Module 1

1

MODULE 111

THE TEACHINGTHE TEACHING

OFOF

LISTENINGLISTENING

ANDAND

SPEAKINGSPEAKING

THE TEACHINGTHE TEACHING

OFOF

LISTENINGLISTENING

ANDAND

SPEAKINGSPEAKING

THE TEACHING

OF

LISTENING

AND

SPEAKING

2S-BELT MODULES

The Skill of ListeningThe listening component aims at developing

learners’ ability to listen to and understand thespoken language better. The sub-skills of listeningrange from the basic level of sound, word andphrase recognition to an understanding of thewhole text. Learners are encouraged to listen tovarious text types so that they will be familiar withthe sounds, intonation and stress patterns of theEnglish language as well as get to know the correctpronunciation of words and the use of certainexpressions. Learners are also encouraged torespond to the information or message heard in avariety of ways including verbal and non-verbalforms.

In order to develop pupils’ listening skill,teachers should make pupils listen to songs,rhymes and stories. To show their understandingof what they have heard, pupils can be askedto answer questions that require them to recallideas, give details and even talk about the ideasheard.

Objectives/Learning OutcomesBy the end of their primary schooling, learnersshould be able to:

• Listen to and discriminate similar and differentsounds of the English language.

• Listen to and understand words and phrases incontext.

• Listen to and follow instructions and directionsin activities, processes and procedures.

• Listen to and understand texts and extractinformation :– 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. Teachersare encouraged to use audio-visualproductions such as cartoons on TV,videotapes and puppet shows.

The Skill of SpeakingAs speaking is linked closely to listening,

learners are taught to listen carefully and then givethe appropriate response required. In thedevelopment of oral skills, learners are taught howto ask questions politely when seekinginformation or clarification and to reply by givingthe relevant information. Learners are also taughtto express their thoughts, feelings and ideasconfidently and in simple language when talkingto friends and older people. To this end, learnersare taught appropriate words, phrases andexpressions that do not offend others. In makingtheir utterances understood by others, learners aretaught to pronounce words correctly and to speakclearly with the right stress and intonation.

Pupils should be given lots of opportunities to

THE TEACHING OF SPEAKING

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talk in class so that they gain confidence to speakthe language. Opportunities should be given topupils to role-play, participate in drama activitiesthat make them use the language suitable for therole or situation. In this aspect, pair and groupwork activities allow all pupils to engage inspeaking activities at the same time. Pupils shouldalso be encouraged to speak in English to otherpupils and teachers in the school.

Objectives/Learning OutcomesBy the end of their primary schooling, learnersshould 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.

THE TEACHING OF LISTENING

3 MODULE 1: The Teaching of Listening and Speaking

• Make and receive telephone calls using politespeech 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 activityinclude 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.

We can now look at the model for teaching the receptive skills which is based onthe discussion of methodological principles in the first part of this chapter. Just asin our model for introducing new language, this model is intended to providegeneral 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 familiarisethemselves 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 taskHere, 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 theyhave 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 taskThe teacher will then probably organise some kind of a follow-up task related to thetext. Thus, if the students have listened to a text, they may do a follow-up byconveying it to their friend orally.

•••••••••••••••••••••••••••••••••••••••••••••••••••

Framework for Listening Comprehension – (Jeremy Harmer, 1991)

A basicmethodologicalmodel for theteaching ofreceptive skills

4S-BELT MODULES

Theme : World of StoriesTopic : AnimalsTitle : Nickey the CaterpillarGrammar : Simple Past TenseFunction : To express feelingsSound System : Double consonant

Specifications:1.1.1 Listen to and repeat - vi: Double consonant1.1.2 Listen to and identify different types of

letter sounds.1.7.1 Listen to simple short stories and recall the

names of people and animals1.7.2 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 taught3.3.2 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 bigwords.

3.7.4 Read and select the definition suited to themeaning of the word in context.

3.9.3 Read and talk the actions of people andanimals in a story heard or read.

4.1.1 Copy letters of the alphabet in clear andlegible cursive writing.

4.4.1 Copy missing letters in texts.4.4.2 Complete simple instructions, recipes,

descriptions, rhymes with the missingwords.

