ACTIVITIES FOR THE ENGLISH LANGUAGE SOCIETY

NO. ACTIVITY/TOPIC AIM/OBJECTIVE PROCEDURE NOTE TO TEACHERS

1. PROJECTS To enable the pupils to find out information for 1. Explain tasks to 1. Don’t need to
SURVEYS themselves through surveys/field work participants. prepare anything
A. How may motorists? 2. Decide on a topic and in advance except
B. Places in the school To present information in graphic Division of members for some
C. Favourite toothbrush colour forms(charts,graphs,tables,histograms etc.) into smaller groups. bluetacks.
D. Hair-parting 3. Discussion to produce 2. Members should
E. Pocket money To allow pupils to sustain communicative tables to fill be told in
F. Favourite song(Top-10 practice information during advance to bring
chart) survey/ observation. stationery and
G. Favourite TV programme To provide pupils opportunities to speak / 4. Discuss ways to mahjong papers.
H. NO. of books read in a present their own findings(real-life examples) present on who, when 3. Different groups
month and how. may work on
I. Brand names and meanings To cultivate interest about thing arounds us 5. Give time limit for different topics or
task fulfillment. on the same topic
in different
OUTDOOR SURVEY: locations.
1. Conduct survey/
observation with
decided team
members.
2. Plan how or when to
do workshop to
present information.

3. Provide language
input for presentation

4. Perform the best


2. SCRAPBOOKS 1. To produce a manila sized book of parts
a. Big Books
2. To reinforce knowledge about parts of
(Noun groups /Verbs /
Adjectives/Prepositional
phrase of time/
Prepositional phrase of
place/conjunction)
presentation
Follow-up:
1. Report on the activity
performed to be
submitted to the
teacher-in-charge.
2. Give reasons why
certain vehicles don’t
pass the school.
3. Predict future
developtments
4. Discuss implication of
having many vehicles
passing the school.
1. Form groups and then Item needed:
of speech. allocate topics. 1. Manila cards
2. Participants need to 2. Stationary
speech clear instruction and 3. Glue
task given. 4. Old newspapers
3. Categorizing groups is 5. Cutter or scissor
recommended.
A. Group work
allows students
to work
collaboratively
E,g. singular/plural and co-peratively.
noun groups; B. Elemets of
competition will
Present/past tense of motivate
verbs; students
 C. Cleanliness of
Adjectives and those work must be
ending with -ed or – emphasized
ing; single/phrase and D. Prepared samples
co-relatives for are very helpful
conjunctions

SCRAPBOOKS a. To improve vocabulary and word a. Prepare students for Item needed:
b. Collage association knowledge the task. 6. Manila cards
( based on themes like b. To make learning English fun b. Check task fulfillment. 7. Stationary
’water’,’people’,food, c. To encourage students to read and c. In a limited time,find 8. Glue
’nature’ etc.) recycle. many words and 9. Old newspapers
pictures as many as 10. Cutter or scissor
possible.Words must
be more than E. Group work
pictures. allows students
d. Cut and paste to work
(creativity will be collaboratively
taken into and co-peratively.
consideration when F. Elemets of
awarding prizes) competition will
motivate

SCRAPBOOKS
d. Single Page Displays e.g
MYSELF/HUNT-ME-DOWN
Display students
G. Cleanliness of
Follow up: work must be
1. Oral presentation emphasized
(work are H. Prepared samples
meaningless are very helpful
without
explanation)
2. Writing activites
3. Report activity
1. To enable students to work alone. 1.Members work alone Item needed:
2. To reinforce vocabulary learnt in class 2.Task included reading 11. Manila cards
3. To make learning fun instruction, cutting, pastinf 12. Stationary
and displaying and orally 13. Glue
explaining further( meanings 14. Old newspapers
of words and pictures) 15. Cutter or scissor

I. Group work
allows students
to work
collaboratively
and co-peratively.
J. Elemets of
competition will
motivate
students
K. Cleanliness of
work must be
emphasized
L. Prepared samples
are very helpful
3. BULLETINS a. To provide oppoturnities for creativity 1. Form groups Follow up
Latest News/Front Page b. To reinforce language and profiency (preferably a. Write report on
News c. To produce a page(front page) of a heterogeneous) activity fulfilled
‘newspaper’ 2. Explain task to team and give personal
d. To encourage cooperative and mates. response.
collaborative learning 3. Check task b. Peer checking of
e. To allow communicative practice requirement. product
4. Cut and paste c. Real –life news
information on your (item needed)
on masthead. Manila cards
5. Invent caption for the Stationary
pictures. Glue
6. Doctor the news item Old newspapers
selected to make own Cutter or scissor
news. d. Allow students to
7. Summaries of original work excellently.
news item may be e. Cleanliness of
taken but details will work must be
be rewritten. emphasized
f. Prepared samples
are very helpful

