the following section presents game-like activities...

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The following section presents game-like activities which support the three different stages in the

EEE model.

Bahagian di bawah merupakan aktiviti yang boleh digunakan dalam Encounter, Engage & Exploit

model (EEE Model)

1. Encounter Activities / Aktiviti Encounter

Focus on the children responding physically as a group to teacher-led activities.

Aktiviti berpusatkan guru dan fokus kepada respon murid secara berkumpulan,

CIRCLE TIME ENCOUNTER 1: AN EXCITING BEGINNING!

MATERIALS: Flashcards or realia (max 6 to 8 new words) STEPS:

Create an exciting context for the introduction of a topic, e.g. you could bring a picture which

represents the topic or a special box or bag, with the topic target language inside (as

flashcards or realia) or maybe the puppet has discovered something new and wants to share

it with the children.

Create suspense as you introduce the topic and ask the children what they already know.

This can be in the first language (L1) if necessary. Make connections to previous learning.

Show each visual, one at a time. Say the word clearly, e.g. Sunny. Also introduce it in a

sentence, e.g. It’s sunny. Have children repeat after you.

Talk a little about the visuals to provide more language exposure, e.g. Is it hot or cold? Is it

big or small? Make connections to previous learning.

Make a gesture or a mime to represent the new word. Have children mime and repeat the

word at the same time.

As you introduce the visuals, place them where all children can see.

When all visuals have been introduced, count them together, e.g. Six new words! Let’s play

a game.

Extension:

As you introduce the new words and the children repeat them, have them repeat like an

echo, going from loud to quiet (e.g. dragon!!!, dragon!!, dragon!, dragon)

Show the four echoes by holding up four fingers.

Progression notes: Observe which children confidently imitate the mime and repeat the target

language.

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CIRCLE TIME ENCOUNTER GAME 1: AN EXCITING BEGINNING!

BAHAN: Kad Imbasan atau bahan maujud (minimum 6 maksimum 8) CARA BERMAIN:

Ciptakan suasana yang menarik untuk memperkenalkan topik baru (kotak/beg/puppet)

cth: “Morgan has found something new and he wants to share it with us”

Tunjukkan kad gambar atau bahan maujud satu persatu. Sebutkan perkataan setiap

gambar atau objek tersebut dengan jelas beserta ekspresi dan gerak bibir.

Murid mengulangi perkataan dan ekspresi yang ditunjukkan.

Pamerkan kad gambar atau bahan maujud supaya semua murid dapat melihat.

Setelah semua kad gambar atau bahan maujud diperkenalkan, kira bersama-sama dan

sebut : “Six new words! Let’s play a game!”

Tambahan:

setelah semua perkataan diperkenalkan, ajak murid sebut setiap perkataan secara ‘echo’

dari kuat ke perlahan atau sebaliknya. Cth: Sunny! Sunny! Sunny! Sunny!

Tunjukkan 4 ‘echo’ tersebut menggunakan jari.

Nota Perkembangan: Lihat murid yang dapat meniru dan mengulang perkataan sasaran / target

language dengan yakin.

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CIRCLE TIME ENCOUNTER 2: GAME – LISTEN AND DO! MATERIALS: Flashcards or realia STEPS:

Announce the game, e.g. Let’s play listen and do!

Hold the visuals so children can’t see. Say one of the new words in a sentence, e.g.It’s

sunny.

Have the children mime in response.

Show the visual and praise the children, e.g. Yes! It’s sunny.

Extension:

Put children around the room in small groups, allocate one of the target words to each

group, e.g. This group is sunny. Place the visual nearby to help them remember.

Have the children listen for their word and mime when they hear it.

You can call out several words, e.g. It’s sunny and hot.

If the topic is related to the parts of the body, have children get together in pairs and join

themselves at the part of the body when you call it out, e.g. arm along arm, tummy along

tummy. Careful with mouth and eyes. Mouth, get children to blow kisses / air kiss towards

each other; Eyes, get children to stare at each other.

Progression notes: Observe which children are miming immediately and which are taking more

time.

CIRCLE TIME ENCOUNTER GAME 2: LISTEN AND DO! BAHAN: Kad Imbasan atau bahan maujud CARA BERMAIN:

Guru umumkan permainan: Let’s play listen and do!

Guru pegang kad gambar (tak tunjukkan bahagian gambar kepada murid) sambil sebut

perkataan. Cth: It is sunny.

Murid ‘mime’ perkataan (dan ekspresi sekiranya diperkenalkan semasa game 1) *sunny

apabila dengar guru sebut.

Jika murid ‘mime’ dengan betul, tunjuk gambar dan sebut: ‘Yes, it is sunny!’

Tambahan:

Bahagikan murid kepada beberapa kumpulan. Cth: This group is sunny. This group is

rainy. This group is windy.

Letakkan gambar perkataan berdekatan dengan kumpulan untuk membantu murid ingat.

Guru sebut perkataan. Cth; it is sunny. Kumpulan ‘sunny’ akan mime perkataan bila dengar

perkataan tersebut.

Nota Perkembangan: Kenal pasti murid yang dapat menggerakkan bibir dengan segera dan murid

yang tidak.

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CIRCLE TIME ENCOUNTER 3: GAME – STOP!

MATERIALS: None STEPS:

Announce the game, e.g. Let’s play STOP!

Say one of the target words in a sentence, e.g.It’s sunny today.

Have the children mime in response.

Call out ‘STOP!’ for the children to freeze into a statue.

Praise children who manage to freeze, e.g. Good statue! If a child moves, ask them to sit out

for a round, e.g. Oh dear, you moved! Sit down a bit!

Extension to lead to engage and exploit situations

A child who is out can call out STOP! They can also help see who moved.

Eventually when children are all more confident with the target language, they can take turns

to be the leader and give instructions (no longer an encounter game).

Progression notes: Observe which children are miming confidently.

CIRCLE TIME ENCOUNTER 3 : GAME - STOP

BAHAN: Tiada CARA BERMAIN:

Umumkan nama permainan - Let’s play STOP!

Sebut salah satu perkataan yang nak diajar (target word) dalam ayat. Contoh : It’s sunny

day. Perkataan ‘sunny’ adalah target word kita.

Suruh murid ‘mime’ (gerak bibir) perkataan yang kita target itu.

Guru sebut ‘STOP’!. Biarkan murid menjadi patung dalam keadaan apa pun yang mereka

sedang buat atau gayakan.

Puji murid dengan menyebut ‘Good statue’!

Jika mereka bergerak atau bergoyang, suruh mereka duduk di tepi dengan menyebut ‘Oh

dear, you moved! Sit down a bit!.

Permainan boleh dikembangkan kepada fasa engage atau exploit

Murid yang duduk di tepi boleh membantu guru melihat rakan lain yang bergerak.

Murid boleh mengambil alih peranan guru dan memberi arahan (bukan lagi permainan

encounter)

Nota Perkembangan: Lihat murid yang dapat meniru/ menggerakkan bibir dengan yakin.

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CIRCLE TIME ENCOUNTER 4: GAME – LISTEN AND POINT! MATERIALS: Flashcards or realia STEPS:

Announce the game, e.g. Let’s play listen and point!

Place the visuals around the room.

Ask about each of the new words, e.g. Where’s sunny?

Have the children point and say There!

Extension: As children get confident:

You can ask them to say the target language too, e.g. There’s sunny!

You can ask individual children to point and say There!

You can ask individual children to point and say There’s sunny!

Progression notes: Observe which children are becoming confident and using the target language

spontaneously.

CIRCLE TIME ENCOUNTER 4 : GAME - LISTEN AND POINT!

BAHAN: Kad Imbasan atau bahan maujud CARA BERMAIN:

Umumkan nama permainan:Let’s play listen and point!

Letakkan kad imbasan atau bahan maujud di sekitar dalam kelas.

Tanyakan murid setiap satu perkataan yang dilekatkan tadi. Contoh : ‘Where is sunny?’

Suruh murid tunjuk degan jari dan sebut ‘ There!’ ‘There it is!’

Ulang sampai habis semua kad gambar.

Tambahan: Apabila murid yakin:

Guru boleh meminta murid menyebut ayat sasaran / target language. Contoh: There’s

sunny!

