LISTENING

&
SPEAKING

1
 OVERVIEW
Listening and speaking are seen as core skills of early literacy.
As such, pupils should be taught:

how to listen carefully;

to speak from the basic level of sound, word, phrase and

structural sentences in various situational contexts;

the stress, rhythm and intonation patterns and how to use them
correctly;

to recognise, understand and use not only verbal but also non-
verbal communication; and

oral communication practice by means of repeating, responding,

understanding and applying structures of language in order to
prepare them for communication.

2
By the end of primary schooling, pupils should be
able to:

1.1 pronounce words and 1.2 listen and respond

speak confidently with appropriately in formal
the correct stress, and informal situations for
rhythm and intonation. a variety of purposes.
 listen and respond to  participate in daily conversations.
stimulus with guidance.
 listen, follow and give instructions
 talk about related topics with and directions.
guidance.
 participate in guided
 enjoy stories, poems, tongue conversations with peers
twisters and songs.

1.3 understand and respond

to oral texts in a variety
of contexts.

 listen and demonstrate

understanding of oral texts.
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 CONTENT AND LEARNING STANDARDS
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 and recite poems,
tongue twisters, and sing songs paying
attention to pronunciation, rhythm and
intonation.
1.1.4 Able to talk about related topics with
guidance.
4
 CONTENT AND LEARNING STANDARDS
CONTENT STANDARDS
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.
LEARNING STANDARDS
1.2.1 Able to participate in daily conversations:
(a) extend an invitation
(b) accept an invitation
(c) decline an invitation
(d) express sympathy
1.2.2 Able to listen to, follow, and give
instructions.
1.2.3 Able to listen to, follow and give directions
around the neighbourhood.
1.2.4 Able to participate in guided
conversations with peers.
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 CONTENT AND LEARNING STANDARDS
CONTENT STANDARDS LEARNING STANDARDS

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.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
(a) asking and answering questions
(b) sequencing
(c) predicting

with guidance.

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 ACTIVITY 1

Say these words:

burger cat red
chicken dog blue
nuggets cow yellow
french fries goat green
ice cream rabbit orange
chocolate mouse toy
apple tiger doll
banana lion car
watermelon horse bicycle
water snake motorcycle
coffee cheetah teddy bear
tea elephant
hippopotamus
7``
7
 Where is the stress???
burger
`burger `cat
cat red
`red
`chicken
chicken `dog
dog `blue
blue
`nuggets
nuggets `cow
cow `yellow
yellow
french fries
`fries `goat
goat `green
green
ice cream
`cream `rabbit
rabbit `orange
orange
`chocolate
chocolate `mouse
mouse `toy
toy
`apple
apple `tiger
tiger `doll
doll
ba`nana
banana `lion
lion `car
car
`watermelon
watermelon `horse
horse `bicycle
bicycle
`water
water `snake
snake `motorcycle
motorcycle
`coffee
coffee `cheetah
cheetah `teddybear
teddy bear
`tea
tea `elephant
elephant
hippo`potamus
hippopotamus

Can you name the learning standard?

8

1.1.1 Able to speak with correct word stress.

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 Tips on word stress

Why word stress is important

Mistakes in word stress are a common cause

of misunderstanding in English. Stressing the
wrong syllable in a word can make the word
very difficult to hear and understand.

Even if the speaker can be understood,

mistakes with word stress can make the
listener feel irritated, or perhaps even
amused, and could prevent good
communication from taking place.

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 Tips on word stress
A stressed syllable combines five features:
• It is l-o-n-g-e-r - com p-u-ter
• It is LOUDER - comPUTer
• It has a change in pitch from the syllables
coming before and afterwards. The pitch of a
stressed syllable is usually higher.
• It is said more clearly -The vowel sound is
purer. Compare the first and last vowel sounds
with the stressed sound.
• It uses larger facial movements - Look in
the mirror when you say the word. Look at your
jaw and lips in particular.
http://www.teachingenglish.org.uk/articles/word-stress 10
 Tips on word stress
Some 'rules' of word stress
There are patterns in word stress in English but, as a rule (!), it
is dangerous to say there are fixed rules. Exceptions can usually
be found.
Here are some general tips for word stress in English:

Type of Stress
Word Exceptions
Word Pattern
apple two-syllable stress on hotel
table nouns and the first lagoon
happy adjectives syllable
Oo
apple

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 Tips on word stress
Stress
Word Type of Word Exceptions
Pattern
suspect words which the noun has respect
import can be used stress on the witness
insult as both first syllable
nouns and Oo
verbs "You are
the suspect!"
the verb has
stress on the
second
syllable
oO
"I
suspect you."
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 Tips on word stress
Type of Stress
Word Exceptions
Word Pattern
fairly equally
balanced
but with
stronger
hairbrush compound
stress
football nouns
on the first
part
Oo
hairbrush

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 ACTIVITY 2

Which do you like? Choose one.

