LEVEL: Lower primary

BEFORE CLASS
PERFORMANCE
THEATRE IN THE Preparations:
ENGLISH LANGUAGE
CLASSROOM a. Arrive an hour ahead prior to carnival and assist in
registration.
Topic: • Registration will be done according to colour code
KSSR Year 2 (coloured smileys).
Unit 6 (The Old House) b. Get assistance from the accompanying teachers to
Super Minds facilitate the activities.
• Inform teachers that the activity will be indoor and
Theme: would be conducted in an open space
World of Stories • Ensure pupils are in sports attire for the whole
programme
Learning Standards: • Get pupils to sit in a circle (groups of five)
2.2.3 Understand • Follow instructions given by trainer in placing
with support very short the necessary materials and stationery items for
simple narratives each group.
• Brief the accompanying teachers about the activity
1.3.1 Understand the to be conducted. Explain to them on what to do
message the teacher next when they return to schools.
or classmate is
communicating by
using visual clues when ACTIVITY 1: BUILDING VOCABULARY AND ACTIONS! (1 ½ HOURS)
they are speaking Task 1: Mirror Me! (10 minutes)
Procedures:
2.1.5 Describe objects 1. Pupils are grouped according to the coloured smileys given
using suitable words during registration.
and phrases 2. Trainer gets pupils to stand around the room.
3. Accompanying teachers will help to facilitate each group.
5.3.1 Respond 4. Get pupils to form a circle or in rows facing the trainer as in the
imaginatively and diagram below:
intelligibly through
creating simple art
and craft products.
Other imaginative
responses as
appropriate

Learning Outcomes:
1. Identify the objects T
acted by pupils
2. Describe an object 4. Trainer gets pupils to face her/him and models different actions
in a scene and feelings.
3. Perform a scene Example:
4. Plan, prepare and • angry
participate in a • surprised
scene provided. • happy
• frightened
Level: • worried
Average to below • sad
average • fly like a bird
• run like a horse
Group Size: • swim like a fish
90 – 100 pupils (3 big • hop like a rabbit
groups) • waddle like a duck

JK/OUTREACH_2018
 Language Focus: 6.Trainer may use the phrases to depict the actions and feelings
Lexical sets: involved
• Bathroom
• Bedroom ➢ Show me how you are angry?
• Living room ➢ Show me how you are surprised?
➢ I’m feeling happy
• Kitchen
➢ Ooh! I’m frightened
• Dining room ➢ I’ m so worried
• Bed ➢ I’m sad
• Chair Note to accompanying teachers:
• Table Please ensure pupils’ safety when conducting this activity.
• Television
• Book
Task 2: Candy Introduction! (20 minutes)
• Pillow
Procedures:
• Sink 1. Trainer gets students to sit in groups of five.
• Stove 2. Trainer distributes coloured candy to each member of the
• Towel group.
• Toothbrush 3. Trainer states the purpose of the activity and explains
each candy colour.
Time: Red : Favourite hobby
10 hours Green : Favourite animal
Purple : Dream job
Materials: 4. Trainer requests each member to introduce himself or
• 10 colours of herself beginning with their name, school and the three
smileys facts above but only acts out the action related to the
• Laminated pictures coloured candy they received.
and word cards
• 14 envelopes
• Copies of the
module
• Copies of the
joining instructions My name is …………
for teachers I’m from SK………..
My favourite hobby is reading novel (acting as if he/she is
reading)
My favourite animal is kangaroo and my dream is to
become a doctor.
5. Trainer ensures all students are given an opportunity to
share about themselves.

Task 3: Match Me! (30 minutes)

Procedures:
1. Trainer gets pupils to sit in groups of 10 according to the
colours of the smileys given.
(Accompanying teachers help to facilitate each group. Teachers check
that all pupils are grouped according to the colours of the smileys)
2. Trainer distributes picture and word cards to each group.
3. Trainer gets pupils to match the pictures with the correct
word cards.

chair

4. Trainer gets pupils to display the correct set and checks the
task.
JK/OUTREACH_2018
 5. Trainer elicits the lexical set involved by asking
What’s this?
• Bed
• Chair
• Table
• Television
• Book
• Pillow
• Sink
• Stove
• Towel
• Toothbrush
6. Get pupils to select an object from the lexical set and act it out to
the group members. Group members guess the object and
once the group has the correct answer, the pupil says aloud the
object using the structure below:
Example:
S: I’m a pillow
7. Ensure each object is performed and emphasise on the sentence
structure.
Task 4: Let’s Play (30 minutes)
1. Trainer informs pupils that they are going to play a game of
cards.
2. Trainer provides each group with a set of picture and word
cards.
Trainer informs pupils of the game and places the picture
and word cards on the floor faced down.
Note: Picture cards on the right and word cards on the left.
3. The cards are placed at random (faced down)
4. Trainer provides instructions and models the task. (trainer
selects two cards)
5. Each person in the group is required to select two cards at a
time to identify the correct match.
6. Trainer monitors the game. If the pupil gets the cards in
correct match (e.g. picture of a chair with the word chair)
the pupil keeps the cards. Instead, if pupil has the wrong
match, he/she puts the card back and passes the turn to
another pupil.
7. Allocate 5 minutes for pupils to complete task.
8. Get pupils to say aloud the correct match once the game is
completed.
9. Trainer ensures each member of the group can identify and
pronounce the lexical set correctly.
10. Trainer gets pupils to perform the actions according to the
number of correct cards collected.