Guru boleh meminta murid secara individu menunjuk dan menyebut ‘There!’ atau ‘There’s

sunny!’

Nota Perkembangan: Kenal pasti murid yang yakin dan dapat gunakan target language secara

spontan.

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CIRCLE TIME ENCOUNTER 5: GAME – HELP THE TEACHER!

MATERIALS: Flashcards or realia STEPS:

Announce the game, e.g. Let’s play help the teacher!

Hold the visuals so you can’t see them, but the children can, e.g. flashcards facing the

children.

Ask about each visual one at a time, e.g. Is it sunny?

Have the children say Yes! or No!

Keep asking until you discover what the visual is.

This can also be called ‘Help the puppet!’ and it is the puppet who can’t see the visuals.


You can ask a child to guess the visual and the class to help them, so the game becomes,

‘Help Farah!’ or ‘Help Amir!’ If the guessing child can’t say the word, help them do the mime,

then say the word for them or ask the class to help them say the word (no longer an

encounter game).

Progression notes: Observe which children are becoming confident and immediately recognise

the target language.

CIRCLE TIME ENCOUNTER 5 : GAME - HELP THE TEACHER! BAHAN: Kad Imbasan atau bahan maujud CARA BERMAIN:

Guru umumkan permainan - Let’s play Help The Teacher!

Guru menunjukkan kad imbasan (bergambar) yang hanya murid sahaja boleh melihat.

Guru menyoal murid, contoh: Is it sunny?

o Jawapan murid: Yes! or No!

Sekiranya murid memberi jawapan yang salah, guru akan menyoal murid sehingga murid

berjaya memberi jawapan yang betul.


Guru boleh meminta murid meneka gambar, sementara murid lain membantunya. Permainan

ini akan menjadi ‘help Farah!’ atau ‘Help Amir!’. Jika murid tidak dapat meneka, bantu murid

melakukan mime/gerak bibir atau menyebut nama gambar (bukan lagi permainan encounter)

Nota Perkembangan: Kenal pasti murid yang yakin dan dapat mengenalpasti target language/ayat

sasaran dengan cepat.

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2. Engage Activities: Choral Repetition

Focus on the children responding in choral repetition to teacher-led activities.

Aktiviti berpusatkan guru dan fokus kepada respon murid secara ulangan beramai-ramai.

CIRCLE TIME ENGAGE 1: GAME – CHANT A CHAIN

MATERIALS: Flashcards (six maximum)

STEPS:

Announce the game, e.g. Let’s play chant a chain!

Place the visuals in a line so all children can see them.

Point to each visual and have children chant the words as you point, e.g. a dragon, a rat, a

horse, a tiger, a dog, a snake. Use a ‘chanty’, singsong voice, instead of just saying the

words, the children will enjoy it more!

Turn over one of the flashcards. Point to each flashcard again and the children say the

words, including the one that is turned over!

Take another card away, and point again with children chanting. Continue taking cards and

pointing, until all flashcards are turned over and the children are able to say all the names of

the objects without the visual support. The children get very excited when they are saying six

words, with no visuals to see.

Point to one of the turned over flashcards and ask What is it?

Accept the children’s suggestions and then check, Is it sunny? Let’s see! Yes it is! It’s sunny.

Continue to have the children remember until you have turned over all the flashcards


You can ask a child to come to the flashcards and say what is hidden, e.g. It’s sunny. If the

child can’t say the word help them do the mime, then say the word for them or ask the class

to help them say the word. Turn over the flashcard and confirm the child is right. Praise them

for remembering!

Progression notes: Observe which children are becoming confident and easily chanting the target

language, or calling out the new words. Are children saying just the word, or using sentences or

questions?

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CIRCLE TIME ENGAGE 1: CHANT A CHAIN

BAHAN: Kad Imbasan (maksimum 6)

CARA BERMAIN:

Guru umumkan permainan: ‘ LETS PLAY CHANT A CHAIN!

Susunan satu baris kad imbasan supaya semua murid dapat melihat dengan jelas.

Guru akan tunjukkan setiap satu kad imbasan mengikut susunan sambil murid-murid

menyebut perkataan mengikut susunan tersebut.

Selepas itu, salah satu kad imbasan itu akan di terbalikkan dan murid-murid akan

menyebut dari kad satu hingga habis.

Aktiviti ini diulang sehingga semua kad terbalikkan.

Akhirnya panggil seorang murid ke hadapan dan cikgu tunjukkan salah satu kad dan

murid minta menyebutkan nama kad sebenar. Keadaan ini akan berulang sehingga

murid-murid berjaya menyebut semua kad dengan betul.


Guru boleh meminta murid untuk datang ke depan, dan menyebut kad tersembunyi, contoh:

It’s sunny. Jika murid tidak dapat menyebut perkataan, bantu menggunakan gerak bibir, dan

sebut perkataan tersebut. Terbalikkan kad dan sahkan jawapan murid. Puji murid kerana

berjaya mengingat!

Nota Perkembangan: Kenal pasti murid yang yakin dan mudah mengulang ayat sasaran/ target

language, atau menyebut perkataan baharu. Adakah murid hanya menggunakan perkataan, ayat

atau soalan?

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CIRCLE TIME ENGAGE 2: GAME – WHAT’S MISSING?

MATERIALS: Flashcards (six maximum)

STEPS:

Announce the game, e.g. Let’s play What’s missing?!

Place the flashcards on the floor, board or wall, face up. Say the English words as you do

this. Ask children to look at them carefully for one minute.

Mime and say, Close your eyes.

Take a flashcard away and say, Open your eyes.

Show mock surprise! What’s missing?

Allow the whole group to chorus which flashcard is missing – this is useful early on in a

teaching sequence. Or later in the learning sequence, ensure children know they should put

their hand up if they know and select one child to respond.

Extension to lead to engage and exploit situations

Ask children to lead the activity. They should give instructions and remove a flashcard.

Ensure you help them say, Close your eyes, Open your eyes, What’s missing? They can also

be encouraged to respond with Yes it is! Or No it isn’t!

Progression Notes: Observe which children are becoming confident and call out the target

language. Are children saying just the word, or using sentences or questions?

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CIRCLE TIME ENGAGE GAME 2 : WHAT’S MISSING

BAHAN: Kad Imbasan (maksimum 6)

CARA BERMAIN:

Guru umumkan permainan: Let’s play What’s missing ?!

Guru meletakkan kad imbas di atas papan putih atau di atas lantai mengadap murid.

Guru menyuruh murid melihat kad-kad tersebut selama satu minit bagi mereka

mengingatinya.

Guru meminta murid menutup mata dengan cara mime and say close your eyes

Guru mengambil salah satu kad (Contohnya: red card dan kad tidak ditunjukkan kepada

murid)

Guru meminta murid membuka mata open your eyes. Guru menunjukkan perlakuan

terperanjat dan berkata What’s missing?

Murid diminta supaya meneka kad yang hilang sama ada secara individu ataupun secara

kumpulan.

Sekiranya murid dapat meneka dengan betul murid tersebut akan mengetuai permainan

tersebut.

Permainan boleh dikembangkan kepada fasa engage dan exploit

Guru boleh meminta murid mengetuai permainan. Murid memberi arahan dan mengeluarkan

kad imbasan. Guru boleh membantu murid dengan ayat, Close your eyes, Open your eyes,

What’s missing?. Murid boleh diberi galakkan untuk menyebut Yes, it is atau No, it isn’t.

Nota Perkembangan: Kenal pasti murid yang yakin dan dapat menyebut ayat sasaran/target

language. Adakah murid menggunakan perkataan, ayat atau soalan?

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CIRCLE TIME ENGAGE 3: GAME – THE PAIR GAME

MATERIALS: Two of each flashcard (max 16 in all)

STEPS:

Announce the game, e.g. Let’s play the pair game!

Shuffle a set of two flashcards of each image and then place them in an orderly fashion on

the floor or on the board, picture side down.

Model how to play: Let’s find a pair, two the same! Turn over one flashcard and say what it is,

e.g. It’s sunny! Turn over another and say what it is. This can go two ways, they are the

same or they are different. If they are the same - It’s sunny. Hooray! They are the same.

