2. Listening & Speaking Year 6 KSSR ENGLISH 2015

7/24/2019 2. Listening & Speaking Year 6 KSSR ENGLISH 2015

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Bahagian Pembangunan KurikulumBahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIAKEMENTERIAN PENDIDIKAN MALAYSIA

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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA

SK SJK

1.1.1 Able to speak with correct pronunciation, stress, rhythm and intonation.

1.1.2 Able to listen to and respond confidently to agiven stimulus by using appropriate words, phrasesand expressions with the correct stress andintonation.

1.1.3 Able to speak confidently on related topics.

1.1.1 Able to speak with correct pronunciation, stress,rhythm and intonation.

1.1.2 Able to listen to and respond confidently to agiven stimulus by using appropriate words, phrasesand expressions with the correct stress andintonation.

1.1.3 Able to speak confidently on related topics.

1.2.1 Able to participate in conversations to:a! express happinessb! express concernc! express sorrowd! give encouragemente! express opinions

1.2.2 Able to listen, follow and give instructions.1.2.3 Able to listen to, follow, and give directions to

places around the state and country.

1.2." Able to participate in conversations with peers.

1.2.# Able to talk on topics of interest in formalsituations.

1.2.1 Able to participate in conversations to:a! express happinessb! express concernc! express sorrowd! give encouragemente! express opinions

1.2.2 Able to listen, follow and give instructions.1.2.3 Able to listen to, follow, and give directions to

places around the state.

1.2." Able to participate in guided conversationswith peers.

1.2.# Able to talk on topics of interest in formal

situations with guidance.


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SK SJK

1.3.1 Able to listen to and demonstrateunderstanding of oral texts by:

a! asking and answering $uestions

b! giving main ideas andsupporting details

c! stating cause and effectd! drawing conclusions

1.3.1 Able to listen to and demonstrate understandingof oral texts by:

a! giving main ideas and

supporting detailsb! drawing conclusions


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As far as possible, use authentic texts such as:

News

Announcements

Plays

DialoguesInterviews

Reports

SongsPoems

Stories


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Ientify main facts an etails

Relate cause an effect

Ientify se!uence an events Preict outcomes

Inferring messages from contextual clues


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"he ability to listen well for comprehensionan language ac!uisition re!uires listeningstrategies:

Listening to key or!s

Non"#erbal $ues

Pre!i$ting s%eaker&s %ur%oses

Ba$kgroun! in'ormation or knole!ge

(o$us on meaning

(o$us on language


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The listening skill is a re$e%ti#e skill hi$h is#ery im%ortant) It shoul! not be negle$te! or

taken lightly)

Pu%ils nee! to be taught to listen attenti#ely

'or #arious %ur%oses in li'e su$h as*

" listening 'or in'ormation

" listening 'or knole!ge

" listening to im%ro#e one&s language %ro'i$ien$y


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Pre"re$or! your te+t ,A-T.ENTI/ te+ts i'

%ossible0 Pre"tea$h #o$abulary

Pro#i!e some ba$kgroun!1$ultural in'ormation

Re%eat the listening te+t a 'e times

Tea$h %u%ils to em%loy listening strategies


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The 'olloing a$ti#ity hel%s %u%ils !e#elo% the ability to i!enti'y keyor!s)

Students listen to the teacher:

My hometon is a ni$e %la$e to #isit be$ause it is $lose to a bea$h2 an!there are lots o' interesting a$ti#ities you $an !o in the surroun!ing area)

Students task:

3hi$h o' these or!s !o you hear4 Number them in the or!er you hearthem)

Bea$h sho%s alks hometon $ountrysi!e s$hools ni$e

At which level of Blooms taxonomy is this activity at?

What would you be assessing in this activity?


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The 'olloing a$ti#ity hel%s %u%ils !e#elo% the ability to i!enti'ymain %oints2 su%%orting !etails an! make %re!i$tions)

Students listen to a story.

Students task:

I!enti'y the main i!eas an! su%%orting i!eas in the story) Pre!i$t

the en!ing o' the story)

At which level of Blooms taxonomy is this activity at?

What would you be assessing in this activity?


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An important prouctive s#ill $ speech activities %Richars, &ac# '(()* that

re!uires ifferent approaches

talk as intera$tion " small $on#ersations2 may be in a

'ormal or in'ormal setting talk as transa$tion 5 'o$us is on hat is sai! an!

