travelling through time final

8/12/2019 Travelling Through Time Final

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TRAVELLING THROUGH TIME

AN INTEGRATED LITERATURE COMPONENT IN ENGLISH LANGUAGE SUBJECT

FOR 13-14 YEAR OLD LEARNERS

LOW PROFICIENCY

FARAHIYA ZALIKHA BINTI ZAKARIA (2013618104)

SITI FARIDAH BINTI KAMARUDDIN (2013835368)

TEACHERS BOOK

MODULES 16

The Curriculum Project


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TABLE OF CONTENTS

1.0 Introduction

1.1 Aims and Objectives

1.2 Justification of Low Proficiency Students

1.3 Teaching Considerations

2.0 Teachers Guide

2.1 Lesson: DramaDinosaurs by Richard Nathan

2.1.1 Text Overview

2.1.2 Choice Justification

2.1.3 Module 1Pocket Chart

2.1.4 Module 2Spider Web Game

2.1.5 Module 3XOXO Game

2.2 Lesson: Short StorySabre Toothed Sandwich by Leon Garfield

2.2.1 Text Overview

2.2.2 Choice Justification2.2.3 Module 4Wall Dictation

2.2.4 Module 5Pair Dictation

2.2.5 Module 6Readers Theatre

3.0 Appendixes

3.1 DramaDinosaurs by Richard Nathan

3.1.1 Drama script

3.1.2 Pocket Chart

3.1.3 Spider Web Game

3.1.4 XOXO Game

3.2Short StorySabre-toothed Sandwich by Leon Garfield3.2.1 Short story text

3.2.2 Wall Dictation

3.2.3 Pair Dictation

3.2.4 Readers Theatre

3.2.4.1. Readers Theatre Evaluation Form3.2.4.2. Curriculum Specification for Grammar


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1.0 Introduction

Travelling Through Time (3T) is designed for students from rural areas with low

English language proficiency who want to enhance English language in a fun and creative

way with the avid use of literary works such as poem and short story. This module is useful

for teachers who want communicative teaching ideas for their classes and teachers who want

relevant literature material to supplement a commercial English course. It is designed for

young adults students of English (around 13 to 14 years old).

1.1 Aims and Objectives

The module focuses on the language and skills that people from rural areas need to

communicate effectively in English. Travelling Through Timehas a social awareness and

critical thinking focus. Topics include social, environmental and development issues. There is

less about celebrities, holidays and teen lifestyles. This module gives emphasis on the for

important skills, which are Listening, Speaking, Reading and Writing, hence the activities

provided in this module will require students to practice in a fun and meaningful lesson.

Learning a language requires both input (listening and reading) and output (speaking and

writing).Vocabulary and grammar are part of these. Learners need to understand vocabulary

and grammar when they listen and read, and use them when they speak and write. Travelling

Through Time is cheap to photocopy or print as there are no colour images inside. The

students material is all in one book (not separate classroom book and workbook) to reduce

expense. This module has clear instructions and explanations, without too much complicated

language for both teachers and students.

1.2. Justification of Low Proficiency Students

Here are the justifications of low proficiency students appropriate for this module:

1) These students can understand short conversations on simple topics.2) They rely on familiarity. The students are already familiar with Family Theme, for

instance problems or conflict dealt in the family.

3) They use repetition, gestures and non-verbal cues to sustain conversation.4) When reading, students at this level can understand basic narrative text and

authentic materials, although they will be below grade level.


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5) They rely on contextual and visual cues to aid in comprehension.6) They can begin to identify the main idea and supporting details of passages.7) They can write simple notes and make brief journal entries using basic vocabulary

and common language structures.

8) Frequent errors are characteristic at this level.

1.3 Teaching Considerations

For low proficiency students, some of them will find activities in this module a little

bit difficult, especially when they are used to the exposure of only chalk and talk in typical

language classroom. Hence, teachers should teach the students slowly. Teachers must explain

points carefully, and give detailed feedback on common errors. As you teach, add extra

exercises and activities, both in class and for homework. Teachers should also supplement the

module with other materials. Use graded readers, vocabulary and grammar books, and other

skills-focused material to help students understand and use the language they are looking at.

In one low proficiency classroom, there will be mixed ability students whereby, the

students are all low proficient but there are varying degree of low proficient students.

Therefore, in the classroom, use pair work. Pair a weak student with a strong one for some

tasks, and pair stronger and weaker students together for other tasks (despite they are all low

proficient). As you are teaching, ask students questions using the functions and structures they

have been studying.Teachers should also observe students performance of the activities in

the module. See if they are mostly getting exercises correct, and are completing tasks without

difficulty.


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2.0 Teachers Guide

2.1 Lesson: DramaDinosaurs by Richard Nathan

2.1.1 Text Overview

This drama is about a prehistoric time during the existence of dinosaurs. A married

couple of tyrannosauruses are talking about leaving behind a monument of themselves for the

newer creatures/species to look at if something were to wipe them up. The husband builds

fully-clothed monument of himself and the wife to indicate a sign of their civilization and

foster the impression that they are bright generation. The wife has sort of a different view

when she says that new creatures would probably appreciate more if they do not litter and

leaving behind any rubbish. Also, if something really were to wipe them up, the monument

could also be destroyed. The husband believes that it is not likely to happen.


The drama matches with the central theme brought into this module which is about

prehistoric time. Students are exposed to history before humankind, which is during the time

when dinosaurs were still existed. This drama gives an opportunity for students to practise

interdisciplinary skill. They can integrate knowledge they obtain from humanistic subjects or

even Science into this lesson and vice versa. A lot of room for a wide range of discussions and

responses can also be evoked from this drama (Lawal, 1992). The discussion can be revolving

around dinosaurs, the possible cause for their extinction and how we really perceive the

concept of civilisation. According to El-Nady (2000), a good selection of text must embody

personal and moral values. Through this drama, teacher can also evoke students awareness

for the environment which thus instil positive values in students.

Povey stated that literary text (such as drama) increases all language skills because it

extends linguistic knowledge by giving evidence of extensive and subtle vocabulary usage,

and complex and exact syntax (1972, p. 187, as cited in Subramaniam, 2001). This is

supported by Bagherkazemi and Alemi (2010) who argued that literary text can create a

medium for effective development of language usage through different methods ofconsciousness raising and form-focused instruction regarding grammar, word form,


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vocabulary and expression and all of these elements are incorporated in memorable and

meaningful context. In this drama, the language discourse presented is suitable for the target

students. It is able to increase all language skills targeted by the teacher because it contains

various and profound range/level of vocabularies and grammatical pattern from easy to

difficult or from simple to more complex. Not only that students reading skill is patently

enhanced when they read this drama, but it also helps them to develop their listening,

speaking and writing skills through the activities designed based on the drama in this module.

Thus, Dinosaurs serves as a comprehensive source for the teacher to enhance all language

skills of the students through meaningful and memorable context for effective learning

experience.


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2.1.3 Module 1Pocket Chart

Introduction

Lesson Overview: Pocket Chart is a useful activity to encourage students to construct

sentences. Students especially low proficiency leaners always have

problems with making own sentences. With this activity, teacher

provides a series of words written on cards for selection and the

students are free to make their own sentences from those cards. The

words provided are not something unfamiliar for the students as they

have encountered them in the drama script which the teacher uses in

this lesson.

Language Skills: Reading and Writing

Lesson Objectives: By the end of the lesson, students are taught to:

1. Read text aloud with correct pronunciation and intonation

2. Listen to and share opinion, suggestion and responses on the drama

'Dinosaurs'

3. Rearrange words into sentences based on the drama 'Dinosaurs'.

Learning Outcomes: By the end of the lesson, students will be able to:

1. Demonstrate effective reading aloud with teacher guidance2. Listen and share opinion their own and responses about the drama

Dinosaurs.

Materials: Sight Word Chants popsicle st icks, handouts, pocket chart and pocket

cards.