4.5.1 Form simple sentences and questions byarranging words.

4.5.2 Form simple sentences by matchingsentence parts.

A Sample Lessons For Two Weeks Based on A Text

All the animals in thejungle felt sorry for her.However, after a while,they grew tired of listeningto her complaints.

NICKEY THE CATERPILLAR

Nickey was a caterpillar. She was very sad.She has no wings. “I cannot fly. I can onlycrawl,” she said.


Many days passed. Thenone sunny day, Nickeysaid, “My house is sosmall and its is so hot inhere.

Out she came. She wasfree at last.

As the days passed, noone came to see her. Nickeycovered herself up and wentto sleep.

She kicked and she pushed.The little house fell apart.

6S-BELT MODULES

Lesson 1 ( Double Period )

Specifications:1.1.1, 1.1.2, 2.1.1, 3.1.1, 4.1.1, 4.4.1Sound system- double consonant /tt/ / nn/ /rr/,pronunciation and spellingE.g: caterpillar, cannot, sorry

Lesson 2 ( Double Period )Specifications:1.3.1, 3.2.2, 3.6.1, 4.4.1, 4.4.2Vocabulary• Extract words from the text and find the

meaning.

• Point to pictures pertaining to the words or doactions to explain.

• Ask pupils to read the sentences containing theselected words.

• Make small words from big words (Enrichmentactivity )

Lesson 3 ( Double Period)Specifications:1.7.1, 1.7.2, 2.1.1, 3.3.2, 4.5.2Comprehension• Pupils read the text and look for information to

answer simple ‘Wh’ questions.• Write answers to comprehension questions.

Teaching Points To Be Taught For Two Weeks

Nickey flutteredfrom flower to flower.She flew over a pond.She saw herself in thewater and said. “Oh!What a beautifulbutterlfy I am.”


Lesson 4 ( Double Period )Specifications:1.7.2, 2.5.1, 3.4.2, 4.5.2Function: 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, 4.4.2Grammar – Simple Past Tense

Withdraw some examples from the text. Thendevelop 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.

Day 1Theme: World of StoriesTopic: AnimalsTitle: Nickey the CaterpillarObjectives:Pupils should be able to pronounce and spellwords with double consonants correctly

Specifications:1.1.1 Listen to and repeat – vi. Double

consonants2.1.1 Repeat the following sounds in words

correctly – vi. Double consonantsLook at letters and say aloud the followingsounds – vi. Double Consonants

4.1.1 Copy letters of the alphabet in clear andlegible cursive writing

4.4.1 Copy missing letters in texts.

Activities:

Step 1 Shared Reading1. Teacher reads the story with the correct

pronunciation and pupils listen2. Teacher reads again and pupils read together

with her.3. Teacher pauses in between to ask questions

about the story

Lesson Plan For The English Hour

Step 2 Focus word work / Teaching pointsdouble consonant /tt//nn//rr/ ,pronunciation and spelling

1. Teacher takes words from the sound systemand drills on the pronunciation and spelling

2. Tongue twister

Step 3 Independent work/Guided Reading1. 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.

8S-BELT MODULES

LISTENING & SPEAKINGLISTENING & SPEAKINGLISTENING & SPEAKING 1

Sound System – Long and Short Vowels1.1.1. 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/Speaking1. 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 wordstub – tap bug – cab bud – dab

While-Listening/Speaking-In groups1. Each group is given a set of jumbled flash cards.2. Teacher says a word. Pupils in each group take turns to pick up the correct card and say out the word.3. Teacher says the words; pupils group them according to the long and short vowel sounds.4. 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/Speaking1. Pupils give similar words which have the same sound.

Sample:i. short and long vowel sounds.

/ ̂ / / /cup cappup labrub blab

/ / / /lock tornfrock bornfrog 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.

SUGGESTED GUIDELINESSUGGESTED GUIDELINESSUGGESTED GUIDELINES



Sound System – Discriminating Suffixes ‘en’ and ‘ion” – Level 21.1.2. Listen to and group words according to the same beginning, middle or ending sounds.

