Hip

SUCCESS CRITERIA
• Di akhir perbengkelan, peserta akan dapat:
1. Memahami dan seterusnya dapat mengaplikasi HIP di sekolah.

2. Mengira kadar keberkesanan HIP di sekolah dengan
menggunakan borang kajiselidik yang disediakan.
3. Merancang program usahasama@handholding dengan
sekolah yang lain.
OVERVIEW / LATAR BELAKANG
• HIP is a programme introduced under the MBMMBI policy that will

improve the English proficiency of students. It also aims to inculcate
positive behaviours towards the learning and usage of the English
Language.
• Program HIP diperkenalkan di bawah polisi MBMMBI yang bertujuan

meningkatkan kemahiran Bahasa Inggeris di kalangan murid/pelajar.
Program ini juga bertujuan menanamkan sikap positif terhadap
pembelajaran dan penggunaan Bahasa Inggeris.
FUNDAMENTAL FACTORS
• The success of the HIP largely depends on the combination of four
fundamental factors; School Head, Teachers, Students, Parents and
Community.
• Keberkesanan program HIP bergantung kepada gabungan empat

faktor asas; Pentadbir sekolah, Guru-guru, Murid/Pelajar, Ibu Bapa
dan Masyarakat.
The Case for Change
Malaysia’s English is not at par with neighbouring counterparts
Third in S.E.A., behind Singapore and Philippines in proficiency.
Source: Jobstreet ELA, 2011, http://www.thestar.com.my/story/?file=/2011/6/7/nation/20110607160637
English Proficiency of Form 5 Students

C2
C1
2%
B2
55% 43%
B1
A2 Source: Cambridge Baseline Study 2013
A1 C1 B2 and below A2 and below
In general, local graduates are highly qualified but are not proficient in English – National
Graduate Employability Blueprint 2012-2017 by MoE
Source: Survey conducted by Manpower (2008), extracted from the National Graduate Employability Blueprint 2012-2017
6
The Case for Change
1 Enhance Knowledge
Able to read, understand, explore and learn more from the
information available on the internet. Enjoy and benefit other
subjects/domains
2 Further Studies
Poor IELTS results have hampered students to apply to study
overseas. Poor English hampers the ability to cope in higher
education especially in science, medicine, law, engineering,
technical and economic fields.
3 Workplace requirements
Even for entry levels and junior level jobs, employers say they need
people who are proficient in English to work and interact with
customers, suppliers, as well as write reports and read manuals.
95% employers believe that an enhanced quality of the English

Language improves the productivity of staff. Since 2006, poor
English proficiency among fresh graduates is consistently ranked as
one of the top five issues.
Parents want an increase in exposure to the English language – Evident

through letters and articles in media
7
HIP aims to codify best practices of school leaders and scale up to all
schools via sharing, learning and support
What’s Goal of the Programme
New?
All schools put
into practice
• Schools adopt best

practices according to
level and capacity
• Sharing of schools’ best practices

• Cater for different levels and limitations
• Peer-to-peer school support
• Continuous support by SIP+, SISC+, district and state
The programme aims to improve the English proficiency of students through
increased immersion and usage .
Programme Targets HIP Toolkit
(A) Self Assessment Tool (B) Guide Book

Increase self-assessed
levels of English
immersion of schools
Level of English 1. Fundamental Factors

Increased 1
immersiveness • How to build confidence
acceptance and level of
towards English comprehension?
language
2 Capacity Gaps 2. Strategic Planner for

Activities
Increased overall
English proficiency • How to implement and
overcome challenges?
of students
9
HIP APPROACH
THE WHOLE SCHOOL APPROACH
• Create a conducive
• Lead and motivate environment for learning
English.
SCHOOL TEACHERS
HEAD
LEARNERS PARENTS AND

COMMUNITY
• Take charge of learning and • Provide expertise and lend

development assistance
Addressing the Need for Better English Proficiency
Importance of being proficient in the English Language
1 2 3 4
School Teachers Students Parents &
Head Community
The Anchor The Doer The Learner The Supporter
• Create an English • Create an English • Take charge of personal • Create an English

environment environment development and environment
• Be a leader and constant • Conduct effective teaching learning • Provide expertise
motivator and learning • Support teachers in • Lend help and assistance
• Ensure sustainability • Create English activities • Provide financial aid
• Involve parents and programmes, tools, and • Involve parents and • Implement CSR activities
community aids community in activities
• Organize events and
activities
Implementation Plan
Best Implementation Adaptation Possible
Practices Steps Ideas Challenges
Parameters
Impact on Ease of
Students Which level of Suitable for Total cost of the Special/ critical
English implement-
involved? students? rural/ urban? activity? requirements
proficiency? ation?
1
3
SUPPORTING ACTIVITIES FOR HIP
1. IN CLASS
2. OUT CLASS
3. EXTRA CLASS
4. OUTREACH
Supporting activities to create a highly immersive environment
1 2 3 4
In-Class Out-of-Class Extra Classes Outreach
To create effective & engaging in- Further support for high-need To increase English immersive
To increase immersive
class programmes to facilitate the environment in school students and achieving students through community outreach &
learning of English various collaborations
• Drop Everything and Read

• • International/Local Skype
• Fun learning Merry Coaching in Merry Land
• Speakers’ Corner @Webinar
• Let’s Talk! • Welcome ABC
• Assembly in English • Mentoring of schools
• Let’s Read Together • Holiday Fun Learning
(Shared/Guided) Reading • English Tunnel • Field trips
• Sunflower Programme
• Show Your Talent • Dear Diary • Parents in the House
• LINUS 2.0 (Literasi Bahasa
• Project-based learning • Young Talent Inggeris) • Pupils Exchange Programme
• Junior Stage • External Collaboration with
• Language Games universities, colleges
• English Newsletter • Parents’ Talk
• Young Reading Tutor • Pen-pal Programme
• Young Entrepreneur • Little Ambassadors
Implementation Best Implementation Adaptation Possible

Plan Practices Steps Ideas Challenges
Group of Impact on Ease of

Suitability for Cost of the Critical
Parameters students English implement-
rural/ urban activity requirements
involved proficiency ation
Collaboration with external parties would contribute highly to the effectiveness and
sustainability of HIP in schools
Three (3) Types of Partners for HIP:
1 Parents and 2 Institutions of 3 Corporates

Alumni Higher Learning and NGOs
Public Higher Private Higher

Polytechnics & Institut Pendidikan
Education Education
Community Colleges Guru
Institutions (IPTA) Institutions (IPTS)
Pilot and Implementation Strategy
Pilot 2016 Scale 2017 Implement 2018
Test, revise, showcase Learn, improve, showcase Monitor, refine, celebrate
Stage 1 Stage 2 Staged Full

Jan–Jun 2016 Jul-Dec 2016 Roll-Out Roll-Out
94 1,200 5,500
10,000 schools
schools Schools schools
Objective of Pilot Stage

• Ensure that there are 1. Ease of logistics and physical scalability:
adequate support and • Peninsular by zones: North, South, Central and
monitoring that is scalable East
and sustainable for the • Sabah and Sarawak
schools 2. Implement by PPD
3. Focus on good diversity of schools:
• Able to respond to pilot • Types of schools: SK, SJK C and SJK T
feedback and update toolkit in • Covers both rural and urban schools
a timely and speedy manner • Bands 3, 4, 5 and 6
• Emphasise on poor and rural schools
BEST PRACTICES
Best Practices: Fundamental Factors
School Heads
• Lead the school in creating an English environment.
Create an English • Provide constant motivation and support to teachers to carry out English programmes .
Environment • Speak in English during English Day/Week/Month activities/ assembly.
• Greet students, teachers and school community in English .
• Ensure all English programmes are carried out effectively.
• Maintain a high level of commitment by being actively involved in meetings and activities.
• Provide constant motivation and support to teachers to carry out various English programmes.
Be a leader and constant • Initiate English support programmes and provide facilities– Reading corner, SAL centre, Book Kiosk, etc.
motivator
• Ensure effective and fun teaching methods are carried out.
• Lead by example (role model) e.g. communicate in English and lead specific English activities.
• Create a learning culture by participating and encouraging teachers to be involved in professional
learning communities
• Monitor English teachers– Management by Walking Around (WAYS).

Ensure Sustainability • Support all English programmes carried out in school.
• Observe English lessons.
• Encourage teachers, parents and students to work together to ensure maximum impact.
Involve parents and • Greet and meet parents and students at the gates - all conversations are in English.
community • Seek involvement of higher education institutions and private sectors to carry out English programmes
and provide career guidance.
• Work proactively to transform and change perception of parents and community towards English
through active engagement.
Teachers
For English Teachers
Create an English • Encourage learning and sharing in the school with peers, students, parents and community.
Environment • Organise and implement the use of English in school events and the learning of English.
For All Teachers

• Practise English in the school with colleagues, students, parents and community.
• Organise and support the use of English in the learning of subjects and school events.

Be a Leader and • English teachers act as mentors to all other teachers .
Constant Motivator • Encourage Professional Learning Communities (PLC)-sharing of professional practices.
• Encourage students to use English in the learning of subjects and school events.
For All Teachers

• Peer encouragement and support in the use of English.
• Encourage students to use English in the learning of subjects and school events

Encourage Learning Using • Implement creative and innovative teaching strategies (21st century skills).
English • Conduct differentiated teaching and learning for different levels.
• Organise inter-school/class competitions.
• Work together with parents and community to organise activities using English.
• Create a print-rich English environment in the school.
Students
Create an English 1. Encourage peers to use English.

Environment 2. Use English with peers, teachers, parents and community.
3. Collaborate with peers, teachers, parents and community to create and implement English activities.
1. Participate actively in English language activities and competitions.

Build Confidence in Using 2. Engage in activities that develop motivation to learn English.
English 3. Encourage peers to participate in English based activities.
1. Lead English activities such as newspaper in education, debates, spelling, story telling, English
Engage in Personal Month/Week activities.
Development and Learning 2. Utilize alternative media to learn English.
Parents and Community
• Support actively via PIBG to create a school culture and environment that supports the use of
Create an English English.
Environment • Encourage the use of English at home.
• Buy English reading materials for use at home.
• Encourage children to watch English programmes on the television.
• Organise Story-telling corner

• Organise Parents Talk ( e.g. Career Talk)
• Organise Remedial / supplementary classes
Direct Involvement in • Organise Training for choral speaking competitions
School Activities • Organise Mind Your English lessons – before/ after school
• Organise international exchange programmes
• Organise Educational Camps – during holidays
• Organise Talentimes programmes.
• Provide transportation for English-related activities.
• “Reserve” teaching (taking into account qualifications of parents).
• Become teaching assistants.
• Attend at monthly performance dialogue.
• Ensure students complete homework.
Provide Support and • Parents “Support Group”
Assistance • implement English enrichment activities in schools by seeking assistance from private sector.
• Undergraduates from Higher Education Institutions to support schools in English activities and provide
extra classes.
• Seek Sponsorship of UPSR materials from employer and corporate sector.
• Support for Tuition/remedial classes in English.
• Support and prepare for SSR/DEAR reading materials.
• Donation to school.
PRIMARY
IN-CLASS
ACTIVITIES
List of activities: In-Class
Objective: To create in-class programmes that are engaging for students to learn English
No. Activity Brief Description

1 Fun Learning • Pupils are involved in fun learning activities. For example:
o role-play
o action songs, jazz chants, poems
o storytelling
o drama
o language games (e.g. board game, puzzle)
2 Let’s Talk • Pupils talk to others (in groups and in pairs) for one to two minutes on a selected topic.
• Pupils talk on a topic individually.
3 Let’s Read Together • Pupils are involved in shared and guided reading activity.
4 Show Your Talent • Pupils are given the opportunity to show case their talents through different genres, for
example:
o role play/drama/puppet show
o singing/rhymes/poem recital
o dance/flash mob
5 Project-based Learning • Pupils carry out a project-based task on a specific theme or topic. Examples of project-
based tasks include
o scrapbook
o concertina book
o video clip
o vocabulary tree
o daily diary
25
Activity : Fun Learning
Brief Description Fun learning focuses on creating a non-threatening environment for pupils to use the language creatively.
This activity also aims to boost pupils’ confidence and engagement in using English.
Objectives • To develop pupils’ creative and critical thinking skills.

• To use the English language to communicate ideas confidently in both oral and written forms.
Best Practices • Encourage whole class participation.

(Creating an immersive • Employ collaborative and cooperative learning strategies.
environment) • Create student-centred activities.
• Link activities to real world situations.
Implementation 1. Identify the activity(s) that is/are suitable to the topic and pupils’ needs.
Steps 2. Set clear student outcomes for the activity(s).
3. Prepare relevant materials.
4. Provide clear instructions on how to carry out the activity(s).
5. Maximise pupils’ participation and monitor the use of English throughout the activity(s).
Suggested activity
1. Find a short video clip i.e. from a movies or advertisement that are suitable for the target pupils.
2. Allow pupils to watch the video clip.
3. Ask pupils to write their own scripts.
4. Assist pupils by providing structure for script writing.
5. Play the video clip by turning off the sound.
6. Ask pupils to role play the scene in the video by using their own scripts.
7. Use a checklist to observe and record pupils’ use of English.
Adaptation Ideas • Use cartoon strips and get pupils to add/ replace/ fill in dialogues in speech bubbles.
(To adapt to restrictions, • Use cue cards to help pupils with low proficiency.
special requirements, and/or • Preferably carry out lesson in the language lab or computer lab.
cost) • Suggested resources
• Video clips/Movies
• Internet (e.g. YouTube)
Tips for Effective • Employ effective time management.

