Professional Documents
Culture Documents
TABLE OF CONTENTS
PAGE
Table of Contents
List of Appendixes
1.
INTRODUCTION
2.
ACTION SONG
3.
STORYTELLING
12
4.
CHORAL SPEAKING
19
5.
PUBLIC SPEAKING
25
6.
DRAMA IN ENGLISH
32
7.
PARLIAMENTARY DEBATE
40
8.
ENGLISH-IN-CAMP
52
8.1 WARMERS
52
57
65
68
APPENDIXES
75
9.
LIST OF APPENDIXES
No.
Appendix
Activity / Material
Page
AS L1-i
76
AS L2-ii
Tongue Twisters
77
ST L1-i(a)
Scoresheet (Storytelling)
79
ST L1-i(b)
Storytelling
80
ST L1-iii
84
CS L1-iii
85
CS L2-ii
87
CS L2-v
88
CS L3-ii(a)
94
10
CS L3-ii(b)
104
11
CS L3-iii
Onomatopoeia
107
12
CS L3-v
116
13
PS L2-i
Just A Minute
117
14
PS L2-ii
Board Game
118
15
PS L2-iv
119
16
DR L2-iii
Poison Box
122
17
DR L3-iii
123
18
PD L1-iii
124
19
PD L1-iv(a)
125
20
PD L1-iv(b)
129
21
PD L1-v
131
22
PD L2-iii(a)
132
23
PD L2-iii(b)
134
24
PD L2-v
136
25
PD L3-i
138
26
PD L3-ii(a)
139
27
PD L3-ii(b)
140
28
PD L3-iv
141
29
NIE-A
Scavenger Hunt
142
30
NIE-B
NIE Relay
143
31
OUTDOOR A
Running Dictation
144
32
OUTDOOR B
Treasure Hunt
145
33
OUTDOOR C
Blind Man
146
34
OUTDOOR D
147
GUIDELINES FOR
ENGLISH LANGUAGE SOCIETY
1.
INTRODUCTION
Being able to communicate effectively and confidently in the English language will enable students to function
and contribute successfully in local as well as international situations, for instance forums, meetings,
transactions and negotiations. To develop confidence and promote interactions in the English language is of
utmost importance. As such, this guide book advocates fun yet educational activities that help build confidence
in students to learn and speak the language.
This five-year scheme of work has been designed as a guideline for teacher advisers of the English Language
Society in schools. The activities outlined are based on the major activities subsumed under the English
Language Motivation and Support Programme organized by the Ministry of Education, for instance Action Song,
Storytelling, Choral Speaking, Public Speaking, Debate, Drama in English and English-in-Camp. The activities
include warmers, puzzles, language games, NIE activities and competitions which students can enjoy and learn
in a non-stressful manner.
The activities designed in this book can be described as light relief in comparison to serious teaching and will
be a delightful way of reinforcing what is taught in the classroom. Besides using and adapting the suggested
activities outlined in this book, it is hoped that teachers will also initiate other English Language Programmes or
activities that would meet the needs of the students in their schools.
The activities subsumed under the English Language Motivation and Support Programme are divided into 3
levels Level 1 for beginners, Level 2 for intermediate learners and Level 3 for advanced learners. There are 5
activities proposed for each level. As there are 140 activities offered in this book, a coding system to identify
activities and appendices is designed for easy reference. The coding system used for activities is as follows:
Code
AS
ST
CS
PS
DR
PD
Reference
Action Song
Storytelling
Choral Speaking
Public Speaking
Drama in English
Parliamentary Debate
Each activity is further coded according to its level of difficulties and sequence of activities. For example, an
activity with the code of DR L1-iv refers to the fourth activity in Level 1 for Drama in English. On the other hand,
AS L3-i should refer to the first activity in Level 3 for Action Song. As for the appendixes, their coding system is
almost similar with the coding for activities. For easy reference, Appendix DR L1-iv refers to the appendix for
the fourth activity in Level 1 for Drama in English.
OBJECTIVES
1.
2.
3.
4.
5.
6.
To enable students to learn the English language in an interesting, authentic and a creative manner
To encourage students to communicate confidently and effectively in the English language
To enable students to develop critical and creative thinking skills
To enable students to develop leadership qualities
To engage students in activities that enable them to build confidence and awareness of self
To promote integration and inculcate positive values
2. ACTION SONG
Programme
Action Song
Level 1
Activity
Procedure
Remarks
1. Introduction to
Action Song
[AS L1-i]
Appendix AS L1-i
Scoresheet.
2. VCD-watching
[AS L1-ii]
3. Humming a
Song
[AS L1-iii]
Examples of melody:
- hum hum
- la..la..la..
- shshsh
- ppp
- d.dd
- thth..th
4. Sing Along 1
[AS L1-iv]
5. Music and
Actions (no
singing )
[AS L1-v]
Examples of actions:
Static
- Hands /Legs
movement
- Head movement
- Body movement
Slow Movement
- Swaying
In Motion
- walking forward /
backward
- leaping, skipping
- clapping hands
- nodding heads
Action Song
Level 2
1. Sing Along 2
[AS L2-i]
2. Tongue Twisters
[AS L2-ii]
3. Elephant
Dance
[AS L2-iii]
4. Creative
Movements /
Choreography
[AS L2-iv]
Options:
This activity may also
be carried out in a
big circle.
Other group
members should also
be given a chance to
be the leader.
Teacher should
ensure the
choreography suits
the theme of the
song.
5. Performances
during Special
Occasion
[AS L2-v]
Action Song
Level 3
1. Moods
[AS L3-i]
10
2. Highlighting
Theme
[AS L3-ii]
Options:
Teacher may come
out with other
themes.
Teacher may also
choose only one
theme to be
discussed by all
students.
3. Jingles
[AS L3-iii]
Examples of items :
soap, shampoo,
shoes, etc.
4. Inter-group
Action Song
Contest
[AS L3-iv]
11
5. Lyric Writing
[AS L3-v]
12
2. STORYTELLING
Programme
Storytelling
Level 1
Activity
1 Introduction to
Storytelling
[ST L1-i]
2. VCD-watching
[ST L1- ii]
Procedure
a. Teacher introduces storytelling to
students and explains the key
information found in the scoresheet.
b. Students make facial expressions to
indicate different emotions.
c. Teacher gets students to read dialogues
in different moods, situations or voices.
Appendix ST L1-i(a):
Scoresheet
Appendix ST L1-i(b):
Storytelling
a.
b.
c.
3. Listening to
Stories
[ST L1-iii]
Remarks
Examples of mood:
angry, sad, happy
Appendix ST L1-iii:
The Old Lady Who
Lived In A Bottle
13
Storytelling
Level 2
4. Play Judge
[ST L1-iv]
5. Let Me Share
With You
[ST L1-v]
1. Chain Story
[ST L2-i]
Teacher must
a. A group of 4 to 5 students sit in a circle.
b. One student starts with the first sentence explain the concept
of the story or continues the sentence of storyline, plot, etc.
provided by the teacher.
c. The next student will add on to the first
sentence but the storyline must make
sense.
d. The third student will add on to the
second sentence.
e. The process will go on for a few rounds
within the time limit given.
