The Teaching The Teaching OF OF Listening Listening AND AND Speaking Speaking

MODULE
THE TEACHING OF LISTENING AND SPEAKING

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THE TEACHING OF LISTENING

The Skill of Listening The listening component aims at developing learners ability to listen to and understand the spoken language better. The sub-skills of listening range from the basic level of sound, word and phrase recognition to an understanding of the whole text. Learners are encouraged to listen to various text types so that they will be familiar with the sounds, intonation and stress patterns of the English language as well as get to know the correct pronunciation of words and the use of certain expressions. Learners are also encouraged to respond to the information or message heard in a variety of ways including verbal and non-verbal forms. In order to develop pupils listening skill, teachers should make pupils listen to songs, rhymes and stories. To show their understanding of what they have heard, pupils can be asked to answer questions that require them to recall ideas, give details and even talk about the ideas heard. Objectives/Learning Outcomes By the end of their primary schooling, learners should be able to:

Listen to and discriminate similar and different sounds of the English language. Listen to and understand words and phrases in context. Listen to and follow instructions and directions in activities, processes and procedures. Listen to and understand texts and extract information : main ideas supporting details sequence cause and effect relationships Listen to stories and predict outcomes. Listen to texts and draw conclusions. Listen to and respond to texts and audio-visual productions by: giving opinions relating text to personal experiences and previous knowledge Note: Text types for listening include rhymes, songs, stories, poems, dialogues, announcements and messages. Teachers are encouraged to use audio-visual productions such as cartoons on TV, videotapes and puppet shows.
THE TEACHING OF SPEAKING

The Skill of Speaking As speaking is linked closely to listening, learners are taught to listen carefully and then give the appropriate response required. In the development of oral skills, learners are taught how to ask questions politely when seeking information or clarification and to reply by giving the relevant information. Learners are also taught to express their thoughts, feelings and ideas confidently and in simple language when talking to friends and older people. To this end, learners are taught appropriate words, phrases and expressions that do not offend others. In making their utterances understood by others, learners are taught to pronounce words correctly and to speak clearly with the right stress and intonation. Pupils should be given lots of opportunities to
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talk in class so that they gain confidence to speak the language. Opportunities should be given to pupils to role-play, participate in drama activities that make them use the language suitable for the role or situation. In this aspect, pair and group work activities allow all pupils to engage in speaking activities at the same time. Pupils should also be encouraged to speak in English to other pupils and teachers in the school. Objectives/Learning Outcomes By the end of their primary schooling, learners should be able to : Speak clearly with correct pronunciation, intonation, word stress and sentence rhythm. Ask and give instructions and directions in activities, processes and procedures.
Make and receive telephone calls using polite speech forms. Ask questions for a variety of purposes. Give relevant information in response to enquiries made : to identify to make comparisons to refute statements to state Convey a simple message accurately. Tell stories and recite poems. Perform a variety of functions in a social context: exchange greetings thank others make introductions apologize take leave congratulate another compliment others
request something offer sympathies seek permission invite someone accept/decline an invitation request/offer assistance make suggestions
Express feelings and give opinions. Note: Text types used as stimuli in an oral activity include linear and non-linear forms. Linear texts include instructions, advertisements, poems, stories, messages, and letters Non-linear texts include pictures, maps, charts, posters, diagrams and timetables.
Framework for Listening Comprehension (Jeremy Harmer, 1991)

A basic methodological model for the teaching of receptive skills We can now look at the model for teaching the receptive skills which is based on the discussion of methodological principles in the first part of this chapter. Just as in our model for introducing new language, this model is intended to provide general methodological guidelines. The model has five basic stages, which are: Lead-in (Pre-listening) Here, the students and teacher prepare themselves for the task and familiarise themselves with the topic of the listening and speaking exercises. One of the major reasons for this is to create expectations and arouse the students interest in the subject matter of the listening text. Teacher directs listening task Here, the teacher makes sure the students know what they are going to do. Are they going to fill in a chart, complete a message or re-tell what they heard? This is where the teacher explains and directs the students purpose for listening. Students listen for task (While-listening) Students listen to a text to perform the task the teacher has set. Teacher directs feedback (Post-listening) When students have performed the task, teacher will help students to see if they have completed the task successfully and will find out how well they have done. This may follow a stage in which students check their answers with each other first Teacher directs text-related task The teacher will then probably organise some kind of a follow-up task related to the text. Thus, if the students have listened to a text, they may do a follow-up by conveying it to their friend orally.
MODULE 1: The Teaching of Listening and Speaking
A Sample Lessons For Two Weeks Based on A Text

