eltdp teacher resource book absolute - amazing activities

1 | E L T D P T E A C H E R R E S O U R C E B O O K

Introduction Welcome to the first ELTDP Resource Book!

Since 2011 teachers working on the English Language Teacher Development Project have been

creating and developing quality resources for teaching and learning. This book is a collection of some

of the teaching ideas, classroom resources and engaging activities that have been successfully used

in classrooms across East Malaysia to teach English. Some of the ideas are original, while others have

been adapted by teachers from other activities. We hope that you will enjoy, share, adapt and be

inspired by the ideas and resources in this book and that your pupils will enjoy using them in class.

Amazing Activities – Versatile and reusable resources that can be adapted and used for a number of

different lessons and in teaching different skills.

Fantastic Phonics – For practising all of the phonics skills, including recognising and articulating individual phonemes; blending phonemes for reading simple words; and segmenting phonemes to improve spelling.

Great Games – Games for pairs, small groups or the whole class to help practice and improve grammar and vocabulary.

Wonderful Worksheets – Ready to use for individual and pair work.

Printable Pages – Word cards and pictures for topics common in Level 1 classes such as colours, numbers and animals.


Useful websites with resources

Throughout the ELTD Project teachers have used a range of internet resources to help improve the

teaching and learning in their classrooms. Here are some we would like to recommend.

British Council sites:

ELTDP Videos on YouTube – https://www.youtube.com/user/ELTDPMalaysia/videos

This channel contains many videos created as part of the ELTD Project including workshops,

speeches and other videos from both the 2013 and 2015 Symposiums, Power of Reading videos,

and other project related videos.

Teaching English – https://www.teachingenglish.org.uk

Learn English Kids – http://learnenglishkids.britishcouncil.org/en/ Engaging Malaysian Schools in English - http://www.emse.com.my/ Schools Online - https://schoolsonline.britishcouncil.org/

Phonics:

Jolly Phonics resources - http://jollylearning.co.uk/gallery/

Letters and Sounds - http://www.letters-and-sounds.com/

Starfall - http://www.starfall.com/

LINUS 101 – http://linus101.weebly.com/#/ - a site created by teachers in Pitas

Printable classroom resources:

Twinkl - http://www.twinkl.co.uk/

Printable activities and lesson ideas:

Demonstration of different flashcard activities - https://www.youtube.com/watch?v=X9KebTgfLJI

DLTK’s Educational Activities for Kids – http://www.dltk-teach.com/

Kiz Club – http://www.kizclub.com/

Enchanted Learning – http://www.enchantedlearning.com/Home.html

ESLprintables – http://www.eslprintables.com/ Songs and videos:

Dream English – http://www.dreamenglish.com/


Contents

Introduction .................................................................................................................................................................. 1

Useful websites with resources .................................................................................................................................... 2

AMAZING ACTIVITIES ........................................................................................... 6

Bookshop activity .......................................................................................................................................................... 7

I love my family ............................................................................................................................................................. 9

Family finger puppets ................................................................................................................................................. 11

Conversation posters .................................................................................................................................................. 12

Animal puppets ........................................................................................................................................................... 13

Running comprehension – Jenny the banker ............................................................................................................. 14

Jungle shadows ........................................................................................................................................................... 17

My school .................................................................................................................................................................... 19

What do you like to eat? ............................................................................................................................................. 20

Spelling bags................................................................................................................................................................ 21

Hot potato ................................................................................................................................................................... 22

Memory race ............................................................................................................................................................... 23

Stop, look, listen .......................................................................................................................................................... 24

Find your match .......................................................................................................................................................... 25

Mini books ................................................................................................................................................................... 28

Puppet theatre ............................................................................................................................................................ 28

Word slider .................................................................................................................................................................. 31

Senses song activity .................................................................................................................................................... 33

Wonderful collage ....................................................................................................................................................... 33

Growing plants ............................................................................................................................................................ 35

Dolly Doe stick puppets .............................................................................................................................................. 35

Memorable vocabulary: parts of the body ................................................................................................................. 38

Puppet Speak .............................................................................................................................................................. 39

The magic English box ................................................................................................................................................. 42

Classroom items .......................................................................................................................................................... 43

Show the colour word ................................................................................................................................................. 47

Dressing up .................................................................................................................................................................. 47

My happy days ............................................................................................................................................................ 48

From Powerpoint to puppetshow ............................................................................................................................... 50

Scrapbook ................................................................................................................................................................... 50

Sounds around us ........................................................................................................................................................ 51

Musical jar ................................................................................................................................................................... 52

Individual mini-whiteboards ....................................................................................................................................... 53


FANTASTIC PHONICS .......................................................................................... 55

Picture dominoes ........................................................................................................................................................ 56

Magnetic letters .......................................................................................................................................................... 58

Word snake ................................................................................................................................................................. 60

Match up, write down ................................................................................................................................................. 61

Phonics dice (s, a, t, p sounds) .................................................................................................................................... 63

Phonics flip book ......................................................................................................................................................... 66

Joy phonics .................................................................................................................................................................. 68

Musical hoop sounds .................................................................................................................................................. 69

Word wheels ............................................................................................................................................................... 70

Initial sounds ............................................................................................................................................................... 73

Egg box spelling ........................................................................................................................................................... 75

Spelling guitar ............................................................................................................................................................. 76

Musical phonics (‘igh’ & ‘oa’) ...................................................................................................................................... 77

Alphabet roulette ........................................................................................................................................................ 78

Word wheels ............................................................................................................................................................... 79

GREAT GAMES ................................................................................................. 80

‘Wh’ questions board game ........................................................................................................................................ 81

Acting out game .......................................................................................................................................................... 83

Mini dinosaur learning cards ...................................................................................................................................... 85

First letter owls ........................................................................................................................................................... 87

Simon says ................................................................................................................................................................... 90

My clothes game ......................................................................................................................................................... 90

Please answer me ....................................................................................................................................................... 91

Top shoes! ................................................................................................................................................................... 95

Smart sneaky snake game ........................................................................................................................................... 97

Greetings and requests ............................................................................................................................................... 97

Giant ‘Move Your Body’ board game ........................................................................................................................ 101

Matching board game ............................................................................................................................................... 103

Step on numbers ....................................................................................................................................................... 104

I see, I say .................................................................................................................................................................. 105

Flashcard finish ......................................................................................................................................................... 107

Action verb cue cards ................................................................................................................................................ 108

Pass the pot ............................................................................................................................................................... 109

Yummy and yuk! ....................................................................................................................................................... 109

WONDERFUL WORKSHEETS ............................................................................... 111

Picture crossword ..................................................................................................................................................... 112


Send a message to a friend ....................................................................................................................................... 114

Animals ...................................................................................................................................................................... 116

Food and drink: categories ....................................................................................................................................... 118

A garden of friendship .............................................................................................................................................. 120

Super-giant vocabulary and spelling ......................................................................................................................... 122

Indoor/outdoor activities .......................................................................................................................................... 126

Kuching or cat? .......................................................................................................................................................... 128

Occupations .............................................................................................................................................................. 130

What is …? ................................................................................................................................................................. 132

Shapes and parts of the body ................................................................................................................................... 132

The senses ................................................................................................................................................................. 135

Where is my home? .................................................................................................................................................. 137

Yummy, yummy! ....................................................................................................................................................... 139

Solve and talk ............................................................................................................................................................ 141

My diary: KSSR Year 1 ............................................................................................................................................... 145

Colourful toys ............................................................................................................................................................ 147

Transport survey ....................................................................................................................................................... 149

PRINTABLE PAGES ........................................................................................... 151

Colour flashcards....................................................................................................................................................... 152

Animal flashcards ...................................................................................................................................................... 153

Clothes flashcards ..................................................................................................................................................... 154

Hobby flashcards ....................................................................................................................................................... 155

Occupations flashcards ............................................................................................................................................. 156

Actions flashcards ..................................................................................................................................................... 157

Family flashcards ....................................................................................................................................................... 158

Transport flashcards ................................................................................................................................................. 159

Classroom instructions .............................................................................................................................................. 160

Clocks ........................................................................................................................................................................ 161

AMAZING ACTIVITIES


AMAZING ACTIVITIES


Bookshop activity Gurhka anak Francis Endawi, SK Muton, Debak, Sarawak

Objective(s): By the end of the activity pupils will be able to:

use language for buying things

Target Language: How much is the ________? It is _____ ringgit. Can I have a _____? Here’s your change. Thank you.

