2 Listening & Speaking Year 6 SJK

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
LISTENING & SPEAKING

1
WHATS IN STORE FOR L&S

YEAR 4
YEAR 5
YEAR 6
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.
1.1.1
Able to speak with

correct word stress
1.1.2
correct pronunciation, stress and

intonation
Able to listen to
and enjoy stories

and respond to a
given stimulus by
using appropriate
words, phrases and
expressions with
guidance
and respond
confidently to a
given stimulus by
using appropriate
words, phrases and
expressions with the
correct stress and
intonation
YEAR 4
1.1.3
YEAR 6
speak about
related topics with
guidance
speak
confidently on
related topics
Able to
listen to and
recite poems,
tongue twisters
and sing songs,
paying attention
to pronunciation,
rhythm and
intonation
1.1.4
YEAR 5
Able to talk about Able to talk on

related topics
topics of interest
with guidance
in formal
situations with
guidance.
YEAR 4
YEAR 5
YEAR 6
1.2
listen and respond appropriately in formal and informal situations
for a variety of purposes.
1.2.1
Able to participate in daily conversations:

a) extend an
invitation
b) accept an
invitation
c) decline an
invitation
d) express sympathy

a) make
suggestions
b) respond to
suggestions
c) volunteer to
complete a task
d) show
appreciation
a) express
happiness
b) express concern
c) express sorrow
d) give
encouragement
e) express opinions
YEAR 4
YEAR 5
YEAR 6
1.2.2
Able to listen to, follow and give instructions
1.2.3
Able to listen to, follow and give instructions

around the
neighbourhood
1.2.4
to places around
their town
to places around
the state
Able to
participate in guided conversations
with peers
1.2.5
Able to
talk on topics of interest in formal
situations with guidance
YEAR 4
YEAR 5
YEAR 6
1.3
understand and respond to oral texts in a variety of contexts.
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

a) giving main
ideas
b) giving
supporting
details
c) sequencing
d) predicting
a) giving main ideas

and supporting
details
b) drawing
conclusions
TYPES OF LISTENING TEXTS

As far as possible, use authentic texts such as:
News
Announcements
WHY??
Plays
Dialogues
Authentic
Interviews
materials in
ESL
Reports
classroom?
Songs
CRITERIA FOR
Poems
SELECTION??
Stories
SUB-SKILLS OF LISTENING
Identify main facts and details

Relate cause and effect
Identify sequence and events
Predict outcomes
Inferring messages from contextual clues

LISTENING STRATEGIES
The ability to listen well for comprehension
and language acquisition requires listening
strategies:
Listening to key words

Non-verbal cues
Predicting speakers purposes
Background information or knowledge
Focus on meaning
Focus on language
IMPORTANCE OF TEACHING
LISTENING SKILLS
The listening skill is a receptive skill which is
very important. It should not be neglected or
taken lightly.
Pupils need to be taught to listen attentively
for various purposes in life such as:
- listening for information
- listening for knowledge
- listening to improve ones language proficiency
HOW TO TEACH LISTENING SKILLS

IN THE CLASSROOM
Pre-record your text (AUTHENTIC texts if possible)

Pre-teach vocabulary
Provide some background/cultural information
Repeat the listening text a few times
Teach pupils to employ listening strategies

m
o
Higher Order
o
l
d
B
e
s
i
y Thinking
v
Create
m
e
R ono Design, build,
x
a
construct, plan,
T
Evaluat
produce, define
Check, judge,
critique,
experiment,
hypothesis, test,
detect
Analyse
Compare, organise,
question, research,
deconstruct, outline,
attribute
Underst
Interpret, summarise,
and
explain, rephrase,
classify, infer,
paraphrase, compare
Appl
Do, carry
out,
y
use, run,
implement
Rememb
Recall, list, retrieve, find,
er
name, recognise,
identify, locate, describe
Lower Order
SAMPLE ACTIVITY 1
The following activity helps pupils develop the ability to
At which level of Blooms
identify key words.
taxonomy
Students listen to is
thethis
teacher:
activity at?
My hometown is a nice place to visit because it is close to a

