(HIP) 2016
A COMPILATION OF
BEST PRACTICES
ENGLISH LANGUAGE TEACHING CENTRE
Ministry of Education Malaysia
i
ACKNOWLEDGEMENT
The English Language Teaching Centre (ELTC) Ministry of Education Malaysia would
like to extend our heartfelt gratitude and appreciation to all the schools that participated
in the HIP Best Practices Exhibition held during the Highly Immersive Programme (HIP)
Colloquium held from the 15th to the 16th of November 2016. This document contains a
compilation of the HIP Best Practices that were displayed during the exhibition. I thank
all the school leaders, teachers and students for their willingness to share these HIP
best practices with all other schools implementing HIP.
My appreciation also goes to all the State English Language officers (ELOs) and District
English Language Officers (DELOs) for their continuous efforts in ensuring that HIP
activities are successfully implemented in schools.
A special thanks is extended to all the outreach partners, parents and the community for
their contribution towards the implementation of the HIP. Your expertise and support
through volunteerism and participation in the English language activities in schools is
vital in helping students develop confidence in their English language use.
I would also like to thank all the divisions of the Ministry of Education whose assistance
has made it possible for ELTC to implement HIP successfully in schools. Your
collaboration and cooperation is important in ensuring the sustainability of the HIP in
schools over the years.
Last but not least, I take this opportunity to thank all the members of the HIP team in
ELTC for their commitment and dedication in implementing HIP. As a team, you have
proven that when we work together as one we are able to achieve greater success. Let
us work together to achieve the English language outcomes as aspired for students in
the Malaysia Education Blueprint 2013-2025 and The Roadmap for English Language
Education Reform in Malaysia.
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CONTENTS
1. Acknowledgement ii
2. Content iii
3. Introduction iv
4. In-Class Activities
4.1 Creating a Scrapbook 2
4.2 King of Kites - Short Story for Year 4 6
4.3 Sing it Your Own Way 11
4.4 Pick a Stick 13
5. Out-of-Class Activities
5.1 Language in the Funland 16
5.2 Wall of Fame 20
5.3 Lets Be Confident 24
5.4 Conversations with Others 26
5.5 English Garden 29
5.6 SKGP Idol 32
5.7 HIP Fun Zone 36
5.8 Tanak Kampung vs. Macam di KK 39
5.9 Word Attack 45
5.10 Fun Friday 50
6. Outreach Activity
6.1 Pen Pal Project 54
7. Schools Contact details 56
8. HIP Team Members 57
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INTRODUCTION
The Highly Immersive Programme (HIP) for English language is an initiative introduced
under the Memartabatkan Bahasa Melayu Memperkasa Bahasa Inggeris (MBMMBI)
policy. It aims to improve the English language proficiency of students through
increased exposure to the language. The HIP encourages the development of a highly
immersive language rich environment in schools and instils positive behaviours towards
the learning of the English language among students. The HIP is based on the Whole
School Approach that depends on four groups of stakeholders who each have a major
role to play in creating a high quality language learning environment in schools. These
are the school leaders, teachers, students, parents and community. The four groups
form the four fundamental factors that are critical for the success of the HIP in schools.
The HIP was implemented in 1200 schools in 2016. As for 2017, 5,500 schools are
involved in the HIP in 2017. By 2018, the programme will be introduced in all the
schools under the Ministry of Education Malaysia (MoE). The HIP Colloquium 2016 was
organised to provide a platform for schools on board the HIP to share ideas and best
practices. The participants for the colloquium included officers from the MoE divisions,
State and District English Language Officers, School Leaders and teachers, students,
parents and the community. During the colloquium, some of the best practices in HIP
activities implemented in selected schools were showcased in an exhibition. This
document is a compilation of those best practices and success stories.
The best practices in this compilation include three of the four categories of the HIP
activities which are in-class, out-of-class and outreach activities. These best practices
may be adopted by schools to suit students needs and school contexts. It is hoped that
these best practices provide a useful guide for all schools implementing HIP. Good luck
and all the best to all of you.
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IN-CLASS
ACTIVITIES
1
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Creating a Scrapbook
2
STEPS FOR 1. The English teacher selects a title for each
IMPLEMENTATION: level/standard.
Example:
Year Project
1 Wild Animals
2 Occupations
3 Sea Creatures
4 Endangered Animals in Malaysia
5 Unique Buildings in Malaysia
6 Technology
3
Appendix 1
4
Picture 3: Sea Creatures Picture 4: Malaysian Orang Utan
Project by Year 3 Project by Year 4
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
DESCRIPTION: This activity is taken from the Year 4 literature book titled
The King of Kites. The students are required to read the
story to understand the flow of events in the story. There
are several tasks that the students are required to do in
order to use the language such as locating meanings of
difficult words using the dictionary, conducting role-play,
designing kites and also organising a kite-flying
competition.
6
STEPS FOR 1. The teacher instructs the students to read the text and
IMPLEMENTATION: identify the words which they do not understand.
