ACTIVITY 1

Activity

: Number Story

Theme

: World of Stories/ World of Knowledge

Topic

: (Unit 13) I see numbers!

Year

:3

Content Standard

1.1

By the end of the 6-year primary schooling, pupils will be able to pronounce words and
speak confidently with the correct stress, rhythm and intonation.

4.3

By the end of the 6-year primary schooling, pupils will be able to plan, organize and
produce creative works for enjoyment.

Learning Standard

1.1.2

Able to listen to and enjoy stories

4.3.2

Able to perform with guidance based on :

d) stories

Behavioral Objectives :
At the end of the lesson, pupils should be able to :
a) listen to the story and gives responses correctly.
b) act out story with numbers
Materials

: Pictures of a Mummy duck and five baby ducks

Procedure

1. Teacher plays Mummy duck and the baby ducks song to the students. Teacher then
introduces the characters either by holding up pictures or drawing on the board.
2. Teacher encourage the students to count the baby ducks. For example, Mummy duck
and the baby ducks like swimming in the pond. Teacher pretend to be ducks and walk to
the pond! (Hold our head up like a duck and put our arms by our sides with our hands
turned out as wings. Walk along with our feet turned out and rolling from side to side as
if we are a duck!)
3. Teacher get the student to do the same and follow him/her in a line round the classroom
pretending to be ducks. Every few steps, stop, look around and say Quack! Quack! and
get the students to join in.
4. Ask the students to sit down and tell them a story about the ducks based on the song
(Five little ducks). Remove the pictures of the baby ducks, or rub them off the board, as
they disappear in the story, and bring them all back at the end : One day five little ducks
went swimming on the pond. Mummy duck was worried : Quack! Quack! Please come
back! But only four little ducks came back. One, two, three, four. Poor mummy duck,
what bad luck! The next day four little ducks..etc until : The next day one little duck went
swimming on the pond. Muumy duck was very, very worried : Quack! Quack! Please
come back! And look! Five little ducks came back. One, two, three, four, five. Happy
mummy duck, what good luck!
5. Teacher choose six students to stand up and assign them the roles of Mummy duck and
the five baby ducks. Teacher tell the story again. Get the student to act it out, pretending
to be ducks and walking away from and back to Mummy duck as teacher tell the story.
Be ready to gently prompt and move the ducks in the right direction if necessary.
6. Teacher encourage the whole class to join in counting the ducks with him/her each time
and saying the two rhythmic refrains in the story: Quack! Quack! Please come back! And
Poor Mummy duck! What bad luck!
7. Then, Students are divided into 5 persons in a group. They are given 10 minutes to
practice the role play on their own.
8. Students perform the role play with their own creativity.

Justification

The idea of telling students a simple story based on a traditional, counting song like Five
Little Ducks can be applied to many different counting songs. The story can also prepare
students for learning to sing the song. Through integrating stories and songs, and combining

them with physical movement and drama, learning is made appealing and enjoyable. Besides
that, repetitive refrains in stories for young children are often what they learn and remember
most easily. Some of the language from these refrains, for an instance, Please come back! and
What bad/good luck! is also easily transferable to real life and can contribute to developing
students everyday classroom language in English. Moreover, students can also practice
counting and develop physical coordination through this activity.
Suggestions

1. When acting out the story with very young students who are still in the process of
developing spatial awareness, teacher may need to provide very close guidance as to
when and where they should swim and come back to.
2. When assigning roles, it may be a good idea to give role of Mummy (or Daddy) duck to a
student whose confidence the teacher need to boost, as although he/she is the star of
the story, they dont need to move but just flap their wings and look worried (and happy
at the end).

Pictures of a Mummy duck and five baby ducks

SONG

ACTIVITY 2
Activity

: Act out a story with puppets

Theme

: World of stories

Topic

: (Unit 4 Read me a story)

Year

:2

Contend Standard

1.2

By the end of the 6-year primary schooling, pupils will be able to listen and respond

appropriately in formal and informal situations for a variety of purposes.

4.2

By the end of the 6-year primary schooling, pupils will be able to express personal
response to literary texts.

4.3

By the end of the 6-year primary schooling, pupils will be able to plan, organize and
produce creative works for enjoyment.

Learning Standard
1.1.2

Able to listen to and follow

a) simple instructions in the classroom

4.2.1

Able to respond to :

b) pictures in story
with guidance
4.3.1

Able to produce simple creative works with guidance based on :

d) stories
4.3.2

Able to perform with guidance based on :

d) stories

Behavioral Objectives :
At the end of the lesson, pupils should be able to :
a)
b)
c)
d)

listen and follow instructions.

sequence the pictures correctly.
produce puppets based on the story told.
act out a story with puppets.

Materials

: Story Book, puppets for the characters in the story, materials for making
puppets, eg socks, marker, felt papers (Optional : Cuisenaire rods or
classroom objects to use instead of puppets, eg ruler, glue stick, pencil
case.

