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1. Pupils read some newspapers and magazines and report the news to

class. Each group report and write on the class-board with pictures

cut out from old newspapers.

2. Draw the Web of Current Events:- and discuss about them.

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3. Have pupils explore activities that someone does in daily life.

Pupils learn about the Kingûs activities, the government work, the

peopleûs jobs the community news etc.

Have pupils learn about the palaces:- the Royal palace in

Bangkok.

The Wang Klai Kang Won Palace at Hua Hin.

The Kingûs projects in many provinces, especially in pupilsû

community, they should know how they run and activities. The news

Current

Events

The Ro

yal

familyûs

news

The Starsû

news

Special

news

Daily-Life

Communityactivities

The Sportûsnew

s

The Wom

enûs

activitie

s

The C

hildrenû

s

news

One Tambon,One Product

The Schoolsûmovement

The

Kingûs

projec

ts

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about the dams, the Pasak Dam and etc. and their good elements

about the projects.

The governmentûs project, çOne Tambon One Producté at Hua

Hin and Cha-am.

The television school at Wang Klai Kang Won, Hua Hin. etc.

The tourists from many countries and Thai-tourists to Hua Hin.

The pupils activities should be conversation, interviewing, ques-

tions - answers and work projects - Role play etc.

4. Have pupils brainstorm to fill in the chart with news from the

newspaper, magazines, papers, booklets etc. And discuss about them

in many ways.

5. Pupils report the news about the Royal Family activities, the

governmentûs news, the school and studentsû activities, the science,

sports and health news.

6. About Daily Life

Have pupils realize ways they are rewarded for good behavior in

everyday life, at school and other places such as the fathers and

mothers who receive the rewards on the Father Day and The Mother

Day. The boys and girls who recieve the rewards from the schools.

7. Pupils discuss how they can pick up the important news.

Pupils share opinions about favorite newspapers and magazines

how useful and interested they are. (Thai and English newspapers

and magazines Sawasdee & Kinnaree Magazines.)

Pupils collects pictures & news & stories from them and compare

them.

8. Bring in newspapers and magazines and go through them with

groups to find people who have done somethings very good or

important. The King, The Queen, The Crown prince, the princesses

and the royal family, the prime-minister, the ministers, the officers,

the community leaders, the authors, the artists, the actors, the

actresses, the sciencetist, the big business-men and the popular ones.

9. Pupils consider the useful and make clear newspapers.

Have each group of pupils select the news and cutout a picture.

Have the pupils explain the class why they chose those news and

pictures. And after that, set the class board with them. Each group

explain the concept of the news to the class, too.

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10. Have pupils do the work projects to find out about the community

helpers, and the community leadersû activities.

Hang a large piece of chart paper on the wall to serve as a

background for three webs pupils will develop from their activities.

(or projects).

Pupils cut out the pictures of polices officers (to help people)

from the newspapers and magazines and write some words and

phrases under those pictures to explain them.

11. Have pupils discuss different ways in which those polices help us,

such as the polices in front of the school.

Draw a web on chart paper for each kind of job, as pupils

suggested ideas, fill in the webs.

12. Pupils learn about how to use the papers and media for their

studying.

Tell pupils that they are going to keep a daily weather chart for

a week from the newspaper and TV. Each day have pupils find out

the temperature and describe the weather.

Have pupils make conservation posters write the cateories: Air,

Water, Animals and Trees on the board. Then have pupils tell how

people can conserve and take care of those important resources in

nature. Examples might include putting out campfires, and not

wasting or polluting water.

Have each group choose one of the four categories and design

a conservation poster for it.

Have pupils dictate slogans to written on the in posters. Display

posters in school. And report in front of the school students in the

morning.

13. Each group of pupils has the work project to conserve water and

soil just like the school garden in school and recycle of paper and

glass and report to the school.

Reading & Comprehension.

Read this news and story from the magazine.

- Setting purposes for reading.

- Reading the selection (Pairs or Group Reading)

- Thinking and talking about the story.

- Writing in response to literature

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Dusit Palace

(from : Sawasdee Magazine)

In 1897, King Rama V announced that the old grand palace was

çwarm, especially during summeré and that he would built a new

summer palace among the orchards and rice-fields outside Bangkok.

He christened the new palace çDusit.é Construction started in 1899

and continued on and off for a dacade as the King spent more time

at Dusit and less at the larger and more formal Grand Palace.

German architects went commissioned and craftsmen were brought

from Italy for the finishing work. The first building to be completed

was the Phra Thinang Vimanmek which was actually moved from

another site. This new Royal residence was the largest teak building

in the world. Other structures followed in quick succession : A

throne hall and a second 40 room Royal residence in 1902; a

French-style mansion in 1907; a group of traditional Thai houses in

1907; an imposing Renaissance-style throne hall in 1908; and 32

mansions set in a large garden which were completed just after King

Vûs death in 1910.