Implementation • Ensure effective class control.
• Manage effective grouping of pupils.
• Select activities that are familiar and popular among pupils.
Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical
(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low Medium = < RM 1000
1/2/Both Urban/ Both High = > RM 1000 Impact (Low, Med, High) (Qualified parents,
Performing, etc)
(Low, Med, High) sufficient teachers,
transportation)
All Level 2 Both Low High Low difficulty Parents assist their
children
Activity : Let’s Talk
Brief Description Let’s Talk focuses on creating a non-threatening environment for pupils to use the language creatively to
develop pupils’ fluency in English. This activity also aims to boost pupils’ confidence and engagement in
using English. It can be carried out at any stage of the lesson where pupils talk for 1 minute on a selected
item or topic for the day.
Objectives • To use the language confidently by talking about topics of interest.

• To share knowledge with others.
Best Practices • Encourage whole class and individual participation.

environment) • Link activities to real world situations.
• Provide positive feedback to pupils.
Suggested Activity
1. Teacher selects a topic to model the structures of a talk.
2. Brainstorm ideas for content.
3. Provide structure for presenting the talk e.g. greetings, introduction
to the topic, content and conclusion.
4. Encourage pupils to choose topics they want to talk about.
5. Give 3-4 minutes for pupils to prepare their talk.
6. Allocate 1-2 minutes for each pupil to present in groups/ whole
class depending on pupils’ readiness.
7. Provide help if needed.
Adaptation Ideas • Use stimulus or cue cards to help pupils to present their talk.
(To adapt to restrictions, • Prepare materials to start, for example, different objects in a box and let the pupils to choose an
special requirements, and/or object to talk about.
cost) • Teacher models the activity.
• Suggested activities:
o Poster presentation
o Present ending of a story
Tips for Effective • Provide encouragement and non-threatening environment.

Implementation • Progress from talking within a group to individual presentation (confidence building).
• Employ effective time management..
• Ensure effective class control.
• Select topics that are familiar and popular among pupils.
1/2/Both Urban/ Both High = > RM 1000 Impact (Low/Med/High) (Qualified parents,
Performing, etc)
transportation)
All Both Both Low High Low difficulty N/A

Activity : Let’s Read Together
Brief Description Let’s Read focuses on creating a non-threatening reading environment for pupils to read and understand
texts. This activity also aims to boost pupils’ confidence and engagement in reading. This is a shared and
guided reading activity. Teacher selects a suitable reading text to be shared with pupils.
Objectives • To develop reading fluency.

• To read and understand texts by responding to questions.
• To build and enhance pupils’ vocabulary.
Best Practices • Encourage whole class and individual participation.

• Provide positive feedback to pupils.
• Model accurate pronunciation to pupils.
Suggested Activity
1. Choose an interesting book – big book/illustrated book/story book.
2. Ask questions to stimulate thinking based on the cover/illustrations.
3. Teacher reads a section of the page and elicit responses from pupils.
4. Encourage pupils to read along.
5. Initiate a discussion about the plot, characters, setting, moral values of
the story.
6. Ask pupils to give an alternative ending of the story in groups.
Adaptation Ideas • Prepare cue cards to help pupils to talk about the story.
(To adapt to restrictions, • Conduct jigsaw reading.
special requirements, and/or • Conduct readers theatre.
cost)

Implementation • Progress from talking within a group to individual presentation (confidence building).
• Employ effective time management.
• Manage effective class control.
Performing, etc)
transportation)
Selected Both Both High High Low difficulty Qualified parents to help
pupils enhance their
reading skills
Activity : Show Your Talent
Brief Description Show Your Talent focuses on creating a non-threatening environment for pupils to use the language
creatively. This activity aims to develop pupils’ fluency in English by boosting their confidence and
engagement in using English. Pupils are to choose what they would like to perform in English.
Objectives • To use the English language to communicate ideas orally with confidence.
• To develop pupils’ creative and critical thinking skills.
• To work collaboratively with others to complete the task.
Best Practices • Allow pupils to decide on the type of performance.

(Creating an immersive • Allow pupils to showcase their talents.
environment) • Encourage whole class participation.
• Employ collaborative and cooperative learning strategies.
• Create student-centred activities.
• Link activities to real world situations.
2. Set clear student outcomes for the activity(s).
Steps 3. Prepare relevant materials.
Suggested Activity
1. Choose an interesting topic or identify the situation based on the textbook.
2. Create questions that can stimulate critical and creative thinking.
3. Give options to the pupils to perform individually or in group.
4. Provide structures to present ideas/show talent/dramatize the story/scenario.
5. Encourage pupils to use simple language.
6. Discuss with pupils the criteria for presentations/performances.
7. Provide sufficient time for pupils to prepare their presentations/performances.
8. Ask pupils to present to the whole class.
9. Encourage pupils to give feedback to one another.
Adaptation Ideas • Pupils with higher ability may want to continue writing the script; others may write a short
(To adapt to restrictions, paragraph.
special requirements, and/or • Pupils can show their talents in different ways.
cost) • If this is adopted as a take-home activity, one blank paper could be provided. Pupils could also
be encouraged to draw illustrations of what they write.
• Suggested performance/presentation:
• role-play
• drama
• puppetry
• singing/poem recitation/jazz chant

Implementation • Employ effective time management.
Performing, etc)
transportation)
Selected Both Both Medium to High High Low difficulty Qualified parents to help
pupils in their preparation
OUT-OF-
CLASS
ACTIVITIES
List of activities: Out-of-class
Objective: To create an environment that facilitates increased usage of the English language outside of the
formal classroom

1 Drop Everything and This activity involves reading of printed materials in English (storybooks, magazines,
Read (DEAR) newspapers, articles, brochures, etc.) by primary school pupils (pre-school till Year 6). The
activity requires classroom time set aside for teachers and pupils to carry out Drop Everything
and Read. The goal is to encourage independent reading for pleasure for a period of time on a
weekly basis. Pupils choose the materials they wish to read based on their interests and abilities.
It is aimed that through this regular activity, pupils are motivated to read.
Activities to support the DEAR activity include:
• Spellathon, Learn a Word a Day,1Pupil 1Book, English Zone/Kiosks/Corner and WOW
(Words on Wheel)
2 Speaker’s Corner This activity requires a designated site in the school grounds (preferably near the school
canteen) where open-air public speaking can take place. Pupils are given the opportunity to
speak on topics of their interest at the Speaker’s Corner. This activity is preferably carried out
during break time. It aims to develop pupils’ oracy skills. Presentation can range from storytelling,
poem recitation, a book review, a synopsis of movie, show and tell to daily news.
Activities to support the Speaker’s Corner activity include:
• Let's Talk, Let’s Read, Show your Talent and Project-based Learning
3 Assembly in English Assembly in English is carried out fortnightly. This event involves all instructions, announcements,
speeches, invocation and presentations to be carried out in English. This event aims to promote and
create a highly immersive English environment in school.
Activities to support the assembly in English include:
• Storytelling, choir/choral speaking, poem recitation, book review, sketches, riddles/quizzes
4 English Tunnel This activity encourages pupils to develop their literacy skills through the use of words, phrases and sentences as reading
materials. It also aims to consolidate the activities taught in the classroom by showcasing the work in the English Tunnel.
Activities to support the English Tunnel include:
• Reading along, vocabulary tree, idioms, essays, newspaper cuttings and articles
5 Dear Diary This activity encourages pupils to reflect on events experienced throughout the day by writing reflection in their diary.
Pupils are encouraged to share their reflection with their friends.
Activities to support Dear Diary include:
• Thinking questions and usage of metaphors
6 Young Talent This activity enables pupils to coordinate and organise events in school. It is aimed at developing pupils’ oracy skills. It also
develops pupils’ soft skills, organisational skills and protocol procedures.
Activities to support the Young Talent activity include:
• Creating emcees, creating deejays, claying hosts, creating sport commentators
7 Junior Stage This activity encourages pupils to stage their performances with confidence to the school community. It can be carried out
for special occasions in school.
Activities to support Junior Stage include:
• Concerts, drama/theatre, song competition
8 Language Games (Outdoor This activity encourages pupils to play indoor or outdoor games. Pupils are to use English when playing the games. This
& Indoor) activity aims to develop pupils’ language and social skills in a fun way.
Games that can be used include:
• Outdoor – hopscotch, London bridge is falling down, hide & seek, treasure hunt, or spellathon
• Indoor – card games, board games, scrabble, word search, bingo, naming things or vocabulary games, charades
9 English Newsletter This activity involves a monthly publication produced by pupils. This activity encourages pupils to take the role of journalists
by reporting on events happening in school. It is aimed to develop pupils’ language skills by employing the process writing
approach – brainstorming, drafting, editing, reviewing, publishing.
Activities to support English Newsletter include:
• Interviews, note-taking, reporting, summarising
10 Young Reading Tutor This activity allows pupils to tutor their peers with reading difficulties. It is aimed to provide practice and encourage pupils
with reading difficulties to read. It also fosters collaboration among peers to improve reading.
Activities to support Young Reading Tutor include:
• Reading along, taking turn in reading, discussions and giving opinions
11 Young Entrepreneur This activity allows pupils to practice real world situations by role playing or promoting item for sale. The aim of this activity is
to promote confidence in speaking among pupils. It also raises awareness of the concept of setting up a business.
Activities to support Young Entrepreneur include:
• Role play, canteen day, auction, school cooperative day
Activity : Drop Everything and Read (DEAR)
Brief Description This activity involves the reading of printed materials in English (storybooks, magazines, newspapers, articles,
brochures, etc.) by primary school pupils (pre-school till Year 6). The activity requires time set aside for teachers
and pupils to carry out Drop Everything and Read. The goal is to encourage independent reading for pleasure for a
period of time on a weekly basis. Pupils choose the materials they wish to read based on their interests and
abilities. It is aimed that through this regular activity, pupils are motivated to read.
Objectives • To instill reading habit among pupils.

• To enhance pupils’ general knowledge.
• To share information and knowledge with others.
• To inculcate social skills and moral values among pupils.
• To boost pupils’ confidence in using English.
Best Practices 1. Activity can be carried out before the start of a school day.
(Creating an immersive 2. Teachers facilitates and monitors pupils during the activity.
environment) 3. Teacher gives support and encouragement to the pupils.
4. Teacher displays the outcomes of the activity from time to time.
5. Encourage pupils to write a review or a reflection on what they have read in their daily diary.
6. Encourage pupils to review a book during the assembly.
Implementation 1. Pupils bring their story books or any suitable printed English materials.
Steps 2. Pupils may seek teacher’s advice regarding the suitability of their material.
3. Carry out the activity 20 minutes before the start of a school day, three days in a week.
4. Pupils read the book or material at their own pace and ability.
5. Pupils read the book or material for 10 minutes and share what they have read with their peers for another 10
minutes.
6. Encourage pupils to write a review or reflection of what they have read in their daily diary.
* Encourage pupils to read anytime in between classes, during recess and after school ends.
Adaptation Ideas • Use printed materials such as newspaper, articles and brochures.
(To adapt to restrictions, • Encourage book donations from parents and community.
special requirements, and/or • Integrate DEAR with the Young Reading Tutor activity.
cost) • Get parents’ involvement for the activity.
• Activities to support the DEAR activity include:
• Spellathon
• Learn a Word a Day
• 1Pupil 1Book
• English Zone/Kiosks/Corner
• WOW (Words on Wheel)
Tips for Effective • Provide reading materials based on pupils’ interest.

Implementation • Encourage low proficiency pupils to read in pairs.
• Create a non-threatening environment.
Performing, etc)
transportation)
All levels Both Both Medium - High High Low difficulty Supply of suitable books
for the school
Activity : Speaker’s Corner
Brief Description This activity requires a designated site in the school grounds (preferably, near the school canteen) where open-air
public speaking can take place. Pupils are given the opportunity to speak on topics of their interest at the
Speaker’s Corner. This activity aims to develop pupils’ oracy skills. Presentation can range from storytelling, poem
recitation, a book review, a synopsis of movie, show and tell to daily news.
Objectives • To enhance pupils’ public speaking skills.

• To build pupils’ confidence in speaking.
• To motivate pupils to love the language.
• To inculcate social skills among pupils.
Best Practices • Allocate time for each presentation.

(Creating an immersive • Assign pupil in-charge of the Speaker’s Corner.
environment) • Prepare guidelines for the different types of presentations and display the guidelines at the school, e.g. at the
English corner (e.g. public speaking, storytelling, poem recitation, speech).
• Nominate and award the best speaker of the month based on pupils’ feedback/vote.
Implementation
Steps 1. Pupils decide on the type of presentation they would like to give.
2. Pupils prepare for the presentation.
3. Pupils may seek assistance from teacher on the format of the
presentation.
4. Pupils present at any suitable time.
Adaptation Ideas Other activities to support the Speaker’s Corner activity
(To adapt to restrictions, include:
special requirements, and/or • Let's Talk
cost) • Let’s Read
• Show your Talent
• Project-based Learning
Tips for Effective • Provide clear guidelines on the different types of presentations.
Implementation • Display presenter’s name to acknowledge participation.
• Display presenters’ topics to encourage audience engagement.
Performing, etc)
transportation)
All levels Both Both Low - Medium High Low difficulty PA System, Kiosks/Booth
Activity : Assembly in English
Brief Description Assembly in English is carried out fortnightly. This event involves all instructions, announcements, speeches,
invocation and presentations in English. This event aims to promote and create a highly immersive English
environment in school.
Objectives • To provide exposure to English.

• To build school head, teachers and pupils’ confidence to speak in English .
Best Practices • Employ the usage of English throughout the assembly.

(Creating an immersive • Engage and support the staff and pupils to give instructions, make announcements, deliver speeches, recite
environment) the invocation and conduct presentations in English.
Implementation 1. Greet pupils in English.

Steps 2. Give instructions to pupils in English.
3. Recite the invocation in English.
4. Deliver speeches in English.
5. Conduct presentations in English.
Adaptation Ideas • School may prepare schedule for teachers to share information, knowledge or give motivational talk in
(To adapt to restrictions, English with the pupils.
special requirements, and/or • Activities to support the Assembly in English include:
cost) • storytelling
• choir/choral speaking
• poem recitation
• book review
• sketches
• riddles/quizzes
Tips for Effective • Create a non-threatening environment.

