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Theme : World of stories

Topic: The Magic of Respect

Learning Standards: 1.1.2, 1.3.1(a)

Objectives: Pupils should be able to

(i) listen to a recorded story and answer questions

about the story orally.

(ii) ask and answer questions based on the

story heard.

(iii) predict alternative outcomes of the story.

Time: 60 minutes

Teaching Aids: Recording of the story, figurines/puppets

Added Values: Creativity & Innovation, Thinking Skills

Steps:

Pre-Listening

1. Show pupils the figurine of the young man and beggar.

2. Ask questions about the young man and beggar to elicit pupils responses.

Example: (i) Who is this man? (ii) What is the beggar doing?

(iii) What is the young man like?

While-Listening

3. Pupils listen to a recording of the story The Magic of Respect.

Once upon a time in Thailand, a beggar was asking for

food. A young man felt sorry for him. He shared his food with the

beggar.

The beggar was grateful and thanked the young man. He

wanted to give him a gift. So, he taught the young man a magic

spell. Nevertheless, the beggar told the young man that he must

respect him all his life.

During the drought, a queen wanted to eat a mango. The

young man used the magic spell to give her the mango. The King

was happy. He wanted to find out who taught the young man the

magic spell. The young man was ashamed to tell the truth. At

that moment he lost his magic powers.

Adapted from: Spagnoli, Cathy. (2007). The world of Asian stories a teaching resource.

Tulika Publishers: India (pp101 102)

The Magic Of Respect

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4. Pupils answer the questions posed by the teacher based on the story heard.

Examples :

Where did the beggar live?

Who shared his food with the beggar?

What did the beggar teach the young man?

Why didnt the magic spell work?

5. Pupils listen to the recorded text for the second time.

Note: Pupils should be allowed to listen to the text again, if needed.

6. Put up the figurines/puppets of the characters in the story the beggar, the

young man, the king and the queen.

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7. Divide pupils into 4 groups. Each group takes on a character.

8. Pupils form questions they want to ask other characters.

Note: Guide pupils to formulate questions, based on their level of proficiency.

Examples:

A To the beggar

-Why were you begging?

-Who taught you the magic spell?

B To the young man

-How did you feel when you got the magic spell?

9. Pupils take turns to ask other groups their questions, and also answer

questions asked by other groups about their character.

Post-Listening(Speaking)

10. Put up this question on the board.

What do you think would have happened if the young man had told the King

the name of the beggar?

Pupils discuss their answers in groups and share them with the class.

Enrichment:

Ask pupil to draw smiley next to the characters (see Task Sheet) and share

how they feel about the characters.

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Task Sheet

Children, do you like these people?

Draw a smiley face for each of them.

Tell your teacher how you feel.

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Theme : World of Stories

Topic: The Magic of Respect

Learning Standards: 2.2.2 (a) (b), 2.2.4(a), 2.3.1(a)

Objectives: By the end of the lesson, pupils should be able to:

(i) read a story and locate key words in a dictionary.

(ii) write the meaning of the key words in a dictionary folio.

(iii) complete sentences with words.

Time: 60 minutes

Teaching Aids: Reading text (The Magic of Respect), sentence strips

Added Values: Contextualism, Values & Citizenship

Steps:

Pre-Reading

1. Recap the story The Magic of Respect with the pupils.

While-Reading

2. Get pupils to read the story silently.

Note: Teacher can show the dialogue on PowerPoint.

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The Magic of Respect

Once there lived a beggar in Thailand. One day, he was begging for food.

So, the beggar taught the young man a magic spell.

With this wonderful magic, the young man earned many rewards.

During a drought

So, the King was very happy. He asked the young man who taught him the magic

spell. The young man was silent. He was ashamed of the beggar. Then, he lied.

He told the King that he learned it from a sage in the forest.

Then, the King asked for another mango. The young man tried to

perform the magic spell but it didnt work. He had lost his magic powers

because he did not respect the beggar.

Can you give

me some food?

Here, you can

have mine.

Here, you can have

mine

Thank you. I will give

you a gift.

Thank you. I will not forget..

Say the magic word. Take some

water. Blow on it. Dont forget.

Blow on it.

Thank you very much

The Queen wants to eat

mangoes. Can anybody get

it for her?

I can help

her.

Here are some fruits for

the Queen.

Whats wrong?

Oh no! What

happened?

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3. Discuss with the pupils the importance of respecting others and keeping

promises.

4. Ask pupils to use the dictionary to find the meanings of the words underlined.

5. Guide pupils to write the meaning of the underlined words in their dictionary

folio. (See the example below.)

6. Go through the meanings of the difficult words with the pupils.

Post-Reading

7. Make stories available in the classroom. Ask pupils to read the stories in

groups. Guide pupils to talk about how magic is used in the stories. They talk

about the story in groups.

Example of books:

1. Beauty and the Beast

2. Sleeping Beauty

3. Pied Piper of Hamelin

4. Peter Pan

5. Harry Potter series

Date: ______________

Words I have learnt today.