!one2 making onesel' un!erstoo! $learly is the main'o$us

talk as %er'orman$e 5 in#ol#es transmittingin'ormation to an au!ien$e2 eg* %ubli$ s%eaking2 et$


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Simple ways to teach pronunciation:

+ -inimal Pairs

eg* %ull2 bull sit2 %it like2 bike hit2 heat

' "ongue "wisters

She sells sea shells at the sea shore)


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role plays

rama

interviews

public spea#ing

group iscussions

brain storming activities

show an tell

choral spea#ing

story telling poem recitation

Reaers. theater


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In or!er to tea$h %u%ils to s%eak2 s$a''ol!inghas to be %ro#i!e! so that %u%ils %rogress in

their s%eaking attem%ts)

3hat are some o' the s$a''ol!ing a$ti#ities to

hel% %u%ils4 Pro#i!e*

#isual ai!s

gui!e or!s

mo!el1sam%le

%rom%ts

$ommuni$ati#e !rills


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PUPIL A PUPIL B

%ohn: &ello, the weather is really hottoday.

'ai(: ))))))))))))))))))))))

%ohn: *h really, you felt it too+ had to take a shower at midnight

to cool down.

'ai(: ))))))))))))))))))))))

%ohn: -es, hope so too. ts soincovenient when thathappens.

%ohn:))))))))))))))))))))

'ai(: -es, it is. t was even hotter last night. couldnt really

sleep.

%ohn: )))))))))))))))))))))

'ai(: hope it will rain soon.*therwise, they will start water

rationing again.

What learning standard is covered in this activity?

What level of Blooms taxonomy is this activity at?

How/What would you be assessing here?


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Susie* Mina2 ne+t Sun!ay is Mom&s birth!ay) 3hat shoul! e !o 'or her4Mina* 6h yes7 3hy !on&t e organise a birth!ay %arty 'or her4

Susie* That soun!s like a goo! i!ea7 You shoul! organise the %arty 'or her)

You are su$h a goo! organiser)

Mina* No7 Not me again7 I organise! her %arty last year) It&s your turn no)

3hy !on&t you organise Mom&s %arty4 I ill hel% you by getting thebirth!ay $ake an! %resent)

Susie* All right) 3hat %resent are you buying Mom4 8et her a han!bag7

Mina* A han!bag4 She has lots o' han!bags alrea!y) 3hy !on&t e get her a

saree4

Susie* A saree9))hmmmm9)soun!s like a goo! i!ea)

Pupils task:

(a) Get pupils to come up with their own dialogue based on the sample above

(b) Ask pupils to give their opinion as to which birthday gift is better? The handbag or the saree?

What learning standard is this activity?

At which level of Blooms Taxonomy is this activity at?

How/What would you assess in this activity?


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Pu%ils& task*

Imagine that you ere $hosen to #isit Planet Mars 'or to eeks)A'ter the to eeks holi!ays2 you ent ba$k to s$hool an! as aske!

to gi#e a talk !uring the s$hool assembly about your #isit to Mars)

Tea$her&s task*

Pro#i!e %i$tures an! gui!e or!s to %u%ils to hel% them %re%are

their s%ee$h)

What learning standard is covered in this activity?

At what level of thin!ing in Blooms Taxonomy is this activity at?

How/What would you assess in this activity?


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"eacher may challenge his/her stuents to go

into the surrouning community to fin outinformation that coul only be unearthe byhaving a conversation in 0nglish with a local1expert2


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3hoosing "opics

Let the %u%ils $hoose 'rom a list o' %ossible to%i$s !esigne! to gi#e them an o%%ortunity to 'in! out moreabout some as%e$t o' li'e in Malaysia that intrigue! or %u::le! them) (or e+am%le2 they $oul! $hoose*

to 'in! out ho to a!o%t a %et 'rom a lo$al animal shelter)

ho to !onloa! 'ree au!iobooks to their smart%hones 'rom the lo$al %ubli$ library)

ho to sho% 'or bargaine! !esigner $lothes)

ho to 'in! 'un 'ree things to !o in the %u%ils& hometon)

Let %u%ils $hoose a !i''erent to%i$ i' none on the list a%%eale! to them2 %ro#i!e! they use! theirs%eaking skills in or!er to $on!u$t their ;resear$h)

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2. Listening & Speaking Year 6 KSSR ENGLISH 2015