Fun time module

Fun Time!
Novice guide for activities in exam classes.
by Asmah Hanim Che Ani (SISC+ PPD Hulu Terengganu) 
FUN TIME! 1

Introduction
Drilling, lecturing and more worksheets! These are the staples of students from
exam classes, typically associated with form five and year six students. The exaggerated
emphasis of doing well in public examination has driven many teachers and students
down to this lonely, dark and misery lane.
Down this road, we suppressed our students to rote
learning which left no room for personal creativity and sense
for learning. I personally felt that and how I wish somebody
could help me back then. Time passed and my ideas about how
knowledge should be taught has changed and the sky seems
brighter now. Nonetheless, as we are dictated by the current
system, we are still on the same road but I am optimistic to look
at the bright side and I hope many more are with me.
In this module, I presented some ideas on teaching
important content for the exam but in a fun manner. These ideas are tried and tested from
previous workshops conducted to year six students therefore they are manageable for
teachers and adaptable based on students’ proficiency level.
Many thanks to my respected friends, Sri Rahayu Gulam Ali and Marsuzaina
Mardipi from SISC+ Perlis for the refinement on the ideas and the collaboration on the
workshops.
How to use this module.
This module is divided into 3 parts, teaching
grammar, teaching reading and teaching writing.
Each part may be conducted in isolation or infuse
together. I choose to write the module based on the
format of the lesson notes provided by Bahagian
Pembangunan Kurikulum. This way, it would be
easier to implement or to adapt the lesson. However,
given the nature of the modular configuration,
teachers must observe the cycle prior to the
implementation of this module. The materials are taken from the year six English
Language textbook for Sekolah Kebangsaan.  
FUN TIME! 2

Grammar
Theme : World of knowledge
Topic : Parts of Speech
Learning
Standard
: 5.2.1
Learning
Objective
: By the end of the lesson, pupils will be able to construct 5 simple
sentences by using different word classes correctly and
appropriately.
Time : 60 minutes
Teaching Aids : Project paper, marker pens,
Educational
Emphasis
: Mastery learning
Steps :
Induction
(5 mins)
Pupils listen to a story with a lot of grammatical errors. At the
end of the reading teacher asks:
• What is the story is about?
• How does story sound to you? Do you think there are any
mistakes? (Teacher shows the text version)
• How to make it better?
Presentation
(15 mins)
Teacher presents:
• How to make a sentence better?
• Pupils brainstorm some of the parts of speech on the board.
• A simple sentence consist of determiner, noun, verb.
• Teacher demonstrate a sample using words from pupils.
FUN TIME! 3

Practice
(15 mins)
In small groups, pupils starts big paper activity. Each group will
be given different coloured marker to distinguish their work and
further assessment by teacher.
*Big Paper activity
• On the paper, draw a circle map.
• In the core, write the parts of speech assigned. (Noun, Verb,
Adverb, Preposition, Adjective, Preposition)
• In 1 minute, write as much words in the outer core.
• Group will rotate to other group, completing the circle map
with a different part of speech.
• In 2 minutes, pupils will add words as well as checking the
other words. Pupils may correct spelling.
• Teacher will rotate to each group to facilitate.
Production
(20 mins)
Each group will complete a worksheet.
• Pupils are group into their level of proﬁciency.
• The task is to make 5 sentences using the words generated
from the Big Paper activity.
Closure
(5 mins)
Group work are posted on the wall.
• Each group will rotate and rate the sentences.
• Rating based on the rubric provided by the teacher.
• Teacher facilitates.
Teacher recaps on the activities.
FUN TIME! 4

Story for Induction (Textbook page 92)
Teacher reads the story to the pupils. The words highlighted in red are errors.
Hansel and Gretel eating as much as they could and then went over the house. They was
very tired and soon fell asleep.
A next day, the ol lady put Hansel in an cage and forced Gretel to do the hous chores.
Hansel because Gretel soon realised she was actually a beautiful witch.
Correct version:
Hansel and Gretel ate as much as they could and then went into the house. They were
very tired and soon fell asleep.
The next day, the old lady put Hansel in a cage and forced Gretel to do the house chores.
Hansel and Gretel soon realised she was actually a witch.
FUN TIME! 5

