Travelling Through Time Final

TRAVELLING THROUGH TIME
AN INTEGRATED LITERATURE COMPONENT IN ENGLISH LANGUAGE SUBJECT

FOR 13-14 YEAR OLD LEARNERS
LOW PROFICIENCY

FARAHIYA ZALIKHA BINTI ZAKARIA (2013618104)
SITI FARIDAH BINTI KAMARUDDIN (2013835368)

TEACHERS BOOK
MODULES 1 6
The Curriculum Project
TABLE OF CONTENTS

1.0 Introduction
1.1 Aims and Objectives
1.2 Justification of Low Proficiency Students
1.3 Teaching Considerations

2.0 Teachers Guide
2.1 Lesson: Drama Dinosaurs by Richard Nathan
2.1.1 Text Overview
2.1.2 Choice Justification
2.1.3 Module 1 Pocket Chart
2.1.4 Module 2 Spider Web Game
2.1.5 Module 3 XOXO Game
2.2 Lesson: Short Story Sabre Toothed Sandwich by Leon Garfield
2.2.1 Text Overview
2.2.3 Module 4 Wall Dictation
2.2.4 Module 5 Pair Dictation
2.2.5 Module 6 Readers Theatre

3.0 Appendixes
3.1 Drama Dinosaurs by Richard Nathan
3.1.1 Drama script
3.1.2 Pocket Chart
3.1.3 Spider Web Game
3.1.4 XOXO Game
3.2 Short Story Sabre-toothed Sandwich by Leon Garfield
3.2.1 Short story text
3.2.2 Wall Dictation
3.2.3 Pair Dictation
3.2.4 Readers Theatre
3.2.4.1. Readers Theatre Evaluation Form
3.2.4.2. Curriculum Specification for Grammar
1.0 Introduction

Travelling Through Time (3T) is designed for students from rural areas with low
English language proficiency who want to enhance English language in a fun and creative
way with the avid use of literary works such as poem and short story. This module is useful
for teachers who want communicative teaching ideas for their classes and teachers who want
relevant literature material to supplement a commercial English course. It is designed for
young adults students of English (around 13 to 14 years old).

1.1 Aims and Objectives

The module focuses on the language and skills that people from rural areas need to
communicate effectively in English. Travelling Through Time has a social awareness and
critical thinking focus. Topics include social, environmental and development issues. There is
less about celebrities, holidays and teen lifestyles. This module gives emphasis on the for
important skills, which are Listening, Speaking, Reading and Writing, hence the activities
provided in this module will require students to practice in a fun and meaningful lesson.
Learning a language requires both input (listening and reading) and output (speaking and
writing).Vocabulary and grammar are part of these. Learners need to understand vocabulary
and grammar when they listen and read, and use them when they speak and write. Travelling
Through Time is cheap to photocopy or print as there are no colour images inside. The
students material is all in one book (not separate classroom book and workbook) to reduce
expense. This module has clear instructions and explanations, without too much complicated
language for both teachers and students.

1.2. Justification of Low Proficiency Students

Here are the justifications of low proficiency students appropriate for this module:
1) These students can understand short conversations on simple topics.
2) They rely on familiarity. The students are already familiar with Family Theme, for
instance problems or conflict dealt in the family.
3) They use repetition, gestures and non-verbal cues to sustain conversation.
4) When reading, students at this level can understand basic narrative text and
authentic materials, although they will be below grade level.
5) They rely on contextual and visual cues to aid in comprehension.
6) They can begin to identify the main idea and supporting details of passages.
7) They can write simple notes and make brief journal entries using basic vocabulary
and common language structures.
8) Frequent errors are characteristic at this level.

1.3 Teaching Considerations

For low proficiency students, some of them will find activities in this module a little
bit difficult, especially when they are used to the exposure of only chalk and talk in typical
language classroom. Hence, teachers should teach the students slowly. Teachers must explain
points carefully, and give detailed feedback on common errors. As you teach, add extra
exercises and activities, both in class and for homework. Teachers should also supplement the
module with other materials. Use graded readers, vocabulary and grammar books, and other
skills-focused material to help students understand and use the language they are looking at.

In one low proficiency classroom, there will be mixed ability students whereby, the
students are all low proficient but there are varying degree of low proficient students.
Therefore, in the classroom, use pair work. Pair a weak student with a strong one for some
tasks, and pair stronger and weaker students together for other tasks (despite they are all low
proficient). As you are teaching, ask students questions using the functions and structures they
have been studying. Teachers should also observe students performance of the activities in
the module. See if they are mostly getting exercises correct, and are completing tasks without
difficulty.

2.0 Teachers Guide

2.1 Lesson: Drama Dinosaurs by Richard Nathan

2.1.1 Text Overview
This drama is about a prehistoric time during the existence of dinosaurs. A married
couple of tyrannosauruses are talking about leaving behind a monument of themselves for the
newer creatures/species to look at if something were to wipe them up. The husband builds
fully-clothed monument of himself and the wife to indicate a sign of their civilization and
foster the impression that they are bright generation. The wife has sort of a different view
when she says that new creatures would probably appreciate more if they do not litter and
leaving behind any rubbish. Also, if something really were to wipe them up, the monument
could also be destroyed. The husband believes that it is not likely to happen.


The drama matches with the central theme brought into this module which is about
prehistoric time. Students are exposed to history before humankind, which is during the time
when dinosaurs were still existed. This drama gives an opportunity for students to practise
interdisciplinary skill. They can integrate knowledge they obtain from humanistic subjects or
even Science into this lesson and vice versa. A lot of room for a wide range of discussions and
responses can also be evoked from this drama (Lawal, 1992). The discussion can be revolving
around dinosaurs, the possible cause for their extinction and how we really perceive the
concept of civilisation. According to El-Nady (2000), a good selection of text must embody
personal and moral values. Through this drama, teacher can also evoke students awareness
for the environment which thus instil positive values in students.

Povey stated that literary text (such as drama) increases all language skills because it
extends linguistic knowledge by giving evidence of extensive and subtle vocabulary usage,
and complex and exact syntax (1972, p. 187, as cited in Subramaniam, 2001). This is
supported by Bagherkazemi and Alemi (2010) who argued that literary text can create a
medium for effective development of language usage through different methods of
consciousness raising and form-focused instruction regarding grammar, word form,
vocabulary and expression and all of these elements are incorporated in memorable and
meaningful context. In this drama, the language discourse presented is suitable for the target
students. It is able to increase all language skills targeted by the teacher because it contains
various and profound range/level of vocabularies and grammatical pattern from easy to
difficult or from simple to more complex. Not only that students reading skill is patently
enhanced when they read this drama, but it also helps them to develop their listening,
speaking and writing skills through the activities designed based on the drama in this module.
Thus, Dinosaurs serves as a comprehensive source for the teacher to enhance all language
skills of the students through meaningful and memorable context for effective learning
experience.

2.1.3 Module 1 Pocket Chart

Introduction

Lesson Overview: Pocket Chart is a useful activity to encourage students to construct
sentences. Students especially low proficiency leaners always have
problems with making own sentences. With this activity, teacher
provides a series of words written on cards for selection and the
students are free to make their own sentences from those cards. The
words provided are not something unfamiliar for the students as they
have encountered them in the drama script which the teacher uses in
this lesson.
Language Skills: Reading and Writing
Lesson Objectives: By the end of the lesson, students are taught to:
1. Read text aloud with correct pronunciation and intonation
2. Listen to and share opinion, suggestion and responses on the drama
'Dinosaurs'
3. Rearrange words into sentences based on the drama 'Dinosaurs'.
Learning Outcomes: By the end of the lesson, students will be able to:
1. Demonstrate effective reading aloud with teacher guidance
2. Listen and share opinion their own and responses about the drama
Dinosaurs.
Materials: Sight Word Chants popsicle sticks, handouts, pocket chart and pocket
cards.

Teaching Steps:

1. Teacher uses sight word chants to start the lesson (Refer to Appendix 3.1.2). The
word(s) are taken from the drama Dinosaurs used in this lesson (e.g. mutate,
biodegradable, civilization).

2. Teacher tells students that they are going to read an interesting drama and distributes
the drama script (Refer to Appendix 3.1.1).
3. Teacher conducts effective shared reading by starting with eliciting students' responses
relative to their prior knowledge, title or topic, story prediction, and the context of the
text.
4. Students are picked randomly to participate in reading the text and teacher prompts
critical reading skills throughout the process. For example, ask questions to test
students' understanding, elicit their personal opinion, highlight contextual clues for
difficult words, and encourage students to make inferences and predict outcomes.
5. Teacher also needs to reread bits of text for emphasis if necessary as well as correcting
mistakes and demonstrating good pronunciation and intonation.
6. After shared reading finishes, teacher discusses about the storyline, characters, theme
and moral values with the students.
7. Teacher then shows students a big pocket chart and some of the pocket cards (Refer to
Appendix 3.1.2).

'Sight Word Chant' is a vocabulary game in which the students are required to spell
aloud the targeted words in various and humorous ways. The instruction of a
particular word chant is pasted on a popsicle stick. Teacher writes down on the
board the word & its meaning. A popsicle stick is picked randomly from its bunch
and the students need to spell the word according to the instruction given. Teacher
asks students to repeat chanting until they can remember the spelling & meaning.
Then, teacher erases the word and tests students' memorisation. In the end, always
ask students to jot down the word and its meaning inside their books.

