3 - Kssr Year Four l&s

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LISTENING &

SPEAKING

OVERVIEW

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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 non- verbal communication; and

oral communication practice by means of repeating, responding, understanding and applying structures of language in order to prepare them for communication.

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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.

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

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

listen and demonstrate understanding of oral texts.

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CONTENT AND LEARNING STANDARDS

CONTENT STANDARDS LEARNING 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.

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.

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CONTENT AND LEARNING STANDARDS

CONTENT STANDARDS LEARNING 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.

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.

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CONTENT AND LEARNING STANDARDS

CONTENT STANDARDS LEARNING 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.

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.

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ACTIVITY 1Say these words:

burgerchickennuggetsfrench friesice creamchocolateapplebananawatermelonwatercoffeetea

burgerchickennuggetsfrench friesice creamchocolateapplebananawatermelonwatercoffeetea

catdogcowgoatrabbitmousetigerlionhorsesnakecheetahelephanthippopotamus

catdogcowgoatrabbitmousetigerlionhorsesnakecheetahelephanthippopotamus

redblueyellowgreenorangetoydollcarbicyclemotorcycleteddy bear

redblueyellowgreenorangetoydollcarbicyclemotorcycleteddy bear

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`burger`chicken`nuggetsfrench `friesice `cream`chocolate`appleba`nana/bəˈnɑːnə/`watermelon`water`coffee`tea

`burger`chicken`nuggetsfrench `friesice `cream`chocolate`appleba`nana/bəˈnɑːnə/`watermelon`water`coffee`tea

`cat`dog`cow`goat`rabbit`mouse`tiger`lion`horse`snake`cheetah`elephanthippo`potamus

/ˌhɪpəˈpɒtəməs /

`cat`dog`cow`goat`rabbit`mouse`tiger`lion`horse`snake`cheetah`elephanthippo`potamus

/ˌhɪpəˈpɒtəməs /

`red`blue`yellow`green`orange`toy`doll`car`bicycle`motorcycle`teddy bear

`red`blue`yellow`green`orange`toy`doll`car`bicycle`motorcycle`teddy bear

Where is the stress???

Can you name the learning standard?

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Tips on word stressWhy word stress is importantMistakes 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.

A stressed syllable combines five features:

It is l-o-n-g-e-r - com p-u-terIt is LOUDER - comPUTerIt 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

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Tips on word stressSome '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 Type of WordStress Pattern 

Exceptions

appletable

happy

two-syllable nouns and adjectives

stress on the first syllable

O oapple

hotellagoon

suspectimportinsult

words which can be used as both

nouns and verbs

the noun has stress on the first syllable

O o"You are the suspect!“

the verb has stress on the second

syllableo O

"I suspect you."

respectwitness

hairbrushfootball

compound nouns

fairly equally balanced but with stronger

stress on the first part

O ohairbrush

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ACTIVITY 2

Which do you like? Choose one.

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favourite

play

hobby

colour

park

friends

brothers and sisters

siblings

every day

evening

Provide guided words/phrases

cycling like cycling

bought a red bicycle

birthday gift

cycle in the evening

at the park

cycle with my siblings

my hobby

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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.

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Tips on guiding pupils to talk about related topics

choose a topic close to children;

provide visual aids;

provide guidance in the form of phrases and

words;

practise 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.

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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?

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

3. En. Salim wants to go to the hospital. He is in the bank now. How can he get there?

4. Where is the post office?

5. Where is the field?

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Cue words for directions

go straight turn rightturn left

in front of behind 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 instructions around the neighbourhood..

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ACTIVITY 4

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

CUE WORDS

CUE WORDSHelloHello

Welcome to the neighbourhoodWelcome to the neighbourhood

What is your name?

What is your name?

Where are you from?Where are you from?

How old are you?How old are you?Thank you.Thank you.

My name is …….My name is …….I am ten years old.I am ten years old.

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

Adi: Hello, welcome to the neighbourhood.

Lim: Thank you. What is your name?

Adi: I am Adi Putra. What about you?

Lim: I am Lim Cheng Soon.

Adi: Where are you from?

Lim: My family and I are from Bukit Mertajam. My father is a teacher. He is teaching in SK Simpang Lima now.

Adi: Oh great! That’s my school.

Lim: My father will be your new headmaster.

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You could get pupils to practise the dialogue in pairs before they begin 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.

Tips on guiding pupils to participate in guided conversations with peers

Can you name the learning standard?

1.2.4 Able to participate in guided conversations with peers.

ACTIVITY 5Listen to the stories.

Little Blue Riding Hood - Puppet Show http://www.youtube.com/watch?NR=1&v=E1B-OZhGtVM&list=RD02mWwbXRA__g8&feature=endscreen

The Very Hungry Caterpillar-Puppet Show http://www.youtube.com/watch?v=nKKdwGwOlK8&list=RD02mWwbXRA__g8

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ACTIVITY 6

Listen to the story.

http://www.youtube.com/watch?v=mWwbXRA__g8

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Listen carefully. Answer these questions.

1. Were there four little pigs in the story?

2. Which pig built a house with sticks?

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?

This activity should be done orally.

This activity should be done orally.

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

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Regina Joseph [email protected]

Animated Slides by: Pooly StevenFor presentation purposes only.