P6 t1 currentevents+188

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çCurrent Eventsé

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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
TheRoyal
familyûsnews
TheStarsû
news
Special news
Daily-Life
Communityactivities
TheSportûs
news
TheWomenûs
activities
The Childrenûs
news
One Tambon,One Product
The Schoolsû
movement
TheKingûs
projects
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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 the
Princess Mother, who has been named a Great Personality by
UNESCO on the occasion of Her Birth Centenary in this millennium
year, the Foundation with a free-of-charge cooperation from the
Royal Thai Army, has completed the installment of the distance
learning equipment in more than 2,700 schools with the purpose of
giving an equal quality of education to students all over the country.
One result has spoken clearly for itself that in the last two years
of 1998 to 1999 a good number of students who received education
via satellite have been able to pass the entrance examination to study
in universities. This suggests a certain efficiency of distance learning
in eliminating the sinequality of education.
Between February 10 - 12, 2003, during a visit to perform the
royal duties in Sakon Nakhon and Nakhon Phanom provinces, Her
Royal Highness Princess Maha Chakri Sirindhorn went to observe
the work progress of the Baan Huai Yang Nuer Child Development
Center in Srisuphan District and the Promotion and Development
Center for Toddlers by Senior Citizens of Baan Kud Sakoy in
Kudsumal District, Sakon Nakhon Province. In the event, Her Royal

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Highness presented items to the childrenûs caretakers and the
representative of the children after which she watched performances
by the children as well as various activities being carried out at the
centers. She also visited the housewivesû group and observed their
textile weaving work.
On this trip, Her Royal Highness visited several schools including
Baan Bon Saharat Uthit School and Baan Ngiew Siriras Bumrong
in Kusumal District, Sakon Nakhon Province; Baan Had Sai Phey
Border Patrol Police School, Tha Utane District, Nakhon Phanom
Province; and Conrad Henkel Border Patrol Police School, Phoan
Sawan District, Nakhon Phanom Province. At these schools, Her
Royal Highness presented items to the teachers, the border patrol
police teachers, and the student representatives as well as gave fruit
tree varieties to the representative of the farmers. Her Royal
Highness also conferred honorary pins to the implementing officials
of the Royal Development Projects. Furthermore, she observed the
science laboratory, the language laboratory, the computer room, the
library, the canteen, the kitchen, the school cooperatives, the
agriculture for school lunch projects, and the iodine drinking water
pavilion. In addition, she watched a demonstration of the learning
and teaching methods according to the Late Princess Motherûs
technique as well as visited the mobile medical unit and the villagers
waiting 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
นานเกินไป แต่ให้
ทบทวนทุกครั้งที่มี
ชั่วโมงสอน
* ควรให้นักเรียนจัด
กิจกรรมร้องเพลงใน
โอกาสต่างๆ
* เพลงจะช่วยให้เด็ก
ชอบเรียนภาษาอังกฤษ
และจำศัพท์
จำรูปประโยคได้้
อาจท่องเนื้อเพลงแบบ
Songs and Rhyme you can read and sing:
1. Hello and Welcome !
Hello and welcome! We’re back in school! So let’s get working! That’s
the rule! Let’s open our bags and get out our things. We’re going to work
hard till the school bell rings.
Ah! There’s the bell! So come on, run!
Time for a break. Let’s go out in the sun!
2. We Are Happy!
We’re hap hap happy
Can’t you see?
We’re hap hap happy
You and me!
There’s laughter and fun
There are days in the sun
There’s joy without end
When you’re with a friend
In this hap hap happy world!
3. Your Birthday !
If your birthday’s in January, say “Me!”
If your birthday’s in January, say “Me!”
If your birthday’s in January, please don’t forget
To celebrate it with me! You bet!
4. My Autograph Book
I have lots of books in my book case,
But this one I keep very carefully.
It has lots of little messages
And they’re all especially for me!
Hey, why don’t you come and take a look
And write your name in my autograph book!
5. Before go to Bed.
We did our homework as the teacher said
But it still isn’t time to go to bed.
What can we do? Don’t sit there and mope.
Let’s turn on the TV and watch the soap!
Are they going to marry? Yes or no?
Wait and see at the end of the show!

