LISTENING & SPEAKING

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 nonverbal communication; and
oral communication practice by means of repeating, responding, understanding and applying structures of language in order to prepare them for communication.
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By the end of primary schooling, pupils should be able to:

1.1 pronounce words and speak confidently with the correct stress, rhythm and intonation. 1.2 listen and respond appropriately in formal and informal situations for a variety of purposes.

listen and respond to

stimulus with guidance. talk about related topics with guidance. enjoy stories, poems, tongue twisters and songs.

participate in daily conversations.

listen, follow and give instructions and directions. participate in guided conversations with peers

1.3

understand and respond to oral texts in a variety listen and demonstrate of contexts. 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.

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.

CONTENT AND LEARNING STANDARDS

CONTENT 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.

LEARNING STANDARDS
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.

ACTIVITY 1

Say these words:

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

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

1.1.1 Able to speak with Can you name the learning standard? correct word stress

1.1.1 Able to speak with correct word stress.

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
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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:

Word

Type of Word

Stress Pattern

Exceptions

apple table happy

two-syllable nouns and adjectives

stress on the first syllable Oo apple

hotel lagoon

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Tips on word stress

Word Type of Word Stress Pattern the noun has stress on the first syllable Oo "You are the suspect!" the verb has stress on the second syllable oO "I suspect you." fairly equally balanced but with stronger stress on the first part Oo hairbrush Exceptions

suspect import insult

words which can be used as both nouns and verbs

respect witness

hairbrush football

compound nouns

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ACTIVITY 2

Which do you like? Choose one.

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Provide guided words/phrases

colour play cycling
like cycling
bought a red bicycle birthday gift cycle in the evening at the park cycle with my siblings my hobby

favourite park
brothers and sisters siblings friends every day 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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 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.
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Tips on guiding pupils to talk about related topics

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?
TESCO post office
hospital

JALAN HOSPITAL J A L A N U T A M A

Taman Rainbow fire station restaurant

school

field

JALAN SEKOLAH

bank

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ACTIVITY 3
How do I get there?

2. Mrs. Lee wants to go to Tesco after school. Please tell her how to get there.
TESCO post office
hospital

JALAN HOSPITAL J A L A N U T A M A

Taman Rainbow fire station restaurant

school

field

JALAN SEKOLAH

bank

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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?
TESCO post office
hospital

JALAN HOSPITAL J A L A N U T A M A

Taman Rainbow fire station restaurant

school

field

JALAN SEKOLAH

bank

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ACTIVITY 3
How do I get there?

4. Where is the post office?

TESCO

post office

hospital

JALAN HOSPITAL J A L A N U T A M A

Taman Rainbow fire station restaurant

school

field

JALAN SEKOLAH

bank

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ACTIVITY 3
How do I get there?

5. Where is the field?

TESCO

post office

hospital

JALAN HOSPITAL J A L A N U T A M A

Taman Rainbow fire station restaurant

school

field

JALAN SEKOLAH

bank

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Cue words for directions

go straight in front of turn left behind turn right 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.
Hello

CUE WORDS
Welcome to the neighbourhood

What is your name?

Where are you from?

How old are you?

I am ten years old.

Thank you. My name is .

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In the beginning, you may need to give lots of guidance:

Adi:
Lim: Adi: Lim: Adi:

Hello, welcome to the neighbourhood.

Thank you. What is your name? I am Adi Putra. What about you? I am Lim Cheng Soon. Where are you from?

Lim:
Adi: Lim:

My family and I are from Bukit Mertajam. My father is a teacher. He is teaching in SK Simpang Lima now.
Oh great! Thats my school. 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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Listen carefully. Answer these questions.

1. Were there four little pigs in the story? 2. Which pig built a house with sticks?

This activity should be done orally.

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.
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Regina Joseph Cyril regina.joseph@moe.gov.my

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