Procedure

1. Teacher read aloud a story entitled The Gruffalo to the students.

2. Teacher then sticks the pictures of the story on the board at the relevant points in the
story.
3. Teacher jumbled up the pictures and ask the students to sequence them correctly.
4. Teacher shows puppets to the students. Teacher then set students to make puppets
prior to doing the activity. He/she explains the procedures to the students step by step.
Alternatively, teacher can give out Cuisenaire rods or get the students to use classroom
objects instead of puppets, for example, if we use the story The Gruffalo, a pencil case
held vertically for the gruffalo, a rubber for the mouse.
5. Students are then divided into groups of five. Teacher assign a role to each student or let
the students decide this in their groups. In the case of The Gruffalo, for example,
children work in groups of five and the roles are gruffalo, mouse, fox, owl and snake.
6. Students act out the story using different voices for the characters, and teacher getting
the students to move their puppets on their desks as they speak.
7. Teacher get the students in each group to change roles and repeat the procedure. If the
students are confident, ask them to act out the story independently in their groups.

Justification

Role play give students an opportunity to use language in a freer way within a clearly
defined context. Although students may be hesitant at first, as they grow accustomed to the
technique they become increasingly willing to experiment in using language in creative ways to
express their meanings. They also develop in confidence and self-esteem.
Other than that, for many children, using a puppet to act out a story makes them feel
secure (as they can hide behind the puppet) and therefore more-willing to participate. The use
of puppets provides a framework for turn-taking and the physical manipulation of the puppets
during the story provides a focus for students to work together and stay attentive and engaged..
Suggestions

1. With younger students, role plays are likely to be very short, eg 1-2 minutes. If pair work
is not suitable, teacher can invite different students to take turns to do the role play to the

whole class instead. Other students listen and clap at the end. Teacher can also ask
them questions about the content of each role play.
2. With older students and higher levels, teacher can vary the way he/she prepare for role
plays, for example by using role cards. Students can use these as the basis for
preparing what they will say in the role play in pairs. They then do the role play with a
different partner who has prepared the other role.

Story Book

Pictures Sequencing

Procedure in making Sock Puppet

1. Place your hand in the sock. Form a mouth with your thumb and fingers.

2.
3.
4.
5.

Use a marker pen to mark the eyes, nose, mouth and ears.
Cut out suitable materials to make parts of the face.
Glue the parts onto the sock.
Place your hand in the sock puppet. Now you are ready to role-play.

Example of script for the role-play

SCENE 1
Narrator

: A mouse took a stroll through the deep dark wood. A fox saw the mouse and the
mouse look good.

Fox

: Where are you going to, little brown mouse? Come and have lunch in my
underground house.

Mouse

: Its terribly kind of u, Fox but no- Im going to have lunch with a gruffalo.

Fox

: A gruffalo? Whats a gruffalo?

Mouse

: A gruffalo! Why, didnt you know? He has teribble tusks and teribble claws, and

teribble teeth in his terrible jaws.

Fox

: Where are you meeting him.

Mouse

: Here, by these rocks, and his favourite food is roasted fox.

Fox

: Roasted fox!! Im off!!

Narrator

: Fox said

Fox

: Goodbye, little mouse.

Narrator

: and away he sped.

Mouse

: Silly old fox! Doesnt he know theres no such thing as a gruffalo?

ACTIVITY 3
Activity

: Copycats

Theme

: World of Self, Family and Friends

Topic

: (Unit 5) Having fun

Year

:3

Contend Standard

4.2

By the end of the 6-year primary schooling, pupils will be able to express personal
response to literary texts.

4.3

By the end of the 6-year primary schooling, pupils will be able to plan, organize and
produce creative works for enjoyment.

Learning Standard
4.2.1

Able to respond to :

a) characters
4.3.2

Able to perform with guidance based on :

d) stories
Behavioral Objectives

At the end of the lesson, pupils should be able to :

a) mime a character and/or event in a story
b) Observe and copy a partners story.

Materials

: sentences strip

Procedure

Use this activity once students are familiar with a story and possibly as a lead-in to a more
elaborate drama activity, such as role play.

1. Teacher divide the class into pairs (A and B). Then, ask students to stand side by side
with their partner.
2. Teacher paste sentence strips on the board and explains that Student A should mime a
character or event in the story that he/she says, and student B should copy their
partners mime as closely as possible.
3. Teacher gives the example. Goldilocks is trying Baby Bears porridge. He/She then
demonsrate the mime himself/herself and encourage student A in each pair to mime the
character, actions and facial expressions as convincingly and with as much detail as
they can, for their partner to copy.
4. Teacher get the students to change their roles after each mime.
Justification

This activity focuses students attention on specific characters or events in as story and
encourages them to do mimes which are detailed and thoughtful. Miming events provides a
useful way of recycling language from the story and helps to make this memorable. The
copycat technique also encourages students to work together cooperatively. As well as
creating the atmosphere of the story, this activity gives children an opportunity to listen to
rich language input which is made comprehensible through mime. It also practices the selfdiscipline and self-control needed for classroom drama. It is easier to manage the activity if
students mime on spot rather than move round the classroom, when they are likely to move
at a different pace and may bump into each other. With very young students, it may be best
to do the activity in a circle so that students can easily copy teachers movements and can
monitor their response.

Sentence strips

Mummy Bear is making porridge.

Daddy Bear is walking in the woods.

Baby bear is playing in the woods.

Goldilocks is going into the three bears house.

Goldilocks is trying Daddy Bears chair.