Leave the flashcards face up. If they are different - It’s windy! Oh, they are different! Turn the

flashcards face down again.

Ask each child to turn over two flashcards to find a matching pair.

As each card is turned over, the class should chorus the word in English. This is very

important, as it is giving the children an opportunity for continued language reinforcement

and exposure.

If the child succeeds in finding a matching pair, help them say, They are the same! and the

flashcards remain in place, with the images showing. If they don’t, they can be helped to say,

They are different and then turn them face down.

Extension to lead to engage with an individual response

Once the children have become more confident with a set of target words and expressions,

instead of chorusing together, each individual child should say the word as they turn over the

card. If they can’t remember they should be encouraged to ask for help, e.g. Help, please!

Progression Notes: Observe which children are confidently and calling out the target language.

Are children still using the mimes?

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CIRCLE TIME ENGAGE 3 :GAME- THE PAIR GAME

BAHAN: 2 set kad imbasan (tema yang sama)

CARA BERMAIN:

Guru umumkan permainan: Let’s play the pair game!

Guru perlu menyediakan 2 set kad dan meletakkannya di atas lantai secara tertutup.

Guru beri arahan:Let’s find a pair, two the same.

Guru memilh seorang murid dan murid diminta membuka satu kad dan menyebut kad apa

yang dilihat; contoh biru.

Kemudian murid membuka kad pada set yang lagi satu. Jika didapati kad yang sama yang

dipilih iaitu biru murid akan berkata It’s blue Hooray! They are the same. Jika kad yang

dipilih berlainan murid akan berkata It’s red! Oh, they are different.

Murid diminta mencari pasangan kad yang sama.

Murid yang berjaya mendapat pasangan kad yang sama guru akan membantu murid

menyebut they are the same! dan jika pasangan yang tidak sama They are different!.

Sekiranya murid dapat meneka dengan betul murid tersebut akan mengetuai permainan

tersebut.

Permainan boleh dikembangkan untuk menggalakkan respon murid secara individu

Apabila murid menjadi lebih yakin dengan target language, murid boleh menyebut perkataan

semasa mereka membalikkan kad. Jika mereka lupa, murid perlu digalakkan meminta tolong

dengan menyebut; Help, please!

Nota Perkembangan: Kenal pasti murid yang yakin dan menyebut target language. Adakah murid

masih menggunakan mime/gerak bibir?

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3. Engage Activities: Individual Response

Focus on the children responding as individuals to teacher-led activities.

Aktiviti berpusatkan guru dan fokus kepada respon murid secara individu.

This stage also includes the other games when they encourage children to respond as individuals,

e.g. ‘What’s missing?’ and ‘The pair game’.

Bahagian ini juga boleh melibatkan permainan lain, jika guru menggalakkan murid untuk respon

secara individu. Contoh: “What’s missing?” dan “The pair game”.

CIRCLE TIME ENGAGE 4: GAME – THE MIME GAME

MATERIALS: Flashcards

STEPS:

Announce the game, e.g. Let’s play the mime game!

Model the game: do a mime and then ask the topic question, e.g. [Mime it’s rainy], What’s the

weather like? Or [mime a colour] What colour is it? Or [mime a daddy] Who is it? Or [mime a

teddy] What is it?

Ask children to put their hands up to show they know the answer and select a child. If they

guess correctly, say Yes it is! and ask them to come forward as a volunteer.

Show them a flashcard and ask them to mime it for the class to guess. Help them ask the

topic question.

Repeat until all or a number of children have volunteered.

Extension

Instead of showing a flashcard, whisper a topic word / phrase into the child’s ear. This will be

quite challenging as the child will have to understand what they heard to be able to mime

correctly.

If the topic is related to the parts of the body, have children come up in pairs and join

themselves at the part of the body they want their peers to say, e.g. arm along arm, tummy

along tummy. Careful with mouth and eyes. Mouth, get children to blow kisses / air kiss

towards each other; Eyes, get children to stare at each other.

Progression Notes: Observe which children are able to remember the mime and which are able to

answer correctly in English. If you whisper the target language, is the child able to understand?

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CIRCLE TIME ENGAGE 4: GAME– THE MIME GAME

BAHAN: Kad Imbas

CARA BERMAIN:

Guru mengumumkan permainan (Let’s play the mime game)

Guru tunjuk cara permainan – guru membuat gerak mulut dan bertanya kepada murid.

Contoh, guru membuat gerak mulut “blue” dan guru bertanya kepada murid “What colour is

it?”.

Guru minta murid mengangkat tangan untuk menjawab soalan. Jika murid dapat menjawab

dengan betul, guru sebut “Yes, it is!”. Murid yang menjawab dengan betul diminta menjadi

mengetuai permainan.

Guru menunjukkan kad imbas kepada murid tersebut, murid akan membuat gerak mulut.

Murid dibimbing menyebut “What ____ is it?”. Murid lain akan cuba meneka dengan betul.

Permainan diulang sehingga lebih ramai murid berpeluang mengetuai permainan.

Tambahan:

Selain guru menggunakan kad imbas, guru juga boleh membisikkan perkataan kepada murid

yang mengetuai permainan. Ini akan menjadi lebih mencabar, kerana murid perlu faham apa

yang didengar untuk mereka menggerakkan bibir (mime) dengan betul.

Jika topic berkenaan tubuh badan; murid secara berpasangan. Pasangan akan menyentuh

badan rakan dan rakan perlu menyebut nama bahagian tubuh yang dipegang. Hati-hati

untuk mata dan mulut. Untuk mulut, rakan boleh meniup kepada pasangan, dan bagi mata

boleh direnung.

Nota Perkembangan: Kenal pasti murid yang dapat mengingat gerak bibir dan murid yang dapat

menjawab dalam Bahasa Inggeris dengan betul. Jika guru membisik target language, adakah murid

faham?

Engage Activity 4: The Mime Game

Blue (mime)

What colour is it?

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CIRCLE TIME ENGAGE 5: GAME – THE TELEPHONE GAME


STEPS:

Announce the game, e.g. Let’s play the telephone game!

Begin by helping children whisper. Say or chant the target language in a whisper together.

Look at a flashcard without showing it to the children. Place it on the floor, board or wall face

down.

Whisper the flashcard word into a nearby child’s ear. Put your hand in front of your mouth

and emphasise that it is a whisper for the child only.

Encourage the child to pass on the word they have heard you whisper. Help them cover their

mouth with their cupped hand.

Help the children pass on the whisper. If they have problems hearing, get them to say

Pardon, please repeat! Follow the whisper around the circle.

When it reaches the last child, ask them to say it out loud. Turn over the original flashcard

and ask them if it is the same. If it is, praise the children for being such a great telephone. If it

is different, say Oh no! The telephone is broken!

Play another time, this time going in a different direction around the circle.

Extension

Ask a child to begin the game and to be in charge of the flashcard to compare the word that

gets passed around at the end.

Instead of using a single word, use a question or a sentence, e.g. It’s hot and sunny.

Progression Notes: Observe which children are able to ask for repetitions and who successfully

whispers the word.

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CIRCLE TIME ENGAGE 5: GAME – THE TELEPHONE GAME

BAHAN: Kad Imbas

CARA BERMAIN:

Guru mengumumkan permainan (Let’s play the telephone game)

Murid diminta duduk dalam satu bulatan.

Guru tunjuk cara berbisik – Semua murid menyebut perkataan yang disasarkan pada hari ini

secara berbisik.

Guru memulakan permainan. Guru lihat kad imbas (tanpa ditunjukkan kepada murid-murid)

dan diletakkan secara terbalik di atas lantai/ pada papan putih.

Guru membisikkan perkataan tersebut kepada murid pertama. Murid tersebut akan

membisikkan perkataan yang sama kepada murid seterusnya. Guru membantu murid

menutup mulut mereka semasa berbisik.

Murid dibimbing menyebut “Pardon, please repeat!” jika mereka tidak mendengar perkataan

yang dibisikkan.

Murid terakhir akan menyebut perkataan yang didengar dengan kuat. Kad imbas yang

diletakkan di atas lantai/ pada papan putih ditunjukkan kepada semua murid.