Hansel and Gretel eating as
much as they could and then
went over the house. They
was very tired and soon fell
asleep.
Picture credit: chidlrensoty.info
FUN TIME! 6

A next day, the ol lady put
Hansel in an cage and forced
Gretel to do the hous chores.
Hansel because Gretel soon
realised she was actually a
beautiful witch.
Picture credit: storybook.co
FUN TIME! 7

Worksheet (Beginning learner)
Make simple sentences by using the words from the wall. Use the table to help you. The
ﬁrst sentence has been written to help you.
No. Determiner Noun Verb Verb
1 The boy is eating.
2
3
4
5
6
FUN TIME! 8

Worksheet (Intermediate learner)
No
.
Determiner Adjective Noun Verb Verb Preposition Determiner Noun
1 The handsome boy is running at the park.
2
3
4
5
6
FUN TIME! 9

Worksheet (Advance learner)
FUN TIME! 10
No. Determiner Adjective Noun Verb Verb Adverb Preposition Determiner Noun
1 The beautiful princess is dancing gracefully in the ballroom.
2
3
4
5
6

Rubric for assessing peers’ work.
Please rate your friends’ work. Use the rubric below to help you.
Items/Marks 1 2 3
Group 1
Handwriting
Spelling
Easy to understand
Total
Group 2
Handwriting
Spelling
Easy to understand
Total
Group 3
Handwriting
Spelling
Easy to understand
Total
Group 4
Handwriting
Spelling
Easy to understand
Total
Group 5
Handwriting
Spelling
Easy to understand
Total
FUN TIME! 11

Grammar
Topic : Parts of Speech
Learning
Standard
: 5.1
Learning
Objective
: By the end of the lesson, pupils will be able to use different word
classes correctly and appropriately.
Time : 60 minutes
Teaching Aids : -
Educational
Emphasis
: Mastery learning
Steps :
Induction
(5 mins)
Charade:
• Teacher gestures a sentence, word by word.
• The girl is sleeping.
• Pupils guess the sentence.
(Teacher may do more if time permits)
Presentation
(15 mins)
Teacher presents:
• Recap on the past lesson on parts of speech and relate the
sentence in the charade.
• A simple sentence consist of determiner, noun, verb.
• Teacher adds on the part of speech for the whole class
(determiner, adjective, noun, verb, verb, preposition,
determiner, noun)
• Pupils add on the words to make sentences.
Practice
(15 mins)
In small groups, pupils are given worksheet to complete. A
group brainstorms 3 sentences. These sentences will be use for
Charade.
FUN TIME! 12

Production
(20 mins)
*Charade activity
By rotation, pupils participate in the activity.
Group A will show a sentence to a representative from group B.
The representative will gestures to his group.
The group can refer to the table to help them guess the correct
word. (Parts of Speech Table).
A helper from group B will write the sentence on the board.
Group A will count the marks based on the correctly guessed
word.
Closure
(5 mins)
Each group will count their marks.
Teacher chooses 3 sentences for a charade.
Recap on parts of speech.
FUN TIME! 13

Worksheet for group work 
FUN TIME! 14
No. Determiner Adjective Noun Verb Verb Preposition Determiner Noun
1
2
3

Charade activity
Parts of Speech Table
FUN TIME! 15
Determiner Adjective Noun Verb Verb Preposition Determiner Noun

