1

LISTENING
&
SPEAKING
OVERVIEW
2
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.

3
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.
1.3 understand and respond
to oral texts in a variety
of contexts.
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
listen and demonstrate
understanding of oral texts.
4
CONTENT AND LEARNING STANDARDS
CONTENT STANDARDS LEARNING 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.
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.
5
CONTENT AND LEARNING STANDARDS
CONTENT STANDARDS LEARNING 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.
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.

6
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.

7
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

8
`burger
`chicken
`nuggets
french `fries
ice `cream
`chocolate
`apple
ba`nana
/bnn/
`watermelon
`water
`coffee
`tea

`cat
`dog
`cow
`goat
`rabbit
`mouse
`tiger
`lion
`horse
`snake
`cheetah
`elephant
hippo`potamus
/hpptms /

`red
`blue
`yellow
`green
`orange
`toy
`doll
`car
`bicycle
`motorcycle
`teddy bear

Where is the stress???
Can you name the learning standard?
9
10
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.

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
11
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
O o
apple
hotel
lagoon
suspect
import
insult
words which can be
used as both
nouns and verbs
the noun has stress
on the first syllable
O o
"You are the suspect!

the verb has stress on
the second syllable
o O
"I suspect you."
respect
witness
hairbrush
football
compound nouns
fairly equally balanced
but with stronger stress
on the first part
O o
hairbrush

12
ACTIVITY 2
Which do you like? Choose one.
13
favourite
play
hobby
colour
park
friends
brothers
and sisters
siblings
every day
evening
Provide guided words/phrases
cycling
like cycling
bought a red bicycle
birthday gift
cycle in the
evening
at the park
cycle with my
siblings
my hobby
14
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.
15
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;
practise 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.
16
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?

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

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

4. Where is the post office?

5. Where is the field?

17
Cue words for directions
go straight turn right turn left
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 instructions around the
neighbourhood..
18
ACTIVITY 4
A new family moves into the house next door.
You welcome them to the neighbourhood.
CUE
WORDS
Hello
Welcome to the
neighbourhood
What is your
name?
Where are you from?
How old are you?
Thank you.
My name is . I am ten years old.
19
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! Thats my school.

Lim: My father will be your new headmaster.

20
You could get pupils to practise the dialogue in pairs before
they begin 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.
Tips on guiding pupils to participate in guided
conversations with peers
Can you name the learning standard?
1.2.4 Able to participate in guided conversations with peers.
ACTIVITY 5
Listen to the stories.

Little Blue Riding Hood - Puppet Show
http://www.youtube.com/watch?NR=1&v=E1B-OZhGtVM&list=RD02mWwbXRA__g8&feature=endscreen

The Very Hungry Caterpillar-Puppet Show
http://www.youtube.com/watch?v=nKKdwGwOlK8&list=RD02mWwbXRA__g8
21
22
ACTIVITY 6
Listen to the story.
http://www.youtube.com/watch?v=mWwbXRA__g8
23
Listen carefully. Answer these questions.
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?
This activity
should be done
orally.
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.
24
Regina Joseph Cyril
regina.joseph@moe.gov.my
Animated Slides by: Pooly Steven
For presentation purposes only.