(suffixes) – Year 6

Pre-Listening/Speaking1. 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-Listening1. 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-Listening1. In pairs, pupils exchange task sheets with each other.2. Teacher reads through the given words with suffixes by using the task sheet.3. Pupils check their friends’ answers.4. 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 ionsharpen correctionfasten directionbroaden attraction

• These suggested guidelines can be adapted to other Sound System e.g. double consonants, diphthongs,silent letters, initial blends, final blends, and diagraphs.

10S-BELT MODULES


Chanting With Correct Pronunciation, Stress and Intonation – Level 31.2.3. 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/Speaking1. 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 boysto 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!

While-Listening/Speaking2. 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.

Post-Listening/Speaking1. Pupils chant in groups - competition style.

K

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D

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Follow Simple Instructions to Complete a Task – Level 11.4.1. Listen to and follow simple instructions on how to complete a given task (Year 4, 5 & 6)

Pre-listening/Speaking1. Teacher shows samples of cards.2. Teacher asks pupils to state the different types of cards.

e.g. Mother’s Day card, Father’s Day card and Teacher’s Day card.

While-Listening/Speaking1. 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.

Post-Listening/speaking1. Pupils are to create cards for other occasions. (Mother’s Day, Father’s Day)2. Pupils take turns to explain how to create these cards.

Birthday Invitation Card

To: ———————————————————

Date: ———————————————————

Time: ———————————————————

Place: ———————————————————


Conveying Messages - Level 1, 2 and 31.5.1. 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)

Pre-Listening/Speaking1. Students listen to a recorded telephone conversation.2. Teacher gives a text on dialogue to the pupils.3. Teacher reads and pupils repeat.

12S-BELT MODULES

While-Listening/Speaking1. 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 wasn’t.� Who answered the telephone? Andy’s mother.

Post-Listening/Speaking1. Pupils write and read the message based on the dialogue given.

Sample of Text Dialogue:

Telephone Conversation

Mary: Hello, may I speak to Andy?Mother: Sorry, Andy is not in.Mary: Can you please tell him to bring his tennis racquet to school tomorrow. There will be a

practice after school.Mother: Alright, I’ll tell him.Mary: Thank you. Bye.Mother: 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 31.7.3. Listen to stories, fables and legends and give the sequence of events (Year 6).

Pre-Listening/Speaking1. Teacher displays pictures of Pak Mat’s 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.

While-Listening/Speaking1. 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.


Post-Listening/Speaking1. 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 Mat’s Orchard

Pak Mat has an orchard. He stays in a little hut. There are hundreds of durian trees in hisorchard. He picks the durians that fall during the night. He sells his durians the next morning. Heis 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 Activities1. 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.

14S-BELT MODULES


The Use of the Correct Stress and Intonation – Level 22.1.3. 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 nohard and fast rule.

Pre-Listening/Speaking1. 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 speaker’s intentions or needs.)

While-Listening/Speaking1. 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).

Post-Listening/Speaking1. (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 O’CLOCK.

2. I’m 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 o’clock.

2. I’ll come soon.

3. Please collect all the books.

4. Wash your feet.

5. Arrange the desks.



Question and Answer Session – Level 32.2.3. Ask with question tags (Year 6).2.2.4. Responding to such questions (Year 6).

Pre-Listening/Speaking1. Teacher displays some question tags.2. Teacher discusses the set of question tags given

e.g. We are late, aren’t we? – positive statementMy sister didn’t come here, did she? – negative statement

3. Teacher highlights the positive/negative key phrase in the question and points out the rule.

While-Listening/Speaking1. 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.

Post-Listening/Speaking1. Teacher presents other samples of question tags- both positive and negative forms.2. In pairs, pupils practice asking and answering the questions3. Pupils discuss the task sheet containing question tags and responses.4. Pupils read their responses to another pair of pupils.

Sample of Statements with Question Tags

1. We are late, aren’t we?2. She is very friendly, isn’t she ?3. They can help you, can’t they?4. My sister didn’t come here, did she?5. She wouldn’t let us down, would she?6. I can’t leave now, can I?

A positive statement is followed by a negative question tag.e.g. We are late, aren’t we?

A negative statement is followed by a positive question tag.e.g. My sister didn’t come, did she?