Guru bertanya kepada murid “Are they the same?”.

Jika sama, guru memuji “You are a great telephone!”. Jika tidak sama, guru sebut “Oh no!

the telephone is broken!”.

Pusingan kedua permainan dijalankan mengikut arah bertentangan.

Tambahan:

Guru boleh minta murid mengetuai permainan. Murid tersebut akan pilih satu kad gambar

yang tidak ditunjukkan kepada murid lain. Murid akan membisikkan perkataan kepada murid

kedua. Bandingkan dengan perkataan yang diterima oleh murid terakhir.

Selain menggunakan hanya satu perkataan, soalan atau ayat mudah juga boleh digunakan.

Contohnya “It’s hot and sunny”.

Nota Perkembangan: Kenal pasti murid yang boleh meminta supaya perkataan diulang dan murid

yang berjaya membisik perkataan tersebut.

Engage Activity 5: The Telephone Game

sunny

………..

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CIRCLE TIME ENGAGE 6: GAME – THE HEAD AND TOES GAME


STEPS:

Announce the game, e.g. Let’s play the head and toes game!

Begin by dividing the topic flashcards into two halves. Place one half towards the top of the

wall or board space. Place the other half towards the bottom. If you wish, draw a line

separating them.

Explain that when you say something with a word in the top set they touch their head, if you

say something with a word in the bottom set they touch their toes.

Demonstrate what you mean.

When you begin to play with the children explain that if they make a mistake they have to sit

down for two calls.

Call out full sentences, e.g. It’s sunny today. Alternate and repeat so children are caught out.

They will enjoy being challenged.

Praise children who don’t make mistakes.

Extension to lead to an exploit situations

Ask a confident child who is not making mistakes to come to the front to call out the target

language.

Use different topic sets, e.g. colours at the top and weather at the bottom. Children respond

according to the topic you call out, e.g. I like blue or It’s rainy today.

Progression notes: Observe which children are able to quickly respond by touching their head or

toes.

19

CIRCLE TIME ENGAGE 6: GAME – THE HEAD AND TOES GAME

BAHAN: 2 tema kad imbasan

CARA BERMAIN:

Umumkan permainan, Contoh; Let’s play the Head and Toes Game!

Mula dengan membahagikan kad imbasan topik kepada dua bahagian. Letakkan satu

bahagian ke bahagian atas dinding atau atas papan putih. Letakkan bahagian yang lain di

bahagian bawah. Jika anda mahu, lukiskan garisan yang memisahkannya.

Jelaskan bahawa apabila anda mengatakan sesuatu perkataan yang berada di atas, mereka

perlu menyentuh kepala, jika anda mengatakan sesuatu perkataan di set bawah, mereka

perlu menyentuh jari kaki mereka.

Guru perlu melakukan demonstrasi.

Sebelum mula bermain dengan murid, guru perlu menjelaskan bahawa jika mereka membuat

kesilapan sebanyak 2 kali, murid tersebut perlu duduk.

Guru perlu menyebut ayat penuh, Contoh ; It’s sunny today. Ganti dan ulangi perkataan

lain pula sehingga mendapat pemenang. Murid akan seronok dengan cabaran yang

diberikan.

Puji anak-anak yang tidak membuat kesilapan.

Permainan boleh dikembangkan kepada fasa exploit

Panggil murid yang yakin yang tidak membuat kesilapan untuk datang ke depan untuk

mengulangi permainan tadi.

Gunakan set topik yang berbeza, Contoh; COLOUR di bahagian atas dan WEATHER di

bahagian bawah. Kanak-kanak bertindak balas mengikut topik yang anda panggil. (Pastikan

kedua-dua set tema telah diajar)

Nota Perkembangan: Kenal pasti murid yang dapat memberi respon yang cepat dengan

menyentuh kepala atau jari kaki mereka

20

Example of Engage Activity 6: The Head & Toes Game

WHITE BOARD

red yellow blue

green orange

sunny snowy windy

rainy cloudy

I like blue.

Head.

21

CIRCLE TIME ENGAGE 7: GAME – THE RUN AND COLLECT GAME

MATERIALS: Two of each flashcard (maximum of 16 in total)

STEPS:

Announce the game, e.g. Let’s play the run and collect game!

Begin by placing a set of flashcards in two sets on the floor at the end of the room.

Divide the children into two teams and decide upon a name for each team, e.g. a colour, a

favourite cartoon character. Nominate a set of flashcards for each team.

You will need to collect team points, so arrange either to write tallies on the board or use

blocks, Lego, plastic coins, beads etc. as representative of each team point.

Two children begin, one child from each team. Explain that you will call out a word and they

should run to their team’s flashcards, pick up the flashcard and bring it back to you. The first

child to return gets a point for their team if they can say the word correctly.

Call out the target language in a sentence, e.g. It’s rainy today!

When the children return with the flashcards, ask them what they have brought you: What’s

the weather like Sarah?

Award a point to the child who arrived first and can successfully say what is on the flashcard.

Either mark a tally on the board or place an object to represent the point.

Keep going until all children have had a go at running.

Count the points. Start with the team with the fewer points. Count them with the children.

Write the number for the children to see. Clap the team. Do the same with the winning team.

Ask the children who has the most points and clap the winning team.


Ask a confident child to be the caller.

Progression notes: Observe which children are able to pick up the correct flashcard and name it

confidently.

22

CIRCLE TIME ENGAGE 7: GAME – THE RUN AND COLLECT GAME

BAHAN: 2 set kad imbasan (1 set untuk satu kumpulan)

CARA BERMAIN:

Umumkan nama permainan, Contoh; . Let’s play The Run and Collect Game!!

Letakkan 2 set kad imbasan pada lantai di hujung kelas. ( satu set untuk setiap kumpulan)

Bahagikan murid-murid kepada dua kumpulan dan tentukan nama kumpulan bagi setiap

kumpulan ( nama warna, nama karekter kartun dan sebagainya)

Sediakan satu bentuk token sebagai mata ganjaran kepada kumpulan yang mengutip mata.

Contoh : tandakan mata di papan putih atau gunakan lego, syiling plastik dan sebagainya

Guru menyebut satu perkataan dan seorang murid dari setiap kumpulan harus berlari ke kad

imbasan kumpulan masing-masing, ambil kad imbasan yang disebut dan membawanya

kepada guru. Murid yang pertama sampai kepada guru dan menyebut perkataan dengan

betul akan memperoleh mata untuk pasukan mereka.

Sebut perkataan dalam ayat seperti It’s rainy today!!!!

Apabila murid kembali dengan kad imbasan, tanyakan soalan apa yang mereka bawa seperti

What’s the weather like Sarah?

Beri mata ganjaran kepada murid yang sampai dahulu dan dapat menyebut apa yang

terdapat dalam kad imbasan tersebut dengan jayanya.Tandakan mata di papan putih atau

berikan token mewakili mata ganjaran.

Permainan ini selesai apabila semua murid menghabiskan giliran mereka.

Kira mata bermula dengan pasukan yang memperoleh mata yang paling sedikit. Kira mata

bersama dengan murid dan tulis mata supaya murid dapat melihatnya. Beri tepukan kepada

pasukan tersebut. Lakukan perkara yang sama kepada pasukan yang menang.

Permainan boleh dikembangkan kepada fasa exploit:

Panggil murid yang mempunyai keyakinan yang tinggi menjadi pengacara/ penyebut

perkataan (caller)

Nota Perkembangan: Kenal pasti murid yang dapat mengambil kad yang betul dan menyebut

dengan yakin.

23

Example of Engage Activity 7: The Run and Collect Game

SET OF

FLASHCARDS

SET OF

FLASHCARDS

TEAM 1

TEAM 2

TEACHER/

CALLER

24

CIRCLE TIME ENGAGE 8: GAME – THE MAKING SETS GAME

This activity not only develops children’s listening and speaking skills but also fosters early maths

concepts.

Version 1:

MATERIALS: Three or four flashcards from three different topics (no more than 12 in total)

STEPS:

Announce the game, e.g. Let’s play the making sets game!