Time Needed: Preparation: 60 minutes In class: 30 minutes

Level: Year 2

Language Focus: Listening Speaking

Activity Use: Presentation Practice

Pupil Task: Groups

Materials: Sample money, laminated prompt sheet of sentence patterns, books, pencils,

erasers, rulers, tables, etc. The amount of items required is based on the

number of shops.

Procedure: Before class:

1. Asks pupil to bring extra books, pencils, erasers, rulers and so on they have to the lesson.

2. Prepare the sample money: Each buyer will be given RM5. The sellers will be given money in RM1 notes, to give change.

In class:

1. Revise the previous lesson on target sentences for buying things.

How much is the ________?

It is _____ringgit.

Can I have a _____?

Here’s your change.

Thank you. 2. Teacher explains to pupils that they will work in groups as buyers and

sellers using their own books, pencils, erasers, rulers and so on, as items to be sold in the bookshops.

3. Teacher uses 2 pupils to demonstrate the buying and selling process. 4. Split pupils into groups of 4 pupils: 1 seller, 3 buyers. 5. Teacher distributes the sample money to all pupils. RM5 to buyers,

RM1s to sellers. Each group is also given a prompt sheet (sentence patterns).

6. Teacher asks the sellers to set up their shops by putting all the stationery on the tables in different locations around the classroom.

7. Buyers go to their group shop and start 'buying'. 8. While this group activity is going on, the teacher monitors and guides

pupils to ask and answer questions. 9. Pupils alternate as buyers/sellers so all get chance to be a seller. 10. After the activity ends, ask pupils to return the stationery to their

owners.

Follow Up:

1. Revise the target language.

2. Asks pupils to write down things they have bought. 3. Ask pupils to tell their friends what they have bought; I bought a ______ and a _______.

Variations: Use other objects to sell.

Teaching Tips:

Prepare laminated prompt

sheets of the target

language, as a reference in

case pupils need support.

Weaker pupils can be

paired with stronger pupils.

AMAZING ACTIVITIES


Buyer: How much is the ___________________?

Seller: It is RM ___________

Buyer: Can I have a _________________, please?

Seller: Here is your change.

Buyer: Thank you.

AMAZING ACTIVITIES


I love my family Florina Mathews and Norizam Ancharuddin, SK Ladang Sabapalm, Beluran, Sabah


understand and apply vocabulary related to members of their family

Target Language: My family Year 1 - Unit 9 Year 3 - Unit 3

Time Needed: Preparation: 10 minutes for the video plus photocopying In class: 60 minutes

Level: Years 1 and 3


Activity Use: Set Induction Presentation Practice Assessment

Pupil Task: Whole Class Group Work

Materials: Family member labels, cell phone or camera for video-recording, and monitor to play video.

3 sets of picture cards: one for the class, 2 hidden around the class labelled Team A and Team B.


1. Video more advanced pupils, Year 5 or 6, acting out different family members doing activities. Make sure the actors are wearing labels identifying their title like mother, father and so on. For example, the “grandfather” can be reading the newspaper while the “brother” is playing football.

2. Print out flash cards and word cards. 3. Hide picture cards around the classroom before pupils arrive. One

set should say “Team A” and one set should say “Team B”.

In class:

1. Introduce the vocabulary words and spelling.

2. Show the video.

3. Ask the class to name the ‘characters’ in the video and put the

pictures on the white board. Label the pictures as a class.

4. Divide the class into teams for the treasure hunt.

5. Pupils look for pictures hidden around the classroom.

6. Pupils paste the pictures to manila card and label the pictures.

7. Each group presents their family tree to the class.

8. Groups display their cards on the wall for review.

Follow Up: Pupils can make their own family trees with pictures from home or drawings of their family members. More advanced pupils can draw a picture of a family member and write a description introducing them.

Variations: If pupils are struggling with writing, ask them to draw a picture of their family and share the names and ages of the people in their family.

Teaching Tips:

Year 1 pupils focus on

immediate family

members, while Year 3

pupils study extended

family members.

AMAZING ACTIVITIES


mother father

sister brother

baby grandmother

grandfather

AMAZING ACTIVITIES


Family finger puppets Norhasimah Mat Yasim, SK Sg Durin, Sibu, Sarawak


sing about family members and use actions

make and label family finger puppets

Target Language: Family members (father, mother, brother, sister, baby)



Language Focus: Listening Speaking Language Arts

Activity Use: Presentation Practice Production

Pupil Task: Whole Class Individual

Materials: Finger puppet template, colour pencils, scissors and tape.


1. Make a copy of the finger puppet template for each pupil. 2. Prepare a set of completed finger puppets as an example for the

class.

In class:

1. Review family member vocabulary: show some pictures of family members and ask pupils to name them.

2. Demonstrate the family finger song and finger play. Sing two or three times with the pupils joining in.

3. Show examples of the finger family puppets. 4. How to make the puppets

a. Label the puppets (i.e. father, mother, brother, sister, baby) b. Colour them. c. Cut out the shapes. d. Tape to fit the fingers.

5. Check for understanding by saying “Show me your Father Finger. “

“Show me your Mother Finger.” 6. Pupils sing the song using their finger puppets.

Follow Up: Pupils can take the puppets home to sing the song to their parents.

Use the puppets for role-play e.g. “Hello, what’s your name?” “My name is

Amin. I am a father. This is my baby.”

Variations: Pupils can label the puppets with the name of their family members and tell their friends about their family.

Teaching Tips:

Year 1 pupils might take

longer time to complete

their puppets.

Use tape rather than glue.

AMAZING ACTIVITIES


Conversation posters Haryati Gitom, SK Bungalio, Tuaran, Sabah


take part in a simple structured conversation

Target Language: Questions and answers Greetings and salutations

Time Needed: Preparation: 15 minutes In class: 5-10 minutes per session


Language Focus: Speaking Listening

Activity Use: Practice Production

Pupil Task: Group Work

Materials: A ‘conversation poster’ and role cards (red, blue, green, listener).


1. Choose a simple conversation that is common in LINUS and school assessments and write it onto a large piece of paper, for example A3.

2. Each conversation usually has 2 or 3 pupils. 3. Assign each role within the conversation a colour, and produce

matching colour role cards. 4. It is fine if your class is not divisible by 3, in fact it is better, as the

‘odd’ pupil can be assigned ‘listener’.

In class:

1. Model the conversation for the class. 2. Allow pupils to choose a card at random, and to find the other

members needed for the conversation. If a pupil chooses a blue card, and the conversation has roles for blue, red and green, the pupil must find a red card holder and a green card holder to form their conversation team. Make sure that everyone has a card, and that ‘odd’ pupils have the listener card.

3. Pupils practise the simple conversation, swapping roles when confident enough to do so. Teacher/pupils can cover up some words on the poster at intervals, until the groups are saying the conversation with minimal visual help. ‘Listener’ pupils move from group to group checking that the conversation is being said correctly and giving feedback to pupils and teacher.

4. Conversation posters can be revisited at regular intervals, and left to hang on classroom/SAL/Reading Corner walls to allow pupils ‘access’ whenever they wish.

Follow Up: Freer ‘role-play’ activities.

Making comic strips that include discourse.

Recording pupil conversations to use as future listening resources.

Deconstruct conversation into sentence strips, or even word cards, and ask the pupils to rebuild the conversation/sentences.

Variations: Leave gaps in the original poster for pupils to insert their own words to add to conversation personalisation, for example: names, days/dates, occupations, greetings, nouns and so on.

Teaching Tips:

Leave time to practice

speaking for 5 minutes at

the start/end of each class,

especially if it’s a 60 or 90

minute class. That way

your pupils will become

much more familiar with

speaking and listening, and

better able to

communicate their

feelings!

AMAZING ACTIVITIES


Animal puppets Ling Ung Hung, SK Melayu Pusat, Limbang, Sarawak


produce a simple animal puppet with guidance and role-play in character.

Target Language: Names of characters and introducing yourself.


