A Secondary 2 student may seem to hear everything and still miss the answer. The teacher plays a recording, the child recognises most of the words, and yet the crucial contrast or reason slips past. At home, the same teenager can talk animatedly about CCA but give a one-sentence response when asked for an English opinion. It is easy for Bukit Timah parents to label both problems “lack of confidence”, when they may involve different skills.
Secondary 2 English tuition in Bukit Timah can help when listening comprehension is taught as active meaning-making and oral communication is taught as responsive explanation rather than memorised speeches. A student needs to recognise the main point, follow changes in meaning, distinguish evidence from assumptions and construct a relevant answer. The aim is not to copy audio faster or speak for longer at all costs. It is to develop careful listening and complete thinking before upper-secondary English raises the demand.
At eduKateSG near Sixth Avenue MRT, the established learning approach is premium three-student tutorials, normally ninety minutes weekly, at 8 Fourth Avenue, Singapore 268674. This guide is the second chapter of a four-year Secondary English speaking-and-listening progression. Secondary 1 focused on safe participation and reading aloud; Secondary 2 now deepens listening accuracy and response development; Secondary 3 will add stronger arguments and upper-secondary oral interaction; Secondary 4 will examine the actual differences between G1, G2 and G3 SEC English oral and listening papers. This is parent guidance, not confirmation of a particular available timetable.
Hearing the Sentence Is Not the Same as Following the Meaning
Imagine a short audio message: “We planned to meet at the sports hall, but the floor is being repaired, so the activity will take place in the library instead.” A student may hear the words “sports hall” and confidently select that location. Yet the answer has changed later in the sentence.
The missed word may be “but”, which signals a contrast, or “instead”, which identifies a replacement. The problem is not that the learner has poor hearing. The listening method failed to follow the development of the speaker’s meaning.
Another recording may include a reason and a qualification. A child remembers the most familiar noun but overlooks the condition that changes the answer. This can happen even when their vocabulary is otherwise strong.
A useful tutorial therefore asks: which part of the information matters to the question, where did the meaning change, and what did the listener assume too early? These are decisions that can be taught and tested, rather than vague reminders to “pay more attention”.
Diagnose Four Different Listening Mistakes
Mistake one: the student does not know the vocabulary
An unfamiliar word or phrase may obscure the sentence’s meaning. The teaching response is contextual vocabulary work: explain the word, consider surrounding clues and hear it again in a different sentence. A learner should not rely on memorising the sound without understanding its role.
Mistake two: the student hears the words but misses the connection
Contrast, cause and qualification can be carried by brief expressions such as “although”, “however”, “unless” or “on the other hand”. A child may remember both facts but confuse which one is the final decision. Teach how signal words shape relationships between ideas.
Mistake three: the student answers before the speaker finishes
An early detail may sound plausible, so the learner stops evaluating new information. The tutor can practise withholding the final answer until the complete sentence has been considered. This is especially important for corrections, changes of plan and comparisons.
Mistake four: the student understands but cannot express the answer
The child can explain the recording orally after hearing it but writes a vague note or incomplete answer. In that case, the repair may be concise written expression, not replaying more recordings.
These four errors can produce similar low marks. The next exercise should be chosen for the specific reason the original task failed.
A Worked Audio Transcript: The Detail That Changes the Answer
Here is an invented script to use with a parent or tutor. Have someone read it naturally, rather than showing the text first:
“On Friday, our group will visit the neighbourhood garden. We had planned to begin at nine, but the guide is only available from ten. Please meet at the entrance by ten, and bring a notebook because we will be interviewing the volunteers.”
Ask for the meeting time. The first time mentioned is nine, but that is the abandoned plan. The correct time in the invented example is ten. A student who selects nine may not have processed the correction.
Ask why students need a notebook. They are interviewing volunteers, so it is needed to record useful information. A child who writes “because they are visiting a garden” has supplied context but missed the reason.
Now ask what the group will probably do at the garden. The planned interviews support an inference that they will gather information from volunteers. They do not prove every activity the group will undertake.
The exercise combines listening, precision and supported reasoning. The tutor should then change the setting and speaker, checking whether the child can detect a new correction without relying on the same garden story.
Is Replaying an Audio Clip Always the Solution?
