The Most Memorable Special Activity – English Awareness Campaign Week
During the English Awareness Campaign Week, six activities were held. These activities include Amazing Race, Storytelling Competition, Jazz Chant Competition, News Broadcast Competition, Song Festival and Book Fair. Book Fair was held during every recess and the other activities were held after school. Here is the brief summary of the activities.
During the English Awareness Campaign Week, six activities were held.
These activities include Amazing Race, Storytelling Competition, Jazz Chant
Competition, News Broadcast Competition, Song Festival and Book Fair. Book Fair
was held during every recess and the other activities were held after school. Here
is the brief summary of the activities.
This activity is organised for two different theme groups so it use two after school time. The participants need to run over the school to complete the entire task. There are also time counting for the task they are doing.
Details of event:
are to register themselves in their group of preference.
will be briefed thoroughly on the rules and the regulations prior to the race.
stations for missions will be set throughout the school.
winners will be announced instantly on the day of the race.
Jazz Chant Competition
The Jazz Chant Competition is organised for all English Class. Jazz Chant
is about speaking and actions and music. A group of students will say out their
lines out loud by matching the tempo they make, like clapping hands. For the
participated class, there will be judges to preview their performance to decide
which class to go to final. For the one who success to go to the final, they
will be challenging to perform on the stage to win the place. There is also a
prize for the best costumes.
News Broadcast Competition
This competition is organised for all seniors student. They will have to
broadcast news by filming into a video. Broadcasting news will need to speak
fluently and pronounce correctly and be professional by looking the camera.
This competition is only for junior students to participate. The
participants need to tell out a story according to the theme. The participants
will need to act out the story with the costumes. While acting the story out,
the participants down the stage were also enjoying their show.
The Song Festival has hold on the last day of the English Awareness Campaign
Week. The participants need to be selected on the audition to go to the final
stage. The participants are allowed to sing any English song with their
instrument. The students can go to the Song Festival by buying a ticket.
How Members Learn From Special Activity
In this activity, members get to learn to be punctual and responsible for their own actions. They will also learn to adapt to the surroundings they were not told what to do before turning up for their duties. For members, they have learned to think solutions to solve problems that happened. Emcees will learn the proper way to announce the winners by building tension among the audience to make the announcements more intense. The photographer will learn the techniques of taking a good picture without taking classes. Members can learn through experience and through the opinions from the teachers.
How Members Achieve Aims from Special Activity
During English Week, members have followed the duty roster and came to
duty on time. This has trained members’ punctuality and consciousness towards
time. They have also increased their availability towards this society by
making up the time to come for the duty other than carrying out their personals
needs. They were also very responsible for their work. They did not make too
much noise during the activities so that the judges and participants will not
be disturbing. Members have obeyed whatever the teachers ask for without
For the members who had specific roles on the day of the competition,
those who have done their roles with their best performance will be able to
pick up on different set of skills which can be fun to learn. The emcees who
are required to edit their own scripts will finally understand the pain of
editors. They also need to be confident during their speech so that the
audience will have a better image towards our society. The job of an emcee was
not an easy as it seems. During the competitions, plenty of variables may
change overtime. This forced the emcee to change their script instantly without
letting the teacher check for them. Thus, this improved members’ judgement
skills towards their own grammar and formality.
Other than that, the photographer can also gain a set of skills that may
be useful in the future times. The members who are using the camera will need
to change the focus and position of the camera in different ways so that the
picture focuses on different objects.
Achievement of Committee Members during Special Activity
During this activity, little problems happened. This may be due to the
good preparation done by the committees. The duty roaster was done beforehand
and was made sure that every member was able to turn up for the duty. Before
the actual duty roaster was arranged, the committee members had asked the
society members to ensure that they can stay back during the given time. If the
members were not free, they have to change their duty time with other members
so that the duty time can be even among the society. This made sure that every
day there will be members stay back to help.
By carrying out this activity, members will be able to improve their leadership skills. Some of the members will be assigned as the leader of a certain activity who is responsible for the other members to help teachers. Besides, members will take on different roles during different activities. In example, emcee will get to become a fluent speaker and become better to save the awkward moments. For photographer, attentions of the participating students have to attract for having a nice photo. However, members who are just normal workers will also learn something. For example, they will learn to attract people attention during the book fair. Members will also learn to communicate with people during the activities.
Field Trip 2019
This field trip is organised at the same area as last year. Through this activity, members get to strengthen their relationship with each other. Besides, members get to improve their socializing skills and expand historical knowledge of Malaysia. The members will learn how to describe the feelings about the special activity by doing the learning sheet.