Level: Year 1

Language Focus: Language Arts Reading Speaking Listening


Pupil Task: Individual Whole Class

Materials: Animal face cards – one character per pupil, satay sticks, sticky tape.


1. Make one copy of the animal face card sheets for each pupil.

In class:

1. Review and elicit the animal characters in the story ‘Dilly Duck’s Doughnut’.

2. Guide pupils to read the story aloud. 3. Pick some pupils to act out the story, while the others will be the

story narrators. 4. Check pupils’ understanding to the story.

a. Show the pictures of the characters one by one and ask for their names.

b. What did the animals do? 5. Distribute the puppet templates of the characters to pupils and guide

them to make their own puppets. a. Cut out the template given (below). b. Paste the template on a stick. c. Ask pupils to introduce themselves in character e.g. ‘Hello, I

am Dilly Duck.’

Follow Up: Pupils can draw all three characters in their exercise book and write simple sentences about the characters.

Variations: The size of the animal face templates can be enlarged to become animal masks.

Teaching Tips:

Pupils can take the cards

home to practice or the

teacher can collect them

to use later for another

activity.

AMAZING ACTIVITIES


Running comprehension – Jenny the banker ELTDP Teachers, Limbang, Sarawak


read and comprehend simple texts by answering ‘wh’ questions

Target Language: ‘Wh’ questions



Language Focus: Reading Writing

Activity Use: Practice Production Assessment

Pupil Task: Individual

Materials: Jenny the banker – story poster, question sheet (multiple choice), question

sheet (full sentences).


1. Print out 2 or 3 story posters. 2. Print enough question sheets for one per pupil either multiple choice

or full sentence answer depending on the level of the pupils.

In class:

1. Stick the story posters to the wall at accessible points inside or just outside the classroom.

2. Hand out one question sheet per pupil. 3. Pupils leave their question sheet on their desk and run to the story

posters to find the answers they need to complete their questions. They then run back to their desks to write the answers on their sheets.

4. When the pupils have finished check their answers as a class.

Follow Up: The teacher can ask personalised ‘wh’ questions about the pupils. ‘Wh’ questions could also be asked about their mothers/fathers/sisters/brothers or about occupations/ambitions e.g. what do you want to be when you grow up?

Variations: This activity can be carried out in pairs with one runner and one writer, or with both pupils running and writing in turn.

Teaching Tips:

Use the multiple choice

question sheet for the

weaker pupils and the full

sentence sheet for the

stronger ones.

AMAZING ACTIVITIES


Q7

: Wh

o is F

red

?

a

) Jen

ny’s b

oss

b

) Jen

ny’s h

usb

an

d

c

) Jen

ny’s d

og

Q4

: Wh

ere

do

es Je

nn

y liv

e?

a

) Ku

ch

ing

b

) Ku

ala

Lum

pu

r

c

) Sela

ng

or

Q1

: Wh

o is Je

nn

y?

a

) a b

uild

er

b

) a b

ake

r

c

) a b

an

ke

r

Instru

ctio

ns

Re

ad

the

qu

estio

n.

Re

fer to

the

story

.

Tick th

e rig

ht a

nsw

er.

Q1

0: W

ha

t is Jen

ny’s

fav

ou

rite fo

od

?

a

) pizza

b

) fried

no

od

les

c

) fried

rice

Q8

: Wh

ere

wa

s Fre

d b

orn

?

a

) in E

ng

lan

d

b

) in S

ela

ng

or

c

) in K

uc

hin

g

Q5

: Wh

at is th

e d

og

’s

na

me

?

a

) Fre

d

b

) Ale

x

c

) Fid

o

Q2

: Wh

ere

do

es Je

nn

y w

ork

?

a

) Se

lan

go

r

b

) Limb

an

g

c

) Ku

ala

Lum

pu

r

Exa

mp

le q

ue

stion

: Wh

ere

is the

sun

?

a

) In m

y b

ag

.

b

) Up

my n

ose

.

c

) In th

e sk

y

Je

nn

y th

e B

an

ke

r

A ru

nn

ing

co

mp

reh

en

sion

ac

tivity

Sc

ore

/ 10

Q9

: Wh

at is Je

nn

y’s h

ob

by

?

a

) run

nin

g

b

) co

okin

g

c

) sing

ing

Q6

: Wh

at a

re th

e c

at’s

na

me

s?

a

) An

ne

an

d B

ob

b

) Alfre

d a

nd

Billy

c

) Ab

iga

il an

d B

essie

Q3

: Wh

en

do

es Je

nn

y w

ork

?

a

) in th

e m

orn

ing

s

b

) in th

e a

ftern

oo

ns

c

) all d

ay

Yo

ur n

am

e:

___________

10

) Wh

o is F

red

?

9) H

ow

do

es Je

nn

y g

et to

wo

rk?

8) H

ow

old

is Jen

ny

?

7) W

ha

t are

the

ca

t’s na

me

s?

6) W

ha

t is the

do

g’s n

am

e?

5) W

he

re d

oe

s Je

nn

y liv

e?

4) W

he

n d

oe

s Je

nn

y w

ork

?

3) H

ow

ma

ny

an

ima

ls do

es Je

nn

y h

av

e?

2) W

he

re d

oe

s Je

nn

y w

ork

?

1)

Wh

o is J

en

ny

?

Instru

ctio

ns:

Re

ad

the

qu

estio

n.

Go

to th

e sto

ry a

nd

find

the

an

swe

r.

Write

yo

ur a

nsw

er.

Je

nn

y th

e B

an

ke

r

A ru

nn

ing

co

mp

reh

en

sion

ac

tivity

Sc

ore

: / 10

Yo

ur n

am

e:

___________

AMAZING ACTIVITIES


This is Jenny. Jenny is a banker. She is twenty-two years old.

She lives in Selangor and she works in a bank in Kuala Lumpur.

Jenny’s hobby is cooking. Her favourite food is fried noodles.

Jenny’s boss is named Fred. His favourite food is pizza. He was born in England.

Jenny works in the mornings. She gets to work by bus.

She has two cats and one dog. The cats are named Alfred and Billy and the dog is named Alex.

AMAZING ACTIVITIES


Jungle shadows Bexter Dexton Binol, SK Gumandang, Kudat, Sabah

Teaching Tips:

Use the masks, puppets or

character posters to

decorate the classroom or

create a Jungle Book

corner.


identify the characters in The Jungle Book and describe them

Target Language: Names of the characters and animals, adjectives


Level: Year 4

Language Focus: Speaking Listening Reading Writing Language Arts

Activity Use: Set Induction Practice Production


Materials: Worksheet of the shadow characters, copies of The Jungle Book story.


1. Prepare a copy of the worksheet for each group/pair.

In class:

1. Show pupils the shadows and ask them to guess the identity of the characters.

2. Choose one character, ask pupils to describe the character, e.g. he is long and green. Write the sentence structure on the board for pupils to refer to.

3. In pairs/groups, pupils describe the characters by giving clues; ‘He has four legs, he has black fur’ and the other pupils guess the character.

Follow Up: Pupils choose a character and write a description of it.

Variations: The pupils can make mini-books using the pictures and write descriptions of the characters.

The pupils can use the pictures to make puppets or masks and practise dialogue or introduce themselves in character.

AMAZING ACTIVITIES


AMAZING ACTIVITIES


My school Madam Wong Hung Nee, SJKC Kung Cheng, Meradong, Sarawak

Teaching Tips:

The matching game group-

work element of this lesson

can be adapted for a

number of different

lessons.


identify the different rooms in their school using both pictures and words

Target Language: Names of rooms around the school


Level: Year 1

Language Focus: Reading Language Arts Listening Speaking



Materials: Pictures of the rooms around your school, word cards of the names of the rooms.


1. Take pictures of the rooms around your school. Print out copies of the pictures and word cards for each group in the class.

In class:

1. Hold up each picture and ask the pupils to identify which room in the school it is. Ask a range of pupils to do this either individually or in groups.

2. Hold up the word cards and ask the pupils to read the names of rooms aloud. Ask a range of pupils to do this either individually or in groups.

3. Split the pupils into small groups of three or four. Give each group a set of pictures and word cards and ask them to match them on their desk.

