Teaching Listening and Speaking Skills

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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 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 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
THE TEACHING OF SPEAKING
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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.
THE TEACHING OF LISTENING

3 MODULE 1: The Teaching of Listening and Speaking
• 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.
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.
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Framework for Listening Comprehension – (Jeremy Harmer, 1991)
A basic
methodological
model for the
teaching of
receptive skills

4S-BELT MODULES
Theme : World of Stories
Topic : Animals
Title : Nickey the Caterpillar
Grammar : Simple Past Tense
Function : To express feelings
Sound System : 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.
A Sample Lessons For Two Weeks Based on A Text
All the animals in the
jungle felt sorry for her.
However, after a while,
they grew tired of listening
to her complaints.
NICKEY THE CATERPILLAR
Nickey was a caterpillar. She was very sad.
She has no wings. “I cannot fly. I can only
crawl,” she said.

Many days passed. Then
one sunny day, Nickey
said, “My house is so
small and its is so hot in
here.
Out she came. She was
free at last.
As the days passed, no
one came to see her. Nickey
covered herself up and went
to 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, 4.4.1
Sound system- double consonant /tt/ / nn/ /rr/,
pronunciation and spelling
E.g: caterpillar, cannot, sorry
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.
• 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.
Teaching Points To Be Taught For Two Weeks
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.”

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
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 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
Lesson Plan For The English Hour
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.

8S-BELT MODULES
LISTENING & SPEAKINGLISTENING & SPEAKINGLISTENING & SPEAKING 1
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. 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/Speaking
1. Pupils give similar words which have the same sound.
Sample:
i. short and long vowel sounds.
/ ^ / / /
cup cap
pup lab
rub blab
/ / / /
lock torn
frock born
frog 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 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. 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 ion
sharpen correction
fasten direction
broaden 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 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.
Please be quiet.
Boys: Shut up girls!
Stop that noise!
Shut up girls!
Stop that noise!
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.
K
G
O
M
D
P

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. Mother’s Day card, Father’s Day card and Teacher’s Day card.
1. Pupils watch a demonstration on instructions of how to make an invitationcard.
e.g. ᕡ First, cut a piece of manila card. The measurement is 10cm by 15cm.
ᕢ Write “Birthday Invitation Card” in the middle of the card.
ᕣ Then, fill in other information as shown.
ᕤ Lastly, draw your own design on the card.
Post-Listening/speaking
1. 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 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.

12S-BELT MODULES
1. Pupils role play the dialogue.
2. In pairs : Pupils ask ‘Wh’ questions to get the main details.
e.g. ᕡ Who called Andy? Mary.
ᕢ Was Andy at home? No, he wasn’t.
ᕣ Who answered the telephone? Andy’s mother.
1. 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 3
1.7.3. Listen to stories, fables and legends and give the sequence of events (Year 6).
1. 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.
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.

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 Mat’s 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.

14S-BELT MODULES
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 speaker’s 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 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 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, aren’t we? – positive statement
My 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.
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. Teacher presents other samples of question tags- both positive and negative forms.
2. In pairs, pupils practice asking and answering the questions
3. 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, heard
and viewed – Level 1
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 one’s life (Year 6).
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 went to the .
They . . .
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 o’clock 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 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)
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 don’t 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, 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.
1. 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.
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 don’t.
4. Teacher gives the pupils a card with questions. They are to ask questions and complete the card.
Find someone who...
ᕡ likes chocolate.
ᕢ watches television everyday.
ᕣ has more than 3 brothers and sisters.
ᕤ walks to school.
ᕥ plays the piano.
5. 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)
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: Thank you children.
Pupil: Don’t mention/You’re 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.
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 – 6
2.6.1. Give non-verbal response to the story heard, read or viewed.
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.

20S-BELT MODULES
Post-Listening
1. 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 & 6
2.7.5. Talk about one’s family to friends
Pre-Listening
1. Teacher draws a family tree on the board.
2. Teacher reads the text about Arfinah’s family.
3. Pupils listen to the text.
1. Pupils take turns to talk about their friend’s family
E.g. Arfinah’s father is Encik Adib.
1. 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 brothers
and two sisters. Her father’s name is Encik Adib. He is 45 years old. Her mother’s 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.

22S-BELT MODULES
Description Of A Process (Level 3) Year 4 & 5
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. ᕡ First, spread some butter on a slice of bread.
ᕢ Put some pepper in the scrambled egg and mix it well.
ᕣ Spread the scrambled egg on the bread.
ᕤ Place some slices of cucumber on the scrambled egg.
ᕥ Then cover it with another slice of bread.
ᕦ 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
1. 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.
1. Teacher gives a short and incomplete text to the pupils.
2. Pupils create suitable endings to the story given.

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 )
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:
Rama’s 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.

24S-BELT MODULES
Directions (Level 3) Year 4 – 6
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. ᕡ Can you show me the way to the library?
ᕢ 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. ᕡ How do you get to the bank?
ᕢ 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
1. Role-play (show the directions in school).
e.g. ᕡ Can you show me the way to the canteen?
ᕢ 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 – 6
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: 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 50
Pupil B: Here’s the change and the receipt.
Pupil A: Thank you.
Pupil B: You’re welcome.
Giving encouragement (Level 2) Year 6
To encourage
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 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)
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)
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. ᕡ Is this a square? (pertaining to shapes )
ᕢ Pupils answer - Yes / No (one word answer )
ᕣ How many squares are there ?
ᕤ What colour is the square ?
1. Call a pupil to ask questions. (as in Lead in No. 2)
1. 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)
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.
I’m Puan Aida.
e.g. Pupil: Good afternoon.
I’m Leela.
1. Select a few pupils and greet the teacher according to the pictures shown and introduce themselves.
1. 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.
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)
1. Teacher does shared reading with the pupils using the Year 2 textbook – pages 54 – 58
1. Pupils respond to the teacher’s questions on the details of the people and animals of the story read.
e.g. ᕡ Is the bear small?
ᕢ Is the bear hairy?
ᕣ Is Rose old?
ᕤ Is Rose ugly?
2. Pupils talk about the actions of the people and animals.
e.g. ᕡ Rose cuts the old man’s beard.
ᕢ The old man shouts at Rose.
3. Pupils name the good and bad characters and talk about them.
e.g. ᕡ Who is kind in this story?
ᕢ What kind of person is the old man?
1. 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)
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. ᕡ I like the story.
ᕢ 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)
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 o‘clock
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.

30S-BELT MODULES
Social expressions (Year 3)
Thank people. (Level 1)
Congratulate friends and relatives. (Level 2)
Express good wishes. (Level 3)
1. 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
1. 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 you
Pupils: Thank you teacher.
Teache: John is celebrating Christmas.
Pupils: Merry Christmas!
1. Teacher asks the pupils to respond to social expressions correctly.
Pupil A: Thank you
Pupil B: You’re welcome
Pupil 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-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.
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-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.

32S-BELT MODULES
How to write in the teacher’s record book
Class/Time/Subject Content Impact
4 Bestari Theme: World of Stories
8.30-9.30am Topic: Wonderfully Made
English 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

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