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SK
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.

Bahagian Pembangunan Kurikulum

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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.

1.2.1 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
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
(a)
(b)
(c)
(d)
(e)

asking and answering questions

giving main ideas
giving supporting details
sequencing
predicting

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

SJK
1.3.1 Able to listen to and demonstrate understanding
of oral texts by:
(a)
(b)
(c)
(d)

giving main ideas

giving supporting details
sequencing
predicting

As far as possible, use authentic texts such as:

News
Announcements
Plays
Dialogues
Interviews
Reports
Songs
Poems
Stories
Bahagian Pembangunan Kurikulum
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Bahagian Pembangunan Kurikulum

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Identify main facts and details

Relate cause and effect
Identify sequence and events
Predict outcomes
Inferring messages from contextual clues

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 speakers purposes
Background information or knowledge
Focus on meaning
Focus on language
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 ones language proficiency
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 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

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 Barretts taxonomy is this activity at?

What would you be assessing in this activity?
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 Barretts taxonomy is this activity at?
What would you be assessing in this activity?
LS 1.3.1 (a), (b), (c), (e)
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 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

Bahagian Pembangunan Kurikulum

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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

 Simple ways to teach pronunciation:

1. Minimal Pairs
eg: pull, bull

sit, pit

like, bike

2. Tongue Twisters
She sells sea shells at the sea shore.

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hit, heat

role plays
drama
interviews
table talk
public speaking
group discussions
brain storming activities
show and tell
choral speaking
story telling
poem recitation
readers theater
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 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
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PUPILA

PUPILB

John: Hello, the weather is really hot

today.

John:____________________

Faiz: ______________________

Faiz: Yes, it is. It was even hotter

last night. I couldnt really
sleep.

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: 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?
Bahagian Pembangunan Kurikulum
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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?

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

What learning standard is this activity? LS1.2.3 (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?
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

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

Simple
Quantity

Complex

Quality
Sentence

Turntaking

Content/
Ideas
clarity

Pronunciation

Language

Organisation

accuracy
format
Bahagian Pembangunan Kurikulum
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syntax

vocabulary

grammar
fluency

confidence

Presentation
Skills

appropriate
eye-contact

style

 aculty.weber.edu/ppitts/ed4320/Handouts/
speakingskills.htm
Richards C, Jack. Teaching listening and
speaking, From theory to practice, Cambridge
University Press 2008.

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

Thank You
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