kssr year four l&s.pptx

8/14/2019 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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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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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
http://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_3/KSSR%20YEAR%20FOUR%20LSR.ppt


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1.1.1 Able to speak with

correct word stress

`burger

`chicken`nuggetsfrench `friesice `cream`chocolateàppleba`nana`watermelon`water

`coffee`tea

`cat`dog

`cow`goat`rabbit`mouse`tiger`lion`horse`snake`cheetah

èlephanthippo`potamus

`red

`blue`yellow`greenòrange`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
http://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docx


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13Which do you like? Choose one.

ACTIVITY 2
http://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docx


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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.


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.
http://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docx


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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

A

L

A

N

U

T

A

M

A

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

A

L

A

N

U

T

A

M

A

JALAN HOSPITAL

JALAN SEKOLAH

post office

fire station

restaurant

ACTIVITY 3

How do I get there?

TESCO

Taman Rainbow
http://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_3/directions.docx


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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

A

L

A

N

U

T

A

M

A

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

A

L

A

N

U

T

A

M

A

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

A

L

A

N

U

T

A

M

A

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;


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.



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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.


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

[email protected]

kssr year four l&s.pptx

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