16S-BELT MODULES


Expressing thoughts and feelings and give opinions about things read, seen, heardand viewed – Level 12.8.1. State whether one likes or does not like the story and give reasons (Year 6) .2.8.2. Relate the story to one’s life (Year 6).

Pre-Listening/Speaking1. Teacher plays a video clip of a zoo.2. Pupils name the animals found in the video clip.

While-Listening1. Pupils listen to a recorded text.2. Pupils fill in the missing words.

e.g. Last Sunday, Ahmad and his went to the .They . . .

Post-Listening/Speaking1. 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 startedtheir journey at about 7.00 o’clock in the morning. At the zoo, they saw many animals. There weretigers, elephants and monkeys. As they walked around the zoo, they met some of theirschoolmates. They had a wonderful time at the zoo. They left the zoo at about 12.00 noon. By thetime they reached home, it was past one o’clock. They felt tired but happy.

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



Practice saying the structure (Situational – Level 1)2.9.1. To volunteer (Year 6)

Pre-Listening/Speaking1. 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.

While-Listening/Speaking1. 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.

Post-Listening/Speaking1. 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: hotelSpeakers: Receptionist - guest

Request: Shall I call a taxi for you?Response: Yes, please. I don’t want to be late.

3. Place: roadsideSpeakers: a boy - an old lady

Request: Let me help you to cross the road.Response: Thank you, it’s kind of you.

18S-BELT MODULES


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.

Pre-Listening/Speaking1. Teacher shows a substitution table.

like chocolate? Yes do.

Do you go to school everyday? have.

have three brothers? I don’t.play badminton? No haven’t.

2. Teacher asks questions and pupils answer orally.

While-Listening/Speaking3. 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 don’t.

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.

Post-Listening/Speaking5. Teacher asks at random the pupils findings (as asked in the card).



Greetings And Introduction (Level 2)2.2.2 Ask other forms of questions to seek information. (Year 4 - 6)

Pre-Listening/Speaking1. Shake hands with a few pupils and greet them in English.2. Get pupils to greet you in return.

While-Listening/Speaking1. Pupils respond to the social expressions given by the teacher.

e.g. Teacher: Thank you children.Pupil: Don’t mention/You’re welcome

Post-Listening/Speaking1. 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.What’s your name

Pupil B: My name is Zakaria.Nice to meet you.

Pupil A: Nice to meet you, too.


Feelings (Level 1) Year 4 – 62.6.1. Give non-verbal response to the story heard, read or viewed.

Pre-Listening/Speaking1. Teacher writes two or three words pertaining to feelings on the board

e.g. happy, tired , angry2. Pupils reason out why they have these feelings.

e.g. Why are you happy?I am happy because I won a prizeI am sad because my mother scolded me.I am angry because my mother did not allow me to play football.

While-Listening/Speaking1. Pupil A reads the statements given and Pupil B matches them with pictures.2. The teacher gives the answers to the pupils to check.

20S-BELT MODULES

Post-Listening1. Selected pupils mimic and the others guess the expression

Statements

1. Her friend is ill, so she is sad.2. Someone has stolen his watch. He is very angry.3. He has got a special letter today, so he is very happy.4. She has been working in the garden, so she is tired.5. The sun is shining, so he is very hot.6. It’s a hot day, so she is very thirsty.7. It’s two o’clock. He hasn’t had lunch yet, so he is quite hungry.8. She hasn’t got a coat, so she is really cold.

Pictures


Description (Level 3) Year 5 & 62.7.5. Talk about one’s family to friends

Pre-Listening1. Teacher draws a family tree on the board.2. Teacher reads the text about Arfinah’s family.3. Pupils listen to the text.

While-Listening/Speaking1. Pupils take turns to talk about their friend’s family

E.g. Arfinah’s father is Encik Adib.

Post-Listening/Speaking1. Pupils draw their family tree.2. Pupils can use the sample text as a guide.

Family Tree


Encik Adib

Amirul Amran Arfinah Aini Azlina

Puan Sharifah

Sample Text:

Arfinah comes from a large family. She lives with her mother and father. She has two brothersand two sisters. Her father’s name is Encik Adib. He is 45 years old. Her mother’s name is PuanSharifah. She is 42 years old. Arfinah has two brothers, called Amirul and Amran. She has twosisters, called Aini and Azlina.