Before the day of the field trip, the committee member has introduced the itinerary for the field trip and informed the members about the items needed on that day. The members will be separate into four groups. First, we will be going to a café shop to be a traditional British man. We will be going there by taking LRT and some walking. Then, we will go to the central market to take photo of the scenery and being a `tourist’.
This fieldtrip is held on 3 of August. This meant that the students can end the school day by going to the fieldtrip all day. The members have to wear society t-shirt during the fieldtrip. This is because society t-shirt represents our school and our society. This also aware the members need to behave properly as we are representing the reputation of Tsun Jin High School. This fieldtrip is also for letting the members to enjoy the time left in the society of the co-curriculum time.
During the fieldtrip, the committee members have taken the lead and led of the society to reach the locations safely. They have done plenty of research and survey before the activity. All members have reached the location in time. The committee members did not forget to tell the elder members to take care of the younger ones.
Weekly activities mean the activities we did in the society every week. It always lead by the activity planners and it always will be some lessons like English grammars, extra knowledge in other country. Weekly activities can let members learn more things that they can’t learn from the textbooks. Hence, we can know that weekly activities can improve member’s improve English grammar by being in an environment which using English to communicate. Thus, our society has held 42 weekly activities in total, 23 times on Wednesday and 19 times on Saturdays.
1. Audio, Visuals, Videos and Hands on demonstration
2. Activities for Reading
3. Speaking Games for Language
4.Fun Writing Activities
5. Listening Activities
1. Audio, Visuals, Videos and Hands on demonstration
Activity Planners have planned dozens of interesting topics which includes British and America English, Music Genres, National Geography, Historical Buildings, English Grammar. Although it looks boring but we intend to make our members to be more relaxing for society time. `Never judge a book by its cover’, before all of the activities, activity planner have to work hard to do plan out an interactive lesson for members. The PPT has to be good for understanding. Activity planners learn and improve every time about the problem and mistake from the experience. After PPT lessons will be some games or activities that related. After hours of preparation, activity planners can finally present their hard work to our members. The PPT usually includes some pictures and examples so that members understand easily. After the presentation, Activity planners will hold out quizzes or games so members will be able to test themselves.
2. Activities for Reading
Select five to ten words from a book the members were reading. Print each
word clearly and boldly on separate 3×5 inch index cards, making pairs of each
Shuffle the cards and place them face
down in neat rows. Take turns turning up two cards at a time and reading the
words aloud. If the two cards match, the player keeps them and takes a second
turn. If they do not match, the cards are replaced face down and the next
player takes a turn. Play until the cards are matched. The player with the most
pairs wins. If the members has trouble recognizing a word, say the word- do not
ask the member to `sound out’ the word. The purpose of this game is to build
automatic recognition of whole worlds.
The difficulty of the game by the choice and number of words used: for
very beginning readers, choose meaningful words that are visually distinctive:
“ghost”, “dark”, “sister”, and keep the number of
words low. For a more challenging game, include some words that are less
distinctive: “when”, “what”, “this”,
“that”, but be careful not to overwhelm the member.
Instead of matching pairs, we use rhyming pairs: look, book; dark, park.
This game can also be used to build letter recognition and letter/sound
association. Paste or draw simple pictures on one set of cards; and on the
other set, print initial consonants to go with the pictures. For example, paste
the picture of a dog on one card, and write the letter “D” on a
Note: This game can be adapted to use with older children, or more
advanced readers: variations can include vocabulary practice such as using
homonyms, (words that sound alike but are spelled differently and have different
meanings: cent/scent; dear/deer, etc.) or contractions, (can’t; cannot, etc.).
B) Go fish
This game is good for early fluent to fluent
Select ten to 20 words from a book (or books)
the member is reading. Print the words clearly and boldly on separate 3×5 inch
index cards, making pairs of each word. Two to four players can play this game.
Shuffle and deal three to five cards to each player. Place the rest of
the deck face down. Players take turns asking each other for a card to match
one held in his or her hand. If the opponent has a matching card, it is given
over, and the first player takes another turn. If the opponents do not have a
match, he or she says `Go Fish’ and the player draw from the remaining deck of
cards, and the next player takes a turn. Each time a player has a match, he or
she reads the words, and put down the pair, face up. Continue the game until
the cards are all used up.
Instead of matching words, rhyming words can be used. In this case,
player asks for a word that sounds like `night…’ At the end, the player can
earn extra point by dictating or writing additional words that rhyme with the
base words, or creating `silly’ sentences using the rhymes.
3. Speaking Games for Language
A) Descriptive drawing activity: Pair up the
students and give each student a picture, placing it face down so
partners cannot see each other’s cards. They must describe the picture for
their partner to draw.
