YEAR 5 TEACHER E GUIDEBOOK

THE MAGIC
OF ENGLISH
EDUCATION

A TEACHER'S GUIDEBOOK

YEAR 5

EED 10303 | ENGLISH TEACHING METHODS
JULY 2021

PROJECT (30%) – E-GUIDE BOOK FOR PRIMARY SCHOOL ENGLISH TEACHERS

ID 1. LEYFFA AULIA RAMDHINI BT MUHD FAJAR SIDIQ
NUMBER (012021071888)

2. NUR AIN SAFIAH BT ZULMAJDI (012021072010)
3. NUHA SABIRAH BT MOHAMED ALI (012021072009)
4. NUR QADRINA BT AHMAD HAFIZI (012021071703)
5. NOR FATIN FARTINI BT RAHMAT (012021071282)
6. AMIR HARRIS B HALIM (012021071226)

LECT. SIR ALIFF
DUE DATE WEEK 8

SIGNATURE 1. LEYFFA
2. AIN
3. NUHA
4. QADRINA
5. FATIN
6. AMIR

Since 1994

TABLE CONTENTS

CONTENT PAGES
1
INTRODUCTION &
ACKNOLEGMENT

TOPIC : 2-5
FAMILY DAY

TOPIC : 6-9
SUPERHERO

TOPIC : 10 - 13
SELF-PROTECTION 14

REFERENCES

For Events | 123-456-7890 | [email protected]

introduction

This book is an e-guidebook created for English teachers to help them with
conducting classes with different approaches. By referring to the current
syllabus of the standard 5 KSSR English Textbook, we have selected 3 topics

from the textbook's content, which are family day, superheroes, and self-
protection. these topics will get specified on listening and speaking skills.

Inside each topic, there are teaching techniques with elaboration of
methods used for each level of student. We have provided steps for

practicing every technique we inserted as simple yet precise as possible. All in
all, we hope this book meets its purpose and is able to help teachers out there!

acknowledgement

FIRST AND FOREMOST, WE EXPRESS OUR GREATEST GRATITUDE TO THE GOD
ALMIGHTY AS FOR HIS LOVE AND BLESSING WE ARE ABLE TO DELIVER THIS BOOK

IN SAFE AND SOUND.
FURTHERMORE, WE WOULD LIKE TO ADDRESS OUR APPRECIATION TOWARD THE

MINISTRY OF EDUCATION FOR THEIR ENDLESS EFFORT AND DEDICATION IN
IMPROVING THE EDUCATION SYSTEM IN MALAYSIA. ALL THESE WITH ONE AIM IN
MIND, TO MAKE SURE EVERY STUDENTS GETS THE BEST OUT OF THEIR PERIOD IN

SCHOOL AND GRADUATED AS AN OUTSTANDING INDIVIDUAL BOTH
ACADEMICALLY AND MENTALLY.

IN ADDITION, OUR SINCERE THANKS ALSO GOES TO OUR LECTURER SIR ALIFF
FADZLY FOR THE KNOWLEDGE AND GUIDANCE GIVEN TO US WITH PATIENCE AS

TO MAKE CERTAIN OUR UNDERSTANDING.
LAST BUT NOT LEAST, THANK YOU TO EVERY MEMBERS INVOLVED IN THE
MAKING OF THIS GUIDE BOOK. THIS BOOK SAFELY LANDED THANKS TO YOUR

COOPERATION AND SUPPORT FOR EACH OTHER.

P G. 1

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

Topic : Family Day

VOL. 1 | AUGUST 26 2021

BEGINNER

TECHNIQUE : HANGMAN

In the classroom, the teacher can either put students in a group or make it individually in
completing this activity. The objective of this activity is to guess the word or phrase before the
stickman gets hung up. Equipment that is needed is a piece of paper and a pen or pencil. One
player thinks of a word or phrase then the others try to guess what it is one letter at a time.
The player draws several dashes equivalent to the number of letters in the word on the
whiteboard. If a guessing player suggests a letter that occurs in the word, the other player fills
in the blanks with that letter in the right places. If the word does not contain the suggested
letter, the other player draws one element of a hangman’s gibbet. As the game continues, a
segment of the gibbet and a victim is added for every suggested letter not in the word. The
number of incorrect guesses before the game ends is up to the players, but completing a
character in a hitch provides a minimum of six wrong answers until the game ends. The first
player or team to guess the correct answer gets the point. The student or team that has the
highest score after a number of rounds determined, wins.