Implementation • Provide encouragement to use English.
Performing, etc)
transportation)
All Both Both Low High Low difficulty PA System
Activity : English Tunnel
Brief Description This activity encourages pupils to develop their literacy skills through the use of words, phrases and sentences as
reading materials. It also aims to consolidate the activities taught in the classroom by showcasing the work in a
designated space in the school, i.e. the English Tunnel.
Objectives • To facilitate the pupils in obtaining English knowledge with suitable materials and a meaningful learning
process.
Best Practices • Quiz the pupils based on the materials available in the English tunnel.
(Creating an immersive • Update the tunnel with new materials according to specific themes (for example: Independence Day or other
environment) special events).
• Collaborate with other Panels.
Implementation 1. Identify a suitable place in the school for the English tunnel.
Steps 2. Research and select suitable materials to be placed in the tunnel.
3. Display or present the materials in fun and attractive ways.
4. Update the materials regularly.
Adaptation Ideas • Use school corridor or classroom doors as the English Tunnel.
(To adapt to restrictions, • Allow other subject teachers to provide materials for the English Tunnel.
special requirements, and/or • A list of activities to support the English Tunnel include:
cost) • Reading along
• Vocabulary tree
• Idioms/proverbs/similes
• Essays
• Newspaper cuttings
• Articles
Tips for Effective • Ensure English is used throughout the activity.

Implementation • Set up an organising committee to execute the activity.
• Encourage parents, community and private companies to support the activity.
Performing, etc)
transportation)
All Both Both Low Low - High Low difficulty Strategic venue in the
school
Activity : Young Talent
Brief Description This activity enables pupils to coordinate and organise events in school. It is aimed at developing pupils’ oracy skills. It also develops
pupils’ soft skills, organisational skills and protocol procedures.
Objectives • To develop pupils’ oracy skills.

• To use language creatively.
Best Practices • Provide and assist pupils with different communication skills and techniques to be put into practice.
(Creating an immersive • Acknowledge and award the young talent.
environment) • Get pupils to be in-charge of formal events.
Implementation Steps 1. Select pupils with talent and interpersonal skills.

2. Conduct activities to promote the talents (e.g. school radio station, song competitions, drama competitions, debates).
3. Assist and provide pupils with avenue to showcase their talents.
4. Encourage pupils to showcase their talents at the school events.
5. Provide pupils with positive feedback and encouragement to motivate them.
Adaptation Ideas • Allow pupils to work in pairs or groups.
(To adapt to restrictions, • Provide pupils with inspirational videos of young talents to motivate them.
special requirements, and/or • A list of activities to support the Young Talent activity
cost) • creating emcees
• creating deejays
• playing hosts
• creating sport commentators
Tips for Effective • Create a non-threatening environment.

Implementation • Provide encouragement to showcase their talent.
• Conduct training sessions for pupils who wish to showcase their talent.
• Encourage parent involvement in executing the activity.
Performing, etc)
transportation)
Selected Both Both Low - Med High Medium N/A
Activity : Junior Stage
Brief Description This activity encourages pupils to stage their performances with confidence to the school community. It can be
carried out for special occasions in school.
Objectives • To stage performances in English with confidence.

• To give pupils opportunities to be creative.
• To provide a fun learning environment where pupils are encouraged to speak English.
Best Practices • Encourage creativity in performance.

(Creating an immersive • Create opportunity for learner autonomy, e.g. pupils to come up with ideas for their performances.
environment) • Involvement from parents, e.g. provide assistance in props/ costumes, guide pupils in their performances.
Implementation 1. Provide option for pupils to choose the type of

Steps performance they want to carry out.
2. Facilitate training of pupils for the performance.
3. Reach out to parents for support and involvement.
4. Get pupils and/or parents to prepare.
props/resources/materials/stage/costumes/lighting/ for
the performances.
5. Delegate work or assign roles for pupils to assist in
performance.
6. Provide feedback and award certification as
acknowledgement.
Adaptation Ideas • Use costumes and musical instruments.
(To adapt to restrictions, • Involve parents and community in this activity.
special requirements, and/or • Activities to support the Junior Stage include:
cost) • Concerts
• Drama/ theatre
• Singing competition
Tips for Effective • Ensure English is used throughout the activity.

Implementation • Set up an organising committee to execute the activity.
• Encourage parents/community/private companies to support the activity.
Performing, etc)
transportation)
Selected Both Both Medium High Medium Parental involvement
Activity : Language Games
Brief Description This activity encourages pupils to play indoor or outdoor games. Pupils are to use English when playing the games. This activity aims to
develop pupils’ language and social skills in a fun way.
Objectives • To use English in a fun way.

• To increase pupils’ motivation to use English.
Best Practices • Carry out the language games in the school English Village or at the school compound.
(Creating an immersive • Encourage and support pupils’ participation in the language games.
environment)
Implementation Steps 1. Identify the language games.

2. Decide on the location to carry out the language games.
3. Provide instructions to play the language games.
4. Prepare relevant resources/materials for the language games.
5. Store the resources/materials and display the instructions at the English Village.
6. Guide pupils in playing the language games.
Adaptation Ideas The list of games include:
(To adapt to restrictions, • Outdoor – hopscotch, London bridge is falling down, hide & seek, treasure hunt, or spellathon
special requirements, and/or • Indoor – card games, board games, scrabble, word search, bingo, naming things or vocabulary games,
cost) charades
Tips for Effective • Ensure English is used while playing the language games.
Implementation • Encourage parents, community and private companies to support the activity.
• Organise language games competitions to encourage pupils’ participation.
Performing, etc)
transportation)
All Both Both Low - Medium High Low - Medium Storage for the language
games
Activity : Young Reading Tutor
Brief Description This activity allows pupils to tutor their peers with reading difficulties. It is aimed to provide practice and
encourage pupils with reading difficulties to read. It also fosters collaboration among peers to improve reading.
Objectives • To support pupils’ with reading difficulties.

• To boost the confidence of weak readers.
• To instill the habit of reading among pupils.
Best Practices • Allow the young reading tutors to identify a suitable time to carry out the tutoring sessions.
(Creating an immersive • Provide supervision and assistance to the young reading tutors.
environment) • Use reading assessment tools i.e. word correct per minute to track pupils’ reading fluency.
• Record the peer’s readings in a specific book to track the reading progress.
• Share the records with the English language teacher.
Implementation 1. Identify the weak readers.

Steps 2. Identify the young reading tutors.
3. Brief the tutors on how to carry out the activity.
4. Model the process.
5. Take the role as a facilitator in assisting the weak readers at the beginning of the implementation, and
gradually release the responsibility to the young reading tutors.
6. Get the young reading tutors to assist their peers during breaks or any time during or outside school hours.
Adaptation Ideas • Use graded reading materials based on pupils’ level and interest
(To adapt to restrictions, • A list of activities to support the Young Reading Tutor:
special requirements, and/or • Reading along
cost) • Shared reading
• Taking turns in reading
• Discussions
• Giving opinions
Tips for Effective • Ensure English is used during the tutoring sessions.
Implementation • Encourage parents, community and private companies to support the activity (e.g. funds, book
donations).
• Monitor the Young Reading Tutor sessions.
Performing, etc)
transportation)
Selected All Both Medium High Low Set of graded reading
books
EXTRA
CLASSES
54
List of activities: Extra classes
1 Merry Time Coaching in Merry This activity is carried out by teachers to guide pupils who have difficulty in completing
Land their homework or need assistance in English. This activity aims to help pupils who fall
behind in their studies and need help especially in coping with their homework. It is carried
out before school, during recess or after school, depending on the pupils’ needs in a
conducive environment. Teachers will be available for pupil-teacher meeting in a specific
room.
2 Welcome ABC This activity is carried out to assist pupils who have low proficiency in English. (those who
could not master the basic level of the four skills). This activity aims to prepare pupils for
the intended lesson. It is a pre-stage activity conducted in the first 10-15 minutes of the
lesson to stimulate pupils’ interest.
3 Holiday Fun Learning This activity is similar to an English Camp which is carried out during weekends or
holidays. It is targeted at Year 5 and 6 pupils. The activity aims at enhancing the four
language skills (L&S, R, W) and grammar. to immerse pupils in the language.
4 Sun Flower Programme This activity focuses on the aesthetic use of English language targeted at average and
above average pupils. This activity aims to provide practice for pupils to use idioms,
proverbs and similes in their oral and written communication. It is carried out 15-20
minutes before the start of a lesson.
5 LINUS 2.0 (Literasi Bahasa This activity is carried out to provide extra assistance to the remedial pupils who have not
Inggeris) mastered the constructs in Linus 2.0. This activity aims to ensure that pupils master the constructs
in Linus 2.0 and able to read simple sentences.
55
Activity : Merry Time Coaching in Merry Land
Brief Description This activity is carried out by teachers to guide pupils who have difficulty in completing their homework or need assistance in English.
This activity aims to help pupils who fall behind in their studies and need help especially in coping with their homework. It is carried
out before school, during recess or after school, depending on the pupils’ needs in a conducive environment. Teachers will be
available for pupil-teacher meeting in a specific room.
Objectives • To improve pupils’ English language proficiency.

• To provide assistance to pupils in completing homework.
Best Practices • Equip room with English language resources and facilities.
(Creating an immersive • Decorate room to provide conducive and pupil-friendly environment.
environment) • Maintain small groups for easy facilitation.
• Provide guidance and feedback in English learning.
• Reward pupils.
Implementation Steps 1. Identify pupils who need help.

2. Prepare and obtain letter of consent from the parents concern prior to the activity.
3. Analyse data on pupils ‘ progress (e.g. homework, scores, activities) and devise action plan to coach pupils.
4. Chart pupils’ progress throughout the coaching sessions.
5. Motivate pupils by highlighting their progress or by rewarding them.
56
Tips for Effective • Ensure teachers/volunteers involved have the expertise in the subject matter.
Implementation • Ensure teachers/volunteers are committed to this activity.
• Negotiate timetable with administration and parents.
• Involve parents and community for funds or other forms of support.
• Create an informal environment.
(All, Selected, High Level Rural/ Urban/ Low = < RM 100 Proficiency Implementation Requirements
1/2/Both Both Impact Low, Med, High (Qualified parents, sufficient
Performing, etc) High = > RM 1000
Low, Med, High teachers, transportation)
Low Both Both Low Low & Med Low to Med Qualified Coaches
57
Adaptation Ideas • Encourage pupils to produce creative works (e.g. poems, stories, jazz chant) by using the
(To adapt to restrictions, idioms/proverbs/similes learnt.
special requirements, and/or • Create a print-rich environment to expose pupils to idioms/proverbs/similes.
cost)
Tips for Effective • Ensure teachers/volunteers involved have the expertise in the subject matter.
Implementation • Create a non-threatening environment for learning.
(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementati Requirements
Performing, etc) 1/2/Both Urban/ Both High = > RM 1000 Impact on (Qualified parents,
Low, Med, High Low, Med, High sufficient teachers,
transportation)
High Level 2 Both low High Med Time suggested: 15-20
minutes before the first
bell.
58
Activity: LINUS 2.0 (Literasi Bahasa Inggeris)
Brief Description This activity is carried out to provide extra assistance to the remedial pupils who have not mastered the
constructs in LINUS 2.0. This activity aims to ensure that pupils master the constructs in LINUS 2.0 and join the
mainstream.
Objectives • To master the constructs in LINUS 2.0

• To assist remedial pupils to read simple sentences.
Best Practices • Employ different phonics approaches that appeal to pupils’

(Creating an immersive interest/needs.
environment) • Provide individual coaching on letter-sound relationship.
• Design activities that cater to pupils’ multiple intelligences.
• Employ positive reinforcement throughout the lesson to
motivate pupils.
Implementation 1. Plan lesson according to constructs to suit individual needs.

Steps 2. Select and prepare relevant materials from the LINUS 2.0 booklet for the lesson.
3. Carry out lesson and monitor pupils’ progress.
transportation)
Low 1 Both Low Med - High Med Use the existing LINUS 2.0
booklet.
59
OUTREACH
ACTIVITIES
60
60
List of activities: Outreach activities
1 International/Local Skype @ This activity promotes two-way communication between pupils from two schools by using Skype,
Webinar Webinar or other communicative platforms.
2 Mentoring of schools This activity allows teachers to share and explore best practices in the teaching of English amongst teachers
within their districts/zones spearheaded by SBT or SKK schools.
3 Field Trips This activity allows for real-life experiences by meeting and interacting with people outside the school. It
also enhances team work.
4 Parents in the House This is a parental support activity to assist pupils’ learning.
5 Pupils Exchange Programme This activity provides opportunity for pupils to experience learning in other schools within a given time frame.
6 External Collaboration with This activity is a collaborative effort initiated by SBT/SKK schools with universities which aims to provide
Universities support to the mentee schools.
61
List of activities: Outreach activities (Cont’d)

7 Parents Talk This activity provides a platform for parental involvement in sharing their knowledge and skills in their area of
expertise (music, craft, unique profession).
8 Pen-pal Programme This activity provides opportunities for pupils to establish friendships with pupils from different schools
through letter writing/emails.
9 The Little Ambassadors This activity provides a platform for pupils to promote their schools at events and functions.
62
Activity : Mentoring Schools
Brief Description This activity allows teachers to share and explore best practices in the teaching of English amongst teachers within their
districts/zones spearheaded by SBT or SKK schools.
Objectives • To share best practices in the teaching of English amongst teachers in neighboring schools.
• To enhance teaching methods and approaches.
• To share English language resources.
• To build professional learning community (PLC).
Best Practices • Encourage easy access and accessibility to resources in ELTC among teachers in the neighboring schools.
(Creating an immersive • Create platforms (e.g. workshops, coffee & chat, colloquiums, forum) for teachers to share best teaching practices.
environment) • Encourage support visit by teachers to view effective English lessons in neighbouring schools.
Implementation 1. Identify and link with neighboring SBT and SKK schools.
Steps 2. Identify areas of sharing and mode of implementation.
63
Adaptation Ideas • Use e-learning platforms to share and learn (e.g. Facebook, WhatsApp, Telegram, Blogs).
(To adapt to restrictions, • Promote lesson study within neighbouring schools.
special requirements, and/or
cost)
Tips for Effective • Ensure English is used as a medium of instructions/communication.