For the complete list of sight word chants together with instructions and other ideas,
visit growingkinders.blogspot.com
For steps to make your own pocket chart, visit pinterest.com. You can also buy
pockets chart and other interesting materials at
product.lakeshorelearning.com.
8. Teacher pastes the pocket chart on the wall/board and pastes the cards according to
their categories: characters, verbs, adjectives, nouns, articles, pronouns, prepositions.
Words are taken directly from the drama script, added by some other words which
may help students to do the activities.
9. Students are to construct sentences by rearranging the cards on the pocket chart. The
sentences must be based on what they have understood from the drama. Teacher
shows an example and gives time to students to think of one sentence they want to
construct from the cards.
10. Students are picked randomly to rearrange the cards on the pocket chart and other
students help to correct the sentences if there are any mistakes.
11. Teacher writes all the constructed sentences neatly on the board and asks students to
copy them down inside their books. Students also need to rearrange and number the
sentences according to the correct sequence of event from the drama.

Suggestion:
a) While discussing about the storyline, characters, theme and moral values, teacher can
include and highlight some of the words from the cards. He/she may even show the
cards while articulating the words. During this of course, students have yet to know
what they are going to do with the cards. Not only that examples of sentences are
demonstrated, but this also activates students anticipation.
b) Teacher can teach grammar using the pocket chart since the cards are categorised
according to grammatical categories.

2.1.4 Module 2 Spider Web Game

Introduction

Lesson Overview: Spider Web Game is an interactive activity which provides good
example of successful collaborative learning. Students are required
produce a huge nest together using a bundle of string and while the
process goes on, students are actively involved in listening, sharing, and
expressing their thoughts about the drama they have read. The game
also incorporates reading and writing book reviews which will
encourage students to be critical readers.
Language Skills: Listening, Speaking, Reading and Writing
1. Share opinion about the drama 'Dinosaurs'
2. Choose and rearrange responses recorded on board into a written
opinion on a review form.
1. Listen attentively and share personal opinion about the drama
Dinosaurs.
2. Write a review form based on the responses previously shared.
Materials: String, handouts and review form.

Teaching Steps:

1. Teacher asks students to rearrange their seats into a huge circle and the teacher stands
in the middle to deliver the lesson.
2. Teacher prompts students on a discussion about the drama 'Dinosaurs' which they have
read in previous class (Refer to Appendix 3.1.1). Teacher briefly discusses and revises
with the students about the storyline, characters, theme and moral values.
3. Teacher then tells students that they are going to play a game called 'Spider Web' and
shows a bundle of string. The string is the web and the students are the 'spiders' which
are going to work together to build a huge web nest.
4. Teacher picks one student (Student A) randomly and lets him/her to hold one end of
the string. Student A needs to name one character he/she likes the most and gives a
reason in one complete sentence. After that, he/she needs to choose a friend to
continue the game.
E.g.: Teacher: Which character do you like the most, Zahra?
Student: The 'husband'.
Teacher: Why is that so?
Student: Clever.
Teacher: Can you say in a complete sentence?
Student: I like the husband because he is a clever dinosaur.
Teacher: Very good. Yes, the 'husband' surely is one clever
dinosaur. Now who would you like to continue rolling
out the spider web?
Student: Yusof!
5. Teacher helps to pass the bundle of string to the next student while Students A keeps
holding the one end of the web. The spider web needs to keep being held until the end
of the game. The following student needs to do the same and the game continues until
all students are involved.
6. As the game goes, teacher needs to write students' responses on the board. Teacher
needs to help students getting the correct and non-repetitive sentences/responses. Once
the students start repeating responses because there are not much things left to say
about the characters, teacher instructs students to continue with stating about the moral
values that they have learned from the drama.
7. By the end of the game when all students have given their responses, the overlaying
string hold by the students will create a pattern like a web nest (Refer to Appendix
3.1.3). Teacher highlights students' spirit of cooperativeness and team work which
make them succeed at producing a huge web nest.
8. Students get back to their original places and teacher passes around review forms
(Refer to Appendix 3.1.3).
9. On the form, students need to fill in their personal details and their opinions on the
drama. Students can write their opinions by choosing and rearranging the responses
that the teacher has recorded on the board when they were playing 'Spider Web' game.
10. Teacher picks students randomly to read their review forms before asking all students
to hand in theirs.

Suggestion: Teacher can take pictures of the students throughout the 'Spider Web' game
as proof of their cooperation. Teacher can show the pictures to students to remind them
about the importance of team work in the future.

2.1.5 Module 3 XOXO Game

Introduction

Lesson Overview: XOXO Game is a language game which is suitable to teach all
language skills. Adapted from the game SOS or XO which we are
already familiar with, XOXO game brings students to a new level of
experience. In order to win the game, the students need to complete the
tasks instructed on the game board. The tasks vary from listing down to
constructing sentences. This game will stimulate students
competitiveness and thus, encourage them to perform tasks which they
normally have little interest to do if it is instructed outside of the game.
Language Skills: Grammar (Contraction & Adjective)
1. List down contractions and adjective found in the drama
Dinosaurs
2. Complete different tasks instructed in the XOXO game about
contractions and adjectives.
1. Detect and list down contractions and adjectives found from the
drama Dinosaurs.
2. Perform different tasks instructed in XOXO game about
contractions and adjectives
Materials: Picture, handouts and worksheets.

Teaching Steps:

1. Teacher asks students to take out the handouts of the drama 'Dinosaurs' they received
in previous class (Refer to Appendix 3.1.1).
2. Teacher pastes a picture of tyrannosaurus on the board and asks students to describe it
(Refer to Appendix 3.1.4). Teacher writes the descriptions on the board, highlights on
adjective words and explains the function.
3. Teacher instructs students to find and list down the adjectives from the drama
'Dinosaurs'. Teacher then discusses the answers.
4. Teacher introduces students to Contraction. After explaining the function, students are
required to find and list down the contraction from the drama. Teacher discusses the
answers.
5. Teacher then asks students to make 3-member groups and explain that they are going
to play a game called 'XOXO'.
6. In each group, one student becomes Player A, another student becomes Player B and
one student becomes the referee.
7. Teacher distributes the 'XOXO' worksheets to all students but gives answer sheets
only to the referees (Refer to Appendix 3.1.4).
8. Teacher goes through the instruction to play game. Player A is X and Player B is
O. Whenever they manage to complete the tasks instructed in a particular box, they
can put their mark (either X or O) in the box. The player who gets XOXO first
will win.
9. Then, teacher explains the emphasis for a fair game and being ethical players and
referees. Teacher becomes the chief referee who will help the referee students if they
have any difficulties.
10. While students play 'XOXO' game, teacher moves around to guide and monitor the
game and frequently check students' responses.
11. After the game finishes, teacher discusses some of the questions asked in the 'XOXO'
game.

Suggestion:
a) The referees can be students who have better proficiency so that they can
conduct the duty of referees more tactfully. Besides that, it will give an
opportunity to the less proficient students to become more actively involved in
the lesson.
b) When explaining the concept of adjective and contraction, teacher can
deliberately provide examples that may help the students when they play
XOXO Game.

2.2 Lesson: Short Story Sabre-toothed Sandwich by Leon Garfield

2.2.1 Text Overview

This short story with the family theme is about a prehistoric tale of the staging of the
first play ever. When Uncle fails yet again to bring anything for dinner, he acts out his close
encounter with a sabre-toothed tiger! Everyones so impressed with this new kind of
storytelling that the family decides to tour round other caves to act out their story.

Tran Thi Nga (2003, as cited in Nguyen, 2008) suggests several guidelines for
selecting literary works and genres. In the first place, appropriateness should be taken into
consideration. That is the difficulty of a text in terms of lexis, grammar, and style must relate
to students' levels of command of English. For this short story, the vocabulary is moderately
challenging as this is one of the medium for exposing students with different types of
vocabulary. Grammar rules detected from this text is relevant with the Curriculum
Specification for Lower Secondary students underlined by Ministry of Education (2003). The
language style in this short story has a variety use of idiomatic expressions, and hence it is the
role of teacher to point out that idiomatic expressions and explain to the students of its usage.
Second, teachers should help students overcome cultural barriers by informing
students of specifically cultural aspects found in the texts to be used. Familiarity with the
subject matter of the text, certain language use or reference to objects unique of the students
culture may help activate the students existing prior knowledge, which in turn may work to
aid reading and comprehension. It is important for comprehension to be achieved by students
because enjoyment of a text read would stem from the students comprehension of it (Zailin
Shah, 2004). In Sabre-Tooth Sandwich, the culture displayed are the lives of prehistoric
mankind with modern day values that students can relate such as responsibility for bringing
up a family, respect to ones contribution and family affection.
Third, such factors as pleasure and enjoyment should also be taken greater notice of
because they serve as "a motivating factor" which inspires students to read, to be interested in
reading and to interpret the works. The essence of pleasure and enjoyment in this short story
can be found within the character of the Cave Dweller Boy who narrates the story from a
childs view and the quirky character of Uncle, as he has been treated as an underdog by his
brother-in-law, but manage to contribute more to the family. Here, the story would bring the
idea that a childs point of view is taken into consideration and ones weakness could be an
internal strength for them to prove wrong accusation thrown at him/her.
Likewise, with a short story, teachers may take into account the use of linguistic items
to help students revise the grammar first and then basing on the grammar focus to practise
other language skills as speaking and writing. Certainly, learners' interpretive ability will also
be paid attention to during the process. It might be rewarding because the level of difficulty is
not too much above the students' normal reading proficiency and the content is both
interesting and relevant to the students' background knowledge. This will encourage students
to get personally involved in the text and build their own interpretation at a basic level.
Speaking and writing, furthermore, offer them a chance to drill in the language and to
express their output ability. Put it in another way, the text can give them valuable
opportunities to use and develop such sub skills as deduction of meaning from linguistic and
situational context, relating text to knowledge and experience of the world, responding to text,
creative writing, etc. Beside skill development, the story will also provide educational value,
affective value, individual value and stimulus value (Tomlinson, 2012).