Answers these questions:-

1. Why did the King Rama V build the Dusit Palace?

2. Where did he build? When? by whom?

3. What is the first building?

4. Are there how many rooms in Phra Thinang Vimanmek?

5. What is the largest teak building in the world?

6. How many the Royal residence are there?

7. How many mansions set in a large garden?

8. When did the Dusit Palace finish?

etc.

The teacher can make exercises for pupils to learn about vocabulary,

sentence and phrase. Have the pupils make up a short story of the

Wang Klai Kang Won Palace in easy ways.

14. Reading and Discuss about it.

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Answer these questions:-

(1) What did it say about?

(2) Who wrote this paper (news)?

(3) Do you go to the shop after you have read it? Why?

(4) Are they faithful, you think?

(5) Who can speak 10 languages?

(6) Do you believe them? Why?

etc.

15. Read the selection below. Decide if it is fiction or non-fiction.

Tennis

The game of tennis was invented in England in 1873. At that

time, the game was called tennis-on-the-lawn or lawn tennis.

Tennis is now play indoors or outdoors. Two or four players play

on a court using rackets and balls. If two people play on a court

using rackets and balls. If two people play, the game is called

singles. If four people play, it is called doubles.

(1) Can you check the facts in this selection?

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(2) Does the author tell what characters think or feel?

(3) Is this selection fiction or nonfiction? Why?

Tips for Reading on Your Own

ë If the people or events in a selection are make-up, it is fiction.

ë If a selection contains facts about people, places or events, it is

nonfiction.

16. Fiction or nonfiction

- Decide whether each selection is fiction or nonfiction. Then

answer the questions. Write your answers on the lines.

An Exciting Sport

Table tennis is a sport for people of all ages. It is often played

indoors, but you can play outside if it is not windy.

To play table tennis, you use a paddle, a small ball, and a table

nine feet long and five feet wide. A net stretches across the middle

of the table. Two people stand at each end of the table and bounce

the ball back and fore to each other.

A Winning Serve

Yo was excited. Today she would join her teammates in a table

tennis game. They would play against a team from Malaysia.

çThis is quite an honoré, Yoûs father said. çJust use that serve

we practiced on yesterday and youûre sure to win.é Yo was not as

sure of a victory, as her father. She did know, though, then she

would certainly do her best.

(1) Which selection could be from an encyclopedia?

çAn Exciting Sport.é

(2) Which selection give facts?

çAn Exciting Sport.é

(3) Which selection tells about character and what they do?

çA Winning Serveé

(4) Which selection comes mainly from the authorûs imagination?

çA Winning Serveé

(5) Which selection is fiction?

çA Winning Serveé

(6) Which selection is nonfiction?

çAn Exciting Sport.é

17. Tell pupils that as they read, they may come upon words that have

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the same sound but different spellings and meanings. Point out that

pupils will learn more about such words in this lesson.

Underline the example-ate, eights; sun, son.

We ate a banana after the game.

There are eight people that want to play ball.

We played ball even though the sun wasnût shining.

Our son made a home run today.

Have the pupils read the first set of sentence, nothing the

underlined words. Have them tell:

What is the same about the underlined words (their sound);

What is different about the words (their spellings and meanings);

What çateé means in the first sentence (did eat);

What çeighté means in the second sentence (the number that is

one more than seven).

Follow a similar procedure for the second set of sentences.

18. Have pupils use that they have learned about homophones to identify

the underlined words in sentences 1-2.

(1) I have a pair of baseball shoes.

I will eat a pear for lunch.

(2) Yo taught me how to catch the ball.

Hold the rope tight so it is taut.

19. Indepent Practice: Activity

Have pupils make a çPair (Pear) Tree.é Cut from colored

constraction paper several pear shapes. (or drawing) Have pupils print

pairs of homophones on the pears, with one word on each side.

Attach the pears to a tree branch or wire coat hanger with string

for display.

20. Circle the words in each pair of sentences that sound alike.

1. - Yo wore a pair of red socks to the game.

- When it was all over, she ate a ripe pear.

2. - John loves the one day every summer that his family spends

at the fair.

- Last year John won a prize for his pig.

3. - The dew was still wet on the grass when Father and I go up

and went fishing.

- Do you have any bait for your line? He asked.

4. - Yo taught me how to play tennis.

- The net was pulled taut across the court.

pair - ¢Õß∑’ˇªìπ§Ÿà

taught - past tense

¢Õß teach

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5. - We tied up the sail with a special knot.

- çMake sure that it will not come loose,é I said.

6. - People swam in the bright, blue sea.

- They could see for miles around them.

21. Options for introduing other vocabulary

Write on the board the words which the teacher wants to teach.

Have pupils discuss what the words mean to help you judge

which words to teach and which of the activities to use.

Be sure pupils know words orally before they are asked to decode

them in print. To familiarize pupils with the words orally.

Talk about each word, giving synonyms for it or using it in a

brief story; pantomime the word or have the pupils pantomime it;

use real objects in the classroom.

Context Sentences

Read each sentence aloud, leaving a blank for the underlined

word, Have pupils supply words that meaningfully complete the

sentence. Then have a pupil read the whole sentence.

