Taklimat Umum KSSR
1LISTENING & SPEAKING
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIABahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIA1WHATS IN STORE FOR L&SYEAR 4YEAR 5YEAR 61.1By 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. 1.1.1Able to speak with correct word stresscorrect
pronunciation, stress and intonation1.1.2Able to listen toand enjoy
storiesand respond to a given stimulus by using appropriate words,
phrases and expressions with guidanceand respond confidently to a
given stimulus by using appropriate words, phrases and expressions
with the correct stress and intonationBahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAYEAR 4YEAR 5YEAR 61.1.3Able
to listen to and recite poems, tongue twisters and sing songs,
paying attention to pronunciation, rhythm and intonationspeak about
related topics with guidancespeak confidently on related
topics1.1.4Able to talk about related topics with guidanceAble to
talk on topics of interest in formal situations with
guidance.Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAYEAR 4YEAR 5YEAR 61.2By 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.1.2.1Able to participate in daily conversations:a) extend
an invitationb) accept an invitationc) decline an invitationd)
express sympathya) make suggestions b) respond to suggestions c)
volunteer to complete a task d) show appreciationa) express
happinessb) express concernc) express sorrowd) give encouragemente)
express opinionsBahagian Pembangunan KurikulumKEMENTERIAN
PENDIDIKAN MALAYSIAYEAR 4YEAR 5YEAR 61.2.2Able to listen to, follow
and give instructions1.2.3Able to listen to, follow and give
instructionsaround the neighbourhoodto places around their townto
places around the state
1.2.4Able toparticipate in guided conversations with
peers1.2.5Able to talk on topics of interest in formal situations
with guidanceBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAYEAR 4YEAR 5YEAR 61.3By the end of the 6-year primary
schooling, pupils will be able to understand and respond to oral
texts in a variety of contexts.1.3.1Able to listen to and
demonstrate understanding of oral texts by:asking and answering
questionssequencingpredicting with guidancegiving main ideas giving
supporting details sequencing predicting giving main ideas and
supporting detailsdrawing conclusionsBahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIATYPES OF LISTENING TEXTSAs
far as possible, use authentic texts such
as:NewsAnnouncementsPlaysDialoguesInterviewsReportsSongsPoemsStories
Authentic materials in ESL classroom?WHY??CRITERIA FOR
SELECTION??Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIASUB-SKILLS OF LISTENING Identify main facts and details
Relate cause and effect Identify sequence and events Predict
outcomes Inferring messages from contextual cluesBahagian
Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIALISTENING
STRATEGIESThe 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 languageBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAIMPORTANCE 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
proficiencyBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAHOW 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
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIABlooms RevisedTaxonomyLower Order ThinkingHigher Order
ThinkingUnderstandInterpret, summarise, explain, rephrase,
classify, infer, paraphrase, compareRememberRecall, list, retrieve,
find, name, recognise, identify, locate, describeApplyDo, carry
out, use, run, implementAnalyseCompare, organise, question,
research, deconstruct, outline, attributeEvaluateCheck, judge,
critique, experiment, hypothesis, test, detectCreateDesign, build,
construct, plan, produce, defineBahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIARemember: Can the pupil
recall or remember the information?Understand: Can the pupil
explain ideas or concept?Apply: Can the pupil use the information
in a new way?Analyse: Can the pupil distinguish between the
different parts?Evaluate: Can the pupil justify a stand or
decision?Create: Can the pupil create new product or point of
view?12SAMPLE ACTIVITY 1The following activity helps pupils develop
the ability to identify key words.
Students listen to the teacher: 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 walks hometown countryside schools niceAt which
level of Blooms taxonomy is this activity at?
Remember (recall)Analyse(organise)Bahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIABlooms RevisedTaxonomyLower
Order ThinkingHigher Order ThinkingUnderstandInterpret, summarise,
explain, rephrase, classify, infer, paraphrase,
compareRememberRecall, list, retrieve, find, name, recognise,
identify, locate, describeApplyDo, carry out, use, run,
implementAnalyseCompare, organise, question, research, deconstruct,
outline, attributeEvaluateCheck, judge, critique, experiment,
hypothesis, test, detectCreateDesign, build, construct, plan,
produce, defineBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIARemember: Can the pupil recall or remember the
information?Understand: Can the pupil explain ideas or
concept?Apply: Can the pupil use the information in a new
way?Analyse: Can the pupil distinguish between the different
parts?Evaluate: Can the pupil justify a stand or decision?Create:
Can the pupil create new product or point of view?14SAMPLE
ACTIVITIESThe following activity helps pupils develop the ability
to identify main points, supporting details 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.At which level of Blooms
taxonomy is this activity at?