B) Comic strip
descriptions: Give each student a portion of a comic strip. Without
showing their pictures to one another, the students should attempt to describe
their image, and put the comic strip into the correct order. After about
10 minutes, the students can guess the order, show one another their portion,
and see if they were correct.
C) Secret word: Members
are given a random topic and a random word that is unrelated to the
topic. The students must hide the word in a speech about the
topic—they’re trying to make sure the other students can’t guess the secret word. The
other students listen carefully to the speech and attempt to guess the
D) Debates: Give each student
a piece of paper with “agree” written on one side and “disagree” on the
other side. Read aloud a controversial statement, and have each student hold
up their paper showing agree or disagree side depending on their
opinion. Choose one student from each side to explain their position and
participate in a short debate.
E) Impromptu speaking: Prepare a list of topics that students will be able to talk about. Split the class into two teams, and have each student choose a number—that’s the order they will go in. Each student will respond to a statement without preparation. They must continue speaking for 45 seconds. As the student is speaking, the other team listens for moments of hesitation, grammatical mistakes, and vocabulary mistakes. If the other team can correctly identify an error, they get a point.
Desert island activity: Give each student a piece of paper and tell them
to draw an item—any item. Collect the drawings and pass them out again; no
student should receive their own drawing.Next, tell the students that they’ve
been stranded on a desert island, and only half of the class can survive and
continue to inhabit the island. The only thing each student will have on the
island is the item depicted in the drawing given to them, and their goal
is to convince the class that they should survive based on that item.
Storytelling activity: Bring four members to the front of the classroom. Three
of them should sit in a row, and one should stand behind them and act as a
controller. Give the controller a stack of cards with nouns
written on them.The controller will hand a noun to one of the three members,
who will start to tell a story. The member continues telling the story
until the controller decides to hand another noun to another member, who will
then take over the story.
F) Comic strip descriptions: Give each
student a portion of a comic strip. Without showing their pictures to one
another, the students should attempt to describe their image, and put the comic
strip into the correct order. After about 10 minutes, the students can
guess the order, show one another their portion, and see if they were correct.
G) Secret word: Students are given a
random topic and a random word that is unrelated to the topic. The
students must hide the word in a speech about the topic—they’re trying to
make sure the other students can’t guess
the secret word. The other students listen carefully to the
speech and attempt to guess the secret word.
H) Two Truths, One Lie: Each student
should write three statements about themselves on a piece of
paper. Two of them should be true, and one should be a
lie. Students read their three statements, and their classmates question
them to try to determine which statement is a lie.
I) True/false storytelling: Give each
student a piece of paper with either “true” or “false” written on it. Each
student should tell the class a story that is true or false, depending on which
word they received, and the class must guess whether it’s true. To add to
the activity, you can allow the other students to question the student telling
the story. I Have Never…: All students in the class should start this
activity holding five fingers in the air (you can use less fingers to do this
more quickly). The student who goes first tells the class one thing
that they have never done. The students who have done that activity should
put a finger down, and tell the class a story about this activity. A student is
out of the game when all of their fingers are down.
4.Fun Writing Activities
1. Poetry Scavenger
The Purpose: This activity encourages
students to see the poetry in the everyday language around them, while
helpfully reinforcing their understanding of some of the conventions of the
The Process: Encourage students
to ‘scavenge’ their school, home, and outside community for snippets of
language they can compile into a piece of poetry or a poetic collage. They may
copy down or photograph words, phrases, and sentences from signs, magazines,
leaflets or even snippets of conversations they overhear while out and about.
language they collect may range from the Keep
Out sign on private property to the destination on the front of a local
Once students have gathered their language
together, they can work to build a poem out of the scraps, usually choosing a
central theme to give the piece cohesion. They can even include corresponding
artwork to enhance the visual appeal of their work too, if they wish.
The Prize: If poetry serves one purpose, it is to encourage
us to look at the world anew with the fresh eyes of a young child. This
activity challenges our students to read new meaning into familiar things and
to put their own spin on the language they encounter in the world around them,
all while reinforcing the student’s grasp on poetic conventions.
2. Story Chains
The Purpose: Writing is often thought of as a solitary pursuit,
and for this reason alone it can be seen as a particularly unattractive
activity by many of our more gregarious students. This fun activity not only
exercises students’ understanding of writing structures, but engages them in
some fun, creative collaboration too.
The Process: Each member starts with a blank piece of paper and
pen. The activity planner writes a story prompt on the whiteboard. Each member
spends two minutes, for example, using the writing prompt to kick start their
When they have completed this part of the
task, they will then pass their piece of paper to the student next to them. Members
then continue the story from where the previous member left off for a given
number of words or paragraphs, or length of time.