Theme Topic Title Grammar Function Sound System : : : : : : World of Stories Animals Nickey the Caterpillar Simple Past Tense To express feelings Double consonant
Specifications: 1.1.1 Listen to and repeat - vi: Double consonant 1.1.2 Listen to and identify different types of letter sounds. 1.7.1 Listen to simple short stories and recall the names of people and animals 1.7.2 Listen to simple short stories and fairy tales and share feelings about the stories. 2.1.1 Repeat the following sounds in words correctly. Double consonants. 2.2.1 Ask Wh questions to seek information. 2.5.1 Talk about the actions of the people and animals in a story heard or read. 3.1.1 Look at letters and say aloud the following sounds- vi. Double consonants. 3.2.2 Read and learn the meaning of 5 key words for each topic taught 3.3.2 Read and understand simple sentences. 3.4.2 Read aloud sentences in simple texts observing correct stress and intonation.
3.6.1 Recognise and make small words from big words. 3.7.4 Read and select the definition suited to the meaning of the word in context. 3.9.3 Read and talk the actions of people and animals in a story heard or read. 4.1.1 Copy letters of the alphabet in clear and legible cursive writing. 4.4.1 Copy missing letters in texts. 4.4.2 Complete simple instructions, recipes, descriptions, rhymes with the missing words. 4.5.1 Form simple sentences and questions by arranging words. 4.5.2 Form simple sentences by matching sentence parts.
NICKEY THE CATERPILLAR

Nickey was a caterpillar. She was very sad. She has no wings. I cannot fly. I can only crawl, she said.
All the animals in the jungle felt sorry for her. However, after a while, they grew tired of listening to her complaints.
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As the days passed, no one came to see her. Nickey covered herself up and went to sleep.
Many days passed. Then one sunny day, Nickey said, My house is so small and its is so hot in here.
She kicked and she pushed. The little house fell apart.
Out she came. She was free at last.
Nickey fluttered from flower to flower. She flew over a pond. She saw herself in the water and said. Oh! What a beautiful butterlfy I am.
Teaching Points To Be Taught For Two Weeks

Lesson 1 ( Double Period ) Specifications: 1.1.1, 1.1.2, 2.1.1, 3.1.1, 4.1.1, 4.4.1 Sound system- double consonant /tt/ / nn/ /rr/, pronunciation and spelling E.g: caterpillar, cannot, sorry Lesson 2 ( Double Period ) Specifications: 1.3.1, 3.2.2, 3.6.1, 4.4.1, 4.4.2 Vocabulary Extract words from the text and find the meaning.
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Point to pictures pertaining to the words or do actions to explain. Ask pupils to read the sentences containing the selected words. Make small words from big words (Enrichment activity ) Lesson 3 ( Double Period) Specifications: 1.7.1, 1.7.2, 2.1.1, 3.3.2, 4.5.2 Comprehension Pupils read the text and look for information to answer simple Wh questions. Write answers to comprehension questions.
Lesson 4 ( Double Period ) Specifications: 1.7.2, 2.5.1, 3.4.2, 4.5.2 Function: To explain Withdraw a function from the text. e.g. Oh! What a beautiful butterfly I am. Develop aural-oral activity using the function by substituting words. Oh! What a lovely dress this is. Oh! What a kind girl she is. Lesson 5 (Double Period) Specifications: 1.7.1, 2.5.2, 3.9.3, 4.4.1, 4.4.2 Grammar Simple Past Tense
Withdraw some examples from the text. Then develop the lesson. e.g: was, had, said, grew, passed Lesson 6 ( Double Period ) Sentence structure Withdraw a few simple sentences from the text. E.g: Nickey is a caterpillar. She was very sad. Pupils read the sentences and understand them. Pupils do various exercises in step 3 pertaining to the teaching point as the following : Copy sentences. Match sentence parts to form simple sentences. Single period can be used for Nilam Project.
Lesson Plan For The English Hour