METHOD : COMMUNICATIVE LANGUAGE TEACHING

Communicative Language Teaching means that the interaction is through
communication and prioritize capable communication in the target language over
rule-based grammar or translation to the native language. In this case, beginners
loves fun activities that they can interact with. This technique is both entertaining
and challenging that triggers the brain. The only language that must-used in the
activity is the target language. This means that, the words in the game is only in
English. The hints will be spoken in English. This will increase the knowledge of
the beginners as well as improves their vocabulary and fluency in speaking.

PG. 2

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

INTERMEDIATE

TECNIQUE : HOT SEAT The student in the hot seat listens to their
group mates and tries to guess the word. The
Firstly, divide students into groups. first student in the hot seat to say the name
Students must face the board then take an of the activity wins a point for their group,
empty chair for each team and put it at the then change the students over with a new
front of the class facing the group member of each group taking their place in
members. These chairs are the ‘hot seats’. their group’s hot seat. The teacher will then
A member from each group must sit in the continue to write the next activity and repeat.
chair so they are facing their groupmates
and have their back to the board. The This is a very lively activity that can be
teacher must have the list of commonly adapted to different class sizes, if there are
done Family Day activities to write on the too many groups maybe some groups will
board. The target of the game is for have to wait to play. If the group sizes are
students in the teams to describe the large then the teacher must restrict the
activity using synonyms, antonyms or amount of members to do the describing.
definitions to their groupmate who is in
the hot seat.

METHOD : COMMUNICATIVE LANGUAGE TEACHING

Communicative Language Teaching is a approach to language teaching that
emphasizes interaction. Intermediate level students should be able to produce
simple connected text on familiar topics or describe experiences such as Family Day.
This technique helps students to think of words to describe the word (family day
activity). They would have probably learned a good deal of basic vocabulary, they
should still try to learn more words, this technique helps students who are not
familiar with the words used to learn new words. One of the main principles of
Communicative Language Teaching is to provide opportunities for learners to
experiment and try out the words they know. This technique gives students an
opportunity to use the words that they know help describe the word (family day
activity) to their group mate in the hot seat. Not only does this give an opportunity
to use the words they learned but it also gives them motivation to think of words to
explain the word (family day activity).

PG. 3

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

ADVANCE

TECHIQUE : STORYTELLING

Speaking activities can be really fun for students. In this case, let the
students do a storytelling session about their family. They can talk
about their family tree or what they did on their family day. Easy ways
to prep for this would be considering the 5W; who, what, where, when,
and why? Once they have taken some time to prep and think about what
they would like to share, have them chat with their classmates about

their story.

Make sure they mingle, move around, and speak to multiple people. To
make it a bit challenging, every student or the teacher itself prepare

questions for the Q&A session at the end of their storytelling. This will
not only enhance in their speaking skills, but as well as critical
thinking.

METHOD : DIRECT TEACHING METHOD

The direct method means that language is learned inductively. The teacher
won’t be telling students about rules and such. Instead, the teachers will let
students figure out the rules for themselves. The rule is to only use the target
language. While some do prefer to have some room to throw a little mother
tongue here and there, like in teaching vocabulary, direct method would never
use a single word outside the target language. This activity will help students in
learning about the language as well as students use the language to send and
receive information and communication. The goal in this activity is really not to
understand everything. It’s to understand what’s going on or what’s the story
about. If they understand the message, then they’ve just experienced the target

language as it’s used to communicate a specific message.

PG. 4

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

MIX ABILITY

TECNIQUE : WHY DO YOU LIKE FAMILY DAY

The teacher must place students in a small
group of four or five. In each group, there
should be at least one advanced student and
at least one beginner. By mixing the levels in
these groups, students will be able to rely
upon each other. With this technique,
students must explain to each other in the
group why they like family day. Each of them
must have all different answers.
By mixing the advanced students and beginner students together, the advanced
student will help the beginner student think of the words to explain why they
like family day. Beginner students could also learn words by listening to the
advanced student explaining why they like family day. This is very effective in a
large class. The groups then must take turns presenting in front of the teacher.
The teacher must also ask questions and help students self-correct if they made
any errors by questioning their response. When each student is presenting only
the teacher is allowed to correct errors, the group mates of the students are not
allowed to help.

METHOD : DIRECT TEACHING METHOD

This method refrains learners from using native language and use only English.
Vocabulary is more emphasised over grammar. By separating students into groups, this
makes the beginner students feel more comfortable to try and speak English. Advanced

students should be able to construct full sentences using the grammatical structure
they learned.

