12 Suggested Post-Lesson Tasks For Pdpc English Kssr Year 1, Year 2 And Year 3

12 Suggested post-lesson tasks for PdPc English linguistic communication KSSR Language Year 1, Year two in addition to Year

12 Aktiviti Penutup untuk PdPc Bahasa Inggeris KSSR Tahun 1, Tahun two dan Tahun three

Below are 12 lesson tasks which teachers may select from or conform for the Post-lesson department inside the Scheme of Work. These Post-lesson tasks are suitable for ending almost whatsoever skills-focused lesson. They are elementary for pupils to participate in.

Each Post-lesson chore takes about 5–10 minutes of shape time. Teachers can, of course, role their ain Post-lesson tasks whenever they think that these would survive to a greater extent than suitable for the pupils they teach.

Please banker's complaint that these tasks are the same for Primary Years 1–3. The linguistic communication in addition to vocabulary focus volition survive different, however, in addition to some tasks tin give the axe survive modified for slightly to a greater extent than proficient pupils, every bit noted inwards the chore description.

POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To supply exercise inwards listening for detail
MATERIALS: Text
1. Before the lesson, position three or iv factual changes y'all could brand to a Listening or Reading text that pupils volition operate on inwards the lesson (e.g. Mike’s favourite flavour is wintertime instead of Mike’s favourite flavour is summer).
2. During the lesson, later pupils stimulate got worked on a Listening or Reading text in addition to understood it, tell them they are going to hear to the text in i lawsuit to a greater extent than but this fourth dimension in that place are some differences.
3. Ask pupils to hear in addition to seat their hands upward each fourth dimension they hear something dissimilar from the master copy text, in addition to to survive ready to right the difference.
4. Read out your text amongst changes.
5. Pupils hear in addition to right the differences to acquire inwards the same every bit the original.

POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: To review topic vocabulary in addition to grammar
MATERIALS: Flashcards, pens in addition to board
1. Before the lesson, select or educate betwixt three in addition to half dozen flashcards that correspond the content of a text that pupils volition operate on inwards the lesson.
2. During the lesson in addition to later pupils stimulate got worked on the text, house the flashcards on the board in addition to elicit ideas from pupils virtually items inwards the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may survive The storey is virtually a farm).
To extend, if time:
4. Put pupils into pairs in addition to give them a brusk fourth dimension (1 or two minutes) to tell each other everything they tin give the axe recollect from the text, using the flashcards to aid them. This could survive sentences focusing on content or exactly words.
5. Ask pupils to tell y'all the connections they stimulate got made betwixt the pictures in addition to the text.
6. If y'all desire pupils to practise Writing every bit good every bit Speaking, pupils could come upward up to the board in addition to write information nether the corresponding flashcard.

POST-LESSON TASK 3: GUESS THE WORD

AIM: To review topic vocabulary
MATERIALS: Cards amongst words or pictures, bag
1. Choose virtually seven words related to the lesson.
2. Prepare pocket-size cards amongst the names or pictures of the items.
3. Put the words inwards a pocketbook in addition to thence accept out a bill of fare without letting pupils come across what it is.
4. Explain the give-and-take without proverb the name, or mime it.
5. Invite pupils to gauge the word.
6. Continue amongst all the words until in that place are none left inwards the bag.
H5N1 possible variation is:
1. Make three or iv sets of the cards.
2. Explain or mime 1 or two words yourself (step iv above).
3. Divide pupils into groups.
4. Give each grouping a laid of cards in addition to inquire pupils to follow steps 4–6 inwards their ain groups.

POST-LESSON TASK 4: CORRECT THE ERROR

AIM: To review topic language, in addition to to review spelling in addition to punctuation
MATERIALS: Board, words or sentences amongst errors from pupils’ written work
1. During the lesson, position iv or v words or sentences amongst errors that pupils made inwards a Writing task. These should survive mutual errors made yesteryear to a greater extent than than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to shape groups to position the errors in addition to to right them.
4. Elicit answers amongst the whole class.
5. Ask pupils – a dissimilar student for each error – to come upward up to the board to write the corrected versions.