2.2.3 Module 4 Wall Dictation

Introduction

Lesson Overview: Reading and writing are two sides of the same coin. The more the
students read, the better writers they are likely to become. This is
generally held to be the case as much as in the L1 as when students
learn a second language. Wall Dictation emphasises on initial reading
and supports and consolidates oral work through meaningful and
cognitively engaging reading and writing activity. The students will
progress by a structured series of prompts. During the reading and
writing process, it is important to encourage students to be responsible
for checking and correcting their own work. Besides, this activity will
also encourage collaborative reading and writing which students ideas
are shaped through working with others and the final product is a joint
effort and imaginative writing with the aid to this literature text.
Language Skills: Reading and Writing
1. Read, dictate and write missing words in a text
2. Collaborate and take turns in groups.
3. Use communication strategies appropriately.
1. Students will be able to read, dictate and write missing word in a text
with correct spelling.
2. Work collaboratively and take turns in groups.
3. Students will be able to communicate using the appropriate
strategies.
Materials: Manila cards and relevant pictures (optional).

Teaching Steps:

1. Teacher recalls the first 4 chapters of the short story Sabre-toothed Sandwich which
they have gone through in previous classes (Refer to Appendix 3.2.1). Students are
picked randomly to participate in reading the last chapter of the story; Chapter 5.
Teacher prompts critical reading skills throughout the process. For example, ask
questions to test students' understanding, elicit their personal opinion, highlight
contextual clues for difficult words, and encourage students to make inferences and
predict outcomes.
2. Teacher also needs to reread bits of text for emphasis if necessary as well as correcting
mistakes and demonstrating good pronunciation and intonation.
3. After shared reading finishes, teacher divides the students into groups of 5. The groups
are assigned with manila cards; each contains a summarised paragraph of a certain
event from the short story Sabre-toothed Sandwich. The five manila cards altogether
forms a summary of the whole short story (Refer Appendix 3.2.2).
4. Students need to stick the cards on the wall at the back of the classroom; a distant
away from where they are sitting.
5. Teacher explains that the objective of the activity is for the groups to copy down the
paragraphs pasted at the back, into their notebooks as fast as they can.
6. After teacher gives the cue, one member of each group needs to go to the back, read
and remember one or more sentences from the paragraphs and then return and dictate
it to the rest of the group. Teacher should points out that the rest of the group can ask
any questions they like.
E.g.: Can you repeat that please?
How do you spell that word?
7. Whenever the teacher says Change!, the person who is dictating must immediately
sit down and another member of the group takes over.
8. While dictating and copying down, the students may leave a gap in the text in their
notebooks which they can complete later. Once a particular group is finished, teacher
instructs the group to take down their card from the wall and compare the paragraph
on the cards with what they have written in their notebook. Students do collaborative
checking for any mistakes.
9. Teacher asks the groups to paste their cards in front and instructs them to decide on
the correct sequence of the paragraphs based on the short story Sabre-toothed
Sandwich.

Suggestion:
a) If teacher has pictures which match the texts, stick those on the board.
b) Students generally enjoy the physical movement during this activity. However,
for safety reasons, teacher needs to ensure that there is nothing to trip over and
students do not run.

2.2.4 Module 5 Pair Dictation

Introduction

Lesson Overview: Pair Dictation is an activity that very effectively contributes to
improvement in all skill areasreading, writing, speaking and
listening. It is particularly useful for practice with paragraph structure;
grammatical accuracy and pronunciation. In addition, it can be
successfully employed in any class setting with any type of student.
Students arriving late for lessons can be integrated into the activity
smoothly, with no interruption in class activities. It works especially
well in multi-level classes, with students of varying interest and ability.
This dictation activity makes use of the fact that English spelling is
anything but phonetic, and the ability to properly spell a word from its
sound requires some familiarity with its meaning, and the context in
which it occurs. This activity also exploits the general laziness of
students as errors in transcription will require the reader to spell out the
word, and the writer to slowly write it out; a time consuming and
tedious burden. Thus, there is a definite premium in recognizing the
words from their sounds, and properly transcribing them onto the page,
especially since students generally want to finish up as quickly as
possible. Active, cooperative learning activities in general are the best
approach to assure focus, attention and deep concentration. This
assures that students are performing at or near their optimum
capability. There is no doubt that retention is maximized under these
circumstances.
Language Skills: Listening and Speaking
Lesson Objectives: By the end of the lesson, the students are taught to:
1. Read, dictate and write missing words in a text
2. Collaborate and take turns in groups
3. Use communication strategies appropriately.
Learning Outcomes: By the end of the lesson, the students will be able to:
1. Students will be able to read, dictate and write missing word in a text
with correct spelling.
2. Work collaboratively and take turns in groups.
3. Students will be able to communicate using the appropriate
strategies.
Materials: Worksheets

Teaching Steps:

1. Students are divided into groups of 4 and they need to decide their partners within that
group (Pair A and Pair B).
2. Each group gets a different worksheet; each worksheet contains two different passages
which are similar in content, but different in term of the places of missing words
(Refer to Appendix 3.2.3). The handouts altogether form a full passages which is self
developed by the teacher based on the short story Sabre-toothed Sandwich (Refer to
Appendix 3.1.1)
3. Handouts are cut into halves. Pair A gets the first passage while Pair B gets the second
passage. Students are forbidden to show their scripts to each other and they are
required to be attentive.
4. Pair A starts by reading out own passage together. When they reach the first gap, Pair
B reads the next part of the passage while Pair A writes the missing words on the
worksheet. When Pair A reaches a gap, Pair B reads the next part while Pair A writes
the missing words on the worksheet.
5. Students continue this way until the end of the passage. However, teacher needs to
remind them that the pairs can only repeat a sentence only once and they are forbidden
to provide any help for spelling and meaning. Students are expected to practise
affective reading and attentive listening.
6. Students then check their answers by comparing the original text with what they have
written.
7. Teacher points out that any errors made are because of various reasons. For example,
mispronunciation, lack of attention, wrong intonation, unclear articulation, limited
vocabulary knowledge, etc. Teacher then demonstrates good oral reading to students,
highlighting words which students have difficulty with.

Suggestion: If students have the capability, teacher can ask them to write a short text
like the one given to them in this activity. They should leave out one word on each
line. Point out that these words should be grammatical. Then, students pass their texts
to other pairs, who have to complete the passages by listening to their friends
dictation.

2.2.5 Module 6 Readers Theatre

Introduction

Lesson Overview: Readers Theatre is a valuable tool for any classroom. It allows students
to take virtually any piece of literature, analyse it and adapt it into a
script. This script can then be performed with a minimum of
preparation, props or scenery. There are two different ways to use
readers theatre with your students:
1. Have your students rehearse, read and perform a previously
prepared readers theatre script in class. Discuss the story and
invite students to give each other constructive criticism on their
acting. You might use this as a kick-off to other language arts-
based activities.
2. Have your students find a piece of literature and then adapt it
into a readers theatre script. Students will then rehearse, read
and perform their script in class. Feedback will be given not
only on students performances, but also on the creativity that
went into their script adaptation.
While the first option is certainly the easiest to execute in your
classroom, the second allows the students to really become involved in
the literature, which is what readers theatre is all about. The students
will, unconsciously perhaps, be involved in analysing the structure,
characterization, and description used in the literature. They will be
stimulated to creatively adapt their piece and will really "own" their
presentation.
Language Skills: Grammar, Reading, Listening, and Speaking
1. Identify and detect tenses incorporated into the script/text.
2. Perform Readers Theatre with correct pronunciation and intonation
as demonstrated by teacher previously.
1. Students will be able to spell, understand the meaning and use the
vocabulary learnt from the text.
2. Students will be able to identify and detect tenses incorporated in the
script with teachers scaffolding.
3. Conduct and dramatize their characters effectively through the use of
Readers Theatre text.
Materials: Readers Theatre Evaluation forms (teachers use only), readers theatre
script (may be given chapter by chapter depending on the lesson
taught), highlighter and timer.

Teaching Steps:

1. Teacher introduces Readers Theatre to the class. Teacher gives an overview of what it
is and how it will be used in the classroom over the next couple of days.