Day 1 Theme: World of Stories Topic: Animals Title: Nickey the Caterpillar Objectives: Pupils should be able to pronounce and spell words with double consonants correctly Specifications: 1.1.1 Listen to and repeat vi. Double consonants 2.1.1 Repeat the following sounds in words correctly vi. Double consonants Look at letters and say aloud the following sounds vi. Double Consonants 4.1.1 Copy letters of the alphabet in clear and legible cursive writing 4.4.1 Copy missing letters in texts. Activities: Step 1 Shared Reading 1. Teacher reads the story with the correct pronunciation and pupils listen 2. Teacher reads again and pupils read together with her. 3. Teacher pauses in between to ask questions about the story Step 2 Focus word work / Teaching points double consonant /tt//nn//rr/ , pronunciation and spelling 1. Teacher takes words from the sound system and drills on the pronunciation and spelling 2. Tongue twister Step 3 Independent work/Guided Reading 1. Teacher calls 2 pupils to read ten minutes per pupil. (Selected remedial pupils) 2. Others do the following activities: Copy the words in cursive writing. Fill in the missing letters. Rearrange the letters to form the correct words. Step 4 Summing up Recap teaching point Tongue twister Step 5 Homework Memorise the spelling of the words taught in the focused word work.
SUGGESTED GUIDELINES
LISTENING & SPEAKING
Sound System Long and Short Vowels
1.1.1. Listen to and repeat words that contain the following sound (short and long vowel sounds e.g. bus dad ) (Year 4 & 5) 2.1.1. Repeat the following sounds in words correctly (Year 4) Repeat words that contain the following sounds (Year 5)
Pre-Listening/Speaking
1. Teacher prepares flashcards for the words identified. 2. Teacher drills the words to show the discrimination between the long and short vowel sound. Pupils listen. 3. Pupils repeat after the teacher. Sample words tub tap bug cab bud dab
While-Listening/Speaking-In groups
1. 2. 3. 4. Each group is given a set of jumbled flash cards. Teacher says a word. Pupils in each group take turns to pick up the correct card and say out the word. Teacher says the words; pupils group them according to the long and short vowel sounds. Work in pairs Pupil A says the short vowel/long vowel and Pupil B identifies by circling the correct word on the worksheet.
Post-Listening/Speaking
1. Pupils give similar words which have the same sound.
Sample:
i. short and long vowel sounds. / ^ / cup pup rub / / lock frock frog / / cap lab blab / / torn born corn
These suggested guidelines can be adapted to other Sound System e.g. double consonants, diphthongs, silent letters, initial blends, final blends,voice and voiceless. Further reference for the sound system use the Longman Dictionary of Contemporary English.
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Sound System Discriminating Suffixes en and ion Level 2
1.1.2. Listen to and group words according to the same beginning, middle or ending sounds. (suffixes) Year 6
1. Teacher displays word cards with suffixes en and ion. 2. Teacher discusses with pupils on how the words are formed. 3. Teacher demonstrates how new words are formed by adding en and ion to the root words. Pupils repeat the words. e.g. sharp + en = sharpen; broad + en = broaden; hard + en = harden; suggest + ion = suggestion; prevent + ion = prevention; product + ion = production. 4. Teacher explains the listening task.
While-Listening
1. Teacher plays a tape recording of a text containing words with en and ion suffixes. 2. Pupils listen to the text. 3. Pupils locate the words by circling/ underlining them on the given task sheet.
Post-Listening
1. 2. 3. 4. In pairs, pupils exchange task sheets with each other. Teacher reads through the given words with suffixes by using the task sheet. Pupils check their friends answers. Homework: i. Pupils are to locate 5 10 other words ending with en and ion by using the dictionary. ii. Teacher selects a few words with suffixes for pupils to construct sentences.
Sample:
en sharpen fasten broaden ion correction direction attraction
These suggested guidelines can be adapted to other Sound System e.g. double consonants, diphthongs, silent letters, initial blends, final blends, and diagraphs.

Chanting With Correct Pronunciation, Stress and Intonation Level 3
1.2.3. Listen to and repeat chants, poems, rhymes and songs, paying attention to pronunciation, stress and intonation correctly (Year 5 & 6). 2.6.1. Recite simple poems and jazz chants with expression and appropriate gestures (Year 6).
Pre-listening/Speaking
1. Teacher displays a jazz chant chart. 2. Teacher highlights keywords for pronunciation drills.
Sample of Jazz Chant:

Stop That Noise! Teacher: Sh! Sh! Stop that noise! Chorus: Sh! Sh! Stop that noise! Sh! Sh! Stop that noise! Teacher: Come on girls/Come on boys Tell all the boys. Tell all the boys to stop that noise! Girls: Please be quiet. Sh! Sh! Stop that noise! Please be quiet. Sh! Sh! Stop that noise! Boys: Shut up girls! Stop that noise! Shut up girls! Stop that noise!
K G M O D P
While-Listening/Speaking
2. Teacher reads the keywords and pupils listen to the pronunciation, stress and intonation. 3. Listen to jazz chants (tap). 4. Pupils chant with expression and appropriate gestures.
1. Pupils chant in groups - competition style.
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Follow Simple Instructions to Complete a Task Level 1
1.4.1. Listen to and follow simple instructions on how to complete a given task (Year 4, 5 & 6)
Pre-listening/Speaking
1. Teacher shows samples of cards. 2. Teacher asks pupils to state the different types of cards. e.g. Mothers Day card, Fathers Day card and Teachers Day card.
1. Pupils watch a demonstration on instructions of how to make an invitationcard. e.g. First, cut a piece of manila card. The measurement is 10cm by 15cm. Write Birthday Invitation Card in the middle of the card. Then, fill in other information as shown. Lastly, draw your own design on the card.
Birthday Invitation Card
To: Date: Time: Place:

Post-Listening/speaking
1. Pupils are to create cards for other occasions. (Mothers Day, Fathers Day) 2. Pupils take turns to explain how to create these cards.