4. Ask each group to hold up one pair and get the other groups to say whether they are correct or not.

5. As a class, walk around the school. At each room stop and ask the pupils to identify verbally which room it is. Then ask them to find the corresponding picture and word card and hold them up.

Follow Up: Stick the pictures on the board, ask each group to come up and paste the word cards underneath them in the correct order.

Variations: Give each pupil in the class either a picture card or word card. Ask them to find another member of the class who has the matching word or picture card.

For more advanced pupils:

Give them either the picture or word cards and ask them to either write the names or draw the pictures themselves.

If your school has a camera you can ask the pupils to take pictures of each room as you walk around or you can give them the name of a room and the pupils have to go and take a picture of it.

AMAZING ACTIVITIES


Staffroom

Library

Toilet

Canteen

Classroom

Office

Head Teacher’s Office

AMAZING ACTIVITIES


What do you like to eat? Being Anak Misek, St David Bumbok, Padawan, Sarawak


ask and answer a basic question form

Target Language: What do you like to eat? I like (to eat) ____.


Level: Year 1



Pupil Task: Whole Class Pair Work

Materials: Photocopied picture sheets..


1. Photocopy and enlarge the images below as 1 picture sheet per pupil.

In class: 1. Give each pupil a copy of the picture sheet and ask them to colour

the pictures. Set a time limit. 2. Have the pupils cut each picture up into 6 pieces. The teacher

demonstrates a simple example of making a jigsaw. 3. Ask the pupils to exchange their jigsaw pictures with another pupil. 4. The teacher demonstrates the activity by asking an average or

stronger pupil to come to the front and put together one jigsaw on the board. The teacher asks the question, “What do you like to eat?” and the pupil responds with “I like to eat pizza” The picture is used as the prompt for the answer. Next, a second pupil comes to the front and puts together a jigsaw on the board, the first pupil asks the question and the second pupil responds.

5. Pupils put together a jigsaw in pairs and 1 pupil asks the question and the other answers using the jigsaw as a prompt.

Follow Up: Pupils repeat the activity but this time they answer the question with their own personal choices, without using picture prompts.

Variations: Practise with other target structures, e.g. “May I have a_______?”

Pupils can draw their own pictures to cut up into jigsaws.

Teaching Tips:

Ensure the pupils have an

opportunity to learn the

questions before they use

them in the activity.

AMAZING ACTIVITIES


Spelling bags Noreha Binti Khalid, SK Astana, Kuching, Sarawak


spell words correctly

Target Language: Any – depends on chosen topic

Time Needed: Preparation: 30 minutes In class: 25-30 minutes

Level: Years 1, 2 and 3

Language Focus: Reading Writing



Teaching Tips:

Remind pupils to separate

the colours first to get the

letters for the word

together.

Encourage pupils to work

together as a group.

Label the bag with the

category of words it

contains for easy

identification.

Materials: A cereal box or other heavy card, markers, scissors, a plastic or Ziploc bag


1. Draw grid on plain cardboard and write out the target vocabulary, write one letter per square.

2. Make about five words per set using different coloured markers for each word.

3. Cut up the letter squares and store the sets in different plastic bags.

In class:

1. After practising the target language with the class, put them into groups.

2. Give each group a set of cards – give different sets of words to each group.

3. Give a time limit of about 5 minutes for groups to spell the words. 4. When they have finished one set they can swap and spell a new set.

Follow Up: Pupils can work in pairs to spell the words. The class can have a class spelling bee competition.

Variations: Pupils can help prepare the cards in class.

It can be used with other activities as part of a skills circuit.

AMAZING ACTIVITIES


Hot potato Razaleh B. Abdul Majid, SK Pekan Tuaran and Faraziah Bujang, SK Bolong, Tuaran, Sabah

Teaching Tips:

Design questions that allow

for differentiation: easy,

average and challenging

questions.

Use more than one ‘hot

potato’ at a time to

increase the amount of

participation.

Materials: The ‘hot potato’ is something to pass around e.g. pencil case, water bottle,

paper ball


1. Prepare a list of questions covering previously learnt question forms and vocabulary e.g. ‘How old are you?’, ‘What’s your name?’

In class:

1. Pupils sit in a circle. 2. Pupils chant “hot potato, pass it on, hot potato, pass it on ….” while

passing around the ‘hot potato’ until you tell them to stop. 3. The pupil(s) left holding the ‘hot potato’ stands up. 4. The teacher asks a question e.g. ‘How old are you?’ 5. The pupil(s) holding the ‘hot potato’ answers the question e.g. ‘I am

eight years old.’ 6. Continue steps 1 – 4 until all of the questions have been asked to a

range of pupils.

Follow Up: Pupils can work with a partner to ask and answer the questions reviewed during the game.

Variations: For Year 3 the game is played as a quiz, dividing the class into two groups.

You can award points: 2 points if the pupil answers correctly, 1 point if the team helps the pupil, 1 point if the other team answers the question because the original team answered incorrectly or did not know the answer.


answer questions

Target Language: Any – depends on chosen questions

Time Needed: Preparation: 10-15 minutes In class: 20-25 minutes



Activity Use: Review


AMAZING ACTIVITIES


Memory race Sylvia Steven, SK Pekan Tuaran and Rohanah Mohamad, SK Bolong, Tuaran, Sabah

Teaching Tips:

A permanent grid can be

made on cardboard. Make

plastic strips so that the

words can be erased and

reused.

Materials: Whiteboard, markers, A4 paper and tape

Procedure: Before class: Prepare a list of vocabulary

In class:

1. Write the vocabulary words in a grid in the centre of the whiteboard and cover each word with a piece of paper.

2. Write the same words but in a different order in a list next to the grid (you will need one list per team).

3. Divide pupils into teams. Each team lines up in front of their list. 4. The second pupil in line reads out a word from the team’s list. 5. The first pupil must go the board and find the word from the grid of

hidden words. 6. When they find the word, they go their team’s list and mark the word. 7. After the pupil has found the word they go to the end of the line. 8. Repeat steps 4 – 7 until one team has found all of the words. 9. The team who completes the list first is the winner.

Follow Up: In pairs, have the pupils quiz each other on the spelling of the words.

Variations: Use picture cards instead of words under the sheets of paper so pupils can match the words to the pictures.

Have the pupil write the word instead of providing a list (you will need to provide the team with a list of words for this variation).


match spoken words to written words

Target Language: Any – depends on chosen words

Time Needed: Preparation: 10-15 minutes In class: 15-20 minutes


Language Focus: Reading

Activity Use: Review


AMAZING ACTIVITIES


Stop, look, listen Jamilah Sirom, SK Termunong, Tuaran, Sabah


respond appropriately to the classroom management technique of ‘Stop, look, listen’

Target Language: Stop, look, listen

Time Needed: Preparation: 5 minutes In class: 10-15 seconds when needed


Language Focus: Listening

Activity Use: Set Induction

Pupil Task: Whole Class

Materials: ‘Stop, look and listen’ poster


1. Enlarge copies of the ‘stop, look, and listen’ signs (below) or draw your own and laminate if possible.

In class:

1. Say “stop” and point to the Stop picture. Explain to the pupils that ‘stop’ means to stop what they are doing.

2. Practise saying stop and having the pupils stop. 3. Say “look” and point to the Look picture. Explain to the pupils that

‘look’ means to look at the teacher. 4. Practice saying stop and look with the pupils. 5. Say “listen” and point to the Listen picture. Explain to the pupils that

‘listen’ means to not talk and listen to the teacher because she has something important to say.

6. Practise saying stop, look, listen with the pupils.

Follow Up: Display the poster ‘stop, look, listen’ at the front of the classroom for future reference.

Variations: For larger groups, enlarge each command to A4 or A3 size.

Teaching Tips:

Ensure all pupils stop what

they are doing, look at the

teacher and listen to what

the teacher has to tell

them.

AMAZING ACTIVITIES


Find your match Noor Pipah, Zul Fasiah, SK Kinabutan Besar, Tawau, Sabah


read, say and understand simple compound sentences

Target Language: Like/enjoy + verb + ing


Level: Year 3

Language Focus: Listening Speaking Reading


Pupil Task: Pair Work Whole Class

Materials: You will need one picture card or one sentence card for each pupil, e.g. in a

class of 30, you will need 15 picture cards and 15 sentence cards.


