3. Listening& Speaking Year 5 KSSR ENGLISH (1) (1)

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SK SJK1.1.1 Able to speak with correct pronunciation, stress, rhythm and intonation.

1.1.2 Able to listen to and respond to a given stimulus by using appropriate words, phrases and expressions with the correct stress, rhythm and intonation.

1.1.3 Able to speak on related topics with guidance.

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

1.1.2 Able to listen to and respond to a given stimulus by using appropriate words, phrases and expressions with the correct stress, rhythm and intonation.

1.1.3 Able to speak on related topics with guidance.

1.2.1 Able to participate in daily conversations:(a) make suggestions(b) respond to suggestions(c) volunteer to complete a task(d) show appreciation

1.2.2 Able to listen, follow and give instructions. 1.2.3 Able to listen to, follow, and give directions to places around their town.

1.2.4 Able to participate in guided conversations with peers. 1.2.5 Able to talk on topics of interest in formal situations with guidance.

1.2.1 Able to participate in daily conversations:(a) make suggestions(b) respond to suggestions(c) volunteer to complete a task(d) show appreciation

1.2.2 Able to listen, follow and give instructions. 1.2.3 Able to listen to, follow, and give directions to places around their town.

1.2.4 Able to participate in guided conversations with peers. 1.2.5 Able to talk on topics of interest in formal situations with guidance.


SK SJK

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

(a) asking and answering questions(b) giving main ideas (c) giving supporting details(d) sequencing(e) predicting

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

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


As far as possible, use authentic texts such as:

NewsAnnouncementsPlaysDialoguesInterviewsReportsSongsPoemsStories



Identify main facts and details Relate cause and effect Identify sequence and events Predict outcomes Inferring messages from contextual

clues


The ability to listen well for comprehension and language acquisition requires listening strategies:

Listening to key words Non-verbal cues Predicting speaker’s purposes Background information or knowledge Focus on meaning Focus on language


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 one’s language

proficiency


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


The following activity helps pupils develop the ability to identify key words.

Students hear: My hometown is a nice place to visit because it is close to a beach,

and there are lots of interesting walks you can do in the surrounding countryside.

Students’ task: Which of these words do you hear? Number them in the order you

hear them. Beach shops walks hometown countryside schools

nice

At which level of Barrett’s taxonomy is this activity at?What would you be assessing in this activity?


Beach shops walks hometown

countryside schools nice


The following activity helps pupils develop the ability to identify main points, supporting details and make predictions.

Students hear:

A story.

Students’ task:

Identify the main ideas and supporting ideas in the story. Predict

the ending of the story.

At which level of Barrett’s taxonomy is this activity at?What would you be assessing in this activity?

LS 1.3.1 (a), (b), (c), (e)LS 1.3.1 (a), (b), (c), (e)


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



Simple ways to teach pronunciation:

1.Minimal Pairs eg: pull, bull sit, pit like, bike hit, heat

2.Tongue Twisters She sells sea shells at the sea shore.


role plays drama interviews table talk public speaking group discussions brain storming activities show and tell choral speaking story telling poem recitation readers theater


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


PUPIL A PUPIL B

John: 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. It’s so incovenient when that happens.

John:____________________

Faiz: Yes, it is. It was even hotter last night. I couldn’t 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? LS 1.2.4What level of Bloom’s taxonomy is this activity at?How/What would you be assessing here?


Susie: Mina, next Sunday is Mom’s birthday. What should we do for her?Mina: Oh yes! Why don’t 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. It’s your turn now. Why don’t you organise Mom’s 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 don’t we get her a saree?Susie: A saree…..hmmmm….sounds like a good idea.

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? LS1.2.1 (a), (b), (c)At which level of Bloom’s Taxonomy is this activity at?How/What would you assess in this activity?


Pupils’ 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. •Teacher’s task: Provide pictures and guide words to pupils to help them prepare their speech.

What learning standard is covered in this activity? LS 1.2.5At what level of thinking in Bloom’s Taxonomy is this activity at?How/What would you assess in this activity?


What should be assessed?

Intelligibility Accuracy in pronunciation and speech Fluency Meaningful content Appropriate choice of words according to purpose and audience


eye-contact

??Content/

IdeasContent/

Ideas

Turn-takingTurn-taking

LanguageLanguage

Presentation Skills

Presentation Skills

OrganisationOrganisation

PronunciationPronunciation

Quantity Quality

clarity

accuracy

Sentence

Simple Complex

vocabulary

syntax

grammar

format appropriate

fluency confidence

style


aculty.weber.edu/ppitts/ed4320/Handouts/ speakingskills.htm

Richards C, Jack. Teaching listening and speaking, From theory to practice, Cambridge University Press 2008.

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3. Listening& Speaking Year 5 KSSR ENGLISH (1) (1)