POST-LESSON TASK 5: REMEMBER IT, SAY IT

AIM: To practise the pronunciation of fundamental linguistic communication from the lesson
MATERIALS: Listening or Reading text, board
1. After pupils stimulate got worked on a Listening or Reading text, select a fundamental judgement or sentences y'all desire pupils to focus on.
2. Make certain that pupils empathize the pregnant of the sentence(s).
3. Say the judgement twice in addition to inquire pupils to repeat it.
4. Repeat mensuration three if y'all stimulate got chosen to a greater extent than than 1 sentence.
5. Extend the activity yesteryear writing a judgement on the board. Rub out a give-and-take in addition to supervene upon it amongst a line. Ask the pupils to say the consummate sentence: they stimulate got to recollect the missing give-and-take too.
6. Continue rubbing out words until in that place are exclusively lines on the board in addition to invite pupils to say the total sentence.
Note: You could conform this to focus on vocabulary from the lesson yesteryear replacing the sentences amongst a listing of words that pupils recollect (the seat out of words depending on their familiarity, the historic menses in addition to the proficiency of the pupils). Start amongst a pocket-size seat out (2 or 3) in addition to operate upwards.

POST-LESSON TASK 6: WHISPER AND WRITE

AIM: To review topic linguistic communication in addition to spelling
MATERIAL: Board
1. Draw iv columns on the board.
2. Divide the shape into iv teams. Ask each squad to stand upward inwards a business facing the board.
3. Give each student at the front end of the business some chalk or a board pen.
4. Go to the dorsum of the business in addition to inquire the iv pupils at the dorsum of each business to come upward to you. Whisper a topic give-and-take (e.g. coconut) or educational activity (e.g. Draw a triangle in addition to a square).
5. The pupils acquire dorsum to their lines in addition to whisper the topic linguistic communication to the adjacent student inwards the line. This continues until it reaches the student at the front end of the line, who writes downwardly the word, or follows the instruction.
6. Each squad gets 1 indicate for a right answer. The squad who finishes outset gets an extra indicate if their reply is correct.
7. Continue amongst novel words or instructions. Change the lodge inwards the business each fourth dimension (e.g. student at the front end goes to the back, thence that in that place is a novel student at the front).

POST-LESSON TASK 7: LISTEN AND POINT

AIM: To review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.
2. Place the flashcards on the walls around the room.
3. Say a word. Pupils indicate to the corresponding flashcard.
4. Divide pupils into groups. Pupils cash inwards one's chips on this activity inwards their groups.

POST-LESSON TASK 8: MAKE H5N1 WORD LADDER

AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the shape into iv or v teams, depending on your shape size. There should survive virtually iv or v pupils inwards each team.
2. Ask each squad to stand upward inwards a business facing the board. Give each student at the front end of the business some chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) in addition to describe a ladder of at to the lowest degree iv spaces for each squad (at to the lowest degree i for each student inwards a team).
4. The student at the front end of each business writes a give-and-take connected to the topic at the bottom of the ladder. They in addition to thence exceed on the chalk or pen to the 2d pupil, who writes a give-and-take inwards the adjacent infinite on the ladder. Pupils tin give the axe aid each other amongst spellings if needed.
5. You tin give the axe either cash inwards one's chips on until each student has had a plough to write a give-and-take or y'all tin give the axe cash inwards one's chips on for a fixed time, e.g. three minutes, if y'all stimulate got to a greater extent than fourth dimension available.
Each squad gets 1 indicate for a give-and-take which is related to the topic in addition to correctly spelled. If a squad has a give-and-take which no other squad has, they acquire an extra point. Alternatively, y'all tin give the axe avoid giving points for these kinds of game but offering praise yourself in addition to from the other pupils when teams create well.

POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

AIM: To review topic vocabulary, to practise Listening, Speaking in addition to Reading
MATERIALS: Board
1. Write target linguistic communication on the board (e.g. seasons, I like/do non like): virtually 5–7 target items is a expert number. Write a seat out inwards front end of each target linguistic communication item.
2. Quickly review the target linguistic communication amongst pupils.
3. Ask a student to come upward to the front end in addition to whisper to y'all or write downwardly on a slice of newspaper the seat out of the target linguistic communication item she is thinking of.
4. Give the student virtually v seconds to pretend to ‘transmit’ the give-and-take or message inwards their heed to their classmates, who pretend to survive heed readers.
5. The other pupils write downwardly the seat out they think the student at the front end has chosen. If your shape is large, pupils tin give the axe operate inwards pairs to concur a seat out together in addition to write it down.
6. Quickly cheque around the class, bespeak each student to say the phrase they guessed.
7. The student at the front end keeps a score yesteryear ticking or making a grade on the board against the seat out of each target linguistic communication item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I similar pizza, in addition to iv pupils guessed this correctly, the student scores iv points.
9. Repeat this amongst a novel student coming to the front, to come across if they tin give the axe shell the score of the previous pupil.

POST-LESSON TASK 10: TEST YOUR MEMORY

AIM: To review topic vocabulary in addition to grammer (e.g. in that place is/are, have/has got)
MATERIALS: Picture inwards the textbook amongst some details inwards it, or a pic y'all stimulate got chosen from some other source
1. Make certain that each student tin give the axe come across the textbook pic or your chosen picture.
2. Give them 1 infinitesimal to await at the pic in addition to recollect what’s inwards it.
3. Ask them to unopen their books. Hide the pic if y'all are non using the textbook.
4. Make True/False statements (e.g. There are two pupils inwards the picture. The automobile is red).
5. Pupils tell y'all if your statements are True or False, in addition to right whatsoever False statements.
6. Divide the shape into groups in addition to inquire pupils to cash inwards one's chips on the game inwards their groups: give them to a greater extent than fourth dimension to await at the pic if they demand to create this inwards lodge to brand their statements.

POST-LESSON TASK 11: WHAT ABOUT ME?

AIM: To review topic content or vocabulary in addition to encourage pupils to brand links betwixt English linguistic communication learning in addition to their ain lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some fundamental words or linguistic communication from the lesson. Write the words on the board in addition to inquire pupils to read them or role pictures to elicit them in addition to seat the pictures on the board.
2. Look at the board in addition to human activity every bit if y'all are thinking carefully. Say: ‘What virtually me?’ Choose in addition to circle i of the pictures/words. This should survive something y'all tin give the axe connect to your personal life (e.g. a truthful cat – y'all similar cats or y'all stimulate got a cat).
3. Elicit from pupils why y'all stimulate got circled the cat.
4. Ask pupils to create the same inwards pairs yesteryear telling the give-and-take to their partner, who should endeavor to gauge what the connexion is.

POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: To reverberate on in addition to part learning
MATERIALS: Exercise mass for to a greater extent than literate pupils, or none
1. Act every bit if y'all are thinking in addition to say ‘What tin give the axe y'all remember?’ Give a fundamental give-and-take from the lesson. Write it on the board (for to a greater extent than literate pupils).
2. Nominate a to a greater extent than proficient student in addition to inquire them ‘What virtually you? What tin give the axe y'all remember?’ Elicit an reply in addition to write it on the board. Then give some other example; in addition to thence elicit some other example. You could include examples of other linguistic communication structures too, depending on your lesson focus in addition to grade of pupils.
3. Ask pupils to operate inwards pairs to part what they recollect from the lesson. More literate pupils tin give the axe write inwards their notebooks or it tin give the axe survive done every bit a Speaking activity. This would also survive a piddling quicker. Set either a fourth dimension boundary or a seat out of words limit.
4. An adaptation of this would survive suitable to review dissimilar sounds that stimulate got been taught or reviewed yesteryear bespeak pupils to recollect words amongst a exceptional sound. This could survive from the lesson or could survive from the whole yr thence far.