1. Make copies of the picture cards and sentence cards for your pupils.

In class:

1. Using the picture cards or actions, elicit the actions on the cards. 2. Try to elicit a sentence for each card using ‘like’ or ‘enjoy’. 3. Bring 3-4 pupils in front of the class to demonstrate the activity. 4. Hand one picture card to a pupil. 5. Hand the other pupils one sentence each (one will have the matching

sentence card). 6. Pupils say their sentences to the pupil with the picture card. 7. Pupils that match stand together. 8. Take back the cards and distribute all the cards to the class. 9. Pupils do the activity and the teacher monitors to help.

Follow Up: Write the numbers 1 to 6 across the board. The finished pairs should stand under their matching number 1-6. They can read aloud their phrases and then copy them into their exercise books.

Variations: These cards can also be used in a variety of ways with the general subject of

hobbies, for example, you can use the sentence and picture cards for

memory games.

1. Zarif likes playing with toy cars.

2. Praven and Li Chean like swimming.

3. Zara loves reading storybooks.

4. Mia and Ashwini enjoy roller skating.

5. Yulleh and Emir like cycling.

6. Fini likes drawing pictures.

Teaching Tips:

This type of matching

activity can be used with

other types of grammar or

vocabulary.

It is great speaking and

listening practice and the

kids really enjoy it!

AMAZING ACTIVITIES


AMAZING ACTIVITIES


Mini books Sandra Jirum, SK South, Miri, Sarawak


read short words

Target Language: Simple 3 letter words or relevant topic vocabulary

Time Needed: Preparation: 20 minutes In class: 3 minutes per pupil



Activity Use: Practice

Pupil Task: Pair Work

Materials: Picture and word cards, word cards, string


1. The teacher prepares a couple of example books.

In class:

1. The teacher gives each pupil 5 – 6 cards (picture and word, or word only cards depending on ability). The pupils hole-punch and tie their cards together with the string provided.

2. Then she selects individual weaker pupils and asks them to read the mini books to her or to a stronger pupil.

3. There are two types of books: Book 1: picture and word; Book 2: words only usually given to more advanced pupils.

Follow Up: The teacher has a record book with the names of the pupils and the word list. She ticks the words each pupil has mastered.

Variations: The pupils can read the books anywhere they go and their friends and families can help them with the words.

Teaching Tips:

Let the pupils make a

cover with their name so

they don’t get mixed up!

AMAZING ACTIVITIES


Puppet theatre Latifah Bt Di and Clariser Anak Anthony Nait, SK Kampung Luak, Miri, Sarawak


read familiar texts using appropriate pronunciation and intonation

Target Language: Any – depends on chosen story



Language Focus: Reading Speaking Listening

Activity Use: Review Practice Production Assessment


Materials: Puppet theatre (see instructions below), puppets, books or handouts


1. Make the puppet theatre by using a big box and materials to decorate it, and buy or make your own puppets.

2. Choose an appropriate text for the pupils to act out such as Little Red Riding Hood.

In class:

1. Inform the pupils they are going to do a role play using the puppet theatre.

2. Group the pupils and let them read the text and roles together in groups.

3. The pupils read through the text several times in their groups and the teacher gives feedback on their pronunciation and intonation.

4. One group at a time acts out the roles using the puppets and the puppet theatre.

5. The rest of the class listens and gives marks for the best performance.

Follow Up: Pupils can choose their own dialogue from a book, practise reading it and then perform.

Variations: The pupils can write their own dialogue in groups and then perform.

Teaching Tips:

Teach the pupils to speak

louder than normal when

hiding behind the puppet

theatre since it can be

difficult for the rest of the

class to hear them.

AMAZING ACTIVITIES


AMAZING ACTIVITIES


Word slider Reggie Gowbei, SK Jalan Bintang, Miri, Sarawak


blend words

Target Language: Sounds taught in Years 1 and 2




Activity Use: Review Practice

Pupil Task: Pair Work Whole Class

Materials: Paper plates - one for each pupil, coloured paper, scissors, a pen or marker,

word cards


1. Prepare one sample of the word slider (see following page for instructions).

In class:

1. The teacher shows a completed word slider to the class. 2. The teacher explains how to make the word slider:

a. Make three 2cm cuts on the paper plate leave 1 cm between each slit horizontally and 4cm vertically.

b. Cut three 2cm paper strips, making marks every 4 cm. c. Write sounds you would like to revise writing initial, middle

and final sounds on different strips to form words. d. Insert the paper strips into the slits.

3. The teacher demonstrates the activity: a. Pick a word card b. Blend the sounds to make the word c. Use the word slider to form the same word

4. Pupils work in pairs and receive one word slider and matching set of word cards.

5. Pupil A picks a word card and blends the word on it. 6. Pupil B uses the word slider to form the word. When ready, s/he

blends the word again. 7. Pupil B shows pupil A the answer to check.

Follow Up:

The teacher says a word; the pupils work in pairs and form it using the word slider. The teacher checks the answers.

Variations: Two pupils form a word using the word slider and then show it to another pair to read aloud (blend).

Teaching Tips:

Draw the instructions (with

measurements) on the

blackboard for pupils to

refer to while making their

word sliders.

AMAZING ACTIVITIES


AMAZING ACTIVITIES


Senses song activity Nuri Binti Ajek & Peter Tan Kim Cheng, SK Paya Mebi, Padawan, Sarawak


spell target words correctly

write clearly

focus on peer assessment and correction

Target Language: Song lyrics (SK Year 2, page 35): Eyes, nose, teeth and ears See, smell, chew and hear


Level: Year 2

Language Focus: Writing

Activity Use: Assessment Production


Materials: 1 piece of blank writing paper per group, song chart, pencils and erasers

Procedure: Before class: Prepare a poster of the song lyrics.

In class:

1. Pupils review the song that they have been learning for a few days (Unit 5, page 35 – SK Year 2 text book).

2. Give each group a piece of blank writing paper. 3. The teacher asks each group to write the words of the song on the

paper. The focus of the activity is spelling and clear handwriting. To encourage group cooperation, have pupils pass the paper around so everyone gets a turn at writing.

4. When the groups are finished, they swap their writing with another group and check the other groups’ spelling by referring to the song lyrics poster the teacher puts on the board after the groups have finished writing.

5. Pupils mark work according to how clear the writing is and if the spelling is correct. The teacher writes the marking scheme on the board next to the lyrics poster, while the groups are checking their friends’ spelling. For example: 1 star – 2 or more spelling mistakes 2 stars – writing is not clear and 1 spelling mistake

3 stars – writing is not clear and no spelling mistakes OR writing is clear and only 1 spelling mistake

4 stars – writing is clear and no spelling mistakes 6. The groups return the work to the group who wrote it.

Follow Up: Pupils do corrections in their groups. Pupils illustrate their work and display it on the wall in their classroom.

Variations: The teacher can use different songs according to the year group and ability level. This exercise can be made easier by making it a gap fill exercise.

Teaching Tips:

Encourage pupils to sing

the song quietly in their

groups to help with the

writing task.

AMAZING ACTIVITIES


Wonderful collage Farhani Binti Tawhid, SK Tigaman, Kota Marudu, Sabah


identify action verbs

spell the action verbs correctly

Target Language: Verbs: read, sulk, sing, dance, jump, stand, cry, smile



Language Focus: Language Arts Reading


Pupil Task: Individual Whole Class Pair Work

Teaching Tips: Check pupils’ engagement – remember if they know the verb, then teach a more challenging verb.

Materials: Origami paper (or scrap paper), glue, scissors, A4 paper with outline of verb,

action verb picture cards (see Printable Pages section)


1. Draw an outline of verbs onto A4 paper – one verb per paper (see example below).

In class:

1. Show the picture card to the pupils and elicit the verb, drill for correct pronunciation if necessary.

2. Have pupils mime the verb, to check understanding and write the verb on the whiteboard.

3. Hand out the verb outlines, origami paper, glue and scissors to the pupils, either one per pupil or in pairs.

4. Model collaging for the verb outline and show pupils a completed version.

5. Pupils complete collage (20 mins)

6. Teacher collects pupils’ work. 7. Put the pupils into pairs. 8. Teacher gives one collage to pupil A in each pair; make sure they do

not show the collage to their partner. 9. Pupil A reads the word to pupil B. Pupil B first mimes the verb and

then spells the verb. 10. Then pupil A shows the collage to their partner to see if they are

correct. 11. Have pupils exchange collages and repeat steps 8 – 10 alternating

turns of reading and miming/spelling.