22. Word knowledge

(1) The stadium was filled on the day of the big baseball game.

(2) This was the first of a five game series in the race for the

pennant.

(3) Big Yo had been in slump since she hadnût hit in over a week.

(4) Today he was a hero with two homes.

(5) With todayûs win, our team should advance to the World Series.

(6) I hoped the baseball player would autograph my book

personally.

(7) Jang ran so fast that she was called çfleet-footed.é

(8) Pornsiri ate six bowls of cereal and she still had an appetite.

(9) John couldnût hold on to the ball, because he was so fumble-

fingered.

(10) A fabulous magician made five birds appear in an empty cage.

(11) I put on a mask and a wing and went to the party incognito.

(12) Whenever I throw a stick, my dog will run and retrieve it.

(13) Detectives are police officers who specialize in solving crimes.

(14) Stars shine in the firmament.

stadium (sta-di-um) - a field on which sporting events are played.

baseball (ba-se, ba-ll) - a ball for playing baseball.

series (ser-ies) - a number of things in a row.

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pennant - (pen-nant) - a flag given to the best team in sporting

events.

slump - a low point

hero - (her-o) - someone admired for bravery or great deeds.

advance (ad-vance) - move forward

autograph (aut-o-graph) - a name signed on something

personally (per-son-al-ly) - in person

fleet-footed - a phrase used to describe someone who moves very

quickly.

appetite (ap-pe-tite) - a desire for food

fumble-fingered (fum-ble, fing-gered) - a phrase use to describe

someone who canût hold onto things.

fabulous (fab-u-lous) - wonderful

incognito (in-cog-ni-to) - in disguise

retrieve (re-trieve) - get and bring back.

specialize (spe-cial-ize) - follow some special branch of work or

study

firmament (fir-ma-ment) - the sky

23. Concept-related Words

To teach vocabulary words that relate to baseball, draw the following

web on the board.

Have pupils suggest words that come to mind when they think about

baseball. List all the words suggested on the board in random order.

Supply the words stadium, series, pennant, slump and advance if

pupils donût mention them. Then have pupils work together to

categorize the words.

Materials

books, encyclopedia, magazine, newspapers, booklets, sheets, papers

etc. videofilms, movies, TV. and other medias

Baseball

Newspaper Things Actions Place People

- Sport news

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24. Reading and Comprehension

His Majestyûs Distance Learning Project of Thailand and A Look

Toward the Future

In His speech given to the audience, which included the

Foundation Committee members on 19th January 1999 at Dusidalai

Pavillion, His Majesty spoke of the vital role and significance of

the distance learning via satellite system:

çÇAs far as the distance learning via satellite system is concerned,

it is the project that has supported the activities of the Rajaprajanugroh

Foundation as well. This is, not least because when our people are

more educated and our children can better learn different academic

subjects such as science and languages, they would be able to live

their lives well › in fact, not only well but very well indeed.

Moreover, schools under the distance learning via satellite scheme

have been trying to incorporate the ethical and moral teachings into

their curricula. As we have worriedly observed that our youth today

has seriously lacked the proper moral conduct and behavior, the

result of which has been the widespread of drugs-related problems

and different forms of violence. Hence, the activities of the distance

learning via satellite project will significantly help improve the

quality of our peopleÇé

To celebrate His Majesty the Kingûs 72nd Birthday Anniversary

in 1999 and to honor Her Royal Highness Princess Srinagarindra thePrincess Mother, who has been named a Great Personality byUNESCO on the occasion of Her Birth Centenary in this millenniumyear, the Foundation with a free-of-charge cooperation from theRoyal Thai Army, has completed the installment of the distancelearning equipment in more than 2,700 schools with the purpose ofgiving an equal quality of education to students all over the country.One result has spoken clearly for itself that in the last two yearsof 1998 to 1999 a good number of students who received educationvia satellite have been able to pass the entrance examination to studyin universities. This suggests a certain efficiency of distance learningin eliminating the sinequality of education.

Between February 10 - 12, 2003, during a visit to perform theroyal duties in Sakon Nakhon and Nakhon Phanom provinces, HerRoyal Highness Princess Maha Chakri Sirindhorn went to observethe work progress of the Baan Huai Yang Nuer Child DevelopmentCenter in Srisuphan District and the Promotion and DevelopmentCenter for Toddlers by Senior Citizens of Baan Kud Sakoy inKudsumal District, Sakon Nakhon Province. In the event, Her Royal

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Highness presented items to the childrenûs caretakers and therepresentative of the children after which she watched performancesby the children as well as various activities being carried out at thecenters. She also visited the housewivesû group and observed theirtextile weaving work.

