LISTENING

&
SPEAKING
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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.

listen and respond to

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

1.3

1.2

listen and respond

appropriately in formal
and informal situations
for a variety of
purposes.

participate in daily conversations.

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

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.
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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
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???

`cat
`dog
`red
`cow
`blue
`goat
`yellow
`rabbit
`green
`mouse
`orange
`tiger
`toy
`lion
`doll
`horse
`car
`snake
`bicycle
`cheetah
`motorcycle
`elephant
`teddy bear
hippo`potamus
/hp
ptms /
Can you name the learning standard?

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

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

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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
apple
table
happy

suspect
import
insult

hairbrush
football

Type of Word
two-syllable nouns and
adjectives

words which can be

used as both
nouns and verbs

compound nouns

Stress Pattern
stress on the first
syllable
Oo
apple
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

Exceptions
hotel
lagoon

respect
witness

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ACTIVITY 2

Which do you like? Choose one.

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Provide guided words/phrases

colour
play
favourite

like cycling
bought a red bicycle

park
brothers
and sisters

birthday gift
cycle in the
evening

siblings
friends
every day
hobby

cycling

at the park
cycle with my
siblings
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;
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.
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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?

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Cue words for directions

go straight
in front of

turn left

turn right

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..

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ACTIVITY 4
A new family moves into the house next door.
You welcome them to the neighbourhood.
CUE
WORDS

Hello

Welcome to the
neighbourhood
How old are you?
I am ten years old.

What is your
name?
Where are you from?

Thank you.
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! Thats my school.

Lim:

My father will be your new headmaster.

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Tips on guiding pupils to participate in guided

conversations with peers
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.

Can you name the learning standard?

1.2.4 Able to participate in guided conversations with peers.
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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 CaterpillarPuppet Show

http://www.youtube.com/watch?v=nKKdwGwOlK8&list=RD02mWwbXRA__g8
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ACTIVITY 6
Listen to the story.

http://www.youtube.com/watch?v=mWwbXRA__g8

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Listen carefully. Answer these questions.

1. Were there four little pigs in the story?

This activity
should be
done orally.

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.
(b)sequencing
(c)predicting
with guidance.

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Regina Joseph Cyril

regina.joseph@moe.gov.my
Animated Slides by: Pooly Steven
For presentation purposes only.

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