1 (a) Suggest one activity for a year 3 ESL classroom for each of the Learning Standards below:

i) 1.1.2 Able to listen to and enjoy simple stories

Activity Content Teachers notes

A Joy Ride Teaching focus: Story (Appendix 1)
1. Put up a chart on the board. Nouns Chart (Appendix 2)

2. Tell the story from station 1 to Suggested words: Figurines of the main
station 4. village grandparents orchard characters.
station paddy fields buffaloes
3. Ask questions to elicit pupils plantation journey scenery Pictures of train, paddy fields,
responses at every station. minutes attap houses chickens oil palm plantation, buffaloes,
ducklings lorries, attap houses, geese,
4. Put up figurines on the chart chickens, ducklings and village
as the story progresses. (Appendix 3)

ii) 1.1.4 Able to talk about at stimulus with guidance

Activity Content Teachers notes

Life Cycle of a frog Teaching focus: Pictures pertaining to the life
1. Prepare pictures for each Sequence connectors cycle of a frog.
phase of the cycle.
Suggested words:
2. Ask pupils to talk about each first then next finally frog eggs
phase. 3. Ask questions to tadpole young frog
encourage active participation.
 iii) 1.2.1 Able to participate in daily conversations: (a) exchange greetings

Activity Content Teachers notes

Listen and Respond Teaching focus: Items for dress-up.
1. Dress pupils up as the following Social Expressions *This activity can be done in
characters. pairs, groups or as a whole class.
Dialogues:
A: grandfather holding a A : I am 80 years old.
birthday cake R : Happy Birthday!
B: an athlete holding
a trophy B : Hooray! I won the first
C: someone looking sad prize.
D: someone carrying a R : Congratulations!
luggage E: a new pupil
to the class C : My grandmother is not
well.
2. Each pupil takes turn to R : We hope she will get well
listen to the teacher and say soon.
aloud the statement to the
whole class. D : I am leaving for Singapore
3. Pupils respond orally. now.
R : Have a safe journey.

E: Hello, Im Imran.
R: Welcome to our class.

iv) 1.2.3 Able to give: (b) simple directions to places in school

Activity Content Teachers notes

Where Am I? Teaching focus: A big chart of the school plan.
1. Put up the school plan. Simple directions
2. Allow pupils to identify the A long pointer.
places in the school. Suggested instructions
3. Create situations. 1. Walk straight ahead. Coloured pointers/magnetic
4. Pupils work in pairs. 2. Turn left. buttons. (to mark the starting
3. Turn right. and the finishing line)
A to listen to the teacher and 4. is on your right.
give simple instructions. 5. is to your left. School plan (Appendix 9)
B to point the route with a
pointer as he/she listens to A. Situations Examples:
1. Siti is at the office. She wants
5. Repeat the activity with other to go to the hall.
pairs 2. Muthu is at the field. He wants
to go to the Science Garden
 v) 1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) answering
simple wh- questions
Activity
Young Reporters
1. Divide pupils into groups.
2. Group leaders read the
story/Pupils listen to the
prerecorded story in their
groups.
3. Each group takes turns to sit in
front of the class and class
members ask questions to elicit
information about the story.
4. Group members answer the
questions.
5. Repeat this with other groups.
Before the activity, the
teacher can drill the questions.
Content Teachers notes
Teaching focus: Story (Appendix 1)
Wh Questions
*Make use of stories such as The
STATION 1 Princess and the Dragon,
1. What did you see ? Shoemaker and Mr.King or
2. Who was the driver ? Anansi the Spider from the
reading module.
STATION 2
1. What did you see at Station 2?
2. How many buffaloes were in
the mud?
3. What colour were the
buffaloes?
STATION 3
1. What did you see at this
station?
2. What were in the plantation?
3. What was carrying the oil
palms?
STATION 4
1. What type of houses did you
see?
2. What animals were there?
3. Where were the ducklings?
4. What were they doing?
STATION 5
1. What did you hear?
2. What was grandfather doing?
3. Was your grandfather happy
to see you?
1 (b) Briefly explain how you would use the activities mentioned above.

The activities (i, ii, iii, iv) can be used by integrating them into the induction phase during the
lesson. This can be made to attract pupils attention to retrieve their prior knowledge. It will make sure
they understand what they will learn throughout the class.

The activity (v) can be used during production phase which the pupils will speak and create their
own answer based on what they have learned. This activity will make sure they use the word and grammar
that have been taught by teacher during presentation stage.

2 (a) State two reasons to carry out remedial activities in a listening and speaking lesson.

Each pupil is different in terms of learning ability, academic standards, classroom learning and academic
performance, and each has his own in learning. Remedial activity is to provide learning support to pupils
who lag far behind their counterparts in school performance. By adapting school curricula and teaching
strategies, teachers can provide learning activities and practical experiences to students according to their
abilities and needs. They can also design individualized educational programmes with intensive remedial
support to help pupils consolidate their basic knowledge in different subjects, master the learning
methods, strengthen their confidence and enhance the effectiveness of learning.

Since pupils have different characteristics in learning, teachers must devise different learning activities
with the same teaching objective to develop pupils' varied abilities and skills in problem solving. It is more
effective for teachers to adopt a series of relevant and simple teaching activities than assigning one long
teaching activity since pupils may acquire the required knowledge and skills through diversified activities.
2 (b) You notice that many of your Year 1 pupils are not able to correctly pronounce the sound /l/ as in
the word blush, blues and bloom. Illustrate with examples of minimal pairs in two activities to overcome
this problem.

Activity 1:

alive arrive

fly fry

light right

long wrong

Activity 2:

collect correct

glamour grammar

glass grass

lace race

lane rain

law raw

lead read

leader reader

led red

lighter writer

load road

lock rock

locker rocker