Mix up the flashcards and place them in a bag, a box or in a pile on the floor.

Invite confident children to come up and take out or turn over a card.

Ask them to name the picture, if suitable help them make a sentence using It’s … / They’re

…

Check with the class that the image has been correctly labelled.

Ask the children, What set is it? Is it the colour set, the family set or the number set?

Elicit what they think and start making sets.

Once all the flashcards have been put into a set, count how many there are in each set, are

there any missing? Help the children remember what else belongs in the set.

Version 2: Using the children (for topics like the face, the body, family, clothes, pets)

Announce the game, e.g. Let’s play the making sets game!

Call out questions like: Who’s got black hair? Get all children with black hair to make a group

together (all or most of the group). They can chant loudly I’ve got black hair! Any remaining

children can make a circle around them.

Ask, Who’s got long black hair? Get these children to separate and form a separate group.

They can chant loudly I’ve got long black hair! Count the children in this set.

Ask, Who’s got short black hair? Get these children to separate and form a separate group.

They can chant loudly I’ve got long black hair! Count the children in this set.

This can be done with lots of different topics: You can make Human Venn Diagrams: Who’s

got a pet? – Who’s got a cat? Who’s got a bird? Who’s got a cat and a bird? Who’s about

brothers and sisters: Who’s got a brother? Who’s got a sister? Who’s got a brother and a

sister? Don’t forget to have children chant when they create a set, e.g. I’ve got a cat!

Extension: Mix word cards and flashcards. Or once the sets have been created, ask children to

find the matching word cards.


confidently; or children who are able to confidently listen for a descriptor and respond.

25

CIRCLE TIME ENGAGE 8: GAME - THE MAKING SETS GAME

Aktiviti ini membantu perkembangan mendengar dan bertutur murid, selain perkembangan awal

matematik.

*VERSI 1*

BAHAN: Tiga set kad imbasan mengandungi 3 tema berlainan. (Tidak lebih daripada 12 kad

imbasan bagi ketiga-tiga tema)

CARA BERMAIN:

Guru umumkan permainan: Let’s play the making sets game!

Campurkan semua kad imbasan dalam SATU bekas/kotak atau letakkan di atas lantai (kad

juga boleh diterbalikkan)

Panggil seorang murid dan minta murid pilih satu kad.

Minta murid sebut (It Is.....) atau (They are....)

Tanya pada murid lain sama ada jawapan betul atau tidak. Cth: "Children / students, is

that correct?" "Yes it is/No it isn't"

Tanya pada murid yang telah pilih kad: "What set is it?" Bimbing murid: "Is it the colour

set, body set or fruit set?"

Tanya murid apa yang mereka tahu tentang kad dan minta murid untuk mengumpulkan kad

set yang sama.

Setelah semua kad diletakkan dalam setnya, minta murid untuk mengira jumlah kad dalam

setiap set.

Kemudian, minta murid mengenal pasti apakah item lain yang ada dalam set tersebut, selain

yang diambil tadi.

26

CIRCLE TIME ENGAGE 8: GAME – THE MAKING SETS GAME

*VERSI 2* (Menggunakan murid untuk topic seperti tubuh badan, keluarga, pakaian, haiwan)

CARA BERMAIN:

Guru umumkan permainan: "LET'S PLAY THE MAKING SETS GAME"

Guru menyediakan soalan/ciri yang dikehendaki untuk menghasilkan set. Cth: "Who's got

black hair?"

Murid yg ada ciri tersebut akan membentuk 1 kumpulan (set). Murid yang tiada ciri tersebut

akan membentuk bulatan di sekelilingnya.

Murid dalam bulatan akan menyebut ciri mereka dengan kuat. Cth: "I've got black hair!"

Guru menyebut ciri set yang lain. Cth: "Who's got long black hair?"

Murid dengan "long black hair" akan membentuk 1 kumpulan dan menyebut "We've got

long black hair"

Permainan diteruskan dengan guru menyatakan ciri set dan murid akan membentuk

kumpulan set.

Tambahan: Guru boleh mencampurkan kad imbasan bergambar dengan kad perkataan, dan murid

memadankan kad gambar dengan kad perkataan yang betul.

Nota Perkembangan: Kenal pasti murid yang dapat mengambil kad yang betul dan menyebut

dengan betul dan yakin, atau murid yang dapat memberi respon terhadap rangsangan secara lisan

dengan betul.

27

CIRCLE TIME ENGAGE 9: GAME – THE TOUCHY-FEELY GAME

MATERIALS: Realia (e.g. toys, clothes, fruit, toy animals)

STEPS:

Announce the game, e.g. Let’s play the touchy-feely game!

Begin by placing an object in a bag or box, hidden from the children.

Ask individual children to come and feel what’s in the bag. First feel outside, then put their

hand inside. Say, What’s in the box/bag? What do you think it is? Can you guess?

Help them to use a sentence when they finally name it, It’s a …


Get children to describe it as they are touching, e.g. It’s big, it’s small, It’s soft, It’s hard. The

children will need to have encountered this language before they can use it, however.

Children can also be asked to find the correct word card for the object they’ve guessed.


confidently.

28

CIRCLE TIME: ENGAGE 9: GAME – THE TOUCHY-FEELY GAME

BAHAN: Bahan Maujud

CARA BERMAIN:

Guru umumkan permainan: Lets Play the touchy feely game!

Letakkan 1 objek di dalam sebuah beg atau kotak tanpa pengetahuan murid.

Guru meminta seorang murid untuk datang memegang dan merasa (menyentuh) objek yang

terdapat di dalam beg/ kotak. Sebelum itu, murid diminta untuk memegang bahagian luar

beg sebelum memasukkan tangan ke dalam beg yang berisi objek tersebut.

a. Guru bertanya kepada murid: Whats in the box/ bag? / What do you think its is? / Can

you guess? Bimbing murid untuk menyatakan ayat penuh semasa menjawab soalan

guru. Cth: It’s a .......................

Aktiviti boleh dikembangkan ke fasa exploit

Sebelum meneka nama sesuatu objek, guru beri galakan kepada murid untuk menerangkan

ciri-ciri objek semasa menyentuh objek di dalam beg/ kotak menggunakan ayat yang betul.

o Cth: It’s big / It’s small / It’s soft / It’s hard.

Guru juga boleh meminta murid mencari kad perkataan bagi nama objek yang berjaya

diteka.

Nota Perkembangan: Kenal pasti murid yang dapat mengambil kad dengan betul dan menjawab

dengan yakin.

29

4. Exploit Activities

Children using English and taking control in activities as well as requiring less teacher support.

Murid menggunakan Bahasa Inggeris dan mengendalikan aktiviti, bimbingan guru adalah minima.

CIRCLE TIME EXPLOIT 1: GAME – THE GUESSING GAME

MATERIALS: Two of each flashcard (maximum of 16 in total)

STEPS:

Announce the game, e.g. Let’s play the guessing game!

Begin by placing a set of flashcards on the floor, board or wall, face up.

Using the other set of flashcards, select one and keep it hidden.

Invite individual children to guess what it is, e.g. depending on the topic: What is it? What

colour is it? What’s the weather like? Who is it? Depending on ability, they can use different

questions a) Sunny? b) Is it sunny?

If the guess is incorrect, say No, it isn’t. Ask the child to turn over the named flashcard which

is on the floor, board or wall. This helps small children eliminate and avoid asking the same

thing multiple times.

If the guess is correct, say Yes, it is! and the child who guessed correctly can come to the

front and lead the game.

Help them ask the topic question and respond using Yes it is, or No it isn’t. Encourage the

class to ask full questions too, e.g. Is it sunny?

Extension: As children get more confident, instead of using the picture cards use the word cards on

the floor, wall or board.

Progression notes: Observe which children are able to ask full questions and remember the target

language. How easily do children respond to questions when they are leading?

30

CIRCLE TIME EXPLOIT 1 : GAME - THE GUESSING GAME

BAHAN: 2 set Kad Imbasan

CARA BERMAIN:

Guru umumkan permainan: Let’s play the guessing game!

Dua set kad imbasan yang sama disediakan.