Conveying Messages - Level 1, 2 and 3
1.5.1. Listen to simple messages and announcements and give the information required (Year 4 & 6) 2.4.1. To make a telephone call for a purpose (Year 6) 2.4.2. To receive a call by understanding what is said and giving the relevant information (Year 6)
1. Students listen to a recorded telephone conversation. 2. Teacher gives a text on dialogue to the pupils. 3. Teacher reads and pupils repeat.
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1. Pupils role play the dialogue. 2. In pairs : Pupils ask Wh questions to get the main details. e.g. Who called Andy? Mary. Was Andy at home? No, he wasnt. Who answered the telephone? Andys mother.
1. Pupils write and read the message based on the dialogue given.
Sample of Text Dialogue:

Telephone Conversation Mary: Mother: Mary: Mother: Mary: Mother: Hello, may I speak to Andy? Sorry, Andy is not in. Can you please tell him to bring his tennis racquet to school tomorrow. There will be a practice after school. Alright, Ill tell him. Thank you. Bye. Bye.
Sample of Message:
Andy, Mary called. You are to bring your tennis racquet to school tomorrow. There will be a practice after school. Mother

Sequencing Of Events Level 3
1.7.3. Listen to stories, fables and legends and give the sequence of events (Year 6).
1. Teacher displays pictures of Pak Mats Orchard. 2. Teacher does brainstorming activity with the pupils. 3. Teacher highlights keywords in the text e.g. orchard, picks, fall etc.....(other necessary words for the pupils) 4. Teacher explains the meaning of the words.
1. Teacher asks Wh questions pertaining to the picture. e.g. What can you find in the orchard? Where does he live? (a little hut /wooden house ) 2. Pupils respond accordingly.
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1. Pupils are asked to rearrange the sentence cards (according to the pictures). 2. Pupils arrange the sentence cards correctly and read them aloud.
Sample:
Pak Mats Orchard Pak Mat has an orchard. He stays in a little hut. There are hundreds of durian trees in his orchard. He picks the durians that fall during the night. He sells his durians the next morning. He is happy because he gets plenty of money.
He picks the durians that fall during the night.
He stays in a little hut.
He is happy because he gets plenty of money.
Pak Mat has an orchard.
There are hundreds of durian trees in his orchard.
He sells his durians the next morning.
Follow-Up Activities
1. Teacher asks pupils (in groups) to retell the story about Pak Mat. 2. Teachers can use another set of pictures (world of stories) and carry out the above procedure.
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The Use of the Correct Stress and Intonation Level 2
2.1.3. Say aloud phrases, expressions and exclamation with the correct stress and intonation (Year 4, 5 & 6). Note: When speaking the English Language, usually the content words are stressed. However, there is no hard and fast rule.
1. Teacher says the sentences aloud with the correct word stress (underlined). 2. Pupils repeat correctly after the teacher. 3. Teacher explains to the pupils that the words underlined are content words. (Note: Content words are words that convey a speakers intentions or needs.)
1. Teacher shows another set of statements. 2. Pupils read/say the new set of statements with the correct word stress. (Teacher guides pupils, where necessary).
1. (Orally) Pupils identify words that are stressed in statements read by another pupil. 2. In pairs, pupils create a new set of statements and underline the words that should be stressed.
Sample of Statements for Word Stress:

1. The TIME now is 2 OCLOCK. 2. Im LEAVING now. 3. Please GET into GROUPS of FIVE. 4. WASH your HANDS. 5. TIDY your ROOM. Another set of statements 1. The time now is 6 oclock. 2. Ill come soon. 3. Please collect all the books. 4. Wash your feet. 5. Arrange the desks.
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Question and Answer Session Level 3
2.2.3. Ask with question tags (Year 6). 2.2.4. Responding to such questions (Year 6).
1. Teacher displays some question tags. 2. Teacher discusses the set of question tags given e.g. We are late, arent we? positive statement My sister didnt come here, did she? negative statement 3. Teacher highlights the positive/negative key phrase in the question and points out the rule.
1. Teacher gives pupils a task sheet containing question tags. 2. In pairs, pupils role play the positive and negative statements in relation to question tags with appropriate expressions and intonation.
1. 2. 3. 4. Teacher presents other samples of question tags- both positive and negative forms. In pairs, pupils practice asking and answering the questions Pupils discuss the task sheet containing question tags and responses. Pupils read their responses to another pair of pupils.
Sample of Statements with Question Tags