Reading
Topic : Go Green
Learning
Standard
: 2.2.3
Learning
Objective
: By the end of the lesson, pupils will be able to demonstrate
understanding of text by drawing the description accurately.
: 60 minutes
Teaching Aids : Reading cards, Role cards, Marker pens, A4 papers, Coloured
pencils
Educational
Emphasis
: Multiple Intelligence, Learning How to Learn Skills
Steps :
Induction
(5 mins)
• Teacher shows 3 colours (blue, brown and orange).
• Pupils state the colour and guess of its signiﬁcance.
• Teacher provides clues.
• Pupils guess the topic of the day.
Presentation
(15 mins)
Teacher presents:
• a paragraph on 3R campaign.
• the strategy to read: SQ3R.
• -Skim the paragraph.
• -Scan the questions.
• -Read it by breaking into chunks (BiC). Teacher demonstrate
on BiC.
• -Recall on the paragraph main ideas. Teacher demonstrates
recall by drawing the main ideas from the paragraph.
• -Review the drawing.
Practice
(20 mins)
• Pupils sit in group.
• Pupils are given role cards in order for group work to be
carried out effectively.
• Pupils go through SQ3R with teacher. The review part is done
in the next step.
FUN TIME! 16

Production
(15 mins)
• Pupils compares their work with the drawing made by the
teacher.
• Pupils identify the vocabulary they have missed.
• Pupils draw the missing elements using coloured pencil.
Closure
(5 mins)
• Teacher identiﬁes the vocabulary missed.
• Teacher draws the word and asks pupils to guess before she
ﬁnishes.
• Teacher recaps on the SQ3R.
FUN TIME! 17

Teacher reading text (Textbook page 52)
The 3R Campaign signiﬁes “reduce, reuse
and recycle”. Under the campaign, three-
coloured waste separation bins or better
known as “recycling bins” are provided. The
recycling bins placed at housing estates,
schools and public places to collect waste
such as paper, aluminium and plastic for
recycling purposes.  
FUN TIME! 18

Pupils reading text (Textbook page 52)
The blue bin is used to
dispose of paper. Recyclable
items such as newspapers,
magazines and cardboard
boxes can be disposed of
here. Glass items like bottled
drinks, perfumes bottles and
glasses can be disposed of
into the brown bin. The
orange bin is used to dispose
of aluminium and plastic
waste. The waste includes
soft drink cans and food
product tins.  
FUN TIME! 19

Role Cards
You are a group
leader.
!
You are an artist.
!
You are a reader.
!
You are an artist.
!
You are a reader.
!
FUN TIME! 20

Reading
Topic : Go Green
Learning
Standard
: 2.2.3
Learning
Objective
: By the end of the lesson, pupils will be able to demonstrate
understanding of text by giving main ideas and supporting
details.
: 60 minutes
Teaching Aids : Reading cards, old newspaper, drinking glass, aluminium drink
can, 3 different bins cards, Marker pens, A4 papers
Educational
Emphasis
: Multiple Intelligence, HOTs
Steps :
Induction
(5 mins)
• Teacher shows 3 different items (old newspaper, drinking glass
and aluminium drink can)
• Pupils name and categorise the items into respective bins.
Presentation
(15 mins)
Teacher presents:
• Reading of text from page 52.
• While teacher reads, pupils raised their hands for the words
they don’t understand. OR
• Teacher asks pupils to raise their hands when they hear
selected vocabulary (it may be from previous activity or
teacher choice).
• Questions to be answered.
• -Group 1: What does 3R means?
• -Group 2: Where can you ﬁnd recycling bins?
• -Group 3: How many coloured recycling bins are introduced?
• -Group 4: Why do you think we need to recycle?
• -Group 5: In which bin we can dispose computer? Why?
Practice
(15 mins)
Pupils sit in groups of 5. This group is called the home group.
Pupils read the text again and answer 1 question assigned to
them. Every pupils need to write the answers to their question
on a paper.
FUN TIME! 21

Production
(20 mins)
*Jigsaw activity
• Every pupil is given a number.
• The group will disassemble and regroup with the person with
the same number. This group is called the expert group.
• Teacher distributes worksheet for the pupils to fill in. In the
worksheet, it has all the questions assigned.
• In the new group they will share their answers alternately.
• The other members will add the answers into their worksheet.
• Once finished, they will regroup to their home group and
share their findings.
Closure
(5 mins)
• Pupils identify the questions they find difficult to understand
and share their answers.
• Teacher helps to brainstorm ideas and find a solution.
• Teacher recaps the lesson.
FUN TIME! 22