Implementation • Ensure good documentation of ideas and resources.
• Set up a committee to execute this activity.
• Encourage private companies to provide training and funding through the CSR.
• Involve JPNs and PPDs.
• Tap on parents and community to provide assistance.
1/2/Both Urban/ Both Impact Low, Med, High (Qualified parents, sufficient
Performing, etc) High = > RM 1000
Low, Med, High teachers, transportation)
- Both Both Low High Low SBT and SKK commitment

and driven by school
leadership.
64
Activity : Field Trips
Brief Description This activity allows for real-life experiences by meeting and interacting with people outside the school. It also
enhances team work.
Objectives • To provide opportunities for pupils to interact and communicate with people outside their classroom in
English.
• To create real-life experiences for pupils to learn and share amongst themselves.
• To collaborate and support each other in ensuring that the language is used extensively before, while and
after the field trip.
Best Practices • Integrate the field trip as part of the curriculum (based on topics taught – i.e. environment, health)
(Creating an immersive • Get pupils to be part of the planning and managing the field trip – making calls, planning the schedule, etc.
environment)
Implementation 1. Decide on the date and place (depending on pupils’ interest).

Steps 2. Plan for the field trips (e.g. permission, logistics, schedule etc).
3. Prepare pupils with pre, while and post tasks (e.g. questions, readings – print or digital).
4. Get pupils to take photos of the sites as part of documentation.
5. Provide a template for report writing to be used during field trips.
6. Get pupils to present their reports orally or in written form.
65
Adaptation Ideas • Virtual field trips
(To adapt to restrictions, • Link to project-based learning (in-class component)
cost)

Implementation • Set up a committee to execute this activity.
• Encourage private companies to provide funding through the CSR.
• Involve JPNs and PPDs.
1/2/Both Urban/ Both High = > RM 1000 Impact Low, Med, High (Qualified parents,
Performing, etc)
Low, Med, High sufficient teachers,
transportation)
All Both Both Medium High Medium - High Funds (if trip is outside
school premise)
66
Activity : Parents in the House
Brief Description This is a parental support activity to assist pupils’ learning.
Objectives • To involve parents as teaching assistants in the English language classrooms (team-teaching).
• To support the instructional practices in the identified English language classes (focus on weak pupils).
Best Practices • Involve parents in their children’s learning of English.

(Creating an immersive • Foster good relationship between school, parents and community.
environment) • Obtain support from interested parties (parents) to ease workload.
Implementation 1. Identify suitable volunteers (parents).

Steps 2. Hold discussions between parents and teachers on classroom practices (topics, activities, group work, etc).
3. Conduct brief and de-brief sessions (before and after class) with parents to address arising issues (e.g.
teaching practices, pupils’ weakness).
67
Adaptation Ideas • Introduce flipped classroom approach as an alternative for involvement of parents at home.
(To adapt to restrictions,
cost)

Implementation • Advertise for participation of parents to assist in areas of specilisation (e.g. drama, debates, singing,
using software/apps).
• Advertise for volunteers (parents) to assist pupils’ learning of English.
• Encourage parents to provide funding.
transportation)
Selected (Low Both Both Low Med-High Medium JPN & PPDs to support
performing) school & community and
expand to as many other
schools
68
LETTER TO PARENTS
Activity : External Collaboration With Universities
Brief Description This activity is a collaborative effort initiated by schools with universities which aims to provide support to the mentee
schools.
Objectives • To provide opportunities for pupils and teachers to learn and share with other lecturers and university students from
the higher education sector
• To be involved in university-affiliated activities as a gateway for teachers and pupils to explore tertiary education
Best Practices • SBT/SKK schools should provide continuous support to mentee schools.
(Creating an immersive • Motivate pupils towards tertiary education.
environment) • Ensure this activity is part of the universities’ collaborative agenda (two-way collaboration).
Implementation 1. Identify university for collaboration.

Steps 2. Plan and discuss logistics (time frame, types of activities)
3. Implement the programme through monitoring and facilitation.
4. Create platform for sharing of experiences between the schools and universities.
70
Adaptation Ideas • Develop collaboration with teacher training institutes, community colleges, polytechnics etc.
cost)
Implementation • Ensure the selected lecturers and students are proficient in English.
• Set up a committee to execute this activity.
• Focus on feasibility of logistics.
transportation)
All Both Both Low - Medium Med-High Medium Commitment from
university – ensure it’s
part of the university’s
local agenda
71
Activity : Parents Talk
Brief Description This activity provides a platform for parental involvement in sharing their knowledge and skills in their area of
expertise (e.g. music, craft, unique profession).
Objectives • To promote parents’ involvement with the school.

• To expose pupils to different types of registers.
• To gain knowledge and skills from people from various professions.
Best Practices • Identify potential parents who are willing to volunteer their time and expertise.
(Creating an immersive • Expose pupils to the various job opportunities and opens their world-view on career choices.
environment) • Provide interactive sessions (e.g. Q&A , forums, workshops) between pupils and parents to enhance pupils’
confidence to speak in English.
Implementation 1. Identify potential parents and prepare yearly/semester schedule for talks.
Steps 2. Brief pupils on the person invited for the programme (Prior reading on the profession can help pupils ask
questions later).
3. Identify and guide the pupils with Q&A.
4. Get pupils to share their opinions and experiences based on the talks.
72
Adaptation Ideas • Invite celebrities or famous personalities once in a while to add flavour to the activity.
cost)
Implementation • Prepare guidelines for parents involvement.
• Invite parents to assist in areas of specialisation (e.g. engineering, sports, arts etc).
• Advertise for volunteers (parents) to assist pupils’ learning of English.
• Encourage parents to provide funding.
• Acknowledge parents’ contributions.
transportation)
All Both Both Low High Medium Parents/Personalities who
are fluent in English would
be an advantage
73
SECONDARY
IN-CLASS ACTIVITIES
In-Class
List of activities:
Objective: To create in-class activities that are effective and engaging for students to learn English

1 Let’s Engage This activity aims to boost students’ repertoire of vocabulary and confidence in using English
effectively. It focuses on developing students’ vocabulary in a creative and non-threatening
environment as it provides a platform to reinforce vocabulary learnt.
2 Expand Me This activity focuses on developing sentences into meaningful paragraphs in English. It aims to
develop students’ fluency and confidence in using the English language. It can be carried out at
any stage of the lesson. Students are expected to talk for a minute (1) on a selected item/topic for
the day.
3 Building Blocks This activity focuses on creating a meaningful text of the same topic/theme by developing
paragraphs in a creative and non-threatening environment. This activity aims to develop and
consolidate the aspect of cohesion and coherence in paragraph building.
4 Talking Chips This activity enables students to exchange ideas and give opinions on topics of interest as well as
take part in conversations and discussions. It is a cooperative learning strategy which encourages
group work and individual presentations. It also facilitates turn taking skills among students which
would create a non-threatening environment for students to speak in English.
5 Media Craze Media Craze focuses on using English creatively in a non-threatening environment. This activity
aims to boost students’ engagement and confidence in using the language. It allows students to
gain knowledge in English and enhance ICT skills by investigating and extracting details using the
media to solve complex problems.
6. Find Me This activity aims at providing opportunity and practice for elements of literature to be internalized
and reinforced. It also aims at internalizing the English language among the students by fostering
reading, writing and speaking skills.
7. Creating Images This activity provides opportunity for students to be involved in the process of visualising a
literature text. It aims to allow students to comprehend and interpret the literary text as well as to
extend their understanding of the text by creating their own version of text in different forms
Activity : Let’s Engage
Brief Description This activity aims to boost students’ repertoire of vocabulary and confidence in using English effectively. It focuses on developing
students’ vocabulary in a creative and non-threatening environment as it provides a platform to reinforce vocabulary learnt.
Objectives • To build and enhance students’ vocabulary based on the topics learnt.
• To reinforce vocabulary learnt by developing at least three phrases.

• Link activities to real-world situations.
• Encourage peer learning among students.
Implementation Steps 1. Identify the relevant vocabulary according to the topics.
2. Select the vocabulary required by students.
3. Place the vocabulary list in envelopes.
4. Divide students into groups of four/five (4-5).
5. Ensure the groupings are of mixed-ability.
7. Allocate 10 minutes for the activity.
8. Prepare relevant materials- template for word and meaning.
9. Maximise students’ participation and monitor the use of English throughout the activity(s).
Suggested activity
1. Distribute the vocabulary list to each group.
2. Get each group to state the definition of the words to the other members of the group and write it onto the template provided
by the teacher.
3. Ask each group to pass the completed list/template to the other groups.
4. Get each group to display their work on the walls for the whole class to view or carry out a gallery walk.
5. Check the accuracy of definitions.
6. Reward/praise group with the most number of correct definitions of the vocabulary list.
7. Get students to form phrases or idiomatic phrases using the existing vocabulary list.
8. Reward/praise students who provide the correct phrases or idiomatic phrases.
Adaptation Ideas • Provide students cartoon strips with empty speech bubbles and get them to fill in the correct vocabulary.
(To adapt to restrictions, special • Use cue cards to help the low proficiency students to identify the definition of the vocabulary involved.
requirements, and/or cost)
Tips for Effective • Encourage active participation in a non-threatening environment.

Implementation • Employ effective time management.
• Manage effective grouping of students.
• Select strategies that are familiar and popular among students.
• Incorporate dictionary skills.
Students involved Suitable for Suitable for Total Cost English Ease of Special / Critical
(All, Selected, High Lower Sec. or Rural / Urban / Low Proficiency Implementation Requirements
Performing, Low
Upper Sec Both Impact (Low, Med, High) (Qualified parents, sufficient
Performing, etc)
(Low, Med, High) teachers, transportation)
All Low Both Low High Low None

Activity: Expand Me
Brief Description This activity focuses on developing sentences into meaningful paragraphs in English. It aims to develop students’
fluency and confidence in using the English language. It can be carried out at any stage of the lesson. Students are
expected to talk for a (1) minute on a selected item/topic for the day.
Objectives • To enable students to develop at least three to five (3-5)meaningful sentences in English.
• To use these sentences confidently to talk about topics of interest in English.
Best Practices • Encourage whole class and individual participation through discussions and Question & Answer (Q&A) sessions.
Implementation 1. Divide students into groups of four or five(4-5).

Steps 2. Ask each group to identify a topic of interest.
3. Get each group to list the vocabulary related to the topic. Each member in a group generates at least four to five
words related to the topic.
4. Give three to four (3-4) minutes for each member to prepare his/her sentences based on the words generated.
5. Allocate a minute or two(1-2) minutes for each student to share his/her sentences with the group members.
6. Teacher facilitates when the need arises.
7. Combine/expand these sentences into a meaningful paragraph.
8. Nominate a representative from each group to present their paragraph.
Adaptation Ideas • Divide students into groups of four or five.
(To adapt to restrictions, • Provide four or five pictures with key words to each group.
special requirements, and/or • Each member of the group is required to select a (1) picture and a key word to form a sentence.
cost) • All the members of the group combine their sentences to form a meaningful paragraph.
• Note: Teacher should select pictures and key words carefully to suit students’ level. These pictures and key words
should also enable the students to form meaningful paragraphs.
Tips for Effective • Provide encouragement and create a non-threatening environment.

Implementation • Progress from sharing within a group to individual presentations (confidence building).
• Employ effective time control.
• Select content words that are in trend among students but within the learning units.
(All, Selected, High Lower Sec. or Rural / Urban Low Proficiency Implementation Requirements
Performing, Low
Upper Sec. / Both Impact (Low, Med, High) (Qualified parents, sufficient
Performing, etc)
All Both Both Low High Low None

Activity : Building Blocks
Brief Description This activity focuses on creating a meaningful text on a particular topic/theme by developing paragraphs in a
creative and non-threatening environment. This activity aims to develop and consolidate the aspect of cohesion
and coherence in paragraph building.
Objectives • To enable students to create a meaningful text by developing paragraphs in a creative and non-threatening
environment in English.
• To develop and consolidate the aspect of cohesion and coherence in paragraph building.

environment)
Implementation 1. Teacher selects a topic based on the unit/theme of the week.