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
6. What Did You Say?
Be quiet, be quiet!
What did you say?
I told you to be quiet
And I meant to-day!
Stand up, stand up!
What did you say?
I told you to stand up
And I meant today!
Hurry up, hurry up!
What did you say?
I told you to hurry up
And I meant to day!
Clean up, clean up!
What did you say?
I told you to clean up
And I meant to-day!
Go away, go away!
What did you day?
I told you to go away
And I meant today.
7. Look at My Room !
Oh, just look at my rooms! It’s in a mess!
My mom will be mad, So I’ll fix it I guess.
I’ll get a broom and sweep the floor,
I’ll get a cloth and clean the door,
I’ll put my clothes away in a flash,
I’ll pick up my books and throw out the trash!
8. Plant a Tree
Save, Save, save the trees.
Save them for other generations, please!
Trees are beautiful big and small
Lovely in summer, spring, winter and fall.
So protect, protect, protect the trees.
Protect them for other generations, please.
9. My Birthday
When it was my birthday, my parents gave me
A little television so I could see
ท่องคำกลอนก็ได้
– หลังจากเรียนจนเกิด
ความซาบซึ้งและท่อง
กลอนได้ ควรให้เด็ก
ลองแต่งกลอนง่ายๆ
โดยไม่เคร่งครัด
ไวยากรณ์มากนัก
– จัดบรรยากาศให้เกิด
อารมณ์ในการแต่ง
กลอน เช่น ไปเดินดู
ต้้นไม้ ดอกไม้ แล้วคิด
แต่งเป็นคำคล้องจอง

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
My favorite programs on my own TV!
When it was Mom’s birthday, I painted her
A picture of a cat with beautiful
She says it looks so real she can hear it puss !
10. A Piggy Bank!
When I get my allowance
I’d like a new book
Or may be a video game
With Captain Hook
But most of all I’d like one thing
A piggy bank to keep my money in!
When I get my allowance
I’d like a CD
Or may be a discman
Especially for me.
11. My Go-Kart.
I got into my go-kart and went for a ride
The sun was shining, it was hot outside.
Around the yard and through the gate.
I drove my go-kart, -it as really great!
Up the hill and over the top,
There were lots of stones, but I didn’t stop.
Under the fence and through the trees,
Home now, go-kart for crakers and cheese!
Go On a Journey!
We’re going on a journey,
We’re going very far,
From America to Australia,
From Japan to Zanjibar.
We’re going to go by sea,
And then we’ll go by plane.
Then, come home again by train.
My Shadow.
I guess my shadow lives somewhere near hear
But I don’t know where! Oh, dear! Oh, dear!
It follows me around, all through the day,
But when it’s dark, it just go away!
I look in the yard but it isn’t there.

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
I look under the bed and shout “Come out of there!”
I can’t find my shadow anywhere here.
I can’t find my shadow! Oh dear! Oh, dear!
Tracking, Tracking
Tracking, tracking with great care, we’re on the trail of the grizzly bear.
Follow the footprints. Where do they go?
High in the mountains, up in the snow.
Shh! I hear something over there!
Let’s take a photo of the grizzly bear!
Mmm! Tastes Good!
Break up the cookies and make them crumbly.
Mmm! Tastes good! Isn’t that yummy?
Whisk up the milk and make it creamy.
Mmm! Tastes good ! Isn’t that dreamy?
Mix it with lemon and then refrigerate.
Mmm! Tastes good! Isn’t that great?
Breakfast, Lunch, Dinner.
Breakfast, breakfast,
Breakfast, yes!
Can be a little holter!
How? Well, guess!
Cover your food
with hot chilli sauce
Feel that burning!
It’s awesome, of course!
Lunce, lunch,
Lunch yes!
Can be a little hotter!
How? Well, quess!
Cover the fod
With hot chilli sauce
Feel, that burning!
It’s awesome, of course!
Dinner, dinner,
Dinner, yes!
Can be a little hotter!
How? Well, guess!
Cover your food
With hot chilli sauce

