Capital city: Kuala Lumpur

Population: 32.10 million people

Language: Malay (official language), English (dominant second language)

Races: Malay, Chinese & Indian

Religion: Islam (official religion), Buddhist, Christian, Hndu

Festivals: Independence Day (31^st August), Hari Raya Puasa (Eid) – (Muslims), Chinese New Year (Chinese), Diwali (Indians)

Cuisine: Nasi Lemak

Currency: Malaysian Ringgit (RM)

Climate/Weather: Located near the equator, the Malaysian weather is categorized as equatorial, being hot and humid + wet months throughout the year.

 

The peninsular or West Malaysia is a mix of Malay, Chinese and Indian flavors with an efficient and modern capital, Kuala Lumpur. Malaysian Borneo features some of the most interesting places in Malaysia with a wild jungle, orangutans, granite peaks and remote tribes. Combined with some beautiful islands, luxury resorts and colonial towns, Malaysia, for most visitors, presents a happy mix.

a) Rice
b) Carrots - cut into matchsticks
c) Omelette - cut into strips
   2. Seaweed
   3. Yellow radish
   4.  Sugar
   5. Salt
   6. Sesame oil
   7. Soy sauce

  Follow the recipe in the link below. 

By the end of this unit, learners will be able:

a)       To name and describe famous attractions in the UK, South Korea, Tanzania and Malaysia 

Duration: 2 hr 30 mins

Vocabulary: 

Grammar: Modal verbs (can),  Verbs, Adjectives

Social/cultural values: To appreciate cultural diversity

Technology: Triptico, Edmodo

Creativity: Making a postcard

Resources: IWB/Whiteboard and markers pens, ipads/computers, flashcards

YouTube videos/Songs: “Fly to London”, Korean boyband videoclip

 

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for the remaining 3 mins.

 

Use Triptico to randomize groups (4 Ss per group).Ask Ls to name famous attractions/things (people/places etc) that they have in their country and what tourists like to see when they come and visit. Elicit feedback from Ls and write their answers on the board. 

 

Introduce four main attractions in the UK, South Korea, Tanzania and Malaysia (without mentioning the countries). Use online pictures to show the attractions (Buckingham Palace, Kpop, Mount Kilimanjoro, Taman Negara/National Park). Drill the names and ensure that the Ls pronounce the words correctly.

Ask Ls to describe what they see in the online pictures and encourage them to use powerful adjectives while explaining them. Ask students to write down the adjectives in their activity book.

Play the clip of the Korean boyband and ask them to describe what they think of the video. Ask whether they have that kind of attraction in their country.

 

Give Ls flashcards of the 4 famous attraction pictures + names and name of countries + flags and ask students to guess and match each of the attractions to the correct country in pairs. Elicit feedback and correct the answer. 

 

Video – 3 min

Pre video question: Ask Ls to watch and listen carefully to the video that will be played and look out for famous attractions that will be mentioned in the video. 

Play the “Fly to London”video.

 

Activity 3 – 3 min

Ask Ls to look at the pictures from Activity 1 and discuss in groups what there is to see and what can be done there (e.g. Buckingham Palace – see the Queen, Mount Kilimanjoro – climb the mountain, etc.). Elicit feedback from the Ls.

Activity 4 – 8 min

Ask Ls to be in the same groups and assign them with 1 attraction from the 4 countries to each group. In their groups, instruct them to research on Google and find out more precise information about the attraction. Tell Ls to fill in the answers in the activity book. Check and correct the answers.

 

Game (Guess the Attraction!) – 10 min

Give Ls strips of paper with the names of the attractions to each group. Ask one student from each group to take one of the strips of paper without looking at it. Tell the students that they have to take turns and describe the attraction that they get without telling the other group members the name of it. The other group members have to guess the name of the attraction.

 

 

 

 

Ask students what they can do abroad and elicit the verbs that they say. 

Elicit answers and write down some of their responses on the board.

 

Activity 5 – 5 min

Ask Ls to match the verb to the correct picture in their activity book.

Game (Charades) – 10 min

In pairs, distribute flashcards to play Charades. Ask Ls to act out the picture on the flashcard and ask their partner to guess what the action (verb) is. 

 

Activity 6 – 9 min

Call a L to come in front and do a demo of a roleplay.

