Steps

Control Group

Quasi-experimental group

Pre-test/Post-test

To identify whether pupils are able to participate in discussion with peers and communicate simple information intelligibly.

1) A picture of a family having a picnic at the beach was shown.

2) Play a game to list out the vocabulary in the picture given.

3) The teacher briefly talks about the picture.

4) Pupils are then divided into groups of 5.

5) Within the groups, pupils are encouraged to narrate short basic stories or events related to them according to the picture.

Lesson 1

Introduction of Smart Friend song

­ Introduce the original “Smart Friend” song (from the CEFR Year 3 textbook).

­ Pupils talk about the song using suitable vocabulary.

Introduction of the improvised Smart Friend song

(Lyrics and tune)

­ Introduce the improvised “Smart Friend” song. (The song was improvised by adding more vocal into it and the researcher localized the content of the song by using local names).

­ Pupils sang it using the Chan Mali Chan song tune instead of using the original tune

­ Pupils talk about the song using suitable vocabulary.

Lesson 2

Expanding adjectives

­ Pupils list out all the adjectives they found in the chant.

­ The teacher guides pupils to form longer sentences using the adjectives found in the song.

Expanding adjectives

­ Pupils list out all the adjectives they found in the improvised song.

­ The teacher introduces a few more adjectives for describing people’s appearance.

­ The teacher guides pupils to form longer sentences using the adjectives found in the improvised song.

Lesson 3

Describe characteristics using suitable phrases

­ Pupils identify the character in the song and describe their characteristics using suitable phrases.

Describe characteristics using suitable phrases

­ Pupils play a miming game to review the vocabulary they learned in the previous lesson and the improvised “Smart Friends” song

­ Pupils identify the character in the song and describe their characteristics using suitable phrases.

Lesson 4

­ The teacher sticks the flashcards on the board.

1) In the group of five, pupils take turns to say out what they can and can’t do based on the words given on the board.

2) Other pupils are allowed to ask questions to the pupil, and the teacher encourages them to answer in a full sentence (Yes, I can/No, I can’t)

Example: Can you cook?

­ The teacher sticks the flashcards on the board (localized materials).

­ In the group of five, pupils take turns to say out what they can and can’t do based on the words given on the board.

­ Other pupils are allowed to ask questions to the pupil, and the teacher encourages them to answer in a full sentence (Yes, I can/No, I can’t)

Example: Can you cook?

Lesson 5

Adding adverbs help pupils expand their ability to make sentences based on the normal materials prepared by the Ministry of Education.

­ Based on the adverb, pupils make sentences to talk about their everyday activities in group

Adding adverbs to help pupils expand their ability to make sentences based on the improvised song and materials.

- Based on the adverb, pupils make sentences to talk about their everyday activities in the group.

Lesson 6

1) Pupils sit in a circle (group of five).

2) Each group is given a picture with three characters.

3) Pupils use the prompts in the “Smart Friends” chant and all the information learned in the previous lesson to come out with as many sentences as they can regarding the picture.

4) Pupils talk about the three characters in groups.

5) Teacher encourages pupils to participate in the discussion

­ Pupils sit in a circle (group of five).

­ Each group is given a picture (localized material) with three characters.

­ Pupils use the prompts in the improvised “Smart Friends” song, and all the information learnt in the previous lesson to come out with as many sentences as they can regarding the picture.

­ Pupils talk about the three characters in groups.

­ Teacher encourages pupils to participate in the discussion.