English LanguageICSE Class 8 · Chapter 1

ICSE Class 8 English Listening and Speaking: Skills, Tasks and Practice

Updated 15 October 2026 · Fact-checked

In ICSE Class 8, listening and speaking means understanding talks, stories, debates and lectures well enough to answer questions on them, and speaking clearly to a real audience: in group discussions, planned oral presentations and multimedia talks. You learn to take quick notes, keep a discussion on track and adapt your tone, words and body language.

What Listening and Speaking is about

Listening and Speaking is the first of the four skill areas in the CISCE English curriculum for Class VIII (the others are reading, writing, and grammar and vocabulary). CISCE prescribes no textbook and sets no Class VIII paper, so your school decides how to test these skills, usually through a listening test (a passage read aloud, then questions) and a speaking task (a talk, discussion or presentation).

The curriculum asks you to:

listen to many kinds of spoken text (stories, poems, narratives, lectures, speeches, debates, discussions) and answer questions on them, orally or in writing;
take part in group discussions, collecting ideas and asking for clarification so the talk stays relevant;
adapt your speech to the context: tone, gestures, stress, facial expression, body language, voice modulation and choice of words;
analyse the language of newspapers, television, billboards and advertising campaigns;
make a planned oral presentation to a specific audience, using graphics, images, sound or other multimedia, including talks on social issues.

These skills matter beyond Class VIII. From Class IX, ICSE English has an internal assessment in which listening and speaking carry 10 marks each: a passage of about 300 words is read aloud twice and you answer an objective test, and you give a short talk followed by questions. Practising now makes that routine.

Weightage: CISCE publishes no question paper, marking scheme or weightage for Class VIII English: your school sets and marks listening and speaking tasks. In Classes IX and X these skills form the 20-mark English internal assessment (10 listening, 10 speaking).Source: CISCE Curriculum for Upper Primary Classes (VI-VIII), RDCD 2016, English (Class VIII); CISCE ICSE English syllabus (Classes IX and X), internal assessment

Key concepts

Active listening and note-taking

Listening for a test is not the same as hearing. Before the passage starts, read the questions if you have them. During the first reading, catch the topic and main idea. During the second reading, note facts: names, numbers, dates, reasons, examples. Write key words, not sentences, and use short signs: '→' (leads to), '+' (and), '≠' (not), '∴' (so).

Listen for signal words that show what comes next:

Sequence: first, then, finally
Contrast: however, but, on the other hand
Cause and effect: because, as a result, therefore
Emphasis: most importantly, above all

Worked example

You hear: 'Mangroves protect coasts in three ways. First, their roots break the force of waves. Second, they trap mud and stop erosion. Most importantly, they shelter fish nurseries.' Make notes.

Try it first, then show the solutionSolution

Topic: mangroves protect coasts.
'First', 'Second', 'Most importantly' mark three points.
Write key words only.

Answer: Mangroves → protect coasts (3): 1. roots break waves; 2. trap mud, stop erosion; 3. (MOST IMP.) shelter fish nurseries.

Main idea versus detail

Most listening questions test either the main idea (what the whole passage is about, the speaker's purpose, a suitable title) or a detail (a fact stated once). The main idea is usually stated near the beginning and repeated near the end. Details hide in the middle. Questions with words such as 'mainly', 'purpose' or 'best title' want the big picture; questions with 'how many', 'when', 'which' want a detail.

Worked example

A talk begins and ends with 'Sleep is the brain's cleaning time' and in between mentions that teenagers need eight to ten hours. Which is the main idea and which is a detail?

Try it first, then show the solutionSolution

The repeated framing line is the main idea.
The number is a supporting fact.

Answer: Main idea: sleep lets the brain clean and repair itself. Detail: teenagers need eight to ten hours.