Teaching Steps:

1. Teacher uses sight word chants to start the lesson (Refer to Appendix 3.1.2). Theword(s) are taken from the drama Dinosaurs used in this lesson (e.g. mutate,

biodegradable, civilization).


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2. Teacher tells students that they are going to read an interesting drama and distributesthe drama script (Refer to Appendix 3.1.1).

3. Teacher conducts effective shared reading by starting with eliciting students' responsesrelative to their prior knowledge, title or topic, story prediction, and the context of the

text.

4. Students are picked randomly to participate in reading the text and teacher promptscritical reading skills throughout the process. For example, ask questions to test

students' understanding, elicit their personal opinion, highlight contextual clues for

difficult words, and encourage students to make inferences and predict outcomes.

5. Teacher also needs to reread bits of text for emphasis if necessary as well as correctingmistakes and demonstrating good pronunciation and intonation.

6. After shared reading finishes, teacher discusses about the storyline, characters, themeand moral values with the students.

7. Teacher then shows students a big pocket chart and some of the pocket cards (Refer toAppendix 3.1.2).

'Sight Word Chant' is a vocabulary game in which the students are required to spell

aloud the targeted words in various and humorous ways. The instruction of a

particular word chant is pasted on a popsicle stick. Teacher writes down on the

board the word & its meaning. A popsicle stick is picked randomly from its bunch

and the students need to spell the word according to the instruction given. Teacher

asks students to repeat chanting until they can remember the spelling & meaning.

Then, teacher erases the word and tests students' memorisation. In the end, always

ask students to jot down the word and its meaning inside their books.

For the complete list of sight word chants together with instructions and other ideas,

visit growingkinders.blogspot.com

For steps to make your own pocket chart, visit pinterest.com. You can also buy

pockets chart and other interesting materials at

product.lakeshorelearning.com.


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8. Teacher pastes the pocket chart on the wall/board and pastes the cards according totheir categories: characters, verbs, adjectives, nouns, articles, pronouns, prepositions.

Words are taken directly from the drama script, added by some other words which

may help students to do the activities.

9. Students are to construct sentences by rearranging the cards on the pocket chart. Thesentences must be based on what they have understood from the drama. Teacher

shows an example and gives time to students to think of one sentence they want to

construct from the cards.

10.Students are picked randomly to rearrange the cards on the pocket chart and otherstudents help to correct the sentences if there are any mistakes.

11.Teacher writes all the constructed sentences neatly on the board and asks students tocopy them down inside their books. Students also need to rearrange and number the

sentences according to the correct sequence of event from the drama.

Suggestion:

a) While discussing about the storyline, characters, theme and moral values, teacher caninclude and highlight some of the words from the cards. He/she may even show the

cards while articulating the words. During this of course, students have yet to know

what they are going to do with the cards. Not only that examples of sentences are

demonstrated, but this also activates students anticipation.

b) Teacher can teach grammar using the pocket chart since the cards are categorisedaccording to grammatical categories.


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2.1.4 Module 2Spider Web Game

Introduction

Lesson Overview: Spider Web Game is an interactive activity which provides good

example of successful collaborative learning. Students are required

produce a huge nest together using a bundle of string and while the

process goes on, students are actively involved in listening, sharing, and

expressing their thoughts about the drama they have read. The game

also incorporates reading and writing book reviews which will

encourage students to be critical readers.

Language Skills: Listening, Speaking, Reading and Writing


1. Share opinion about the drama 'Dinosaurs'

2. Choose and rearrange responses recorded on board into a written

opinion on a review form.


1. Listen attentively and share personal opinion about the dramaDinosaurs.

2. Write a review form based on the responses previously shared.Materials: String, handouts and review form.

Teaching Steps:

1. Teacher asks students to rearrange their seats into a huge circle and the teacher standsin the middle to deliver the lesson.

2. Teacher prompts students on a discussion about the drama 'Dinosaurs' which they haveread in previous class (Refer to Appendix 3.1.1). Teacher briefly discusses and revises

with the students about the storyline, characters, theme and moral values.

3. Teacher then tells students that they are going to play a game called 'Spider Web' andshows a bundle of string. The string is the web and the students are the 'spiders' which

are going to work together to build a huge web nest.

4. Teacher picks one student (Student A) randomly and lets him/her to hold one end ofthe string. Student A needs to name one character he/she likes the most and gives a


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reason in one complete sentence. After that, he/she needs to choose a friend to

continue the game.

E.g.: Teacher: Which character do you like the most, Zahra?

Student: The 'husband'.

Teacher: Why is that so?

Student: Clever.

Teacher: Can you say in a complete sentence?

Student: I like the husband because he is a clever dinosaur.

Teacher: Very good. Yes, the 'husband' surely is one clever

dinosaur. Now who would you like to continue rolling

out the spider web?

Student: Yusof!

5. Teacher helps to pass the bundle of string to the next student while Students A keepsholding the one end of the web. The spider web needs to keep being held until the end

of the game. The following student needs to do the same and the game continues until

all students are involved.

6. As the game goes, teacher needs to write students' responses on the board. Teacherneeds to help students getting the correct and non-repetitive sentences/responses. Once

the students start repeating responses because there are not much things left to say

about the characters, teacher instructs students to continue with stating about the moral

values that they have learned from the drama.

7. By the end of the game when all students have given their responses, the overlayingstring hold by the students will create a pattern like a web nest (Refer to Appendix

3.1.3). Teacher highlights students' spirit of cooperativeness and team work which

make them succeed at producing a huge web nest.

8. Students get back to their original places and teacher passes around review forms(Refer to Appendix 3.1.3).

9. On the form, students need to fill in their personal details and their opinions on thedrama. Students can write their opinions by choosing and rearranging the responses

that the teacher has recorded on the board when they were playing 'Spider Web' game.

10.Teacher picks students randomly to read their review forms before asking all studentsto hand in theirs.


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Suggestion: Teacher can take pictures of the students throughout the 'Spider Web' game

as proof of their cooperation. Teacher can show the pictures to students to remind them

about the importance of team work in the future.


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2.1.5 Module 3XOXO Game

Introduction

Lesson Overview: XOXO Game is a language game which is suitable to teach all

language skills. Adapted from the game SOS or XO which we are

already familiar with, XOXO game brings students to a new level of

experience. In order to win the game, the students need to complete the

tasks instructed on the game board. The tasks vary from listing down to

constructing sentences. This game will stimulate students

competitiveness and thus, encourage them to perform tasks which they

normally have little interest to do if it is instructed outside of the game.

Language Skills: Grammar (Contraction & Adjective)


1. List down contractions and adjective found in the dramaDinosaurs

2. Complete different tasks instructed in the XOXO game aboutcontractions and adjectives.


1. Detect and list down contractions and adjectives found from thedrama Dinosaurs.

2. Perform different tasks instructed in XOXO game aboutcontractions and adjectives

Materials: Picture, handouts and worksheets.

Teaching Steps:

1. Teacher asks students to take out the handouts of the drama 'Dinosaurs' they receivedin previous class (Refer to Appendix 3.1.1).

2. Teacher pastes a picture of tyrannosaurus on the board and asks students to describe it(Refer to Appendix 3.1.4). Teacher writes the descriptions on the board, highlights on

adjective words and explains the function.

3. Teacher instructs students to find and list down the adjectives from the drama'Dinosaurs'. Teacher then discusses the answers.


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4. Teacher introduces students to Contraction. After explaining the function, students arerequired to find and list down the contraction from the drama. Teacher discusses the

answers.

5. Teacher then asks students to make 3-member groups and explain that they are goingto play a game called 'XOXO'.

6. In each group, one student becomes Player A, another student becomes Player B andone student becomes the referee.

7. Teacher distributes the 'XOXO' worksheets to all students but gives answer sheetsonly to the referees (Refer to Appendix 3.1.4).