2. Students are required to perform Readers Theatre based on the short story Sabre-
toothed Sandwich (Refer to Appendix 3.2.1). Teacher introduces Readers Theatre
Evaluation (Refer to Appendix 3.2.4) form and makes sure that students are aware of
how their performance of Readers Theatre will be assessed.
3. Teacher places students in groups to work with different scripts and the students
decide among themselves which role they want to play. The scripts are taken from the
Pair Dictation activity the students did in previous class (Refer to Appendix 3.2.4).
4. Teacher recalls the Pair Dictation activity previously conducted. Errors made when
writing in missing words dictated by other students were results of mispronunciation,
lack of attention, unclear articulation, limited vocabulary knowledge, etc. Likewise,
audience may misinterpret or do not understand what is being performed because of
these reasons. Teacher then demonstrates a good oral reading by displaying correct
pronunciation, clear articulation, appropriate intonation and expressive reading.
5. Students are instructed to use highlighter to highlight their roles in the script. For
students with multiple roles, highlight each of their roles in a different colour.
6. Teacher provides time for the groups to practice reading through the scripts. Teacher
circulates around the room and gives assistance as needed.
7. Students are to take turn performing their scripts in front of the class and the teacher
will assess them based on Readers Theatre Evaluation form.
For more information about Readers Theatre, visit
http://www.scholastic.com/librarians/programs/whatisrt.htm
8. After Readers Theatre is done, teacher gives explicit grammatical instructional about
Simple Present Tense and asks students to work in pairs and detect the tense from the
scripts. Teacher discusses the answer with the students.

3.0 Appendixes

3.1 Drama Dinosaurs by Richard Nathan

3.1.1 Drama script

"Dinosaurs"
by Richard Nathan

(Before the lights come up, a voice announces the title of the story.)
Voice: "Dinosaurs"
(A Husband and Wife are on stage. They are dressed as ordinary people, with no special
makeup.)
Husband: So, do you want to see it?
Wife: I don't know. Tell me again why we built this thing. We've never done
anything like this before. Isn't it against everything we believe in?
Husband: Of course it is. That's the whole point.
Wife: But why?
Husband: Because if something were to wipe out our kind.....
Wife: What could wipe out our kind?
Husband: Lots of things. A mutated virus, or a giant meteor smashing into the world....
Wife: Would you like some tea?
Husband: Tea would be nice.
(The wife prepares the tea.)
Wife: You were saying something about our kind being wiped out?
Husband: Yes. Well, if something were to kill us all, and if a new species were to
evolve, they might not think we were very bright.
Wife: And why is that?
Wife: Because everything we produce is biodegradable. It's all environmentally
friendly.
Wife: But surely that's a sign of our intelligence!
Husband: It is to us. But it also means every sign of our civilization will disappear
within a hundred years or so.
Wife: Is that what this is all about? Leaving something behind so we won't look
stupid if we all die and if some new sort of creature came along?
Husband: That's right.
Wife: I would think the new creatures would appreciate our not littering up the
countryside with all sorts of rubbish we'd left behind.
Husband: We're not going to leave all sorts of rubbish. Just this one special piece, the
monument. And whatever happens, nothing will destroy it.
(The Wife serves tea.)
Wife: But isn't the monument just a couple standing there?
Husband: Yes, but they're fully clothed.
Wife: So?
Husband: So they'll know we didn't walk around naked!
Wife: You think these future creatures might think we walked around naked!
Husband: The other lizards do. They never wear a thing!
Wife: But they're just beasts. With tiny little heads, and tinier brains! We're
tyrannosaurus rexes!
Husband: But whatever comes after us might not be intelligent enough to understand
that. They might think all lizards were alike.
Wife: Well if they're that stupid, I'm not sure I care what they think.
Husband: You want them to think you spent your life walking around naked
everywhere?
Wife: No, I don't like that idea.
Husband: That's why they built the monument. A fully clothed tyrannosaurus rex
husband and his fully clothed tyrannosaurus rex wife, built to last for a billion
years.
Wife: And they put it right on the tip of the Yucatan Peninsula?
Husband: Yes, it's a lovely area. It's sure to be found there.
Wife: And there's only one? They don't want to make another copy?
Husband: Why should they? Nothing on earth could harm this one.
Wife: I suppose. But a moment ago, you were talking about a meteor wiping us out.
What if a meteor fell right there, right on the tip of the Yucatan
Peninsula? Couldn't a huge meteor destroy the monument, as well as us?
Husband: Oh, I suppose. But really, what are the odds of that happening?
(Blackout!)
3.1.2 Pocket Chart

Sight Word Chants

Pocket Chart
3.1.3 Spider Web Game

Spider Web Game

Review Form

Name of Reviewer: ___________________________________
Age: ___________________________________
Class: ___________________________________
Title of Story: ___________________________________
Genre of Story: ___________________________________
Author: ___________________________________
Rating:

My favourite
character

What I learn
from the story

3.1.4 XOXO Game

Tyrannosaurus
1

In 5 seconds, list
down 3 adjectives
from Dinosaurs.

2

Describe one of
your friends using
3 adjectives.
3

Mime an adjective
to your partner.
Ask the referee
for the adjective.
4

How does your
mother look like?
Your answer must
include adjective.
5

What is the
contraction for
may not?

6

Sing a line from an
English song which
contains adjective.

7

In 4 seconds, list
5 contractions
from Dinosaurs
8

Make a correct
sentence using
isnt.
9
Arent you
hungry?
Your answer must
include
contraction.

10

Give 3 adjectives
to describe The
husband in
Dinosaurs.
11

Give 1 example of
contraction other
than what you can
find in Dinosaurs.
12

Sing a line from an
English song which
contains
contraction.

13

Make a correct
sentence using
adjective
gorgeous.
14

What is the longer
form of youd?
15
Beat your rival.
List down as many
contractions as
possible in 10
seconds. The one
with the most
words win.
16

Give 3 adjectives
to describe The
Wife in
Dinosaurs.