Steps 2. Teacher provides samples of texts such as informative/explanatory texts to highlight the structure of a
paragraph. Teacher may also use the sandwich concept to help students to visualize the content of a
paragraph.
3. Teacher provides students with appropriate template based on the i-think map prior to writing exercise.
4. Teacher uses the template to guide students to organise their thoughts based on the topic selected.
5. Teacher emphasises cohesion and coherence of the paragraphs as it is important in determining a good text.
*Definition
Sandwich concept - Involves the Topic Sentence, Supporting details and Closing sentence.
Adaptation Ideas Stoplight Paragraph Concept.
(To adapt to restrictions, • Provide samples of two (2)excerpts to students.
special requirements, and/or • Each excerpt consists of a topic sentence, supporting details and closing sentence.
cost) • Highlight these sentences in different colours e.g; green to show topic sentence, yellow to show
supporting sentences and red to show the closing sentence.
• Teacher explains the structure of writing a paragraph.
• Get students to identify the structure of the paragraphs i.e. topic sentence, supporting details,
closing sentence in the second excerpt.
• Provide sentence strips and get students to rearrange the strips according to the paragraph
structure to form a meaningful paragraph.
• Assist students to arrange the paragraph cohesively and coherently.
• Provide a topic and ask students to write a paragraph based on the structure.
• Students with higher ability may want to continue writing the paragraphs, others may write a
short paragraph.
• Students share their end products with other groups.
• Students display the outcome of their work on the wall for a gallery walk.
• Teacher facilitates and gives input for rectification and improvement.
• Get students to add ideas from other groups to be included in their paragraph.
Tips for Effective • Encourage active participation from every student.
Implementation • Progress from writing a paragraph to a meaningful text of many paragraphs.
• Employ effective time management by providing a time frame.
• Manage effective class control- e.g assign specific role for every member of the group.
• Select familiar topics that appeal to the students.
Students Suitable for Suitable for Total Cost English Ease of Special / Critical
involved Lower Sec. or Rural / Low Proficiency Implementation Requirements
(All, Selected, High
Upper Sec. Urban / Impact (Low, Med, High) (Qualified parents, sufficient
Performing, Low
Both (Low, Med, High) teachers, transportation)
Performing, etc)

Activity: Media Craze
Brief Description Media Craze focuses on using English creatively in a non-threatening environment. This activity aims to
boost students’ engagement and confidence in using the language. It allows students to gain knowledge
in English by integrating ICT skills to solve complex problems.
Objectives • To develop or enhance listening, speaking, reading and writing skills in English by using ICT.
• To develop students’ creative and critical thinking skills in choosing relevant information from various
resources.
Best Practices • Encourage teamwork among students.

(Creating an • Employ collaborative and cooperative learning strategies.
immersive • Link tasks to real-world situations.
Implementation 1. Teacher selects a topic and models the search for information through social media such as YouTube
Steps video clips/movies, internet, and blogs.
2. Teacher provides guidelines on how to search for information or extract ideas from social media.
3. Teacher assigns topics based on the units taught.
4. Students search and obtain information from the internet.
5. Students collate and present their ideas using various programmes/applications depending on their
creativity i.e. power point slides, movie maker, podcast, blogs and wikis.
Adaptation Ideas • Introduce the concept of blogs or wikis to encourage students practice writing in English.
(To adapt to restrictions, • Get students to post on blogs and write on wikis(collaborative writing) on a predetermined topic every month.
special requirements, and/or The posts are accumulated and a conclusion is drawn by a forum/discussion held.
cost) • Students can exchange ideas or information using various ICT applications/ programmes.
Tips for Effective • Encourage students with good ICT skills to collaborate with others who are not computer-savvy.
Implementation • Seek help from the ICT personnel.
• Employ effective time management.
• Manage effective grouping of students.
• Empower students to work independently.
(All, Selected, High Lower Sec. Rural / Urban Low Proficiency Implementation Requirements
Performing, Low
Performing, etc)
All Both Both Low High Medium Sufficient Computers

Activity : Creating Images
Brief Description This activity provides opportunity for students to be involved in the process of visualising a literature text using images. It
aims to allow students to comprehend and interpret the literature as well as to extend their understanding of the text by
creating their own version of text in different forms.
Objectives • Comprehend and interpret literature texts and represent their understanding of the texts using images.
• Create a different version of the literature text in different forms.
Best Practices • Encourage students to discuss, share their thoughts with one another and justify their choices of images because
(Creating an immersive one’s mental image of a word/sentence/image may differ from another person.
environment) • Encourage students to produce something which is personal and valuable to them in which can be used as a trigger
to encourage conversations and comparisons with others using English as a medium.
• Employ collaborative and cooperative learning strategies.
Implementation Steps 1. Choose a literature text to teach (e.g. poetry, short story, novel, drama).
2. Identify a type of image for students to produce (e.g. collage, movie storyboards, diorama, caricatures, comic strips,
poster, metaphor).
3. Get students to work in groups of four or five (4-5).
4. Get each group to read the literature text. Suggest reading strategies to assist students in reading the text such as
jigsaw reading, graphic organisers for students to fill in information while reading or list of questions as prompts.
5. Have each group produce an image to represent their understanding of the texts.
6. Ensure each group present their images and justify their choices.
7. Encourage the other groups ask questions for clarification and provide feedback during the presentations.
Adaptation Ideas • Ask each group to extend their understanding of the literature text by creating their own version
(To adapt to restrictions, of text i.e. by creating a parody, modifying some elements in the text (e.g. plot, characters,
special requirements, settings) or interpreting the text into different forms (e.g. from a short story to a poem or from a
and/or cost) poem to a diorama) .
• Create images from verbal cues. Ask students to imagine a scene and the characters from
literary text. Teacher can use descriptive writing or conversational snippets to evoke images and
imagination in students’ minds.
• Get students to create their version of the literary text using pictures from newspapers.
• Get students to practice targeted grammatical structure by drawing selected sentences in a
game-based activity. The goal is to make students aware how sentences can be visually
expressed and to assist their understanding of the grammatical structure.
Tips for Effective • Assist students to relate the literature text to their context and prior knowledge.
Implementation • Provide samples of images for students to ensure they understand what is expected (to provide
cognitive clarity of the task given).
• Encourage them to search for images on the internet/newspapers/magazines.
• Encourage students’ creativity by allowing them to choose and make decisions on their own.
(All, Selected, High Upper Sec. Urban / Impact (Low, Med, High) (Qualified parents,
Performing, Low
1/2/ Both Both (Low, Med, High) sufficient teachers,
Performing, etc)
transportation)
All Both Both Low High Low
OUT-OF-CLASS ACTIVITIES
List of activities: Out-of-Class
Objective: To create an environment that facilitates increased use of the English language outside the formal classroom

1 I’m in! This activity provides opportunity for students to enhance their speaking and listening skills through sharing of
interest that uses the English language as the medium. The special interest group may vary from sport, music,
entertainment, academic and current issues. It is aimed that through this regular activity, students are
motivated to use the English language confidently.
2 Musical.ly This activity provides opportunity for students to enhance their pronunciation skills by singing English songs. It
is aimed to boost students’ confidence in using English in a fun way through songs.
3 Dedication (DD) Corner This activity encourages students to express themselves creatively in spoken and written forms of English.
Students are given the opportunity to speak, recite, sing or write on topics of their interest at the DD Corner.
Presentation can range from dedications, wishes or any other short presentations that can be done individually
or in small groups.
4 Drop Everything & Chat This activity encourages students and the school community to use English at all times. This activity is to be
(DChat) carried out for a duration of three to five (3-5)minutes at any time during the school hours. The goal is to
encourage the whole school community to chat with others in English.
5 Language Master This activity enhances students’ English proficiency by communicating and learning together with other
students who are proficient in the language.
6. eE (Eat English) This activity aims to prepare students to use English in their daily lives. Students are encouraged to
communicate in English while buying food or any products from their friends on a scheduled day(s). The whole
process of the trading (buying and selling) is conducted in English.
7. We’ve Got Talent This activity provides opportunity for the students to channel and exhibit their talents/creativity through the use
of English. It is aimed that through this activity, students will be enthusiastic and motivated to use English.
Activity : I’m in!
Brief Description This activity provides opportunity for students to enhance their speaking and listening skills through sharing of interest that uses
English as the medium. The special interest group may vary from sports, music, entertainment, academic and current issues. It
is aimed that through this regular out-of-class activity, students are motivated to use English confidently.
Objectives • To create an environment in school that facilitates the use of English.

• To develop students’ confidence to speak in English in informal situations.
• To develop students’ interest to use English and to inculcate social skills among students.
Best Practices • Allocate time and venue for the activity to take place.
(Creating an immersive • Give autonomy for students to decide on the leader of their special interest group.
environment) • Provide suggested guidelines to be conducted during the special interest group. The activities during this session would
include demonstrations, presentations, sharing of ideas, persuasive speeches and role plays.
• Nominate and award the best group/presentation of the semester.
• This activity is carried out on a weekly basis for the whole year.
Implementation Steps 1. Inform students the rules and guidelines to form a special interest group.
• English is used as a medium of instruction. All presentations/demonstrations/activities should be conducted in
English.
• A special interest group should consists of at least five (5) members.
• Each group has to register with the English panel to ensure no duplication of group.
• There is no limit to the number of members in the group.
• Groups are allowed to promote their special interest to the school community to attract more members to join.
• Groups are encouraged to be creative with activities to be carried out during their gathering.
Suggested activity
1. The group members decide on the type of activity that they would like to share with the group members e.g. presentations
2. Prepare for the presentation.
3. Students may seek assistance from teachers on the format of the presentation.
4. Students-in-charge form groups to present/share their interest to other students.
Implementation Steps 5. Students-in-charge of the presentation are expected to invite the crowd to join in.
6. During the presentation by the students-in-charge, other students are encouraged to share their
thoughts and join in the discussion.
Adaptation Ideas • This activity can be conducted for few weeks that focuses on one particular theme e.g. sports.
cost)
Tips for Effective • Provide specific place for the different groups.
Implementation • The students-in-charge may announce the theme for interest group during the assembly on
Mondays.
• Award the most influential group based on the most number of members.
• Prepare schedule for different levels at different time to ensure whole school active participation.
• Groups are allowed to meet at any time apart from the teaching and learning periods (PdP) at
their chosen spot within the school compound.
involved Lower Sec. or Rural / Low- Proficiency Implementation Requirements
Performing, Low
Both (Low, Med, High) sufficient teachers,
Performing, etc)
transportation)
All Both All Low High Low None
Activity : Musical.ly
Brief Description This activity provides opportunity for students to enhance their pronunciation skills by singing English songs. It
aims to boost students’ confidence in using English in a fun way through songs.

• To stimulate students’ interest to learn English through songs.
• To build students’ confidence to sing in English.
Best Practices • Employ the usage of English in this activity.

(Creating an immersive • Engage and support the students to give instructions and conduct Musical.ly in English.
environment) • Voting of songs is conducted on a weekly basis to ensure the sustainability of this activity.
Implementation 1. Set up a song selection committee led by students.

Steps 2. Encourage students to suggest songs of their interest.
3. List the top five songs suggested by students.
4. Go through the lyrics of the top five songs to ensure the lyrics do not contain any profanity or inappropriate
language.
5. Get students to cast their vote for the song of the week to be sung in the next weekly assembly (English Day).
6. Inform students the song of the week.
Suggested implementation of Musical.ly during assembly:

1. Reveal the song of the week to the students.
2. Provide the lyrics of the song to every student or display them on LCD.
3. The student-in-charge briefly explains the meaning of the lyrics to others.
4. Go through the lyrics of the song with the students.
5. Provide musical accompaniment for the song- in the form of instrumental version.
6. Get everyone to sing along.
Adaptation Ideas • Carry out a competition based on the selected song. Encourage students to:
(To adapt to restrictions, • Perform the song based on their interpretation and/or in another forms e.g. pantomime, sketch,
special requirements, and/or poetry recitation.
cost) • Change the song lyrics and sing it.
• Change the song melody and sing it.
• Reflect on the lyrics and share their thoughts with others.
Tips for Effective • Create a fun learning English environment.

Implementation • Provide encouragement to use English language.
(All, Selected, High Upper Sec. Urban / Both Impact (Low, Med, High) (Qualified parents,
Performing, Low
1 / 2 / Both (Low, Med, High) sufficient teachers,
Performing, etc)
transportation)
All Both Low Low High Low Technical equipment-
PA system, speakers. LCD
or papers
Activity : Dedication (DD) Corner
Brief Description This activity encourages students to express themselves creatively in spoken or written forms of English. Students
are given the opportunity to speak, recite, sing or write on topics of their interest at the DD Corner. Presentations
can range from dedications, wishes or any other short presentations that can be done individually or in small
groups.
• To boost students’ confidence to use English in public (spoken and written forms).
• To motivate students to love the English language and start using the language freely outside the classroom.
Best Practices • Allocate time and venue for the DD Corner .e.g. during recess/after school, at the school canteen, near
(Creating an immersive staircases or in the library.
environment) • Assign students in-charge of the DD Corner (assign different classes to be in-charge of the weekly
presentations/monthly updates of the DD Corner).
• Allow students to decide on the form (oral or written) of presentation and type of presentation( e.g singing,
poetry recitation, speeches, birthday wishes and dedications.
• The students who have presented are given the ‘privilege’ to nominate other friends who have not been
nominated to present or perform to ensure whole school participation.
• Ensure this activity is conducted weekly throughout the year.
Implementation 1. Students decide on the form or type of presentation/performance.
Steps 2. Students can decide to present/perform individually, in pairs or small groups.
3. Students prepare for the presentation/performance (with the help from the teachers or friends).
4. Students present/perform at any suitable time (e.g. scheduled by the teachers).
5. Encourage students to write short notes and paste them on the board provided at the DD Corner.
6. Assign proficient students to be in-charge of the language aspects for the written products at the DD Corner.
7. Other students are expected to listen, respond and read the short notes.
8. Encourage students to nominate other friends to present/perform. (e.g. by drawing a star next to the
presenter’s name in the list).
Suggested Activity- Oral Form

1. Students can decided to present or perform individually, in pairs or small groups.
2. Students prepare for the presentation or performance with the help of the teachers or friends.
3. Students present or perform at the scheduled time that has been agreed upon by the students and teachers.
Implementation Steps 4. Other students are expected to listen, watch and respond to the presentation or
performance.
5.After the presentation or performance, students may nominate other friends to present or
perform.
Adaptation Ideas • Allocate a small space at the school canteen (perhaps in the middle of the canteen or a corner of
(To adapt to restrictions, the canteen), near the staircases, in or outside the library using masking tape to plot the space
special requirements, and/or for DD Corner.
cost) • Prepare a board or poster sheet for the students to paste the dedications (e.g. poster sheet).
• Exhibit students’ works on the ‘Wall of Fame’ at the DD Corner.
• English teachers may remind the students to prepare the notes before recess time.
• Encourage students to check the language accuracy/grammar with teachers, parents or peers
before displaying their written texts or products at the DD corner.
Tips for Effective • Display the names of the presenters, forms and types of presentation on the board at DD Corner
Implementation to acknowledge participations.
• Assign a group of students (a class each time) to be in charged of the presentation session
weekly/fortnightly/monthly.
Performing, Low
1 / 2 / Both Both (Low, Med, High) sufficient teachers,
Performing, etc)
transportation)
Activity : Language Masters
Brief Description This activity enhances students’ English proficiency by communicating and learning together with other
students who are proficient in the language.

