KSSR YEAR FOUR L&S.pptx
Transcript of KSSR YEAR FOUR L&S.pptx
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LISTENING
&SPEAKING
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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 themcorrectly;
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 toprepare them for communication.
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By the end of primary schooling, pupils should beable to:
1.1 pronounce words andspeak confidently withthe correct stress,rhythm and intonation.
1.2 listen and respondappropriately in formaland informal situationsfor a variety ofpurposes.
1.3 understand and respondto oral texts in a varietyof contexts.
listen and respond tostimulus with guidance.
talk about related topics with
guidance.
enjoy stories, poems, tongue
twisters andsongs.
participate in daily conversations.
listen, follow and give instructionsand directions.
participate in guided
conversations with peers
listen and demonstrateunderstanding 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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Say these words:
burgerchickennuggets
french friesice creamchocolateapplebananawatermelonwatercoffeetea
catdogcowgoat
rabbitmousetigerlionhorse
snakecheetahelephanthippopotamus
redblueyellow
greenorangetoydollcarbicyclemotorcycleteddy bear
ACTIVITY 1
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1.1.1 Able to speak with
correct word stress
`burger
`chicken`nuggetsfrench `friesice `cream`chocolate`appleba`nana`watermelon`water
`coffee`tea
`cat`dog
`cow`goat`rabbit`mouse`tiger`lion`horse`snake`cheetah
`elephanthippo`potamus
`red
`blue`yellow`green`orange`toy`doll`car`bicycle`motorcycle
`teddy bear
Where is the stress???
Can you name the learning standard?
1.1.1 Able to speak with correct word stress.
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Why word stress is important
Mistakes in word stress are a common causeof misunderstanding in English. Stressing thewrong 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 thelistener feel irritated, or perhaps evenamused, and could prevent goodcommunication from taking place.
Tips on word stress
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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 pitchfrom 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
http://www.teachingenglish.org.uk/articles/word-stresshttp://www.teachingenglish.org.uk/articles/word-stresshttp://www.teachingenglish.org.uk/articles/word-stresshttp://www.teachingenglish.org.uk/articles/word-stress -
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Some 'rules' of word stressThere are patterns in word stress in English but, as a rule (!), itis dangerous to say there are fixed rules. Exceptions can usuallybe found.Here are some general tips for word stress in English:
Word Type of Word Stress Pattern Exceptions
apple
tablehappy
two-syllable
nouns andadjectives
stress on the first
syllable
O oapple
hotel
lagoon
Tips on word stress
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Word Type of Word Stress Pattern Exceptions
suspect
import
insult
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 hasstress on the
second syllable
o O
"I suspectyou."
respect
witness
hairbrush
footballcompound nouns
fairly equallybalanced but with
stronger stress
on the first part
O o
hairbrush
Tips on word stress
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13Which do you like? Choose one.
ACTIVITY 2
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favourite
play
hobby
colour
park
friends
brothersand sisters
siblings
every day
evening
Provide guided words/phrases
cycling like cycling
bought a red bicycle
birthday gift
cycle in theevening
at the park
cycle with mysiblings
my hobby
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Sample:
I like cycling. My father bought a redbicycle for me. It was my birthdaygift. Red is my favourite colour. Inthe evening, I usually cycle aroundthe house. Sometimes, my mother
takes us to the park. I cycle with mybrother and sister. My friend, Devanalso likes cycling. Sometimes we
meet him at the park. We cycletogether. 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 aboutrelated topics
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.
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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?
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fieldschool
hospital
bank
J
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N
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M
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JALAN HOSPITAL
JALAN SEKOLAH
post office
fire station
restaurant
TESCO
Taman Rainbow
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2.Mrs. Lee wants to go to Tesco after school. Please
tell her how to get there.
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fieldschool
hospital
bank
J
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JALAN HOSPITAL
JALAN SEKOLAH
post office
fire station
restaurant
ACTIVITY 3
How do I get there?
TESCO
Taman Rainbow
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3. En. Salim wants to go to the hospital. He is in the
bank now. How can he get there?
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TESCO
Taman Rainbow
fieldschool
hospital
bank
J
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N
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JALAN HOSPITAL
JALAN SEKOLAH
post office
fire station
restaurant
ACTIVITY 3
How do I get there?
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4. Where is the post office?
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fieldschool
hospital
bank
J
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JALAN HOSPITAL
JALAN SEKOLAH
post office
fire station
restaurant
ACTIVITY 3
How do I get there?
TESCO
Taman Rainbow
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5. Where is the field?
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fieldschool
hospital
bank
J
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JALAN HOSPITAL
JALAN SEKOLAH
post office
fire station
restaurant
ACTIVITY 3
How do I get there?
TESCO
Taman Rainbow
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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 directions around the neighbourhood.
ACTIVITY 4
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A new family moves into the house next door.
You welcome them to the neighbourhood.
CUEWORDSHello
Welcome to theneighbourhood
What is yourname?
Where are you from?
How old are you?
Thank you.
My name is .I am ten years old.
ACTIVITY 4
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In the beginning, you may need to give lots ofguidance:
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! Thats my school.
Lim: My father will be your new headmaster.
1.2.4 Able to participate in guided conversations with peers.
Can you name the learning standard?
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You could get pupils to practice the dialogue in pairs beforethey begin to start their own conversations.
Communication begins by listening first then speakingthoughts.
Need to listen carefully and respond to what others say andthink 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 guidedconversations with peers
ACTIVITY 5
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Listen to the story.
ACTIVITY 5
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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.
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
(a) asking and answering questions with guidance.
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Regina Joseph Cyril