8. Teacher goes through the instruction to play game. Player A is X and Player B isO. Whenever they manage to complete the tasks instructed in a particular box, they

can put their mark (either X or O) in the box. The player who gets XOXO first

will win.

9. Then, teacher explains the emphasis for a fair game and being ethical players andreferees. Teacher becomes the chief referee who will help the referee students if they

have any difficulties.

10.While students play 'XOXO' game, teacher moves around to guide and monitor thegame and frequently check students' responses.

11.After the game finishes, teacher discusses some of the questions asked in the 'XOXO'game.

Suggestion:

a) The referees can be students who have better proficiency so that they canconduct the duty of referees more tactfully. Besides that, it will give an

opportunity to the less proficient students to become more actively involved in

the lesson.

b) When explaining the concept of adjective and contraction, teacher candeliberately provide examples that may help the students when they play

XOXO Game.


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2.2 Lesson: Short StorySabre-toothed Sandwich by Leon Garfield

2.2.1 Text Overview

This short story with the family theme is about a prehistoric tale of the staging of the

first play ever. When Uncle fails yet again to bring anything for dinner, he acts out his close

encounter with a sabre-toothed tiger! Everyones so impressed with this new kind of

storytelling that the family decides to tour round other caves to act out their story.


Tran Thi Nga (2003, as cited in Nguyen, 2008) suggests several guidelines for

selecting literary works and genres. In the first place, appropriateness should be taken into

consideration. That is the difficulty of a text in terms of lexis, grammar, and style must relate

to students' levels of command of English. For this short story, the vocabulary is moderately

challenging as this is one of the medium for exposing students with different types of

vocabulary. Grammar rules detected from this text is relevant with the Curriculum

Specification for Lower Secondary students underlined by Ministry of Education (2003). The

language style in this short story has a variety use of idiomatic expressions, and hence it is the

role of teacher to point out that idiomatic expressions and explain to the students of its usage.

Second, teachers should help students overcome cultural barriers by informing

students of specifically cultural aspects found in the texts to be used. Familiarity with the

subject matter of the text, certain language use or reference to objects unique of the students

culture may help activate the students existing prior knowledge, which in turn may work to

aid reading and comprehension. It is important for comprehension to be achieved by students

because enjoyment of a text read would stem from the students comprehension of it (Zailin

Shah, 2004). In Sabre-Tooth Sandwich, the culture displayed are the lives of prehistoric

mankind with modern day values that students can relate such as responsibility for bringing

up a family, respect to ones contribution and family affection.

Third, such factors as pleasure and enjoyment should also be taken greater notice of

because they serve as "a motivating factor" which inspires students to read, to be interested in

reading and to interpret the works. The essence of pleasure and enjoyment in this short story

can be found within the character of the Cave Dweller Boy who narrates the story from a


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childs view and the quirky character of Uncle, as he has been treated as an underdog by his

brother-in-law, but manage to contribute more to the family. Here, the story would bring the

idea that a childs point of view is taken into consideration and ones weakness could be an

internal strength for them to prove wrong accusation thrown at him/her.

Likewise, with a short story, teachers may take into account the use of linguistic items

to help students revise the grammar first and then basing on the grammar focus to practise

other language skills as speaking and writing. Certainly, learners' interpretive ability will also

be paid attention to during the process. It might be rewarding because the level of difficulty is

not too much above the students' normal reading proficiency and the content is both

interesting and relevant to the students' background knowledge. This will encourage students

to get personally involved in the text and build their own interpretation at a basic level.

Speaking and writing, furthermore, offer them a chance to drill in the language and to

express their output ability. Put it in another way, the text can give them valuable

opportunities to use and develop such sub skills as deduction of meaning from linguistic and

situational context, relating text to knowledge and experience of the world, responding to text,

creative writing, etc. Beside skill development, the story will also provide educational value,

affective value, individual value and stimulus value (Tomlinson, 2012).


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2.2.3 Module 4Wall Dictation

Introduction

Lesson Overview: Reading and writing are two sides of the same coin. The more the

students read, the better writers they are likely to become. This is

generally held to be the case as much as in the L1 as when students

learn a second language. Wall Dictation emphasises on initial reading

and supports and consolidates oral work through meaningful and

cognitively engaging reading and writing activity. The students will

progress by a structured series of prompts. During the reading and

writing process, it is important to encourage students to be responsible

for checking and correcting their own work. Besides, this activity will

also encourage collaborative reading and writing which students ideas

are shaped through working with others and the final product is a joint

effort and imaginative writing with the aid to this literature text.

Language Skills: Reading and Writing


1. Read, dictate and write missing words in a text

2. Collaborate and take turns in groups.

3. Use communication strategies appropriately.


1. Students will be able to read, dictate and write missing word in a text

with correct spelling.

2. Work collaboratively and take turns in groups.

3. Students will be able to communicate using the appropriate

strategies.

Materials: Manila cards and relevant pictures (optional).

Teaching Steps:

1. Teacher recalls the first 4 chapters of the short story Sabre-toothed Sandwichwhichthey have gone through in previous classes (Refer to Appendix 3.2.1). Students are


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Suggestion:

a) If teacher has pictures which match the texts, stick those on the board.b) Students generally enjoy the physical movement during this activity. However,

for safety reasons, teacher needs to ensure that there is nothing to trip over and

students do not run.


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2.2.4 Module 5Pair Dictation

Introduction

Lesson Overview: Pair Dictation is an activity that very effectively contributes to

improvement in all skill areasreading, writing, speaking and

listening. It is particularly useful for practice with paragraph structure;

grammatical accuracy and pronunciation. In addition, it can be

successfully employed in any class setting with any type of student.

Students arriving late for lessons can be integrated into the activity

smoothly, with no interruption in class activities. It works especially

well in multi-level classes, with students of varying interest and ability.

This dictation activity makes use of the fact that English spelling is

anything but phonetic, and the ability to properly spell a word from its

sound requires some familiarity with its meaning, and the context in

which it occurs. This activity also exploits the general laziness of

students as errors in transcription will require the reader to spell out the

word, and the writer to slowly write it out; a time consuming and

tedious burden. Thus, there is a definite premium in recognizing the

words from their sounds, and properly transcribing them onto the page,

especially since students generally want to finish up as quickly as

possible. Active, cooperative learning activities in general are the best

approach to assure focus, attention and deep concentration. This

assures that students are performing at or near their optimum

capability. There is no doubt that retention is maximized under these

circumstances.

Language Skills: Listening and Speaking

Lesson Objectives: By the end of the lesson, the students are taught to:

1. Read, dictate and write missing words in a text

2. Collaborate and take turns in groups

3. Use communication strategies appropriately.

Learning Outcomes: By the end of the lesson, the students will be able to:

1. Students will be able to read, dictate and write missing word in a textwith correct spelling.


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2.2.5 Module 6Readers Theatre

Introduction

Lesson Overview: Readers Theatre is a valuable tool for any classroom. It allows students

to take virtually any piece of literature, analyse it and adapt it into a

script. This script can then be performed with a minimum of

preparation, props or scenery. There are two different ways to use

readers theatre with your students:

1. Have your students rehearse, read and perform a previously

prepared readers theatre script in class. Discuss the story and

invite students to give each other constructive criticism on their

acting. You might use this as a kick-off to other language arts-

based activities.

2. Have your students find a piece of literature and then adapt it

into a readers theatre script. Students will then rehearse, read

and perform their script in class. Feedback will be given not

only on students performances, but also on the creativity that

went into their script adaptation.

While the first option is certainly the easiest to execute in your

classroom, the second allows the students to really become involved in

the literature, which is what readers theatre is all about. The students

will, unconsciously perhaps, be involved in analysing the structure,

characterization, and description used in the literature. They will be

stimulated to creatively adapt their piece and will really "own" their

presentation.

Language Skills: Grammar, Reading, Listening, and Speaking


1. Identify and detect tenses incorporated into the script/text.

2. Perform Readers Theatre with correct pronunciation and intonation

as demonstrated by teacher previously.