14
2. I Fell in Love
[ST L2-ii]
3. Interrupted
Storytelling
[ST L2-iii]
Students should be
allowed to make
preparations at
home.
This is an activity
that will make
students speak in
class and be
creative.
15
4. Object Story
[ST L2-iv]
16
5. An Imaginary
Journey
[ST L2-v]
Storytelling
Level 3
Students are
encouraged to
imitate the
intonation, stress
and rhythm of the
teacher when telling
the story.
17
18
4. Impromptu
Storytelling
[ST L3-iv]
5. Inter-Class
Storytelling
Competition
[ST L3-v]
19
4. CHORAL SPEAKING
Programme
Choral
Speaking
Level 1
Activity
Procedure
Remarks
1. Introduction to
Choral Speaking
[CS L1-i]
2. VCD-watching
[CS L1-ii]
3. Choral Reading
[CS L1-iii]
Refer to Appendix
CS L1-iii.
20
Choral
Speaking
Level 2
5. Sound System
[CS L1-v]
1. Basic Phonetics
and Phonology
[CS L2-i]
21
2. Tongue Twisters
[CS L2-ii]
Refer to Appendix
CS L2-ii.
3. Reading
Emotionally
[CS L2-iii]
a.
b.
Examples of
sentences:
I like you, Please
help me, etc.
c.
d.
4. Echo
[CS L2-iv]
22
5. Jazz Chant
[CS L2-v]
Choral
Speaking
Level 3
1. Q&A
[CS L3-i]
Refer to Appendix
CS L2-v for other
procedures to teach
jazz chants.
Suggested topics:
Social expressions,
General knowledge,
Getting to know you.
23
2. Colourful Voices
[CS L3-ii]
3. Onomatopoeia
[CS L3-iii]
Refer to Appendix
CS L3-ii(a) and
Appendix L3-ii(b)
Refer to Appendix
CS L3-iii.
24
4. Script
Adaptation
[CS L3-iv]
Suggested topics :
Good manners
Healthy eating
Happy Living
Nature
5. Inter-group
Competition
[CS L3-v]
Refer to Appendix
CS L3-v for the
choral speaking
score sheet.
25
5. PUBLIC SPEAKING
Programme
Public
Speaking
Level 1
Activity
Procedure
Remarks
1. Introduction to
Public
Speaking
[PS L1-i]
2. VCD Watching
[PS L1-ii]
26
3. Memorized
Circle
[PS L1-iii]
4. Introducing
Others
[PS L1-iv]
The information to be
shared could vary
from simpler to more
challenging topics.
e.g. My family or
The happiest day in
my life depending
on the students
ability.
27
Public
Speaking
Level 2
5. News Reading
[PS L1-v]
1. Just a Minute!
[PS L2-i]
Refer to Appendix
PS L2-i.
This board game is
an adaptation of the
snake and ladder
game.
2. Board game.
[PS L2-ii]
28
3. Sales Promoter
[PS L2-iii]
Promoting the
product could be
done in front of a
small group or to the
whole class.
4. Answer Me!
[PS L2-iv]
Materials required:
Question cards
for suggested
questions refer to
Appendix PS L2-iv.
29
5. Two-minute
Talk on
Random Topic
[PS L2-v]
Public
Speaking Level
3
1. Five-minute Talk
[PS L3-i]
30
2. Speakers
Corner
[PS L3-ii]
3. Wonderful
Product
[PS L3-iii]
Students should be
encouraged to be
creative. They may
use colourful
markers to draw their
wonderful products.
31
4. If I were
[PS L3-iv]
32
5. Inter-Class
Public Speaking
Competition
[PS L3-v]
6. DRAMA
Programme
Drama in
English
Level 1
Activity
1. Introduction to
Drama in English
[DR L1-i]
2. Drama-VCD
Watching
[DR L1-ii]
Procedure
Remarks
33
3. Adverbial
Charades
[DR L1-iii]
4. Facial
Expression
Marathon
[DR L1- iv]
This activity is
intended to enhance
students facial
expression while
acting in a drama.
34
Drama in
English
Level 2
5. Mirror, Mirror
on
the Wall
[DR L1-v]
1. Acting Out
[DR L2-i]
35
about.
2. Comic Alive!
[DR L2-ii]
Students should be
encouraged to add a
few lines of their
own. Narration is
also
allowed
to
enhance
the
understanding of the
cartoon strips.
3. Poison Box
[DR L2-iii]
36
tasks.
spaced out.
e. Teacher decides whether they should
perform the task one by one or
simultaneously.
f. All the other students have to judge
which one of the three students
performs the task given the best.
4. Stressed,
Unstressed,
[DR L2-iv]
5. Expressing
Feelings with
Objects
[DR L2-v]
Some other
sentences that can
be used are:
-May I know your
name?
-I love you!
-Those are my story
books
-She loves the cat.
-When can I see
you?
37
Drama in
English
Level 3
when they
communicate with
the item.
38
2. Commercial
Break
[DR L3-ii]
3.
Role-play
[DR L3-iii]
Refer to Appendix
DR L3-iii for the
situations.
39
4. Inter-class Sketch
Competition
[DR L3-iv]
5. Special
Performance
[DR L3-v]
40
7. PARLIAMENTARY DEBATE
Programme
Parliamentary
Debate
Level 1
Activity
1. Introduction to
Parliamentary
Debate
[PD L1-i]
2. VCD-Watching
[PD L1-ii]
Procedure
Remarks
Some materials /
pages may be
printed for students.
41
3. F&O Corners
[PD L1-iii]
42
43
better in a debate.
5. Debate Poison
Box
[PD L1-v]
Parliamentary
Debate
Level 2
1. Debate Scrapbook
[PD L2-i]
44
2. Two-minute Case
[PD L2-ii]
Teacher should
decide on the
number of pages and
duration to complete
the scrapbook.
Teacher / students
should list down the
traits in two columns
on blackboard.
Prizes may be
offered to the best
three scrapbooks.
45
Students should
make a few stops
and share their case
with more students if
they are less
confident to present
individually later.
3. Mission Possible
Teacher should
46
To Mars
[PD L2-iii]
provide a list of
relevant social
conventions to be
used in the
discussion / debate.
Refer to Appendix
PD L2-iii(b).
b.
c.
d.
e.
4. If I Were a
Millionaire .
[PD L2-iv]
47
5. A Man Called
Future
Husband
[PD L2-v]
Refer to Appendix
PD L2-v for the list of
candidates and their
different traits.
48
Parliamentary
Debate
Level 3
Refer to Appendix
PD L3-i for the list of
topics.
49
each group.
g. Students should be encouraged to
argue with each other during the
presentations.
h. Teacher should conclude by highlighting
the three most significant and prominent
pros and cons.
i. If time permits, the students should
have one or two more rounds of similar
relay. They may also be regrouped.
