2 Able to listen to and follow: b) simple directions Activities A Maze 1. Pupils listen to the teacher’s instructions and follow. 2. baskets pick d. 2. Prepare materials to make puppets. 3.2. Read the directions to the pupil. Read instructions aloud step by step. skirts e.2 Able to listen to and follow: a) simple instructions Activity Contents Teacher’s Notes Making A Puppet Teaching Focus: Verbs 1. 3. egg shells b. Instructions & Materials (Appendix 7) Wear your gloves. Blindfold the pupil. Divide pupils into groups of 5. 4. magic pens Let’s Go to the Garden Teaching Focus: Imperatives gloves boots hat sun glasses 1. 2. Suggested instructions: 1. blouses f. in pairs or groups. glue d. 4.

5. 8. Put on your shoes. Turn left. 2. Situations Examples: 1.Learning Standard: 1. Put up the school plan. Walk straight ahead. Be silent. 2. 29 Materials A big chart of the school plan. 3. 4. Arrange the books neatly. ………… is to your left. Return your book to the shelf.2. 3. 3. Pupils work in pairs. 2. ………… is on your right. Turn right. (to mark the starting and finishing line) School Plan (Appendix 9) . Take off your shoes. 6. Coloured pointers/magnetic buttons. 4. Learning Standard: 1. B – to point the route with a pointer as he/she listens to A. Repeat the activity with other pairs. 5. A – to listen to the teacher and give simple instructions. Walk quietly to your class. Contents Teaching Focus: Simple directions Suggested instructions 1. Notes Suggested instructions 1.2. Bring pupils to the library. Able to give: a) simple instructions in school Activity In The Library 1. He wants to go to the Science Garden. Choose a pupil to give instructions. 2. 3. She wants to go to the hall. Muthu is at the field. 4. 4. A long pointer.2. Push the chairs in. Play “Simon Says” in the classroom. Allow pupils to identify the places in the school. Contents Teaching Focus: Simple instructions Discuss the do’s and don’t’s in a library. 5. 9. Create situations. 7.3 Able to give: b) simple directions to places in school Activity Where Am I? 1. 2. Choose a book to read. Siti is at the office. Line up.

 Before the activity. Group leaders read the story/Pupils listen to the prerecorded story in their groups. Repeat this with other groups. What was grandfather doing? 3. What colour were the buffaloes? STATION 3 1. What did you hear? 2. Where were the ducklings? 4. What were they doing? STATION 5 1. Content Teaching Focus: ‘Wh’ questions STATION 1 1. Who was the driver ? STATION 2 1. 5.King or Anansi the Spider from the reading module. What animals were there? 3. Shoemaker and Mr. . 2. Each group takes turns to sit in front of the class and class members ask questions to elicit information about the story. 3. What were in the plantation? 3.1 Able to listen to and demonstrate understanding of oral texts by : a) asking simple Wh-Questions b) answering simple Wh-Questions Activity Young Reporters 1. What did you see at this station? 2.3. Was your grandfather happy to see you? 30 Teacher’s note Story (Appendix 1) *Make use of stories such as The Princess and the Dragon. What was carrying the oil palms? STATION 4 1. What type of houses did you see? 2.Learning Standard: 1. What did you see at Station 2? 2. What did you see ? 2. How many buffaloes were in the mud? 3. the teacher can drill the questions. 4. Divide pupils into groups. Group members answer the questions.

Ask a colleague to send the letter to the class. Activity A Letter Contents Teaching Focus: Simple Past Tense 1. Materials Letter in an envelope. 2. Prepare a letter and put it in an envelope. Pupils listen to the teacher. 5. 6. Letter (Appendix 10) Learning Standard: 1. Read aloud the story. In groups. Put each set of pictures into 5 or 6 envelopes. Prepare a brief story. 4. Read the letter aloud. 3.3. Materials Sequence of cut out pictures in envelopes. 3.1 Able to listen to and demonstrate understanding of oral text by: d) sequencing with guidance. pupils arrange the pictures according to the correct sequence. 4. Distribute the envelopes to each group. Prepare a sequence of cut out pictures pertaining to the story. Pupils answer true/false.Learning Standard: 1. Activity Shopping For Mom Contents Teaching Focus: Simple Past Tense 1. Story (Appendix 11) Pictures (Appendix 12) 31 . 7.3.1 Able to listen to and demonstrate understanding of oral text by: c) giving ‘True’ or ‘False’ replies. Open the letter in front of the pupils. 6. 2. Ask true/false questions based on the letter. 5.