22S-BELT MODULES


Description Of A Process (Level 3) Year 4 & 52.2.3. Ask questions to seek clarifications on how to make or do things, about places, directions and on

amounts and quantities.

Pre-Listening1. 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.

While-Listening/Speaking1. Teacher prepares the ingredients for the sandwich.2. Pupils retell the steps to prepare the sandwich.

Post-Listening/Speaking1. Pupils prepare the sandwich in groups.

Note:Ingredients:

1. pre cooked scrambled egg (Prepared by the teacher or pupils)2. slices of bread3. slices of cucumber4. butter5. pepper


Creative Ideas (Level 3) Year 52.4.4. Give suitable endings to a story

Pre-Listening/Speaking1. Pupils listen to a short story or fable.2. Teacher gives out the text without an ending.3. Teacher reads and pupils repeat.4. Teacher asks questions pertaining to the text which lead them to give a suitable ending for the story.

While-Listening/Speaking1. Teacher gives a short and incomplete text to the pupils.2. Pupils create suitable endings to the story given.


Post-Listening/Speaking1. 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 witha 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 – 62.5.1 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 )

Pre-Listening1. Teacher conveys a short message to the first pupil.

While-Listening/Speaking1. The pupil continues to convey the message heard to the next pupil.2. The process goes on till the last pupil.

Post-Listening/Speaking1. 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:Rama’s mother and his sister went to the market to buy some fruits and vegetables. After that, theywent to the restaurant and had their lunch.

24S-BELT MODULES


Directions (Level 3) Year 4 – 6Ask questions to seek clarification on how to make things, on places, directions and on amounts andquantities.

Pre-Listening1. 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.

While-Listening/Speaking1. 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 • On the right/left• Go straight • Go around the roundabout• Turn right/left

Post-Listening/Speaking1. 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



Situations related to numbers ( Mock Shop ) (Level 2 ) Year 4 – 6Pre-Listening/Speaking

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.

While-Listening/Speaking1. Pupils role-play as shopkeeper and customer.

e.g. How much does the bag cost ?It is RM 40

Post-Listening/Speaking1. Pupils communicate in English while buying and selling things.

Sample:

Pupil A: Can I have two sets of chess, please?Pupil B: Here you are.Pupil A: How much is it?Pupil B: It’s RM 40.Pupil A: Here’s RM 50Pupil B: Here’s the change and the receipt.Pupil A: Thank you.Pupil B: You’re welcome.


Giving encouragement (Level 2) Year 6To encourage

Pre-Listening/Speaking1. 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).

While-Listening/Speaking1. Pupils relate to different situations.

Post-Listening/Speaking1. Teacher asks pupils ways to improve themselves in their studies.

e.g. Plan a time table to study. Do not watch too much television.Do not waste time. Do not play too much computer games.Eat proper meals. Finish your homework.

26S-BELT MODULES

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)

Pre-Listening/Speaking1. 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 )

While-Listening/Speaking1. Pupils say the words as the teacher points at the animals or objects.2. Pupils practise in pairs or groups.

Post-Listening/Speaking1. Pupils recite a rhyme from the textbook (pg. 9) after the teacher.2. Have a rhyme reciting competition.



Asking questions politely (Year 1)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)

Pre-Listening/Speaking1. 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 ?

While-Listening/Speaking1. Call a pupil to ask questions. (as in Lead in No. 2)2. Pupils practise in pairs or groups.

Post-Listening/Speaking1. Have an inter group quiz appointing the pupils as the quiz masters.

Sentence Patterns(as in Lead in 2)



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)

Pre-Listening/Speaking1. 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.I’m Puan Aida.

e.g. Pupil: Good afternoon.I’m Leela.

While-Listening/Speaking1. Select a few pupils and greet the teacher according to the pictures shown and introduce themselves.2. Pupils practise in pairs or groups.

Post-Listening/Speaking1. Role play

Respond to greetings.

Ahmad: Good morning.

Abu:

Salmah: Good afternoon.