1. Students will be able to spell, understand the meaning and use thevocabulary learnt from the text.


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2. Students will be able to identify and detect tenses incorporated in the

script with teachers scaffolding.

3. Conduct and dramatize their characters effectively through the use of

Readers Theatre text.

Materials: Readers Theatre Evaluation forms (teachers use only), readers theatre

script (may be given chapter by chapter depending on the lesson

taught), highlighter and timer.

Teaching Steps:

1. Teacher introduces Readers Theatre to the class. Teacher gives an overview of what itis and how it will be used in the classroom over the next couple of days.

2. Students are required to perform Readers Theatre based on the short story Sabre-toothed Sandwich (Refer to Appendix 3.2.1). Teacher introduces Readers Theatre

Evaluation (Refer to Appendix 3.2.4) form and makes sure that students are aware of

how their performance of Readers Theatre will be assessed.

3. Teacher places students in groups to work with different scripts and the studentsdecide among themselves which role they want to play. The scripts are taken from the

Pair Dictationactivity the students did in previous class (Refer to Appendix 3.2.4).

4. Teacher recalls the Pair Dictation activity previously conducted.Errors made whenwriting in missing words dictated by other students were results of mispronunciation,

lack of attention, unclear articulation, limited vocabulary knowledge, etc. Likewise,

audience may misinterpret or do not understand what is being performed because of

these reasons. Teacher then demonstrates a good oral reading by displaying correct

pronunciation, clear articulation, appropriate intonation and expressive reading.

5. Students are instructed to use highlighter to highlight their roles in the script. Forstudents with multiple roles, highlight each of their roles in a different colour.

6. Teacher provides time for the groups to practice reading through the scripts. Teachercirculates around the room and gives assistance as needed.

7. Students are to take turn performing their scripts in front of the class and the teacherwill assess them based on Readers Theatre Evaluation form.

For more information about Readers Theatre, visit

http://www.scholastic.com/librarians/programs/whatisrt.htm


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8. After Readers Theatre is done, teacher gives explicit grammatical instructional aboutSimple Present Tense and asks students to work in pairs and detect the tense from the

scripts. Teacher discusses the answer with the students.


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3.0 Appendixes

3.1 DramaDinosaurs by Richard Nathan

3.1.1 Drama script

"Dinosaurs"

by Richard Nathan

(Before the lights come up, a voice announces the title of the story.)

Voice: "Dinosaurs"

(A Husband and Wife are on stage. They are dressed as ordinary people, with no special

makeup.)

Husband: So, do you want to see it?

Wife: I don't know. Tell me again why we built this thing. We've never done

anything like this before. Isn't it against everything we believe in?

Husband: Of course it is. That's the whole point.

Wife: But why?

Husband: Because if something were to wipe out our kind.....

Wife: What could wipe out our kind?

Husband: Lots of things. A mutated virus, or a giant meteor smashing into the world....

Wife: Would you like some tea?

Husband: Tea would be nice.

(The wife prepares the tea.)

Wife: You were saying something about our kind being wiped out?

Husband: Yes. Well, if something were to kill us all, and if a new species were to

evolve, they might not think we were very bright.

Wife: And why is that?

Wife: Because everything we produce is biodegradable. It's all environmentally

friendly.

Wife: But surely that's a sign of our intelligence!

Husband: It is to us. But it also means every sign of our civilization will disappear

within a hundred years or so.


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Wife: Is that what this is all about? Leaving something behind so we won't look

stupid if we all die and if some new sort of creature came along?

Husband: That's right.

Wife: I would think the new creatures would appreciate our not littering up the

countryside with all sorts of rubbish we'd left behind.

Husband: We're not going to leave all sorts of rubbish. Just this one special piece, the

monument. And whatever happens, nothing will destroy it.

(The Wife serves tea.)

Wife: But isn't the monument just a couple standing there?

Husband: Yes, but they're fully clothed.

Wife: So?

Husband: So they'll know we didn't walk around naked!

Wife: You think these future creatures might think we walked around naked!

Husband: The other lizards do. They never wear a thing!

Wife: But they're just beasts. With tiny little heads, and tinier brains! We're

tyrannosaurus rexes!

Husband: But whatever comes after us might not be intelligent enough to understand

that. They might think all lizards were alike.

Wife: Well if they're that stupid, I'm not sure I care what they think.

Husband: You want them to think you spent your life walking around naked

everywhere?

Wife: No, I don't like that idea.

Husband: That's why they built the monument. A fully clothed tyrannosaurus rex

husband and his fully clothed tyrannosaurus rex wife, built to last for a billion

years.

Wife: And they put it right on the tip of the Yucatan Peninsula?

Husband: Yes, it's a lovely area. It's sure to be found there.

Wife: And there's only one? They don't want to make another copy?

Husband: Why should they? Nothing on earth could harm this one.

Wife: I suppose. But a moment ago, you were talking about a meteor wiping us out.

What if a meteor fell right there, right on the tip of the Yucatan

Peninsula? Couldn't a huge meteor destroy the monument, as well as us?

Husband: Oh, I suppose. But really, what are the odds of that happening?(Blackout!)


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3.1.2 Pocket Chart

Sight Word Chants

Pocket Chart


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3.1.3 Spider Web Game

Spider Web Game


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Review Form

Name of Reviewer: ___________________________________

Age: ___________________________________

Class: ___________________________________

Title of Story: ___________________________________

Genre of Story: ___________________________________

Author: ___________________________________

Rating:

My favourite

character

What I learn

from the story


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3.1.4 XOXO Game

Tyrannosaurus


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1

In 5 seconds, list

down 3 adjectivesfrom Dinosaurs.

2

Describe one of

your friends using

3 adjectives.

3

Mime an adjective

to your partner.

Ask the refereefor the adjective.

4

How does your

mother look like?

Your answer mustinclude adjective.

5

What is the

contraction for

maynot?

6

Sing a line from an

English song which

contains adjective.

7

In 4 seconds, list

5 contractions

from Dinosaurs

8

Make a correct

sentence using

isnt.

9

Arent you

hungry?

Your answer must

include

contraction.

10

Give 3 adjectives

to describe The

husband in

Dinosaurs.

11

Give 1 example of

contraction other

than what you can

find in Dinosaurs.

12

Sing a line from an

English song which

contains

contraction.

13

Make a correct

sentence using

adjective

gorgeous.

14

What is the longer

form of youd?

15

Beat your rival.List down as many

contractions as

possible in 10

seconds. The one

with the most

words win.

16

Give 3 adjectives

to describe The

Wife in

Dinosaurs.


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3.2 Short StorySabre-toothed Sandwich by Leon Garfield

3.2.1 Short story text

Chapter One

The sun went down as red and angry as my fathers face; and still no sign of my uncle.

If anythings happened to him, my mother told my father, with tears in her eyes (for my

uncle is her only brother and she loves him dearly), Ill never forgive you! And she picked

up the old mammoth tusk she thumps meat with, to make it tender.

Now that weve had any meat for the past four days, only roots and stinking fish. But before Itell you why, I ought to explain that we are a family of cave-dwellers: my father, my mother,

my five sisters, my uncle, and me.

We live, says my uncle, at the dawn of history, and are really quite primitive; which drives

my father mad. Speak for yourself! he shouts, and reaches for his club.

Dont you dare lay a finger on him! cries my mother, and my father mutters under his

breath that he had something more substantial than a finger in mind; and he scowls like a

thunder-sky as my uncle warms himself at the fire hes never fed, and stuffs himself from the

pot hes never filled.

My uncle is a neat little man, with silverfish hair, a fine brow, a big nose, a tremendous voice;

and, says my father, two left feet. There, and even my mother has to admit it, my father has a

point. My uncle has never been a great success in life. The truth of the matter is, he is more of

a thinker than a doer; he likes to sit by the fire, just thinking.