2. W.A.R.!!!
(We Argue and
Refute!)
[PD L3-ii]
Refer to Appendix
PD L3-ii(a) for the list
of topics.
Drawing an arrow to
indicate the link
between the
argument and
refutation is helpful.
50
Again, drawing
arrows is helpful to
link each refutation /
rebuttal. Refer to
Appendix PD L3-ii(b)
for a sample
mahjong paper.
Driving lesson
51
4. Lets Walk in
Different Shoes
[PD L3-iv]
Options: Students
can also debate on
hobbies, favourite
television
programmes, top
artistes, etc.
Teacher determines
the duration for the
inter-group debate.
Refer to Appendix
PD L3-iv for the
suggested debate
topics.
52
5. Inter-group Debate
Competition
[PD L3-v]
students according to
their shoes.
More debating
groups should be
encouraged.
Other ELS members
who are not debaters
can make
contributions as:
- researchers
- advisors
- trainers
- timekeepers
- speaker
- co-adjudicators
8. ENGLISH IN CAMP
8.1 WARMERS
Activity
1. Gloves And
Sweets
Procedure
Remarks
53
Relay
c. The first in line of each team is given a paper bag filled with
wrapped sweets and a pair of men's thick gloves.
d. Each student, in turn, has to take the gloves out of the bag,
put them on, choose a sweet, unwrap it, and put it in their
mouth.
e. They then have to take off the gloves, return them to the bag,
and pass it to next student in the team.
f. The first team to finish the task is the winner.
2. Dont
Answer
No.
3. Alphabet
Circle
54
4. Feed Me
Please!
a. Teacher pairs up the students and tie their left wrist together.
b. Give each pair a banana to hold in their left hand.
c. When teacher says "Go", they peel the banana with only their
right hand and try to push it in their partner's face/mouth.
d. Teacher may want to blindfold the students to add excitement.
5. Crack Me
Not
6. Money,
Money,
Money
55
h. The fun comes when all the pairs go at once, crowding around
the container, blinded by money, trying to hear their partner's
direction.
7. Eat And
Blow
8. Eyes
Please!
9. Rhythmic
Jumping
10. Confess
56
Please
11. Getting to
Know You
12. Happy
Family
13.
Personality
57
Matching
WILLIAM
SHAKESPEARE
MAHATHIR
MOHAMED
ISAAC
NEWTON
b. Each student has to find the other student holding the other
half of the name.
c. In pairs, they then describe their personality for others to
guess.
14. Blow
Wind
Blow
58
Activity
1. Bingo
Procedure
Remarks
Card 1
gone
sewn
combed
taken
put
given
swum
done
eaten
Card 2
given
promised
taken
lied
cut
bought
done
spoken
combed
Nine blank cards for covering the words
c. Leader calls out the root word (e.g. Go) and the pairs look for the
past participle of the word and cover it with a blank card. The pair
that successfully covers 3 words in a horizontal, vertical or
diagonal line is the winner.
2. Spelling
Bee
59
last letter.
e.g. T-A-R (spell)
tar (say)
d. The game continues. If a student is not able to continue, he is
dropped out of the game. The next student starts again with a
new word.
3. Words
Scrambling
M
E
S
S
N
I
O
L
Suggested scoring :
1-letter-word 1 point
2-letter-word 2 points, etc.
Bonus 20 points
b. The pair that uses every letter given to form a word gets bonus
points.
c. The pair that scores the highest point is the winner.
4.
Advertisement
Jingles
5. Deserted
Island
60
useful items that you wish you had with you and give reasons
for your choice.
An axe
A box of matches
A bottle of water
An atlas
A nylon tent
A blanket
Ointment
A saucepan
A knife and a fork
A 20-metre of nylon rope
A compass
A towel
A pencil and a piece paper
A transistor radio with batteries
6. Give Us a
Clue
61
7. True or
False
To encourage story-telling
technique. This is good for
confidence building and helpful for
story-writing.
8. Secret
Messages
a. The students are paired and each pair is asked to write out
the letters of the alphabet, A-Z, and the numbers 1-26
underneath. Each pair thinks of a simple message, written
in the number code, to send to another pair.
b. Teacher organizes an exchange, and then each pair
cracks the code using the number coding.
c. One of each pair is in prison and writes a letter to their
associate outside with a coded message in it. The partner
must try to crack the code and decipher the message, then
reply using the code.
62
10 Coffee-pot
11. Aunt
Sitis Cat
63
13. Chain
Spelling
classroom.
b. Explain that the goals of the game are speed and accuracy of
spelling.
c. Ask one student to say any word. The student to her left must
say a word that begins with the last letter of the word given,
and so on clockwise around the circle.
d. After several times round the class, stop the game. Tell
students that they must now spell as well as say the word they
think of.
e. If a student takes too long (more than 5 seconds) to think of a
word, begins with the wrong letter or spells it incorrectly, she
must return to her seat.
f. The student who is the last to stand wins the game.
Example: A: band. B-A-N-D
64
B: dog. D-O-G
C: goal. G-O-A-L
14. Hybrid
16. Dictionary
a. Teacher finds a suitable word in the dictionary, names the part Provide a dictionary that suits the
of speech (noun, verb, etc.) and the first letter, and reads the
proficiency of your students.
definitions (and the sentences using the word in context, if
necessary).
b. Students try to guess the word being defined. The first student
who guesses the word correctly will choose the next word and
read its definitions.
65
1. The Gifts
Procedure
Remarks
66
2. Scavenger
Hunt
3. NIE Relay
4. My Story
67
5. Family
Tree
6. My Dreams
68
7. My Future
8. Mind Our
Own
Business
9. Top Secret
69
10. A Holiday
For My
English
Teacher
some time.
Teacher should ask for some
volunteers to reveal the secrets
to all.
1. Running
Dictation
Procedure
Remarks
70
2. Treasure
Hunt
3. Blind Man
71
5. The One
72
7. My Senses
73
individually.
*Imagery may be defined as the
representation through language
of sense experience.
8. Mural
Painting
9.
Personification
74
10. Language
Telematch
75
APPENDICES
76
Appendix AS L1-i
SCORE SHEET
ENGLISH LANGUAGE ACTION SONG COMPETITION
PRIMARY SCHOOLS (LEVEL 1)
NATIONAL LEVEL YEAR __________
TEAM
Lang.
Presentation
Proficiency
Delivery
(40 m)
(40 m)
Theme
(10 m)
Costume
Props
(10 m)
Penalty
max
(-10 m)
Total
Placing
Time
1.
2.
3.
4.
5.
6.
7.
8.