On this trip, Her Royal Highness visited several schools includingBaan Bon Saharat Uthit School and Baan Ngiew Siriras Bumrongin Kusumal District, Sakon Nakhon Province; Baan Had Sai PheyBorder Patrol Police School, Tha Utane District, Nakhon PhanomProvince; and Conrad Henkel Border Patrol Police School, PhoanSawan District, Nakhon Phanom Province. At these schools, HerRoyal Highness presented items to the teachers, the border patrolpolice teachers, and the student representatives as well as gave fruittree varieties to the representative of the farmers. Her RoyalHighness also conferred honorary pins to the implementing officialsof the Royal Development Projects. Furthermore, she observed thescience laboratory, the language laboratory, the computer room, thelibrary, the canteen, the kitchen, the school cooperatives, theagriculture for school lunch projects, and the iodine drinking waterpavilion. In addition, she watched a demonstration of the learningand teaching methods according to the Late Princess Motherûstechnique as well as visited the mobile medical unit and the villagerswaiting to welcome her.

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Songs, Rhyme and Games for Students.

กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง

– ภาพประกอบ

– เทปดนตรี

– บัตรคำศัพท์

– แผนภูมิเพลง

* ก่อนสอนร้องเพลง

ควรทำความเข้าใจกับ

ความหมายของ

เนื้อเพลงก่อน,

คำศัพท์,รูปประโยค

ไวยากรณ์

* ไม่ควรสอนเพลงเดียว

นานเกินไปแต่ให้

ทบทวนทุกครั้งที่มี

ชั่วโมงสอน

* ควรให้นักเรียนจัด

กิจกรรมร้องเพลงใน

โอกาสต่างๆ

* เพลงจะช่วยให้เด็ก

ชอบเรียนภาษาอังกฤษ

และจำศัพท์

จำรูปประโยคได้้

อาจท่องเนื้อเพลงแบบ

SongsandRhymeyoucanreadandsing: 1. HelloandWelcome! Helloandwelcome!We’rebackinschool!Solet’sgetworking!That’s

therule!Let’sopenourbagsandgetoutourthings.We’regoingtoworkhardtilltheschoolbellrings.

Ah!There’sthebell!Socomeon,run! Timeforabreak.Let’sgooutinthesun!

2. WeAreHappy! We’rehaphaphappy Can’tyousee? We’rehaphaphappy Youandme! There’slaughterandfun Therearedaysinthesun There’sjoywithoutend Whenyou’rewithafriend Inthishaphaphappyworld!

3. YourBirthday! Ifyourbirthday’sinJanuary,say“Me!” Ifyourbirthday’sinJanuary,say“Me!” Ifyourbirthday’sinJanuary,pleasedon’tforget Tocelebrateitwithme!Youbet!

4. MyAutographBook Ihavelotsofbooksinmybookcase, ButthisoneIkeepverycarefully. Ithaslotsoflittlemessages Andthey’reallespeciallyforme! Hey,whydon’tyoucomeandtakealook Andwriteyournameinmyautographbook!

5. BeforegotoBed. Wedidourhomeworkastheteachersaid Butitstillisn’ttimetogotobed. Whatcanwedo?Don’tsitthereandmope. Let’sturnontheTVandwatchthesoap! Aretheygoingtomarry?Yesorno? Waitandseeattheendoftheshow!

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง

6. WhatDidYouSay? Bequiet,bequiet! Whatdidyousay? Itoldyoutobequiet AndImeantto-day! Standup,standup! Whatdidyousay? Itoldyoutostandup AndImeanttoday! Hurryup,hurryup! Whatdidyousay? Itoldyoutohurryup AndImeanttoday! Cleanup,cleanup! Whatdidyousay? Itoldyoutocleanup AndImeantto-day! Goaway,goaway! Whatdidyouday? Itoldyoutogoaway AndImeanttoday.

7. LookatMyRoom! Oh,justlookatmyrooms!It’sinamess! Mymomwillbemad,SoI’llfixitIguess. I’llgetabroomandsweepthefloor, I’llgetaclothandcleanthedoor, I’llputmyclothesawayinaflash, I’llpickupmybooksandthrowoutthetrash!

8. PlantaTree Save,Save,savethetrees. Savethemforothergenerations,please! Treesarebeautifulbigandsmall Lovelyinsummer,spring,winterandfall. Soprotect,protect,protectthetrees. Protectthemforothergenerations,please.

9. MyBirthday Whenitwasmybirthday,myparentsgaveme AlittletelevisionsoIcouldsee

ท่องคำกลอนก็ได้

– หลังจากเรียนจนเกิด

ความซาบซึ้งและท่อง

กลอนได้ควรให้เด็ก

ลองแต่งกลอนง่ายๆ

โดยไม่เคร่งครัด

ไวยากรณ์มากนัก

– จัดบรรยากาศให้เกิด

อารมณ์ในการแต่ง

กลอนเช่นไปเดินดู

ต้้นไม้ดอกไม้แล้วคิด

แต่งเป็นคำคล้องจอง

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง

MyfavoriteprogramsonmyownTV! WhenitwasMom’sbirthday,Ipaintedher Apictureofacatwithbeautiful Shesaysitlookssorealshecanhearitpuss!

