Checklist for Listening and Speaking Skills

No. Criteria Content Analysis For Listening and Speaking Skills. Tick ( )

1. At a whole Teacher has high expectation with regard to students achievement.

school level
2. At a subject Subject-specific and individual teacher plans reflect the schools
department level literacy strategy and action plans for improving students listening
and speaking skills.
Agreed approaches to support the development of students listening
and speaking skill that are relevant to their own subject.
Norms are agreed within subject departments for structured group
work.
3. At individual Teacher provides repeated exposure to and use (by students) of new
teacher level vocabulary.
Teacher demonstrates an appropriate balance of teacher and
student talk.
Teacher provides opportunities for structured co-operative learning
activities.
Teacher engages in appropriate use of wait time.
Teacher provides opportunities for open, extended discussion.
Teachers questioning is clear, includes lower and higher order
questions and stimulates students response.
Teacher explains concepts clearly and model the effective use of
language.
Teacher provides students with helpful feedback which supports the
development of speaking and listening.
Teacher provides opportunities for peer and self-evaluation of
listening and speaking tasks.
4. Body Language Teacher faces the students when speaking.
Teacher nods her head when the students speak to show she is
listening.
Teacher makes eye contact to connect with the student(s)
Teacher uses body gestures (move arms and hands) when she is
speaking.
Teacher relaxes, be engaged and listened to the student(s)

Teacher
5. Fluency Teacher uses pauses effectively.
Teacher does not say um and ah too much.
Teacher speaks loud enough so that students can hear the
instruction clearly. (No hands covering mouth when speaking.)
6. Interactive Has provided for input reading, TV or film viewing, observation,
Communication etc.- prior to discussion.
Involves students in deciding what issues to discuss.
Listen and respond to students appropriately to the situation.
Check in with the students to see if he/she has understood the
teacher.
Encourages expression of differences of opinion.
7. Pronunciation Teachers pronunciation is understandable and can be followed by
the students.
Teacher uses some variety in her voice (volume, rate, pitch and
rhythm).
Teacher uses stress and intonation.
Teacher emphasizes key words (nouns, verbs, adjectives, adverbs).
8. Content Teacher gives an opinion.
Teacher asks a question.
Teacher asks for clarification.
Teacher offers to help.
Teacher gives advice.
Teacher provides information.
Teacher summarizes what the students has said.
Teacher discusses important issues.
9. Vocabulary Teacher uses some advanced words.
Teacher uses a variety of words.
Teacher uses some idioms/phrasal verbs where appropriate.
10. Grammar Teacher uses short responses/phrases, not just yes/no answers.
Teacher forms simple sentences in the correct word order.
Teacher uses a variety of verb tenses where appropriate.
Teacher uses a variety of sentence structures.
Teacher connects ideas with and, but, so, etc. (coordinating
conjunctions).
Teacher connects ideas using adverb clauses.

Teacher
 Teacher connects ideas using relative pronouns (adjective clauses).
Teacher uses transition words and phrases so students can follow
her sequence of ideas.

Teacher