Name of Adjudicator :
Signature :
77
Date :
Appendix AS L2-ii
TONGUE TWISTERS
78
79
Appendix ST L1-i(a)
Language
Proficiency
(35 marks)
Presentation
/ Delivery
(20 marks)
SECTION 2
(IMPROMPTU)
Theme /
Storyline
(10
marks)
Costume
(5 marks)
Language
Proficiency
(15 marks)
Presentation
Delivery (10
marks)
Theme
/Storyline
(5
marks)
Total
Placing
1
2
3
4
5
6
7
8
Judge's Name &
80
Signature
Storytelling
Source: http://www.sasked.gov.sk.ca/docs/mla/listen.html
Storytelling is an oral sharing of a personal or traditional story, told using the essence of the tradition from which
it originates. As a shared experience between teller and listener, it offers natural language experiences for
students.
Storytelling can be an enjoyable activity for both tellers and listeners and should be engaged in at all grade
levels. The teacher should model storytelling before expecting students to tell stories. As well, students
should have opportunities to listen to Native Elders and other storytellers who can provide enjoyment and act as
role models for their own storytelling experiences.
Storytelling allows students to internalize important aspects of story beginnings and endings, settings,
characters, and plot lines. It provides practice in expressing ideas in thought units, using colourful and
descriptive language, developing ideas in sequence, and choosing effective action words.
The speech abilities needed for storytelling are essentially the same ones required for all speaking activities.
Storytelling encourages students to experiment with voice, tone, eye-contact, gestures, and facial expressions. It
also lets them practise techniques for holding audience attention. Storytelling encourages reading motivation
and aids listening comprehension. It can lead directly to story writing.
81
Before Storytelling
As an introduction to storytelling students might tell riddles, jokes, or personal anecdotes that have some story
elements. In each case, practice beforehand is required and close attention must be paid to the conclusion or
punch line.
To ease students into the practice of storytelling, the teacher might suggest that they make up different endings
to stories that are old favourites and tell them to one another. After a story is read aloud, an individual or group
could create an add-on story and tell it. Another introductory activity is having students recall one incident in a
story they have read, and telling about that incident as though they are one of the characters involved.
When students are comfortable with the idea of storytelling they can choose to tell tales that appeal to them.
Some of the best sources are collections of folk tales and fairytales from around the world. These tales have
been gathered from the oral tradition and are records of human survival throughout the ages, as well as unique
glimpses into cultures. Titles of suitable collections of tales for storytelling are listed in the bibliography that
accompanies this curriculum guide.
The following guidelines apply to storytellers in general (teacher and students):
choose a story that you like that enables you to use words you enjoy, and communicate enthusiasm to
your audience
look for a simple, direct story in which the plot unfolds crisply and the characters are few
choose a story that will not lose meaning when translated into your own words
memorize only refrains or phrases used for special effect
record yourself reading the story aloud and listen to the tape several times
82
divide the story into sections, constructing the divisions in a way that will make sense to the listeners
(e.g., use a storyboard, an outline, a diagram, or a story map)
visualize the settings and the characters (e.g., close your eyes and imagine each location; add details of
colour, shape, and light; make a mental picture of each character; picture facial expressions, hand
gestures, and mannerisms)
next, in your mind, silently run through the story's action from beginning to end (e.g., picture the scenes
happening in sequence and develop a sense for which ones happen slowly and which ones are fastpaced)
in your own words, tell the story aloud to yourself
continue with the visualization process as you speak, using your voice to tell about the action, describe
the settings, and speak the dialogue
tell the story over a few times referring to your story notes, if necessary
put your notes away and tell the story directly from your moving mental images (you will have internalized
the tale by now and will know it "by heart")
tell your story on audiotape while it is fresh in your mind and play back the recording to clarify the visual
story elements in your imagination
practise telling your story to a live audience (family, friends, pets) until it comes naturally.
Students may wish to tell stories from real experiences or from their imaginations, rather than retelling stories
they have read; or they may wish to retell a story they have heard. Topics for personal stories might include how
students got their names, favourite family possessions and the stories behind them, grandparent stories, family
pet stories, or pourquoi tales (e.g., where does lightning come from?).
If students like to develop their own stories, they might borrow traditional plots, themes, and story patterns; or
they may take several versions of the same story and combine them to achieve the results they want. A story
could be transposed from the past to the present or future, or a traditional tale could be transferred from one
time period or geographical setting to another. Some new stories are actually traditional ones, reconstructed with
a different perspective in mind.
While Storytelling
83
Listeners require a physical setting that allows them comfort during the storytelling, perhaps on a rug and
cushions in the reading corner. Listeners should be encouraged to relax and to concentrate on understanding
and enjoying the storytelling experience.
Storytellers should find a comfortable position, look directly at the audience, tell the story as they have practised
it, and let the tale do its work.
Storytellers may darken the room, play music, or do whatever helps to create an appropriate mood. They may
select visual aids or props (e.g., an article of clothing, illustrations, wordless film) to enhance the effectiveness of
their stories. These aids offer a number of advantages:
After Storytelling
Talking with students about their listening experience after the story has been told is an important way to
develop their "story sense". As well, discussing what they have heard allows students to reflect on the
interpretations each of them has of story and how their own unique life experiences and prior knowledge affect
those interpretations. Students need time to explore thoughts and feelings about story characters and events.
When a storyteller is ready to examine his or her storytelling style, the teacher might make arrangements to
have the storytelling process either audiotaped or videotaped. Students need to be reminded that the storytelling
process is what is important: the shaping of the story, its restructuring, and the discovery of what it was in the
story that mattered to them. Although students will strive for improvement, performing a story in a polished way
is not the primary purpose.
If an audio recording is used for self-assessment, storytellers might listen for the effectiveness of the use of
pauses, intonation, phrasing, certain sound effects, timing, repetition, or voice pitch and volume. They can chart
these on a checklist they have created for this purpose. If a video recording is used, they might wish to assess
84
posture, effectiveness of visual aids, hand gestures, body movements, and facial expressions. After viewing or
listening to the tape and completing the checklist, students could identify one or two areas for improvement.
Appendix ST L1-iii
The Old Lady Who Lived in a Bottle
Once upon a time, there was an old lady who lived in a bottle. All the while she was very happy living in
her home until one fine morning. That morning, she felt so sad after living in the bottle for so many years. She
felt bored. She cried the whole day. Then, suddenly out of nowhere came a fairy. The fairy asked her, Whats
the matter? Why are you crying?
The old lady then said, Im bored of living in this bottle. I want to live in a small house. Then the fairy said,
Stand up, close your eyes and turn around three times. So the old lady stood up, she closed her eyes and she
turned around three times. Then the fairy waved her magic wand and said Abra ka dabra.. Then the old lady
saw a small house in front of her very eyes. She was so happy.
A few weeks later, she was crying again. Then the fairy came and asked her, Whats the matter? I dont
want to live in this small house. I want to live in a big house, said the old lady. So the fairy said, Stand up, close
your eyes and turn around three times. Then the old lady stood up, she closed her eyes and she turned around
three times. Moments later the fairy said the magic word and waved the magic wand Abra ka dabra. Out of
the blue, a big house appeared. She was so happy.
Repeat the lines in the third paragraph with the new requests by the old lady listed below:
A castle
A palace
I want to live in heaven
So the fairy.