10. APiggyBank! WhenIgetmyallowance I’dlikeanewbook Ormaybeavideogame WithCaptainHook ButmostofallI’dlikeonething Apiggybanktokeepmymoneyin! WhenIgetmyallowance I’dlikeaCD Ormaybeadiscman Especiallyforme.

11. MyGo-Kart. Igotintomygo-kartandwentforaride Thesunwasshining,itwashotoutside. Aroundtheyardandthroughthegate. Idrovemygo-kart,-itasreallygreat! Upthehillandoverthetop, Therewerelotsofstones,butIdidn’tstop. Underthefenceandthroughthetrees, Homenow,go-kartforcrakersandcheese!

GoOnaJourney! We’regoingonajourney, We’regoingveryfar, FromAmericatoAustralia, FromJapantoZanjibar. We’regoingtogobysea, Andthenwe’llgobyplane. Then,comehomeagainbytrain.

MyShadow. Iguessmyshadowlivessomewherenearhear ButIdon’tknowwhere!Oh,dear!Oh,dear! Itfollowsmearound,allthroughtheday, Butwhenit’sdark,itjustgoaway! Ilookintheyardbutitisn’tthere.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง

Ilookunderthebedandshout“Comeoutofthere!” Ican’tfindmyshadowanywherehere. Ican’tfindmyshadow!Ohdear!Oh,dear!

Tracking,Tracking Tracking,trackingwithgreatcare,we’reonthetrailofthegrizzlybear. Followthefootprints.Wheredotheygo? Highinthemountains,upinthesnow. Shh!Ihearsomethingoverthere! Let’stakeaphotoofthegrizzlybear!

Mmm!TastesGood! Breakupthecookiesandmakethemcrumbly. Mmm!Tastesgood!Isn’tthatyummy? Whiskupthemilkandmakeitcreamy. Mmm!Tastesgood!Isn’tthatdreamy? Mixitwithlemonandthenrefrigerate. Mmm!Tastesgood!Isn’tthatgreat?

Breakfast,Lunch,Dinner. Breakfast,breakfast, Breakfast,yes! Canbealittleholter! How?Well,guess! Coveryourfood withhotchillisauce Feelthatburning! It’sawesome,ofcourse! Lunce,lunch, Lunchyes! Canbealittlehotter! How?Well,quess! Coverthefod Withhotchillisauce Feel,thatburning! It’sawesome,ofcourse! Dinner,dinner, Dinner,yes! Canbealittlehotter! How?Well,guess! Coveryourfood Withhotchillisauce

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง

Feelthatburning! It’sawesome,ofcourse!

OnMonday OnMonday,Iwenttothelibrary Toborrowabookforme. ThisisthebookIborrowed. Doyouwanttoreaditwithme?

OnTuesday OnTuesday,Iwenttothestore Tobuyacakeforme. ThisisthecakeIbought. Doyouwanttoeatitwithme?

OnWednesday OnWednesday,Iwenttothemall TochoosesomeCDsforme. ThesearetheCDsIchose. Doyouwanttohearthemwithme.

OnThursday OnThursday,Iwenttothepetstore Tobuyapetforme. ThisisthepuppyIbought. Doyouwanttowalkitwithme?

OnFriday OnFriday,Iwenttothecandystore Tobuysomecandyforme. ThisisthecandyIbought. Doyouwanttoeatitwithme?

I’dLiketoTry.... I’dliketotrybungeejumping, Fallingfastandfree. It’sscaryandexciting, It’sthethingforme! I’dliketogoriverrafting Rushingthroughthespray Mindthatrock!Holdontight! I’dliketogotoday! FromDominoTeacher’sBK.5 AngeloLlanas.LibbyWilliams PrintedinColumbia.

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Family, friends, and me

Familyandfriendsareachild’sfirstandmostintimatepointofidentification.Childrenfeelsafeandsecureamongfamilyandfriends.Theyareasolidbasefromwhichtoventureforthintosomethingnewand‘foreign’.

Itisalsoalogicalpointofdeparturefromyourperspectiveasateacher.StartingoffwithFamily,friends,andmewillhelpyougettoknowyourchildren.Youwilllearnimportantdetailswhichwillhelpyoucustomizeyourlaterlessons.Ofcourse,thechildrenwilllearnalotabouteachotheraswell.Startingoff with this theme requires immediate interaction and communication. Language is personalized andrealisticfromthestart.

While naturally introducing basic family vocabulary, the games in this section also focus ongreetings,introductions,andquestionwords.

1.Hellogame

GAMETYPE Movementgame

AIMS Language:Names;basicintroductionsandgreetings.

AGE 4+

GROUPSIZE 6-15

TIME 10minutes

MATERIALS Adrum,whistle,orothernoise-maker;asoftball(Follow-up1).

PROCEDURE 1. Allthechildrensitonchairsinacircle.Youareinthemiddle.

2. Gouptoachild,shakehands,andsayHello, my name is…

3. You and the child now introduce yourselves to other children.Then theystandupandintroducethemselvestootherchildren.

4. When all the children are up and moving about make a noise with yourdrumorwhistle.Youandthechildrenmustrunandfindaseat.Therewillbeoneseattoofew.