My father says he is a lazy, no-good layabout, and if he wasnt my mothers brother, hed be

out of our cave faster than smoke.

But whatever might be said against him, nobody can deny that my uncle is always very well

turned-out. Just because we live at the dawn of history, he says, theres no need to go about

looking as if weve just got out of bed. Which is all very well, says my father angrily, but

clean toe-nails and a bearskin hat wont feed ninehungry mouths!


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Chapter Two

Usually my uncle, who is the best-tempered man in the world, takes my fathers remarks in

good part. He smiles and nods as if he agrees with every word of them; but the other day - it

was five days ago my father said something that got under my uncles skin. You could tell

by the way he looked up, as if hed sat on a sharp stone.

If only, my father said to my mother, he got his hands dirty once in a while, Id have a

little more respect for him.

Next morning, after my father had gone hunting, my uncle said he was going out. Where

to? asked my mother; but he only smiled and tapped the side of his nose.

He was gone for about two hours. When he came back, his eyes were shining hugely. Hed

found just the thing, he said, that would please my father enormously. He wanted me and my

sisters to help him fetch it back.

It turned out to be a hollow tree-trunk, as smooth and pale as stone. It was exactly the right

size and height, he explained, for my father to stand his spears in.

We brought it back and stood it upright beside the entrance to our cave.

My mother thought it looked very well; but wouldnt it be better if my uncle cut off the

branch that was sticking out from the bottom? No, said my uncle wisely, it was needed to

keep the trunk steady.

My father came home quite late. He killed a pig and was carrying it over his shoulder.

Dinner for nine! he called out cheerfully; then he tripped over the branch and broke his toe.

Although nobody told my father that it had been my uncles idea to leave the branch poking

out across the entrance, somehow he seemed to know.

He had told my mother that this time her brother had struck a blow, not only at him, but at the

whole family. Until my fathers toe was better, my uncle would have to go out hunting; and

my mother knew what that would mean: we would all starve.


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We finished off the pig that night, which was five days ago; and as father prophesied, it was

the last good meal weve had.

Every morning my uncle sets off into the forest, and every afternoon he comes back, worse

than empty-handed. Already hed lost my fathers best spear and the head off my mothers

axe. This morning, he took my fathers club.

Its his last chance! shouted my father, loudly enough for my uncle to hear. If he doesnt

come back with something for the pot, Ill put him into it, so help me, I will!

Chapter Three

The last of the red had gone, and black dragons were sprawling across the sky. The forest was

dark and quiet, like a huge ragged hole in the night, full of sharp death and, somewhere, my

uncle.

We went down to the edge of the tress, and called, and shouted; but he never came, he never

answered.

My mother blamed my father. My uncle must have taken my fathers words too much to heart

and had exposed himself to some terrible danger rather than come home without our dinner.

If anythings happened to him, wept my mother, Ill never forgive you!

Then, even as she spoke, there came a loud cry from outside. A moment later, a frantic

creature staggered into our cave, gave another cry, and collapsed by the fire like a heap of

leaves. It was my uncle.

He was a pitiable sight. His hair was wild, his clothing filthy, and his face and arms and legs

all smeared with blood. But he was alive!

Wheres my club? demanded my father, while my mother wiped my uncles brow and

picked the twigs from his hair.

My uncle stared at him as if he could scarcely believe it possible that my father should be so

hard-hearted as to be more worried about his club than about my uncles health.Tiger, he

murmured faintly. Sabre-toothed tiger.


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As we waited, watching the entrance of our cave, I began to feel afraid that I would do

something wrong. I think we all must have felt the same. I could see my sisters trembling; and

my father and mother were looking pale. Then my uncle came into the cave.

He came in very stealthily, half-crouching, and grasping our axe handle as if it was my

fathers club. He paused at every step, and peered cautiously about him. Once, his gaze fell on

me; but he didnt see me. He was no longer in our cave; he was alone in the forest, and I was

a bush. I didnt dare to move.

It was truly amazing. The walls of our cave had vanished, and there was my uncle, creeping

among huge, shadowy trees, fighting his way through tangled branches, and running swiftly

across the open glades.

Even the snaky line of skins had disappeared. In its place, most mysteriously, was a

wandering forest stream. You could tell, because my uncle knelt down and drank from it.

He rose, wiped his lips, and, with a quick glance about him, crept on, deeper and deeper into

the forest.

Suddenly he stopped. He was most marvellously balanced on one foot, with the other just

raised behind him, and with one hand outstretched. It was almost as if he was going to fly. He

was absolutely still, save for his eyes. They turned, and glittered sharply. He had seen our

dinner!

A deer was drinking from the stream; a beautiful creature with enormous brown eyes, just like

my mothers.

Slowly, slowly, my uncle began to advance, with club uplifted. You could see his lipsmoving: Dinner for nine!

But my uncle was not the only hunter in the forest. Deep among the trees, glaring with

horrible eyes, was a monstrous sabre-toothed tiger! Silently, and limping a little from a

broken toe, it crept forward and crouched down behind a bush. I could hear its low growl and

feel its hot breath on the back of my neck.


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Ive never been so frightened in all my life! I longed to shout out to my uncle, Look behind

you! but I was only a bush. All I could do was to shake and shiver as if a gale was blowing

through my leaves.

The deer looked up from the stream. I dont know if the shaking bush had disturbed her, or if

shed caught a whiff of sabre-toothed scent; but she was plainly uneasy. She saw my uncle;

then she saw the tiger. Her beautiful eyes grew round with terror.

At once my uncle guessed, from her pitiful expression, that there was some terrible danger

behind him. He turned. He saw the tiger making ready to spring. He looked back. He saw the

deers despair; and instead of flying for his life and leaving the helpless deer to be torn into

pieces, he did the bravest thing Ive ever seen. He rushed straight at the monster with nothingbut his bare hands and our axe handle!

Of course, the sabre-toothed could have smashed my uncle with one blow of its paw; but it

was distracted by the whirling club. I snarled and snapped and at last seized hold of it in its

jaws.

Then the great beast howled in fury! The club was firmly wedged in between its enormous

teeth! Frantically it rushed about, shaking its head, until the club struck against a hollow tree-

trunk, with a loud thwack.

At once there was a furious buzzing. The tiger had dislodged a swarm of large bees! Enraged,

they flew at the disturber of their peace. In an instant, the deer and my uncle were forgotten as

the sabre-toothed tried to shake off the fiercely attacking bees.

Quick, quick! cried the deer, tooexcited to hold her tongue. Onto my back and away!

And while the maddened tiger raged and roared, my uncle jumped onto my mothers back and

the pair of them galloped tremendously away!

Chapter Five

We all burst out cheering! We couldnt help it. We wereall so happy that my uncle and the

deer had got away.

But why, my father asked my mother when my uncle had got off her back, didnt he bring

the deer back for the pot?


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My mother looked at him as if he was the most primitive cave-dweller shed ever laid eyes

on. Just because you are a Stone Age man, she told him, you dont have to have a heart of

stone as well! The deer saved his life.

My father scratched his head. He turned to my uncle. And did it really happen like that?

My uncle looked him straight in the eye. You saw it for yourself, didnt you? he said.

But that wasnt the end of it; the best was still to come. It turned out that some of our

neighbours had been watching, from the entrance to our cave. They were amazed. They

couldnt believe what theyd seen. They said it was the best thing since apples.

They came into our cave and stared round, as if wondering where all the trees had gone. They

asked if we could do it all again, in their cave, as it would be a shame if their children missed

it. And wed take it as a great favour, they said, if youd take dinner with us.

The second time went even better than the first, although my father saw fit to reprimand one

of my sisters. When did you ever, he said, see a bee picking its nose? It ruins my

performance.

But it was only my father who noticed. Everyone else sat open-mouthed; and when we

finished, the cheers and clapping almost brought the cave down.