Worksheet
In your expert group, share your answers and write down the answers shared for other
questions.
Group 1: What does 3R means?
______________________________________________________________________________
______________________________________________________________________________
Group 2: Where can you ﬁnd recycling bins?
______________________________________________________________________________
______________________________________________________________________________
Group 3: How many coloured recycling bins are introduced?
______________________________________________________________________________
______________________________________________________________________________
Group 4: Why do you think we need to recycle?
______________________________________________________________________________
______________________________________________________________________________
Group 5: In which bin we can dispose computer? Why?
______________________________________________________________________________
______________________________________________________________________________
FUN TIME! 26

Writing
Topic : Elements in writing
Learning
Standard
: 3.2.2
Learning
Objective
: By the end of the lesson, pupils will be able to complete a story
correctly.
: 60 minutes
Teaching Aids : Puzzle pieces, Word cards, 3 sets of bingo cards (to be multiplied)
Educational
Emphasis
: Multiple Intelligence, HOTs
Steps :
Induction
(5 mins)
Teacher shows puzzle pieces and asks pupils to help.
Teacher discuss the importance of having all pieces.
Teacher relates to writing a story.
Presentation
(20 mins)
Teacher presents the parts of a good writing and provides
example.
• Introduction
• Time Markers
• Adverbs
• Adjectives
• Linkers and Expression
• Additional Information
• Closure
Teacher demonstrates on the placement for each of the elements.
Practice
(15 mins)
In a group of 3, teacher distributes a bingo card.
Pupils read their cards for 2 minutes.
During play, pupils identify the parts of writing and cross the
correct box.
The earliest group with the most crossed will help other group
with the items.
FUN TIME! 27

Production
(20 mins)
Teacher distributes strips of paragraph.
In a group of 3, pupils will
• arrange the story
• identify the parts of writing by underlining it with red pen.
• suggest new words to replace the underlined words.
Pupils paste their work on the class board for display.
Closure
(5 mins)
Pupils recap on the parts of writing by doing the gestures.
Teacher do a gallery walk assessing the production of work by
pupils.
FUN TIME! 28

Puzzle pieces (cut into small pieces according to own creativity)
FUN TIME! 29

Sample text for presentation, adapted from the textbook, page 74.
There once lived a proud tiger. One day, the tiger saw a buffalo working hard at a paddy
ﬁeld. It said, man rules over him because he has wisdom.
The tiger went to get wisdom from the man. The clever man said he left his wisdom at
home and asked the tiger to wait. The man put a rope around the tiger tightly.
Consequently, the tiger was tired of waiting. It started to foam at the mouth and with all
its might it pulled the rope.
The tiger was shocked to see his shiny coat covered with stripes. It was embarrassed and
ran away into the jungle.
(107 words)
The 7 elements Text
Introduction There once lived a very proud tiger.
Time marker One day, the tiger saw a buffalo working hard at a paddy ﬁeld. It
said, man rules over him because he has wisdom.
Adjective The tiger went to get wisdom from the man. The clever man said
he left his wisdom at home and asked the tiger to wait.
Adverb The man put a rope around the tiger tightly.
Linkers and
Expression
Consequently, the tiger was tired of waiting.
Additional
Information
It started to foam at the mouth and with all its might it pulled the
rope.
Closure The tiger was shocked to see his shiny coat covered with stripes.
It was embarrassed and ran away into the jungle.
FUN TIME! 30

