In the process of doing so, the paper discusses several speaking techniques and the role the teacher must possess to facilitate students in the process. The paper begins with the teaching aspects in listening and mentions several mild but powerful techniques, such as the teacher fronted listening technique where the teacher adopts the role of a reader who reads at a pace comprehensible by students, and the turn taking and topic management techniques where the teacher adopts the role of an expert in cognitive psychology. Sometimes the teacher has to adopt a role that encourages the students to explore the capacity of their minds. Several techniques for such a scenario have been discussed at length implying a deeper reflection used to analyze, synthesize, and evaluate (Dawes, 2008). Nowadays, language delay and word poverty are some of the biggest issue being generated in the society, therefore, the paper assess the role a teacher in the speaking up approach as well. In order to inculcate the art of oracy, the paper discusses techniques that aid the development of a child’s thinking power which must be started from key stage 1. It has been established through the literature that there are many views focused on developing these skills at an early age, for the purpose of which, besides different techniques, the paper highlights the role of teacher as a facilitator and establishes this as of utmost importance. Teaching aspects in Listening After scanning the environment in which the session must be conducted, and collecting the material needed for the process, the teacher must also be well aware of the Key Performance Indicators of his/her job. Below are stated the most common strategies that are needed to instill the art of listening in children as well as the role required by the teacher when these strategies are applied. The teacher fronted listening technique One of the typical roles a teacher adopts when inculcating the art of listening into the students is the activity of listening to stories. For example the teacher selects stories for children that are from level 1 and 2 and contains only a few words unknown. Then the teacher slowly reads the story where each sentence is read at a pace comprehensible by the students. When an unknown word comes, the teacher writes it on the board and reads it twice. In this way, when the word comes again, the teacher quickly points to the board and the students identify it. This technique thus instigates the interest of learners to maintain their interest in what they are listening and also understand what they are listening to. Oral cloze exercises: Developing active listening in students compels the teacher to critically analyze the skills needed by the students and requires efficient strategies adopted by the teacher to meet them (QCA, 2003). One such strategy is the oral close exercise which involves the children to guess the next upcoming words. For example, the teacher starts the story and every 50 seconds stops so that the learners could guess the word without too much interruption in the story. The guess is immediately followed by the answer from the teacher (Newton, 2009). Picture ordering and ‘What is it?’ Technique: Another strategy is the Picture ordering and the ‘what is it’ technique. In the former, a wrong arrangement of pictures is used and the students are forced to use their listening abilities. For example, the students first listen to the description and then replace it with the right order. As for the latter strategy, this technique involves the teachers to describe something where the students have to further identify it.