beach, and there are lots of interesting activities you can do
in the surrounding area.
Students task:
Which of these words do you hear? Number them in the order
you hear them.
Beach shops
schools nice
walks

hometown
Remember
(recall)
countryside
Analyse
(organise)
m
o
Higher Order
o
l
d
B
e
s
i
y Thinking
v
Create
m
e
R ono Design, build,
x
a
construct, plan,
T
Evaluat
produce, define
Check, judge,
critique,
experiment,
hypothesis, test,
detect
Analyse
Compare, organise,
question, research,
deconstruct, outline,
attribute
Underst
Interpret, summarise,
and
explain, rephrase,
classify, infer,
paraphrase, compare
Appl
Do, carry
out,
y
use, run,
implement
Rememb
Recall, list, retrieve, find,
er
name, recognise,
identify, locate, describe
Lower Order
SAMPLE ACTIVITIES
The following
At which
of Blooms
activitylevel
helps pupils
develop the
taxonomy
ability to identify main
points, supporting details
is this activity at?
and make predictions.
Students listen to a story.
Students task:
Identify the main ideas and supporting ideas in
the story. Predict the ending of the story.
Remember
(identify)
Evaluate
(hypothesis)

SPEAKING SKILLS
An important productive skill
3 speech activities (Richards, Jack 2008)
that requires different approaches
talk as interaction - small conversations, may
be in a formal or informal setting
talk as transaction focus is on what is said
and done, making oneself understood clearly
is the main focus
talk as performance involves transmitting
information to an audience, eg: public
speaking, etc
How to teach pronunciation?

Simple ways to teach pronunciation:
1.Minimal Pairs
eg: pull, bull
like, bike
sit, pit
hit, heat
2.Tongue Twisters
She sells sea shells at the sea shore.

HOW TO TEACH SPEAKING

SKILLS IN THE CLASSROOM
role plays
drama
interviews
public speaking
group discussions
brain storming activities
show and tell
choral speaking
story telling
poem recitation
Readers theater

HELPING PUPILS TO SPEAK

In order to teach pupils to speak, scaffolding
has to be provided so that pupils progress in
their speaking attempts.
What are some of the scaffolding activities to
help pupils? Provide:
visual aids
guide words
model/sample
prompts
communicative drills
SAMPLE ACTIVITIES Talk as

interaction
PUPIL A
PUPIL B
John: Hello, the weather is really

hot today.
What______________________
learning standard is
Faiz:
John: Oh really, you felt it too? I
had to take a shower at
midnight to cool down.
John:____________________
covered
thisIt was
activity?
Faiz: Yes,in
it is.
even hotter
last night. I couldnt really
sleep.
John: _____________________
Answer:
Faiz: ______________________
Faiz: I hope it will rain soon.

Otherwise, they will start
water rationing again.
1.2.4 Able to participate in guided
John: Yes, I hope so too. Its so

inconvenient when that
happens.
conversations with peers

SAMPLE ACTIVITY TALK AS TRANSACTION

Susie: Mina, next Sunday is Moms birthday. What should we do for her?
Mina: Oh yes! Why dont we organise a birthday party for her?
is this
activity?
Susie: ThatWhat
soundslearning
like a good standard
idea! You should
organise
the party for
her. You are such a good organiser.
Mina: No! Not me again! I organised her party last year. Its your turn
now. Why dont you organise Moms party? I will help you by
getting
the birthday cake and present.
Susie: All right. What present are you buying Mom? Get her a handbag!
Mina: A handbag? She has lots of handbags already. Why dont we get
her a saree?
Susie: A saree hmmmm sounds like a good idea.
Answer:
1.2.1 Able to participate in daily

conversations
(e) express opinions

SAMPLE ACTIVITY TALK AS PERFORMANCE

Pupils task:
Imagine that
youlearning
were chosen
to visitisPlanet
Mars for two
What
standard
this activity?
weeks. After the two weeks holidays, you went back to
school and was asked to give a talk during the school
assembly about your visitAnswer:
to Mars.
1.2.5
Able to talk on topics of interest
Teachers
task:
Provide pictures and guide words to pupils to help them
in
formal
situations
with
guidance
prepare their speech.