3.2 Short Story Sabre-toothed Sandwich by Leon Garfield
3.2.1 Short story text
Chapter One
The sun went down as red and angry as my fathers face; and still no sign of my uncle.
If anythings happened to him, my mother told my father, with tears in her eyes (for my
uncle is her only brother and she loves him dearly), Ill never forgive you! And she picked
up the old mammoth tusk she thumps meat with, to make it tender.
Now that weve had any meat for the past four days, only roots and stinking fish. But before I
tell you why, I ought to explain that we are a family of cave-dwellers: my father, my mother,
my five sisters, my uncle, and me.
We live, says my uncle, at the dawn of history, and are really quite primitive; which drives
my father mad. Speak for yourself! he shouts, and reaches for his club.
Dont you dare lay a finger on him! cries my mother, and my father mutters under his
breath that he had something more substantial than a finger in mind; and he scowls like a
thunder-sky as my uncle warms himself at the fire hes never fed, and stuffs himself from the
pot hes never filled.
My uncle is a neat little man, with silverfish hair, a fine brow, a big nose, a tremendous voice;
and, says my father, two left feet. There, and even my mother has to admit it, my father has a
point. My uncle has never been a great success in life. The truth of the matter is, he is more of
a thinker than a doer; he likes to sit by the fire, just thinking.
My father says he is a lazy, no-good layabout, and if he wasnt my mothers brother, hed be
out of our cave faster than smoke.
But whatever might be said against him, nobody can deny that my uncle is always very well
turned-out. Just because we live at the dawn of history, he says, theres no need to go about
looking as if weve just got out of bed. Which is all very well, says my father angrily, but
clean toe-nails and a bearskin hat wont feed nine hungry mouths!
Chapter Two
Usually my uncle, who is the best-tempered man in the world, takes my fathers remarks in
good part. He smiles and nods as if he agrees with every word of them; but the other day - it
was five days ago my father said something that got under my uncles skin. You could tell
by the way he looked up, as if hed sat on a sharp stone.
If only, my father said to my mother, he got his hands dirty once in a while, Id have a
little more respect for him.
Next morning, after my father had gone hunting, my uncle said he was going out. Where
to? asked my mother; but he only smiled and tapped the side of his nose.
He was gone for about two hours. When he came back, his eyes were shining hugely. Hed
found just the thing, he said, that would please my father enormously. He wanted me and my
sisters to help him fetch it back.
It turned out to be a hollow tree-trunk, as smooth and pale as stone. It was exactly the right
size and height, he explained, for my father to stand his spears in.
We brought it back and stood it upright beside the entrance to our cave.
My mother thought it looked very well; but wouldnt it be better if my uncle cut off the
branch that was sticking out from the bottom? No, said my uncle wisely, it was needed to
keep the trunk steady.
My father came home quite late. He killed a pig and was carrying it over his shoulder.
Dinner for nine! he called out cheerfully; then he tripped over the branch and broke his toe.
Although nobody told my father that it had been my uncles idea to leave the branch poking
out across the entrance, somehow he seemed to know.
He had told my mother that this time her brother had struck a blow, not only at him, but at the
whole family. Until my fathers toe was better, my uncle would have to go out hunting; and
my mother knew what that would mean: we would all starve.
We finished off the pig that night, which was five days ago; and as father prophesied, it was
the last good meal weve had.
Every morning my uncle sets off into the forest, and every afternoon he comes back, worse
than empty-handed. Already hed lost my fathers best spear and the head off my mothers
axe. This morning, he took my fathers club.
Its his last chance! shouted my father, loudly enough for my uncle to hear. If he doesnt
come back with something for the pot, Ill put him into it, so help me, I will!
Chapter Three
The last of the red had gone, and black dragons were sprawling across the sky. The forest was
dark and quiet, like a huge ragged hole in the night, full of sharp death and, somewhere, my
uncle.
We went down to the edge of the tress, and called, and shouted; but he never came, he never
answered.
My mother blamed my father. My uncle must have taken my fathers words too much to heart
and had exposed himself to some terrible danger rather than come home without our dinner.
If anythings happened to him, wept my mother, Ill never forgive you!
Then, even as she spoke, there came a loud cry from outside. A moment later, a frantic
creature staggered into our cave, gave another cry, and collapsed by the fire like a heap of
leaves. It was my uncle.
He was a pitiable sight. His hair was wild, his clothing filthy, and his face and arms and legs
all smeared with blood. But he was alive!
Wheres my club? demanded my father, while my mother wiped my uncles brow and
picked the twigs from his hair.
My uncle stared at him as if he could scarcely believe it possible that my father should be so
hard-hearted as to be more worried about his club than about my uncles health. Tiger, he
murmured faintly. Sabre-toothed tiger.
My father lost his temper. I may be primitive, he shouted, but Im not stupid! There hasnt
been a sabre-toothed tiger in these parts since your grandfathers day! and he went on to tell
my mother that, even though he was only a Stone Age man living at the dawn of history, he
wasnt going to have his intelligence insulted by that idle parasite (he meant my uncle)
painting himself all over with blackberry juice and saying hed met a sabre-toothed tiger.
If only, said my father, hed made a real effort to make me believe him, Id have a
little more respect for him!
My uncle sat up sharply. Once again, my father had said something that had got under
my uncles skin. He stood up and, waving aside my mothers effort to stop him, he began to
do some very strange things.
He stared round our cave. He frowned. He went to the back and cleared away some
skins my sisters had been working on. He told me and my sisters to move the hollow tree-
trunk to an exact spot he pointed out, while he arranged the skins in a snaky line across one
corner.
This done, he stepped back and studied the effect from every part of the cave. Yes,
he murmured, I think that will do. Then he picked up an axe handle and swing it vigorously
two or three times in the air.
Yes, he murmured again, I think this will do.
Now he came to each of us in turn and, very quietly, told us what he wanted; and,
although it was strangeness piled on top of strangeness, not even my father questioned him.
Maybe it was because we were light-headed from hunger, or because wed seen something in
my uncle wed never seen before a lightness of step, an easiness, an air of authority that
his words filled us with a feeling of tremendous adventure.
Chapter Four
Everything was ready. My uncle clapped his hands. Beginners, please! At once, we moved
to our appointed places, and my uncle went outside.
As we waited, watching the entrance of our cave, I began to feel afraid that I would do
something wrong. I think we all must have felt the same. I could see my sisters trembling; and
my father and mother were looking pale. Then my uncle came into the cave.
He came in very stealthily, half-crouching, and grasping our axe handle as if it was my
fathers club. He paused at every step, and peered cautiously about him. Once, his gaze fell on
me; but he didnt see me. He was no longer in our cave; he was alone in the forest, and I was
a bush. I didnt dare to move.
It was truly amazing. The walls of our cave had vanished, and there was my uncle, creeping
among huge, shadowy trees, fighting his way through tangled branches, and running swiftly
across the open glades.
Even the snaky line of skins had disappeared. In its place, most mysteriously, was a
wandering forest stream. You could tell, because my uncle knelt down and drank from it.
He rose, wiped his lips, and, with a quick glance about him, crept on, deeper and deeper into
the forest.
Suddenly he stopped. He was most marvellously balanced on one foot, with the other just
raised behind him, and with one hand outstretched. It was almost as if he was going to fly. He
was absolutely still, save for his eyes. They turned, and glittered sharply. He had seen our
dinner!
A deer was drinking from the stream; a beautiful creature with enormous brown eyes, just like
my mothers.
Slowly, slowly, my uncle began to advance, with club uplifted. You could see his lips
moving: Dinner for nine!
But my uncle was not the only hunter in the forest. Deep among the trees, glaring with
horrible eyes, was a monstrous sabre-toothed tiger! Silently, and limping a little from a
broken toe, it crept forward and crouched down behind a bush. I could hear its low growl and
feel its hot breath on the back of my neck.
Ive never been so frightened in all my life! I longed to shout out to my uncle, Look behind
you! but I was only a bush. All I could do was to shake and shiver as if a gale was blowing
through my leaves.
The deer looked up from the stream. I dont know if the shaking bush had disturbed her, or if
shed caught a whiff of sabre-toothed scent; but she was plainly uneasy. She saw my uncle;
then she saw the tiger. Her beautiful eyes grew round with terror.
At once my uncle guessed, from her pitiful expression, that there was some terrible danger
behind him. He turned. He saw the tiger making ready to spring. He looked back. He saw the
deers despair; and instead of flying for his life and leaving the helpless deer to be torn into
pieces, he did the bravest thing Ive ever seen. He rushed straight at the monster with nothing
but his bare hands and our axe handle!
Of course, the sabre-toothed could have smashed my uncle with one blow of its paw; but it
was distracted by the whirling club. I snarled and snapped and at last seized hold of it in its
jaws.
Then the great beast howled in fury! The club was firmly wedged in between its enormous
teeth! Frantically it rushed about, shaking its head, until the club struck against a hollow tree-
trunk, with a loud thwack.
At once there was a furious buzzing. The tiger had dislodged a swarm of large bees! Enraged,
they flew at the disturber of their peace. In an instant, the deer and my uncle were forgotten as
the sabre-toothed tried to shake off the fiercely attacking bees.
Quick, quick! cried the deer, too excited to hold her tongue. Onto my back and away!
And while the maddened tiger raged and roared, my uncle jumped onto my mothers back and
the pair of them galloped tremendously away!
Chapter Five
We all burst out cheering! We couldnt help it. We were all so happy that my uncle and the
deer had got away.
But why, my father asked my mother when my uncle had got off her back, didnt he bring
the deer back for the pot?
My mother looked at him as if he was the most primitive cave-dweller shed ever laid eyes
on. Just because you are a Stone Age man, she told him, you dont have to have a heart of
stone as well! The deer saved his life.
My father scratched his head. He turned to my uncle. And did it really happen like that?
My uncle looked him straight in the eye. You saw it for yourself, didnt you? he said.
But that wasnt the end of it; the best was still to come. It turned out that some of our
neighbours had been watching, from the entrance to our cave. They were amazed. They
couldnt believe what theyd seen. They said it was the best thing since apples.
They came into our cave and stared round, as if wondering where all the trees had gone. They
asked if we could do it all again, in their cave, as it would be a shame if their children missed
it. And wed take it as a great favour, they said, if youd take dinner with us.
The second time went even better than the first, although my father saw fit to reprimand one
of my sisters. When did you ever, he said, see a bee picking its nose? It ruins my
performance.
But it was only my father who noticed. Everyone else sat open-mouthed; and when we
finished, the cheers and clapping almost brought the cave down.
When we got home, my uncle, who is usually the last person to gloat over his triumphs,
couldnt resist saying to my father, Well! It looks as if clean toe-nails and a bearskin hat, so
to speak, really can feed nine hungry mouths!
He was right. Since that wonderful night, the whole worlds been our hunter and our cook.
Weve performed up and down the land, and always to full caves. Next summer we are to go
up north, on tour.
Although we live at the dawn of history, my uncle says, weve been first out of bed to ring up
the curtain!

3.2.2 Wall Dictation
This person is a neat little man, with silverfish hair, a fine brow, a big nose,
and a tremendous voice neat little man, with silverfish hair, a fine brow, a
big nose and a tremendous voice. His brother-in-law said he has two left
feet, lazy and no-good layabout. This person is the best-tempered man in
the world. He tries hard to please his brother-in-law. This person is creative
to act out what happened to him in the forest.

This person loves her brother. She dares to go against her husband for her
brother. This person cares so much about her little brother. She
acknowledges his little brothers weakness of not helping much the family
to hunt for food. This person is soft-hearted and very affectionate. She has
six children.

This person never see eye-to-eye with his brother-in-law. He is a very
strict person especially on the matter of contributing for the family. He is
very responsible to prepare food for the family. This person is easily
provoked by his brother-in-law. He never believes what people show him
that easily.

This person lives with his family whereby they are cave-dwellers. He is a
primitive boy. He has five sisters. He shares the story of his family. He
listens well to his uncle. This person helps his uncle in the very first ever
performance in human civilisation.

3.2.3 Pair Dictation Text

Set A Group 1

Pair A
Uncle has not yet _________even though the sun has gone down. Mother is _______ of
uncles disappearance and is angry at father because _________ Mother is always defending
Uncle whenever father is angry at Uncle. Uncle is a neat little man, with _______, a fine
brow, a __________, an impressive voice. However, in _________ , Uncle is a lazy and
habitually does little or no work. But mother also admits that uncle_________. If only uncle is
not mothers brother, father would have ___________ him quickly from the
.