Chong Keat has never been to a village before. the train leaves Station 2. Razak and Chong Keat are at the railway station. Along the way to Station 4. After thirty minutes. Finally. It is his first time travelling by train. the train arrives at Station 3. Chong Keat is very excited. They see an oil palm plantation and big lorries carrying the oil palms. they arrive at Razak’s grandparents’ village. There is also a flock of ducklings in a pond. His grandparents are happy to welcome them.Appendix 1 A Joy Ride Razak and Chong Keat are good friends. Razak decides to take Chong Keat to his grandparents’ village. they see many attap houses. Kampung Pinang Sayang. 32 . One weekend. They see paddy fields and buffaloes. What a journey! Chong Keat and Razak enjoy the beautiful scenery. Soon they arrive at Station 2. Chong Keat is very excited. After five minutes. a gaggle of geese and a brood of chickens. Razak’s grandparents own an orchard.

Appendix 2 Kampung Pinang Sayang 4 3 2 1 Railway Station 33 .

Appendix 3 34 .

socks and skirts. Her mother was sick and she was resting in bed. Soon. Up went the T-shirts Up went the trousers Up went the towels socks and skirts. “ What lovely clothes!” Down came the T-shirts Down came the trousers Down came the towels. “The sun is up. Leela woke up early.. I must hang up the clothes!” Off she went outside and started to hang up the clothes. **What do you think happened next? ** Who stole Leela’s clothes? 35 .” said the goat. Then Leela ran into the kitchen and cooked some porridge.Appendix 4 Who stole my clothes? It was a warm morning. She did not see a goat behind the thick green bushes. “Me…ek! Me…ek!. Leela cleaned the house and she washed the clothes. Leela came out.

Mousey. why are you so sad?” “Have you seen my friend Cater? Cater is not here. The butterfly explained how Cater became a butterfly. He could not believe it was Cater. “Now. people called me a pupa.Appendix 5 The Mouse and the Caterpillar Once upon a time. he saw a fat caterpillar on a yellow leaf.” “Let’s be friends!” Since that day. Are you new here?” “Yes. Mousey? I am your friend!” The mouse was shocked and laughed. One day. The mouse sat on a small tree stump and waited. Mr. I became fat. the mouse went to the busy city to visit his rich cousins. I am new to this part of the woods. there lived a friendly mouse in a small cottage. I was resting in the pupa for some time. I hatched from an egg. I ate a lot of leaves. Finally. Then. He enjoyed going for walks in the woods. After some time. I don’t know what happened to Cater!” “Don’t you recognize me. Suddenly a beautiful butterfly emerged from the tall trees.” “Wow! It sounds like magic and you are more beautiful now. Mr. “Hello there! I’ve never seen you here before. listen carefully.” Together they laughed happily. the mouse came back and decided to visit the caterpillar. People called me caterpillar. I became a butterfly. Oh no! The caterpillar was not there. from a pupa. “Hello Mr. 36 . the mouse and the caterpillar became close friends. Three weeks later. Mouse.

Appendix 6 Life Cycle of a Butterfly Butterfly Egg Pupa Caterpillar 37 .

nose and mouth on the egg shell. Colour and cut out the blouse and skirt. Glue the blouse and skirt on the bottle. 38 . Mount the egg shell on top of the bottle. Draw the eyes. 4.Appendix 7 Making a puppet Instructions: 1. 3. 5. Glue the wool on top of the egg shell. 2.

2(b) Note : Teacher to prepare the front portion of the class or field. 39 .Appendix 8 Maze 1.2.

APPENDIX 9 SCIENCE GARDEN T O I L E T SCIENCE LAB CLASSROOMS BLOCK C CLASSROOMS BLOCK D CANTEEN RESOURCE CENTRE BLOCK B CLASSROOMS BLOCK A OFFICE 40 T O I L E T HALL FIELD .

True / False 2. True / False 3. 4. The crocodiles had hard and rough scales. There were less than fifty crocodiles in the True / False farm. True / False 5. She visited her grandfather’s farm. True / False 41 . The men fed them fish. Surin Nam Pritsom lives in Bangkok.Appendix 10 Instruction: Listen to the statements carefully and state ‘true’ or ‘false’. True / False 6. Surin did not enjoy the trip. 1.

3. 6. 2. 5. 42 . 4.Appendix 11 1. 7. 8.

Appendix 12 43 .