If organized correctly, members receive their
own initial story back at the end for the writing of the story’s conclusion.
The Prize: This fun writing activity can be used effectively
to reinforce student understanding of narrative writing structures, but it can
also be fun to try with other writing genres too.
Working collaboratively can really motivate
students to engage with the task as no one wants to be the ‘weak link’ in the
finished piece. But, more than that, this activity encourages students to see
writing as a communicative and creative task where there needn’t be a ‘right’
answer. This encourages students to be more willing to take on creative risks
in their work.
The Purpose: This is another great way to get members to try
their hand at writing poetry – a genre that many members find the most daunting
The Process: Acrostics are simple poems whereby each letter of
a word or phrase begins a new line in the poem. Members can start off with
something very simple, like their own name or their favorite pet and write this
vertically down the page.
For higher level, members can take a word or
phrase related to a topic they have been working on, or that they have a
special interest, in and write this down the page before beginning to write.
The Prize: This activity has much in common with the old
psychiatrist’s technique of word association. Members should be encouraged to
riff on ideas and themes generated by the focus word or phrase. They needn’t
worry about rhyme and meter and such here, but the preset letter for each line will
give them some structure to their meanderings and require them to impose some
discipline on their wordsmithery; albeit in a fun, and loose manner.
4. The What If
The Purpose: This challenge helps encourage students to
see the link between the posing of interesting hypothetical questions and the
creation of an entertaining piece of writing.
The Process: To begin this exercise, have the students
come up with a single What If question
which they can then write down on a piece of paper. The more off-the-wall the
For example, ‘What if everyone in the world
knew what you were thinking?’ or ‘What if your pet dog could talk?’ Students
fold up their questions and drop them into a hat. Each student picks one out of
the hat, before writing on that question for a suitable set amount of time.
The Prize: Students are most likely to face the terror of the
dreaded Writer’s Block when they are faced with open-ended creative
This activity encourages the students to see
the usefulness of posing hypothetical What If questions, even random
off-the-wall ones, for kick-starting their writing motors.
Though students begin by answering the
questions set for them by others, encourage them to see how they can set these
types of questions for themselves too the next time they are suffering from a
stalled writing engine.
5. Listening Activities
A) Listen and draw a
Activity planner reads or
makes up a story and as the members listen they draw the different scenes. Activity planner can help them by explaining
which scene to draw. This can be done
individually or in small groups on larger paper. This really helps you to see if the members
understand and they will often ask questions if they don’t understand.
B) Adjectives draw
Give each member a piece
of paper. Then, the activity planner says an adjective or noun combination and
the members have to draw it (e.g. draw a long snake; draw a big house,
etc.). It is fun to make silly words
(draw a small elephant). The activity
planner should also draw so he or she can compare with the members’ pictures at
C) Blindfold walk
This is really fun. Teach: go
forward, go backwards, (3) steps, turn right / left. Then place a blindfold on a member and direct
him or her around the room to eventually pick up a flashcard or object (e.g.
“Go forward 3 steps, turn right, go forward 5 steps, now go backwards 2 steps,
turn left, etc.). Finally, have members
work in pairs – one blindfolded and one giving directions.
D) Listening with flashcards
a lot of flashcards that members have already leaned around the room and have
the members sit on floor. Make up a story and incorporate all of the
flashcard pictures … as the members say the flashcard word the member nearest
the card must touch it. For example, player1 starts the story with `Once
upon a time there was a farmer who had some cows (touch), sheep (touch) and
pigs (touch). One day he was surprised to see lots of new animals on his
farm. Next to the gate was a zebra (touch) and in the pond was a hippo
(touch …), etc’
E) Secret Message
Make two teams and have each stand in a line
(parallel with each other). Take two members
from the front of each line outside the classroom and whisper a sentence to
them (e.g. “Tonight it is going to rain and tomorrow it is going to be
sunny”). Then the members come back and
whisper the sentence to the next one, who in turn whispers it to the next, and
so on down the line. The member at the
end either writes the correct sentence on the board or says the sentence to the
activity planner. 2 Points are awarded for a perfect sentence, 1 point for
nearly perfect and a bonus point if the team finished first and got the
sentence right. Then do it again with
two new members.
F) Guess what it is
Put members into teams of 3 or 4. Then everyone sits and listens carefully to
the activity planner for a description of something or someone (e.g. “This is
an animal which lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really long nose” – answer:
elephant). Then each team discusses what
they think it is before giving an answer.
Members can give the description sentence by sentence, encouraging the members
to guess each time, until one group wins.