• To improve students’ proficiency in English .
• To encourage the use of English through peer learning and support.
Best Practices • The activity can be carried out at any free time during the school hours.
(Creating an immersive • Award badges to the selected Language Masters to certify their role and expertise.
environment)
Implementation 1. Select a group of achieving students to be the Language Masters. The selection is based on the
Steps students’ proficiency level and the students’ performance in the English examination.
2. Inform the Language Masters of their roles. The Language Masters are expected to be the point of
reference and role model for the other students in the school.
3. Set tasks for the other students to complete. Preferably, the tasks set should comprise the four
language skills (Listening, Speaking, Reading & Writing).
4. Students are required to refer to the Language Masters to complete the tasks within a given period of
time. Language Masters will verify the completed task. Language Masters are to provide positive
feedbacks and encouragement to the students.
Suggested Activity:
1. A list of vocabulary is given to students.
2. Students identify the definitions of the vocabulary involved.
3. Students form sample sentences with the vocabulary involved.
4. Students present the definition and sample sentences orally to the Language Masters.
5. Language Masters verify the sentences by signing or stamping.
Adaptation Ideas • Divide students into two levels – the lower and upper secondary. Set different tasks for different levels.
(To adapt to restrictions, special • Assign Language Masters to each group of students to assist them in their learning.
Tips for Effective • Provide orientation/training sessions for the Language Masters.
Implementation • Award students who have shown improvement in their language proficiency and performance.
• Set up a committee to design the tasks.
• Ensure English is the mode of interaction with the Language Masters.
• Language Masters verify the completed tasks in the form of signature or stamping.
• Display students’ scores of the tasks as a form of motivation.
Performing, Low
Upper Sec. / Both Impact (Low, Med, High) (Qualified parents,
Performing, etc)
1 / 2 / Both (Low, Med, High) sufficient teachers,
transportation)
All Both Both Low High Low Language Masters who are
proficient in English.
Activity : eE (eat English)
Brief Description This activity aims to prepare students to use English in their daily lives. Students are encouraged to communicate in
English while buying food or any products from their friends on a scheduled day(s). The whole process of the trading
(buying and selling) is conducted in English.

• To develop students’ oracy skills in English.
• To use English in a real-life context.
Best Practices • Allow the students to be imaginative and creative in promoting their products.
(Creating an immersive • Allow students to explore the language and use it effectively.
environment) • Ensure English is the medium of transaction.
• Ensure that this activity is conducted monthly throughout the year and reaches out to the whole school.
Implementation 1. Select a group of students from each class to set up a small ‘business’.
Steps 2. Allow ample time for the groups to discuss the product(s) and strategies to promote their product(s).
3. Students may be given a month to prepare a poster of their product(s).
4. Students are expected to display the names of their product(s), prices or ingredients of their product(s) during the
eE activity.
5. Choose a day (once in a month) for the eE activity.
6. Set up small stalls for each group to sell their product(s).
7. Trading should be carried out only in English.
Adaptation Ideas • Students may bring loaves of bread, tuna in cans and cucumber to school and prepare sandwiches (products)
(To adapt to restrictions, special during the trading session itself.
requirements, and/or cost) • The students can use their classroom tables to set up small stalls.
• A list of other activities can be carried out during eE activity such as assigning emcees to host the event or
having song dedications in English.
Note: Students may sell other products apart from food e.g. stationeries.
Tips for Effective • Allow students to prepare the food (products) during the eE activity itself.
Implementation • Provide a list of food (products) for students to choose.
• Provide opportunity for the students to practice mock trading in English.
Performing, Low
Performing, etc)
1 / 2 / Both (Low, Med, High) teachers, transportation)
All Both Both Low High Low - Parents show their support
by preparing food or
products for the students to
sell.
Activity : We’ve Got Talent
Brief Description This activity provides opportunity for the students to channel and exhibit their talents/creativity through the
use of English. It is aimed that through this activity, students will be enthusiastic and motivated to use
English.

• To encourage students to use English to showcase their talents.
• To build students’ confidence to use English.
• To develop students’ creative and critical thinking skills.
Best Practices • Allow students to decide on the type of performance to showcase their talents in English.
(Creating an immersive • Encourage diversity in terms of performance.
environment) • Encourage learner autonomy by getting students to organize their talent show.
• Encourage whole school participation.
• Ensure this activity is conducted on a weekly basis throughout the year.
Implementation 1. Set up We’ve Got Talent committee led by students.

Steps 2. Announce We’ve Got Talent show to the whole school via assemblies/ posters.
3. Set up an audition to select the participants for the show.
4. Decide on the suitable day/time for the show .e.g. every Wednesday after school.
5. Decide on the method to determine the winner .e.g. students’ vote, 50% judges’ decision.
6. Conduct rehearsals to ensure the flow of the event.
Suggested implementation:
1. Students from each class are to choose a type of presentation to be performed.
2. Choose scenes/characters/extracts from any interesting novels/short stories/poems that they have
learnt to be performed.
3. Allow students to perform individually/in pairs/small groups.
4. Prizes are to be awarded to the top three performances.
Adaptation Ideas • Students may use the texts from the literature textbooks.
(To adapt to restrictions, • Students are allowed to improvise the texts from the literature textbooks.
special requirements, and/or • Suggested presentations/performances
cost) o Role-play
o Singing (solo, duet, small groups)
o Magic show
o Music band
o Poem recitation
o Stand-up comedy
o Talk show
o Dubsmash
Tips for Effective • Employ effective time management.
Implementation • Ensure English is used throughout the activity.
• Ensure effective crowd control.
• Select performances that are familiar and popular among the students.
• Involve parents and community who have expertise in event management.
Performing, Low
Performing, etc)
transportation)
All Both Both Low High Low • PA System
• Contribution from
parents and
community
EXTRA CLASSES
101
List of activities – Extra classes
Objective: To further support high-need and achieving students
1 We Care This activity aims to guide high-need students to improve their grammar in order to
construct correct sentences in English. It will be carried out by teachers with the help of
parents and ex-students who are proficient in English preferably for an hour a week for a
duration of three to four months.
2 Trip to London This programme aims to encourage high-need students to use idioms/proverbs in essay
writing and daily conversations. It can be carried out as a one-day or weekend holiday
programme guided by teachers/ex-students.
3 Lit Attack This activity aims to support high-need students in the literature component. It focuses on
answering literature questions. This activity would be carried out once a month assisted by
achieving students.
4 Helping Hands This activity aims at guiding high-need students to understand and answer comprehension
questions correctly. The involvement of parents and ex-students are sought in assisting
the effectiveness of this activity. This activity would be carried out once a fortnight.
5 Creative Minds This activity aims to improve speaking skills as well as to build self-confidence among the
high-need students. It would involve the collaboration of the achieving students assisting
the high-need students. This activity is preferably to be carried out during the mid-term
holidays as an enrichment programme.
Activity : We Care
Brief Description This activity aims at assisting high-need students to construct grammatically correct sentences in English.
It will be carried out by teachers with the help of parents and ex-students who are proficient in English
Language preferably for an hour a week for a duration of three to four months.
Objectives ● To further support high-need students in English.

● To improve the level of proficiency of high-need students.
● To improve the grammar of high-need students.
Best Practices ● Modules prepared by English Language teachers on grammar.

(Creating an immersive ● Grammar workbooks contributed by parents/ex-students.
environment) ● Ensure this activity is conducted during the stipulated duration.
Implementation 1. Set up a committee comprising school head, teachers, PIBG, alumni/community and students.
Steps 2. Identify high-need students based on the Year End results to place them in sets.
3. Prepare and obtain letter of consent from the parents concerned prior to the activity.
4. Send invitation letters to the selected ex-students and parents to seek their assistance in carrying out
this programme.
5. Analyse data on students’ progress in tests and examinations.
6. Chart students’ progress throughout the programme.
7. Reward students based on their progress.
Suggested Activity:
1. Select a particular grammar item to be taught (e.g. nouns, pronouns, tenses, preposition, modal
verb, etc).
2. Facilitators present/teach/reinforce the grammar item to students.
3. Teachers prepare worksheets or tasks for students to complete based on the grammar item
selected.
4. Students complete the tasks with the correct grammar items.
Adaptation Ideas • Facilitators may use pictures from newspapers, magazines or any other similar resources to teach parts of
(To adapt to restrictions, special speech.
requirements, and/or cost) • Facilitators may also ask students to rearrange words to form correct sentences.
• Rewards will be given to students based on their mid-term results to motivate them.
• Award certificates of appreciation to facilitators involved in this programme.
• Classes may also take place outside the school compound
Tips for Effective • Ensure teachers/volunteers involved are committed to this programme.
Implementation • Request parents to provide refreshment during the programme
Performing, Low
Performing, etc)
All (preferably Form Both Both Low High Low • PTA- selected parents
3 & 5) • Manpower (selected ex-
students)
Activity : Trip to London
Brief Description This programme aims to encourage high-need students to use idioms/proverbs in essay writing and daily
conversations. It can be carried out as a one-day or a weekend holiday programme guided by
teachers/ex-students.
Objectives • To further support high-need students in English.
• To help high-need students understand idioms/proverbs and use them correctly in essay writing and
daily conversations.
Best Practices • Posters on idioms or proverbs to be displayed around the school (bulletin board, canteen, ) or any
(Creating an immersive other suitable places.
environment) • Allow students to explore the language and use it effectively.
• Scaffold students’ learning of idioms and proverbs effectively.
• Employ differentiated teaching for the low proficiency students.
Implementation 1. Conduct a diagnostic test to identify high-need students to participate in this programme.
Steps 2. Prepare and obtain letters of consent from the parents concerned prior to the programme.
3. Identify achieving students/Language Masters to be the facilitators of the programme.
4. Choose a day from the weekends (once in a month/semester/year) for the programme.
5. Identify a suitable venue for the programme .
6. Prepare five stations and label them prior to the programme.
7. Prepare related materials, for example, sufficient list of idioms/proverbs to be used at different
stations.
Suggested Activity
1. Inform students to bring the required materials such as dictionary, pictures or newspapers (related to
people, animals, plants) prior to the programme.
2. Students are required to have a notebook specifically for this programme.
3. Students will be placed in groups of five (5).
4. Students are given instructions/briefing pertaining to the programme.
5. Students are required to complete tasks in each station (5 stations).
Implementation 1st station (Match me):
Steps 1. Provide each group with strips of idioms/proverbs.
2. Allocate time (30 minutes) for students to match/draw pictures based on the idioms/proverbs
given.
3. The students will produce a collage (drawing/ newspaper cuttings) pertaining to
idioms/proverbs listed in the paper given to them.
4. Students are to present the meaning of the idioms/proverbs by making a sentence each for
every idiom given.
5. Upon signalling, students proceed to the 2nd station.
6. Facilitators check the completed tasks and award scores.
2nd station (Fill me)

1. Provide students with gap-filling exercises on idioms/proverbs.
2. Allocate time (15 minutes) for students to complete the tasks.
3. Upon signalling, students proceed to the 3rd station.
3rd station (Charade)

1. Provide each member of a group with a sentence strip of an idiom/proverb.
2. Get the students to conduct the charade. A member acts out the given idiom/proverb and the other
members try to guess it.
3. Allocate 15 minutes for each group to complete the task.
4. Upon signalling, students proceed to the 4th station.
4th station (Show me)

1. Facilitators return the posters to the respective groups.
2. Each group displays their picture poster and present it.
3. Allocate time (3-5 minutes) per group to present.
4. Upon signalling, students proceed to the 5th station.
Implementation Steps
5th station (Collaborative writing)
1. Each group is required to write an essay consisting of at least three idioms/proverbs based on the picture
poster that they have completed.
2. Each group displays their work on a wall.
3. Conduct a gallery walk.
Closure
Students are requested to write the idioms/proverbs learnt in their ‘Trip to London’ notebook.
Adaptation Ideas ● Incorporate drawings, newspaper cuttings and dictionary in this programme
(To adapt to restrictions, special ● Engage achieving students or Language Masters to assist teachers.
requirements, and/or cost) ● The title of the programme Trip to London can be changed to, for example, Trip to The USA according to
the focus of the skills.
Tips for Effective • Students' work will be displayed on the bulletin board
Implementation
Performing, Low
Performing, etc)
High Need from Both Both Low High Low

Examination
classes
Activity : Helping Hands
Brief Description This activity aims at guiding high-need students to understand and answer comprehension questions
correctly. The involvement of parents and ex-students are sought in assisting the effectiveness of this
activity. This activity would be carried out once a fortnight.
Objectives • To further support high-need students in English.

• To help high-need students to understand the main idea(s) of the comprehension passages and
answer the questions correctly.
• To skim and scan for information.
Best Practices • Employ wh-questions to gauge students’ understanding of the text

(Creating an immersive • Employ wh- questions in the skimming and scanning process.
environment) • Extract main ideas and supporting details from text and transfer into graphic organizer.
• Conduct shared reading to make reading more meaningful.
• Employ thinking aloud protocols to assist high-need students in reading aloud the passages.
Implementation 1. Identify students to participate in this programme.