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 Provide guided words/phrases
colour cycling
like cycling
play
bought a red bicycle
favourite

park birthday gift

brothers and cycle in the

sisters evening

siblings at the park

friends cycle with my

siblings
every day

hobby my hobby
evening
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Sample:
I like cycling. My father bought a red
bicycle for me. It was my birthday
gift. Red is my favourite colour. In the
evening, I usually cycle around the
house. Sometimes, my mother takes
us to the park. I cycle with my
brother and sister. My friend, Devan
also likes cycling. Sometimes we
meet him at the park. We cycle
together. Cycling is my hobby.
Can you name the learning standard?
1.1.4 Able to talk about related topics with guidance.
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 Tips on guiding pupils to talk about
related topics
 choose a topic close to children;
 provide visual aids;
 provide guidance in the form of phrases and
words;
 practice sentence structures first with pupils;
 teacher should show a sample first;
 encourage pupils to carry out the activity in groups
first;
 gradually get pupils to do it the activity in pairs;
and
 give lots of encouragement and motivation. 17
 ACTIVITY 3
How do I get there?
1. Rehman lives in Taman Rainbow. He walks to school.
Which is the shortest way to his school?

hospital
TESCO post office

JALAN HOSPITAL
J
A
Taman Rainbow L
A
fire station N
restaurant school
U field
T
A
M
A JALAN SEKOLAH

bank 18
 ACTIVITY 3
How do I get there?
2. Mrs. Lee wants to go to Tesco after school. Please
tell her how to get there.

hospital
TESCO post office

JALAN HOSPITAL
J
A
Taman Rainbow L
A
fire station N
restaurant school
U field
T
A
M
A JALAN SEKOLAH

bank 19
 ACTIVITY 3
How do I get there?
3. En. Salim wants to go to the hospital. He is in the
bank now. How can he get there?

hospital
TESCO post office

JALAN HOSPITAL
J
A
Taman Rainbow L
A
fire station N
restaurant school
U field
T
A
M
A JALAN SEKOLAH

bank 20
 ACTIVITY 3
How do I get there?
4. Where is the post office?

hospital
TESCO post office

JALAN HOSPITAL
J
A
Taman Rainbow L
A
fire station N
restaurant school
U field
T
A
M
A JALAN SEKOLAH

bank 21
 ACTIVITY 3
How do I get there?
5. Where is the field?

hospital
TESCO post office

JALAN HOSPITAL
J
A
Taman Rainbow L
A
fire station N
restaurant school
U field
T
A
M
A JALAN SEKOLAH

bank 22
 Cue words for directions

go straight turn left turn right

in front of behind across

Tips for teaching directions

 use a map/ model of the neighbourhood;

 it is easier for children to connect to their immediate surroundings; and

 cue words and sentence structure should be taught first;

Can you name the learning standard?

1.2.3 Able to listen to, follow and give directions around the neighbourhood.
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 ACTIVITY 4

A new family moves into the house next door.

You welcome them to the neighbourhood.

CUE
Hello WORDS What is your
name?

Welcome to the
neighbourhood Where are you from?

How old are you?

Thank you.

I am ten years old. My name is …….

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In the beginning, you may need to give lots of
guidance:
Adi: Hello, welcome to the neighbourhood.

Lim: Thank you. What is your name?

Adi: I am Adi Putra. What about you?

Lim: I am Lim Cheng Soon.

Adi: Where are you from?

Lim: My family and I are from Bukit Mertajam. My father is a teacher.

He is teaching in SK Simpang Lima now.

Adi: Oh great! That’s my school.

Lim: My father will be your new headmaster.

Can you name the learning standard?

1.2.4 Able to participate in guided conversations with peers.
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Tips on guiding pupils to participate in guided
conversations with peers

 You could get pupils to practice the dialogue in pairs before

they begin to start their own conversations.

 Communication begins by listening first then speaking

thoughts.

 Need to listen carefully and respond to what others say and

think about the needs of their listeners.

 Social conventions in listening and speaking such as turn

taking, politeness and courtesy need to be observed.

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 ACTIVITY 5

Listen to the story.

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 This activity
Listen carefully. Answer these questions. should be done
orally.
1. Were there four little pigs in the story?

2. Which pig built a house with sticks?

3. Who said, “Little pig, little pig, let me come in.”?

Form the questions based on the statements heard.

1. The first pig built a house with straw.

2. The wolf said, “I will huff and I will puff and blow your house in.”

Can you name the learning standard?

1.3.1 Able to listen to and demonstrate understanding of oral texts by:
(a) asking and answering questions with guidance. 28