Voice, body and words: adapting your speech

The curriculum lists the tools you control when you speak:

Tone: warm for a welcome, serious for a safety talk, lively for a quiz.
Stress: lean on the key word ('We need ten volunteers, not two').
Voice modulation: vary pitch, volume and speed; pause before an important point.
Gestures and facial expression: open hands, a nod, a smile that matches the message.
Body language: stand straight, feet steady, eye contact across the room.
Choice of words: simple for younger pupils, formal for a principal or chief guest.

The same message changes with the audience: inviting Class III pupils to a puppet show needs short, cheerful words; inviting parents to a meeting needs polite, complete sentences.

Worked example

Rewrite 'Hey guys, there's a fire drill, so like, move out' for an announcement to the whole school.

Try it first, then show the solutionSolution

Audience: all pupils and teachers; purpose: safety.
Tone: calm and firm; formal words; clear steps.

Answer: 'Good morning, everyone. A fire drill will begin now. Please leave your classrooms in single file, walk calmly to the main playground and stand with your class teacher.'

Group discussion: keeping it relevant

In a group discussion you are judged on content (relevant ideas with reasons or examples), interaction (listening, building on others, asking for clarification) and language (clear, polite English). Useful phrases:

Starting: 'I'd like to begin by...'
Agreeing and adding: 'Building on what Riya said...'
Disagreeing politely: 'I see your point, but...'
Seeking clarification: 'Could you explain what you mean by...?'
Bringing the talk back: 'That's interesting, but coming back to our topic...'
Summing up: 'So, we seem to agree that...'

Never interrupt, never dominate, never stay silent.

Worked example

Topic: 'Should mobile phones be allowed in school?' One member starts talking about his favourite phone game. What do you say?

Try it first, then show the solutionSolution

Acknowledge him politely.
Steer back to the topic with a question.

Answer: 'That sounds fun, Aman, but coming back to our topic, do you think games on phones would distract pupils in class?'

The planned oral presentation

A planned presentation has a clear shape:
1. Greeting and hook: a question, a striking fact or a short story.
2. Topic and road map: 'I will speak about three things...'
3. Body: two or three points, each with an example; one visual (chart, image, short clip, sound) per point at most.
4. Conclusion: sum up and end with a message or appeal.
5. Thank the audience and invite questions.
Speak from cue cards with key words, not a full script. Rehearse aloud and time yourself: about 130 words a minute is a comfortable pace, so a 3-minute talk is roughly 400 words.

Worked example

Write a hook for a 3-minute talk on saving water, for Class VI pupils.

Try it first, then show the solutionSolution

Use a question or a vivid fact.
Keep it short and relevant to the audience.

Answer: 'Did you know that a tap left running while you brush can waste several litres of water every time? Today I'll show you three easy ways to stop that.'

Analysing media language

Advertisements, billboards, headlines and TV promos use language to persuade. Look for:

Emotional words: 'heavenly', 'unbeatable', 'family'.
Imperatives: 'Grab yours today!'
Short, catchy slogans, rhyme and alliteration: 'Fresh, fast, fabulous'.
Vague claims: 'the best', 'clinically proven' (by whom?).
Bandwagon: 'Everyone is switching'.
Testimonials: a celebrity or 'real customer' recommends it.

Newspaper headlines leave out small words ('Floods hit Assam, thousands moved') and use the present tense for past events.

Worked example

Identify two persuasive techniques in: 'Join millions of happy families! Buy SuperGlow now!'

Try it first, then show the solutionSolution

'Join millions of happy families' appeals to belonging.
'Buy ... now' is a direct command with urgency.

Answer: Bandwagon (everyone else uses it) and an imperative with urgency ('Buy now').

Listening and Speaking in real life

Each concept, met in an everyday situation. Read the situation, answer the question in your own words, then compare with the model answer. The one-line hook is what to remember.

Listening for the main idea

Imagine you are at a railway station and an announcement crackles over the loudspeaker while a crowd chatters around you.

What should you listen for first, and why?

