12 Suggested Post-lesson tasks for PdPc English KSSR Year 1, Year 2 and Year 3

12 Suggested post-lesson tasks for PdPc English KSSR Language Year 1, Year 2 and Year 

12 Aktiviti Penutup untuk PdPc Bahasa Inggeris KSSR Tahun 1, Tahun 2 dan Tahun 3

Below are 12 lesson tasks which teachers may choose from or adapt for the Post-lesson section within the Scheme of Work. These Post-lesson tasks are suitable for ending almost any skills-focused lesson. They are simple for pupils to participate in.

Each Post-lesson task takes about 5–10 minutes of class time. Teachers can, of course, use their own Post-lesson tasks whenever they think that these would be more suitable for the pupils they teach.

Please note that these tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be modified for slightly more proficient pupils, as noted in the task description.

POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text that pupils will work on in the lesson (e.g. Mike’s favourite season is winter instead of Mike’s favourite season is summer).
2. During the lesson, after pupils have worked on a Listening or Reading text and understood it, tell them they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.

POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: To review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of a text that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may be The story is about a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can remember from the text, using the flashcards to help them. This could be sentences focusing on content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board and write information under the corresponding flashcard.

POST-LESSON TASK 3: GUESS THE WORD

AIM: To review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.
2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting pupils see what it is.
4. Explain the word without saying the name, or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there are none left in the bag.
A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4–6 in their own groups.

POST-LESSON TASK 4: CORRECT THE ERROR

AIM: To review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors that pupils made in a Writing task. These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected versions.

POST-LESSON TASK 5: REMEMBER IT, SAY IT

AIM: To practise the pronunciation of key language from the lesson
MATERIALS: Listening or Reading text, board
1. After pupils have worked on a Listening or Reading text, choose a key sentence or sentences you want pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence.
Note: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words depending on their familiarity, the age and the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.

POST-LESSON TASK 6: WHISPER AND WRITE

AIM: To review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This continues until it reaches the pupil at the front of the line, who writes down the word, or follows the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil 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 point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.

POST-LESSON TASK 8: MAKE A WORD LADDER

AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3 minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point. Alternatively, you can avoid giving points for these kinds of game but offer praise yourself and from the other pupils when teams do well.

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

AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
MATERIALS: Board
1. Write target language on the board (e.g. seasons, I like/do not like): about 5–7 target items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class is large, pupils can work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.

POST-LESSON TASK 10: TEST YOUR MEMORY

AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make their statements.

POST-LESSON TASK 11: WHAT ABOUT ME?

AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.

POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: To reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an answer and write it on the board. Then give another example; then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a Speaking activity. This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound. This could be from the lesson or could be from the whole year so far.