Members can start off with easy clues and slow speech but then
progressively choose more difficult words and speak more quickly so that the members
really have to concentrate.
G) Put in order
the members in teams and have them sit together. Give each group around 10 objects or picture
flashcards – each team must have the same things. The first member now says all the words for
items in front of the second member and the other members listen but mustn’t
touch the objects. Finally, the activity
planner says “Put the objects in the correct order” and the teams have to put
in order the objects in the order that the activity planner said them.
H) Listening dialogs
Before the activity time, the activity planner
has to prepare some dialogs based on the lesson theme. Also, activity planner has to prepare some
comprehension questions based on the dialogs. While staring the game, have two members
read the dialog and the other members have to listen and then answer the
questions. For higher level challenge,
make groups and give each group 15-20 minutes to write a dialog and questions.
Then each team reads their dialogs while the rest of the class answers the
questions which have been taped to the whiteboard.
I) Number / Word bingo
Playing bingo requires members to
listen carefully. Activity planner can use either numbers or
words. Before the lessons, the activity planner has to creates the bingo
sheets and words.
J) Spelling Messenger
Put members in teams of three. The
first member is given a word on a piece of paper and mustn’t show it to his/her
team mates. He or she stands at the end
of the room furthest from the board facing the wall. The second member is at the board facing the
board. The third member acts as the
messenger. The first member whispers the
first letter to the third member who then runs and whispers it to the second
member, who in turn writes it on the board.
The third goes back and forth until the word is written on the
board. All the teams compete – they have
different words but all with the same number of letters. The first team to complete the word correct
wins a point.
How Members Learn From
Members usually learn lessons from PowerPoint Lessons during
Wednesday and Saturday. Activity planners will explain the lessons to members.
During Saturday, members have games or activities more often. Those activities
will lead by activity planners. Activities can let the members learn about cooperating
and also have fun with the lessons. The PowerPoint Lessons include English grammar and
some general knowledge so that members can learn something from them. Members
can use them for later in their lives. We usually have grammar revision before
examination as we want to help members to score in their exams.
Furthermore, the latter activities are the alternative
ways to develop members’ secondary skills which are not learnt from the study
of books. These secondary skills such as teamwork, communicating skills,
confidence and trust to just a name a few, are learnt by being proactive in the
activities planned by the committees. Members can also experience working under
pressure, which give them a chance to experience a simulation of the real
society outside the walls of our school. Their flexibility and efficiency can also
be improved by copying with the ever changing rules of regulations of the
games. These skills are extremely difficult to master, but these activities
proved that greatness comes from great commitment. From a different
perspective, the friendship and relationship among the members have also shown
a significant improvement throughout the year. Our members used to be shy from
the start of the semester, but all of them have become more comfortable among
each other. With that being said, the learning opportunities can be endless if
members are committed to do so.
How Members Achieve Aims from Weekly Activities
From the PPT (Power Point Presentation), members have
to read the information which is projected into the screen while the activity
planners provide more information through speech. This can train member’s
reading and listening skills while the activities are going on. At the same
time, members are also required to answer those quizzes which are related to
the Power Point Presentation which is designed to engage all members in the
lessons. It is important for letting members have a clear understanding about
the presentation since the knowledge gained from the lessons may be useful
later in their lives.
revision which is prepared by activity planners is very useful to our members
as a preparation for who are going to have their examinations. Members are
allowed to ask questions when they are facing their problems while the activity
is ongoing. For those members who doesn’t speak much during lessons, there are
questions ask depends on their ability. This has greatly improved their English
language and their speaking skills efficiently. Therefore, PowerPoint
presentation has been a great way for members to learn.
The commitment to enhance teamwork has never been
absent in our activities. Most of the activities require teamwork to complete
the task within the shortest time possible. Members are usually divided into
groups and complete the task together.
Achievement of Committee Members during Weekly Activity
Based on the learning opportunities provided by the activity planners, it is obvious that most of the committee members have taken the weekly activities seriously in case. The committee members have been trying to do their best in doing their job and have tried many new activities to look for members’ opinion. The members were also giving their cooperation whenever the activity planner wanted to carry out the activities. Other than that, the secretary was also paying attention to the situation during the weekly activity so that the secretary can hand in the report and report the situation of weekly activity of the members to the president. Whenever the committee members have something to report to the members the activity planner will give out some time for them to report. This is also because the weekly activity time is the only time that all of the members are all together. Also, this did not affect the progress of the weekly activities if the committee members have borrow the time properly from the activity planner. The committee members also give help whenever the activity planner is absent or busy at the moment. The committee members give help by take over the job temporarily; maybe it would not be as smooth as the activity planner but they also try their best .