Pair B
Uncle has not yet showed up home even though ____________ . Mother is feeling very
worried of uncles __________ and is _________at father because father sent Uncle away to
hunt for food in the forest. Mother is always _________Uncle whenever father is angry at
Uncle. Uncle is a _________ , with silverfish hair, a __________, a big nose, an _________.
However, in fathers eyes, Uncle is a _________ and __________. But mother also admits
that uncle has never achieved great success in life. If only uncle is not _________, father
would have chased him ___________from the cave.

Set B Group 2

Pair A
Father would have _________ uncle if he does some work. However, fathers words have
________. Then, uncle went out from the cave for two hours when ________ . When uncle
came back, he brought home __________for fathers use, to put in his spears. However, at the
_______ of the tree trunk, there is a branch that sticks out. As father got home from hunting,
he _________and broke his toe. As a result, __________, the family has nothing good for
their meal.

Pair B
Father would have respected uncle if __________ . However, fathers words have annoyed
uncle. Then, uncle _________when father has gone hunting. When uncle came back, he
brought home a hollow tree trunk for fathers use, to ________ . However, at the bottom of
the tree trunk, there is a __________ that sticks out. As father got home from hunting, he
accidently tripped over the branch and _________. As a result, five days later, _________.

Set C Group 3

Pair A
When uncle kept on ____________, father gets very angry towards uncle. Uncle ________ by
fathers words and he left home that day. The day ________ and there is still no sign of
uncles presence. Mother _________ father because uncle must have taken my fathers words
_________ and had exposed himself to some terrible danger rather than for
the family. In the end, uncle came home in a terrible condition. He claimed he has
________with a sabre-toothed tiger in the forest.

Pair B
When uncle kept on failing to bring home some food, father __________. Uncle felt offended
by fathers words and he ________that day. The day has been late and there is
still of uncles ___________. Mother blamed father because uncle must
have ________my fathers words too much to heart and had rather than
come home without dinner for the family. In the end, uncle _______. He claimed he has
encountered with _________ .

Set D Group 4

Pair A
Father __________ to uncles claim because he has never seen any sabre-toothed tiger even
back in his grandfathers days. Then uncle _________. Uncle stood up and _________,
mothers effort to stop him, he began to _________. Uncle stared round the cave. He
________. He went to the back and __________that his nieces had been working on. Uncle
told the children to __________to an exact spot he pointed out, while he_______ in a snaky
line across one corner. Although uncles behaviour is ________, not even father or mother
questioned him.

Pair B
Father lost his temper to uncles claim because he ________any sabre-toothed tiger even back
in his grandfathers days. Then uncle sat up sharply. Uncle ______and, waving aside
, he began to do some very strange things. Uncle _______ . He frowned. He
______and cleared away some skins that his nieces . Uncle told the children to
move the hollow tree-trunk to an______ , while he arranged the skins in________ . Although
uncles behaviour is strange, not even father or mother _______ him.

Set E Group 5

Pair A
Uncle and _________ are ready for action. They begin by _________ and the nieces and
nephew took their place as has been appointed by uncle. The cave has _________, portraying
the forest. Uncle acts out as if he was ________ . Then, uncle saw a deer, also drinking from
the stream. Uncle was about to _______ when the deer gave a signal to uncle of the
. Next, uncle rushed straight at the monster with nothing but _________! The
club was firmly wedged in between its ________! Unfortunately, as the tiger
, the club was thrown away and dislodged from the hollow tree trunk.

Pair B
Uncle and his nieces and nephew are ______. They begin by uncle going out from the cave
and __________ as has been appointed by uncle. The cave has changed into different scenery,
_______. Uncle acts out as if he was drinking from the stream. Then, uncle ________, also
drinking from the stream. Uncle was about to hunt the deer for dinner when the deer
_______of the presence of the sabre-toothed tiger. Next, uncle ______ with nothing but his
bare hands and the axe handle! The club was in between its enormous
teeth! Unfortunately, as the tiger shaking its head, the club was ______ a swarm of large bees
.

Set F Group 6

Pair A
Uncle ________ when the large bees attacked the tiger. All ________ when uncle
successfully running away with the deer. However, father _________ of uncles action for
for the dinner. Mother _______ father by saying uncle will not treat the
deer as dinner as the deer has saved his life from the tiger. Father _______what he has seen
from uncle and the childrens performance. At the same time, the neighbours are also
_________and they were amazed. They _______ uncles encore performance in their cave for
their to see. As a payment, the neighbours ________ with dinner.

Student B
Uncle escaped with the deer when the _________ . All the audience cheered when uncle
_________ with the deer. However, father disagrees of uncles _________for not bringing the
deer . Mother corrected father by saying uncle will not treat the deer as
dinner as the deer has his life from the tiger. Father disbelieved what he
has seen from uncle and the childrens . At the same time, the neighbours
are also watching the performance and ________. They requested uncles ________ in their
cave for their children to see. As a ________, the neighbours treat uncle and the family
.

Set G Group 7

Pair A
The _______ in the neighbours cave was better than the first performance. Uncle told father
not to ________ his performance with father being sceptical. Everyone else ________ and
when uncle and the children _________ , the cheers and clapping almost brought the cave
down. This time, uncle was very ________. He told father that a man like him could still feed
the family. Since that , the whole worlds been the familys hunter and cook.
The family have ________, and always to full caves. Next they are going up
north, on tour. Although the family ___________, according to uncle, their family have been
first out of bed to ring up the curtain!

Pair B
The second performance in the neighbours cave was __________. Uncle told father not to
ruin his performance with father being _________ . Everyone else sat open-mouthed; and
when uncle and the children finished performing, almost _________ . This time, uncle was
very proud of his achievement. He told father that a man like him could still ________ . Since
that wonderful night, the whole worlds been the familys ________. The family have
performed up and down the land, and ______. Next summer they are going up _______, on
tour. Although the family live at the dawn of history, according to uncle, their family have
been __________!

Full Text

Set A Group 1

Uncle has not yet showed up home even though the sun has gone down. Mother is feeling
very worried of uncles disappearance and is angry at father because father sent Uncle away
to hunt for food in the forest. Mother is always defending Uncle whenever father is angry at
Uncle. Uncle is a neat little man, with silverfish hair, a fine brow, a big nose, an impressive
voice. However, in fathers eyes, Uncle is a lazy and habitually does little or no work. But
mother also admits that uncle has never achieved great success in life. If only uncle is not
mothers brother, father would have chased him quickly from the cave.

Set B Group 2

Father would have respected uncle if he does some work. However, fathers words have
annoyed uncle. Then, uncle went out from the cave for two hours when father has gone
hunting. When uncle came back, he brought home a hollow tree trunk for fathers use, to put
in his spears. However, at the bottom of the tree trunk, there is a branch that sticks out. As
father got home from hunting, he accidently tripped over the branch and broke his toe. As a
result, five days later, the family has nothing good for their meal.

Set C Group 3

When uncle kept on failing to bring home some food, father gets very angry towards uncle.
Uncle felt offended by fathers words and he left home that day. The day has been late and
there is still no sign of uncles presence. Mother blamed father because uncle must have taken
my fathers words too much to heart and had exposed himself to some terrible danger rather
than come home without dinner for the family. In the end, uncle came home in a terrible
condition. He claimed he has encountered with a sabre-toothed tiger in the forest.

Set D Group 4

Father lost his temper to uncles claim because he has never seen any sabre-toothed tiger even
back in his grandfathers days. Then uncle sat up sharply. Uncle stood up and, waving aside
mothers effort to stop him, he began to do some very strange things. Uncle stared round the
cave. He frowned. He went to the back and cleared away some skins that his nieces had been
working on. Uncle told the children to move the hollow tree-trunk to an exact spot he pointed
out, while he arranged the skins in a snaky line across one corner. Although uncles behaviour
is strange, not even father or mother questioned him.

Set E Group 5

Uncle and his nieces and nephew are ready for action. They begin by uncle going out from the
cave and the nieces and nephew took their place as has been appointed by uncle. The cave has
changed into different scenery, portraying the forest. Uncle acts out as if he was drinking from
the stream. Then, uncle saw a deer, also drinking from the stream. Uncle was about to hunt
the deer for dinner when the deer gave a signal to uncle of the presence of the sabre-toothed
tiger. Next, uncle rushed straight at the monster with nothing but his bare hands and the axe
handle! The club was firmly wedged in between its enormous teeth! Unfortunately, as the
tiger shaking its head, the club was thrown away and dislodged a swarm of large bees from
the hollow tree trunk.

Set F Group 6

Uncle escaped with the deer when the large bees attacked the tiger. All the audience cheered
when uncle successfully running away with the deer. However, father disagrees of uncles
action for not bringing the deer for the dinner. Mother corrected father by saying uncle will
not treat the deer as dinner as the deer has saved his life from the tiger. Father disbelieved
what he has seen from uncle and the childrens performance. At the same time, the neighbours
are also watching the performance and they were amazed. They requested uncles encore
performance in their cave for their children to see. As a payment, the neighbours treat uncle
and the family with dinner.