Follow Up: Pupils can match pictures to words either using a worksheet or sets of

picture and word cards. Teacher can use pupils’ collages to illustrate simple sentences – using blue-tac on whiteboard. Spelling patterns could also be done in a subsequent lesson.

Variations: Pictionary – as a class or small groups, one pupil draws the verb and the others guess what it is Making a mini-book or a story using ‘stick-people’ pictures.

Outline Completed collage

AMAZING ACTIVITIES


Growing plants Florence Sapai, SRK Lok Yuk Likas, Kota Kinabalu, Sabah


listen to and follow simple instructions

Target Language: Vocabulary of growing plants and recycling


Level: Year 2

Language Focus: Listening

Activity Use: Production Practice


Teaching Tips:

Have pupils prepare their

own recycled milk box.

Materials: Milk box, soil, plants,


1. Prepare pictures of growing plants. 2. Prepare cuttings from a plant and soil. 3. Use a recycled milk box to be used as a pot.

In class:

1. Show pictures on how to grow a plant. 2. Pupils listen to the instructions given.

a. Prepare a milk box by cleaning it well and cutting off the top. b. Put soil in the milk box. c. Plant the cutting in the soil in the middle of the milk box. d. Water the plant. e. Put the plant in a shady place to let it grow.

3. Ask pupils to keep a mini-book/diary about their plant.

Follow Up: Have a chart in the class where the pupils can record their plants’ growth.

The pupils make labels for their plants.

Variations: The pupils can also use plastic bottles as pots.

The teacher can use seeds instead of plant cuttings.

Sunflower

Marigold

AMAZING ACTIVITIES


Dolly Doe stick puppets Norlijah Binti Ali Umrah, SK Lok Yuk Batu 1, Kudat, Sabah


make polite requests and refusals

Target Language: Could you give me some food/water, please? Yes, here you are. No, I’m sorry.


Level: Year 2

Language Focus: Listening Speaking Language Arts



Teaching Tips:

If you cannot find sticks

make finger puppets

instead. Attach a small

ring of paper to the back

of the pictures that can be

slipped over a finger.

Materials: Character sheet, crayons, scissors, tape and lollipop sticks.


1. Make one copy of the character sheet to share between four pupils.

In class:

1. Review the story and characters in the Year 2 textbook on pages 75 – 77.

2. Review the question and answer Could you give me some food/water, please? Yes, here you are. No, I’m sorry.

3. Place the pupils in groups of four and give each group one character sheet.

4. Each pupil chooses one character and makes a stick puppet. 5. In groups, pupils ask and answer the question using the stick

puppets.

Follow Up: Pupils use the pictures to make a story display for the classroom. The display can include the characters, the setting and the dialogue.

Variations: The pictures of the characters can be enlarged to make masks and pupils act out the story wearing the masks.

Pupils can use the pictures to make mini books and retell the story.

AMAZING ACTIVITIES


AMAZING ACTIVITIES


Memorable vocabulary: parts of the body Jennifer Augustine Kite, SK Wira Jaya, Samarahan, Sarawak


identify and label targeted parts of the body

Target Language: Body parts (Year 1, teacher’s book, unit 7)

Time Needed: Preparation: 15 minutes In class: 40 minute

Level: Year 1

Language Focus: Reading Speaking



Teaching Tips:

The same technique of

labelling a live ‘model’

could be used when

teaching further parts of

the body, for example,

‘chin’, ‘cheek’ and so on.

Materials: One set of small word cards for each group and sticky tape


1. Prepare word cards by writing words and cutting the cards to size and replicating for the number of groups.

In class:

1. Revise the vocabulary already introduced, by getting pupils to point to their noses, mouths and so on.

2. Divide the class into groups, for example eight groups of six pupils. 3. Explain the task. 4. Groups select one pupil to be their ‘model’ - see picture below. 5. Pupils stick the labels on their model, competing to finish within the

time limit given. 6. Give marks to each group for every label correctly placed on the

model’s body. 7. Announce the winning group.

Follow Up: The same activity can be repeated at a later date with new vocabulary.

Variations: Get each group to make their own monster and then label their monsters. They can tell the other groups about them. For example “Our monster has three heads, five big yellow eyes and one leg.” This could lead to a writing activity too.

Animals can be used for labelling to introduce vocabulary such as ‘tail’ and

‘wing’ etc.

AMAZING ACTIVITIES


Puppet Speak Junaidah Bujang, SK Wakuba, Tawau, Sabah


talk about hobbies using puppets

Target Language: Hobbies and personal pronouns


Level: Year 2

Language Focus: Speaking Listening


Pupil Task: Pair Work

Materials: One activity page per pair, scissors.


1. Copy one activity paper per pair. 2. Make one set of puppets for demonstration.

In class:

1. Revise hobby vocabulary. 2. Write a short conversation about hobbies on the board. 3. Practise the conversation with two pupils using the puppets. 4. Hand out one activity paper to each pair. 5. Ask the pupils to cut out the conversation parts A & B and the

puppets. 6. Each pair takes a part, either A or B, and says the conversation. 7. Pairs change partners and puppets and repeat the conversations.

Follow Up: This can be a writing and speaking exercise

My friend, ________, says he/she loves _______ in his/her free time.

Pupils write this sentence in their exercise books using the name and

hobby of their friend.

Guess who Game? This is a boy. He likes reading and playing football. Who

is he?

Variations:

For more advanced pupils, you can cut up the conversations and have the

pupils put the sentences in order. They can glue the completed

conversations in their exercise books.

You could also extend the conversations to make them more challenging.

Teaching Tips:

The puppets can be reused

in other lessons as desired.

For example, you can

make a conversation about

occupations and use the

puppets to say the words.

AMAZING ACTIVITIES


He

llo.

Wh

at d

o y

ou

do

in y

ou

r free

time

?

I lov

e re

ad

ing

story

bo

oks.

Tha

nk y

ou

.

He

llo.

I like

pla

yin

g fo

otb

all. W

ha

t

ab

ou

t yo

u?

Oh

, tha

t’s gre

at!

AMAZING ACTIVITIES


He

llo.

Wh

at d

o y

ou

do

in y

ou

r free

time

?

I lov

e g

ard

en

ing

.

Tha

nk y

ou

.

He

llo.

I like

pla

yin

g b

ad

min

ton

.

Wh

at a

bo

ut y

ou

?

Oh

, tha

t’s gre

at!

AMAZING ACTIVITIES


The magic English box Hong Yee Vin, SJK(C) Kung Ming, Tawau, Sabah


read and understand a variety of words

Target Language: Classroom vocabulary



Language Focus: Reading Speaking

Activity Use: Set Induction Review Practice

Pupil Task: Pair Work Group Work

Teaching Tips:

This can be used as a fun,

reusable warmer activity.

Just make new cards as

desired.

Materials: A tissue or shoe box for each pair/group, scissors, manila cards, double-

sided tape and glue. Coloured paper or crayons for decoration as desired.


1. Make one magic box for each pair/group. a. Cut two long slots in the box as shown on the diagram. With a

tissue box open the top of the box, with a shoe box just take off the lid.

b. Use double-sided tape to attach a long strip of manila card (A) from the back of the box to the bottom of the bottom slot as shown.

c. Attach another long strip of manila card (B) from the bottom of the top slot to the top of the bottom slot as shown.

d. Tape the box back together. e. Decorate the box with coloured paper or crayons as desired.

2. To prepare the cards: a. Cut out the word/picture card sets (word and picture together). b. Cut manila cards to match the size of one side of each

word/picture card. c. Fold the word/picture card around each manila card and glue

them together. It is important that the word is upside down (compared to the picture) for it to come out properly.

In class:

1. Hold up each manila card and introduce/review the vocabulary with the pupils.

2. Show the box and demonstrate how each card will turn over inside the box to reveal the word/picture.

3. Show a picture on one side of the card and encourage the pupils to say the matching word. Put the card through the box to check the results.