When she open her eyes and found that she did not have a small house.
She did not have her big house.
She did not have her castle.
She did not have her palace.
85
Neither did she have the heaven that she had asked for.
She had her old bottle back. She cried and cried and cried but the fairy never came back.
So, friends, the moral of this story is not to be greedy.
Appendix CS L1-iii
THE GRASSHOPPER AND THE ANTS
86
87
88
Appendix CS L2-ii
2.
89
Appendix CS L2-v
1. Steps in Teaching Jazz Chant
1.
2.
3.
4.
5.
90
Starter
These are my blue jeans
Thats my shirt.
This red shirt. No, that brown shirt.
Those are my shoes.
These brown shoes ? No, those black shoes.
This is my jacket.
That green jacket? No, this blue jacket.
Thats my t-shirt.
This white t-shirt? No, that red t-shirt.
These are my jeans.
Those black jeans? No, these blue jeans.
Those are my shorts.
These green shorts? No, those white shorts.
Intermediate
May I switch off the light?
May I turn down the air conditioning?
Do you mind if I lower the blind?
Is it all right if I put away these files?
I dont mind! I dont mind! I dont mind!
Is it all right if I switch off the light?
Do you mind if I close the door?
May I switch on the fan?
Sure! Sure! Sure!
91
I feel so embarrassed
Im frustrated! My computers been crashing all day.
Im heartbroken. Ive been fighting with my girlfriend
again.
Im lonely. Ive been living on my own for years.
92
93
Elementary
I do karaoke on Wednesdays
Mondays, Mondays.
What do you do on Mondays?
On Mondays I usually listen to jazz music.
Tuesdays, Tuesdays.
What do you do on Tuesdays?
On Tuesdays I sometimes go for a drive.
Wednesdays, Wednesdays.
94
Here is a short poem you might wish to use as a choir "signature verse". It can be used as a part of the warm-up
during rehearsals, used to announce the start or finish of rehearsal, used just for fun, or used during a
performance to introduce a choral speaking piece:
95
96
6. LINE AROUND or CHILD-A-LINE is more solo work where each line is taken by a different person in the group.
SOME SUGGESTIONS FOR THE TEACHER
1. Select verse material with care. It should reflect student interest and preference as well as student vocabulary
level. Poetry is especially suitable for choral speaking, particularly poetry that contains some repetition (e.g.,
ballads, narrative poetry, adventure poetry).
2. Give advance thought to interpretation. Discuss meaning and the various ways of reading the material to bring
out the meaning.
3. Consider suggestions for improvements after practice readings, including suggestions for improving phrasing
and diction.
4. As the students become more experienced, they will offer suggestions as to which lines may be most
effectively delivered by the whole group, by part of the group, or by individuals.
5. The amount of time spent preparing a poem or other selection will vary, but it is more important to keep the
enthusiasm alive than to strive for perfection (unless you are preparing for competition or performance).
6. Students who will be listening to the choral readings should be prepared for the listening experience. They
should be willing to listen attentively, without distracting the speakers; they should also prepare to respond
regarding the effectiveness of the speaking activity (e.g., sound arrangement, choral patterns).
97
VOICE QUALITY
* The ability to combine successfully the light, medium, and dark voices in the choir (using these groups for their
natural basic sounds and/or combining them for special effects).
* The ability to communicate, through voice, reactions to thoughts or emotions.
98
NUMBER OF VOICES
* The ability to add or subtract whole sections, banks, smaller groups, or solo speakers to increase or diminish
the power or richness of the sound to better express the meaning.
BODILY MOVEMENT
* Ability to use gesture, choreography, or other movement to enhance communication and better express
meaning.
PITCH
* Pitch refers to the variations of the voice on the musical scale and is generally referred to as inflection. Children
generally have little problem with pitch because they use it naturally and freely.
POWER
* Ability to use volume, force, or loudness as emphasis in appropriate places to better express feeling and
meaning. A power build should be related to the elements of a sentence and/or growing emotion.
99
* Ability to use phrasing and rhythm as reinforcements for each other. Each must blend together to better express
the meaning of the verse.
TEMPO
* Tempo refers to the rate of speed at which a reading progresses. The ability to balance the rhythm of a piece
and the tempo of performance. Tempo should relate to the central "beat" of the poem. (Too fast? Too slow?)
STAGING
* The ability to successfully organize and position the choir on stage or risers for miximum performance effect.
The ability to stage entrances and exits which enhance the mood of the poem and performance. The ability to
"costume" speakers in a way which also enhances the performance as a whole.
100
101
stubborn problems. When the teacher "has fun" with the poem the floodgates are open for the spirit of the
children to follow; and, once under way, they can be directed to even greater heights than they thought possible.
This wave of fun can carry them well past the short attention span usually expected of this age.
* Beginning with pre-schoolers and progressing through grade three, these suggestions may be helpful:
1. The most likely subjects to begin with are animals they know and love, then move from these into new and
broader subjects.
2. They love nonsense words and sounds. Short words are best at the beginning, but the interest engendered by
group speaking will speed up their vocabulary growth.
3. The boy-girl organization will likely work best but this can be varied by smaller groups and child-a-line
arrangements.
4. Child-a-line arrangements will also strengthen individual recognition. This will help the transition from selfconcern to group-awareness as the children grow through this age span.
5. Verbal perfection is not as important at the beginning as enjoyment of the poem. So accept what the children
do and use their momentum for later improvement in language skills.
* When the children express a desire to, as they will say, "act out" the poem, they have an unusual opportunity to
do so through the verse choir for it allows each and every child to simultaneously live each character, animal, and
element as it appears in the poem. This leaves no one out, reinforces the expression of each individual, and
gives the whole group the growth value of the experience. The need of this age group for physical activity is also
met, to the degree each child has room to move in the group arrangement.
* Here we have another growth opportunity through a vocabulary change. Instead of the child's term "acting" or
"acting out," why not introduce the more meaningful one "living out"? "Acting out" carries an insipid suggestion of
artificiality and unwanted exaggeration, while "living out" keeps the experience closer to real-life values.
102
103
* A third way to introduce the choral speaking approach is to say "I know a poem that says this very thing" to a
class that has demonstrated a vital interest in a given subject or direction of thought. It can also work with a class
that needs to show a vital interest. There are poems on every subject going and in many directions, and if you do
not have time to read--read--read, why not form a reading committee of the stimulated youngsters who need
something more to do?
104
Appendix CS L3 ii (b)
Tempo: Tempo refers to speed. The rate at which a piece is recited has an impact on both the reader(s) and the
listener(s). The tempo, ideally, should relate to the overall rhythm of the piece.Dynamics: Dynamics refers to
volume or loudness. Altering this element allows for emphasis (either sentence, phrase, or word). This emphasis
conveys mood, emotion and meaning to the listener.
Tone: Tone refers to the quality of sound unique to each voice. Our ears perceive voices as "light', "medium", or
"heavy/dark'. Depending on the piece, you will combine students who have similar tones, grouping them together
for effect, or you will combine a variety of tones for special effects.