2. The students are to refer to the dictionary to look for
the meanings of the words selected.
3. The teacher and the students discuss the meaning of
the difficult words.
4. The students reread the story in groups facilitated by
the teacher.
5. The teacher discusses the plot, characters and the
theme of the story with the students.
6. Students are put into groups and are assigned
sections of the story to role play.
7. The teacher explains to the students the kite making
process.
8. The teacher informs students that they are going to
make a kite with their parents and there will be a kite
flying competition.
9. The teacher then helps the students to design posters
to inform the school community about the project and
get the whole school involved.
10. The teacher keeps track of students progress on the
project.
11. The students and the teacher organise a kite flying
competition which involves the students and parents
as part of the community support.
7
Appendix 1
Pictures of the Lesson for King of Kites - Year 4 Short Story
Picture 3: Students identify the difficult Picture 4: Sample of the completed task.
words and use the dictionary
to look for the meanings.
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Appendix 2
Pictures of the Role-play
9
Appendix 3
Pictures of Designing and Colouring Activities Kite Making
Appendix 4
Pictures of the Kite Flying Competition (attended by parents)
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Appendix 1
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
(Alternative)
Adaptation for advanced students.
i. A follow up activity could be an activity named A
Crazy Story. For this activity, the ice cream
sticks will have a topic written on them.
ii. Description of activity:
a. The teacher picks a stick from the jar.
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b. The teacher reads the topic and then starts a
story. She then stops and chooses a
student.
c. The chosen student will continue the story
and must use his/her own words. This
student then chooses the next student to
continue the story.
d. The last student must end the story.
e. When the story ends, students try to guess
the topic written on the stick that the teacher
has picked. The student who guesses
correctly wins the game.
Appendix 1
Picture of the Activity
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OUT-OF-CLASS
ACTIVITIES
15
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Language in the Funland
LANGUAGE Vocabulary/Speaking
FOCUS/SKILL:
AIMS: 1. To provide a non-threatening atmosphere for students
to use the English language.
2. To expose students to a wide range of English
vocabulary.
STEPS FOR 1. The teacher calls for a meeting with the school head,
IMPLEMENTATION teachers and parents.
2. The teacher identifies an area for the construction of
the Funland, taking into consideration the safety and
suitability of the students.
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3. The teacher develops a plan for the Language in the
Funland. This will include planning for the number of
language stations, roundabouts and junctions required.
4. The teacher and students collect bricks for the route
and gather recycled items (anything that can be reused
as labels or fence for the area. Encourage students to
collect and organise these items).
5. The school builds the Funland with the help of the
parents and students (Appendix 2).
6. The teacher and students produce and print out
language based activities for each language station.
Include the necessary guidelines and rules for each
language game. For example,
Guidelines:
a. Students select the shapes from the container
and arrange them to form a picture.
b. Students will identify the shapes and the colours
used to form their picture.
c. Students will name the shapes and explain their
selection for the picture.
Rules:
a. Students must use a minimum of 3 shapes to
form their picture.
b. Students must only use the English language to
explain their picture.
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Appendix 1
Pictures of Students Playing at the Stations
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Appendix 2
Picture of Funland with a Mini Roundabout and Junctions
Appendix 3
MAKE A
START NO ENTRY
U-TURN
19
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Wall of Fame
LANGUAGE Vocabulary/Speaking
FOCUS/SKILL:
AIMS: 1. To build students confidence to use the English
language.
2. To create an immersive English language environment.
TIME/DURATION: 30 minutes
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STEPS FOR 1. The teacher introduces the theme of the month.
IMPLEMENTATION: Example:
Year Theme
1 Mothers Day
2 Teachers Day
3 Friendship Day
4 Deepavali
5 Chinese New Year
6 Eid Festival
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Appendix 1
Samples of the Wall of Fame with Hari Raya Theme
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Appendix 2
23
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Lets Be Confident
TIME/DURATION: 20 minutes
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Appendix 1
Suggested Sample of Topics
1. Family
2. Hobbies
3. Games
4. Friends
5. Animals
6. Neighbours
7. Malaysia
8. Cleanliness
9. Punctuality
10. Computer games
Appendix 2
25
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Conversations with Others
26
Appendix 1
Sample of Questions
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Appendix 2
Pictures of Students Interviewing Tourists
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: English Garden
29
6. The students write the idioms and proverbs and
discuss the use of these idioms during lessons.
7. They also have to use at least one idiom in their
writing.
Appendix 1
Sample of Idioms
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Appendix 1
Pictures of Students Creating the Wooden Boards with Idioms and Proverbs
Appendix 3
The English Garden with the Wooden Boards of Idioms and Proverbs
31
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: SKGP Idol (Lets sing)
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STEPS FOR 1. The teacher selects an appropriate song (one song per
IMPLEMENTATION week/fortnight).
2. The teacher edits the lyrics of the song to align the
lyrics to the themes within the curriculum document.