Repeated listening can be useful during instruction. On the first pass, the child tries to identify the main idea. On a second pass, they concentrate on an unfamiliar phrase or a contrast. A tutor can pause and explain what changed in the meaning.
But replay should be a teaching tool, not a substitute for developing an independent listening method. A learner who asks to hear every sentence five times without forming a strategy may become dependent on repetition.
Progress can be staged. First, use a short recording and allow replay for explanation. Then introduce another clip and ask the learner to identify a key detail after fewer opportunities. Finally, rehearse under the conditions of a relevant school listening task when the student is ready.
The number of permitted hearings is syllabus-specific. In the published 2027 G2 K200 and G3 K300 final-year SEC English syllabuses, Listening Section A recordings are heard twice, while a Section B note-taking recording is heard once. That is not a blanket instruction for every Secondary 2 school listening exercise. Follow the child’s current school requirements first.
Listening for a Main Idea Instead of Collecting Every Word
Some students attempt to write down everything as soon as a recording begins. They may fill a page with fragments yet remain unsure what the speaker wanted the listener to understand. Listening comprehension involves selection, not transcription.
Begin with a short explanation about a topic the learner understands. Ask for one sentence stating the central point. Only then ask for two supporting details. This gives the student a hierarchy of information.
For example, an invented recording might explain why a school is organising a used-book exchange. The main idea is that students can exchange books they no longer need. Supporting details may include the collection date and the method for sorting books. An irrelevant background detail should not displace the central message.
The tutor can ask which words signalled purpose: “to encourage”, “because”, “the main reason”, or “our aim”. Different speakers use different signals; students should learn to recognise meaning rather than hunt mechanically for identical phrases.
Once the learner can state the main idea, a short writing task can translate it into a complete sentence. Listening and written expression reinforce one another.
Note-Taking: Choose a Few Useful Words
Good notes do not need to reproduce a complete recording. They should preserve information relevant to the task in a form that the listener can understand afterward. A student who records only isolated names without relationships may struggle to reconstruct the meaning.
Suppose a speaker compares two community projects. A simple two-column note could record each project’s purpose, participants and practical challenge. The listener needs the contrast, not every sentence spoken.
Teach abbreviations carefully. A shortened note is useful only if it still preserves the intended meaning. If the student cannot remember what the abbreviation stands for, speed has come at the expense of accuracy.
Practise with short informational clips and gradually remove scaffolding. During a lesson, the tutor can model selecting meaningful information. In independent work, the student decides which details matter.
Formal note-taking requirements differ across assessments. Do not teach every lower-secondary student as though they are already sitting the same final SEC Listening Section B task.
Speaking in Complete Answers Does Not Mean Talking Forever
A child who says, “I agree,” has expressed a position, but a listener may not know why. A tutor can ask for one reason and one example. The answer becomes more informative without becoming an unnecessarily long speech.
Consider: “Should school clubs organise activities with neighbourhood residents?” A useful response might say that such activities help students understand different people’s needs. An example could describe a club planning a reading session with community volunteers. The student can explain how listening to the volunteers changes the plan.
The tutor can then ask a genuine follow-up: “Would every club have enough time to organise that?” A thoughtful child might recognise that participation should be balanced against school commitments. This is an answer that responds to new information instead of reciting a prepared paragraph.
Speaking well also involves knowing when the answer is complete. A concise explanation that addresses the prompt can be stronger than a lengthy response full of repetition.
The Listening-to-Speaking Bridge: Explain What Someone Else Said
In a discussion, ask the child to listen to another student’s view and summarise it before giving their own. “You think reading time should be optional because students have different interests. I agree about choice, but I think schools can still provide quiet reading opportunities.”
The learner must first understand the peer’s point, then decide whether to agree, qualify or challenge it. This is genuine communication. It also prevents the habit of waiting for a turn while ignoring the discussion.
The task can begin with familiar topics and grow more complex. At Secondary 2, the aim is to build a habit of listening to the latest question or comment rather than delivering an answer prepared for an earlier one.
A small group can support this when every student takes a turn and the tutor manages disagreement respectfully. The goal is not to win a debate, but to explain ideas clearly and respond with evidence.
A Three-Student Tutorial: Structured Turns, Not a Miniature Lecture
The eduKateSG three-pax model can be useful for English discussion because the tutor can hear every learner explain a decision. One student may catch the main idea, another a qualifying detail, and a third may identify a conclusion unsupported by the recording.