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กิจกรรมโรงเรียนต้นทาง กิจกรรมโรงเรียนปลายทาง
Feel that burning!
It’s awesome, of course!
On Monday
On Monday, I went to the library
To borrow a book for me.
This is the book I borrowed.
Do you want to read it with me?
On Tuesday
On Tuesday, I went to the store
To buy a cake for me.
This is the cake I bought.
Do you want to eat it with me?
On Wednesday
On Wednesday, I went to the mall
To choose some CDs for me.
These are the CDs I chose.
Do you want to hear them with me.
On Thursday
On Thursday, I went to the pet store
To buy a pet for me.
This is the puppy I bought.
Do you want to walk it with me?
On Friday
On Friday, I went to the candy store
To buy some candy for me.
This is the candy I bought.
Do you want to eat it with me?
I’d Like to Try....
I’d like to try bungee jumping,
Falling fast and free.
It’s scary and exciting,
It’s the thing for me!
I’d like to go river rafting
Rushing through the spray
Mind that rock! Hold on tight!
I’d like to go today!
From Domino Teacher’s BK. 5
Angelo Llanas. Libby Williams
Printed in Columbia.

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Family, friends, and me
Family and friends are a child’s first and most intimate point of identification. Children feel safe
and secure among family and friends. They are a solid base from which to venture forth into something
new and ‘foreign’.
It is also a logical point of departure from your perspective as a teacher. Starting off with Family,
friends, and me will help you get to know your children. You will learn important details which will help
you customize your later lessons. Of course, the children will learn a lot about each other as well. Starting
off with this theme requires immediate interaction and communication. Language is personalized and
realistic from the start.
While naturally introducing basic family vocabulary, the games in this section also focus on
greetings, introductions, and question words.
1. Hello game
GAME TYPE Movement game
AIMS Language: Names; basic introductions and greetings.
AGE 4+
GROUP SIZE 6 - 15
TIME 10 minutes
MATERIALS A drum, whistle, or other noise-maker; a soft ball (Follow-up 1).
PROCEDURE 1. All the children sit on chairs in a circle. You are in the middle.
2. Go up to a child, shake hands, and say Hello, my name is…
3. You and the child now introduce yourselves to other children. Then they
stand up and introduce themselves to other children.
4. When all the children are up and moving about make a noise with your
drum or whistle. You and the children must run and find a seat. There will
be one seat too few.
5. The child who doesn’t find a seat goes to the middle and starts the game
again. You sit on a seat like the other children.
FOLLOW-UP 1 After they have introduced themselves, the children sit in a circle and one
throws a soft ball to another, who has to say Hello, I’m…
FOLLOW-UP 2 Child 1 throws the ball to Child 2, calling out Child 2’s name. Child 2 says
Hello…, how are you? They then change places.
VARIATION 1 Instead of Hello, you can choose Good morning or Good afternoon.
VARIATION 2 Insted of My name is… use I’m…