With the same pair, ask Ls to do a role play of what there is to see in their country and their partner has to answer. Ask Ls to take turns with their partner.

Activity 7 – 12 min

Ask Ls to choose one of the 4 attractions from Activity 1 and write a postcard to their family or friend. Tell them to pretend that they are visiting the place and they should write a postcard to explain what attraction they are visiting and from which country +capital + weather etc. Encourage Ls to use exciting adjectives while writing in their postcards. Things they can include in the postcard:

-          What is the attraction?

-          Where is it?

-          What can you do there? (use verbs)

-          What is it like there? (explain using adjectives)

-          Etc

 

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Ask Ls to watch their Day 3 video journal which they have recorded and uploaded on Edmodo and ask them to fill in the self-evaluation form for Day 4 in their activity book.

 

COOLER:

 

Ask Ls to log in to the Kahoot! website and tell them to answer the end-of-unit quiz.

 

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.

By the end of this unit, learners will be able:

a)       To identify countries around the world where English is spoken (specifically the UK, South Korea, Tanzania and Malaysia)

b)      To know the capital cities, nationalities, languages and the weather of each country

Duration: 2 hr 30 mins

Vocabulary: Continents, countries, capital cities, nationalities, weather, climate, languages

 

Grammar: Nouns, adjectives

Social/cultural values: To appreciate cultural diversity

Technology: Padlet, Kahoot, Triptico

Creativity: Draw and colour in flags

Resources: IWB/projector, camcorder/smartphone camera, ipad/computers, interactive map, flag, flashcards + country names, blu tack, bingo cards

 

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for remaining the 3 mins.

 
SESSION A: (45 mins)

Ask Ls how many continents we have on Earth. Elicit and write their responses on the board.

Ask Ls to choose their own pair and discuss, match and write the correct continents on the map in their activity book. Elicit feedback and write the correct answers on the board.

 

Video - 3 min

Play “The-magic-cat_Countries” video for Ls as an introduction to activity 2.

 

Use Triptico to randomize groups (4 Ss/group). Show the class a large interactive/online world map (via IWB or projector). Ask Ls: “In which country/countries, do people speak English?” Elicit feedback and ask one L from each group to write their answer on the board. Correct any errors and drill the names of the country. Instruct Ss to write the countries on the map in their activity book. (Answers: Great Britain, USA, Canada, Australia, New Zealand)

Write the names of these 4 countries on the board (Great Britain, Tanzania, Malaysia, South Korea) and ask Ls if they have any relatives or friends from these countries. If so, ask whether they speak (or learn) English there. Drill the country names and explain to the Ls that these are countries in which English is also spoken (or learnt). Give each group of Ls 8 flashcards, (4 country names and 4 flags) and ask Ls to match them together in their groups. Elicit feedback and correct any errors.

 

Game ( “Pin the country on the map”)  - 8 min

Show Ls the interactive map with the 4 countries colored in (no country names). In their groups, Ls must select a flashcard from Activity 3, (with the matching country + flag) and “pin” it on the correct colored area (country) on the map, using blu tack. Firstly, demonstrate using an example flashcard (USA + flag) and then select groups at random to play the game. Corrects any errors at the end of the game.

 

Ask Ls to write the names of the 4 countries on the map (including the 4 native English-speaking countries mentioned previously - for higher abled Ls) and then ask them to color in the flags correctly for each country in their activity books.

 

Draw a table with 2 columns on the board. Write “Country” in the first column and “Nationality” in the second. Explain that country is a “noun” - the name of a place- and write this word above the title. Write an example of the country “United States of America (USA)” in the table. Drill the word “nationality” and explain that this is an “adjective” - a word that describes something - and writes this word above the title. Write the nationality “Canadian” in the table and point to the noun/adjective word on the board, explaining that “a Canadian, is a person who comes from Canada”. Elicit the nationality for “Australia” (Australian) and write the answer in the table.

 

Provide each group of Ls a set of 4 strips, each with a nationality (British, Tanzanian, Malaysian, South Korean). Ask Ls to match the nationality to their (country + flag) flashcards from activity 3 and paste them on with blu tack. Elicit feedback, write the correct answers on the board and drill the 4 nationalities.