Since the advanced students are more knowledgeable compared to beginner students,
they can help beginner student’s walk through their explanation on why they like Family
Day. Beginner students could also learn new grammatical structures or words by listening

to the advanced student’s explanation. When presenting to the teacher, other group
members are not allowed to help their group member. The teacher must correct student

errors by making students self-correct, which is by repeating what the student said.

PG. 5

VTHE MAGIC VOL. 1
OF ENGLISH EDUCATION

Topic : Superhero

VOL. 1 | AUGUST 26 2021

BEGINNER

TECNIQUE : WHAT DO I SPY? The song (with example) :
What do I spy?
This technique required teacher to bring superhero What do I spy?
cards in the classroom. Firstly, students are divided
into few groups and be given a box of variety superhero Way down low or
cards for each of the group. In the group they will look way up high.
through the cards together, learn the characteristics
and names. Next, the group leader will gather the cards Can you tell me
back and mixed fairly with the front flipped to the back. what I see?
He/she later divide the cards evenly to the members
including him/herself. The activity started with a It’s near you and
member need to sing the song before describing it’s near me
according to the cards they received. It finished when …
everyone have had their turn and guessed correctly.
(The centre of his chest is
shining bright

He wears iron suit
Who is him?)

METHOD : CONTENT-BASED INSTRUCTION

This method practiced by using a content either academic or non-academic as a vehicle
to language’s acquisition. Learn both language and content at the same time but the main
focus is still on the language. Teacher need to make up an activity which could corporate

both content and language. This technique used the content (superhero) to learn the
target language (English) by describing the superhero’s card with the vocabulary they
have. In addition, the other members who are listening can learn new words from their
friends’ description. The students will engage with each other which will be very helpful

in obtaining target language and actively using it while suiting the context.

PG. 6

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

INTERMEDIATE

Begin the class by asking the students and how the superhero can save the

to name their favourite superhero and world in a heroic tale. Afterward, ask

a superhero movie them to sketch

that they have enjoy. Following that, one big superhero in their

the student are split group that they have

into groups according TECHNIQUE : BUILD-A-HERO discussed based on
on the number of
their own creativity.
students in the class, and
However, not all students
each group is handed a mahjong
have the necessary drawing
paper instead using a box or
tools, so the teacher must supply
newspaper to create a superhero
them, such as color pencils, crayons,
because it can take more time. In the
and marker pens. When everyone in
group, ask the students to discuss
the group has finished designing
about one superhero. how that
their superhero, it is time for the
superhero obtained his or her powers,
students to share and showcase their
the traits of the character
superhero.

METHOD : DESUGGESTOPEDIA

This technique emphasize the method of Desuggestopedia. One purpose of this
method is to guarantee that students feel calm and confident, and they do not have to

work hard to acquire the language. Following that, this method also used to boost
students' self-esteem and persuade them that success is attainable. The most

important for teacher is to create a classroom environment that is bright and cheerful.

Further to that, the students participate in a variety of exercises and activities
designed to help them understand and apply the new information on their own. This

method is used in this activity because doing the hero building exercise allows the
students to learn in a fun and stress-free atmosphere. Furthermore, this technique
does not really concentrate just on basic grammar. Students may also enhance their
imagination abilities and develop creative skills by designing their own superheroes

and create the fairy tales with this activity.

PG. 7

THE MAGIC VOL. 1
OF ENGLISH EDUCATION
ADVANCED
Teacher are not required to bring any
physical material for this technique. Firstly, TECHNIQUE : VILLIAN GAME

students are divided into a few big groups
(according to the total of students) which
members for each is around 7-10 persons.
In group, point a conductor to monitor the
game. The monitor will picked 2-3 villains,
1-2 superheroes and the rest will be citizen.
There will be two period, daytime and night
time. During daytime, everyone need to lift
their heads and discuss among them who
are the villain. One person will be eliminated
in each round. During night time, everyone
need to bow down their head with closed
eyes. With conductor’s order, villains will
raise their heads and pick a person to kill.
Afterward, the superheroes are called to
raise their heads and choose one person to

save. The winning will be citizen and
superheroes when they could eliminate the
villain. They also could lose if the villains

stay alive and the remaining citizen and
superheroes are the same as the villains.