Steps 2. Inform parents of the extra class .
3. English Language Panel selects comprehension texts from different genres and topics to motivate
students to read. (e.g. narrative, descriptive, factual etc).
Suggested Activity
1. Provide each student with a comprehension passage/listen to a comprehension text.
2. Ask students questions to activate their prior knowledge of the topic.
3. Allow time for students to read the text silently.
4. Ask wh-questions to probe students’ understanding of the text.
5. Distribute a graphic organiser to each student.
6. Request students to read the text/listen again to identify the main ideas and supporting details and
transfer them into the graphic organiser.
7. Provide a list of comprehension questions for students to answer.
Adaptation Ideas • This activity can also be a jigsaw reading task where students are provided with different extracts
(To adapt to restrictions, from the same text. Students are required to read and explain their extract to their group
special requirements, and/or members. In groups, students are required to assemble the text and answer the comprehension
cost) questions.
• This activity can also be carried out in the form of running dictation. Extracts from the text are
pasted on the wall. Students are required to work in groups of four or five (4-5). Each group is
provided with a set of questions. Each member has to take turn to run to different extracts in
order to answer the questions.
Tips for Effective • The reading passage should be the topics of interest to the students.
Implementation • Search for suitable resources from the social media to attract students’ attention
Performing, Low
Performing, etc)
transportation)
Examination Both Both Low High Low

classes
OUTREACH
ACTIVITIES
110 1-73
110
List of activities: Outreach activities
Objective: To increase the immersiveness of English through community outreach & various collaborations

1 The Young Teachers This activity provides a platform for students to learn English from their peers especially from other
Programme schools/colleges (within the vicinity) which has good English environment or level of immersiveness.
2 Nature Trail This activity provides platforms for students to identify and appreciate the flora and fauna through
guided tours in English conducted by people involved in nature-related field.
3 Dreaming High This activity exposes students to various vocations/jobs through presentations/workshops in English shared by
personnel of different fields.
4 Silver Screen Prattle This activity encourages students to exchange opinions and perspectives on English movies/dramas/television
programmes watched, chaired by NGOs. In addition, students could develop script writing skills in English.
5 Our Best Kept Secrets This activity allows students to promote their home towns to the outside world using the English
language. Students work together with the local community/municipal and tourism board in sharing
the best kept secrets of their towns or villages.
6 Chefs In The House This activity provides a platform for the students to be exposed to the use of instructions in the baking
and cooking process in English through the collaborative partnership with culinary
students/personnel. Besides that, students will have the opportunity to identify ingredients used by
their English names.
111
7 Little Free Library This activity encourages and cultivates the love of reading English books amongst students by having smart
partnership with the local/university/college libraries.
8 IT’s The Way This activity exposes students to diverse ways of using the information technology for the benefits of
their future and at the same time improving their English language through blogs, VLE Frog, Facebook,
Twitter, email and et cetera. IT companies will help to collaborate by working together with the school.
9 Budding Writers This activity help students to produce articles for the school’s bulletin boards and magazines guided by journalists
and writers from news agencies and publishing companies.
10 The View This activity provides opportunities to express views on current issues/ special interests through lively banter in
English with the experts from different fields of interests to share their perspectives and to become moderators.
112
Activity : THE YOUNG TEACHERS’ PROGRAMME
Brief Description This activity provides a platform for students to learn English from their peers especially from the other
schools/colleges (within the vicinity) which has good English environment or level of immersion.
Objectives • To promote the use of English among students from different schools.
• To provide a platform for students to learn English from their peers of different schools with good
English environment.
• To collaborate on activities and tasks facilitated by peers.
Best Practices • Create student-centred activities and encourage active participation by students.
(Creating an immersive • Create a platform for students to share their strengths in English with peers from neigbouring schools.
environment) • Encourage inter-school collaborations at least once a year.
• Encourage collaborative learning through smart partnership.
Implementation 1. Identify and link with neigbouring SBP/SBT/SKK schools.
Steps 2. Identify the group of students suitable for the programme.
3. Identify the activities relevant to the students’ needs and scope of ability.
4. Provide clear instructions on how to carry out the one-day programme.
5. Monitor the use of English by both the participants and the young teachers throughout the programme
Suggested activities for the programme:

1. Growing stories – A similar sentence is given to groups of students. Every student adds a sentence
and finally they have different endings in stories that they have created .
2. Poetry recital – Poems are recited with the right intonation and expressions.
3. Drama/Sketch – A scene is acted out from popular dramas or those found in the literature component.
4. Singing/Choir- A song is selected from a compilation of popular/famous compositions.
Adaptation Ideas • Can be conducted as inter-class programme in the school where high performing students are selected as
(To adapt to restrictions, special the young teachers on board. Parents could be roped in to facilitate the activities.
requirements, and/or cost) • Can be conducted as a school-based programme where parents/individuals in the community or perhaps the
alumni/former students are selected as the young teachers.
Tips for Effective • Ensure English is used as the medium of instructions.

Implementation • Early planning and thorough preparation are essential.
• The young teachers are identified and briefed on the programme.
• The young teachers identified are informed that their contributions are recognized and will be rewarded (co-
curricular merits).
Performing, Low
Upper Sec. / Suburban/ Impact (Low, Med, High) (Qualified parents, sufficient
Performing, etc)
1 / 2 / Both All (Low, Med, High) teachers, transportation)
All Both All Low Med - High Medium Other neighbouring

schools/colleges with high
performing students / good
command of the English
language
Support from JPN/PPD

Activity : NATURE TRAIL
Brief Description This activity provides avenues for students to identify and appreciate the flora and fauna through guided
tours in English conducted by people involved in nature-related fields.
Objectives • To enhance their vocabulary by identifying variety of flora and fauna from the guided tours.
• To practise listening skills in English through guided tours.
• To enable students to experience nature and real-life (e.g. survival skills in the jungle).
• To have discussions in English based on the guided tour.
• To collaborate and support each other in ensuring that English is used as the medium of instruction.
Best Practices • Integrate the activity as part of the curriculum.
(Creating an immersive • Engage the support from the nature-related personnel to incorporate English-based tasks during the
environment) tour.
Implementation 1. Decide on the date and venue (e.g. national parks, botanical gardens, National Zoo) for the guided
Steps tours.
2. Discuss with the nature-related personnel on activities to be conducted.
3. Plan for the trip (e.g. permission, logistics, schedule).
4. Brief the students on the trip (e.g. rules and regulations, tasks need to be completed).
5. Assign tasks to students during guided tours.
6. Encourage active participation from students during tour.
Suggested activity
1. Liaise and discuss with the nature-related personnel on the itinerary during tour.
2. Prepare a list of questions for the quiz on flora and fauna.
3. Divide students into smaller groups .
4. Provide a template for students to take notes during the tour.
5. Brief students on the rules and regulations.
6. Conduct a quiz after the guided tour has ended.
7. Award the winning group.
Adaptation Ideas • If no English guided tours are available for flora and fauna, identify other places with English guided tours such
(To adapt to restrictions, special as planetarium, museums and edutainment centre. The choices of places should be related to the curriculum.

Implementation • Early planning and thorough preparations is essential.
• Liaison and discussion with the nature-related personnel is vital to ensure that planned activities can be
conducted smoothly.
Performing, Low
Performing, etc)
All Both All Low Med - High Medium Community/ Nature-related

personnel such as national
parks and botanical
gardens.
Parents/Community support
in terms of transportation &
food.
Activity : DREAMING HIGH
Brief Description This activity exposes students to various vocations/jobs through presentations/workshops in English
shared by personnel of different fields.
Objectives • To provide exposure to students on descriptions of different vocations/jobs in English

• To prepare students for the working world by having career talks in English
• To motivate students to perform better in examinations and thus, securing a better future.
Best Practices • All sessions should be conducted in English.

(Creating an immersive • Engage the support from school counsellors under career guidance and counselling.
environment) • Involve parents or alumni with different fields of jobs to share their experiences fortnightly.
• Get the involvement of corporations or multi-national companies such as Esso, Google, Microsoft, or
HSBC.
Implementation 1. Identify the careers that are popular choices amongst students.
Steps 2. Expose students to new field of careers too.
3. Identify the relevant personnel to be invited
4. Conduct the presentations/workshops on vocations/jobs in English.
5. Have question-and-answer (Q & A) sessions with the students after the presentations/workshops.

1. Provide tips on attending interviews.
2. Provide samples and introduce structure of writing e.g good job application letters and curricular vitae.
3. Conduct mock interviews.
4. “The sharing of experiences moment” with popular personalities , parents or even heads of
communities – they share their experience on how being fluent in the English language had helped
them in their fields.
5. Conduct motivational talks.
Adaptation Ideas • Expose students to scholarship opportunities by collaborating with scholarship providers such as
(To adapt to restrictions, Petronas, Khazanah Nasional etc.
special requirements, and/or • Conduct field trips to companies to expose students to the workplace.
cost)

Implementation • Select careers that are of popular choices among students.
• The list of careers should be prepared earlier to ensure varieties in vocations/jobs.
• Involve people who are role models eg. CEOs of companies, top personnel / personalities in the field from
the community.
involved Lower Sec or Rural / Urban Low Proficiency Implementation Requirements
(All, Selected, High Upper Sec. / Suburban/ Impact (Low, Med, High) (Qualified parents,
Performing, Low
1 / 2 / Both All (Low, Med, High) sufficient teachers,
Performing, etc)
transportation)
All Both All Low Med - High Low Parents / alumni /

community / universities /
personnel with different
fields of careers
Activity : OUR BEST KEPT SECRETS
Brief Description This activity allows students to promote their home towns to the outside world using the English language.
Students work together with the local community/municipal and tourism boards in sharing the best kept secrets
of their towns or villages.
Objectives • To promote their home towns to the outside world using the English language.
• To use English language when dealing with the local community/ tourism boards acting as partners in
business.
• To share the best kept secrets of their towns or villages with the common people.
Best Practices • Group work with a maximum of 10 students in a group.

(Creating an immersive • Groups act as companies which will liaise with the community/ tourism boards.
environment) • English language is fully used in this activity – such as in promoting their home towns/ villages.
• Local community/ tourism boards will give advice and work hand in hand with these students.
• The best kept secrets / specialties of the home towns / villages are highly emphasized – foods or places.
• This activity is carried out one every month.
• This activity promotes Project- Based Learning and information can be updated periodically.
Implementation 1. Groups of students are identified. They act as in companies and corporations.
Steps 2. Briefing for the students. They will promote their home towns / villages best kept secrets/ specialties.
3. The local community/ tourism boards are contacted as their co-operation is greatly needed.
4. Students work with the local community/ tourism boards, promoting their towns/ villages through the social
media such as websites, Instagram, Facebook or the other media as in newspaper or pamphlets.
5. Students can role play as tourist guides of their towns/ villages.

1. Get students to create posters, build websites, Facebook page, Instagram account.
2. Assist students to do presentation through slide shows or videos through YouTube.
3. Get the municipal/ tourism board to have radio interviews or special appearances on television to promote
students’ products, road shows or tours promoting the place or have a fair to promote the
towns/ villages.
Adaptation Ideas • Highlight the school’s , district, state or the country’s best kept secrets/specialities.
(To adapt to restrictions, • Traditional games, food, fashion or natural resources / environment, or places of interests could be
special requirements, and/or promoted as well instead of the best kept secrets.
cost)
Tips for Effective • English is used through out the implementation of the activity.
Implementation • Brain storm for ideas in finding the best kept secrets of town/ villages.
• Select reliable students to become group leaders .
• Liase with the local community/ municipal and tourism boards.
Performing, Low
1 / 2 / Both Suburban/ (Low, Med, High) sufficient teachers,
Performing, etc)
All transportation)
All Both All Low Med - High Medium Collaboration with local
community / municipal /
tourism board
Activity : CHEFS IN THE HOUSE
Brief Description This activity provides a platform for the students to be exposed to the use of instructions in the baking and
cooking process in English through the collaborative partnership with culinary colleges/personnel. Students
will also have the opportunity to identify ingredients in English.
Objectives • To use instructions in the baking and cooking process in English through the collaborative partnership with
culinary colleges / personnel.
• To expose students to baking and cooking demonstrations in English.
• To identify ingredients in English.
Best Practices • Group work
(Creating an immersive • Active interaction amongst students- limit to four or five( 4-5) persons in a group.
environment) • Group leaders and members are selected randomly according to numbers.
• Culinary colleges or personnel are identified and notified. They become facilitators for this activity.
• Give insights for what would take place during the demonstrations.
• The activity is conducted in the English language.
• Venues, recipes, cooking utensils, ingredients are vital for this activity.
Implementation 1. Students are identified. Then, groups of students are selected randomly according to numbers and briefed.
Steps 2. Culinary colleges are contacted for their students’/ personnel’s participation. They will become facilitators
or moderators or perhaps trainers for the students during the activity.
3. The school will decide on the date and venue for this activity.
4. Culinary students/ personnel give cooking / baking demonstrations to these groups of students, fully
conducted in the English language. Students learn instructional language and the names of ingredients
throughout the demonstrations.
5. Students then conduct the baking / cooking process themselves, perhaps creating new recipes as they go
by the ingredients (mystery boxes)

1. Cooking competitions
2. Creating recipes
3. Masterchef programme as iseen on television
Adaptation Ideas • Outdoor cooking demonstrations using basic things found at camping sites.
(To adapt to restrictions, special • Cooking demonstrations by local community / parents from the school.
requirements, and/or cost) • Instead of baking and cooking process, other activities can be conducted such as:
- flower arrangement / craft making session
- ice-cream, coffee or iced drinks.
Tips for Effective • Select enthusiastic students with a passion for baking / cooking
Implementation • Contact reputable culinary / baking colleges /schools with English as their medium of instructions.
• Get the whole school participation by selecting them as audience.
• Document this activity through video and photography
• Get sponsors from supermarket / grocery stores / parents / community for the ingredients needed.
Performing, Low
Performing, etc)
All Both All Low Med - High Low Collaboration with the
community/ chefs/ students
from cooking culinary
colleges/ faculties/ parents
with high culinary interests
Activity : LITTLE FREE LIBRARY
Brief Description This activity encourages and cultivates the love for reading English books amongst students by having
smart partnership with the local/university/ college libraries.
Objectives • To encourage and cultivate the love for reading amongst students with the help of the local libraries.
• To promote reading skills such as fluency, vocabulary and comprehension in a language-rich
environment.
Best Practices • Involve participation from the libraries in the area – colleges, varsities, national, mobile or district.
(Creating an immersive • Effective planning by the teachers, get the paper work done ideally 3 months before the actual date.
environment) • Encourage group work preferably four to five( 4-5) in a group.
• Monitor the use of English throughout the activity.
• Ensure active participation of students in reading at the library.
• The personnel from the libraries become the guides or facilitators during the activity.
• This activity best carried out on a weekly basis throughout the year.
Implementation 1. Identify students.