105
Movement: Choral speaking involves movement! Experiment with gesture, large physical actions, or even
choreography!
Rhythm: Rhythm reflects patterns of sound. Sounds can be short, medium or long, and they can be arranged in a
variety of forms. The rhythms in a piece are often more easily identified as phrases or combinations of rhythms.
Rhythm often involves repetition and
through this repetition a feeling of movement is evoked. These are the essential elements. If you choose to share
your work with other classes in the school, you may wish to consider staging: this involves organizing the
students either on stage or risers or mime boxes for the benefit of the audience. Practical concerns involve sightlines (i.e. can the students be seen by the audience) as well as other
logistical considerations such as: entrances; exits; and movement. Costumes too can be worn if desired! Use
simple "suggestions' of character such as hats, scarves, canes, etc., or dress in full character attire.
106
Antiphon: The class is divided into two or more groups, each responsible for a different portion of the piece
you've chosen. Refrain: A "narrator" reads the majority of the text; the refrain or "chorus" is spoken by the rest of
the group. Solo: Individual students are assigned lines within the piece.
Cumulative: Here individual voices or groups of voices are either added or subtracted, depending on the desired
effect. Teacher Tips: Be sure students have had ample opportunity to become familiar with the text before putting
it "on its feet". Focus on one or two elements at a time when rehearsing the piece, making sure to discuss the
effect each had for both the listener(s) and speaker(s). As students gain experience, allow them to suggest
possible changes such as the number of voices designated to individual lines or any other changes they feel
would enhance the piece. Have them work in groups to prepare new pieces on their own, using he elements of
choral speaking they have learned thus far. Think of the group as you would a choir of singers. They too are
broken into sections, have solos, etc. The key principle is unity. When groups of voices speak a line together they
must remain unified at all times. This means paying careful attention to articulation and inflection.
The benefits of choral speaking are many and the process of preparing pieces is enjoyable for students
(and teachers!). In addition to meeting overall and specific expectations for drama and dance, you will find growth
in the following areas: x diction/enunciation cooperative group skills/inter-personal skills vocabulary knowledge of
literature
Try choral speaking with your class, using poems or selecting material from the source book JAZZ CHANTS.
Keep in mind that there is no 'right" way to interpret the material; experiment and have fun
107
Appendix CS L3 iii
Onomatopoeia is the formation of words in imitation of sounds; a figure of speech in
which the sound of a word is imitative of the sound of the thing which the word
represents;
as, the buzz of bees; the hiss of a goose; the crackle of fire.
Onomatopoeia poetry samples from Division 8
http://www.sd35.bc.ca/lm/archive/div8poetonomatopoeia.htm
Lacey Boat
Delaney Act
Swoosh, swish
a fish jumps on me
108
Becky
Drip, drip, drip
Steven
Quack quack
It fell in a spot
Talmage
Riley
109
Boot hit
goal! Yea!
The crowd cheers
Swish, Swoosh
Buzzzz!
Vroom, vroom
The engine starts
Beep beep
at the race track
Ruff ruff
bark bark
scratch scratch
the new dog
wants in.
110
David
Boom, snap, crackle
111
Reno
Drip drip drop drop
Amber - Vancouver
Boom, bang
Vroom, Vroom
Squeak Screech
Ho hum
Flicker, flash
112
Sarah M
Jingle, jangle ping
I lost my money!
Kick! splat! crash!
I shove some people down
Cling! Clang! Ching!
It's back in my pocket again.
Rattle Snake!
My Cat
Kenny S.
By James D.
My cat meows.
hiss,hiss,rattle,rattle.
He see's an egg
snatch,crunch,crunch,gulp.
Then he slithers down the hill of the
desert slither, slither.
113
to continue
bow wow
a dog is chasing me
ahhhh
its owner got him , bang
...my back pack fell , rip
my pants ripped
my mom is going to kill me
ring ring ring that's the school bell
mummer
I'm almost there
yeah I'm there
oh I forgot
it's Saturday
Plop
Slurp!
By Tara
By Melissa
Plunge
Oh no!
I hear something
drip
crash ahhhhh
man
114
Sizzle!
Ring! Ring!
115
Appendix CS L3 v
SCORE SHEET
Team
No.
Sub. Matter
(10 m)
Pronunciation
(20 m )
Enunciation
(30 m)
Variety
(10 m)
Special Effects
(10 m)
General Demeanour
(10 m)
Penalty
(-10 m)
Total
Time
1.
2.
3.
Name of Judge :
Signature
Subject Matter :
Point of view of interest and audience appeal
2.
Pronunciation :
Accuracy in pronunciation
3.
Enunciation :
Articulation, Clarity and Expression
4.
Variety :
Variety of intonation, mood and tempo
5.
Date :
Sound Effects :
Sound imitation (vocalised)
6.
Rhythm and Timing
Orchestrated rhythm and timing
7.
Demeanour :
Stance and bearing
8.
Penalty :
A total of 10 marks to be deducted if : sensitive issues touched, attire
infringements, extra time, below minimum stipulated time, exclusions
included, excessive movements.
Maximum Marks
V. Poor
Poor
Fair
Good
Excellent
10
20
30
1, 2
1-4
16
3, 4
58
7 12
5, 6
9 12
13 18
7, 8
13 16
19 24
9, 10
17 20
25 - 30
116
Appendix PS L2-i
Just a Minute!
The Fast Talking Game
The Rules of the Game
1. Play the game in small groups.
2. You will need a dice or spinner, counters and a timer or stop watch.
To start the game you must throw a six. The first person to throw a six starts.
When you land on a square you must talk on that subject for one minute. You must not repeat yourself.
Failure to speak for one minute or moving away from the topic means you must forfeit a throw.
117
2
My pet
4
My family
13
12
11
10
My hobby
Start
14
6
My
favourite
food
9
20
My
favourite
subject
23
21
My father
15
A game I
like
16
17
18
My
mother
19
28
27
My best
friend
26
25
24
My
siblings
29
My Hero
30
31
My
ambition
32
33
34
My home
35
42
41
My
favourite
teacher
44
My self
40
39
38
37
45
46
My
country
47
48
36
My
favourite
singer
49
Finish
43
22
118
Appendix PS L2 ii
START
3.
A good
friend
A pet
What I like
doing
My home
My family
7
My daughter
14
Yesterday
13
My
favourite
singer
12
17
18
Dont like
eating
11
Dont like eating
10
My working
place
19.
Favourite TV
programme
20
21
My best day of
the week
8
My self
15
My best
Friend
16
The animal
that I hate
most
22
My country
23
My uncle
30
A place you
would like to
visit
29
28
My mother
27
My father
26
My favourite
sport
25
24
25
Last night
32
FINISH!
31
30
Yesterday
evening..
29
28
I love to ..
27
26
Two weeks ago
119
Appendix PS L2-iv
Sample questions to be copied on cards:
(what questions)
What did you have for dinner last night?