METHOD : DESUGGESTOPEDIA

This method wants student to believe in themselves by lifting the
psychological barriers in them as it would help with their study. Teacher
needs to gain the students’ trust by giving positive encouragement. The

technique motivates student to communicate with their peers using
English as best as they can while carrying the new identity. Discussion

happened among them would benefit in their listening and speaking.
They will try to understand different opinions and also speak their

minds out. This technique able to excite the students to stimulate their
learning process without being afraid of failure and judgement.

P. 8

THE MAGIC VOL. 1
OF ENGLISH EDUCATION TECHNIQUE : VIDEO & POP QUIZ

MIX ABILIITY

This approach necessitated the teacher bringing the projector to
school or it can be done in a room equipped with a projector. The
teacher must first use the projector to display the students a fun, short
and simple animated tale story about a superhero. The teacher should
repeat the story two or three times more to ensure that the students
comprehend the tale. Soon after the end of the tale, teacher arranged
the students into a few groups. Continuing to follow that, the teacher
conducted a fun pop quiz or question-and-answer session. The simple
quizzes or topics are provide based on the film or story that the teacher
just showed the students. After when the teacher asks the question, all
of the students in the group must discuss it and are allowed to answer

it. The group with the most points will be rewarded something
intriguing.

METHOD : CONTENT-BASED INSTRUCTION

In this method, communication should In this activity, this method applies
be how the language is learned. The the content of superhero and the
teacher wish that the students grasp target language of English, with
and master both language and content. students responding and answering
In summary, the teacher use content as to the query posed by the teacher
a vehicle for teaching the target based on the video shown by the
language. In addition the teacher then teacher. This activity is also carried
develop and design activities to teach out in groups. Moreover, it allows
both, structuring the language required students to be more engaged in
for content learning. language and content learning
while also interacting with other
students.

PG. 9

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

Topic : Self-Protection

VOL. 1 | AUGUST 26 2021

BEGINNER

TECHNIQUE : GOOD TOUCH, BAD TOUCH

This technique requires teacher to divide students in a few groups according to
their genders. Firstly, the teacher needs to put up a big poster of woman’s body
parts and a poster of man’s body parts. Next, in groups, the students will discuss
on which parts of the body that can or cannot be touched by other people. The
students need to label the parts that can be touched by others as good touch and
the parts that cannot be touched by others as bad touch. After that, leader of each
group needs to present to the class which part is a good touch and which part is the
bad touch. In addition, the students need to explain why other people cannot touch
our body parts without our consent. At the end of the activity, the teacher needs to

advice students to practice these things in their life as self-protection.

METHOD : CONTENT-BASED INSTRUCTION

This method is practiced by using certain an academic or non-academic content as a
language acquisition’s vehicle. The students learn the content and the language at
the same time but the learning process is still focused on the language. Teacher
needs to create an activity that could covers both the content aspects and the
language aspects. In this technique, the content aspect is the self-protection topic

and the targeted language is English. The targeted language is learned by presenting
in front of the class which body parts are a good touch and which are a bad touch.

Moreover, the other students will learn new things and new vocabularies from their
friend’s explanation. The students will engage each other in achieving the targeted

language while learning the content that can be practice in their future life.

PG. 10

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

INTERMEDIATETECHNIQUE : WHAT WOULD YOU DO?

The teacher needs to begin the class by Situation 1: Imagine that it is night
dividing the students in three groups. time and you are walking home alone
at a park. There is not a single car that

Firstly, each group will be given a situation pass by. You realize a very suspicious
looking adult man following you from
and they need to imagine that they are in behind.
that particular situation. Then, they need to

discuss with each other and answer some Questions:

questions that will be given according to the 1.What would you do?

situation. Lastly, the leader of each group 2. What is the safety tool that you will
needs to present or the whole group can act keep in your hand in case something

some role-play for their situation on what bad happened?

will they do in front of the class. Situation 2: Imagine that you are
walking home alone. A man that has

METHOD : COMMUNICATIVE been following you for a few minutes
LANGUAGE TEACHING started to grab your hand and tries to

push you into his car.

This technique emphasizes the method of Questions:
communicative language teaching. Students will 1.What would you do?
learn to communicate with each other with the 2. When you are walking alone at the
targeted language in the discussion process or while streets, will you walk the same
they are presenting in front of the class. This acquires direction as the traffic or will you walk
students to use an appropriate and accurate sentence the opposite direction of the traffic to
while presenting in front of the class. Furthermore, avoid from being an easy target?
students are also responsible for their own learning

and they will answer the questions given with their Situation 3: Imagine that you have
own general knowledge. Moreover, the students will been successfully get away from your
also learn about the meanings and functions of the kidnapper, and now you are walking on
targeted language. Thus, teacher needs to have the
knowledge of forms, meanings and functions. In this the sidewalk.

activity, students will practice roleplaying with the Questions:
targeted language and they can also practice their 1.What would you do?
communication skills in different social context or 2. How would you describe the
kidnapper’s appearance and details?
roles.