 

Provide each L with a bingo card (there are 4 variations). Draw a bingo card on the board with the country names. Explain to the Ls that when a nationality is called out, the Ls must cross off the matching country on their Bingo card. When all boxes are crossed, the Ls need to raise their hand and shout “Bingo!”. The first to yell Bingo (with all boxes crossed) is the winner. Give a demonstration by selecting a word at random from the “Bingo Box” e.g. “Tanzanian”. Ask Ls which country on the board should be crossed off, (Tanzania). Once all Ls have understood, begin the game. Announce the winner and award them points accordingly (provides them coins for their CHATTERBOX). Ls then cut and paste their Bingo cards in the space provided in their activity book.

 

Use Triptico to randomize groups (4 Ls/group). Ask Ls log onto Padlet using a computer/iPad. INSTRUCTIONS: Each L (in the group), reads one of the four texts on Padlet, and completes the table in their activity books by writing the information from the texts into the correct columns. Then ask Ls to copy information from others in the group who have read the remaining texts into the table.

 

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Ask Ls to record themselves speaking using a smartphone/camcorder for 3 min about what they have learnt in Day 1 and encourage them to say how they feel + what they like about the day. Give them 2 min to prepare what to say.

 

Ask Ls to log on the Kahoot! website and tell them they will need to answer a quiz about the lesson of the day. Tell them that they have to click on one answer in 10 seconds. Record their points after they have done the quiz.

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.


*I THINK WE HAVE A PROBLEM WITH THE TIMING IN SESSION B. I THINK I HAVE COUNTED MANY TIMES BUT I DON'T KNOW WHETHER I HAVE OVERLOOKED SOMETHING OR THERE IS AN EXTRA ACTIVITY/TASK. CAN YOU CHECK?

-good!

-I can name English speaking countries around the world.

-maybe..."I can identify countries by their flags (or vice versa) and draw/colour them"

-name, describe and prepare (cook/make)...

-I can understand food flavours and descriptions.

-"...the major world religions/the largest religions in the world." 

- "around the world" (not sure whether to be specific to countries or not)

-good!

Day 4

-good!

EXTRAS:
-I can research and present important/key/interesting information/facts about countries around the world.
-I can write postcards to friends/family, from different countries in the world

Thank you for choosing the “Chatterbox English Speaking Series.”

We hope that you will enjoy using this coursebook as much as we have enjoyed writing it! We designed this book in a way that can help your learners to progress and take control of their own learning in a fun, amusing and enjoyable way. We wish to foster your learners’ creativity and help them develop collaborative language learning skills in the most exciting manner! We aim to facilitate learners to develop their ability to listen and respond to different stimuli and their ability to speak in various social contexts both in and out of the classroom more confidently. Most importantly, it is hoped that your learners will feel more motivated to learn and speak English! 

By the end of this program, we hope that you will be able to find your ultimate ‘Charming Chatterbox!’

Have fun! 😊

 

Thank you for choosing the “Chatterbox English Speaking Series.”

We hope that you will enjoy using this coursebook as much as we have enjoyed writing it! We designed this book in a way that can help you to progress and take control of your own learning in a fun, amusing and enjoyable way. We encourage you to plan, prepare and produce creative pieces of art in the most exciting way! We also aim for this speaking series coursebook to be able to help you speak in a range of social contexts more confidently and most importantly it is hoped that you will enjoy learning and speaking English!

By the end of this program, only one of you will hold the title of the ‘Charming Chatterbox!’

Aim for the stars and have fun! 😊

 

The “Chatterbox English Speaking Series” is a fun, innovative and comprehensive English speaking course designed to boost confidence and enhance speaking skills for 10 – 11 year olds! 

This coursebook offers personalized, inspiring and authentic content that promotes motivation for language learning especially speaking. It provides plenty of opportunities for peer interaction and aims to give learners an enjoyable experience in learning English through fun-filled, meaningful and purposeful activities!

By the end of this unit, learners will be able:

a)       To know the names of national dishes in the UK, South Korea, Tanzania and Malaysia

b)      To express and ask for food preferences

Duration: 2 hr 30 mins

Vocabulary: Food names, food ingredients, description of tastes

Grammar:“Do you like…?” “I don't like... but I like...”, Connectors (and/but/because), Food adjectives

Social/cultural values: To appreciate cultural diversity

Technology: Triptico

Creativity: Making “Kimbap”

Resources: IWB/Whiteboard and markers pens, ipads/computers, flashcards, ingredients for making ‘Kimbap’

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for remaining the 3 mins.