25. 777
VARIATION 3 The children have to answer It’s nice to meet you or My pleasure. After each
round, the child in the middle can introduce new phrases: of example, I’m six
years old or I live in Rome.
2. Through the peephole
GAME TYPE Guessing game
AIMS Language: Who is it? Is it…? Yes, it is / No it isn’t; possessive - ’s.
AGE 4 - 10
GROUP SIZE 8 - 10
TIME 10 minutes
MATERIALS Photographs of the children and their families, or common objects; five sheets
of cardboard with progressively larger peepholes cut in the middle of each (the
sheets can be decorated by the children).
PROCEDURE 1. Each child introduces his or her family by showing the photographs and
pointing, saying, This is my Dad, etc.
2. Choose a picture. Don’t let the children see it. Place the five sheets of
cardboard over the picture. Have the sheet with the largest hole on the
bottom and the smallest on the top. The children sit in a circle around the
sheets.
3. Let the children peer through the little peephole. They will see a small
section of the photograph or picture. Ask them Who is it? The children
guess. For the very young, one-word responses are enough; otherwise, the
children use the phrase Is it…? They must not guess at pictures of their own
families.
4. All the children concentrate on trying to remember the appearances of the
other children’s families. Older children can use the possessive, for
example, This is Tom’s sister.
5. If the children cannot guess who the picture is, remove the top sheet. The
hole is bigger now. Ask them Can you guess who it it now? The children
guess.
6. Continue removing sheets until the children guess correctly or the picture is
completely revealed.
VARIATION 1 If you want to make the game more competitive, divide the group into two
teams. Award dried beans or counters as points.
VARIATION 2 Let the first child to guess the picture choose the next one and take the
teacher’s role, answering questions and removing the sheets.
VARIATION 3 You can also use pictures of common objects. For older children, you can use
pictures of famous people.

26. 778
COMMENTS 1. It’s up to you to decide how much language the children should produce.
You can drill individual words but also insist that the children respond in
phrases.
2. Keep the groups small so that the children can see.
3. Zip-zap!
GAME TYPE Movement game
AIMS Language: What’s your name? His/Her name is… .
Other: Group dynamics; memory training; left/right co-ordination; quick
reactions.
AGE 6+
GROUP SIZE 8 - 30
TIME 10 minutes
MATERIALS (for Variation 1) A soft ball or a bean bag.
PROCEDURE 1. The children sit on chairs in a circle. There are no empty chairs.
2. Stand in the middle. Point to a child and say either Zip! or Zap!
3. When you say Zip! the child you are pointing to says the name of the child
sitting to his or her left, for example, Her name is Jane. When you say Zap!
the child you are ponting to says the name of the child sitting to his or her
right.
4. Once the children get used to the game, keep the pace fast. After a while,
instead of pointing to a child, call Zip-Zap! Now all the children stand up
and run to a different chair.
5. The children quickly find out the names of their new neighbours. Check
that the children ask each other in English. Allow only a short time for this.
Then point again and say Zip! or Zap!
6. After three or four rounds, call Zip-Zap! and sit down on a free chair too.
This leaves one child without a chair. He or she takes over our role by
pointing and saying Zip1, Zap! or Zip-Zap!
VARIATION 1 Instead of pointing, throw a small soft ball or a bean bag.
VARIATION 2 Instead of using the terms Zip! and Zap! say Left or Right or ask questions, for
example, Who’s on your left?
FOLLOW-UP Once the the children know each other’s names well, change the criteria to
age, eye/hair colour, likes/dislikes, etc.
COMMENTS This is ideal for a new class who do not yet know each other’s names.

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4. Names chant
GAME TYPE Chanting game
AIMS Language: My/Your name’s…; sentence stress.
Other: Keeping rhythm.
AGE 6+
GROUP SIZE 6 - 30
TIME 10 minutes
PROCEDURE 1. The children sit on chairs in a circle. The object of the game is for the
children to say their own name and the name of another child, keeping to a
strict chanting rhythm and speed.
2. Begin the chant by clapping your hands, first on your thighs (one), then
together (two), then clicking the fingers of your right hand (three) and then
your left hand (four) so that a rhythm of four beats is clearly audible and
visible. The first few times, count one, two, three, four so that the rhythm is
clear to all the children.
3. The children copy these actions all together. Once they have got used to
this, say your own name on beat three and the name of a child on beat four.
4. The child whose name you called says his or her own name on beat three
and the name of another child on beat four. Thus the chant is passed from
child to child.
5. After a while, extend the chant to the phrase My name’s … (on beats one
and two) and Your name’s … (on beats three and four). Using this kind of
phrase in a chanting game increases the language used, but it is rather
challenging and requires practice.
VARIATION 1 Change the phrases used in this chant as you like. However, be aware that they
should always fit into a four-beat rhythm. The second phrase must always give
clear information of who is meant to go next, otherwise there will be
confusion.
VARIATION 2 Try using a three- or six-beat rhythm with different actions and phrases. It’s
worth experimenting as children love this kind of chanting game.