However, merely having three people in the room does not ensure learning. Each child needs an individual listening attempt, time to think and a chance to explain before copying a peer’s answer. A confident speaker should not dominate the conversation.
A strong lesson might include a short audio task, independent notes, a comparison of interpretations and a follow-up spoken answer. The tutor then gives individual feedback on the actual missing skill.
Parents should ask whether the child can use the corrected method with an unfamiliar recording or question. That evidence is more meaningful than how many audio files the class played.
A Six-Week Secondary 2 Listening and Speaking Plan
Week one: discover the original error
Use recent school listening or oral work where available. Ask whether the difficulty was vocabulary, a missed contrast, premature selection or unclear expression. Let the learner explain their thinking.
Week two: follow the main idea and supporting details
Play short age-appropriate informational clips. Ask for the central point and two relevant details. Explain why some details are more important than others.
Week three: notice changes and qualifications
Use invented or real suitable recordings in which a speaker changes a plan, acknowledges an exception or compares two options. Ask the student to identify the final meaning without stopping at the first plausible detail.
Week four: develop complete spoken responses
Practise answering a question with a position, reason and example. Introduce a fair follow-up so the student must listen again. Avoid memorised scripts.
Week five: combine listening and responsive discussion
Have the learner summarise a speaker’s idea before offering their own view. In a group, assign structured turns and require each person to contribute something beyond agreement.
Week six: test independence
Use a new audio clip and new question. Can the student recognise the main idea, avoid an early trap, explain relevant information and respond clearly without continual tutor cues? Record the next priority.
The six-week sequence is illustrative. School calendars, subject levels and the student’s starting skill determine what is most useful.
A Small Home Practice Menu for Busy Bukit Timah Families
A family can choose a few short activities rather than formal lessons every evening. One day, listen to a short age-appropriate news explanation or educational audio clip and ask for its main idea. Another day, practise distinguishing a changed plan from an earlier plan.
At dinner, invite a one-minute opinion about a school event and ask a gentle follow-up. On a quieter weekend, read a short article aloud and discuss what a key word implies. Some conversations should simply be enjoyable, without any assessment.
Students who have CCA on several weekdays may need lighter practice on those evenings. Protect sleep and allow enough time to travel to and from any tutorial.
The aim is a routine that survives ordinary school life, not a flawless schedule that depends on constant adult supervision.
When Listening Errors Are Really Language Errors
A learner may hear a recording perfectly well but misunderstand “unless”, “previously”, “eventually” or “meanwhile”. In such cases, explicit vocabulary and sentence-relationship teaching can help more than practising additional recordings.
Consider: “We will hold the event outdoors unless it rains.” A student who ignores “unless” may treat the outdoor plan as unconditional. In another recording, “The event was originally planned for Wednesday, but it was moved to Friday” requires understanding the contrast and change.
Ask the learner to explain these relationships in their own words. Then test the same idea with a new topic. Comprehension has improved when the child notices the condition without being prompted.
This is why listening, reading and grammar should not be treated as unrelated subjects. The same signal words shape meaning across all three.
How English Listening Supports Other Subjects Without Guaranteeing Marks
Following a spoken explanation is useful in Science, humanities, CCA briefings and group projects. Students need to identify instructions, distinguish the main claim from examples and ask for clarification when something is uncertain.
A student who learns to notice qualifications in English may become more attentive when a teacher says a method works only under certain conditions. That is a transferable habit, though it does not automatically improve performance in every subject.
Speaking clearly also helps students contribute to group projects. Explaining what someone else proposed before adding an opinion can reduce misunderstandings and make teamwork more constructive.
English tuition is most valuable when it strengthens the student’s ability to understand and communicate in the wider school environment, rather than simply train a response for one type of recording.
Weekday or Weekend English Tuition Near Sixth Avenue?
The location at 8 Fourth Avenue, Singapore 268674 is near Sixth Avenue MRT. Parents travelling from Bukit Timah, Upper Bukit Timah, Beauty World or King Albert Park should consider the whole journey, including food, CCA and the return home.
A weekday lesson can offer quick feedback on current school English tasks if the afternoon is calm. A weekend lesson may allow more rested listening and discussion. Neither is automatically better when the rest of the family’s schedule is ignored.