 

Ask Ls to name the national dishes in their country ask them what they like to eat.

 

Use Triptico to randomize groups (4 Ls per group). Instruct Ls to discuss and describe a traditional cuisine in their country. Give example (in a table/box) of a traditional cuisine like Nasi Lemak, what it is made of (the ingredients) and what time of the day it is normally eaten. Elicit feedback and ask students to write their findings/answers on the board. Prepare a box or table on the board where Ls can fill in their answers. Ask students to write the findings in their activity book after the discussion.

 

Show large online pictures/posters of traditional cuisines in Great Britain, South Korea, Tanzania and Malaysia (UK: English Breakfast, South Korea: Kimbap, Tanzania: Ugali, Malaysia: Nasi Lemak) and paste them on the board. Drill the names of the cuisines and make sure that the Ls can pronounce them correctly.

 

Ask Ls to find a pair and give flashcards of the cuisine names and picture + flag and country names of the four countries and asks the Ls to guess and match which cuisine belongs to which country with their pairs. Give feedback and paste the correct flashcards on the board. 

 

Ask Ls to work with the same pairs and identify the names of the ingredients that they can see from the pictures. Elicit responses from the Ls and writes them on the board. 

 

Tell Ls to use their ipads/computers and research on the correct ingredients which are used to make each dish, the time of day in which the dishes are eaten and how it is eaten. Ask Ls to give their answers and write them in a table on the board.

 

E.g: 

 

 | Name of cuisine | Ingredients | When it’s eaten | How it’s eaten
| Kimbap | Seaweed, rice, carrots, cucumber, radish etc. | Snack, during picnics | Using chopsticks

 

Tell Ls that they are going to play the “Supermarket” game. Instruct Ls to form a big circle. Then give different flashcards of different ingredients (16 altogether) to each L and ask them to play the game. Ask the first L to say e.g “I went to the supermarket and bought rice” and the second L should continue saying what the first L said with the ingredient that he/she has in his/her hand. The game continues until it ends with the last L having to say all 16 ingredients. To be fair, play the game twice but start the second round with the last L.

 

Ask Ls to name different flavors and adjectives to describe the taste of food that they know and elicit feedback. Drill the words – Flavor: sweet, salty, sour, spicy, bland (no flavor) + Adjectives: Delicious, yummy, tasty, etc. Tell Ls to add TOO to describe if the flavor is too extreme or not to their liking (negative form): TOO sweet, salty, sour, spicy, bland (no flavor).

Tell Ls that they will be having a taste test. Place the food: honey/candy, lemon/lemon juice, peanuts/crisps, cereal/oat/water, pepper/hot sauce with name cards next to the food and ask Ls to taste the five food items and describe their flavors in groups. Elicit feedback and ask Ls to write their answers in the table in their activity book.

 

Write on the board preferences for food:

Q: Do you like (name of food – e.g. kimchi)?

A: Yes, I like kimchi / No, I don’t like kimchi.

 

Ask a L to volunteer to come to the front of the class and demo the roleplay. Change different names of food so the L can answer both in the positive and negative form.

 

Tell Ls that they can also add connectors like and/but/because to show their preference of food.

 

Q: Do you like (name of food – e.g. rice?)

A: Yes/No (preference), I like (name of food) and/but (connector) I don’t like (name of food).

 

Roleplay with another L.

 

Q: Do you like (name of food)?

A: Yes/No (preference) because (connector) it is tasty/too tasty (adjective).

 

Roleplay with another L.

 

Ask Ls to work in pairs and do a roleplay to describe what foods they like/don’t like and why. Then ask them to swap their turn with their partners. Encourage them to use the connectors and the tastes to their preferences which they have learnt. 

E.g.:

“Do you like chocolate?”
 “Yes, I like chocolate.”
 “I like chocolate, but I don’t like carrots.”
 “I like chocolate because it tastes sweet.”

Ask Ls to write foods that they prefer and why in their activity book. Instruct them to use the connectors (and/but/because) and food adjectives (delicious, yummy, tasty/ too salty, sweet, sour, bland, spicy).

Ask Ls to choose a pair and tell them that they are going to make “Kimbap”. Demo to the Ls on how to make “Kimbap” and later distribute the ingredients of “Kimbap” to each pair and ask them to make their own. Look at the video below on how to make "Kimbap".