Try it first, then show the solutionSolution

You cannot catch every word in the noise.
The key facts are your train's name or number, the platform and the time.

Answer: Listen for the key words that matter to you (your train, the platform, any delay) and ignore the rest. A listening test works the same way: catch the main idea and the facts the questions need.

Memory hook: Listen like a traveller: train, platform, time.

Adapting tone to audience

Suppose you have to tell your grandmother and your best friend that you won the school debate.

How would your words and tone differ?

Try it first, then show the solutionSolution

With your grandmother: warm, respectful, perhaps more detail about what the debate was.
With your friend: excited, casual, maybe slang.

Answer: The news is the same but the register changes. Good speakers do this on purpose in every speaking task: the audience decides the words.

Memory hook: Same news, different shoes: fit your words to the listener.

Questioning persuasive claims

Imagine an online video says a new energy drink 'boosts brain power by 200%'.

What questions should a careful listener ask?

Try it first, then show the solutionSolution

Who measured this, and how?
200% of what? Compared with what?

Answer: A claim with a big number but no source is a persuasive trick. Analysing media language means asking who says it, how they know and what they want you to do.

Memory hook: Big number, no source? Big doubt.

Topics in this chapter

Listening Notes, Group Discussion and Oral Presentation

How the school exam asks Listening and Speaking

The question patterns to expect, and the method that works for each.

Question type	How it is asked	Method
Listening comprehension (objective)	The teacher reads a passage, a short talk or a news report twice; you answer multiple-choice, true/false, fill-in-the-blank or table-completion questions.	Main idea on the first reading, facts in brief notes on the second; answer from your notes, not from guesswork.
Listen and respond in writing	After hearing a story or speech, write a few lines: its central idea, the speaker's purpose, or your reaction.	Name the main idea in one sentence, support it with one or two details you heard.
Group discussion	Groups of five or six discuss a topic such as screen time or school uniforms for about ten minutes while the teacher observes.	Make two or three relevant points with reasons, respond to others by name, seek clarification, and help sum up.
Planned presentation or speech	Prepare and deliver a 2-4 minute talk on a given topic, sometimes with a chart, slides or sound, followed by questions.	Hook, road map, two or three points with examples, conclusion; cue cards; eye contact; answer questions briefly.
Announcement or adapted speech	Make an announcement or rewrite a message for a different audience or purpose.	Fix audience, purpose and tone first; then choose words and sentence length to match.

Tricks to remember Listening and Speaking

Short memory aids. Say each one aloud once, then use it on a question the same day.

1st reading: gist; 2nd reading: list
First time round, get the gist (main idea). Second time, list the facts.
Use it when: Listening tests with two readings.
H-R-B-C-T
Hook, Road map, Body, Conclusion, Thanks: 'Happy Robins Build Cosy Treetops'.
Use it when: Order of a planned presentation.
The 3 Vs of delivery
Verbal (words), Vocal (voice: pitch, pace, pause), Visual (eyes, hands, posture).
Use it when: Checking your delivery before a talk.

Listening and Speaking: exam-level solved questions

Ordered from exam level to HOTS. Cover the solution, write your own, then compare step by step.

Example 1: Listening: main idea and detail · 3 marks · Short answerExam level

Your teacher reads: 'Every year, thousands of migratory birds fly from Siberia and Central Asia to Indian wetlands for the winter. They travel because lakes at home freeze and food becomes scarce. Wetlands give them shallow water, insects and fish. Sadly, many wetlands are being filled in for buildings. If the wetlands go, the birds will have nowhere to rest.' Answer: (a) What is the main concern of the speaker? (b) Why do the birds leave home? (c) Give one thing wetlands provide.

Try it first, then show the solutionSolution

Main idea comes at the end with 'Sadly' and 'If the wetlands go': loss of wetlands.
Cause: 'because lakes at home freeze and food becomes scarce'.
Detail: shallow water, insects or fish.

