LEVEL: Preschool

BEFORE CLASS
PERFORMANCE
THEATRE IN THE
ENGLISH LANGUAGE
CLASSROOM
Topic: Family Tree
Theme:
People – Family
Learning Standards:
BI 1.2Listen to and
respond appropriately
BI 1.2.2 Listen to and sing
songs
BI 1.2.4 Listen to and
follow simple instructions
BI 2.2 Apply sounds of
letters to recognise
words
BI 2.2.1 Recognise letters
of the alphabet by their:
(i)shape
(ii)name
BI 2.3 Demonstrate
understanding of a
variety of texts in the
form of print and non-
print material
BI 2.3.2 Read familiar
words printed in the
surroundings
Preparations:
a. Arrive an hour ahead prior to carnival and assist in
registration.
• Registration will be done according to colour code
(coloured smileys).
b. Get assistance from the accompanying teachers to
facilitate the activities.
• Inform teachers that the activity will be indoor and
would be conducted in an open space
• Ensure pupils are in sports attire for the whole
programme
• Get pupils to sit in a circle (groups of eight)
• Follow instructions given by trainer in placing
the necessary materials and stationery items for
each group.
• Brief the accompanying teachers about the activity
to be conducted. Explain to them on what to do
next when they return to schools.
ACTIVITY 1: MIRROR ME! (10 minutes)
Procedures:
1. Pupils are grouped according to the coloured smileys given
during registration.
2. Trainer gets pupils to stand around the room.
3. Accompanying teachers will help to facilitate each group.
4. Get pupils to form a circle or a crowd facing the trainer as in the
diagram below

BI 2.4Develop interest
in reading
independently for
information and
enjoyment
BI 2.4. Recognise and
name objects or people T
in pictures
4. Trainer gets pupils to face her/him and demonstrates the activity
– mirroring.
Learning Outcomes:
5. Trainer models different actions and feelings.
1.Follow the actions
Example:
involved.
• angry
• surprised
2. Identify and match
• happy
the pictures of family
• frightened
members.
• worried
• sad
3. Perform the actions
• fly like a bird
depicting family
• run like a horse
members.
• swim like a fish
• hop like a rabbit
4. Listen to and sing an
action song.
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 5. Plan, prepare and
participate in an
action song. 6.Trainers may use the phrases to depict the actions and feelings
Involved
Level:
Average to below ➢ Show me how you are angry?
average ➢ Show me how you are surprised?
➢ I’m feeling happy
Group Size: ➢ Ooh! I’m frightened
40 pupils ➢ I’ m so worried
➢ I’m sad
Language Focus:
Lexical sets: Note to accompanying teachers:
Please ensure pupils’ safety when conducting this activity.
• Father/Daddy
• Mother/Mommy ACTIVITY 2: MATCH ME! (15 minutes)
• Grandfather/ Procedures:
1. Group pupils into 8 groups of 5 according to the colours of
Grandpa
the smileys given.
• Grandmother/ (Accompanying teachers help to facilitate each group. Teachers check
Grandma that all pupils are grouped according to the colours of the smileys)
• Brother 2. Trainer distributes picture and word cards to each group.
3. Trainer gets students to match the pictures with the correct
• Sister
word.
• Baby 4. Trainer gets pupils to display the correct set and checks the
• Me task.
5. Trainer elicits the lexical set involved by asking
Time: Who is this?
4 hours Mother
What is she doing?
Cooking
Task: Who is this?
1. To identify family Father
members and act the What is he doing?
characters of family Working
members. 6. Trainer employs the structure to elicit the remaining
members.
2.To sing an action
song. ACTIVITY 3: LET’S PLAY (15 minutes)
1. Trainer informs pupils that they are going to play a game of
3. To perform an cards.
action song. 2. Trainer provides each group with a set of picture and word
cards.
Materials: Trainer informs pupils of the game and places the picture
• 8 colours of smileys and word cards on the floor faced down.
• Laminated pictures Note: Picture cards on the right and word cards on the left.
and word cards 3. The cards are placed at random (faced down)
• Copies of lyrics – 4. Trainer provides instructions and models the task. (trainer
Baby Shark and selects two cards)

Family 5. Each person in the group is required to select two cards at a

• Blue-tac time to identify the correct match.
• Copies of the 6. Trainer monitors the game. If the pupil gets the cards in
module for correct match (e.g. picture of mother with the word
teachers mother) the pupil keeps the cards. Instead, if pupil has the
wrong match, he/she puts the card back and passes the
turn to another pupil.
7. Allocate 5 minutes for pupils to complete task.
8. Get pupils to say aloud the correct match once the game is
completed.