4 Language Games
a. Make your own puzzles
1. To provide communicative practice for 1. Form groups 1. This is a tried and
reinforcement or consolidation (preferably tested activity
2. To motivate students to learn English heterogeneous) 2. Preparation will
2. Each groups will write include stationary
a few words to form a ,prizes, and
puzzle. dictionaries
3. Group members 3. Allowing students
discuss to describe to make their
 words then exchange own puzzles to
puzzle to solve them. motivate them
4. Puzzles-maker check 4. Teacher’s help is
answer. needed during
the writing of
descriptions.
5. Excitement
increases if given
time limit for the
fulfillment of
task.
4 LANGUAGE GAMES 1. To provide communicative practice. 1. Form 2 groups (Clash 1. This is a tried and
b. Drop A Letter 2. For reinforcement or consolidation of The Titans, this tested activity.
(vocabulary). one) 2. No preparation is
3. To motivate students. 2. Write a 4-letter word needed (all you
ion the board e.g. need is the chalk
BEAN. or white board
3. Each group member marker)
will drop one letter at 3. Some noise is
a time to make a new expected.
word. E.g. B.E.A.R. 4. A time limit for
PEAR answers is more
P E A R etc. challenging.
5. This may fill up
the whole chalk
or white board
4 LANGUAGE GAMES 1. To provide opportunities for looking 1. Explanation of task 1. The hunting
c. Treasure Hunt specific information 2. Hunt. spree is to find
2. For reinforcement or consolidation 3. Check answers. specific
3. To motivate students 4. Rewards. information.
Please make
 adjustments as
you have
different things in
your library. (See
Appendix V)
2. The teacher must
go hunting first.
3. Prepare a set of
instructions prior
to the activity.
4. A time limit is
required.
5. The hunting
ground is the
library or a book.
4 LANGUAGE GAMES 1. To provide communicative practice. 1. Group students. 1. Preparations will
d. Mind Trap 2. For reinforcement or consolidation 2. Explain activities. include
(Vocabulary). 3. Problem-solving. questions.
3. To motivate students. Present answers and explain 2. Students may
them if necessary. bring their own if
they have any.
5 VISIT 1. To add variety 1. Report writing 1. Prior to the visit,
e.g. 2. To improve general knowledge (activities) students be
A Batik making factory 3. To gather first hand information 2. Descriptive essay prepared for the
An Ice making factory 4. To gather ideas for writing (route, maps, questions they
A Keropok making factory 5. To motivate students processes) want answered.
The State Museum 6. The usual formalities should adhered to 3. Narrative essays Some kind of
Old Folks Home (letters of approval, letter to places, (one’s experience) worksheet or
Handicraft shop money matters, transport, etc.) 4. Finding in graphic questionnaire or
Pulau Duyung Boat Making forms (information) lists of things to
Industry 5. Comments etc. find out should
 (letters) be prepared in
6. Illustrations (drawing, advance.
leaflets etc.) Otherwise, the
7. ‘Picture’ the visit visit would likely
(exhibit and label be less fruitful.
photos)

6 POEM RECITATION 1. To enable the pupils to enjoy reading 1. Recite the poem to 1. Pupils could
e.g. and understanding poems as an demonstrate the choose to recite
1. The Daffodils by William important English literature correct way of reciting other poems of
Wordsworth component. a poem by stressing their choice.
2. The Snare by James Stephens 2. To recite the poems with the correct on the correct stress (they should be
3. The Tiger by William Blake pronunciation and intonation. and intonation. informed
3. To practice pronunciation in English 2. The pupils follow in beforehand to
through poems and poetry chorus bring their own
4. Relate the meaning of demonstrate the 3. Then, they take turns poems)
correct way of reciting a poem by to recite the poems 2. Teacher’s
stressing on the correct stress and individually, in pairs or enthusiasm will
intonation. small group enhance pupils
interest and
appreciation of
the poem
3. For weaker pupils
the teacher
should choose a
simple poem such
as ‘The Snare’ by
James Stephen
4. The pupils
presentation
stage could be in