3. The teacher introduces the song and sings it twice to
the students, emphasising the intonation and meaning
using pictures and gestures.
4. The teacher and the students sing the song together
with the correct pronunciation.
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Appendix 1
Sample of Song Lyrics
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Appendix 2
SNAPSHOTS OF
SKGP IDOL
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: HIP Fun Zone
DESCRIPTION: The HIP Fun Zone encourages fun learning. This zone
provides students with different types of activities. The fun
zones are located at various parts of the school. Students
can visit these fun zones during their break, before and
after school. Teachers prepare the HIP Fun Zones with
the help of the school community.
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Option 1 Using flash cards
a. The teacher and the students prepare the spelling
ladder. To play this game, the students jump onto
each ladder and spells a word based on the picture
shown. The students then construct sentences
using the words they had spelt.
Option 2 Hangman
a. A player throws a dice. The dice consists of
vocabulary and grammar items (things, people,
places, animals, buildings and adjectives).
b. The teacher gives a clue and the students guess
the word. The student who guesses the most
number of words correctly wins the game.
Appendix 1
Hopscotch
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Appendix 2
Spelling Ladder
SPELLING LADDER
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Tanak Kampung vs. Macam di KK
TIME/DURATION: 1 Hour
39
Steps for the Pipe Blowing Game
Level 1 students
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Appendix 1
TANAK KAMPUNG
vs.
MACAM DI KK
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Appendix 2
Procedures of the Pipe Blowing Game
STEP 1
STEP 2 and 3
STEP 2 and 3
STEP 4
Reward
42
Appendix 3
Materials
THE IDIOMS
Guess the meaning of each idiom.
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Idiom Chart
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Word Attack
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Appendix 1
Word Attack
Rules to Play:
3. Students write the words they have built on the cards provided.
5. For level 2, additional marks can be added according to the colours of squares.
Appendix 2
The Tiles
46
Appendix 3
Word Attack Board
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Appendix 4
NAME: ____________________________
CLASS: ____________
NO. WORD MEANING MARKS
48
Appendix 5
TEACHER TEACHER
NO. WORDS SENTENCES NO. WORDS SENTENCES
SIGNATURE SIGNATURE
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
11. 11.
12. 12.
13. 13.
14. 14.
15. 15.
NAME:_______________________________
CLASS:_____________________
TOTAL MARK:
SENTENCES TEACHER
NO. WORDS YELLOW BLUE RED
TOTAL SIGNATURE
(1 m) (2 m) (3 m)
REMARK:
16.
__________________________________________ 17.
__________________________________________ 18.
19.
__________________________________________
20.
__________________________________________
21.
__________________________________________ 22.
__________________________________________ 23.
__________________________________________ 24.
______________ 25.
26.
27.
28.
_______________ _______________
29.
( ) ( )
49
HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Fun Friday
50
6. The teacher-in-charge must observe whether the
language is fully used throughout the activity.
7. Each activity must be awarded marks upon
completion.
8. The group that scores the most marks is the winner.
9. The most active group will be awarded a prize.
10. The group that uses English the most in all the
activities will also be given a prize.
Appendix 1
Date: __________________________
Station 1 2 3 4 5
Answer
Total
Marks
51
Appendix 2
Pictures of the Activities
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OUTREACH
ACTIVITY
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HIGHLY IMMERSIVE PROGRAMME (HIP): A COMPILATION OF BEST PRACTICES
ACTIVITY: Pen Pal Project
STEPS FOR 1. The Head of English Department from both the schools
IMPLEMENTATION: meet to discuss and plan the project.
2. List of students names and information is exchanged
and each student is assigned to a pen pal.
3. It is crucial that the teacher in-charge monitors the
exchanges to avoid controversial issues.
4. Students write to their friends /pen-pal by exchanging
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stories, opinions and views on the English activities
conducted in their respective schools.
5. Students also participate in writing letters to pen-pals
via email or through social network applications such
as WhatsApp, WeChat and Telegram which is
closely monitored by the teachers.
6. Students are encouraged to share their experiences on
their interactions with their pen pals during English
lessons.
7. Students are to compile their letters in their portfolios.
Appendix 1
Picture of Complied Letters
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The activities in this compilation are some of the HIP 2016 best practices from the
national schools in Malaysia. For further enquiries and information, you may contact the
schools featured in this Compilation of Best Practices document. The details are as
follows:
2. Sekolah Jenis Kebangsaan Cina Chung Huah, Perak TEL: 605 466 6441
3. Sekolah Jenis Kebangsaan Tamil Jalan Sialang, Johor TEL: 606 978 8260
4. Sekolah Jenis Kebangsaan Tamil Ladang Kemuning Kru, TEL: 606 554 9420
Melaka
10. Sekolah Menengah Kebangsaan Simanggang, Sarawak TEL: 608 332 2232
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ENGLISH LANGUAGE TEACHING CENTRE
HIGHLY IMMERSIVE PROGRAMME (HIP) TEAM MEMBERS
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