1. 2. 3. 4. 5. 6. We are late, arent we? She is very friendly, isnt she ? They can help you, cant they? My sister didnt come here, did she? She wouldnt let us down, would she? I cant leave now, can I?
A positive statement is followed by a negative question tag. e.g. We are late, arent we? A negative statement is followed by a positive question tag. e.g. My sister didnt come, did she?
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2.8.1. State whether one likes or does not like the story and give reasons (Year 6) . 2.8.2. Relate the story to ones life (Year 6).
Expressing thoughts and feelings and give opinions about things read, seen, heard and viewed Level 1
1. Teacher plays a video clip of a zoo. 2. Pupils name the animals found in the video clip.
While-Listening
1. Pupils listen to a recorded text. 2. Pupils fill in the missing words. e.g. Last Sunday, Ahmad and his They ... went to the .
1. Pupils discuss the completed text with the teacher. 2. Pupils (in groups) create a scrapbook about the zoo.
Sample text:
A VISIT TO THE ZOO Last Sunday, Ahmad and his friends went to the zoo. They went there by bus. They started their journey at about 7.00 oclock in the morning. At the zoo, they saw many animals. There were tigers, elephants and monkeys. As they walked around the zoo, they met some of their schoolmates. They had a wonderful time at the zoo. They left the zoo at about 12.00 noon. By the time they reached home, it was past one oclock. They felt tired but happy.
Note: Text completion task is based on the level of the pupils.
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Practice saying the structure (Situational Level 1)
2.9.1. To volunteer (Year 6)
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1. Teacher prepares sentence strips on sentence structures related to situations in different places. e.g. bus stop, airport , restaurant etc. 2. Pupils practice the sentence structures by: i. repeating after the teacher.
1. Teacher puts up the sentence strips on the board (answers only). 2. Teacher reads the questions. 3. Pupils identify the responses to the questions posed by the teacher.
1. A group of pupils asks questions and the others will answer based on the sentence strips. 2. (In pairs) Pupils come out with questions and responses based on different real-life situations (at home/ market/playground/ library etc).
Sample Text of Situations:

1. Place: shop Speakers: Shopkeeper - customer Request: Can I help you? Response: Yes, please. I want a packet of sugar. 2. Place: hotel Speakers: Receptionist - guest Request: Shall I call a taxi for you? Response: Yes, please. I dont want to be late. 3. Place: roadside Speakers: a boy - an old lady Request: Let me help you to cross the road. Response: Thank you, its kind of you.
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Practice Saying The Structure (Situational Level 1)
2.2.1. Ask WH Questions to seek information. 2.2.2. Ask other forms of questions to seek information.
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1. Teacher shows a substitution table. like go have play chocolate? to school everyday? three brothers? badminton? Yes I No do. have. dont. havent.
Do you
2. Teacher asks questions and pupils answer orally.
3. Teacher asks pupils to work in pairs and role play - ask each other questions and answer. Example: P1 : Do you like apples? P2 : Yes, I do./No, I dont. 4. Teacher gives the pupils a card with questions. They are to ask questions and complete the card. Find someone who... likes chocolate. watches television everyday. has more than 3 brothers and sisters. walks to school. plays the piano.
5. Teacher asks at random the pupils findings (as asked in the card).
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Greetings And Introduction (Level 2)
2.2.2 Ask other forms of questions to seek information. (Year 4 - 6)
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1. Shake hands with a few pupils and greet them in English. 2. Get pupils to greet you in return.
1. Pupils respond to the social expressions given by the teacher. e.g. Teacher: Pupil: Thank you children. Dont mention/Youre welcome
1. Pupils role play the dialogue. 2. Pupils are encouraged to prepare their own dialogues and act them out.
Sample Dialogue:
Pupil A: Hello. My name is Ali. Whats your name Pupil B: My name is Zakaria. Nice to meet you. Pupil A: Nice to meet you, too.

Feelings (Level 1) Year 4 6
2.6.1. Give non-verbal response to the story heard, read or viewed.
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1. Teacher writes two or three words pertaining to feelings on the board e.g. happy, tired , angry 2. Pupils reason out why they have these feelings. e.g. Why are you happy? I am happy because I won a prize I am sad because my mother scolded me. I am angry because my mother did not allow me to play football.
1. Pupil A reads the statements given and Pupil B matches them with pictures. 2. The teacher gives the answers to the pupils to check.
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Post-Listening
1. Selected pupils mimic and the others guess the expression
Statements
1. 2. 3. 4. 5. 6. 7. 8. Her friend is ill, so she is sad. Someone has stolen his watch. He is very angry. He has got a special letter today, so he is very happy. She has been working in the garden, so she is tired. The sun is shining, so he is very hot. Its a hot day, so she is very thirsty. Its two oclock. He hasnt had lunch yet, so he is quite hungry. She hasnt got a coat, so she is really cold.
Pictures
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Description (Level 3) Year 5 & 6
2.7.5. Talk about ones family to friends
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Pre-Listening
1. Teacher draws a family tree on the board. 2. Teacher reads the text about Arfinahs family. 3. Pupils listen to the text.
1. Pupils take turns to talk about their friends family E.g. Arfinahs father is Encik Adib.
1. Pupils draw their family tree. 2. Pupils can use the sample text as a guide.
Family Tree
Encik Adib
Puan Sharifah
Amirul
Amran
Arfinah
Aini
Azlina
Sample Text:
Arfinah comes from a large family. She lives with her mother and father. She has two brothers and two sisters. Her fathers name is Encik Adib. He is 45 years old. Her mothers name is Puan Sharifah. She is 42 years old. Arfinah has two brothers, called Amirul and Amran. She has two sisters, called Aini and Azlina.
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Description Of A Process (Level 3) Year 4 & 5
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2.2.3. Ask questions to seek clarifications on how to make or do things, about places, directions and on amounts and quantities.
Pre-Listening
1. Pupils watch a demo on how to prepare egg sandwich for breakfast. 2. Teacher reads the steps involved in the demo. e.g. First, spread some butter on a slice of bread. Put some pepper in the scrambled egg and mix it well. Spread the scrambled egg on the bread. Place some slices of cucumber on the scrambled egg. Then cover it with another slice of bread. Lastly, serve the sandwich on the plate.
1. Teacher prepares the ingredients for the sandwich. 2. Pupils retell the steps to prepare the sandwich.
1. Pupils prepare the sandwich in groups.
Note:
Ingredients: 1. pre cooked scrambled egg (Prepared by the teacher or pupils) 2. slices of bread 3. slices of cucumber 4. butter 5. pepper

