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BEFORE CLASS
PERFORMANCE
THEATRE IN THE Preparations:
ENGLISH LANGUAGE
CLASSROOM a. Arrive an hour ahead prior to carnival and assist in
registration.
Topic: • Registration will be done according to colour code
KSSR Year 2 (coloured smileys).
Unit 6 (The Old House) b. Get assistance from the accompanying teachers to
Super Minds facilitate the activities.
• Inform teachers that the activity will be indoor and
Theme: would be conducted in an open space
World of Stories • Ensure pupils are in sports attire for the whole
programme
Learning Standards: • Get pupils to sit in a circle (groups of five)
2.2.3 Understand • Follow instructions given by trainer in placing
with support very short the necessary materials and stationery items for
simple narratives each group.
• Brief the accompanying teachers about the activity
1.3.1 Understand the to be conducted. Explain to them on what to do
message the teacher next when they return to schools.
or classmate is
communicating by
using visual clues when ACTIVITY 1: BUILDING VOCABULARY AND ACTIONS! (1 ½ HOURS)
they are speaking Task 1: Mirror Me! (10 minutes)
Procedures:
2.1.5 Describe objects 1. Pupils are grouped according to the coloured smileys given
using suitable words during registration.
and phrases 2. Trainer gets pupils to stand around the room.
3. Accompanying teachers will help to facilitate each group.
5.3.1 Respond 4. Get pupils to form a circle or in rows facing the trainer as in the
imaginatively and diagram below:
intelligibly through
creating simple art
and craft products.
Other imaginative
responses as
appropriate
Learning Outcomes:
1. Identify the objects T
acted by pupils
2. Describe an object 4. Trainer gets pupils to face her/him and models different actions
in a scene and feelings.
3. Perform a scene Example:
4. Plan, prepare and • angry
participate in a • surprised
scene provided. • happy
• frightened
Level: • worried
Average to below • sad
average • fly like a bird
• run like a horse
Group Size: • swim like a fish
90 – 100 pupils (3 big • hop like a rabbit
groups) • waddle like a duck
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Language Focus: 6.Trainer may use the phrases to depict the actions and feelings
Lexical sets: involved
• Bathroom
• Bedroom ➢ Show me how you are angry?
• Living room ➢ Show me how you are surprised?
➢ I’m feeling happy
• Kitchen
➢ Ooh! I’m frightened
• Dining room ➢ I’ m so worried
• Bed ➢ I’m sad
• Chair Note to accompanying teachers:
• Table Please ensure pupils’ safety when conducting this activity.
• Television
• Book
Task 2: Candy Introduction! (20 minutes)
• Pillow
Procedures:
• Sink 1. Trainer gets students to sit in groups of five.
• Stove 2. Trainer distributes coloured candy to each member of the
• Towel group.
• Toothbrush 3. Trainer states the purpose of the activity and explains
each candy colour.
Time: Red : Favourite hobby
10 hours Green : Favourite animal
Purple : Dream job
Materials: 4. Trainer requests each member to introduce himself or
• 10 colours of herself beginning with their name, school and the three
smileys facts above but only acts out the action related to the
• Laminated pictures coloured candy they received.
and word cards
• 14 envelopes
• Copies of the
module
• Copies of the
joining instructions My name is …………
for teachers I’m from SK………..
My favourite hobby is reading novel (acting as if he/she is
reading)
My favourite animal is kangaroo and my dream is to
become a doctor.
5. Trainer ensures all students are given an opportunity to
share about themselves.
chair
4. Trainer gets pupils to display the correct set and checks the
task.
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5. Trainer elicits the lexical set involved by asking
What’s this?
• Bed
• Chair
• Table
• Television
• Book
• Pillow
• Sink
• Stove
• Towel
• Toothbrush
6. Get pupils to select an object from the lexical set and act it out to
the group members. Group members guess the object and
once the group has the correct answer, the pupil says aloud the
object using the structure below:
Example:
S: I’m a pillow
7. Ensure each object is performed and emphasise on the sentence
structure.
Task 4: Let’s Play (30 minutes)
1. Trainer informs pupils that they are going to play a game of
cards.
2. Trainer provides each group with a set of picture and word
cards.
Trainer informs pupils of the game and places the picture
and word cards on the floor faced down.
Note: Picture cards on the right and word cards on the left.
3. The cards are placed at random (faced down)
4. Trainer provides instructions and models the task. (trainer
selects two cards)
5. Each person in the group is required to select two cards at a
time to identify the correct match.
6. Trainer monitors the game. If the pupil gets the cards in
correct match (e.g. picture of a chair with the word chair)
the pupil keeps the cards. Instead, if pupil has the wrong
match, he/she puts the card back and passes the turn to
another pupil.
7. Allocate 5 minutes for pupils to complete task.
8. Get pupils to say aloud the correct match once the game is
completed.
9. Trainer ensures each member of the group can identify and
pronounce the lexical set correctly.
10. Trainer gets pupils to perform the actions according to the
number of correct cards collected.
living
room
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Example:
What’s this?
It’s a
living
room
4
5
4. Trainer gets pupils to repeat the process for all other parts of
the house.
5. Trainer ensures that each group performs employing the
language structure learnt simultaneously with the actions.
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Example :
I’m a chair in a dining room
I’m a table in a dining room
We are a dining room
1. Trainer invites each group to present their short skit to the whole
group.
2. Trainer provides guidelines for performance.
Task 2: Sharing & Evaluation Time (5 minutes)
Procedures:
AFTER CLASS
Note:
• Get accompanying teachers contact numbers and email
addresses for follow up purposes.
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