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    03 KSSR Year Four L&S

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    Izzah Kamilah
    The document provides an overview of listening and speaking skills that primary school pupils should be taught. These include pronouncing words correctly, listening and responding appropriately in different situations, and understanding and responding to oral texts. By the end of primary school, pupils should be able to pronounce words with correct stress, rhythm and intonation, listen and respond in formal and informal situations, and comprehend oral texts. The document outlines several learning standards and activities to develop these skills, such as practicing word stress, giving directions on a map, and answering questions after listening to a story.

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    03 KSSR Year Four L&S

    Uploaded by

    Izzah Kamilah
    35 views28 pages
    The document provides an overview of listening and speaking skills that primary school pupils should be taught. These include pronouncing words correctly, listening and responding appropriately in different situations, and understanding and responding to oral texts. By the end of primary school, pupils should be able to pronounce words with correct stress, rhythm and intonation, listen and respond in formal and informal situations, and comprehend oral texts. The document outlines several learning standards and activities to develop these skills, such as practicing word stress, giving directions on a map, and answering questions after listening to a story.

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    03 KSSR YEAR FOUR L&S

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    The document provides an overview of listening and speaking skills that primary school pupils should be taught. These include pronouncing words correctly, listening and responding appropriately in different situations, and understanding and responding to oral texts. By the end of primary school, pupils should be able to pronounce words with correct stress, rhythm and intonation, listen and respond in formal and informal situations, and comprehend oral texts. The document outlines several learning standards and activities to develop these skills, such as practicing word stress, giving directions on a map, and answering questions after listening to a story.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    35 views28 pages

    03 KSSR Year Four L&S

    Uploaded by

    Izzah Kamilah
    The document provides an overview of listening and speaking skills that primary school pupils should be taught. These include pronouncing words correctly, listening and responding appropriately in different situations, and understanding and responding to oral texts. By the end of primary school, pupils should be able to pronounce words with correct stress, rhythm and intonation, listen and respond in formal and informal situations, and comprehend oral texts. The document outlines several learning standards and activities to develop these skills, such as practicing word stress, giving directions on a map, and answering questions after listening to a story.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 28

    LISTENING & SPEAKING

    OVERVIEW
    Listening and speaking are seen as core skills of early literacy. As such, pupils should be taught:
    how to listen carefully; to speak from the basic level of sound, word, phrase and structural sentences in various situational contexts; the stress, rhythm and intonation patterns and how to use them correctly;

    to recognise, understand and use not only verbal but also nonverbal communication; and
    oral communication practice by means of repeating, responding, understanding and applying structures of language in order to prepare them for communication.
    2

    By the end of primary schooling, pupils should be able to:


    1.1 pronounce words and speak confidently with the correct stress, rhythm and intonation.

    1.2

    listen and respond appropriately in formal and informal situations for a variety of purposes.

    listen and respond to


    stimulus with guidance. talk about related topics with guidance. enjoy stories, poems, tongue twisters and songs.

    participate in daily conversations.


    listen, follow and give instructions and directions. participate in guided conversations with peers

    1.3

    understand and respond to oral texts in a variety of contexts.

    listen and demonstrate


    understanding of oral texts.
    3

    CONTENT AND LEARNING STANDARDS


    CONTENT STANDARDS 1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation. LEARNING STANDARDS 1.1.1 Able to speak with correct word stress.

    1.1.2 Able to listen to and enjoy stories.


    1.1.3 Able to listen to and recite poems, tongue twisters, and sing songs paying attention to pronunciation, rhythm and intonation. 1.1.4 Able to talk about related topics with guidance.

    CONTENT AND LEARNING STANDARDS


    CONTENT STANDARDS
    1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.

    LEARNING STANDARDS
    1.2.1 Able to participate in daily conversations: (a) extend an invitation (b) accept an invitation (c) decline an invitation (d) express sympathy 1.2.2 Able to listen to, follow, and give instructions.