ACTIVITY 2: FREEZE UNFREEZE (1 ½ HOURS)

Task 1: Identify Me! (30 minutes)
Procedures:

1. Trainer retains pupils into groups of ten.

2. Trainer distributes another set of picture and word cards to
each group and gets pupils to match them correctly.

living
room

living room living room

3. Trainer provides sentence strips and gets pupils to match
them correctly to the pictures.

JK/OUTREACH_2018
 Example:
What’s this?
It’s a
living
room

It’s a Living room

It’s a Bedroom
It’s a Bathroom
It’s a Dining room
It’s a kitchen

Task 2: Objects In the house! (30 minutes)

Procedures:
1. Trainer divides pupils into groups of five.
2. Trainer provides each group with a picture (A3) of different
parts of a house.

3. Trainer requests pupils to match the correct objects to each

part of the house.
Example:
Living room – television, book
4. Trainer provides instructions and models the task. (trainer
selects two cards)
5. Each person in the group is required to select two cards at a
time and match them to the correct part of a house.
6. Allocate 5 minutes for pupils to complete task.
7. Get pupils to say aloud the correct objects to the parts of a
house.
Example:
T : What’s this?
Ss : It’s a living room.
T: What’s in the living room?
Ss : There is a television and a book.
8. Trainer ensures each member of the group can identify and
pronounce the lexical set correctly.
9.

Task 3: Parts of My House! (30 minutes)

Procedures:
1. Trainer elicits from pupils parts of the house.
2. Trainer gets pupils to depict a part of their house consisting the
two objects involved.
3. Trainer allocates 10 minutes for each group to practice actions
and the language structure involved.
Example :
JK/OUTREACH_2018
 I’m a chair in a dining room
I’m a table in a dining room
We are a dining room

4
5

4. Trainer gets pupils to repeat the process for all other parts of
the house.
5. Trainer ensures that each group performs employing the
language structure learnt simultaneously with the actions.

ACTIVITY 3: ACTION CLIPS (1 HOUR)

Task 1: Warm-Up activity: Mirror Me! (10 minutes)

Task 2: My favourite Act (50 minutes)

Procedures:
1. Trainer divides students into groups of ten.
2. Trainer distributes handouts to each group.
3. Trainer gives instructions to students.
• You are going to list other objects found in different
parts of a house in groups.
• Perform still image of the objects.
4. Trainer gets students to perform the action of the additional
objects and use the language structure learnt to state the
objects.
Example:
I’m a lamp
I’m used to light up the room

ACTIVITY 2: PERFORMANCE IN ACTION (1 HOUR)

Task 1: Combine Me! (60 minutes)
Procedures:
1. Trainer divides pupils into groups of ten.
2. Trainer explains that pupils will be combining the different parts
of the house performed earlier into a skit depicting their house.
T: We are going to perform a skit of a house. You are going to
act as the different objects found in different parts of a house.
3. Trainer selects a group to demonstrate the task to pupils.
4. Trainer explains how to portray the whole room and how to
describe the objects.
5. Trainer allocates ten minutes for pupils to practise in groups.
6. Trainer invites pupils to perform their skit.
7. Trainer ensures that each group performs employing the
language structure learnt with the actions simultaneously.

JK/OUTREACH_2018
 Example :
I’m a chair in a dining room
I’m a table in a dining room
We are a dining room

Note to accompanying teachers:

Teachers or students can add to the language structure to describe
the object

ACTIVITY 3: LET’S STAGE IT! (40 minutes)

Task 1: Let’s Perform! (35 minutes)

1. Trainer invites each group to present their short skit to the whole
group.
2. Trainer provides guidelines for performance.
Task 2: Sharing & Evaluation Time (5 minutes)
Procedures:

1. Trainer gets pupils to share about their experience on the

activities of the carnival and how it has affected them.
2. Students are given 5 minutes to share.

AFTER CLASS

1. The activities in our outreach programme are aimed at reaching

out to pupils beyond the classroom. Therefore, it is a requirement for
all pupils and teachers participating in this activity to complete the
tasks below:
a. As a follow-up activity, get your pupils to perform an action
clip activity in their weekly school assembly, English Week or
English Club activity.
b. Take snapshots or videos of the follow-up activity and email
them to Puan Nor Ashikin Binti Alawi (the officer-in-charged)
or mail a CD/DVD of the follow-up activity to:

Nor Ashikin Binti Alawi

English Language Teaching Centre,
Kompleks Pendidikan Nilai,
71760 Bandar Enstek,
Nilai, Negeri Sembilan.
E-mail: ashikin.alawi@eltc.edu.my

c. Best snapshots and videos of students in action will be

rewarded.

Note to accompanying teacher:

a. Provide teachers with a copy of the task/module. They are

required to carry out this activity with the pupils in their respective
schools.

Note:
• Get accompanying teachers contact numbers and email
addresses for follow up purposes.

JK/OUTREACH_2018