5. Thechildwhodoesn’t finda seatgoes to themiddleandstarts thegameagain.Yousitonaseatliketheotherchildren.

FOLLOW-UP1 After they have introduced themselves, the children sit in a circle and onethrowsasoftballtoanother,whohastosayHello, I’m…

FOLLOW-UP2 Child1 throws theball toChild2, callingoutChild2’sname.Child2 saysHello…, how are you?Theythenchangeplaces.

VARIATION1 InsteadofHello,youcanchooseGood morningorGood afternoon.

VARIATION2 InstedofMynameis…useI’m…

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VARIATION3 ThechildrenhavetoanswerIt’snicetomeetyouorMypleasure.Aftereachround,thechildinthemiddlecanintroducenewphrases:ofexample,I’msixyearsoldorIliveinRome.

2.Throughthepeephole

GAMETYPE Guessinggame

AIMS Language:Who is it? Is it…? Yes, it is / No it isn’t;possessive-’s.

AGE 4-10

GROUPSIZE 8-10

TIME 10minutes

MATERIALS Photographsofthechildrenandtheirfamilies,orcommonobjects;fivesheetsofcardboardwithprogressivelylargerpeepholescutinthemiddleofeach(thesheetscanbedecoratedbythechildren).

PROCEDURE 1. Each child introduces his or her family by showing the photographs andpointing,saying,This is my Dad,etc.

2. Choose a picture. Don’t let the children see it. Place the five sheets ofcardboard over the picture. Have the sheet with the largest hole on thebottomandthesmallestonthetop.Thechildrensit inacirclearoundthesheets.

3. Let the children peer through the little peephole.They will see a smallsection of the photograph or picture.Ask them Who is it?The childrenguess.Fortheveryyoung,one-wordresponsesareenough;otherwise,thechildrenusethephraseIs it…?Theymustnotguessatpicturesoftheirownfamilies.

4. Allthechildrenconcentrateontryingtoremembertheappearancesoftheother children’s families. Older children can use the possessive, forexample,This is Tom’s sister.

5. If thechildrencannotguesswhothepictureis,removethetopsheet.Thehole isbiggernow.Ask themCan you guess who it it now?Thechildrenguess.

6. Continueremovingsheetsuntilthechildrenguesscorrectlyorthepictureiscompletelyrevealed.

VARIATION1 If you want to make the game more competitive, divide the group into twoteams.Awarddriedbeansorcountersaspoints.

VARIATION2 Let the first child to guess the picture choose the next one and take theteacher’srole,answeringquestionsandremovingthesheets.

VARIATION3 Youcanalsousepicturesofcommonobjects.Forolderchildren,youcanusepicturesoffamouspeople.

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COMMENTS 1. It’sup toyou todecidehowmuch language thechildrenshouldproduce.Youcandrill individualwordsbutalso insist that thechildren respond inphrases.

2. Keepthegroupssmallsothatthechildrencansee.

3.Zip-zap!

GAMETYPE Movementgame

AIMS Language:What’s your name? His/Her name is… .

Other: Group dynamics; memory training; left/right co-ordination; quickreactions.

AGE 6+

GROUPSIZE 8-30

TIME 10minutes

MATERIALS (forVariation1)Asoftballorabeanbag.

PROCEDURE 1. Thechildrensitonchairsinacircle.Therearenoemptychairs.

2. Standinthemiddle.PointtoachildandsayeitherZip!orZap!

3. WhenyousayZip!thechildyouarepointingtosaysthenameofthechildsittingtohisorherleft,forexample,Her name is Jane. WhenyousayZap!thechildyouarepontingtosaysthenameofthechildsittingtohisorherright.

4. Oncethechildrengetusedtothegame,keepthepacefast.Afterawhile,insteadofpointingtoachild,callZip-Zap!Nowall thechildrenstandupandruntoadifferentchair.

5. The children quickly find out the names of their new neighbours. CheckthatthechildrenaskeachotherinEnglish.Allowonlyashorttimeforthis.ThenpointagainandsayZip!orZap!

6. Afterthreeorfourrounds,callZip-Zap!andsitdownonafreechairtoo.This leaves one child without a chair. He or she takes over our role bypointingandsayingZip1, Zap!orZip-Zap!

VARIATION1 Insteadofpointing,throwasmallsoftballorabeanbag.

VARIATION2 InsteadofusingthetermsZip!andZap!sayLeftorRightoraskquestions,forexample,Who’sonyourleft?

FOLLOW-UP Once the the children know each other’s names well, change the criteria toage,eye/haircolour,likes/dislikes,etc.

COMMENTS Thisisidealforanewclasswhodonotyetknoweachother’snames.

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4.Nameschant

GAMETYPE Chantinggame

AIMS Language:My/Yourname’s…;sentencestress.

Other:Keepingrhythm.

AGE 6+

GROUPSIZE 6-30

TIME 10minutes

PROCEDURE 1. The children sit on chairs in a circle.The object of the game is for thechildrentosaytheirownnameandthenameofanotherchild,keepingtoastrictchantingrhythmandspeed.