Satu set kad imbasan ditunjukkan dan ditampal pada papan putih / dinding / lantai manakala

satu set lagi dipegang oleh guru.

Set yang dipegang oleh guru tidak ditunjukkan kepada murid.

Guru mengambil salah satu kad imbasan (Contohnya: red card dan kad tidak ditunjukkan

kepada murid)

Murid diminta supaya meneka kad tersebut. Murid perlu bertanya dengan menggunakan

soalan yang bersesuaian. Contoh: What colour is it? Is it yellow?

Sekiranya murid dapat meneka dengan betul, guru perlu menjawab Yes, it is dan murid

tersebut akan mengetuai permainan tersebut.

Sekiranya murid tidak dapat meneka dengan betul, guru perlu menjawab No, it isn’t. Turn

over the yellow card. (Murid perlu menterbalikkan yellow flashcard pada papan putih dan

aktiviti diteruskan sehingga murid dapat meneka dengan betul.

Tambahan: Apabila murid semakin yakin, tukarkan penggunaan kad imbasan bergambar kepada

kad imbasan perkataan.

Nota Perkembangan: Kenal pasti murid yang dapat menyoal dalam ayat yang lengkap dan

mengingati ayat sasaran. Adakah murid-murid lain dapat mengikut arahan dari rakan?

31

W What colour is it?

Is it yellow?

hat colour is it?

Is it yellow?

W What colour is it?

Is it yellow?

hat colour is it?

Is it yellow?

Example of Exploit Activity 1: The Guessing Game

Whiteboard

red yellow blue

green orange

What colour is it?

Is it yellow?

No, it isn’t. Turn over

the yellow card.

32

CIRCLE TIME EXPLOIT 2: GAME – THE STEPPING STONES GAME


STEPS:

Announce the game, e.g. Let’s play the stepping stones game!

Point to the space in the middle of circle time. Explain it is a deep river and that they can only

cross it using magic stepping stones – the topic flashcards.

Place the flashcards across the space, reaching from one side to the other, and demonstrate

what to do. Jump on each flashcard and say what it is.

Invite a confident child to jump across the river. Encourage them to name each flashcard

they jump onto. If they can’t remember a word get them to ask the class for help, Help

please!

Praise children who cross the river successfully, with help or not. Everyone should clap and

say Bravo! Introduce and use positive language like, Bravo! Sarah can do it!

Expansion: As children progress through 4+ and 5+ they should be using phrases / sentences as

they jump across the river, e.g. I’ve got brown eyes; A red car; I’m in the classroom; I like curry.

Progression notes: Observe which words or expressions children have more difficulty with and

plan to focus on these in following lessons.

33

CIRCLE TIME EXPLOIT 2 : GAME - THE STEPPING STONES GAME

BAHAN: Satu set Kad Imbasan

CARA BERMAIN:

Guru umumkan permainan: Let’s play the stepping stones game!

Sebatang sungai dilabel pada lantai dan kad –kad imbasan disusun merentasi sungai.

Kad imbasan diimaginasikan seperti batu yang digunakan untuk menyeberang sungai.

Murid diminta menyeberangi sungai dengan melompat ke atas kad imbasan.

Murid yang melompat ke atas kad / batu tersebut perlu menggunakan frasa atau ayat yang

sesuai bagi menggambarkan kad itu. Contoh: blue car / I have a blue car.

Pujian perlu diberikan kepada murid yang dapat menyeberang sungai dengan menyebut

frasa / ayat dengan betul dan murid-murid yang lain perlu bertepuk tangan dan berkata

Bravo! Sarah can do it!

Sekiranya murid tidak dapat menyebut frasa / ayat bagi menggambarkan kad itu,dia perlu

menyebut Help please!

Tambahan: Sepanjang perkembangan murid 4+ dan 5+, murid perlu menggunakan frasa atau ayat

semasa menyeberang sungai dalam aktiviti ini. Contoh: I’ve got brown eyes, A red car,I like curry.

Nota Perkembangan: Kenal pasti perkataan atau ekspresi yang sukar untuk murid dan rancang

untuk fokus kepada perkataan tersebut pada PdPc akan datang.

34

CIRCLE TIME EXPLOIT 3: GAME – THE GLORY GAME

MATERIALS: Flashcards and large dice

STEPS:

Announce the game, e.g. Let’s play the glory game!

Place the topic flashcards in the form of a snake across the floor.

Divide the children into four teams. Ask each team to choose a mascot, e.g. a teddy, a doll, a

car.

Place the mascots at one end of the flashcard snake. The objective is for them to get to the

other end of the flashcard snake, but landing on the flashcards and naming them.

One child at a time represents their team, throws the dice, counts that number of flashcards

and places their team’s mascot on the flashcard they landed on. They should say what it is

they have landed on. Encourage them to use It’s a … or I can … .

If they have difficulty, remind them to ask their team for help, Help please! If their team can

help, their mascot stays on the flashcard, if it can’t, the mascot returns to where it was.

Progression notes: Observe which children can confidently count and use the topic language.

CIRCLE TIME EXPLOIT 3 : GAME - THE GLORY GAME

BAHAN: Kad Imbasan, dadu besar dan pelapik yang mengandungi kotak-kotak seperti dam.

CARA BERMAIN:

Guru umumkan permainan: LET’S PLAY THE GLORY GAME!

Murid-murid dibahagikan kepada empat kumpulan. Setiap kumpulan diberi satu nama

kumpulan.

Setiap kumpulan akan memilih seorang ketua untuk dijadikan sebagai maskot.

Rakan dalam pasukan yang lain akan membaling dadu secara bergilir. Maskot bergerak ikut

bilangan dadu yang diperolehi. Jika maskot bergerak dan ada kad pada tempat berdiri,

maskot perlu membacakan kad tersebut dengan betul. Guru menggalakkan murid dengan

menngunakan “It’s a….” Atau “I can…” atau yang sesuai bagi kad yang diperolehi.

Jika maskot tidak tahu membaca kad tersebut, maskot boleh menyebut “Help Please” dan

ahli kumpulan lain boleh membantu. Sekiranya satu kumpulan tidak tahu, maka maskot akan

patah semula ke tempat asal. Permainan diteruskan sehingga tamat.

35

Nota Perkembangan: Kenal pasti murid yang yakin mengira dan menggunakan ayat berkenaan

topik dengan betul.

CIRCLE TIME EXPLOIT 4: GAME – THE DESCRIBING GAME

MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)

STEPS:

Announce the game, e.g. Let’s play the describing game!

Begin by modelling how to play. Select one of the target language objects. According to what

it looks like, begin to describe it, e.g. It’s small and green. What is it?

Invite individual children to guess what it is. Depending on ability they can use different

questions a) Car? b) Is it a car?

If the guess is incorrect, say No, it isn’t

If the guess is correct, say Yes, it is! and the child who guessed correctly can come to the

front and lead the game.

Help them describe the object and respond using Yes it is, or No it isn’t. Encourage the class

to ask full questions too, e.g. Is it a teddy?

Progression notes: Observe which children are able to describe the objects using full sentences,

and ask full questions.

CIRCLE TIME EXPLOIT 4 : GAME - THE DESCRIBING GAME

BAHAN: Kad imbasan atau bahan maujud.

CARA BERMAIN:

Guru umumkan permainan: Let’s play the describing game!

Murid meneka apa yang dibawa oleh guru.

Guru memberi penerangan tentang objek/gambar yang dibawa dengan memberi perumpaan

seperti “It’s Small And Green. What Is It?”

Murid dipanggil secara individu untuk meneka apa yang diterangkan oleh guru. Contoh

jawapan bergantung kepada kebolehan murid. Contoh jawapan: * car / * is it a car?

** kalau jawapan salah, guru jawab No, it isn’t.

** kalau jawapan betul, guru Yes, it is.

Murid yang dapat meneka dengan betul akan menggantikan tempat guru untuk mengetuai

permainan. Galakkan murid menggunakan ayat seperti di atas.

Nota Perkembangan: Kenal pasti murid yang dapat menerangkan objek menggunakan ayat yang

lengkap dan betul, serta boleh menyoal dalam ayat yang lengkap.