Answer: (a) That wetlands are being destroyed, leaving migratory birds nowhere to rest. (b) Lakes in their home regions freeze and food becomes scarce. (c) Any one: shallow water, insects, fish.

Example 2: Tone for the audience · 4 marks · Short answerHarder exam level

The same message, 'The library will be closed on Friday', is to be given (a) to Class II pupils in the morning assembly and (b) in a note read out to parents at the PTA meeting. Write both versions and explain the difference.

Try it first, then show the solutionSolution

Class II: short words, friendly tone, a reason they understand, what to do instead.
Parents: polite, complete and formal; reason and date.

Answer: (a) 'Good morning, children! This Friday our library is taking a rest because new books are coming. So please return your books on Thursday. See you there next week!' (b) 'Dear parents, kindly note that the school library will remain closed on Friday, 13th November, for stock-taking and the arrival of new books. Pupils are requested to return borrowed books by Thursday.' The first uses short, cheerful sentences and a simple reason; the second uses formal words ('kindly note', 'remain closed', 'stock-taking') and exact details.

Example 3: Group discussion responses · 3 marks · Short answerHarder exam level

In a discussion on 'Homework should be banned', a member says, 'Homework is useless, full stop.' Give (a) a polite disagreement, (b) a request for clarification, and (c) a summing-up line for the group.

Try it first, then show the solutionSolution

Disagree with the idea, not the person; give a reason.
Ask him to explain or give an example.
Sum up both sides fairly.

Answer: (a) 'I see your point, but some homework, like revision of a new maths method, helps us remember what we learnt.' (b) 'Could you explain what you mean by useless? Is it all homework or just long written work?' (c) 'So we seem to agree that too much homework is tiring, but short, purposeful practice can help.'

Example 4: Plan a presentation · 5 marks · Long answerHarder exam level

Plan a 3-minute presentation for your class on 'Plastic in our oceans', using one visual. Give the hook, road map, points with examples, visual and conclusion.

Try it first, then show the solutionSolution

Hook: a striking question.
Road map: three parts.
Each point gets one example.
One visual that supports, not replaces, the talk.
Conclusion with an appeal.

Answer: Hook: 'Have you ever wondered where your old toothbrush ends up?' Road map: 'I'll talk about how plastic reaches the sea, what it does to sea life, and what we can do.' Point 1: plastic from streets and rivers is carried to the sea; example: a wrapper dropped near a drain. Point 2: animals mistake it for food or get tangled; example: turtles swallowing plastic bags that look like jellyfish. Point 3: actions: carry a cloth bag, refuse straws, join a beach or park clean-up. Visual: a photo of a turtle near a floating plastic bag, shown during Point 2. Conclusion: 'The ocean is far away, but the solution starts in our own hands. Thank you; I'm happy to take questions.'

Example 5: Analyse a billboard · 3 marks · Short answerHOTS / competency

A billboard reads: 'ZOOMFIT shoes. Run like a champion. 9 out of 10 athletes agree!' (a) Name two persuasive techniques. (b) Why should a careful listener or reader question the last line?

Try it first, then show the solutionSolution

'Run like a champion' links the product to success.
'9 out of 10 athletes agree' uses a number and expert approval.
Ask: which athletes, how many, agree to what?

Answer: (a) An emotional appeal to success and a testimonial-style statistic (expert approval). (b) The claim gives no source: we do not know how many athletes were asked, who they were, or what exactly they agreed with, so the number may be meaningless.

Example 6: Notes from a lecture · 3 marks · Short answerHOTS / competency

You hear: 'Yoga has three main benefits for students. It improves flexibility, which reduces injuries in sport. It calms the mind, so you concentrate better. Above all, breathing exercises lower stress before examinations.' Make notes and then write a one-sentence summary of 20 words or fewer.

Try it first, then show the solutionSolution

Spot the three signals: list, 'so', 'Above all'.
Key words with arrows.
Summary: topic + three benefits, the strongest last.