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 9. Trainer ensures each member of the group can identify and
pronounce the lexical set correctly.
10. Trainer elicits the actions of each picture and gets pupils to
state the actions.
What is mother doing? What is father doing? What is brother doing
Example: mother is cooking,
Mother is cooking
Father is working,
brother is playing
sister is reading
grandfather is walking
grandmother is sewing
baby is crying

ACTIVITY 4: FAMILY TREE (30 minutes)

Task 1: Identify Me! (15 minutes)
Procedures:
1. Trainer shows pictures of the lexical set involved and gets
pupils to say aloud the words.
2. Trainer shows a picture of a tree (Appendix 1).
3. Trainer shows a list of vocabulary (refer to Lexical Sets –
Appendix 2) to pupils and elicits from pupils the
pronunciation of these words e.g. Does anyone know who
this is?
4. Trainer elicits the actions of each picture and gets pupils to
state the actions.
Example: mother cooking,
Father is working,
baby is crying
brother is playing football
sister is reading a book
grandfather is walking with a stick
grandmother is sewing a blouse
5. Trainer demonstrates the task by placing the word involved
e.g “Me” (bottom line, second from right) on the tree.
6. Trainer gets pupils to place the words pertaining to family
members on the tree. Trainer gets pupils to do the actions
involved.

Task 2: Let’s Act (15 minutes)

Procedures:
1. Trainer models a character of a family member e.g. a
grandfather – with an imaginary cane, walking slowly, with
a hunched position and states the language structure :
Grandpa is walking with a stick.
Grandma is sewing a blouse.
Mummy is cooking
Daddy is working
2. Trainer gets pupils to act the characters involve
3. In groups, pupils discuss and act the characters.
4. Each group presents their performance.
5. Trainer ensures that each group consists all the characters
(family members) involved.

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 ACTIVITY 5: LET’S SING AND DANCE! (20 minutes)
Task 1: Baby Shark (20 minutes)
Procedures:
1. Get pupils to face trainers.
2. Trainer introduces the song Baby Shark by getting pupils to listen
and view the video.
(https://www.youtube.com/watch?v=XqZsoesa55w)
3. Trainer displays the lyrics of the song – Baby Shark and gets
pupils to say the lyrics aloud (Appendix 4).
4. Trainer goes through stanza by stanza emphasizing the
pronunciation involved.
5. Trainer plays the song again for pupils to sing along.
6. Trainer repeats the song –(soften the sound) and get pupils to
sing.
7. Trainer plays the karaoke version and pupils sing the song.
8. Trainer demonstrates the dance movements for the song
(stanza by stanza – Baby Shark, Mommy Shark, and so forth) and
pupils follow the dance movements.
9. Trainer gets pupils to sing and dance together without music
accompaniment.
10. Trainer plays the song again and pupils sing and dance
together (with music accompaniment).

Note to accompanying teachers:

Repeat if pupils still need more practice.

ACTIVITY 6: LET’S PERFORM (30 minutes)

1. Trainer provides 15 minutes for each group to practise.
2. Trainer distributes the props involved for the performance.
3. Trainer invites each group to present the action song.

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 AFTER CLASS
1. The activities in the outreach programme are aimed at reaching
out to pupils beyond the classroom. Therefore, it is a requirement for
all pupils and teachers participating in this activity to complete the
tasks below:
a. As a follow-up activity, get your pupils to sing and dance to
a different nursery rhyme in their weekly school assembly,
English Week or English Club activity.
b. Take snapshots or videos of the follow-up activity and email
them to Puan Nor Ashikin Binti Alawi (the officer-in-charge) or
mail a CD/DVD of the follow-up activity to:

Nor Ashikin Binti Alawi

English Language Teaching Centre,
Kompleks Pendidikan Nilai,
71760 Bandar Enstek,
Nilai, Negeri Sembilan.
Email : ashikin.alawi@eltc.edu.my
c. Best snapshots and videos of pupils in action will be
rewarded.
Note to accompanying teacher:

a. Provide teachers with a copy of the task/module. They are

required to carry out this activity with the pupils in their respective
schools.

Note:
• Get accompanying teachers contact numbers and email
addresses for follow up purposes.

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APPENDIX 1

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 Grandmother Grandfather

Mother Father

Sister Brother

Me Baby

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APPENDIX 2

MY FAMILY TREE

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 Father/
Mother/
Daddy
Mommy

Grandfather/ Grandfather/
Grandpa Grandpa

Grandmother/ Grandmother/
Grandma Grandma

Sister Brother

Me Baby

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APPENDIX 3

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APPENDIX 4

LYRICS OF BABY SHARK

Baby shark, doo doo doo, doo doo doo (3 x)

Baby shark.

Mommy shark, doo doo doo, doo doo doo (3 x)

Mommy shark.

Daddy shark, doo doo doo, doo doo doo (3 x)

Daddy shark.

Grandma shark, doo doo doo, doo doo doo (3 x)

Grandma shark.

Grandpa shark, doo doo doo, doo doo doo (3 x)

Grandpa shark.

Let’s go hunt, doo doo doo, doo doo doo (3 x)

Let’s go hunt.

Run away, doo doo doo, doo doo doo (3 x)

Run away.

Safe at last, doo doo doo, doo doo doo (3 x)

Safe at last.

It’s the end, doo doo doo, doo doo doo (3 x)

It’s the end.
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