36

CIRCLE TIME EXPLOIT 5: GAME – THE THINKING GAME

MATERIALS: Topic flashcards or realia (e.g. toys, clothes, fruit, toy animals)

STEPS:

Announce the game, e.g. Let’s play the thinking game!

Place a maximum of five flashcards or objects on the floor, the wall or board for the children

to see.

Begin by modelling how to play. Select one, but keep it secret. Say, I’m thinking of a toy. It

isn’t the car, it isn’t the doll, it isn’t a computer game and it isn’t a spinning top. What is it?

Invite individual children to guess what it is, e.g. Is it a puzzle?

If the guess is incorrect, say No, it isn’t. If the guess is correct, say Yes, it is! and the child

who guessed correctly can come to the front and lead the game.

Help them to select an object – they should whisper it to you first. Then help them say which

toys it is not and to respond to questions from the class, using Yes it is, or No it isn’t.

Encourage the class to ask full questions too, e.g. Is it a teddy?

Extension: Playing with multiple topics works especially well if the children have been playing with

the topic sets of words and expressions.

Instead of using a set of flashcards or realia from one topic, use target words from four

topics, e.g. a teddy bear, a nose, a baby, a pencil.

Model how to play: I’m thinking of a word. It isn’t a family word, it isn’t a toy word, it isn’t a

face word, what is it?

Encourage children to ask you using sentences: e.g. Is it a pencil?

Respond and ask children to tell you which set it belongs to: Yes, it is! What set is it?

It’s a classroom word.

Progression notes: Observe which children are able to successfully use whole sentences to play

the game.

37

CIRCLE TIME EXPLOIT 5: GAME – THE THINKING GAME

BAHAN: Kad imbasan atau bahan maujud

CARA BERMAIN:

Umumkan permainan, Contoh; Let’s play the thinking game!

Mula dengan meletakkan maksima 5 kad imbasan atau objek di lantai, di dinding atau pada

papan putih untuk dilihat oleh murid.

Guru membuat demonstrasi cara bermain.

Guru memilih satu kad (tanpa perlu ambil bahan tersebut) dan merahsiakannya. Guru

menyebut “I’m thinking of a toy. It isn’t the car, it isn’t the doll, it isn’t a computer game

and it isn’t a spinning top. What is it?”

Seorang murid dipilih untuk meneka jawapan. Contohnya, “Is it a puzzle?”

Sekiranya jawapan yang diberikan murid salah, nyatakan No, it isn’t. Sekiranya jawapan

yang diberikan betul, nyatakan Yes, it is! dan murid tersebut akan mengetuai permainan.

Bantu murid untuk memilih kad dan pastikan murid berbisik terlebih dahulu kepada guru.

Kemudian, bantu murid untuk menyatakan objek mainan yang tidak berkenaan dan bantu

mereka untuk respon soalan dari murid yang lain menggunakan Yes, it is atau No, it isn’t.

Galakkan murid-murid bertanya dalam bentuk ayat penuh seperti “Is it a teddy?”

Tambahan:

Bermain menggunakan beberapa topik berbeza membantu terutamanya jika murid telah

bermain dengan set topik / tema berkaitan perkataan dan ekspresi.

Selain menggunakan kad imbasan atau bahan maujud dalam satu topik / tema, sasaran

perkataan daripada 4 topik / tema berlainan juga boleh digunakan. Contohnya, a teddy bear,

a nose, a baby, a pencil.

Tunjukkan cara bermain terlebih dahulu: I’m thinking of a word. It isn’t a family word, it

isn’t a toy word, it isn’t a face word, what is it?

Beri galakkan untuk murid bertanya menggunakan ayat penuh seperti Is it a pencil?

Respon jawapan yang betul dan soal murid mengenai kumpulan set: Yes, it is! What set is

it?

Murid akan menjawab, It’s a classroom word.

Nota Perkembangan: Kenal pasti murid yang dapat menggunakan keseluruhan ayat dengan

betul.

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CIRCLE TIME EXPLOIT 6: GAME – THE ALPHABET GAME

MATERIALS: Topic flashcards and word cards

STEPS:

Announce the game, e.g. Let’s play the alphabet game!

Place the flashcards on the floor, wall or board.

Hold one of the topic word cards hidden from the children.

Say, I’m thinking of a colour word beginning with …

If a child guesses correctly say, Yes it is and show the word card. Point to the first letter and

say it with the children. If it is easily sounded out, do this too.

Invite the child to come to the front and select a word card for the topic. Help them say I’m

thinking of a colour word beginning with …, and Yes it is, or No it isn’t.

Notes: Using the word cards helps reinforce the children’s word recognition skills. When you show

the word card you can ask children what other words they know that begin with the same letter in

different topics.

Extension: Play with multiple topics

Place the flashcards on the floor, wall or board.

Select a word card and hide it from the children.

Say, I’m thinking of a word beginning with …

When children have guessed correctly ask them if they can see any other words that begin

with the same letter in the flashcard collection. Look for the matching word cards together

and compare the letters. If the words are easily sounded out, do this too.

Progression notes: Observe which children are able to recognise letters and think of different

words that start with similar letters.

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CIRCLE TIME EXPLOIT 6 : THE ALPHABET GAME

BAHAN: Kad imbasan bergambar dan kad imbasan perkataan

CARA BERMAIN :

Guru umumkan permainan: “Let’s play the alphabet game”.

Satu set kad imbasan bergambar diletak pada papan putih / dinding / lantai.

Guru mengambil salah satu kad perkataan (Contohnya: blue card dan kad tidak ditunjukkan

kepada murid).

Guru menyebut “I’m thinking of a colour word beginning with letter b”. Contohnya letter

“b” for blue.

Murid diminta supaya meneka kad tersebut. Jika murid meneka dengan betul, guru akan

berkata “Yes, it is” dan tunjukkan kad perkataan tersebut. Tunjuk huruf pertama dan sebut

huruf itu bersama dengan murid. Jika huruf itu mudah dibunyikan, guru dan murid boleh

bunyikan huruf tersebut.

Guru memanggil murid datang ke depan dan memilih satu kad perkataan. Bantu murid

dengan berkata “I’m thinking of a colour word beginning with letter ………”. Sebut “Yes,

it is” jika betul dan sebut “No, it isn’t” jika salah.

Untuk meningkatkan lagi kemahiran murid mengenal perkataan, guru boleh menggabungkan

beberapa kad imbasan bergambar dari tema-tema yang telah diajar, kemudian bertanya

kepada murid perkataan lain yang bermula dengan huruf yang sama.

Nota: Dengan menggunakan kad perkataan, ia akan menggalakkan murid mengenal huruf. Guru

boleh menggalakkan murid berfikir perkataan lain yang mempunyai huruf awal yang sama dari tema

lain.

Tambahan: Bermain dengan pelbagai topik.

Letakkan kad di atas lantai atau papan.

Pilih kad perkataan dan sembunyikan dari murid.

Katakan, “I’m thinking of a word beginning with…”

Jika murid dapat menjawab dengan betul, minta murid mengenalpasti kad imbasan

bergambar yang mempunyai huruf awal yang sama. Jika huruf mudah dibunyikan,

bunyikan (phonic).

Nota Perkembangan:Kenal pasti murid yang dapat mengecam huruf dan menyatakan perkataan

lain yang mempunyai huruf awal yang sama.

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Example of Exploit Activity 6: The Alphabet Game

Whiteboard

blue

red

green

yellow

black

white

Is it blue?

“I’m thinking of a colour word

beginning with letter b”

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ENGLISH LEARNING AREA (ELA) - EXPLOIT

MATERIALS: all resources used in English lessons, e.g. puppet, flashcards, realia, storybooks,

games, rhyme and song sheets, props for role play

STEPS:

Suggest to the children that they have an area for English. Ask them what they think it

should include. It can be decorated with their table work, or images of words and

expressions they know in English.

Together with the children agree upon rules of use, e.g. Use English as much as possible,

four children at a time, tidy up the resources after using them.

At the end of an English lesson, place the resources you used in that lesson into the ELA.

When children select a learning area encourage them to include the ELA in their

selection.

As you observe children playing during free play, include the ELA in your observations.