What did you have for lunch today?
What is your favourite sport? Why?
What did you do last night?
What type of music do you like? Why?
What is your favourite game? Why?
What does your mother do?
What does your father do?
What is your favourite lesson at school? Why?
What did you do last Sunday?
What is your favourite television programme? Why?
What would you do if you could do anything in the world?
What is the one thing you would change about yourself?
(mixed questions)
What is your address in English?
What time do you usually get up?
Where did you go for your last holiday?
Where were you born?
Why are you studying English?
Which do you prefer, rainy or dry season, and why?
Which magazines do you like to read?
120
121
Appendix DR L2-iii
Poison Box
Suggested tasks for students to perform:
1. You really need to answer natures call. However, the teacher in class does not allow you to go out. You
cannot sit comfortably anymore. All you are thinking of is TOILET, TOILET and TOILET. Express your
emotions.
2. After 25 years you discover that you have a twin sibling. Express your disbelief and mixed feelings.
3. Your classmate takes your diary and threatens to read it loudly in class. Persuade and later warn him or
her to return your diary.
4. There is a present on your desk given for your success in examination. It is written on a small card,
Congratulations! You deserve to be the best student, From Your Secret Admirer, Love You. Express
your surprise, confusion and happiness as well.
5. You are alone in your bedroom. You feel someone has touched your shoulder from behind. However,
when you turn around, there is nobody around. It happens three times while you are doing your revision.
Express your fear and worry.
122
Appendix DR L3-iii
Suggested situations for the role-play:
1. There are two new Malaysian-born students in your class who come back from the United States
of America. They seem to be in need of help to adjust themselves to the new schooling
environment. Write a dialogue between the new students and the other classmates and present
them in a role-play.
2. You and your friends meet three foreign tourists at the bus stop near your school. They want to go
to some famous tourist spots in your state. Make suggestions about places that they should visit.
Write a dialogue between you and the tourists and present them in a role-play.
3. Your class is planning to have a class party. Half of the students prefer to organize the party at a
fast food outlet in town. On the other hand, another half of the class wants to have it at school.
Write a dialogue between the two groups of students and present them in a role-play.
123
Appendix PD L1-iii
15 facts and 15 opinions
Facts
1. The first pillar of Rukun Negara is belief in
God.
2. MAXIS is a telecommunication company.
3. Ulan Bator is the capital city of Mongolia.
4. 10 milimetre equals to 1 centimetre.
5. Kuala Lumpur is the biggest city in Malaysia.
6. The word EXAMINATION has four vowels.
7. The hero of a James Bond movie is a British.
8. Australia is bigger than India.
9. Nelson Mandela is a freedom fighter from
South Africa.
10. Too much stress for a long period of time can
be hazardous to health.
11. Universiti Industri Selangor is a private
university.
12. The World Cup is the biggest football event.
13. The word Beautification is a noun.
14. Malaysia is a multi-racial country.
15. Malaysia is gearing towards achieving the
Vision 2020.
Opinions
1. RM100 is a lot of money.
2. Cambridge dictionaries are the best.
3. Kentucky Fried Chicken is more favoured by
most of the teenagers.
4. Change is a very difficult process for anybody.
5. Malaysian hibiscus is more beautiful than the
imported tulip.
6. The Singaporeans are a group of people who
always work hard.
7. Love is blind.
8. Girls are smarter than boys in many aspects of
life.
9. Redang Island in Terengganu is a heaven for
holidaymakers.
10. Money has always been the root of all evils.
11. Television seriously causes children to become
more violent.
12. Driving a Mercedes Benz enhances a persons
driving skills.
13. Zodiac signs reveal the truth about our lives.
14. A person can have a more charming look with
plastic surgery.
15. Foreign universities are better than the local
universities.
124
Appendix PD L1-iv(a)
Cause and Effect Treasure Hunt
Notes:
1. Teacher must revise this proposal to suit ones actual school compound.
2. There must be a smooth flow of movement from location to location within the school compound.
Students should not be moving back and forth from location to location in a haywire flow.
3. Students safety must be given priority.
Suggested location / place / station
1
Location 2:
ELS Notice Board
Question 2:
Logical cause:
..
.
Effect: Your father gets very angry with you.
125
For the next question: Go to the Pulau Mutiara gazebo (behind the
school canteen)
3
Location 3:
Pulau Mutiara Gazebo
Question 3:
Cause: Every citizen has total freedom of speech.
Logical effect:
......................................
..
For the next question: Go to the ground floor of Ibnu Sina Block.
Question 4:
Logical cause:
...
...
Effect: More and more teenagers are involved in social ills.
For the next question: Go to the Herb Garden (opposite Ibnu Sina
Block.)
Location 5:
Herb Garden
Question 5:
Cause: A student learns ten new English words per day.
Logical effect: ...............
..
126
For the next question: Go to the Science Lab. 3 at Dato Wan Mat
Saman Block.
6
Location 6:
Science Lab. 3
Question 6:
Logical cause:
..
Effect: More foreign tourists visit our country, Malaysia.
For the next question: Go to the mural at Dato Wan Mat Saman
Block.
Location 7:
The mural at Dato Wan Mat Saman
Block.
Question 7:
Cause: Only those 20 years and above are allowed to take driving
license.
Logical effect: ..............
Location 8:
Dataran Perpaduan
Question 8:
Logical cause: ..
.
Effect: Our flora and fauna are protected and preserved.
For the next question: Go to Terminal Wawasan.
127
Location 9:
Terminal Wawasan
Question 9:
Cause: Malaysians practise a healthy diet and lifestyle.
Logical effect: ..............
.
For the final question: Go back to the school hall.
10 Location 10:
School hall
Question 10: (To be put up some time after students left the hall to
go to the canteen for Question 2)
Logical cause:
.
Effect: My family and I are very proud of myself.
Notes:
1. Teacher may change the questions to suit students thinking ability and language proficiency.
2. More questions can be added for a longer treasure hunt. However, it is highly recommended that the treasure hunt
should only be carried out between 20 30 minutes. Remember, some time must be spent to evaluate and discuss
students varied and interesting answers / responses. Moreover, if the treasure hunt (running here and there) is
carried out for a longer period of time, students will be too tired to do a more important activity that is discussing
and evaluating their answers.
128
Appendix PD L1-iv(b)
Treasure Hunt Worksheet
Name(s): .
..
.
..
Instructions:
1. Follow the instructions given to move from location to location.
2. Do not rush when you are looking for questions. Take care of your safety.
3. Write a logical cause or effect in the space provided.
Question
Effect:
Cause:
Effect:
Cause:
Effect:
129
Cause:
Effect:
Cause:
Effect:
10
Cause:
130
Appendix PD L1-v
Debate Poison Box
List of suggested topics for students to come out with advantages and disadvantages:
Suggested topics
1
Studying overseas
Working part-time
Going to a concert
131
Appendix PD L2-iii(a)
Mission Possible To Mars
CANDIDATES
Go through the list and discuss the strengths and weaknesses of every candidate. Finally, choose only 5
candidates to conduct intensive research and establish a settlement on the Mars.