Steps 2. Group students into four or fives (4-5).
briefed accordingly. Leaders are elected amongst them.
1. Libraries are contacted for their personnel to be facilitators or moderators during the visit/activity.
2. The school will decide on the date for the activity.
3. Personnel from the libraries will conduct sessions where students participate in reading of story books
in English, finding clues in the libraries such as famous and popular authors of English novels, library
maze (they locate books at the sections of the library), scavenger’s hunt and et cetera.
4. Students then conduct presentations at the end of each session.

1. Books discussions by famous/ popular authors
2. Reading of pages in the books by personalities –such as local celebrities, or famous actors
3. Get to know your books - librarians explain what is found in a book such as the cover, bibliography, and
year of publication.
Adaptation Ideas • Collaboration with mobile libraries, or of the neighbouring schools or even in own school.
(To adapt to restrictions, • Get the involvement of parents / alumni who are proficient in English lto become facilitators.
cost)
Tips for Effective • Teachers must plan ahead with the library personnel on the sessions to be conducted in the libraries.
Implementation • Thorough and effective planning of sessions is crucial for the effectiveness of this activity
• The idea is to get students to have the feel of the English books and be able to touch and skip through
the pages.(Students who do not come from privileged background do not have access to books).
Performing, Low
1 / 2 / Both Suburban/ (Low, Med, High) sufficient teachers,
Performing, etc)
All transportation)
All Both All Low Med - High Low Smart partnership with the
local / university / college
libraries
Q&A
SESSION
FAQ
Adakah HIP suatu program baharu?
• Tidak, ianya bukan sebuah program baharu, malah ia

merupakan pengukuhan terhadap pekeliling Kementerian
Pendidikan Malaysia yang dikeluarkan pada tahun 1999 untuk
melaksanakan aktiviti-aktiviti penguasaan bahasa Inggeris di
dalam dan di luar kelas.
• Apa yang berbeza adalah pelaksanaan HIP. Pendekatan yang

digunakan adalah untuk memberi kuasa kepada sekolah,
dilaksanakan oleh sekolah dan untuk sekolah.
Mengapa kita perlukan HIP?
• HIP diperkenalkan untuk menyediakan satu mekanisme

sokongan seperti pembelajaran di antara rakan setugas,
sokongan oleh jurulatih, pegawai pendidikan daerah dan
negeri, sarana yang mempertimbangkan pelbagai peringkat
kesediaan dan tahap penglibatan ibu bapa dan masyarakat.
Apakah jenis aktiviti-aktiviti yang boleh sekolah laksanakan?
• Sarana HIP mengandungi menu pilihan aktiviti-aktiviti sekolah yang

boleh digunakan mengikut tahap kesediaan mereka. Aktiviti-
aktiviti dikategorikan kepada Dalam Kelas, Luar Kelas dan Kelas
Tambahan. Sekolah-sekolah boleh memilih daripada senarai
aktiviti-aktiviti pilihan, dan bebas untuk melaksanakan satu atau
lebih aktiviti.
• Sekolah juga digalakkan untuk melaksanakan aktiviti-aktiviti mereka

tersendiri yang kreatif dan tidak terdapat dalam sarana tersebut.
Jika aktiviti-aktiviti tersebut terbukti berkesan, mereka boleh
dipertimbangkan untuk dimasukkan ke dalam sarana pada masa
hadapan sebagai amalan terbaik.
Apa yang akan berlaku kepada aktiviti-aktiviti pengayaan bahasa
Inggeris sedia ada yang sedang dilaksanakan?
• Sebarang aktiviti pengayaan bahasa Inggeris sedia ada boleh
diteruskan dan dirangkumi di bawah program HIP. Sekolah digalakkan
untuk terus melaksana dan meningkatkan aktiviti pengayaan bahasa
Inggeris sedia ada jika ia telah mencapai kejayaan dan menghasilkan
keputusan yang baik.
• Walau bagaimanapun, HIP ingin memperlihat sekolah-sekolah untuk

memantapkan lagi pelaksanaan aktiviti-aktiviti serta memperkenalkan
aktiviti dengan lebih banyak dan hebat untuk sentiasa meningkatkan
tahap pencapaian.
Bagaimanakah HIP menyokong dasar pendidikan?
• HIP adalah sejajar dengan Aspirasi Murid Pelan Pembangunan

Pendidikan Malaysia (PPPM) di mana PPPM memberi sokongan
kepada murid-murid untuk menguasai kemahiran dwibahasa untuk
meningkatkan daya saing di peringkat global.
• Anjakan ke-2 di bawah PPPM memastikan setiap kanak-kanak

menguasai bahasa Malaysia dan bahasa Inggeris, dan juga
menggalakkan setiap murid mempelajari bahasa ketiga sebagai
tambahan.
Bukankah kelas Bahasa Inggeris mencukupi untuk menerapkan
penguasaan bahasa?
• Berdasarkan PPPM, "Kajian antarabangsa menunjukkan bahawa masa
pendedahan yang lebih daripada 15-20% sedia ada diperlukan bagi
murid menguasai bahasa Inggeris". Oleh itu, HIP akan meningkatkan
masa pendedahan kepada bahasa melalui penggunaannya dalam
aktiviti di luar kelas.
• HIP akan dilaksanakan bersama-sama program-program lain di bawah

MBMMBI, untuk mengukuhkan penguasaan dalam kedua-dua
bahasa.
Bagaimanakah HIP akan dilaksanakan?
• Pendekatan yang digunakan adalah dengan memberi kuasa kepada

sekolah, dilaksanakan oleh sekolah dan ianya untuk sekolah. Sekolah-
sekolah akan dibekalkan dengan sarana agar mereka mempunyai
panduan untuk merancang aktiviti dengan lebih berkesan,
berdasarkan latar belakang dan keupayaan mereka.
• Sebuah mekanisme sokongan akan dibina di peringkat daerah, negeri

dan kebangsaan untuk menggalakkan sekolah-sekolah untuk
berkongsi, belajar dan menyokong satu sama lain untuk melaksanaan
aktiviti-aktiviti ini.
Bagaimana negeri-negeri dan sekolah-sekolah rintis dipilih?
• Negeri-negeri rintis dikenalpasti berdasarkan kepada kriteria pemilihan objektif

yang telah dipersetujui oleh ahli-ahli makmal:
• dimulakan dengan sekolah-sekolah rendah di dalam negeri yang dipilih
berdasarkan keputusan UPSR 2014 dalam Bahasa Inggeris yang tercorot
• Untuk memudahkan pelaksanaan dan peluasan: melaksanakan rintis mengikut
zon
• Semenanjung: Utara, Selatan, Tengah dan Timur
• Utara: Perlis
• Tengah : Perak
• Selatan: Negeri Sembilan
• Timur: Pahang
• Sabah dan Sarawak
Apakah yang sekolah perlu lakukan?
• Pemimpin sekolah memainkan peranan penting dan mereka bertindak
sebagai "Nakhoda", yang memandu sekolah dalam mewujudkan
persekitaran bahasa Inggeris, memberi motivasi kepada guru-guru dan
murid-murid, dan melibatkan ibu bapa dan masyarakat secara aktif.
• Guru-guru perlu menyokong pemimpin sekolah dalam mewujudkan

persekitaran yang kaya dengan dwi-bahasa dengan mengamalkan
pengajaran dan pembelajaran secara berkesan, proaktif dalam
melaksanakan aktiviti-aktiviti yang menggunakan bahasa Inggeris,
membangunkan alat bantu mengajar, dan menganjurkan acara sekolah.
• Semua guru, bukan sahaja guru Bahasa Inggeris, digalakkan untuk

menggunakan Bahasa Inggeris dalam aktiviti luar bilik darjah.
Apakah peranan murid-murid dan ibu bapa?
• Murid-murid adalah teras kepada program ini, dan peranan mereka adalah
untuk menjaga pembangunan peribadi dan pembelajaran serta memberi
sokongan kepada guru-guru dalam menjalankan aktiviti-aktiviti. Maklum
balas daripada murid-murid juga adalah penting dalam memastikan
penambahbaikan HIP yang berterusan di sekolah.
• Ibu bapa dan masyarakat memainkan peranan sebagai "Penyokong".

Mereka boleh membantu sekolah dengan pelbagai cara, seperti
menyediakan kepakaran, menjadi sukarelawan dan memberi bantuan di
mana sahaja dan bila-bila diperlukan serta menyediakan bantuan
kewangan. Maklum balas ibu bapa mengenai perkembangan anak-anak
mereka adalah penting.
Adakah pelaksanaan HIP akan melibatkan perubahan jadual
waktu sekolah?
• Pelaksanaan HIP tidak akan melibatkan perubahan jadual waktu

sekolah.
• Jadual waktu sekolah akan diteruskan seperti biasa di mana Bahasa

Inggeris akan diajar di dalam kelas seperti biasa, manakala aktiviti
luar bilik darjah akan dijalankan selepas waktu persekolahan.
Sekolah saya mempunyai sumber yang sangat terhad. Adakah
saya masih boleh melaksanakan HIP
• Ya, anda boleh. Aktiviti-aktiviti dalam sarana ini termasuk

pertimbangan terhadap kos aktiviti, kemudahan pelaksanaan dan
keperluan yang khusus bagi aktiviti-aktiviti yang tertentu.
• Oleh itu, sekolah boleh merujuk kepada pertimbangan ini dan

memilih kegiatan yang paling sesuai berdasarkan tahap kesediaan
dan sumber sedia ada.
Adakah kemajuan sekolah dinilai?
• Sarana tersebut disertakan dengan alat penilaian yang direka

untuk sekolah-sekolah untuk terus menilai kemajuan mereka dan
melaksanakan aktiviti yang lebih kompleks dan apabila mereka
bersedia.
Bagaimanakah kejayaan diukur?
Adakah terdapat KPI untuk sekolah?
• Kejayaan diukur berdasarkan perubahan tingkah laku yang positif

di sekolah dan penglibatan pemimpin sekolah, guru-guru, murid-
murid, ibu bapa dan masyarakat.
• Tiada KPI akademik bagi sekolah kerana HIP tidak bertujuan untuk
menggalakkan pembelajaran berasaskan peperiksaan.
Thank you…

Hip

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SUCCESS CRITERIA

• Di akhir perbengkelan, peserta akan dapat:

1. Memahami dan seterusnya dapat mengaplikasi HIP di sekolah.

• HIP is a programme introduced under the MBMMBI policy that will

• Program HIP diperkenalkan di bawah polisi MBMMBI yang bertujuan

• Keberkesanan program HIP bergantung kepada gabungan empat

English Proficiency of Form 5 Students

A2 Source: Cambridge Baseline Study 2013

A1 C1 B2 and below A2 and below

95% employers believe that an enhanced quality of the English

Parents want an increase in exposure to the English language – Evident

• Schools adopt best

• Sharing of schools’ best practices

(A) Self Assessment Tool (B) Guide Book

Level of English 1. Fundamental Factors

2 Capacity Gaps 2. Strategic Planner for

THE WHOLE SCHOOL APPROACH

LEARNERS PARENTS AND

• Take charge of learning and • Provide expertise and lend

• Create an English • Create an English • Take charge of personal • Create an English

• Drop Everything and Read

Implementation Best Implementation Adaptation Possible

Group of Impact on Ease of

Three (3) Types of Partners for HIP:

1 Parents and 2 Institutions of 3 Corporates

Public Higher Private Higher

Stage 1 Stage 2 Staged Full

Objective of Pilot Stage

• Monitor English teachers– Management by Walking Around (WAYS).

For All Teachers

For English Teachers

For All Teachers

For English Teachers

Create an English 1. Encourage peers to use English.

1. Participate actively in English language activities and competitions.

• Organise Story-telling corner

No. Activity Brief Description

Objectives • To develop pupils’ creative and critical thinking skills.

Best Practices • Encourage whole class participation.

Tips for Effective • Employ effective time management.

Objectives • To use the language confidently by talking about topics of interest.

Best Practices • Encourage whole class and individual participation.

Tips for Effective • Provide encouragement and non-threatening environment.

All Both Both Low High Low difficulty N/A

Objectives • To develop reading fluency.

Best Practices • Encourage whole class and individual participation.

Tips for Effective • Provide encouragement and non-threatening environment.

Best Practices • Allow pupils to decide on the type of performance.

Tips for Effective • Provide encouragement and non-threatening environment.

No. Activity Brief Description

Objectives • To instill reading habit among pupils.

Tips for Effective • Provide reading materials based on pupils’ interest.

Objectives • To enhance pupils’ public speaking skills.

Best Practices • Allocate time for each presentation.

Objectives • To provide exposure to English.

Best Practices • Employ the usage of English throughout the assembly.

Implementation 1. Greet pupils in English.

Tips for Effective • Create a non-threatening environment.

Tips for Effective • Ensure English is used throughout the activity.

Objectives • To develop pupils’ oracy skills.

Implementation Steps 1. Select pupils with talent and interpersonal skills.

Tips for Effective • Create a non-threatening environment.

Objectives • To stage performances in English with confidence.

Best Practices • Encourage creativity in performance.