Who is using it? Are they able to use the language they have learned to interact with the

resources? Which resources are most popular?

ENGLISH LEARNING AREA (ELA) / ELC - EXPLOIT

BAHAN: Semua bahan yang digunakan dalam pengajaran Bahasa Inggeris. Contoh: boneka, kad

imbasan, bahan maujud, buku cerita, permainan, rhyme dan carta lagu, bahan atau alat main

peranan.

CARA PENGGUNAAN:

Maklumkan murid kewujudan dan penggunaan sudut Bahasa Inggeris. Minta pendapat

murid untuk menghias sudut tersebut.

Tetapkan peraturan di sudut tersebut. Contoh: perlu menggunakan Bahasa Inggeris, 4

murid pada satu-satu masa, mengemas sudut selepas digunakan.

Di akhir PdPc, letakkan bahan yang telah digunakan di sudut tersebut.

Apabila murid memilih sudut pembelajaran, galakkan murid menggunakan sudut Bahasa

Inggeris tersebut.

Ketika pemerhatian semasa main bebas, masukkan sudut Bahasa Inggeris dalam

pemerhatian. Siapa yang gunakan? Bolehkah murid berinteraksi dan menggunakan

bahan? Bahan yang paling digemari murid.

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3. Remembering activities

Helping children remember previous activities

To be incorporated into Lesson 2 of the Lesson 1 – 8 series.

Membantu murid mengingat pembelajaran yang lepas.

Digunakan dalam Lesson 2 dari siri Lesson 1 – 8.

REMEMBERING 1: WHO CAN REMEMBER HOW TO MIME?

MATERIALS: Flashcards or realia from last lesson and one from the previous topic

As the focus of the first lesson is on listening, expecting all children to say the language they encountered in lesson 2 would be unfair. So the focus is on getting the children to remember the topic and the mimes they associate with the new language. Children may call out the words and expressions in the common classroom language, so teachers may need to recast what they say into English, e.g. Teacher: [Shows a sunny flashcard] Children: Cerah. Ia adalah cerah. Teacher: Yes, it’s sunny! Can you say? It’s sunny! Show me the mime.

Show a flashcard card from the last lesson and one from the previous topic, e.g. weather and colours. Ask the children: In the last lesson did we look at the weather or colours?

Ask if they can remember any of the mines they learned. Show each flashcard and say

the words clearly. Have children repeat after you and remember the mime. It’s sunny!

Can you say? It’s sunny! Show me the mime.

As you introduce the visuals, place them where all children can see

When all visuals have been introduced, count them together, e.g. Six words! Let’s see

some more!

Introduce a few more of the topic words, using the Circle Time 2 strategies.

Progression notes: Observe which children confidently imitate the mime, which repeat the target

language easily and which were able to remember and say the new topic words with little prompt.

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REMEMBERING 1 : WHO CAN REMEMBER HOW TO ‘MIME’ (GERAK BIBIR)?

BAHAN: Kad gambar / bahan maujud daripada topik / tema pembelajaran yang lepas

LANGKAH PERLAKSANAAN:

Guru menunjukkan kad gambar /bahan maujud (tema yang ingin diajar dan yang telah

diajar). Cth: cuaca dan warna – guru bertanya kepada murid : In the last lesson did we

look at the weather or colours?

Guru bertanyakan kepada murid adakah murid mengingati salah satu mime yang diketahui.

Guru menunjukkan kad gambar dan menyebut perkataan secara jelas, kemudian murid

menyebut kembali dan menunjukan cara mime. Cth: It‘s sunny! Can you say? It’s sunny!

Show me the mime.

Selepas guru menunjukkan kad gambar, lekatkan kad tersebut di tempat yang mudah dilihat

oleh murid. Kemudian minta murid untuk mengira bilangan kad gambar yang telah

dilekatkan. *Guru menambah kad gambar yang seterusnya.

Perkenalkan beberapa perkataan baharu, dengan menggunakan strategi Circle Time 2.

Nota Perkembangan: Kenal pasti murid yang yakin untuk mime, murid yang mengulang perkataan

dengan mudah dan murid yang boleh mengingat dan menyebut perkataan baharu dengan

rangsangan yang minima.

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To be incorporated into Lessons 3 and onwards

Digunakan untuk Lesson 3 dan ke atas

REMEMBERING 2: GAME – WHO CAN REMEMBER HOW TO SAY?

MATERIALS: Flashcards or realia from last lesson

As the focus of lessons 2 onwards will be on speaking, remembering time should focus more and

more on encouraging children to tell you what they remember.

Hold the flashcards and encourage children to tell you what they remembered: Who can

remember the (weather) words?

As they call out what they remember in English, show the associated flashcard and place it

where children can see it.

When there is one flashcard left, ask children to look at the flashcards they have already

remembered. What’s missing?

Once it has been remembered, praise the children for remembering all the language from the

last lesson.

From here you can move into playing a game, e.g. What’s missing (see Circle Time 2)

Progression notes: Observe which children are able to remember language from a previous

session.

REMEMBERING 2 : WHO CAN REMEMBER HOW TO ‘SAY’ (MENYEBUT)?



Pegang kad gambar dan galakkan murid untuk menceritakan apa yang mereka ingat tentang

topik yang lepas cth: “Who can remember the weather words?”

Apabila murid menyebut perkataan yang diingati, guru menunjukkan kad gambar tersebut

dan letakkan di hadapan kelas

Sebelum melekatkan kad gambar yang terakhir, guru minta murid melihat semula semua

kad yang telah dilekatkan. Dan tanya “What’s missing?”

Apabila murid boleh mengingati kesemua kad gambar tersebut, berikan penghargaan

kepada mereka kerana berjaya mengingati semua perkataan daripada pembelajaran yang

lepas.

Nota Perkembangan: Kenal pasti murid yang boleh mengingat perkataan dari pembelajaran lepas.

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REMEMBERING 3: GAME – PICK UP A CARD

MATERIALS: Flashcards or realia from the topic

Place the flashcards in a pile in the centre of the circle, or in a bag or a box.

Announce the game, e.g. Let’s play pick up a card!

Have the children come up individually and take a flashcard and name it in English.

Praise children who label it correctly, expanding if necessary, e.g.

Child: Sunny

Teacher: Yes, It’s sunny. Very good, Sarah

If a child is unsure:

a) Provide options for the child to choose from, e.g. Is it sunny or is it rainy?

b) Help the child recognise that they need help and show them that there is nothing wrong in

asking for help. Teach the question, Help please! and encourage them to ask their peers to

help them say the word; e.g.

Sarah: [Looks at flashcard silently]

Teacher: Do you need help Sarah?

Sarah: Help please!

Children: It’s windy

Teacher: Thank you children. Sarah can you say it?

Sarah: It’s windy.

Teacher: Very good.

Progression notes: Observe which children are able to remember the topic language and those

which are able to accept they do not know yet but can ask for help.

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REMEMBERING 3 : GAMES – PICK UP A CARD? (PILIH KAD)



Letakkan kad gambar di tengah kelas / bag / kotak

Guru umumkan permainan, “Let’s play pick up a card!”

Murid secara individu akan memilih kad gambar dan menyebutnya dalam Bahasa Inggeris.

Beri penghargaan kepada murid yang dapat menyebut dengan betul.

Cth : Murid : Sunny

Guru : Yes, It’s sunny. Very good, Sarah

Jika murid tidak pasti dengan jawapan,

i. Beri pilihan jawapan kepada murid cth: It is sunny or it is rainy

ii. Bantu murid tersebut dengan menggalakkan mereka untuk meminta bantuan daripada

rakan yang lain, dengan menggunakan perkataan “Help please”.

Cth: Sarah : (tidak dapat memberikan jawapan) silent

Guru : Do you need help Sarah?

Sarah : Help please!

Murid : It’s windy

Guru : Thank you children. Sarah can you say it?

Sarah : It’s windy

Guru : Very good.

Nota Perkembangan: Kenal pasti murid yang dapat mengingat perkataan dalam topik pengajaran

lepas, dan kenal pasti murid yang dapat mengaku mereka tidak tahu tetapi boleh meminta bantuan

rakan.

the following section presents game-like activities...

Documents