When we got home, my uncle, who is usually the last person to gloat over his triumphs,

couldnt resist saying to my father, Well! It looks as if clean toe -nails and a bearskin hat, so

to speak, really can feed nine hungry mouths!

He was right. Since that wonderful night, the whole worlds been our hunter and our cook.

Weve performed up anddown the land, and always to full caves. Next summer we are to go

up north, on tour.

Although we live at the dawn of history, my uncle says, weve been first out of bed to ring up

the curtain!


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very responsible to prepare food for the family. This person is easily

provoked by his brother-in-law. He never believes what people show him

that easily.

This person lives with his family whereby they are cave-dwellers. He is a

primitive boy. He has five sisters. He shares the story of his family. He

listens well to his uncle. This person helps his uncle in the very first ever

performance in human civilisation.


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3.2.3 Pair Dictation Text

Set A Group 1

Pair A

Uncle has not yet _________even though the sun has gone down. Mother is _______ of

uncles disappearance and is angry at father because_________ Mother is always defending

Uncle whenever father is angry at Uncle. Uncle is a neat little man, with _______, a fine

brow, a __________, an impressive voice. However, in _________ , Uncle is a lazy and

habitually does little or no work. But mother also admits that uncle_________. If only uncle is

not mothers brother, father would have___________ him quickly from the

.

Pair B

Uncle has not yet showed up home even though ____________ . Mother is feeling very

worried of uncles__________ and is _________at father because father sent Uncle away to

hunt for food in the forest. Mother is always _________Uncle whenever father is angry at

Uncle. Uncle is a _________ , with silverfish hair, a __________, a big nose, an _________.

However, in fathers eyes, Uncle is a _________ and __________. But mother also admits

that uncle has never achieved great success in life. If only uncle is not _________, father

would have chased him ___________from the cave.


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Set D Group 4

Pair A

Father __________ to uncles claim because he has never seen any sabre-toothed tiger even

back in his grandfathers days. Then uncle _________. Uncle stood up and _________,

mothers effort to stop him, he began to _________. Uncle stared round the cave. He

________. He went to the back and __________that his nieces had been working on. Uncle

told the children to __________to an exact spot he pointed out, while he_______ in a snaky

line across one corner. Although uncles behaviour is ________, not even father or mother

questioned him.

Pair B

Father lost his temper to uncles claim because he ________any sabre-toothed tiger even back

in his grandfathers days. Then uncle sat up sharply. Uncle______and, waving aside

, he began to do some very strange things. Uncle _______ . He frowned. He

______and cleared away some skins that his nieces . Uncle told the children to

move the hollow tree-trunk to an______ , while he arranged the skins in________ . Although

uncles behaviour is strange, not even father or mother _______ him.


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Set E Group 5

Pair A

Uncle and _________ are ready for action. They begin by _________ and the nieces and

nephew took their place as has been appointed by uncle. The cave has _________, portraying

the forest. Uncle acts out as if he was ________ . Then, uncle saw a deer, also drinking from

the stream. Uncle was about to _______ when the deer gave a signal to uncle of the

. Next, uncle rushed straight at the monster with nothing but _________! The

club was firmly wedged in between its ________! Unfortunately, as the tiger

, the club was thrown away and dislodged from the hollow tree trunk.

Pair B

Uncle and his nieces and nephew are ______. They begin by uncle going out from the cave

and __________ as has been appointed by uncle. The cave has changed into different scenery,

_______. Uncle acts out as if he was drinking from the stream. Then, uncle ________, also

drinking from the stream. Uncle was about to hunt the deer for dinner when the deer

_______of the presence of the sabre-toothed tiger. Next, uncle ______ with nothing but his

bare hands and the axe handle! The club was in between its enormous

teeth! Unfortunately, as the tiger shaking its head, the club was ______ a swarm of large bees

.


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Set G Group 7

Pair A

The _______ in the neighbours cave was better than the first performance. Uncle told father

not to ________ his performance with father being sceptical. Everyone else ________ and

when uncle and the children _________ , the cheers and clapping almost brought the cave

down. This time, uncle was very ________. He told father that a man like him could still feed

the family. Since that , the whole worlds been the familys hunter and cook.

The family have ________, and always to full caves. Next they are going up

north, on tour. Although the family ___________, according to uncle, their family have been

first out of bed to ring up the curtain!

Pair B

The second performance in the neighbours cave was __________. Uncle told father not to

ruin his performance with father being _________ . Everyone else sat open-mouthed; and

when uncle and the children finished performing, almost _________ . This time, uncle was

very proud of his achievement. He told father that a man like him could still ________ . Since

that wonderful night, the whole worlds been the familys ________. The family have

performed up and down the land, and ______. Next summer they are going up _______, on

tour. Although the family live at the dawn of history, according to uncle, their family have

been __________!


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Full Text

Set A Group 1

Uncle has not yet showed up home even though the sun has gone down. Mother is feeling

very worried of uncles disappearance and is angry at father because father sent Uncle away

to hunt for food in the forest. Mother is always defending Uncle whenever father is angry at

Uncle. Uncle is a neat little man, with silverfish hair, a fine brow, a big nose, an impressive

voice. However, in fathers eyes, Uncle is a lazy and habitually does little or no work. But

mother also admits that uncle has never achieved great success in life. If only uncle is not

mothers brother, father would have chased him quickly from the cave.

Set B Group 2

Father would have respected uncle if he does some work. However, fathers words have

annoyed uncle. Then, uncle went out from the cave for two hours when father has gone

hunting. When uncle came back, he brought home a hollow tree trunk for fathers use, to put

in his spears. However, at the bottom of the tree trunk, there is a branch that sticks out. As

father got home from hunting, he accidently tripped over the branch and broke his toe. As a

result, five days later, the family has nothing good for their meal.

Set C Group 3

When uncle kept on failing to bring home some food, father gets very angry towards uncle.

Uncle felt offended by fathers words and he left home that day. The day has been late and

there is still no sign of uncles presence. Mother blamed father because uncle must have taken

my fathers words too much to heart and had exposed himself to some terrible danger rather

than come home without dinner for the family. In the end, uncle came home in a terrible

condition. He claimed he has encountered with a sabre-toothed tiger in the forest.


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Set D Group 4

Father lost his temper to uncles claim because he has never seen any sabre -toothed tiger even

back in his grandfathers days. Then uncle sat up sharply. Uncle stood up and, waving aside

mothers effort to stop him, he began to do some very strange things. Uncle stared round the

cave. He frowned. He went to the back and cleared away some skins that his nieces had been

working on. Uncle told the children to move the hollow tree-trunk to an exact spot he pointed

out, while he arranged the skins in a snaky line across one corner. Although uncles behaviour

is strange, not even father or mother questioned him.

Set E Group 5

Uncle and his nieces and nephew are ready for action. They begin by uncle going out from the

cave and the nieces and nephew took their place as has been appointed by uncle. The cave has

changed into different scenery, portraying the forest. Uncle acts out as if he was drinking from

the stream. Then, uncle saw a deer, also drinking from the stream. Uncle was about to hunt

the deer for dinner when the deer gave a signal to uncle of the presence of the sabre-toothed

tiger. Next, uncle rushed straight at the monster with nothing but his bare hands and the axe

handle! The club was firmly wedged in between its enormous teeth! Unfortunately, as the

tiger shaking its head, the club was thrown away and dislodged a swarm of large bees from

the hollow tree trunk.

Set F Group 6

Uncle escaped with the deer when the large bees attacked the tiger. All the audience cheered

when uncle successfully running away with the deer. However, father disagrees of uncles

action for not bringing the deer for the dinner. Mother corrected father by saying uncle will

not treat the deer as dinner as the deer has saved his life from the tiger. Father disbelieved

what he has seen from uncle and the childrens performance. At the same time, the neighbours

are also watching the performance and they were amazed. They requested uncles encore

performance in their cave for their children to see. As a payment, the neighbours treat uncle

and the family with dinner.