28. 780
5. Identity swap
GAME TYPE Role-play game
AIMS Language: Introductions; What’s your name? My name is…;
question words: What, Where, How.
AGE 7+ (4+ for Variation 1)
GROUP SIZE 8 - 15
TIME 10 - 15 minutes
MATERIALS (for Variation 3) Identity cards.
PROCEDURE 1. The children stand in the centre of the room. Step towards one child and
introduce yourself, for example, My name is Superman. I’m ten.
2. The child introduces him- or herself to you in the same way: My name is
Roberta. I’m seven.
3. Move to another child and introduce yourself as the first child: My name is
Roberta. I’m seven.
4. The first child introduces him- or herself to another child with your name:
My name is Superman. I’m ten.
5. All the children mix and continue to introduce themselves, using the name
of the child they have just met. Monitor the short conversations to keep
them on track.
6. After about 5 - 7 minutes tell the children to stop.
7. Ask all the children to introduce themselves to the group with their new
identities.
VARIATION 1 Give very young children the names of colours or animals. They need only say
I’m… and swap the noun.
VARIATION 2 With more advanced children expand the simple introductions to include
other question-and-answer pairs such as How old are you? I’m…Where do you
live? I live in…What’s your telephone number?
VARIATION 3 Make identity cards which the children choose from a pile and exchange after
introducing themselves. The children can make these cards under your
guidance as a picture dictation type of exercise.

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6. Blind date
GAME TYPE Guessing game
AIMS Language: Asking and answering questions.
Other: Recognition.
AGE 8+
GROUP SIZE 6 - 12
TIME 15 - 20 minutes
MATERIALS A blindfold; scoreboard.
DESCRIPTION A ‘blind date’ is a meeting between two people who have never seen each
other before. This game makes use of blindfolds to create a similar situation,
although children in any class will of course know each other. The object of
the game is to guess the name of another child, by asking questions, listening
carefully to the answers, and recognizing the voice.
PROCEDURE 1. The children sit in a line at one end of the room. Blindfold the first child,
who stands a few metres away from the other children.
2. Choose another child to be the ‘blind date’. He or she stands opposite the
blindfolded child at a distance of about two metres. During the game, all
the other players must be silent!
3. The blindfolded child now asks the blind date questions, for example How
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 her
voice (for example, making it higher or lower) and as briefly as possible.
The blindfolded child tries to recognize the voice.
5. Once the blindfolded child knows who the ‘blind date’ is, he or she asks Is
you name…? or Are you…? If the guess is correct, the child gets five
points. The ‘blind date’ child gets one point for each answer he or she gives
without being recognized. The game continues until every child has been
blindfolded and played the role of ‘blind date’ once.
VARIATION 1 Simplify the game and use it as a names-learning game right at the beginning
of the course. The blindfolded child says only Hello! Or a very short dialogue
can be practised, such as How are you? I’m fine, thank you.
VARIATION 2 Instead of one child asking the questions, have the whole group say clues such
as She’s got brown hair.
VARIATION 3 If there is a danger that children who are waiting for their turn get bored, make
it into a team game, so that those children encourage their team. Be strict
about refereeing this version, as a team should not give away the name of the
blind date.