ASSESSMENT
What should be assessed?
Intelligibility
Accuracy in pronunciation and speech
Fluency
Meaningful content
Appropriate choice of words according to
purpose and audience
ASSESSMENT
Content/
Ideas
Pronunciation
Turntaking
Language
?
Organisation

Presentation
Skills
ASSESSMENT
Quantity
Quality
Content/
Ideas
clarity
Pronunciation
accuracy

ASSESSMENT
Quantity
Quality
Content/
Ideas
clarity
Pronunciation
?
Organisation
accuracy
format
appropriate
ASSESSMENT
Content/
Ideas
Pronunciation
?
Organisation
format
fluency
confidence
Presentation
Skills
appropriate
eye-contact
style
ASSESSMENT
Simple
Content/
Ideas
Pronunciation
Turntaking
?
Organisation

Complex
Sentence
Language
vocabulary
syntax
grammar
Presentation
Skills
Activity 1

1.1.1
Able to speak with correct
pronunciation, stress and intonation

Activity 2

Listen to the story

A shepherd-boy, who watched a flock of sheep near a
village, brought out the villagers three or four times by crying
out, "Wolf! Wolf!" and when his neighbours came to help him,
laughed at them for their pains.
The Wolf, however, did truly come at last. The Shepherdboy, now really alarmed, shouted in an agony of terror, Do
come and help me. The Wolf is killing the sheep. However, no
one
paid any heed to his cries, nor rendered any assistance. The
Wolf, having no cause of fear, at his leisure lacerated or
destroyed the whole flock.
What is the conclusion from this story?

1.3.1 (b)
Able to listen to and demonstrate
understanding of oral texts by drawing
conclusions

Look at the map

Mr Tan is at the Penang International Airport. He wishes to
visit BM High School. Tell him how to get to the school.

1.2.3
Able to listen to, follow and give
instructions to places around the state


Thank You
36

2 Listening & Speaking Year 6 SJK

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2 Listening & Speaking Year 6 SJK

Uploaded by

Copyright:

Available Formats

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

LISTENING & SPEAKING

WHATS IN STORE FOR L&S

Able to speak with

correct pronunciation, stress and

Bahagian Pembangunan Kurikulum

Able to talk about Able to talk on

Able to participate in daily conversations:

Bahagian Pembangunan Kurikulum

Able to listen to, follow and give instructions

Able to listen to, follow and give instructions

Able to listen to and demonstrate understanding of oral

Bahagian Pembangunan Kurikulum

a) giving main ideas

TYPES OF LISTENING TEXTS

Identify main facts and details

Bahagian Pembangunan Kurikulum

Listening to key words

HOW TO TEACH LISTENING SKILLS

Pre-record your text (AUTHENTIC texts if possible)

Bahagian Pembangunan Kurikulum

My hometown is a nice place to visit because it is close to a

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

How to teach pronunciation?

Bahagian Pembangunan Kurikulum

HOW TO TEACH SPEAKING

Bahagian Pembangunan Kurikulum

HELPING PUPILS TO SPEAK

SAMPLE ACTIVITIES Talk as

John: Hello, the weather is really

Faiz: I hope it will rain soon.

1.2.4 Able to participate in guided

John: Yes, I hope so too. Its so

conversations with peers

Bahagian Pembangunan Kurikulum

SAMPLE ACTIVITY TALK AS TRANSACTION

1.2.1 Able to participate in daily

(e) express opinions

SAMPLE ACTIVITY TALK AS PERFORMANCE

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Listen to the story

What is the conclusion from this story?

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Look at the map

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

You might also like