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3.2.4 Readers Theatre Text

Chapter 1

Sister 1: Uncle, oh uncle! Where are you?

Sister 2: The sun has gone down. The sun is red like fathers angry face!

Sister 3: What? Father is angry?

Sister 4: Mother is going to be worried if uncle is not coming back!

Sister 5: Mother loves uncle very much!

Son: Boys and girls, can you look for my uncle?

Mother: If anythings happened to him, Ill never forgive you!

Sister 1: Father and uncle never see eye to eye.

Uncle: We live at the dawn of history, and are really quite primitive.

Father: Speak for yourself!

Sister 2: Then mother will defend uncle from father.

Mother: Dont you dare lay a finger on him!

Father: I have something more than a finger to teach your brother.

Sister 3: My uncle..

Sister 4: is a neat little man, with silverfish hair, a fine brow, a big nose, a tremendous

voice..

Son: and two left feet!

Sister 5: Hey, dont say bad things about uncle.


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Sister 4: Look, look, father is home with food!

Father: Dinner for nine!

Sister 5: Oh no, father did not see the branch!

Father: Ouch! Brother-in-law, did you put the tree trunk there?

Sister 1: How did he know it was uncles idea?

Sister 2: Father is angry again!

Sister 3: Father said this time uncle had struck a blow, not only at him, but at the whole

family.

Sister 4: Fathers toe was hurt!

Sister 5: Then uncle has to find food for our family until fathers toe was better again.

Mother: Oh boy! Our family will starve for a few days!

Son: My uncle did try to find food, but..

Sister 1: Uncle keeps on losing stuffs!

Sister 2: Fathers best spear and mothers axe that is!

Sister 3: Now, please dont lose fathers club again.

Sister 4: I heard father is giving uncle his warning.

Sister 5: What did father said?

Father: Its his last chance! If he doesnt come back with something for the pot, Ill put

him into it, so help me, I will!

Son: Uncle, please find something! Please!


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Sister 1: Oops, father did it again!

Sister 2: What now?

Sister 3: Once again, father had said something that had got under uncles skin.

Sister 4: Oh no, what will happen to uncle?

Sister 5: Look, look at uncle!

Son: Uncle stared around, face frowned, went to the back and clear the skin we have

been working on.

Uncle: Kids, lets move the hollow tree-trunk to that spot. I am going to arrange the

skins in a snaky line across one corner.

Uncle: Yes, I think that will do.

Uncle: Yes, I think this will do.

Uncle: Kids, listen. This is what we will do. Psst, psst, psst..

Chapter 4

Uncle: Beginners, please!

Sister 1: We move to our appointed places.

Sister 2: Uncle went outside.

Sister 3: We wait and watch the entrance of our cave.

Sister 4: Are we doing this right?

Sister 5: I think we all must have felt the same.

Son: I could see my sisters trembling; and my father and mother were looking pale.


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Sister 1: Then uncle came into the cave.

Sister 2: He came in very stealthily, half-crouching, and grasping our axe handle as if it

was my fathers club.

Sister 3: He paused at every step, and peered cautiously about him.

Sister 4: His gaze fell on us; but he didnt see us.

Sister 5: He was no longer in our cave; he was alone in the forest.

Son: I became the bush!

Sister 1: The walls of our cave had vanished.

Sister 2: There was my uncle, creeping among huge, shadowy trees, fighting his way

through tangled branches, and running swiftly across the open glades.

Sister 3: Even the snaky line of skins had disappeared.

Sister 4: In its place, most mysteriously, was a wandering forest stream.

Sister 5: He rose, wiped his lips, and, with a quick glance about him, crept on, deeper

and deeper into the forest.

Son: He had seen our dinner!

Sister 1: What did he see?

Sister 2: Yes, what did he see?

Sister 3: Is it something yummy?

Sister 4: A deer was drinking from the stream.

Sister 5: A beautiful creature with enormous brown eyes.

Son: Just like mothers eyes!


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Uncle: Dinner for nine!

Sister 1: But my uncle was not the only hunter in the forest.

Sister 2: Deep among the trees, glaring with horrible eyes, was a monstrous sabre-

toothed tiger!

Sister 3: Sabre-toothed tiger!

Sister 4: Oh dear!

Sister 5: I could hear the tiger is growling behind the bush.

Son: Look behind you!

Sister 1: But the deer noticed the tiger.

Sister 2: Uncle saw the tiger making ready to spring.

Sister 3: He did the bravest thing Ive ever seen.

Sister 4: He rushed straight at the monster with nothing but his bare hands and our axe

handle!

Sister 5: The sabre-toothed could have smashed my uncle with one blow of its paw.

Son: I snarled and snapped and at last seized hold of it in its jaws.

Sister 1: What happened next?

Sister 2: The tiger had dislodged a swarm of large bees!

Deer (mother): Quick, quick! Onto my back and away!


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Chapter 5

Sister 3: Hip, hip, hurray!

Sister 4: Uncle and the deer got away!

Father: But why didnt he bring the deer back for the pot?

Mother: Just because you are a Stone Age man you dont have to have a heart of stone

as well! The deer saved his life.

Father: And did it really happen like that?

Uncle: You saw it for yourself, didnt you?

Sister 5: Our neighbours had been watching what uncle did too!

Son: They said it was the best thing since apples.

Neighbour 1: We cant help but to watch them

Neighbour 2: Where all the trees had gone?

Neighbour 3: Can you do it in our cave?

Neighbour 4: It would be a shame if our children missed it.

Neighbour 5: And wed take it as a great favour if youd take dinner with us.

Sister 1: The second time went even better than the first.

Sister 2: Father asked me, is it true?

Sister 3: But uncles show was awesome!

Sister 4: Yes, uncle is really talented!

Sister 5: Way to go uncle!

Uncle: When did you ever see a bee picking its nose? It ruins my performance.


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Son: Everyone else sat open-mouthed; and when we finished, the cheers and

clapping almost brought the cave down.

Sister 1: Its the first time I saw uncle like this.

Sister 2: How is that?

Sister 3: Uncle is usually the last person to gloat over his triumphs.

Sister 4: Oh, this time he couldnt resist it!

Sister 5: Uncle said something to father.

Son: Listen, listen everyone!

Uncle: Well! It looks as if clean toe-nails and a bearskin hat, so to speak, really can

feed nine hungry mouths!

Uncle: Although we live at the dawn of history, weve been first out of bed to ring up

the curtain!

THE END


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3.2.4.1. Readers Theatre Evaluation Form

Piece Performed:

#1

#3

INTRODUCTION

#2

#4

SCRIPT USE

____ Tone ____ Cue Pick-up

____ Interest ____ Flow

____ Effectiveness ____ Pacing

____ Handling

SELECTION NARRATION____ Appropriateness ____ Involvement

____ Vocal Balance ____ Focus

____ Audience

Engagement

____ Timing

____ Effectiveness ____ Mood

STAGING VOCAL/PHYSICAL

____ Accessibility ____ Characterizations____ Groupings ____ Reactions

____ Movement ____ Projection/ Volume

____ Relationships ____ Focus

____ Levels ____ Body Language

____ Effectiveness ____ Gesture

____ reader 1

commitment

____ reader 3

commitment

____ reader 2

commitment

____ reader 4

commitment

PERFORMANCE____ Initiation KEY____ Transitions ! Great!____ Utterances + Good.____ Dynamics - Could Improve____ Ending


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3.2.4.2. Curriculum Specification (MOE, 2003)

GRAMMATICAL ITEMS

Grammar forms part of the language contents in the Curriculum Specifications for Form 1.Grammar items to be taught are specified under the different grammar categories. To illustrate

what is meant by each category and at the same time to specify the scope and depth of theitems to be taught, examples are given. Words underlined highlight significant points of

grammar. Teachers are encouraged to teach all of these items in the context of various topics.

