Listening& Speaking Year 5 KSSR ENGLISH

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA

1
SK SJK
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.
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:
News
Announcements
Plays
Dialogues
Interviews
Reports
Songs
Poems
Stories

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 speakers 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 ones 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 Barretts 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 Barretts taxonomy is this activity at?
What would you be assessing in this activity?
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. Its so
incovenient when that
happens.
John:____________________

Faiz: Yes, it is. It was even hotter
last night. I couldnt 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 Blooms taxonomy is this activity at?
How/What would you be assessing here?
Susie: Mina, next Sunday is Moms birthday. What should we do for her?
Mina: Oh yes! Why dont 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. Its your turn now.
Why dont you organise Moms 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 dont 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 Blooms 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.

Teachers 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 Blooms 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/
Ideas
Turn-
taking
Language
Presentation
Skills
Organisation
Pronunciation
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.
24

Listening& Speaking Year 5 KSSR ENGLISH

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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

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