Minah:

Call two pupils to the front of the class. One will greet and the other will respond.

28S-BELT MODULES

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.

Pre-Listening/Speaking1. Teacher does shared reading with the pupils using the text as on pages 12, 13 and 15 of the Year 2

textbook.

While-Listening/Speaking1. Pupils role-play the dialogue while the teacher observes the pronunciation and intonation. Refer to

Year 2 textbook page 12,13 and 15.

Post-Listening/Speaking1. 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)

Pre-Listening/Speaking1. Teacher does shared reading with the pupils using the Year 2 textbook – pages 54 – 58

While-Listening/Speaking1. Pupils respond to the teacher’s 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 man’s 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?

Post-Listening/Speaking1. Role – play (Refer to Year 2 textbook – page 54 – 58)



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)

Pre-Listening/Speaking1. Teacher does shared reading with the pupils using the Year 2 textbook – pages 54 – 58.

While-Listening/Speaking1. 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.

Post-Listening/Speaking1. 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)

Pre-Listening/Speaking1. 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?

While-Listening/Speaking1. Pupils respond to the questions.

e.g. The vase is on the table.The clock is above the blackboardIt is ten o‘clock

Post-Listening/Speaking1. 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.

30S-BELT MODULES


Social expressions (Year 3)Thank people. (Level 1)Congratulate friends and relatives. (Level 2)Express good wishes. (Level 3)

Pre-Listening/Speaking1. Teacher sets situation of Social Expressions and pupils listen.

e.g. Teacher: Pravin is celebrating Deepavali.Pupil A: Happy Deepavali.Teacher: Ali is celebrating Hari Raya.Pupil B: Selamat Hari Raya.Teacher: These flowers are for you.Pupil C: Thank you

While-Listening/Speaking1. Pupils give the appropriate responses.

e.g. Teacher: Abu got the first prize in the story telling competition.Pupils: Congratulations!Teacher: This box of chocolates is for youPupils: Thank you teacher.Teache: John is celebrating Christmas.Pupils: Merry Christmas!

Post-Listening/Speaking1. Teacher asks the pupils to respond to social expressions correctly.

Pupil A: Thank youPupil B: You’re welcomePupil A: How are you?Pupil B: I’m fine.Pupil A: Congratulations.Pupil B: Thank you


Describing a creature (Year 3)Give details about the people and animals of a story heard (Level 1)

Pre-Listening1. 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 andlong 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 hadan oval face and three horns. Its eyes were round and green. The animal had a big body andtwo legs.

2. Pupils listen carefully.

While-Listening/Speaking1. Teacher asks pupils to recall the description of the creature.2. Pupils try to describe accordingly.

Post-Listening/Speaking1. Pupils draw and colour the creature on a piece of paper.

LISTENING & SPEAKINGLISTENING & SPEAKINGLISTENING & SPEAKING 26LISTENING & SPEAKINGLISTENING & SPEAKINGLISTENING & SPEAKING 29


Reciting simple poems (Year 1, 2 & 3)Recite simple poems and sing songs with expressions and appropriate gestures (Level 3)

Pre-Listening1. Teacher recites the poem with actions three times.2. Pupils listen.

While-Listening/Speaking1. Pupils recite together with the teacher.2. Pupils do the appropriate actions.

Post-Listening/Speaking1. Pupils recite in groups.

Example:Two little eyes to look around ,Two little ears to hear each sound ,One little mouth that likes to eatAnd one little nose to smell what is sweet.

32S-BELT MODULES

How to write in the teacher’s record book

Class/Time/Subject Content Impact

4 Bestari Theme: World of Stories8.30-9.30am Topic: Wonderfully MadeEnglish Objectives

By the end of the lesson, pupils should be able to pronounceand spell words with double consonants correctly.Specifications:1.1.1 Listen to and repeat

• consonants2.1.1 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.

ActivitiesStep 1 – Shared Reading1. 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 writing2. Fill in the missing letters3. Rearrange the letters to form the correct words.

Step 4– Summing upRecap teaching point.Tongue twister

Step 5 – HomeworkMemorize the spelling

Module 1

Technology

Transcript of Module 1