The Secondary 2 weekday-or-weekend parent guide helps with this trade-off. Confirm actual appointments and English subject-level groupings with the centre.
A Parent Decision Table for Listening and Speaking
| What the child does | What may be going wrong | A suitable first exercise |
|---|---|---|
| Selects the first location mentioned | Missed correction or contrast | Follow the final plan after “but” or “instead” |
| Remembers details but not the main idea | Weak information selection | One-sentence main point plus two supports |
| Needs five replays for every sentence | Over-reliance on repetition | Short clips with staged reduction in support |
| Hears accurately but writes vague notes | Expression or note selection | Record action, reason and condition |
| Gives only yes/no oral answers | Limited response development | Position, reason, specific example |
| Talks well but ignores follow-ups | Listening to the current question | Restate, then answer the new demand |
| Arrives drained after CCA | Low attention available for listening | Redesign the practice and tuition timetable |
This table supports diagnosis; it is not an official assessment rubric.
Frequently Asked Questions
Why does my child miss English listening answers despite understanding spoken English?
The student may misunderstand a signal word, answer too early, fail to select the main idea or express the answer unclearly. Inspect the exact missed point before recommending more audio practice.
Should a Secondary 2 child do national SEC listening papers already?
Use the student’s current school programme first. SEC listening formats are subject-level and cohort-specific. Foundational listening skills can be developed now without copying a final-year paper in full.
Is listening comprehension the same as dictation?
Not exactly. Dictation tests accurate reproduction of spoken words, while listening comprehension requires understanding, selecting and interpreting information. The intended task determines the practice.
How do I help a child who gives one-word oral answers?
Ask for one reason and a concrete example. Practise on familiar subjects, allow thinking time and gradually introduce responsive follow-ups.
Does a confident speaker automatically score well in listening?
No. Fluent speaking and accurate listening are related but distinct skills. Diagnose each component rather than assuming one guarantees the other.
Can small-group tuition help with oral discussion?
It can when the tutor structures turns, checks individual understanding and requires students to respond to one another, not merely recite prepared speeches.
How much listening practice is appropriate each week?
There is no universal fixed number. Short, focused practice tied to a known error can be useful alongside schoolwork, reading and rest. Quality of review matters more than minutes alone.
Will G1, G2 and G3 oral exams be identical in SEC 2027?
No. The published 2027 syllabuses distinguish G1 Reading Aloud from the G2/G3 Planned Response tasks, although all also include Spoken Interaction. The child’s eventual cohort and subject level should determine examination preparation.
Three Secondary 2 Students Who Miss Listening Answers for Different Reasons
Alicia understands most words but answers too early
Alicia is a fictional Secondary 2 student who often chooses an answer as soon as she hears a familiar phrase. In a school practice recording, the speaker mentions a library meeting, then explains that the venue has been changed to a community hall. Alicia selects the library because she recognised it first.
Her tutor should not assume that Alicia lacks vocabulary. She can repeat both location names afterward. Her weak habit is committing before processing the whole message. A useful task includes changed arrangements, contrasting viewpoints and qualifications. The student practises checking whether the speaker has revised an earlier statement.
In one lesson, the tutor pauses after the first venue and asks Alicia what she expects to happen. The recording continues with a contrasting detail. They discuss why the first answer was tempting and how the final information changed it. Later, Alicia hears an unfamiliar recording without pauses.
The improvement is visible when she uses the complete sentence before deciding, not merely when she gets a familiar question right after five replays.
Kai Kai remembers details but forgets the main point
Kai Kai, another fictional learner, has a good memory for names and dates. After an audio passage about organising a reading event, he can list several minor details. But asked why the event is happening, he repeats the date or venue instead of identifying its purpose.
This is an information-hierarchy problem. The tutor can ask Kai Kai to summarise the recording in one sentence, then select two details that support that central idea. The learner discovers that remembering many facts does not automatically mean understanding why they were included.
In a later recording about an environmental project, the same method applies. What is the speaker mainly explaining? Which facts describe the cause, action or result? The student should be able to distinguish a key reason from an incidental detail.
For this learner, a longer note-taking page might make the problem worse. Fewer, more purposeful notes may be the better starting point.
Tricia listens accurately but cannot answer a follow-up
Tricia’s fictional school listening work is consistently strong. During oral discussion, however, she gives a prepared answer and then becomes quiet when asked to consider a different possibility. Her parent assumes the issue is listening comprehension because the follow-up seems to “catch her out”.