132
133
Appendix PD L2-iii(b)
To express opinions:
To indicate a point:
To express agreement:
To express disagreement:
To express doubts:
To interrupt:
Excuse me,
Sorry to interrupt
Excuse me, may I say something?
Sorry for this interruption
134
To give suggestions:
To initiate a discussion:
135
Appendix PD L2-v
A Man Called Future Husband
The list of candidates:
Choice of the Perfectionist Father
Name: Datuk Dr. Khalil bin Ibrahim
Age: 55
Status: Divorced
Occupation: Businessman
Background: Millionaire. Owns 11 companies, six are located overseas. Half of a year is
spent overseas. Has 4 children from the previous marriage. Hardworking, highly-disciplined.
Others: Has a Phd in Management. Loves golfing and car racing. An old friend of
Perfectionist Father.
136
137
Appendix PD L3-i
Pros and Cons Relay
Suggested topics:
1. There should be no limit and control to the access of the internet among teenagers.
2. Parents must be punished for their childrens crime.
3. Schools should not have canteens every student must bring his or her own food and drinks to school.
4. The government must reduce foreign entertainment programmes in television.
5. Every citizen has the absolute right to total freedom of speech.
6. Malaysians should be discouraged from holidaying overseas.
7. School uniforms should be abolished.
8. Motorists should not pay tolls at all highways.
9. There should be an equal number of male and female students at all local universities (currently, most
local universities have more female students).
10. Scholarships should only be given to those with an excellent CGPA (3.7 above).
138
Appendix PD L3-ii(a)
W.A.R.!!! (We Argue and Refute!)
Suggested topics:
1. The passing mark for all subjects in the public examinations should be at least 50%.
2. Wealth of a nation is mainly rooted in its education.
3. City life is better than country life.
4. Teenagers should be allowed to make their own decisions.
5. It is better to promote tourism than industrialization.
6. Overemphasis on academic excellence kills creativity.
7. The retirement age should be at 65 for the public and private sectors.
8. Development is a threat to environment.
9. More foreign workers should be employed in our country.
10. Students with serious disciplinary problems should be punished by doing charity work.
Note: Teachers may add their own topics or may even ask their students to suggest some other topics.
139
Appendix PD L3-ii(b)
Argument 2:
Much clerical
workload makes
teachers stressful.
Argument 3:
Spending too much
time on clerical
workload affects
teaching quality.
Refutation / Rebuttal
(by the Negative)
Refutation / Rebuttal
(by the Affirmative)
140
Appendix PD L3-iv
Lets Walk in Different Shoes
Suggested topics:
1. Besides Mathematics and Science, more subjects should be taught and learnt in English.
2. School holidays should be shortened.
3. There should be a night curfew for teenagers (Teenagers must be at home from 10.00 p.m. to 6.00 a.m.).
4. The duration of the National Service Programme should be extended to 5 months.
5. A single schooling session should be applied to all schools / School hours must be prolonged.
6. Only those who are 20 years and above are allowed to take driving license.
7. Police should be given the absolute right to conduct urine tests on anybody at any time to curb drug
abuse.
8. Parents should be held responsible for the crime committed by their children.
9. The number of public universities should be doubled to give more opportunities for tertiary education.
10. A wholesome individual is mainly shaped by the education system.
Note: Teachers may add their own topics or may even ask their students to suggest some other topics.
141
Appendix NIE-A
Scavenger Hunt
Items to be found
LIST A
1. Car advertisement
2. Malay leader / politician
3. An adjective that starts with M
4. A news report about business
5. A famous male personality
6. A word with 9 letters
7. A job advertisement for engineers
8. A picture of a game
9. A compound word
10. A useful item for children
Items to be found
LIST B
1. Mobile phone advertisement
2. Chinese leader / politician
3. A verb that starts with S
4. A news report about crime
5. A famous female personality
6. A word with 7 letters
7. A job advertisement for clerks
8. A cartoon strip
9. An adverb of manner
10. A useful item for women
Items to be found
LIST C
1. House advertisement
2. Indian leader / politician
3. A noun that starts with H
4. A news report about a road accident.
5. A smiling face.
6. A word with 12 letters
7. A job advertisement for accountants
8. A telephone number
9. A gerund
10. A useful item for elderly people
142
Appendix NIE-B
NIE Relay
Items to be found in newspaper
1. A business company
11. A footballer
2. An amount of money
13. A logo
16. An occupation
7. A fax number
8. A conjunction
9. An e-mail address
Several groups can be formed. All groups will be using the same list.
143
Appendix OUTDOOR-A
Running Dictation
Text 1
The Langkawi Underwater World features the islands rich trove of marine life. Located at the popular Cenang
Beach, this aquarium features more than 5,000 types of aquatic life, exhibited in more than 100 tanks of different
sizes. The highlight is a giant tank housing large marine species such as sharks, stingrays and green turtles with
a 15-metre tunnel for visitors to walk through. Witness these magnificent underwater creatures being fed for an
enjoyable visit.
Text 2
Putrajaya, the new Federal Government Administrative Centre, is a modern city which embraces the concept of
an intelligent garden city and showcases the best of Malaysian architectural design in an environmentallyfriendly setting of beautifully landscaped lakes and parks. The prime areas in Putrajaya City are divided into
precincts and consist of government offices, as well as commercial, residential and recreational areas.
Text 3
Some people insist that plastic bags are environmentally bad. They claim that plastic bags mar the beauty of
public parks as well as choke the rivers and block the drains in major cities, causing severe flooding. Moreover,
animals ensnared in bags also suffer terribly. On the contrary, another group of people argue that actually plastic
bags should not be blamed for the polluted environment. Instead, bags are made to help people with their daily
activities. They strongly feel that plastic bags must not be banned just because some other people choose to
dispose of them improperly.
144
Appendix OUTDOOR-B
TREASURE HUNT
Check
Point
1
4
5
6
Check
Point
9
12
16
10
11
13
14
15
145
Appendix OUTDOOR-C
Blind Man
Station
Hop forward three times using your right leg while raising up your left hand.
Step (both feet) on a newspaper on the floor. Then walk around the newspaper three times.
Take a magazine on a chair. Sit down on the chair and pretend reading the magazine for 20
seconds. Then, put it under the chair.
Sing the school song. Then, do a catwalk to Station 5 while clapping hands.
(chair, desk, paper and pen provided) Sit down and write the full name of 3 group members
on a piece of paper using the pen on the desk.
Carry the chair provided at Station 5 and walk to the finishing line.
Notes:
1. The tasks can be modified accordingly either to simplify or make them more challenging.
2. The number of stations depends on the number of students taking part in the activity.
3. Form more groups if they are too many students taking part in this activity. Perhaps, more group members are
blindfolded.
146
Appendix OUTDOOR-D
: . years
Race
: .
Class: .
Question
1
Response
147