Answer: Notes: Yoga → students (3): 1. flexibility → fewer sports injuries; 2. calm mind → better concentration; 3. (ABOVE ALL) breathing → less exam stress. Summary: 'Yoga helps students by improving flexibility and concentration and, above all, by reducing examination stress.' (15 words)

Where the marks are

How a typical answer is marked: the value points the examiner looks for and the marks each earns.

Planned oral presentation (school assessment). CISCE sets no Class VIII marking scheme; this split is indicative of how schools often mark a 5-mark talk. (5 marks)

Step	Marks
Content: relevant points with examples, suited to the audience	2
Organisation: hook, road map, conclusion	1
Delivery: voice, pace, eye contact, body language	1
Language and answering questions	1

Where students lose marks in Listening and Speaking

The slips examiners see most often, and what to write instead.

Mistake: Writing full sentences while listening
Pupils try to catch every word and miss the next point.
Wrong working
Mangroves protect the coasts of our country in three different ways and the first way is...
Right working
Mangroves → protect coasts (3): 1. roots break waves...
Do this: Key words, numbers and arrows only; tidy up after the reading.
Usually costs: Missed details in the objective test.
Mistake: Answering from general knowledge, not from the passage
The topic sounds familiar, so pupils answer what they already know.
Do this: The answer must match what the speaker said, even if you know more.
Usually costs: Marks for 'detail' questions.
Mistake: Reading a speech from paper
Nervous speakers hold a full script.
Do this: Use cue cards with key words; rehearse aloud three times so you can look up.
Usually costs: Delivery and eye-contact marks.
Mistake: Dominating or staying silent in a group discussion
Some pupils think talking most wins; others wait for a perfect moment.
Do this: Make two or three good points, respond to others by name and invite quieter members in.
Usually costs: Interaction marks.
Mistake: Same tone for every audience
Pupils prepare content but not register.
Wrong working
Hey guys, so the chief guest is here, cool.
Right working
Please join me in welcoming our chief guest.
Do this: Before speaking, ask: who is listening, and why?
Usually costs: Language and appropriateness marks.

Practice questions on Listening and Speaking

Write each answer on paper first. Open the hint only if you are stuck, and the answer only when you have finished.

Q1 · 1 mark · MCQExam level
Which of these is the best way to take notes while listening? (a) Write every sentence word for word (b) Write key words and use short signs (c) Write nothing until the end (d) Draw pictures of every idea
Hint
Speed matters while someone is speaking.
Answer
(b) Write key words and use short signs.
Q2 · 2 marks · Short answerExam level
List four signal words a listener should notice and say what each tells you.
Hint
Think of sequence, contrast, cause and emphasis.
Answer
Any four, e.g. 'first' (sequence), 'however' (contrast), 'as a result' (effect), 'most importantly' (emphasis).
Q3 · 4 marks · Short answerHarder exam level
Write a 60-80 word announcement for the morning assembly about an inter-house quiz next Wednesday. Use a lively but clear tone.
Hint
What, when, where, who can take part, whom to contact.
Answer
Model: 'Good morning, everyone! Do you love puzzles and surprising facts? Then get ready for the Inter-House Quiz next Wednesday, 18th November, at 11 a.m. in the school auditorium. Each house will send a team of three from Classes VI to VIII. Names must reach your house captain by Monday. Come along to cheer for your house: may the sharpest minds win! Thank you.' (63 words)
Q4 · 2 marks · Short answerHarder exam level
In a group discussion, one member keeps interrupting others. Write two polite sentences you could use to manage this.
Hint
Be fair to everyone; do not attack the person.
Answer
e.g. 'Sorry, Kabir, could we let Meena finish her point first?' and 'Let's hear from those who haven't spoken yet, and then come back to you.'
Q5 · 4 marks · Short answerHarder exam level
Prepare cue cards (key words only) for a 2-minute talk on 'Why every school needs a library period'.
Hint
One card per part of the talk.
Answer
Card 1: greeting; hook: 'last book you read for fun?' Card 2: road map: reading habit, imagination, quiet time. Card 3: habit: daily practice, vocabulary grows. Card 4: imagination: new worlds, empathy. Card 5: quiet time: rest from screens. Card 6: conclusion: 'one period, a lifetime of reading'; thank you; questions.
Q6 · 3 marks · Short answerHOTS / competency
A TV advertisement for a fruit drink shows children laughing on a sunny beach and says 'Pure happiness in every sip!' Explain how the advert persuades without giving any facts about the drink.
Hint
What feelings does it link to the product?
Answer
It links the drink with joy, holidays and childhood fun through images and the emotional phrase 'pure happiness', so viewers feel good about it. It says nothing about the fruit content, sugar or price, so the appeal is emotional, not factual.
Q7 · 3 marks · Short answerHOTS / competency
You must present the same report on a school tree-planting drive to (a) your classmates and (b) the chief guest at Annual Day. Give two changes you would make for (b) and why.
Hint
Audience changes tone, vocabulary and detail.
Answer
Any two with reasons: formal greeting ('Respected chief guest...'); formal vocabulary and complete sentences; exact figures (number of saplings, partners) rather than chatty anecdotes; a thank-you to the guest and organisers; a slower, steady pace. A formal audience expects respect, precision and polish.
Q8 · 1 mark · Very short answerExam level
True or false: In a presentation, you should read your slides aloud word for word. Give a reason.
Hint
What does the audience do while you read?
Answer
False: the audience can read the slides; you should explain and add to them while keeping eye contact.