Set G Group 7

The second performance in the neighbours cave was better than the first performance. Uncle
told father not to ruin his performance with father being sceptical. Everyone else sat open-
mouthed; and when uncle and the children finished performing, the cheers and clapping
almost brought the cave down. This time, uncle was very proud of his achievement. He told
father that a man like him could still feed the family. Since that wonderful night, the whole
worlds been the familys hunter and cook. The family have performed up and down the land,
and always to full caves. Next summer they are going up north, on tour. Although the family
live at the dawn of history, according to uncle, their family have been first out of bed to ring
up the curtain!

3.2.4 Readers Theatre Text
Chapter 1
Sister 1: Uncle, oh uncle! Where are you?
Sister 2: The sun has gone down. The sun is red like fathers angry face!
Sister 3: What? Father is angry?
Sister 4: Mother is going to be worried if uncle is not coming back!
Sister 5: Mother loves uncle very much!
Son: Boys and girls, can you look for my uncle?
Mother: If anythings happened to him, Ill never forgive you!
Sister 1: Father and uncle never see eye to eye.
Uncle: We live at the dawn of history, and are really quite primitive.
Father: Speak for yourself!
Sister 2: Then mother will defend uncle from father.
Mother: Dont you dare lay a finger on him!
Father: I have something more than a finger to teach your brother.
Sister 3: My uncle..
Sister 4: is a neat little man, with silverfish hair, a fine brow, a big nose, a tremendous
voice..
Son: and two left feet!
Sister 5: Hey, dont say bad things about uncle.
Son: But father said so! Father said he is he is a lazy, no-good layabout, and if he
wasnt my mothers brother, hed be out of our cave faster than smoke.
Chapter 2
Sister 1: Five days ago, my father said something that got under uncles skin.
Sister 2: What did father said?
Father: If only, he got his hands dirty once in a while, Id have a little more respect for
him.
Sister 3: Oh, uncle is going to be sad if he hears that!
Sister 4: Look, uncle is going somewhere!
Mother: Where to?
Sister 5: Uncle did not say anything but smile. Can I come too, uncle?
Sister 1: Two hours later..
Uncle: Kids, help me with this hollow tree trunk!
Son: Uncle, this is heavy!
Sister 2: Where should we put this trunk uncle?
Uncle: Oh, lets just put this at the entrance of our cave.
Sister 3: What is this trunk for uncle?
Uncle: This trunk is for your father, so that he can stand his spears in here.
Mother: It looked very well; but wouldnt it be better if you cut off the branch that was
sticking out from the bottom, brother?
Uncle: No, it was needed to keep the trunk steady.
Sister 4: Look, look, father is home with food!
Father: Dinner for nine!
Sister 5: Oh no, father did not see the branch!
Father: Ouch! Brother-in-law, did you put the tree trunk there?
Sister 1: How did he know it was uncles idea?
Sister 2: Father is angry again!
Sister 3: Father said this time uncle had struck a blow, not only at him, but at the whole
family.
Sister 4: Fathers toe was hurt!
Sister 5: Then uncle has to find food for our family until fathers toe was better again.
Mother: Oh boy! Our family will starve for a few days!
Son: My uncle did try to find food, but..
Sister 1: Uncle keeps on losing stuffs!
Sister 2: Fathers best spear and mothers axe that is!
Sister 3: Now, please dont lose fathers club again.
Sister 4: I heard father is giving uncle his warning.
Sister 5: What did father said?
Father: Its his last chance! If he doesnt come back with something for the pot, Ill put
him into it, so help me, I will!
Son: Uncle, please find something! Please!

Chapter 3
Sister 1: Uncle! The sky is getting dark!
Sister 2: Uncle! The forest is quiet and dark!
Sister 3: Uncle! Are you somewhere here?
Sister 4: Uncle! We are getting to the edges of trees!
Sister 5: Uncle! Can you hear us?
Son: Uncle just did not answer us!
Mother: If anythings happened to him, Ill never forgive you!
Sister 1: Listen, listen. What is that loud cry?
Sister 2: Its from the outside of the cave.
Sister 3: Its uncle! His hair is wild.
Sister 4: Its uncle! His clothing is filthy.
Sister 5: Its uncle! His face, arms and legs all smeared with blood.
Son: Uncle is alive!
Mother: Oh my poor brother!
Father: Wheres my club?
Uncle: Tiger .. Sabre-toothed tiger.
Father: I may be primitive, but Im not stupid! There hasnt been a sabre-toothed tiger
in these parts since your grandfathers day!
Father: If only hed made a real effort to make me believe him, Id have a little more
respect for him!
Sister 1: Oops, father did it again!
Sister 2: What now?
Sister 3: Once again, father had said something that had got under uncles skin.
Sister 4: Oh no, what will happen to uncle?
Sister 5: Look, look at uncle!
Son: Uncle stared around, face frowned, went to the back and clear the skin we have
been working on.
Uncle: Kids, lets move the hollow tree-trunk to that spot. I am going to arrange the
skins in a snaky line across one corner.
Uncle: Yes, I think that will do.
Uncle: Yes, I think this will do.
Uncle: Kids, listen. This is what we will do. Psst, psst, psst..

Chapter 4
Uncle: Beginners, please!
Sister 1: We move to our appointed places.
Sister 2: Uncle went outside.
Sister 3: We wait and watch the entrance of our cave.
Sister 4: Are we doing this right?
Sister 5: I think we all must have felt the same.
Son: I could see my sisters trembling; and my father and mother were looking pale.
Sister 1: Then uncle came into the cave.
Sister 2: He came in very stealthily, half-crouching, and grasping our axe handle as if it
was my fathers club.
Sister 3: He paused at every step, and peered cautiously about him.
Sister 4: His gaze fell on us; but he didnt see us.
Sister 5: He was no longer in our cave; he was alone in the forest.
Son: I became the bush!
Sister 1: The walls of our cave had vanished.
Sister 2: There was my uncle, creeping among huge, shadowy trees, fighting his way
through tangled branches, and running swiftly across the open glades.
Sister 3: Even the snaky line of skins had disappeared.
Sister 4: In its place, most mysteriously, was a wandering forest stream.
Sister 5: He rose, wiped his lips, and, with a quick glance about him, crept on, deeper
and deeper into the forest.
Son: He had seen our dinner!
Sister 1: What did he see?
Sister 2: Yes, what did he see?
Sister 3: Is it something yummy?
Sister 4: A deer was drinking from the stream.
Sister 5: A beautiful creature with enormous brown eyes.
Son: Just like mothers eyes!
Uncle: Dinner for nine!
Sister 1: But my uncle was not the only hunter in the forest.
Sister 2: Deep among the trees, glaring with horrible eyes, was a monstrous sabre-
toothed tiger!
Sister 3: Sabre-toothed tiger!
Sister 4: Oh dear!
Sister 5: I could hear the tiger is growling behind the bush.
Son: Look behind you!
Sister 1: But the deer noticed the tiger.
Sister 2: Uncle saw the tiger making ready to spring.
Sister 3: He did the bravest thing Ive ever seen.
Sister 4: He rushed straight at the monster with nothing but his bare hands and our axe
handle!
Sister 5: The sabre-toothed could have smashed my uncle with one blow of its paw.
Son: I snarled and snapped and at last seized hold of it in its jaws.
Sister 1: What happened next?
Sister 2: The tiger had dislodged a swarm of large bees!
Deer (mother): Quick, quick! Onto my back and away!

Chapter 5
Sister 3: Hip, hip, hurray!
Sister 4: Uncle and the deer got away!
Father: But why didnt he bring the deer back for the pot?
Mother: Just because you are a Stone Age man you dont have to have a heart of stone
as well! The deer saved his life.
Father: And did it really happen like that?
Uncle: You saw it for yourself, didnt you?
Sister 5: Our neighbours had been watching what uncle did too!
Son: They said it was the best thing since apples.
Neighbour 1: We cant help but to watch them
Neighbour 2: Where all the trees had gone?
Neighbour 3: Can you do it in our cave?
Neighbour 4: It would be a shame if our children missed it.
Neighbour 5: And wed take it as a great favour if youd take dinner with us.
Sister 1: The second time went even better than the first.
Sister 2: Father asked me, is it true?
Sister 3: But uncles show was awesome!
Sister 4: Yes, uncle is really talented!
Sister 5: Way to go uncle!
Uncle: When did you ever see a bee picking its nose? It ruins my performance.
Son: Everyone else sat open-mouthed; and when we finished, the cheers and
clapping almost brought the cave down.
Sister 1: Its the first time I saw uncle like this.
Sister 2: How is that?
Sister 3: Uncle is usually the last person to gloat over his triumphs.
Sister 4: Oh, this time he couldnt resist it!
Sister 5: Uncle said something to father.
Son: Listen, listen everyone!
Uncle: Well! It looks as if clean toe-nails and a bearskin hat, so to speak, really can
feed nine hungry mouths!
Uncle: Although we live at the dawn of history, weve been first out of bed to ring up
the curtain!