7 SINGING SESSION (2 Hours)
e.g.
Top Of The World
My House Is Blue
Seasons In The Sun
(…or any other suitable song)
8 DRAMA ACTIVITIES
(Short Plays or Sketches)
1st Session (2 Hours)
the form of a
Poem Recitation
Contest
1. To enable pupils to participate in 1. Play the containing 1. It is advisable for
enjoyable activities involving English the chosen song, the teacher to
2. To appreciate English songs which are once. demonstrate and
common in their everyday life to learn 2. Distributes the song participate in the
English through songs lyric and discuss any singing session
difficult words found for this will
in the song minimize the
3. Read the lyric feeling of
together inhibition among
4. Then play the tape the pupils
again and sing the 2. A karaoke version
song together, once. of the song is
5. Then, the lyric is preferable.
divided into different
parts and is sung by
different groups of
pupils where they sing
as a choir group.
1. To enable the pupils to appreciate plays 1. Teacher explains the 1. Teacher should
and sketches in English purpose of the session provide examples
2. To write simple short plays in English and demonstrate how of scripts for
3. To participate actively in an English to act in a short play pupils reference
short play. or sketch especially
4. 1st Session 2. Then, the teacher regarding the
divides the pupils into format
own groups with the 2. Remind the
help of the teacher pupils of the need
especially on language to write script
 accuracy. using informal
and spoken
language
3. Teacher should
guide the pupils
on how to write
the instruction in
the script e.g. the
instructions
should be written
in brackets
9 DRAMA ACTIVITIES 1. To enable the pupils to appreciate plays 1. Ask the pupils to be in 1. There should be
(Short Plays or Sketches) – 2nd and sketches in English their own groups and as little
Session (2 Hours) 2. To write simple short plays in English practice their plays interference as
3. To participate actively in an English 2. After about 30 possible from the
short play minutes, ask the teacher to allow
4. 2nd Session pupils to sit in an the pupils to be
proper position to more creative
watch their friends and autonomous
performing 2. During the
3. Each group take turns reflection session
to perform their play pupils should be
4. When every group has allowed to voice
performed, the pupils out their views
sit in semi-circular (perhaps they
position and discuss could be allowed
the performances. to resort to
They are allow to give Bahasa Melayu)
their comments and 3. Teacher should
propose any changes criticize the pupils
for improvement performance
 positively and
tactfully so as not
to discourage
their
participation in
the future.
10 CHORAL SPEAKING 1. Develop the art of choral speaking 1. Read the script 1. Each team
HKSBP CHORAL SPEAKING 2. Interpret poems (and prose) effectively through with team should comprise
COMPETITION 3. Develop effective use of combining several times until 30 to 35 pupils or
voices in a choir everyone is happy students. A
4. Develop imagination and creativity with the words and conductor should
5. Encourage the teamwork required position be appointed
when working as a choir 2. Agree some amongst these
6. Develop a sense of performance appropriate actions to pupils or
go with the choral students.
speaking 2. Each team should
3. Work together on the be accompanied
performance of the by 4 teachers-in-
choral speaking until charge
the trainer is pleased 3. Selection of text
with the performance may be in the
4. Perform to any form of poetry or
competition with short prose. Texts
audiences should preferably
5. Celebrate your be original and
success authentic
4. Adapted texts
including those
from previous
years should be
acknowledged by
 citing the source
5. Participants are
not allowed to
refer any notes or
printed materials
during the
presentation
6. Materials
presented must
not touch on
sensitive issues,
such as race,
religion,
stereotyping,
politics, etc.
7. Copies of choral
speaking texts
must be
submitted to the
organizers 2
weeks prior the
competition
11 INTERNATIONAL SYMPOSIUM 1. Share the state-of-the-art research on 1. Each school send 4 1. An abstract
FULLY RESIDENTIAL SCHOOLS volunteerism representatives to written by the
INTERNATIONAL SYMPOSIUM 2017 2. Develop a global agenda of priority participate author must be
(FRSIS) research on accelerating progress 2. Participants arrive at sent 2 weeks
towards universal humanity the venue and begin before the
3. Facilitate greater understanding and ice breaking competition
collaboration learning amongst other 3. Participants will 2. Each
schools attend cultural night presentation
4. Strengthen the field of volunteerism to exchange must not exceed
 concepts, frameworks, measures and knowledge 10 minutes
methods 4. Participants will then 3. Slides must be
5. Identify mechanisms for reaching a volunteer to the prepared and it
common goal particularly volunteerism needy communities may include data
and experience the and graphics
help form various
5. Participants present sources
on the competition 4. A maximum of 2
day according to the presenters is
slots allowed for each
6. Grand dinner as well team
as results will be
announced