Test your recall

Answer in your head or on paper first, then open the card. Pulling an answer out of memory makes it stick far better than re-reading.

1.What should you catch during the first reading of a listening passage?Show answer
The topic and the main idea.
2.Name four tools of voice and body the curriculum lists for adapting speech.Show answer
Any four: tone, gestures, stress, facial expressions, body language, voice modulation, choice of words.
3.Give a phrase for bringing a group discussion back to the topic.Show answer
'That's interesting, but coming back to our topic...'
4.About how many words is a comfortable 3-minute talk?Show answer
Roughly 400 words, at about 130 words a minute.
5.Name two persuasive techniques used in advertisements.Show answer
Any two: emotional words, imperatives, slogans, vague claims, bandwagon, testimonials.
6.How are listening and speaking assessed in ICSE Classes IX and X?Show answer
As internal assessment: 10 marks for listening and 10 for speaking.

Quick revision checklist

The night before the exam: can you do each of these without looking?

Can you take key-word notes with arrows and signs while someone speaks?
Can you tell a main-idea question from a detail question?
Can you name the signal words for sequence, contrast, cause and emphasis?
Can you rewrite a message for two different audiences?
Can you use polite phrases to agree, disagree, clarify and sum up in a discussion?
Can you plan a talk with a hook, road map, body, conclusion and thanks?

Listening and Speaking: frequently asked questions

Is there a CISCE board exam for listening and speaking in Class 8?

No. CISCE sets no Class VIII examination; your school designs and marks listening and speaking tasks using the CISCE curriculum.

How can I improve my listening at home?

Listen to a short news bulletin or an audiobook chapter, pause after two minutes and write the main idea and three facts. Check by replaying.

I get nervous when speaking. What helps?

Prepare cue cards, rehearse aloud three times (once in front of a mirror or family), breathe slowly before you start, and look at friendly faces in the audience.

How many slides should a 3-minute presentation have?

Three to five: a title, one per main point and a closing slide. Use images and a few words, not paragraphs.

Based on: CISCE Curriculum for Upper Primary Classes (VI-VIII), English (Class VIII); CISCE RDCD: Curriculum Pre-School to Class VIII; CISCE ICSE 2028 English (01) syllabus (Classes IX and X): internal assessment