Teaching aids for the selected student profile.

Name: Adam Firas

Age: 9
Subject: English
Long Term Goals - Able to cooperate with others.
- Able to get into conversation with friends.
- Able to practice listening skill.
- Able to give response to friends in a polite way.

Strengths/ Interest - Able to communicate in two ways.

- Able to follow the activities within the group.
- Has deep interest in comic. He is fond of drawing cartoon figures
in the comic.
- Able to follow the teaching and learning in the classroom on an
average stage.
- Could digest the knowledge along with typical pupil.

Achievement level of - Looking at his strengths in terms of cognitive development, the

student achievement level in language is intermediate.
Weakness / Identified - Choose not to talk unless asked by teacher.
Problem - Always alone and never approach friends to play.
- Takes a longer time to finish a task.
- Tasks usually done but is untidy or messy.

LongTerm Objectives - Listen and respond appropriately in a polite way.

- Able to work with others to complete the task given.
- Complete the work tidily.
- Listen and respond appropriately in a polite way.
- Able to work with others to complete the task given.
- Complete the work tidily.

Skill Grammar
Topic Unit 12 : Fresh Fruits
Based on the strengths and weaknesses that I have identified in the student profile, I have
selected the last lesson of the monthly IEP.
4 Grammar 1. Adam should be able to
5.1.6 Able to use identify and compare the
adjectives correctly and aspects of adjectives:
appropriately: colour, size, shape and
a) colour opinion.
b) size 2. Adam should be able to
c) shape play by interacting with his
d) opinion partner while playing with
the other friends.
3. Adam should be able to
cooperate with one another
when completing the game.
Social story approach
(using a big pictorial
pop-up book)
1. Teacher uses a big
pictorial pop-up book
(comic version) to tell a
story of a boy named
Boboiboy who is going to
buy fruits requested by
his father at the nearby
mart.
2. Teacher gives Adam a
few sticks that have
pictures of fruit on each
end of the stick.
3. Adam shows the
appropriate fruit stick
whenever teacher
pauses to tell the
description of the fruit in
terms of colour, size,
shape or opinion in the
storytelling session.
4. Adam writes down the
adjectives in the
description box to match
the fruits in the
worksheet.
Game learning
approach (interactive
and cooperative based
game)
 Game: ‘Fruity Smarty’
board game.
1. A board game is
played in groups of 8
with 4 pairs and a
cashier for managing the
business in 4 different
marts.
2. Adam plays the game
with his partner, Ali. They
take one task card.
3. Adam would read out
the description of the fruit
on the task card and
discuss briefly with Ali to
match it to the suitable
fruit.
4. They move to the mart
that sells the fruit.
5. Adam and Ali pay and
thank the cashier after
getting the fruit and place
it in their trolley before
moving into the next
round.

I have also created one set of relevant teaching aids to support a part of the selected lesson
in the IEP which uses the game learning approach known as ‘Fruity Smarty’ board game.
Here are the details on a) how the game helps pupil with Autism and b) the game manual.

a) The advantages of playing the ‘Fruity Smarty’ board game.

Firstly, this game help pupil with autism to get exposed to the real life situation. This is
because he is required to interact and talk to his partner in order to complete the tasks
throughout the game. These tasks include social interaction by discussing the right answer,
referring to the fruit with adjectives that they have matched as well as directions to the right
mart that sells the fruit. Apart from that, they learn about handling money and giving change
to the cashier while playing this fun game. The characters stand used for this game is the
cartoon characters of Boboiboy which would definitely catch the attention of Adam who is
inclined to drawing and cartoon figures. Besides, this game is played in 4 pairs which mean
that Adam can always rely on his normal friend to play in this fun game. It is also very
motivating to learn adjectives and applying what they have learned in a game that reflects
the real life situation. Therefore, the ‘Fruity Smarty’ game is very beneficial to both autistic
and normal pupils especially in learning grammar.

b) Instructions to play ‘Fruity Smarty’ board game.

Components

 a board
 two dice
 4 character stands (Boboiboy) for each pair
 task cards
 ‘trolley’ card
 fruits’ stickers
 play money.

Setup

1. Place the board on a table.

2. Put down the task cards on the allotted space on the board.

3. Each pair chooses one character stand (Boboiboy) to represent them while going around
the board. Place the character stands at places with pictures of a house.

4. Each pair takes a ‘trolley’ card.

5. Each pair is given RM 50 divided as follows:

10 x RM 1’s, 5 x RM 3’s,3 x RM 5’s, and 1 X RM10’s

Cashier

1. Select someone as cashier. The cashier will receive money from any Boboiboy who buys
fruit. The cashier will only give the fruits’ stickers to the players if they say thank you.

To play

 Each pair starts by picking a task card.

 They are given one minute to discuss with their pairs about the fruit that they need to buy
for ‘daddy’ by matching the adjactives of colour, size, shape and opinion.
 The first pair to play starts by throwing the dice and moving their character stand the
corresponding number of spaces towards the mart that sells the fruit.
 Play passes to the person on that player’s left.
 When the pair reaches the correct mart to buy fruit, they have to greet the cashier
politely and then pay the appropriate amount of money. In order to get the fruit’s sticker,
they should say thank you to the cashier after paying the money.
 The pair then places the fruit’s sticker on the ‘trolley’ card.
 The game continues with other pairs to determine the winner.

Winner

The winner is the first to fill the ‘trolley’ card with more than six fruits.
Board game rules and instructions.

Components

 a board
 two dice
 4 character stands (Boboiboy) for each pair
 task cards
 ‘trolley’ card
 fruits’ stickers
 play money.

Setup

1. Place the board on a table.

2. Put down the task cards on the allotted space on the board.

3. Each pair chooses one character stand (Boboiboy) to represent them while going around
the board. Place the character stands at places with pictures of a house.

4. Each pair takes a ‘trolley’ card.

5. Each pair is given RM 50 divided as follows:

10 x RM 1’s, 5 x RM 3’s,3 x RM 5’s, and 1 X RM10’s

Cashier

1. Select someone as cashier. The cashier will receive money from any Boboiboy who buys
fruit. The cashier will only give the fruits’ stickers to the players if they say thank you.

To play

 Each pair starts by picking a task card.

 They are given one minute to discuss with their pairs about the fruit that they need to buy
for ‘daddy’ by matching the adjactives of colour, size, shape and opinion.
 The first pair to play starts by throwing the dice and moving their character stand the
corresponding number of spaces towards the mart that sells the fruit.
 Play passes to the person on that player’s left.
 When the pair reaches the correct mart to buy fruit, they have to greet the cashier
politely and then pay the appropriate amount of money. In order to get the fruit’s sticker,
they should say thank you to the cashier after paying the money.
 The pair then places the fruit’s sticker on the ‘trolley’ card.
 The game continues with other pairs to determine the winner.

Winner

The winner is the first to fill the ‘trolley’ card with more than six fruits.
Material cost

No. Material Price

1. Manila card RM 1.00
2. Sticker paper (12) RM 12.00
3. A4 paper (15) RM 1.50
4. Wrapping paper (2) RM 1.00
5. Dice RM 0.50
6. Transparent paper (10) RM 8.00
Total cost RM 24.00

‘Fruity Smarty’ board game.

2
4

1
5 6

1 Board game
2 Dice
3 Character stand
4 Fruit stickers
5 Play money
6 ‘Trolley’ card
7 Task card