1. Nouns

i. Concrete nouns

a. Common nouns e.g. book, house, school

b. Proper nouns e.g. Margaret, Malaysia, Manila

ii. Abstract nouns

names of qualities, states, activities e.g. health, laughter, arrival

iii. Countable nouns

e.g. girls, oranges, dresses

iv. Uncountable nouns

e.g. sand, sugar

v. Number - Formation of the plural

Adding suffix -s, -es

a. Regular plurals

For regular words e.g. birds, cows

Words ending in -s -sh -ch x e.g. glass - glasses; brush - brushes;church -churches; box - boxes

Words ending in -o after a vowel, takess e.g. bamboo-bamboos, radio-radios

Words ending in -o, addes e.g. mango - mangoes;Exception:piano - pianos

Words ending in y - if there is a vowel before yadd -s e.g. toy - toys


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- if there is no vowel before ydrop y and add ies

e.g. lorry - lorries

b. Irregular plurals

Indicated by a change of vowel e.g. man - men; mouse - mice; tooth - teeth

vi. Concord (subject-verb agreement)

a. Singular subject takes singular verb * e.g. The man is here.

b. Plural subject takes plural verb * e.g. The men are here.

vii. Gendermasculine, feminine

a. - er -or: traditionally used to mark male e.g. waiter, actor

b. - ess traditionally used to mark female e.g. waitress, actress

2. Articles

i. With singular countable nounsa an the

e.g. a book an oven the house

Note : an is usually used before vowels butnote a university.

ii. With plural countable nouns & zero article e.g. the entranceentrances

iii. Using the with the superlative e.g. the biggest, the largest

iv. For unique nouns or one that is one and only e.g. the sun, the East, the earth

v. Using the withsame ase.g. He lives along the same road as she.

3. Adjectives

i. Adjectives in terms of colour, size and shape e.g. big boy blue sky round eraser

ii. Adjectives that show qualities e.g. an honest mechanic; a kind by-stander

iii. Formation of the negative of adjective by adding prefixes: un- dis- im e.g. an unkindperson, a dishonest clerk

iv. Possessive adjectivesmy, your, his, her, our e.g. This is my / your / his / her / our book.


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v. Comparison adjectivesregular forms e.g. big - bigger - biggest

4. Pronouns

i. Personal pronouns:

I - first person

You - second person

He / She / It - third person

ii. Possessive Pronouns: mine, yours, his, hers, ours, theirs e.g. That cap is mine / yours /

his / hers.

iii. Demonstrative Pronouns: this that these those

iv. Interrogative Pronouns: Who Which What Whose

v. Some as adjective / pronoun to express indefinite quality or number

e.g. I want some toothpaste. (adjective)

If you have no string, III give you some.(pronoun)

vi. Each as an adjective:

e.g. Each must do his best.

e.g. They were given a T-shirt each.

5. Verbs

i. Regular and Irregular Verbs e.g. walk - walked; sweep - swept

ii. Negative Verbs

adding the word not after the verb e.g. He is not here.

They cannot miss sports practice.

using the contracted form especially in conversation

e.g. He isnt her.

They cant miss sports practice.

iii. Tensespresent, past, continuous


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a. Simple Present Tense

For habitual actions e.g. Every day we say our prayers.

For instructions and directions e.g. First, mix the colours.

Describing feelings and senses e.g. I feel happy today.

b. Simple Present Tensewas were

Regular verbs, Irregular verbs e.g. walk-walked; sit-sat; go-went

Time expressions: Responses to when e.g. was in Ipoh; in January;on January 21st;

during the festival

Place expressions: e.g. in Ipoh; on the corner of Jalan Gasing;at 23 Jalan Gasing

Using words that signal past time e.g. Yesterday Last week

c. Present Continuous Tense

The action is happening at the time of speaking e.g. I am verb + -ing;

d. Future tensewill, going to e.g.I will be going to the .

e. Special finites or modals

Must to show necessity: e.g. You must complete your project on time

Will to affirm e.g. I will do it tomorrow

Will to show request e.g. Will you help me?

Shouldto show have to e.g. You should wash whites and coloursseparately.

6. Adverbs

i. Adverb of manner

to show how an action was done by using the suffix -ly. e.g. He always dresses

smartly.


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ii. Adverb of time

to show time tomorrow, today, yesterday, now, early, soon e.g. Yesterday was the

inter-state takraw finals.

7. Prepositions

i. Prepositions of place: in, on, near, under, behind, in front of, by e.g. Nizas house is

next to the mosque.

ii. Prepositions of timeat, on, by, before, after e.g. Please be here by 2 oclock.

iii. Prepositions of directionto, from e.g. How far is the bus-stop from your house?

iv. Phrasal verbsbreak down, break into, call off, look after, take off e.g. You must lookafter your health.

8. Connectors

i. Conjunctions - and but or e.g. He kicked the ball and scored a goal.

ii. Sequence connectorsfirst, next, then, finally e.g. First, write your name down.

9. Sentences

i. Simple sentence e.g. They went to the concert.

ii. Compound sentence e.g. They woke up early and went jogging.

iii. Positive statements e.g. My name is He / She / It / They were

iv. Negative statements e.g. They are not .We are not

v. Using question words: Who What Which When Why

Yes / No questions e.g. Were you at home? Yes / No

Why questions e.g. Why did the food turn bad?It turned bad because


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10. Punctuation

i. Capital lettersproper nouns, pronoun I, beginning ofsentences e.g. Yesterday, we went

to the Science Centre.

ii. Commas - to separate items in a list e.g. Julia has a cat, a bird and a goldfish for pets.

iii. Exclamation mark e.g. For greetings - Hi! Hello!

iv. Full Stopfor end of statement

v. Apostrophe - for contractions e.g. Please dont walk on the grass.

vi. Question mark e.g. When are you coming to visit us?

11. Conditional clausesif clausese.g. If you help me, I will help you.If you see her, tellher I called.

12. Prefixes dis- im- in- un-to show note.g. I disagree with you.

13. Suffixes

- er - or (from verbs to nouns) e.g. act - actor; visit - visitor

-ess (shows feminine gender) e.g. waiter - waitress; steward - stewardess

14. Homonyms

i. Homophones - words with the same sound but different spelling e.g. ateeight

ii. Homographswords with the same spelling but different sounds e.g. bow - bow

15. Figurative language

i. Simileslike, as .as e.g. My heart sank like a stone.

e.g. The young boy was as tall as a coconut tree.

ii. Proverbs e.g. A friend in need is a friend indeed.


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Laughter is the best medicine.

16. Phrasal Quantifiers e.g. a loaf of bread, a pair of shoes

17. Collective Nouns e.g. a band of musicians, a crew of sailors


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References

Bagherkazemi, M. and Alemi, M. (2010) Literature in the ESL/EFL Classroom: Consensus

and Controversy.Linguistic and Literary Broad Research and Innovation, 1(1), 1-12.

El-Nady, M. (2000). Drama as a Teaching Technique in the Second Language Classroom.

Dialog on Language Instruction,14(1&2), 41-48.

Lawal, A. (1992) Values and Limitations of Using Literary Texts for Teaching ESL, 1-5.

Malaysia, Ministry of Education. (2003). Curriculum Specifications for English Language

Form 1

Nguyen Thi Thom Thom. (2008). Using literary texts in language teaching. VNU Journal ofScience, Foreign Languages, 24, 120-126.

Sivasubramaniam, S. (2001) Promoting the Prevalence of Literature in the Practice of Foreign

and Second Language Education: Issues and Insights. Asian EFL Journal, 8(4), 254-

273.

Tomlinson, B. (2012). Materials Development for Language Learning and Teaching.

Language Teaching, 45(2), 143-179. Cambridge University Press 2012.

Zailin Shah Yusoff. (2004). Cultural Familiarity in Literary Texts: Consideration for Text

Selection. Paper presented at the Fifth Malaysian International Conference on

English Language Teaching, Malacca.

travelling through time final

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