PG. 11

THE MAGIC VOL. 1
OF ENGLISH EDUCATION

ADVANCE

TECHNIQUE : REACT !

To start this technique, the teacher is required to prepare
questions with multiple choices for students to choose as a
reaction based on the question given. Firstly, the teacher reads

out the questions loudly for the students to hear.

Next, tell them to pick only one of the choices given that
demonstrates their reaction based on the question for 5 minutes.
After that, the teacher should check on student’s progress to see if

everybody is doing it correctly. When the time is finished, the
teacher can ask for reasons why the student’s chose the picked

choice but not the other choices.

examples : METHOD : CONTENT-BASED INSTRUCTION
Question 1: What will you do if
your friend is being bullied? This method is an approach to teach languages
A.Confront the bullies without any through a medium by content or information in
help.
B.Ask the teacher’s help about the the language itself from the information
bully that is happening. presented to the students. This enables students
C.Ignore and just walk away to learn language and content at the same time
D.Tell people about it but more into linguistics as it requires the teacher

Question 2: How do you avoid to make an activity for students to choose a
being bullied? choice that represent their reactions on the
A.Learn martial arts in free time presented information given to the students. This
B.Be appeared more confident can achieve better improvement in vocabulary for
C.Walk with a friend students and problem solving skills that can be
D.Avoid to go near bully hot spots
implemented in the future.

PG. 12

VTHE MAGIC VOL. 1
OF ENGLISH EDUCATION

MIX ABILITY

TECHNIQUE : DESCRIBE THE PICTURE

For this technique, the teacher but rather by saying the sentences
will need to bring pictures of in five minute. With each
bullying, kidnapping, and
robbing to use this technique. ✓sentences correct, the group
To begin, the teacher should
divide the students into groups leader needs to write tick sign ( )
of four and assign each group as it will represent as scores. Once
with one of them being the the time is finished, tell them to
group leader. Then, show the stop and count the ticks they have
class a picture of bullying and successfully made a simple
instruct them to describe it in sentence. After that, repeat the
simple sentences without same technique with the other
writing it down, pictures. To make it more
challenging, make the students to
beat their previous score.

METHOD : COMMUNICATIVE LANGUAGE TEACHING

This method is a communicative approach for students to
learn the target language as it focuses on interaction with
their peers. This being said, students are responsible for
their learning as teachers are able to input involvement of
real situations while this method enables the student to use
their general knowledge on creating a simple sentence by
discussing about the picture with their group members. This
can improve their understanding of actions being used in the

picture and their sentences

PG. 13

references

https://en.wikipedia.org/wiki/Direct_method_(education)
https://en.wikipedia.org/wiki/Communicative_language_teaching
https://www.teachingenglish.org.uk/article/hot-seat-0
https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-
advice/how-to-teach-mixed-ability-classes/
https://skyteach.ru/2019/10/15/tips-on-teaching-intermediate-
students/
https://study.com/academy/lesson/esl-games-activities-for-
beginners.html
https://www.fluentu.com/blog/educator/communicative-language-
teaching-lesson-plan/
https://oupeltglobalblog.com/2012/06/07/what-do-i-spy-classroom-
activity/
https://www.vlive.tv/post/1-18241420
https://shaneschools.com/en/mixed-ability-classes-factors-challenges-
advantages/
Pachina, E. (2019, October 31). “7 Effective Speaking Activities for a
Mixed-Abilities Classroom | ITTT | TEFL Blog.” International TEFL and
TESOL Training. https://www.teflcourse.net/blog/7-effective-speaking-
activities-for-a-mixed-abilities-classroom-ittt-tefl-blog/
Wikipedia contributors. (2021, July 8). Communicative language teaching.
Wikipedia.
https://en.wikipedia.org/wiki/Communicative_language_teaching
Bilash, O. (2009, July 7). Content Based Learning. Bestofbilash.
https://bestofbilash.ualberta.ca/content.html
Wikipedia contributors. (2020, December 11). Content-based instruction.
Wikipedia. https://en.wikipedia.org/wiki/Content-based_instruction

P G. 14