Yet Tricia may understand the question perfectly. She has difficulty generating a fresh response without her original script. The tutor can practise short conversations: state a view, hear a fair objection, choose whether to agree or qualify, and explain why.
A first prompt might ask whether students should join more community activities. The follow-up asks whether participation should be compulsory. The student learns that the second question concerns motivation and choice, not just the original benefits.
Tricia needs flexible spoken reasoning, not more basic audio recognition. All three students share a year level, but their interventions should not be identical.
A Listening Clinic: Contrast, Cause and Condition
Take three short invented statements. The first says, “The event will take place outside, although the organisers have prepared an indoor space if the weather changes.” The listener needs to understand the current plan and the contingency. “Although” signals a complication, not necessarily an immediate change of location.
The second says, “Because the original speaker is unwell, the workshop has been postponed.” This expresses a cause and consequence. A learner who remembers only the illness may miss what happened to the workshop.
The third says, “You may join the activity unless you have already registered for the alternative session.” The word “unless” introduces a condition that limits the instruction. Ignoring it changes who is expected to take part.
The tutor can ask students to identify the relationship in each statement before trying to write a formal answer. Are the ideas contrasting, causally linked or conditional? Once that distinction is clear, practise with different vocabulary and situations.
This approach connects listening with grammar and reading comprehension. The child learns that small linking words can change the logic of an entire message. It also reduces the temptation to choose an answer merely because one familiar noun appeared.
A Second Worked Listening Task: The Reason Is Buried in the Middle
Use this fictional script, read naturally without showing the text first:
“Good afternoon, everyone. Our school art club planned to display its work in the corridor next Thursday. However, the corridor will be used for a science exhibition, so the art display will move to the multipurpose room. The club will still invite visitors on Thursday because many families have already made arrangements to attend.”
Ask the learner three questions. Where will the art display be held? Why has the location changed? Why has the date remained the same?
The answers require different information. The new location is the multipurpose room. The reason for changing it is the science exhibition occupying the corridor. The date remains because families have already arranged to attend. A student may capture one correct detail without distinguishing the two reasons.
Now ask the learner to summarise the message in a single sentence. A useful response might say that the art display will remain on Thursday but move to the multipurpose room because the corridor is unavailable. The summary preserves the central contrast.
The tutor should vary the names, locations and reasons in later exercises. The purpose is not to memorise this fictional announcement. It is to learn how a message can contain an original plan, a revision and a decision that stays unchanged.
A Note-Taking Framework for Lower Secondary
Before listening, if the task permits it, ask what kind of information will be useful. Is the recording describing an event, comparing options, explaining a process or giving instructions? The nature of the task can guide the note structure.
For an announcement, the learner may use short labels: what, where, when, why. For a comparison, two columns can separate the alternatives. For a process, a sequence can show actions and reasons.
During teaching practice, begin with a simple structure and a short recording. Avoid insisting that all students create elaborate mind maps while listening. The map should serve the information, not become another cognitive burden.
Afterward, ask whether the notes preserve relationships. A page saying “Thursday – library – rain” is ambiguous unless the learner remembers which detail describes the change. A slightly fuller note such as “Thu: library instead of field, due to rain” may be more useful.
As independence improves, reduce the written prompts. The learner should eventually choose a note structure that fits the task. A good method is flexible enough to handle a new topic.
The Follow-Up-Question Ladder
A useful oral lesson can begin with a simple opinion: “Should students spend some time each week reading for enjoyment?” The learner answers with a position and one reason. The tutor asks for an example to develop it.
Next comes a follow-up that introduces a limitation: “What if students dislike the same types of books?” The learner can recognise that offering varied materials may make the proposal more practical. This teaches qualification without forcing an absolute answer.
A third question changes the perspective: “What might a teacher need to consider when organising reading time?” The student may discuss scheduling, access to materials and student choice. Now they must consider the interests of someone other than the first speaker.
Finally, ask a synthesis question: “Given those concerns, what would a reasonable reading programme look like?” The learner can combine the benefits and practical limits into a coherent conclusion.
Each step is short and age-appropriate. The learner is not expected to deliver a formal debate. The purpose is to practise listening to what has changed and then choosing a relevant response.