    1.2.3 Able to listen to, follow and give directions around the neighbourhood.
    1.2.4 Able to participate in guided conversations with peers.

    CONTENT AND LEARNING STANDARDS


    CONTENT STANDARDS
    1.3 By the end of the 6-year primary schooling, pupils will be able to understand and respond to oral texts in a variety of contexts.

    LEARNING STANDARDS
    1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking and answering questions (b) sequencing (c) predicting with guidance.

    ACTIVITY 1

    Say these words:


    burger chicken nuggets french fries ice cream chocolate apple banana watermelon water coffee tea cat dog cow goat rabbit mouse tiger lion horse snake cheetah elephant hippopotamus red blue yellow green orange toy doll car bicycle motorcycle teddy bear

    7`` 7

    Where is the stress???


    burger `burger `chicken chicken `nuggets nuggets french fries `fries ice cream `cream `chocolate chocolate `apple apple ba`nana banana `watermelon watermelon `water water `coffee coffee `tea tea `cat cat `dog dog `cow cow `goat goat `rabbit rabbit `mouse mouse `tiger tiger `lion lion `horse horse `snake snake `cheetah cheetah `elephant elephant hippo`potamus hippopotamus red `red `blue blue `yellow yellow `green green `orange orange `toy toy `doll doll `car car `bicycle bicycle `motorcycle motorcycle `teddy teddy bear bear

    8 Can you name the learning standard?

    1.1.1 Able to speak with correct word stress.


    8

    Tips on word stress


    Why word stress is important Mistakes in word stress are a common cause of misunderstanding in English. Stressing the wrong syllable in a word can make the word very difficult to hear and understand. Even if the speaker can be understood, mistakes with word stress can make the listener feel irritated, or perhaps even amused, and could prevent good communication from taking place.
    9

    Tips on word stress


    A stressed syllable combines five features:

    It is l-o-n-g-e-r - com p-u-ter


    It is LOUDER - comPUTer It has a change in pitch from the syllables coming before and afterwards. The pitch of a stressed syllable is usually higher. It is said more clearly -The vowel sound is purer. Compare the first and last vowel sounds with the stressed sound. It uses larger facial movements - Look in the mirror when you say the word. Look at your jaw and lips in particular.
    http://www.teachingenglish.org.uk/articles/word-stress
    10

    Tips on word stress


    Some 'rules' of word stress There are patterns in word stress in English but, as a rule (!), it is dangerous to say there are fixed rules. Exceptions can usually be found. Here are some general tips for word stress in English:

    Word
    apple table happy

    Type of Word two-syllable nouns and adjectives

    Stress Pattern stress on the first syllable Oo apple

    Exceptions
    hotel lagoon

    11

    Tips on word stress


    Word suspect import insult Type of Word words which can be used as both nouns and verbs

    Stress Pattern the noun has stress on the first syllable Oo "You are the suspect!" the verb has stress on the second syllable oO "I suspect you."

    Exceptions respect witness

    12

    Tips on word stress


    Word
    Stress Exceptions Pattern fairly equally balanced but with stronger compound stress nouns on the first part Oo hairbrush Type of Word

    hairbrush football

    13

    ACTIVITY 2

    Which do you like? Choose one.


    14

    Provide guided words/phrases


    colour play favourite park brothers and sisters siblings friends every day hobby evening
    15

    cycling

    like cycling bought a red bicycle birthday gift cycle in the evening at the park cycle with my siblings my hobby

    Sample:

    I like cycling. My father bought a red bicycle for me. It was my birthday gift. Red is my favourite colour. In the evening, I usually cycle around the house. Sometimes, my mother takes us to the park. I cycle with my brother and sister. My friend, Devan also likes cycling. Sometimes we meet him at the park. We cycle together. Cycling is my hobby.
    Can you name the learning standard?
    1.1.4 Able to talk about related topics with guidance.
    16

    choose a topic close to children; provide visual aids; provide guidance in the form of phrases and words; practice sentence structures first with pupils; teacher should show a sample first; encourage pupils to carry out the activity in groups first; gradually get pupils to do it the activity in pairs; and give lots of encouragement and motivation.