THE END

3.2.4.1. Readers Theatre Evaluation Form

Piece Performed:
#1
#3
INTRODUCTION

#2
#4
SCRIPT USE
____ Tone ____ Cue Pick-up
____ Interest ____ Flow
____ Effectiveness ____ Pacing
____ Handling

SELECTION

NARRATION
____ Appropriateness ____ Involvement
____ Vocal Balance ____ Focus
____ Audience
Engagement
____ Timing
____ Effectiveness ____ Mood

STAGING

VOCAL/PHYSICAL
____ Accessibility ____ Characterizations
____ Groupings ____ Reactions
____ Movement ____ Projection/ Volume
____ Relationships ____ Focus
____ Levels ____ Body Language
____ Effectiveness ____ Gesture
____ reader 1
commitment
____ reader 3
commitment
____ reader 2
commitment
____ reader 4
commitment

PERFORMANCE
____ Initiation KEY
____ Transitions ! Great!
____ Utterances + Good.
____ Dynamics - Could Improve
____ Ending

3.2.4.2. Curriculum Specification (MOE, 2003)
GRAMMATICAL ITEMS
Grammar forms part of the language contents in the Curriculum Specifications for Form 1.
Grammar items to be taught are specified under the different grammar categories. To illustrate
what is meant by each category and at the same time to specify the scope and depth of the
items to be taught, examples are given. Words underlined highlight significant points of
grammar. Teachers are encouraged to teach all of these items in the context of various topics.

1. Nouns
i. Concrete nouns
a. Common nouns e.g. book, house, school
b. Proper nouns e.g. Margaret, Malaysia, Manila
ii. Abstract nouns
names of qualities, states, activities e.g. health, laughter, arrival
iii. Countable nouns
e.g. girls, oranges, dresses
iv. Uncountable nouns
e.g. sand, sugar
v. Number - Formation of the plural
Adding suffix -s, -es
a. Regular plurals
For regular words e.g. birds, cows
Words ending in -s -sh -ch x e.g. glass - glasses; brush - brushes; church -
churches; box - boxes
Words ending in -o after a vowel, takes s e.g. bamboo-bamboos, radio-radios
Words ending in -o, add es e.g. mango - mangoes; Exception: piano - pianos
Words ending in y - if there is a vowel before y add -s e.g. toy - toys
- if there is no vowel before y drop y and add ies
e.g. lorry - lorries
b. Irregular plurals
Indicated by a change of vowel e.g. man - men; mouse - mice; tooth - teeth
vi. Concord (subject-verb agreement)
a. Singular subject takes singular verb * e.g. The man is here.
b. Plural subject takes plural verb * e.g. The men are here.
vii. Gender masculine, feminine
a. - er -or: traditionally used to mark male e.g. waiter, actor
b. - ess traditionally used to mark female e.g. waitress, actress

2. Articles
i. With singular countable nouns a an the
e.g. a book an oven the house
Note : an is usually used before vowels but note a university.
ii. With plural countable nouns & zero article e.g. the entrance entrances
iii. Using the with the superlative e.g. the biggest, the largest
iv. For unique nouns or one that is one and only e.g. the sun, the East, the earth
v. Using the with same as e.g. He lives along the same road as she.

3. Adjectives
i. Adjectives in terms of colour, size and shape e.g. big boy blue sky round eraser
ii. Adjectives that show qualities e.g. an honest mechanic; a kind by-stander
iii. Formation of the negative of adjective by adding prefixes: un- dis- im e.g. an unkind
person, a dishonest clerk
iv. Possessive adjectives my, your, his, her, our e.g. This is my / your / his / her / our book.
v. Comparison adjectives regular forms e.g. big - bigger - biggest
4. Pronouns
i. Personal pronouns:
I - first person
You - second person
He / She / It - third person
ii. Possessive Pronouns: mine, yours, his, hers, ours, theirs e.g. That cap is mine / yours /
his / hers.
iii. Demonstrative Pronouns: this that these those
iv. Interrogative Pronouns: Who Which What Whose
v. Some as adjective / pronoun to express indefinite quality or number
e.g. I want some toothpaste. (adjective)
If you have no string, III give you some. (pronoun)
vi. Each as an adjective:
e.g. Each must do his best.
e.g. They were given a T-shirt each.

5. Verbs
i. Regular and Irregular Verbs e.g. walk - walked; sweep - swept
ii. Negative Verbs
adding the word not after the verb e.g. He is not here.
They cannot miss sports practice.
using the contracted form especially in conversation
e.g. He isnt her.
They cant miss sports practice.
iii. Tenses present, past, continuous
a. Simple Present Tense
For habitual actions e.g. Every day we say our prayers.
For instructions and directions e.g. First, mix the colours.
Describing feelings and senses e.g. I feel happy today.

b. Simple Present Tense was were
Regular verbs, Irregular verbs e.g. walk-walked; sit-sat; go-went
Time expressions: Responses to when e.g. was in Ipoh; in January; on January 21st;
during the festival
Place expressions: e.g. in Ipoh; on the corner of Jalan Gasing; at 23 Jalan Gasing
Using words that signal past time e.g. Yesterday Last week
c. Present Continuous Tense
The action is happening at the time of speaking e.g. I am verb + -ing;
d. Future tense will, going to e.g. I will be going to the .
e. Special finites or modals
Must to show necessity: e.g. You must complete your project on time
Will to affirm e.g. I will do it tomorrow
Will to show request e.g. Will you help me?
Should to show have to e.g. You should wash whites and colours separately.

6. Adverbs
i. Adverb of manner
to show how an action was done by using the suffix -ly. e.g. He always dresses
smartly.

ii. Adverb of time
to show time tomorrow, today, yesterday, now, early, soon e.g. Yesterday was the
inter-state takraw finals.

7. Prepositions
i. Prepositions of place: in, on, near, under, behind, in front of, by e.g. Nizas house is
next to the mosque.
ii. Prepositions of time at, on, by, before, after e.g. Please be here by 2 oclock.
iii. Prepositions of direction to, from e.g. How far is the bus-stop from your house?
iv. Phrasal verbs break down, break into, call off, look after, take off e.g. You must look
after your health.

8. Connectors
i. Conjunctions - and but or e.g. He kicked the ball and scored a goal.
ii. Sequence connectors first, next, then, finally e.g. First, write your name down.

9. Sentences
i. Simple sentence e.g. They went to the concert.
ii. Compound sentence e.g. They woke up early and went jogging.
iii. Positive statements e.g. My name is He / She / It / They were
iv. Negative statements e.g. They are not . We are not
v. Using question words: Who What Which When Why
Yes / No questions e.g. Were you at home? Yes / No
Why questions e.g. Why did the food turn bad? It turned bad because

10. Punctuation
i. Capital letters proper nouns, pronoun I, beginning of sentences e.g. Yesterday, we went
to the Science Centre.
ii. Commas - to separate items in a list e.g. Julia has a cat, a bird and a goldfish for pets.
iii. Exclamation mark e.g. For greetings - Hi! Hello!
iv. Full Stop for end of statement
v. Apostrophe - for contractions e.g. Please dont walk on the grass.
vi. Question mark e.g. When are you coming to visit us?

11. Conditional clauses if clauses e.g. If you help me, I will help you. If you see her, tell
her I called.

12. Prefixes dis- im- in- un- to show not e.g. I disagree with you.

13. Suffixes
- er - or (from verbs to nouns) e.g. act - actor; visit - visitor
-ess (shows feminine gender) e.g. waiter - waitress; steward - stewardess

14. Homonyms
i. Homophones - words with the same sound but different spelling e.g. ate eight
ii. Homographs words with the same spelling but different sounds e.g. bow - bow

15. Figurative language
i. Similes like, as .as e.g. My heart sank like a stone.
e.g. The young boy was as tall as a coconut tree.
ii. Proverbs e.g. A friend in need is a friend indeed.
Laughter is the best medicine.

16. Phrasal Quantifiers e.g. a loaf of bread, a pair of shoes

17. Collective Nouns e.g. a band of musicians, a crew of sailors

References

Bagherkazemi, M. and Alemi, M. (2010) Literature in the ESL/EFL Classroom: Consensus
and Controversy. Linguistic and Literary Broad Research and Innovation, 1(1), 1-12.
El-Nady, M. (2000). Drama as a Teaching Technique in the Second Language Classroom.
Dialog on Language Instruction,14(1&2), 41-48.
Lawal, A. (1992) Values and Limitations of Using Literary Texts for Teaching ESL, 1-5.
Malaysia, Ministry of Education. (2003). Curriculum Specifications for English Language
Form 1
Nguyen Thi Thom Thom. (2008). Using literary texts in language teaching. VNU Journal of
Science, Foreign Languages, 24, 120-126.

Sivasubramaniam, S. (2001) Promoting the Prevalence of Literature in the Practice of Foreign
and Second Language Education: Issues and Insights. Asian EFL Journal, 8(4), 254-
273.
Tomlinson, B. (2012). Materials Development for Language Learning and Teaching.
Language Teaching, 45(2), 143-179. Cambridge University Press 2012.
Zailin Shah Yusoff. (2004). Cultural Familiarity in Literary Texts: Consideration for Text
Selection. Paper presented at the Fifth Malaysian International Conference on
English Language Teaching, Malacca.

Travelling Through Time Final

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Travelling Through Time Final

Transféré par

Droits d'auteur :

Formats disponibles

TRAVELLING THROUGH TIME

AN INTEGRATED LITERATURE COMPONENT IN ENGLISH LANGUAGE SUBJECT

Vous aimerez peut-être aussi