4. Hand out the boxes to pairs/groups. 5. Ask one pupil to show a picture card and the other(s) say the word.

They put the card through the magic box to check. 6. The pupils change roles and repeat the activity.

Follow Up: Play a group game with one magic box. Separate the pupils into groups with one writer per group. Hold up a picture and have each group write the correct word. Put the card into the magic box and ask the group to hold up their papers to show their answers. Give points to each group with the correct answer. Pupils can also make the boxes and cards following instructions from the teacher.

Variations: You can also use this box with more challenging cards!

AMAZING ACTIVITIES


Cut slots here

AMAZING ACTIVITIES


Classroom items Cynthia Goh Syn Yin, SJKC Chung Hwa, Limbang, Sarawak


identify and name things in the classroom

talk about things in the classroom using complete sentences

Target Language: This is a ____________________. Classroom objects: bag, pencil, eraser, desk, chair, blackboard, table, book, shelf, ruler


Level: Year 1

Language Focus: Speaking



Teaching Tips:

Pupils can take the picture

dice home to practice.

Pupils can make their own

dice.

Materials: Picture cards and picture dice (one set per pair)


1. Prepare picture cards. 2. Prepare picture dice.

In class:

1. Use the picture cards to teach the vocabulary. 2. Drill the sentence structure, “This is a _________.”. 3. Demonstrate to the pupils how to do the activity.

a. Take turns throwing the picture dice. b. Identify the picture on the dice and say the sentence, “This is

a _________.”. 4. Put the pupils in pairs and give each pair a picture dice. 5. Pupils work in pairs and take turns to throw the picture dice and

name the things in the classroom.

Follow Up: In groups, pupils can play a matching game with the word cards. They have to find the word card to match the picture. Individually, pupils can be given a worksheet with a picture of a classroom to label.

Variations: The dice can be used for other vocabulary such as animals, occupations,

numbers, etc.

You can use the dice in a bigger group with pupils asking questions, “What is

this?” “It is a rubber.”

AMAZING ACTIVITIES


whiteboard

ruler

books

pencil

school bag

teacher

classroom

AMAZING ACTIVITIES


AMAZING ACTIVITIES


Show the colour word Yee Yit Ling, SJK Chung Hua Tapang (MJC), Padawan, Sarawak


identify colours and colour words

Target Language: Colours: red, yellow, pink, green, orange, purple, blue, black, white


Level: Year 1

Language Focus: Listening Reading



Materials: One set of colour puppets on sticks, one set of colour words per group (see

Printable Pages section for colour flashcards).


1. Make one set of laminated colour puppets attached to sticks. 2. Make one set of colour words per group; each set of words should

include all the target colours.

In class:

1. Review the colours by singing the Rainbow Song: ‘Red and yellow and pink and green, orange and purple and blue. I can sing a rainbow, sing a rainbow, sing a rainbow too.’

As the class sing the song, the pupils in front hold up their puppet when they hear their colour.

2. Divide the class into groups and give each group a set of colour word cards.

3. Group leaders give each member of their group a colour word card. 4. Teacher holds up one colour stick puppet and asks, “what colour is

this?’” The pupil in each group with that colour word stands up, shows their word card and reads it aloud.

5. Teacher gives a point to each group that has the correct answer. 6. Repeat steps 4-6 with the other colours.

Follow Up: Pupils work in groups. Place colour word cards face down in the middle.

Pupils take turns to pick up a card, show it to a friend and ask, “what colour is

this?” If the friend reads the word correctly, they keep it.

Have a box of different coloured objects. Have colour word cards folded in a

pot. Pupils take a word card, read it and find something of that colour in the

box.

Have a number of different colour word cards hidden around the room. Pupils work in pairs to find a complete set. Each pupil is given a small piece of paper and some blue-tac. They write a colour word on their paper, give their word to a friend who reads it and then goes and matches it to something of that colour in the classroom.

Variations: For step 4 above, have pupils take turns to hold up the stick puppets and ask the question, “what colour is this?”

Instead of using colour stick puppets, use real objects.

Teaching Tips:

After the activity, stick the

colour word cards in the

English Corner or on the

Display Board with a sheet

of paper under each.

Pupils draw pictures or

write words of things

under the appropriate

colour word.

AMAZING ACTIVITIES


Dressing up Mdm Normala Binti Hj Dom, SK Tanjung Bundung, Meradong, Sarawak


identify items of clothing

identify colours

Target Language: “I am wearing a ___ ____.”

Names of clothes

Colours


Level: Year 1

Language Focus: Speaking Listening Language Arts

Activity Use: Practice Review


Teaching Tips:

Hand out the clothes

randomly, so that the

pupils get a mix of

different clothes. Try to

avoid too many pupils

wearing the same things.

Materials: Enough items of clothing for each pupil to put on, music


1. Collect items of clothing and prepare a piece of music.

In class:

1. Review the names of the colours and clothes. 2. Teach the sentence structure, “I am wearing a (colour) (item of

clothing) and a (colour) (item of clothing).” 3. Give each pupil in the class two items of clothing and ask them to put

them on and let them practise saying their sentence. 4. Line the pupils up at one end of the classroom and play the music. 5. Ask each pupil to walk across the classroom, as though they are at a

fashion show on the catwalk. They each stop and say ‘I am wearing a (colour) (item of clothing) and a (colour) (item of clothing).’ Ask the pupils to speak loudly!

Follow Up: Choose a pupil to be presenter of the Fashion Show. They need to describe what the pupils are wearing. For example ‘Alex is wearing a yellow dress and a black cap.’ Have the pupils draw a picture of their favourite outfit and write a sentence describing the clothes beneath it.

Variations: Clothes Game - put the clothes in a basket and get the pupils into two teams.

The teacher says for example “Put on a yellow hat” and the first pupil to wear

a yellow hat wins a point. This is a good game to play outside!

AMAZING ACTIVITIES


My happy days Syamira Binti Md. Dahin, SK Datuk Bandar, Debak, Sarawak


recite a chant with actions

produce a bookmark

Target Language: Days of the week


Level: Year 1

Language Focus: Speaking Listening Language Arts

Activity Use: Presentation Production Practice


Materials: Word cards of days, shaped cards, ribbons, jazz chants


1. Make word cards of days. Cut manila cards into 5 x 15cm strips to make bookmarks and punch hole at the top.

In class:

1. Review days of the week using the word cards. 2. Teacher writes and reads the chant.

Today is Thursday. Tomorrow is Friday. Yesterday was Wednesday. My happy days. (See the actions for each line at the bottom of the page.)

3. Teacher guides pupils to read and understand the sentences. 4. Teacher says the chant and pupils repeat and follow the actions. 5. Explain to pupils that they are going to make a book mark. 6. Distribute shaped cards to the pupils. 7. Pupils write the list of days in a week in correct sequence. 8. Then on the other side, they write the chant above. 9. Next, pupils decorate their book marks. 10. Distribute ribbons to the pupils. 11. Show the pupils how to tie their ribbons. 12. Pupils write their names at the bottom of their bookmarks.

Follow Up:

1. Teacher and pupils revise the target language.

2. Teacher gives presents for the most creative bookmarks.

Variations: Pupils can paste or hang their bookmarks in their class for decorations.

JAZZ CHANT

Today is Thursday.

Tomorrow is Friday.

Yesterday was Wednesday.

My happy days.

ACTION for Today (both thumbs up = Good)

ACTION for Tomorrow (both pointing fingers point to

the front at overhead level)

ACTION for Yesterday (both thumbs go to back over

shoulders.

ACTION for My Happy Days (both thumbs up = Good)

Teaching Tips:

Pupils can take the

bookmarks home to

practice.

AMAZING ACTIVITIES


From Powerpoint to puppetshow Augustine Lanak and Florence Sapai, SRK Lok Yuk Likas, Kota Kinabalu, Sabah


Develop their story-telling skills

Develop their fluency skills

Develop their awareness of the simple past tense

Target Language: Dependent on topic/story

Time Needed: Preparation: About two hours (this is an extended project) In class: 5-6 hours

Level: Year 3

Language Focus: Language Arts

Activity Use: Presentation Practice Production

Pupil Task: Group Work Whole Class

Teaching Tips:

This was done as a cross-

curricular activity. Some of

the time making the

puppet theatre was in an

Art class.