Bingo cards for students (3 variations)
There once lived a proud
tiger.
One day, the tiger saw a
buffalo working hard at a
paddy ﬁeld. It said, man
rules over him because he
has wisdom.
The tiger went to get
wisdom from the man. The
clever man said he left his
wisdom at home and asked
the tiger to wait.
The man put a rope around
the tiger tightly.
Consequently, the tiger was
tired of waiting.
It started to foam at the
mouth and with all its
might it pulled the rope.
The tiger was shocked to see his shiny coat covered with stripes. It was embarrassed
and ran away into the jungle.
FUN TIME! 31

The man put a rope around
the tiger tightly.
Consequently, the tiger was
tired of waiting.
wisdom from the man.
tiger.
has wisdom.
The clever man said he left
his wisdom at home and
asked the tiger to wait.
The tiger was shocked to see his shiny coat covered with stripes. It was embarrassed
and ran away into the jungle.
FUN TIME! 32

The tiger was shocked to
see his shiny coat covered
with stripes. It was
embarrassed and ran away
into the jungle.
The clever man said he left
his wisdom at home and
asked the tiger to wait.
has wisdom.
tiger.
wisdom from the man.
After some time, the tiger
was tired of waiting.
The man put a rope around the tiger tightly.
FUN TIME! 33

Bingo card for teachers
Introduction Adjective Adverb
Time marker Additional Information Linkers and Expression
Closure
FUN TIME! 34

Text for production part. Adapted from the textbook page 146
In a village, lived Chakri and
his mother.
They were extremely poor
and had to lived from hand
to mouth.
Unfortunately, a war broke
out. They ﬂed from the
village. They took a shelter at
the edge of the jungle.
One day, they have nothing
to eat. Chakri set off looking
for fruits.
FUN TIME! 35

Chakri was confronted by a
group of robbers on the way
home.
He did not panicked and
explained his actions to the
robbers.
Courageous Chakri taught
the robbers a lesson.The
robbers was remorseful and
repented.
Chakri continued his way
home. The robbers looked at
him with admiration.
FUN TIME! 36

Writing
FUN TIME! 37
Topic : Writing sentences
Learning Standard : 3.2.2
Learning Objective : By the end of the lesson, pupils will be able to write at least 2
sentences to complete a story with guidance.
: 60 minutes
Teaching Aids : Composite picture, A4 paper
Educational
Emphasis
: Mastery learning
Steps :
Induction
(5 mins)
Teacher recaps on the parts of writing.
Teacher shows a picture and talk about it.
Presentation
(20 mins)
Pupils brainstorm on the details for the story using brace map:
• Setting
• Characters
• Activities
Teacher demonstrates writing sentences based on the picture.
Practice
(10 mins)
Pupils make a group of 5.
Every pupils will get a picture. They will brainstorm the points:
• Setting
• Characters
• Activities
After 5 minutes, they will pass around their work for the others
to check (within the same group).
Production
(20 mins)
Based on their individual work, each of the pupils will write at
least 2 sentences on an A4 paper.
After 5 minutes they will pass around their work for the others to
check.
The pupils with the same pictures will regroup and share their
sentences.
Pupils choose the best to represent their pictures.
Teacher put the best work in chronological order.
Closure
(5 mins)
Pupils identify any linkers that they wish to add to make a
coherent story.
Pupils identify any adjustment to be made to the pronoun.

Picture for induction, text book page 150.
 
FUN TIME! 38
Characters:
Buffalo
Tiger
Activities:
saw
Ploughing
Setting:
At a paddy field
Sentences:
One day, a tiger saw a buffalo at a paddy field. The buffalo was
ploughing the field.

Worksheet
Look at the picture and ﬁll in the blanks.
Write sentences based on the ideas you have brainstormed.
Character/s:
Activity/activities:
Setting:
FUN TIME! 39

Worksheet
Character/s:
Setting:
FUN TIME! 40

Worksheet
Character/s:
Setting:
FUN TIME! 41

Worksheet
Character/s:
Setting:
FUN TIME! 42

Worksheet
Character/s:
Setting:
FUN TIME! 43

Credit
All pictures are from clipartkid.com unless credited differently.
FUN TIME! 44

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