30. 782
COMMENTS Children who know each other well will not easily be fooled by a disguised
voice. Have another child answer questions for the blind date.
7. Family ties
GAME TYPE Team game
AIMS Language: Possessives.
Other: Understanding family relationships.
AGE 7+
GROUP SIZE 8 - 16
TIME 20 minutes
MATERIALS A large piece of cardboard and several smaller coloured cards; felt-tip pens to
draw or magazines to cut out pictures; scissors; a loud buzzer or alarm; Blu-
tack or sellotape to stick the cards to the board.
PREPARATION Before class make a large family tree to display. (See the example on page 28.)
If your class is very large or you have no overhead projector, make an
identical family tree for each team and one for yourself to use as a guide. The
children could make these in earlier lessons.
PROCEDURE 1. Point to and explain a few family relationships, for example Joe is Martha’s
brother. Mr Wiley is Christina’s father. The structures and vocabulary
should be familiar to the children from previous lessons. Be patient—it
may take a little while for them to understand.
2. Split the class into two teams, or two sets of two teams in a large class.
3. Point to two pictures on the family tree.
4. The first team tries to explain the relationship. If they make a language
mistake, such as John is the brother from Jane or Liz Amy mother, or
leaving out prepositions altogether, or simply get the relationship wrong,
sound your alarm or buzzer.
5. The opposing team now has a chance to give the correct answer and earn
one point. Whether they answer correctly or not, the next quetion goes to
the second team.
6. When all children in each team have had a turn, the team with the most
points wins.
VARIATION 1 Once the children understand this game well, get them to point for the
opposing team.
VARIATION 2 Put the alarm in the middle. If a team makes a mistake, the other team sounds
the alarm. If it wasn’t a mistake the team which was right gets an extra point.
VARIATION 3 Add occupations, for example, Martha is the daughter of the baker. Mr Smith’s
son is a student.

31. 783

32. 784
VARIATION 4 The children could make family trees of their own families. Be aware,
however, of single-parent children, orphans, etc. who might feel embarrassed
about doing this.
COMMENTS You may want to consider awarding different points for content and language
mistakes.
8. Uniting families
GAME TYPE Card and movement game
AIMS Language: Who are you? I’m … father, mother, brother, sister, son, daughter.
Other: Understanding family relationships.
AGE 6+
GROUP SIZE 12 - 24 (must be divisible by four)
TIME 10 - 15 minutes
MATERIALS Cards with names and/or pictures of family members, one card per child—
each family has four members (except Variation 3); music.
PROCEDURE 1. Mix the cards and give one to each child. Explain to them that each card is
a member of a family.
2. Play some music. The children move through the room exchanging cards
with each other.
3. Stop the music after a short time. Tell the children that they must find the
rest of their family. They cannot look at other players’ cards but must ask
questions such as Who are you? The child can then answer I’m Father
Smith or Son Jones, etc.
4. When the children think they have found all the members of their family,
they sit down at a table and call out Ready.
5. Play stops and the children must describe who they are. If they are right,
they win.
VARIATION 1 Instead of giving the families names, give them symbols (hearts, stars, moons,
suns, etc.) which the children are familiar with. You can also colour code the
families.
VARIATION 2 Expand the vocabulary to include wider family members: aunts, uncles,
cousins, grandparents. In this case reduce the number of families.
COMMENTS Children can be rather rough when they exchange their cards. Although this
part of the activity should be fun, set clear rules for the children’s behaviour
(no pushing or screaming, etc.).

33. 785
9. Family tree
GAME TYPE Board game
AIMS Language: Present simple tense; possessive - ’s.
AGE 8+
GROUP SIZE 4 - 8
TIME 20 minutes
MATERIALS A large board for every 4-8 players showing a family tree; a set of small cards
with pictures and written descriptions of people in various jobs; a small toy or
any other marker; dice; plastic counters.
PREPARATION Make the board and cards. They can be kept for future games. For clarity, the
joining lines should be arrows, pointing in the direction of movement around
the board, which makes it into a track board game.