Materials: Digital story; selected slides printed out on A3 paper; cardboard box; paper

for covering it; cardboard to make the scenery and puppets; thin strips of

cardboard or similar to make the puppet sticks; colouring and drawing

materials; glue and scissors.


1. Select digital story to print out on A3 paper. Prepare laptop and LCD. In class:

1. Show the digital story on the LCD, tell the story interactively. 2. Designate the following tasks:

a. One group makes the stage b. One group makes the puppets c. One group makes the scenery d. One group writes the script e. One group performs the story

3. There can be 4 or 5 layers of puppets and scenery on the stage therefore the box needs four or five slits on its sides to put the scenery and the puppets through.

4. The puppets and scenery are cut from selected slides of the digital story and pasted onto cardboard.

5. The script is written and edited ready for performance by the pupils. 6. Pupils are selected to perform the puppet show.

Variations: The digital story can be shown without text. Pupils write their own story and script based on the pictures and prompts from the teacher. The puppet theatre is made and the performance given as before.

AMAZING ACTIVITIES


Scrapbook Lydyia Linang anak Buntoi, SK Datuk Bandar, Debak Betong, Sarawak


rearrange words into correct sentences

create a simple scrapbook

Target Language: Action verbs (3rd person): runs, reads, collects, drinks, writes, sweeps


Level: Year 2

Language Focus: Language Arts Listening Speaking


Pupil Task: Whole Class Group work

Materials: Photos of individual pupils doing an activity, jumbled-up words, glue, scissors,

mounting board


1. Take photos of individual pupils doing different activities. 2. Print and cut up sentences describing the activity in the photo.

In class:

1. Show each photo to the class to review the verbs. 2. Ask the pupils to identify the activity in each photo. 3. Pupils divide into pairs or small groups. 4. Give each pair or group some photos and jumbled-up words. 5. Each pair or group needs to put the words in order to make

sentences and match them to the correct photo. 6. After they have completed step 5, check the sentences. 7. Show the pupils an example of a scrapbook page and tell them they

will make their scrapbook pages using the photos and sentences from step 5.

8. Give the pupils the materials to make the pages for their photos.

Follow Up: In groups, pupils will present their scrapbook page and read the sentence to

the class.

Variations: The teacher can choose others verbs to be introduced. Pupils can be encouraged to take photos of each other doing different activities to be printed so they can add them to their scrapbooks.

Teaching Tips:

The teacher can put the

scrapbook in the class, so

pupils can revise it in

future.

AMAZING ACTIVITIES


Sounds around us Philoniza Miseng, SK Sampadi, Lundu, Sarawak


identify the animal and the sound they make

Target Language: Animals Animal sounds


Level: Year 1




Teaching Tips:

The teacher can make a

song to sing that includes

animals and the sounds

they make with actions.

For example: Cows in the

meadow go moo, moo, moo

to the tune of ‘Skip to my

Lou’.

Materials: Animal picture cards (see Printable Pages section) - one sheet per pupil,

manila card, glue


1. Make one copy of the picture cards sheet for each pupil. 2. Enlarge the individual picture cards to make flashcards.

In class:

1. Review the animals such as cow, bee, monkey, snake, dog and so on: using the flashcards, hold up and ask the pupils to name the animals

2. Make the sounds of the animals: using the flashcards ask, “What sound does this animal make?” Example:

Animal Sound ZZ…ZZ…ZZ…

3. Divides the class into 5 groups. Each pupil in the group is given a different animal.

4. The teacher calls out the name of an animal and one pupil in each group stands up and in a loud voice makes the correct sound. Example:

a. Cow moo…moo… b. Bee zzz...zzz… c. Monkey ooo…ooo… d. Snake sss…sss… e. Dog rrr…rrr…

5. Give each pupil a copy of the worksheet and ask them to match the animal and the sound.

Follow Up: In groups, pupils can ask each other, “What sound does this animal make?”

Variations: For Step 4 the teacher can ask “What animal makes the sound moo…moo..?”

For more advanced pupils:

Step 4: In pairs, pupils point at the animal picture and their partner makes the sound.

AMAZING ACTIVITIES


Musical jar Durin Anak Pohoh and Veronica Connie Anak Joskari, SK St James Quop, Padawan, Sarawak


read words aloud with correct pronunciation for stronger and average pupils

say the initial sound of the word or recognise the letters by spelling out the whole word for weaker pupils

Target Language: Topic vocabulary



Language Focus: Speaking Reading

Activity Use: Set Induction Practice Review


Teaching Tips:

If the teacher has no music

available then pupils can

sing songs as they pass

the jar around.

Materials: Word cards cut up, small plastic jar or box (1 for whole class or 1 per group),

CD player and music CD


1. Select vocabulary for the lesson or review purposes. 2. Print and cut up words and put them in the jar(s).

In class:

1. Ask the pupils to sit in a circle on the floor. 2. Play music or encourage pupils to sing songs related to the topic, if

possible. 3. The pupils pass the jar around the group as the music plays. 4. When the music stops (the teacher holds up a hand to stop the class

singing or presses pause on the CD player) the pupil holding the jar takes out a word card.

5. The pupil reads the word on the card to the rest of the class. 6. If the jar stops at a weaker pupil who is unable to read the word, ask

them to either say the initial sound or spell the word. The pupil then repeats the word after the teacher or another pupil sitting next to them helps them.

7. The pupil puts the word card back in the jar and gives it a shake. 8. Play the music again and pass the jar around until as many pupils as

possible have had a turn.

Follow Up: Working in small groups, pupils try to remember and write down as many of the words in the jar as possible.

AMAZING ACTIVITIES


Individual mini-whiteboards Chin Suh Lin, SJK CH Batu 11 Matang, Padawan, Sarawak


identify different places in a town

draw things that can be found in each place

Target Language: Names of places: bookshop, hospital, restaurant, police station, library Common nouns - things found in each place


Level: Year 2

Language Focus: Speaking Language Arts


Pupil Task: Whole Class Individual Pair work Teaching Tips:

Ask pupils to tell you which

places they see when they

next go to town. Have a

chart on the wall with the

names of the places. Pupils

put a sticker under the

ones they’ve seen.

Materials: For each pupil, one small Formica whiteboard (30cm x 30cm), one marker

pen and cloth - whiteboards can be made by laminating white paper.


1. Bring the set of whiteboards and marker pens to class.

In class:

1. Place five mini-whiteboards along the bottom of the large class board. Write (or draw) one place in town at the top of each of the five mini whiteboards.

2. Find out what the pupils suggest can be bought there and draw the items.

3. Repeat Step 2 with the other four whiteboards. 4. One pupil distributes the mini whiteboards to each pupil in the class. 5. Instruct each pupil to write one place at the top of their board, e.g.

bookshop and then draw pictures of things they can find there. 6. Pupils choose other places and draw pictures as in Step 5. 7. The pupils can ask each other, “What is your shop?”, “What is this?”

They can role-play shopping too!

Follow Up: Pupils can make mini-books ‘A day in town’. Encourage them to write and

illustrate their books independently.

Pupils can work in groups. Each group is given a different place and they find

lots of things that they find there.

Pupils can play Pelmanisms (memory game) with a set of word or picture

cards of places and things belonging in those places. The cards are placed

face down on a table or the floor and a pupil can only turn over 2 cards at a

time. If the cards match (e.g. bookshop and book) the pupil keeps the cards,

if not they are put back in the same place facing down and the next pupil

takes their turn.

Variations: The mini boards can be used for any topic. For ‘My house’ pupils can practise

writing focusing on particular structures e.g. ‘In the bedroom there is a bed’.


We would like to say a big thank you to all of you for your contributions, enthusiasm and hard work in making the ELTDP Resource Book happen. We hope that you will use it, enjoy it and share it with your

colleagues and be inspired by everyone’s creativity.

With thanks from the Resource Book Committee: Ann, Anna, Brenna, Chriss, Fiona, Helen, Kieta, Kyle, Nick, Penny, Stefani and Yik.

Special thanks to Hernita Balanga from SK Tagaroh, Kota Marudu, Sabah, for this wonderful illustration

of us!

eltdp teacher resource book absolute - amazing activities

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