Creative Ideas (Level 3) Year 5
2.4.4. Give suitable endings to a story
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1. 2. 3. 4. Pupils listen to a short story or fable. Teacher gives out the text without an ending. Teacher reads and pupils repeat. Teacher asks questions pertaining to the text which lead them to give a suitable ending for the story.
1. Teacher gives a short and incomplete text to the pupils. 2. Pupils create suitable endings to the story given.
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1. Pupils tell their creative endings for the story.
Sample Text:
The crow was hungry. He looked around and finally saw a bun. Suddenly, he saw an eagle with a dead rat and he wanted it too. While chasing after the eagle, the bun dropped . . .
Suggested Answers: 1. and fell into the river. 2. and a sparrow caught and flew away with it. 3. and a boy riding a bicycle ran over it.

Conveying Messages. ( All levels ) Year 1 6
2.5.1 To take and give short messages to friends and family members. (Year 6 ) 2.5.1 Give details about the people and animals of a story heard or read. (Year5) 2.5.1 Give details about the people and animals of a story heard, read or viewed. (Year 4 )
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Pre-Listening
1. Teacher conveys a short message to the first pupil.
1. The pupil continues to convey the message heard to the next pupil. 2. The process goes on till the last pupil.
1. The teacher compares the initial message to the final product heard.
Sample of messages:
Message 1: I would like to have a cup of coffee. Message 2: Ina loves to eat sweets and ice-cream. Message 3: Last Saturday night, I went for a horror movie with my friends. Message 4: Ramas mother and his sister went to the market to buy some fruits and vegetables. After that, they went to the restaurant and had their lunch.
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Directions (Level 3) Year 4 6
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Ask questions to seek clarification on how to make things, on places, directions and on amounts and quantities.
Pre-Listening
1. Teacher shows the structures used to ask questions on directions and ways to answer them. e.g. Can you show me the way to the library? Go straight and turn left. The library is on the right.
1. Using the guide words and a map given, pupil A asks a question and pupil B answers. (Refer to the sample map given). e.g. How do you get to the bank? Take the first turn on the right. The bank is on your left.
2. Teacher checks the answers with them.
Guidewords:
Walk along Go straight Turn right/left On the right/left Go around the roundabout
1. Role-play (show the directions in school). e.g. Can you show me the way to the canteen? Walk along this path and turn right. The canteen is on the left.
2. Teacher corrects the mistakes where necessary. Sample Map
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Situations related to numbers ( Mock Shop ) (Level 2 ) Year 4 6 Pre-Listening/Speaking
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1. Teacher prepares a mock shop in front of the classroom. (e.g boys, pencil cases, water bottle, etc) 2. Teacher role-plays with a pupil, buying and selling things.
1. Pupils role-play as shopkeeper and customer. e.g. How much does the bag cost ? It is RM 40
1. Pupils communicate in English while buying and selling things.
Sample:
Pupil A: Pupil B: Pupil A: Pupil B: Pupil A: Pupil B: Pupil A: Pupil B: Can I have two sets of chess, please? Here you are. How much is it? Its RM 40. Heres RM 50 Heres the change and the receipt. Thank you. Youre welcome.

Giving encouragement (Level 2) Year 6
To encourage
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1. Teacher relates a scenario. Eg: Arif failed his English test. He is upset. He conveys the news to his parents. What do you think they would have said? 2. Pupils respond. (Teacher gives guidewords such as, work hard, do not give up, study hard, etc).
1. Pupils relate to different situations.
1. Teacher asks pupils ways to improve themselves in their studies. e.g. Plan a time table to study. Do not waste time. Eat proper meals. Do not watch too much television. Do not play too much computer games. Finish your homework.
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Saying aloud ( Year 1 )
Pronounce monosyllable words correctly. (Level 1) Ask questions with the correct intonation. (Level 2) Chant rhymes and sing songs pronouncing words clearly. (Level 3)
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1. Teacher shows a picture as on page 9 of the Year one textbook. 2. Teacher asks questions: e.g. What is this? Pupils answer cat (one word answer )
1. Pupils say the words as the teacher points at the animals or objects. 2. Pupils practise in pairs or groups.
1. Pupils recite a rhyme from the textbook (pg. 9) after the teacher. 2. Have a rhyme reciting competition.

