TSLB3063:

Teaching of Listening &

Speaking Skills in the
Primary ESL Classroom
Topic 1:
DEVELOPING LISTENING &
SPEAKING SKILLS
SCOPE :

Identifying listening and speaking

skills in the syllabus

Integrating listening and speaking

skills
Introduction
Language learning is not only concerned with
acquiring knowledge (about grammar &
pronunciation systems).
It is not something we learn about.
It is a skill (something we learn to do).
Students need meaningful, interactive practice in
the skills in order to learn to use the language.
Listening & reading are receptive skills.
Speaking & writing are productive skills.

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Micro & Macro Skills of Oral
Communication

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Micro-skills of Oral Communication

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Macro-skills of Oral
Communication

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 Micro-skills of Listening
Comprehension
Listening Strategies
Looking for key words
Looking for non-verbal cues to meaning
Predicting a speakers purpose by the context of the spoken
discourse
Associating information with ones existing cognitive
structure (activating background knowledge)
Guessing at meanings
Seeking clarification
Listening for the general list
Various test-taking strategies for listening comprehension

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The Teaching of Listening Skills:
Im a little teapot

https://www.youtube.com/watch?v=B6en-O5yF0o
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How can you help students to
improve their listening skills?

Think about what you say in the

classroom.
Encourage students to talk and listen to
each other.
Provide texts and activities which will
develop listening skills and strategies at
the same time as providing input for
language acquisition.

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Let us look at the KSSR to
identify and understand the
role of Listening and Speaking
in our Primary school syllabus.

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GENERAL AIM OF THE KSSR SYLLABUS:

The English Language Curriculum

for Primary Schools aims to equip
pupils with basic language skills to
enable them to communicate
effectively in a variety of contexts
that is appropriate to the pupils
level of development.

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 The Objectives of The KSSR
By the end of the primary school, learners should be
able to:
i. communicate with peers and adults confidently and appropriately
in formal and informal situations;
ii. Read and comprehend a range of English texts for information
and enjoyment;
iii. Write a range of texts using appropriate language, style and form
through a variety of media;
iv. Appreciate and demonstrate understanding of English language
literary or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in speech and
writing.

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THE PRIMARY CURRICULUM
STANDARD DOCUMENT

1. Curriculum standards
- content standards
- learning standard
2. Curriculum Contents
- Modules
- Vocabulary
- Language Forms
- English Sounds
- Integrated Phonics

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The curriculum content is organised in terms
of Content Standards and Learning Standards.

Content Standards specify the essential

knowledge, skills, understandings and strategies
that pupils need to learn.
Learning Standards describe in detail the
degree or quality of proficiency that pupils need
to display in relation to the Content Standard for
a particular year.

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 AIMS OF LISTENING &
SPEAKING (KSSR)
By the end of Year 6, pupils should
be able to:
communicate with peers and adults
confidently and appropriately in formal
and informal situations

DS BI SK Thn 1 & 2
DSKP BI SK Year 4
 WEEKLY LESSON STRUCTURE
WEEK THEME/TOPIC DAY 1 DAY 2 DAY 3 DAY 4

LISTENING AND READING WRITING LANGUAGE

SPEAKING ARTS
1 WORLD OF SELF, 1.1.1 Able to listen 2.1.2 Able to recognize 3.1.2 Able to 4.1.1 Able to
FAMILY & and respond to and articulate initial, copy and write enjoy nursery
FRIENDS stimulus given with medial and the final in neat legible rhymes, jazz
guidance: sounds in single syllable print: chants and
-E.g. a. environmental words within given a) small action songs
-Six Satay Sticks sounds contexts: (lowercase) through non-
a) s letters verbal response.
1.1.4 Able to talk
about a stimulus 2.2.1 Able to read and 4.1.2 Able to
with guidance. apply word recognition recite nursery
and word attack skills rhymes and jazz
by matching words with: chants, sing
a) graphics action songs
b) spoken words with correct
pronunciation
and rhythm.
SAMPLE LESSON STRUCTURE
Listening to environmental
sounds.
PRE LISTENING
Talking about a stimulus

Listen to rhymes/songs.

Listen to stories.
WHILE LISTENING
Repeat song or rhyme after the
teacher

Recite or sing rhymes/songs.

Sequence pictures.
POST LISTENING
Match pictures with phrases.

Fill in the blanks with suitable

words.
INTEGRATING LISTENING AND
SPEAKING SKILLS

In real life communication , people use a

variety of language skills-listening , speaking ,
reading and writing.

When people learn a foreign language , they

usually want to make use of that language to
communicate with people who speak the
same language. They can find themselves in
the need of understanding them and talking
to them.
 INTEGRATING LISTENING AND
SPEAKING SKILLS

As Raimes (1983) states,

listening and speaking are , regardless of who the people
using the language are, at least,
as important as the other skills to communicate.

Byrne (1991) states that ,

one should keep in mind that these skills
(i.e. 4 skills) are normally integrated in real life.
INTEGRATING LISTENING AND
SPEAKING SKILLS

In terms of input and output perspective, receptive

skills and productive skills feed off each other in many
ways.
Example: What we say or write is heavily influenced
by what we hear or read.

Often one skill will reinforce another , we learn to

speak by modelling what we hear.
INTEGRATING LISTENING AND
SPEAKING SKILLS

RECEPTIVE PRODUCTIVE

ORAL
MEDIUM LISTENING SPEAKING
INTEGRATING LISTENING AND
SPEAKING SKILLS

The easiest form of integration is from

receptive to productive skills.

Real success in English teaching and learning

is when the learners can actually communicate
in English inside and outside the classroom.
(Davies and Pearse,2000)
 TUTORIAL TASK
1. Form groups. of 3-4. Each group will study ONE KSSR
syllabus i.e.Year 1- 5 and the textbook used.
class. a) Analyze the Listening and Speaking skills and the
recommended textbook.
b) Present in a chart/table these information (topic ,
content standard, learning standard, activity, etc.)
c) Present your work to your tutorial class.
3. How did you develop your listening and speaking skills?
4. What would you do to help your students develop listening
and speaking skills?
5. Do you agree that listening and speaking are more
important than reading and writing? Why?
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