Word Meaning

1. __________________________________________

__________________________________________

2. __________________________________________

__________________________________________

3. __________________________________________

__________________________________________

Note:

Teach the pupils how to use the dictionary to locate the required words.

Guide the weaker pupils.

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Theme : World of Stories

Topic: The Magic of Respect

Learning Standards: 3.1.1 (a), 3.2.2(c)

Objectives: By the end of the lesson, pupils should be able to

(i) write phrases to describe characters in a story.

(ii) create messages based on the story.

Time: 60 minutes

Teaching Aids: Figurines/puppets/pictures, Task Sheet

Added Values: Creativity & Innovation, Multiple Intelligences

Steps:

Pre-Writing

1. Show pictures of figurines/puppets of the main characters in the story, The

Magic of Respect.

2. Get pupils to describe each character.

Writing

Activity 1

3. Guide pupils to use the descriptions they came up with earlier to form phrases

about each character.

(Example: old an old beggar)

4. Ask pupils to complete the Task Sheet below.

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Task Sheet

Write a phrase about each of these people.

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Activity 2

5. Divide pupils into groups. Distribute drawing paper and marker pens.

6. Assign each group to write a message to the following characters:

(a) Group 1: Write to the young man telling him to be more respectful and

keep his promises.

(b) Group 2: Write to the beggar asking him to forgive the young man and

give him his magic power back.

(c) Group 3: Write to the king asking him to forgive the young man.

(d) Group 4: Write to the queen asking her to convince the king not to

punish the young man.

Suggested pupils output:

Feedback

7. Get pupils to present their message to their friends. Ask for feedback from

their friends.

8. Ask pupils to write the messages in their exercise books.

Enrichment:

Story chain.

Gather pupils in a group. Select a leader. Start the first line of the story and pupils

complete the story. Ask pupils to complete the story with their own words creatively.

Pupils write the story in their exercise books.

Dear King,

You are wise and kind. You are a good King.

Please forgive the young man.

Yours sincerely,

Khalid, Ramu and Chee Seng

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Theme : World of Stories

Topic: Conjunctions

Learning Standards: 5.1.4(a), (b)

Objectives: Pupils should be able to

(i) use because or so to join two sentences.

(ii) construct sentences using the conjunctions

`because and `so.

Time: 60 minutes

Teaching Aids: Sentence strips, Task Sheets 1 & 2

Added Value: Thinking Skills

Steps:

Presentation:

1. Ask pupils to name their favourite character in the story, The Magic of

Respect.

2. Ask pupils to give their reasons.

My favourite character is ____________because _________________.

3. Introduce the conjunctions because and so by giving examples from the

story read.

Example:

The young man was silent because he was ashamed.

The queen wanted some mangoes so the young man used the magic spell to

grant her wish.

4. Guide pupils to construct other sentences using because and so.

Practice: 5. Put up the phrases below on the board. 6. Allow pupils to practise combining the sentences orally with guidance. (a) The beggar was hungry. The young man gave him food.

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The beggar was hungry so the young man gave him food.

(b)

There was a drought so there were no mangoes.

(c)

The young man could not perform the magic spell because he lied.

(d)

The King was angry because the young man could not perform the spell.

Production

7. Ask pupils to complete Task Sheet 1 and 2.

There was a drought. There were no mangoes.

The young man could not perform

the magic spell.

The young man lied.

The King was angry. The young man could not perform

the spell.

Note:

Remind the pupils to drop the full stop of the first sentence and the capital letter of the second sentence.

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Task Sheet 1

Join these sentences using the appropriate conjunctions.

a)

________________________________________________________

b)

________________________________________________________

c)

________________________________________________________

d)

________________________________________________________

e)

________________________________________________________

The young man was kind. He shared his food.

She did not go to school. She was sick.

The box was heavy. He could not carry it.

Alan ran fast. He won the race.

They went for a picnic. It was a holiday.

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boy - holding an umbrella it raining

___________________________________

___________________________________

___________________________________

_____________________________

___________________________________

_____________________________

___________________________________

girl has an exam studies

hard_____ _________________________________

___________________________________

___________________________________

grandfather walks slowly - tired

______________________________

___________________________________

Task Sheet 2

Write ONE sentence for each picture.

baby hungry he crying

_______________________________

___________________________________

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Enrichment:

1. Introduce the mind map below and guide the pupils to construct sentences

using the word because.

2. Introduce the following table and guide the pupils to construct sentences

using the word so.

1. I did not complete my homework

2. It is raining

3. Siti studied very hard

4. Rosli was early

I get scolded from teacher.

I use an umbrella.

_______________

_______________

Remedial: Help the pupils to match the sentence parts correctly.

The baby is crying I am late Hetty is happy

because

I missed the bus. she is hungry. she passed her exam.

I was hungry Her room was dirty The boy is friendly

so

she cleaned it. they like him. I ate a bun.

Activities I enjoy

doing

library

picnic play football

go to the

cinema