The Parent’s Eight-Minute Listening Conversation
A family can choose one short explanation, podcast excerpt or age-appropriate audio clip. The parent and child listen together. The first question is not a trivia test: “What was the speaker mainly trying to tell us?”
Next ask for one supporting detail and one phrase that affected the meaning. The child might note a contrast, a reason or a condition. Let them explain why the phrase matters.
Then ask whether the speaker changed a plan or introduced a qualification. If they did, the learner can compare the earlier and later information. If not, do not invent a hidden trick merely to make the exercise difficult.
End with one open discussion question: “Do you agree with the speaker’s recommendation?” The child gives a reason, and the parent can offer another perspective. This connects accurate listening to responsive expression.
The exercise should remain short enough to be enjoyable. When the child is tired from school or CCA, leave it for another day. A sustainable routine creates more opportunities for thoughtful practice over time.
Why Speaking Longer Can Make an Answer Worse
A child may believe that adding more sentences automatically makes a response stronger. Under pressure, they repeat the same idea with new vocabulary, offer several unrelated examples or shift away from the question.
A tutor can teach the learner to notice when the listener has received enough information. A clear point, a relevant reason and an example may be sufficient for a short school discussion. A more demanding task may require comparison or qualification. The actual question decides the necessary depth.
Take the answer, “Volunteering is good because it teaches responsibility.” Rather than asking for three more benefits, ask for one situation in which responsibility is exercised and why that matters. The response gains substance without needless length.
After a practice recording, the student can underline sentences that added new information. If five sentences simply repeat “teamwork is important”, the learner can edit the response for clarity.
This method also improves writing. Students become more alert to paragraphs that repeat a claim rather than develop it.
A Parent–Tutor Review for Listening and Speaking
A good review separates the two skills. For listening, ask whether the student finds the main idea, follows corrections and distinguishes important details. For speaking, ask whether they answer the exact question, develop an explanation and adapt to follow-ups.
One learner may improve listening accuracy but still hesitate to speak. Another may speak more comfortably while remaining vulnerable to a contrast in an audio passage. The next tasks should respond to the real pattern.
The tutor can preserve a short baseline and a later unfamiliar task. A transcript or notes may show that the student now follows a change of plan. A spoken response may show an example that is more relevant or a follow-up answered more directly.
Avoid treating the number of audio recordings completed as the main indicator. The student needs to explain what they changed and demonstrate the method without prompts.
If the approach is not producing independent improvement, revise the teaching method rather than automatically adding more sessions.
The Secondary 2-to-3 Handover: From Listening Accurately to Arguing Responsively
Secondary 3 oral preparation will require stronger judgement about evidence, audience and competing views. The student who already listens to a full question before answering has an advantage. So does the learner who can develop a reason without relying on an entire memorised paragraph.
By the end of Secondary 2, aim for three portable habits: identify the speaker’s central point, recognise when a detail changes the meaning, and respond with a clear reason relevant to the latest question.
These habits support reading comprehension and writing as well. A student who follows verbal contrasts may become more attentive to “however” and “although” in passages. Someone who explains an opinion orally may begin developing essay paragraphs more purposefully.
The eventual national examination still depends on the child’s subject level and cohort. Strong communication habits are worth building now, without prematurely turning every Secondary 2 tutorial into a simulation of a later SEC paper.
This is the quiet achievement of a good second-year English programme: the child becomes more dependable at listening, selecting and explaining, even when the words and topic are unfamiliar.
Follow the Four-Year Bukit Timah English Communication Series
Secondary 1: build reading-aloud clarity and a safe first speaking turn. Secondary 2, this guide, teaches active listening and complete responses. Secondary 3: prepare for upper-secondary oral discussion and evidence-based video responses. Secondary 4: understand the correct 2027 SEC English listening and oral tasks across G1, G2 and G3.
Related eduKateSG resources include oral confidence and practice, vocabulary in context, and the Secondary 2 study plan.
Listen First, Then Let the Answer Grow
A student who has learnt to follow meaning, notice a changed detail and answer a genuine question is developing more than an examination technique. They are becoming a clearer participant in school and everyday conversation. That is a strong reason to choose focused English support—and an equally strong reason not to overwhelm the learner with meaningless audio drills.
For three-student English tuition near Sixth Avenue MRT, contact eduKateSG to discuss the student’s actual listening and speaking needs.