Remember (identify)Evaluate(hypothesis)Bahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIASPEAKING SKILLS An
important productive skill 3 speech activities (Richards, Jack
2008) that requires different approachestalk as interaction - small
conversations, may be in a formal or informal settingtalk as
transaction focus is on what is said and done, making oneself
understood clearly is the main focustalk as performance involves
transmitting information to an audience, eg: public speaking,
etc
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAHow
to teach pronunciation?Simple ways to teach pronunciation:Minimal
Pairs eg: pull, bull sit, pit like, bike hit, heatTongue Twisters
She sells sea shells at the sea shore.Bahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
HOW TO TEACH SPEAKING SKILLS IN THE CLASSROOMrole
playsdramainterviewspublic speakinggroup discussionsbrain storming
activitiesshow and tellchoral speakingstory tellingpoem
recitationReaders theater
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAHELPING PUPILS TO SPEAKIn 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 drillsBahagian Pembangunan KurikulumKEMENTERIAN
PENDIDIKAN MALAYSIASAMPLE ACTIVITIES Talk as interactionPUPIL
APUPIL BJohn: Hello, the weather is really hot today.
Faiz: ______________________
John: Oh really, you felt it too? I had to take a shower at
midnight to cool down.
Faiz: ______________________
John: Yes, I hope so too. Its so inconvenient when that
happens.John:____________________
Faiz: Yes, it is. It was even hotter last night. I couldnt
really sleep.
John: _____________________
Faiz: I hope it will rain soon. Otherwise, they will start water
rationing again.What learning standard is covered in this activity?
Answer: 1.2.4 Able to participate in guided conversations with
peersBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIASAMPLE ACTIVITY TALK AS TRANSACTIONSusie: Mina, next Sunday
is Moms birthday. What should we do for her?Mina: Oh yes! Why dont
we organise a birthday party for her?Susie: That sounds like a good
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. What learning standard is this
activity? Answer: 1.2.1 Able to participate in daily
conversations(e) express opinionsBahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAPupils 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?21SAMPLE ACTIVITY TALK AS
PERFORMANCEPupils task:Imagine that you were chosen to visit Planet
Mars for two weeks. After the two weeks holidays, you went back to
school and was asked to give a talk during the school assembly
about your visit to Mars. Teachers task: Provide pictures and guide
words to pupils to help them prepare their speech.
What learning standard is this activity? Answer: 1.2.5 Able to
talk on topics of interest in formal situations with
guidanceBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAASSESSMENTWhat should be assessed? Intelligibility Accuracy
in pronunciation and speech Fluency Meaningful content Appropriate
choice of words according to purpose and audience
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAASSESSMENT?Content/IdeasPronunciationOrganisationPresentation
SkillsLanguageTurn-takingBahagian Pembangunan KurikulumKEMENTERIAN
PENDIDIKAN
MALAYSIAASSESSMENT?Content/IdeasQuantityQualityclarityPronunciationaccuracyBahagian
Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAASSESSMENT?Content/IdeasOrganisationPronunciationQuantityQualityclarityaccuracyformatappropriateBahagian
Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAASSESSMENTeye-contact?Content/IdeasPresentation
SkillsOrganisationPronunciationformatappropriatefluencyconfidencestyleBahagian
Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAASSESSMENT?Content/IdeasTurn-takingLanguagePresentation
SkillsOrganisationPronunciationSentenceSimpleComplexvocabularysyntaxgrammarBahagian
Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAActivity
1Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA1.1.1
Able to speak with correct pronunciation, stress and
intonationBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIAActivity 2Bahagian Pembangunan KurikulumKEMENTERIAN
PENDIDIKAN MALAYSIAListen to the storyA 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 neighbors came
to help him, laughed at them for their pains.
The Wolf, however, did truly come at last. The Shepherd-boy, now
really alarmed, shouted in an agony of terror: "Pray, do come and
help me; the Wolf is killing the sheep"; but no oneimage:
http://www.kidsgen.com/short_stories/images/wolf.gif 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. Read more at
http://www.kidsgen.com/short_stories/classic_stories.htm#gb2gqPWq2ZDURm4c.99
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 neighbors came to help him, laughed at them for
their pains.
The Wolf, however, did truly come at last. The Shepherd-boy, now
really alarmed, shouted in an agony of terror: "Pray, do come and
help me; the Wolf is killing the sheep"; but no oneimage:
http://www.kidsgen.com/short_stories/images/wolf.gif 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. Read more at
http://www.kidsgen.com/short_stories/classic_stories.htm#gb2gqPWq2ZDURm4c.99A
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 Shepherd-boy, now
really alarmed, shouted in an agony of terror, Do come and help me.
The Wolf is killing the sheep. However, no onepaid 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.
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 neighbors came to help him, laughed at them for
their pains.
The Wolf, however, did truly come at last. The Shepherd-boy, now
really alarmed, shouted in an agony of terror: "Pray, do come and
help me; the Wolf is killing the sheep"; but no oneimage:
http://www.kidsgen.com/short_stories/images/wolf.gif 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. Read more at
http://www.kidsgen.com/short_stories/classic_stories.htm#gb2gqPWq2ZDURm4c.99
What is the conclusion from this story?Bahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA321.3.1 (b)Able to listen
to and demonstrate understanding of oral texts by drawing
conclusions Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIA
Look at the mapMr Tan is at the Penang International Airport. He
wishes to visit BM High School. Tell him how to get to the
school.Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN
MALAYSIA1.2.3Able to listen to, follow and give instructions to
places around the stateBahagian Pembangunan KurikulumKEMENTERIAN
PENDIDIKAN MALAYSIA36Thank YouBahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIABahagian Pembangunan
KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
