1. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 1

2. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA SKSJK 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. 1.1.1 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.

3. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA SKSJK 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

4. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA As far as possible, use authentic texts such as:  News  Announcements  Plays  Dialogues  Interviews  Reports  Songs  Poems  Stories

5. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA

6. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  Identify main facts and details  Relate cause and effect  Identify sequence and events  Predict outcomes  Inferring messages from contextual clues

7. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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

8. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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

9. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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

10. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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?

11. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  Beach shops  walks hometown countryside schools nice

12. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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)

13. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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

14. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA

15. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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.

16. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  role plays  drama  interviews  table talk  public speaking  group discussions  brain storming activities  show and tell  choral speaking  story telling  poem recitation  readers theater

17. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  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

18. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA PUPIL APUPIL 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 1.2.4 What level of Bloom’s taxonomy is this activity at? How/What would you be assessing here?

19. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 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? LS1.2.3 (a), (b), (c) At which level of Bloom’s Taxonomy is this activity at? How/What would you assess in this activity?

20. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 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 1.2.5 At what level of thinking in Bloom’s Taxonomy is this activity at? How/What would you assess in this activity?

21. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA What should be assessed?  Intelligibility  Accuracy in pronunciation and speech  Fluency  Meaningful content  Appropriate choice of words according to purpose and audience

22. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA eye-contact ? ? Content/ Ideas Content/ Ideas Turn- taking Language Presentation Skills Organisation Pronunciation QuantityQuality clarity accuracy Sentence SimpleComplex vocabulary syntax grammar format appropriate fluencyconfidence style

23. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA  aculty.weber.edu/ppitts/ed4320/Handouts/ speakingskills.htm  Richards C, Jack. Teaching listening and speaking, From theory to practice, Cambridge University Press 2008.

24. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 24 Thank You