2. Begin the chant by clapping your hands, first on your thighs (one), thentogether(two),thenclickingthefingersofyourrighthand(three)andthenyour lefthand (four) so thata rhythmof fourbeats isclearlyaudibleandvisible.Thefirstfewtimes,countone, two, three, foursothattherhythmiscleartoallthechildren.

3. The children copy these actions all together. Once they have got used tothis,sayyourownnameonbeatthreeandthenameofachildonbeatfour.

4. Thechildwhosenameyoucalledsayshisorherownnameonbeatthreeandthenameofanotherchildonbeatfour.Thusthechantispassedfromchildtochild.

5. Afterawhile,extend thechant to thephraseMy name’s … (onbeatsoneandtwo)andYour name’s …(onbeatsthreeandfour).Usingthiskindofphrase in a chanting game increases the language used, but it is ratherchallengingandrequirespractice.

VARIATION1 Changethephrasesusedinthischantasyoulike.However,beawarethattheyshouldalwaysfitintoafour-beatrhythm.Thesecondphrasemustalwaysgiveclear information of who is meant to go next, otherwise there will beconfusion.

VARIATION2 Tryusinga three-or six-beat rhythmwithdifferentactionsandphrases. It’sworthexperimentingaschildrenlovethiskindofchantinggame.

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5.Identityswap

GAMETYPE Role-playgame

AIMS Language:Introductions;What’syourname?Mynameis…;

questionwords:What,Where,How.

AGE 7+(4+forVariation1)

GROUPSIZE 8-15

TIME 10-15minutes

MATERIALS (forVariation3)Identitycards.

PROCEDURE 1. Thechildren stand in the centreof the room.Step towardsonechild andintroduceyourself,forexample,My name is Superman. I’m ten.

2. Thechildintroduceshim-orherself toyouinthesameway:MynameisRoberta.I’mseven.

3. Movetoanotherchildandintroduceyourselfasthefirstchild:MynameisRoberta. I’m seven.

4. Thefirstchildintroduceshim-orherselftoanotherchildwithyourname:My name is Superman. I’m ten.

5. Allthechildrenmixandcontinuetointroducethemselves,usingthenameof the child they have just met. Monitor the short conversations to keepthemontrack.

6. Afterabout5-7minutestellthechildrentostop.

7. Ask all the children to introduce themselves to the group with their newidentities.

VARIATION1 Giveveryyoungchildrenthenamesofcoloursoranimals.TheyneedonlysayI’m…andswapthenoun.

VARIATION2 With more advanced children expand the simple introductions to includeotherquestion-and-answerpairssuchasHow old are you? I’m…Where do you live? I live in…What’s your telephone number?

VARIATION3 Makeidentitycardswhichthechildrenchoosefromapileandexchangeafterintroducing themselves. The children can make these cards under yourguidanceasapicturedictationtypeofexercise.

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6.Blinddate

GAMETYPE Guessinggame

AIMS Language:Askingandansweringquestions.

Other:Recognition.

AGE 8+

GROUPSIZE 6-12

TIME 15-20minutes

MATERIALS Ablindfold;scoreboard.

DESCRIPTION A ‘blind date’ is a meeting between two people who have never seen eachotherbefore.Thisgamemakesuseofblindfoldstocreateasimilarsituation,althoughchildren inanyclasswillofcourseknoweachother.Theobjectofthegameistoguessthenameofanotherchild,byaskingquestions,listeningcarefullytotheanswers,andrecognizingthevoice.

PROCEDURE 1. Thechildrensitinalineatoneendoftheroom.Blindfoldthefirstchild,whostandsafewmetresawayfromtheotherchildren.

2. Chooseanotherchildtobethe‘blinddate’.Heorshestandsoppositetheblindfoldedchild at adistanceof about twometres.During thegame, alltheotherplayersmustbesilent!

3. Theblindfoldedchildnowaskstheblinddatequestions,forexampleHow old are you? Have you got a brother? Have you got brown hair? Can you swim? Do you like apples?

4. The ‘blind date’ child answers, trying to change the sound of his or hervoice (forexample,making ithigheror lower)andasbrieflyaspossible.Theblindfoldedchildtriestorecognizethevoice.

5. Oncetheblindfoldedchildknowswhothe‘blinddate’is,heorsheasksIsyou name…? orAre you…? If the guess is correct, the child gets fivepoints.The‘blinddate’childgetsonepointforeachanswerheorshegiveswithoutbeing recognized.Thegamecontinuesuntil every childhasbeenblindfoldedandplayedtheroleof‘blinddate’once.

VARIATION1 Simplifythegameanduseitasanames-learninggamerightatthebeginningofthecourse.TheblindfoldedchildsaysonlyHello!Oraveryshortdialoguecanbepractised,suchasHow are you? I’m fine, thank you.

VARIATION2 Insteadofonechildaskingthequestions,havethewholegroupsaycluessuchasShe’sgotbrownhair.