    Tips on guiding pupils to talk about related topics

    17

    ACTIVITY 3
    How do I get there? 1. Rehman lives in Taman Rainbow. He walks to school. Which is the shortest way to his school?
    TESCO post office
    hospital

    JALAN HOSPITAL J A L A N U T A M A

    Taman Rainbow fire station restaurant

    school

    field

    JALAN SEKOLAH

    bank

    18

    ACTIVITY 3
    How do I get there?

    2. Mrs. Lee wants to go to Tesco after school. Please tell her how to get there.
    TESCO post office
    hospital

    JALAN HOSPITAL J A L A N U T A M A

    Taman Rainbow fire station restaurant

    school

    field

    JALAN SEKOLAH

    bank

    19

    ACTIVITY 3
    How do I get there? 3. En. Salim wants to go to the hospital. He is in the bank now. How can he get there?
    TESCO post office
    hospital

    JALAN HOSPITAL J A L A N U T A M A

    Taman Rainbow fire station restaurant

    school

    field

    JALAN SEKOLAH

    bank

    20

    ACTIVITY 3
    How do I get there?

    4. Where is the post office?

    TESCO

    post office

    hospital

    JALAN HOSPITAL J A L A N U T A M A

    Taman Rainbow fire station restaurant

    school

    field

    JALAN SEKOLAH

    bank

    21

    ACTIVITY 3
    How do I get there?

    5. Where is the field?

    TESCO

    post office

    hospital

    JALAN HOSPITAL J A L A N U T A M A

    Taman Rainbow fire station restaurant

    school

    field

    JALAN SEKOLAH

    bank

    22

    Cue words for directions


    go straight in front of turn left behind turn right across

    Tips for teaching directions


    use a map/ model of the neighbourhood;
    it is easier for children to connect to their immediate surroundings; and cue words and sentence structure should be taught first;

    Can you name the learning standard?


    1.2.3 Able to listen to, follow and give directions around the neighbourhood.
    23

    ACTIVITY 4
    A new family moves into the house next door. You welcome them to the neighbourhood.
    Hello

    CUE WORDS
    Welcome to the neighbourhood

    What is your name?


    Where are you from?

    How old are you?


    I am ten years old.

    Thank you. My name is .

    24

    In the beginning, you may need to give lots of guidance:


    Adi:
    Lim: Adi: Lim: Adi:

    Hello, welcome to the neighbourhood.


    Thank you. What is your name? I am Adi Putra. What about you? I am Lim Cheng Soon. Where are you from?

    Lim:
    Adi: Lim:

    My family and I are from Bukit Mertajam. My father is a teacher. He is teaching in SK Simpang Lima now.
    Oh great! Thats my school. My father will be your new headmaster.

    Can you name the learning standard?


    1.2.4 Able to participate in guided conversations with peers.
    25

    Tips on guiding pupils to participate in guided conversations with peers


    You could get pupils to practice the dialogue in pairs before they begin to start their own conversations. Communication begins by listening first then speaking thoughts. Need to listen carefully and respond to what others say and think about the needs of their listeners.

    Social conventions in listening and speaking such as turn taking, politeness and courtesy need to be observed.

    26

    ACTIVITY 5

    Listen to the story.

    27

    Listen carefully. Answer these questions.

    1. Were there four little pigs in the story? 2. Which pig built a house with sticks?

    This activity should be done orally.

    3. Who said, Little pig, little pig, let me come in.?


    Form the questions based on the statements heard. 1. The first pig built a house with straw. 2. The wolf said, I will huff and I will puff and blow your house in.

    Can you name the learning standard?


    1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking and answering questions with guidance.
    28

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