Asking questions politely (Year 1)
22
Ask simple questions requiring Yes/No replies. (Level 1) Ask questions pertaining to numbers. (Level 2) Ask Wh questions to find out more information about identity , shape and colour. (Level 3)
1. Teacher shows a picture as on page 23 of the Year one textbook. 2. Teacher asks questions e.g. Is this a square? (pertaining to shapes ) Pupils answer - Yes / No (one word answer ) How many squares are there ? What colour is the square ?
1. Call a pupil to ask questions. (as in Lead in No. 2) 2. Pupils practise in pairs or groups.
1. Have an inter group quiz appointing the pupils as the quiz masters. Sentence Patterns (as in Lead in 2)
S-BELT MODULES
26

Performing a variety of functions in a social context (Year 1)
Exchange greetings. (Level 1) Talk about oneself. (Level 2) Give simple instructions. (Level 3)
23
1. Teacher shows a picture of different times of the day. 2. Teacher greets the pupils according to the picture shown and introduces himself/herself e.g. Teacher: Good morning. Im Puan Aida. Good afternoon. Im Leela.
e.g. Pupil:
1. Select a few pupils and greet the teacher according to the pictures shown and introduce themselves. 2. Pupils practise in pairs or groups.
1. Role play Respond to greetings. Ahmad: Abu: Good morning.
Salmah: Good afternoon. Minah:
Call two pupils to the front of the class. One will greet and the other will respond.
27

Speaking clearly (Year 2)
Pronounce 2 syllable words. (Level 1) Repeat exclamations with the correct intonation and stress. (Level 2) Ask questions with the correct intonation and stress. (Level 2) Chant rhymes and sing songs pronouncing words clearly.
24
1. Teacher does shared reading with the pupils using the text as on pages 12, 13 and 15 of the Year 2 textbook.
1. Pupils role-play the dialogue while the teacher observes the pronunciation and intonation. Refer to Year 2 textbook page 12,13 and 15.
1. Tongue twister refer to Year 2 textbook page 20.

Talking about people places and moral values of stories (Year 2)
Give details about the people and animals of a story heard or read. (Level 1) Talk about the actions of the people and animals in a story heard or read. (Level 2) Name the good and bad characters and talk a little about them. (Level 3)
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1. Teacher does shared reading with the pupils using the Year 2 textbook pages 54 58
1. Pupils respond to the teachers questions on the details of the people and animals of the story read. e.g. Is the bear small? Is the bear hairy? Is Rose old? Is Rose ugly? 2. Pupils talk about the actions of the people and animals. e.g. Rose cuts the old mans beard. The old man shouts at Rose. 3. Pupils name the good and bad characters and talk about them. e.g. Who is kind in this story? What kind of person is the old man?
1. Role play (Refer to Year 2 textbook page 54 58)
S-BELT MODULES
28

Expressing thoughts and feelings and giving opinions (Year 2)
Give non-verbal responses to the story heard or read. (Level 1) State whether one likes or does not like the story heard or read. (Level 2) Give reasons why one likes or does not like the story. (Level 3)
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1. Teacher does shared reading with the pupils using the Year 2 textbook pages 54 58.
1. Pupils state whether they like or do not like the story. e.g. I like the story. I do not like the story. 2. Pupils give reasons for their choice. e.g. The story teaches us to be kind.
1. Pupils colour, cut and paste smiley onto their exercise books. 2. Role play (Refer to Year 2 textbook pages 54 58)

Locating objects (Year 3)
Ask simple Wh questions. (All levels) Responding to Wh questions. (All levels)
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1. Teacher asks pupils Wh questions pertaining to the location of objects in the classroom/composite picture. e.g. Teacher: Where is the vase ? Where is the clock ? What is the time?
1. Pupils respond to the questions. e.g. The vase is on the table. The clock is above the blackboard It is ten oclock
1. Selected pupils ask questions and others respond. e.g. (a) Where is the cupboard? (b) What is on the table? It is near the door. There is a vase on the table. (c) Where is the blackboard? It is in front of the classroom.
29