VARIATION3 Ifthereisadangerthatchildrenwhoarewaitingfortheirturngetbored,makeit into a team game, so that those children encourage their team. Be strictaboutrefereeingthisversion,asateamshouldnotgiveawaythenameoftheblinddate.

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COMMENTS Childrenwhoknoweachotherwellwillnoteasilybe fooledbyadisguisedvoice.Haveanotherchildanswerquestionsfortheblinddate.

7.Familyties

GAMETYPE Teamgame

AIMS Language:Possessives.

Other:Understandingfamilyrelationships.

AGE 7+

GROUPSIZE 8-16

TIME 20minutes

MATERIALS Alargepieceofcardboardandseveralsmallercolouredcards;felt-tippenstodrawormagazinestocutoutpictures;scissors;aloudbuzzeroralarm;Blu-tackorsellotapetostickthecardstotheboard.

PREPARATIONBeforeclassmakealargefamilytreetodisplay.(Seetheexampleonpage28.)If your class is very large or you have no overhead projector, make anidenticalfamilytreeforeachteamandoneforyourselftouseasaguide.Thechildrencouldmaketheseinearlierlessons.

PROCEDURE 1. Pointtoandexplainafewfamilyrelationships,forexampleJoe is Martha’s brother. Mr Wiley is Christina’s father. The structures and vocabularyshould be familiar to the children from previous lessons. Be patient—itmaytakealittlewhileforthemtounderstand.

2. Splittheclassintotwoteams,ortwosetsoftwoteamsinalargeclass.

3. Pointtotwopicturesonthefamilytree.

4. The first team tries to explain the relationship. If they make a languagemistake, such as John is the brother from Jane or Liz Amy mother, orleaving out prepositions altogether, or simply get the relationship wrong,soundyouralarmorbuzzer.

5. Theopposingteamnowhasachance togive thecorrectanswerandearnonepoint.Whether theyanswercorrectlyornot, thenextquetiongoes tothesecondteam.

6. When all children in each team have had a turn, the team with the mostpointswins.

VARIATION1 Once the children understand this game well, get them to point for theopposingteam.

VARIATION2 Putthealarminthemiddle.Ifateammakesamistake,theotherteamsoundsthealarm.Ifitwasn’tamistaketheteamwhichwasrightgetsanextrapoint.

VARIATION3 Addoccupations,forexample,Marthaisthedaughterofthebaker.MrSmith’ssonisastudent.

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VARIATION4 The children could make family trees of their own families. Be aware,however,ofsingle-parentchildren,orphans,etc.whomightfeelembarrassedaboutdoingthis.

COMMENTS Youmaywanttoconsiderawardingdifferentpointsforcontentandlanguagemistakes.

8.Unitingfamilies

GAMETYPE Cardandmovementgame

AIMS Language:Who are you? I’m … father, mother, brother, sister, son, daughter.

Other:Understandingfamilyrelationships.

AGE 6+

GROUPSIZE 12-24(mustbedivisiblebyfour)

TIME 10-15minutes

MATERIALS Cards with names and/or pictures of family members, one card per child—eachfamilyhasfourmembers(exceptVariation3);music.

PROCEDURE 1. Mixthecardsandgiveonetoeachchild.Explaintothemthateachcardisamemberofafamily.

2. Play somemusic.Thechildrenmove through the roomexchangingcardswitheachother.

3. Stopthemusicafterashorttime.Tellthechildrenthattheymustfindtherestof theirfamily.Theycannot lookatotherplayers’cardsbutmustaskquestions such as Who are you?The child can then answer I’m Father SmithorSon Jones,etc.

4. When thechildren think theyhavefoundall themembersof their family,theysitdownatatableandcalloutReady.

5. Play stopsand thechildrenmustdescribewho theyare. If theyare right,theywin.

VARIATION1 Insteadofgivingthefamiliesnames,givethemsymbols(hearts,stars,moons,suns,etc.)whichthechildrenarefamiliarwith.Youcanalsocolourcodethefamilies.

VARIATION2 Expand the vocabulary to include wider family members: aunts, uncles,cousins,grandparents.Inthiscasereducethenumberoffamilies.

COMMENTS Childrencanbe rather roughwhen theyexchange their cards.Although thispartof theactivityshouldbefun,setclearrulesfor thechildren’sbehaviour(nopushingorscreaming,etc.).

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9.Familytree

GAMETYPE Boardgame

AIMS Language: Present simple tense; possessive - ’s.

AGE 8+

GROUPSIZE 4-8

TIME 20minutes

MATERIALS Alargeboardforevery4-8playersshowingafamilytree;asetofsmallcardswithpicturesandwrittendescriptionsofpeopleinvariousjobs;asmalltoyoranyothermarker;dice;plasticcounters.

PREPARATION Maketheboardandcards.Theycanbekeptforfuturegames.Forclarity,thejoininglinesshouldbearrows,pointinginthedirectionofmovementaroundtheboard,whichmakesitintoatrackboardgame.