 

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Ask Ls to watch their Day 1 video journal which they have recorded and uploaded on Edmodo and ask them to fill in the self-evaluation form for Day 4 in their activity book.

 

COOLER:

 

Ask Ls to log on the Kahoot! website and tell them they will need to answer a quiz about the lesson of the day. Tell them that they have to click on one answer in 10 seconds. Record their points after they have done the quiz.

 

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.

By the end of this unit, students will be able:

a)       To name and describe different religions

b)      To name and describe festivals in the UK, South Korea, Tanzania and Malaysia 

Duration: 2 hr 30 mins

Vocabulary: 

Grammar: 

Social/cultural values: to appreciate cultural diversity

Technology: Triptico

Creativity: 

Resources: IWB/Whiteboard and markers pens, ipads/computers, flashcards

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for remaining the 3 mins.

 

Q: What religion/belief do the people in your country follow? What other religions are in your country? What is the name of having no religion? (atheism)

 

Show online pictures of different religions (Islam, Christian, Hinduism, Buddhism) with its followers and give examples their symbols. Ask Ls where people pray/worship. Elicit feedback and show them pictures on IWB. Drill the names of the places with the pictures.

In pairs, ask Ls to match the religions to the symbols and places of worship in their activity book. Tell them to cut and stick the words and pictures from page x onto the boxes provided. Then, ask Ls to write the names of the followers for each religion on the dotted lines.

 

To reinforce what the Ls have done in the previous activity, ask them to make the religious symbols for the four religions with play dough and then write a short sentence under each one of the symbols.

E.g. 

I am Muslim. 

My neighbour is Christian. 

Q: What famous festivals do you have in your country? Draw a mindmap to write down Ls’ responses. Include what, when, why, where and how the festivals are celebrated. Then show online pictures of the festivals celebrated in the UK (Bon Fire Night), South Korea (Chuseok – Korean Thanksgiving), Tanzania (Nane Nane - Farmer’s Day) and Malaysia (Merdeka Day – Independence Day). Drill the names of each festival.

 

In their activity book, ask Ls to match the correct name and country (flag) to the four festivals by drawing a line between them.

 

 

Provide each L with a bingo card (there are 4 variations). Tell Ls that they have to cross out the name of the followers of the religion (if the name of the religion is called out) or vice versa / the name of the festival (if the name of the country is called out) or vice versa.

 

Islam – Cross out Muslim

Great Britain – Cross out Bon Fire Night

Christian – Cross out Christianity

Chuseok – Cross out South Korea

 

When all boxes are crossed, ask Ls to raise their hand and shout “Bingo!”. The first to yell Bingo (with all boxes crossed) is the winner. Then, ask Ls to cut and stick their Bingo cards in the space provided in their activity book.

 

In groups, ask Ls to guess/predict how each festival (UK - Bon Fire Night, South Korea - Chuseok – Korean Thanksgiving, Tanzania - Nane Nane - Farmer’s Day and Malaysia - Merdeka Day – Independence Day) is celebrated. Elicit feedback and write some of the Ls’ responses on the board.

 

With the same groups, ask Ls to search the Internet to find the correct information about each festival. While the Ls are searching for the information, draw a grid in the board with the Ls’ names and the names of the four festivals. 

 

 

 | Name  | Bon Fire Night | Chuseok | Nane Nane | Merdeka Day
| ***** |   |   |   |  
| ***** |   |   |   |  
| ***** |   |   |   |  

 

Give Ls sticky notes and ask them to write the information that they have found on it. Then, ask them to place it on the class grid. Once everyone has placed their sticky notes on the board, tell them to read each other’s sticky notes and compare their answers.

Ask Ls to choose one festival that they like and tell them to use the arts and crafts materials provided to make and decorate a handicraft. (e.g. flag/costume/gift etc.)

With their handicrafts, ask the Ls to act out and do a role play to describe and explain how they would use their handicrafts to celebrate the festivals.

 

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Ask Ls to record themselves speaking using a smartphone/camcorder for 3 min about what they have learnt in Day 3 and encourage them to say how they feel + what they like about the day. Give them 2 min to prepare what to say.

 

In groups, ask Ls to draw a spider diagram on A3 paper about what they have learnt (festivals) and stick them on the wall. Then, ask them to go around the class and read what other groups have written down. 

 

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.