Social expressions (Year 3)
Thank people. (Level 1) Congratulate friends and relatives. (Level 2) Express good wishes. (Level 3)
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1. Teacher sets situation of Social Expressions and pupils listen. e.g. Teacher: Pupil A: Teacher: Pupil B: Teacher: Pupil C: Pravin is celebrating Deepavali. Happy Deepavali. Ali is celebrating Hari Raya. Selamat Hari Raya. These flowers are for you. Thank you
1. Pupils give the appropriate responses. e.g. Teacher: Pupils: Teacher: Pupils: Teache: Pupils: Abu got the first prize in the story telling competition. Congratulations! This box of chocolates is for you Thank you teacher. John is celebrating Christmas. Merry Christmas!
1. Teacher asks the pupils to respond to social expressions correctly. Pupil A: Pupil B: Pupil A: Pupil B: Pupil A: Pupil B: Thank you Youre welcome How are you? Im fine. Congratulations. Thank you
S-BELT MODULES
30

Describing a creature (Year 3)
Give details about the people and animals of a story heard (Level 1)
29 26
Pre-Listening
1. Teacher describes a creature in a story. e.g. While Abu was sleeping , he dream of a creature. It had square red eyes , a crooked nose and long green hair. The creature also had a big round mouth and five strong sharp teeth. It was midnight, Adib was walking home after a movie. Suddenly, he saw an animal. It had an oval face and three horns. Its eyes were round and green. The animal had a big body and two legs. 2. Pupils listen carefully.
1. Teacher asks pupils to recall the description of the creature. 2. Pupils try to describe accordingly.
1. Pupils draw and colour the creature on a piece of paper.

Reciting simple poems (Year 1, 2 & 3)
Recite simple poems and sing songs with expressions and appropriate gestures (Level 3)
30
Pre-Listening
1. Teacher recites the poem with actions three times. 2. Pupils listen.
1. Pupils recite together with the teacher. 2. Pupils do the appropriate actions.
1. Pupils recite in groups. Example: Two little eyes to look around , Two little ears to hear each sound , One little mouth that likes to eat And one little nose to smell what is sweet.
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How to write in the teachers record book

Class/Time/Subject 4 Bestari 8.30-9.30am English Content Theme: World of Stories Topic: Wonderfully Made Objectives By the end of the lesson, pupils should be able to pronounce and spell words with double consonants correctly. Specifications: 1.1.1 Listen to and repeat consonants 2.1.1 Repeat the following sounds in words correctl) double consonants. 3.1.1 Look at letters and say aloud the following sounds) double consonants. 3.6.3 Make small words from big words. 4.1.1 Copy letters of alphabet in clear and legible cursive writing. 4.2.2 Copy missing letters in text. Activities Step 1 Shared Reading 1. Teacher reads the story with correct pronunciation and pupils listen. 2. Teacher reads again and pupils read together with her. 3. Teacher pauses in between to ask questions about the story. Step 2 Teaching Point-double consonant /tt/, /nn/, /rr/ pronunciation and spelling. Step 3 Guided reading and independent work. 1. Copy the words in cursive writing 2. Fill in the missing letters 3. Rearrange the letters to form the correct words. Step 4 Summing up Recap teaching point. Tongue twister Step 5 Homework Memorize the spelling Impact
S-BELT MODULES
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The Teaching The Teaching OF OF Listening Listening AND AND Speaking Speaking

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The Teaching The Teaching OF OF Listening Listening AND AND Speaking Speaking

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MODULE

THE TEACHING OF LISTENING AND SPEAKING

THE TEACHING OF LISTENING

THE TEACHING OF SPEAKING

Framework for Listening Comprehension (Jeremy Harmer, 1991)

MODULE 1: The Teaching of Listening and Speaking

A Sample Lessons For Two Weeks Based on A Text

NICKEY THE CATERPILLAR

Out she came. She was free at last.

MODULE 1: The Teaching of Listening and Speaking

Teaching Points To Be Taught For Two Weeks

Lesson Plan For The English Hour

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

Sample of Jazz Chant:

LISTENING & SPEAKING

Birthday Invitation Card

To: Date: Time: Place:

LISTENING & SPEAKING

MODULE 1: The Teaching of Listening and Speaking

Sample of Text Dialogue:

LISTENING & SPEAKING

He picks the durians that fall during the night.

He stays in a little hut.

He is happy because he gets plenty of money.

Pak Mat has an orchard.

There are hundreds of durian trees in his orchard.

He sells his durians the next morning.

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

Sample of Statements for Word Stress:

LISTENING & SPEAKING

Sample of Statements with Question Tags

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

Note: Text completion task is based on the level of the pupils.

LISTENING & SPEAKING

Sample Text of Situations:

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

2. Teacher asks questions and pupils answer orally.

LISTENING & SPEAKING

LISTENING & SPEAKING

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

LISTENING & SPEAKING

LISTENING & SPEAKING

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

2. Teacher checks the answers with them.

2. Teacher corrects the mistakes where necessary. Sample Map

LISTENING & SPEAKING

LISTENING & SPEAKING

MODULE 1: The Teaching of Listening and Speaking

LISTENING & SPEAKING

LISTENING & SPEAKING

LISTENING & SPEAKING

Salmah: Good afternoon. Minah: