Rotation Three AFAPS English Curriculum (Nakhon Nayok, Thailand, July 2015)

Chulachomklao Royal Military Academy ()
Armed Forces Academies Preparatory School ()

culp/celtt 2015, Teams 78, Nakhon Nayok, Thailand
Cultural Understanding and Language Proficiency (culp) Program

Cadet teaching assignments afaps (Week 1) All groups should be in 12-minute rotations
Day Date Time Cadet #1 Cadet #2 Cadet #3 Cadet #4

1 13 July 08100900 What does it Toilet paper You in pictures Families
(Monday): mean?
4th-year 09101000 What does it Toilet paper You in pictures Families
cadets mean?
10201110 What does it Toilet paper You in pictures Families
mean?
mean?
mean?
2 14 July 08100900 Directions Directions Locating objects Locating objects
(Tuesday): (grammar) (listening) (listening) (speaking)
4th-year 09101000 Directions Directions Locating objects Locating objects
cadets (grammar) (listening) (listening) (speaking)
10201110 Directions Directions Locating objects Locating objects
(grammar) (listening) (listening) (speaking)
3 15 July 08100900 The alphabet Letter dictation Food & drink Abilities
(Wednes- 09101000 The alphabet Letter dictation Food & drink Abilities
day): 1st- &
2nd-year 10201110 The alphabet Letter dictation Food & drink Abilities
cadets 11201210 The alphabet Letter dictation Food & drink Abilities
13101400 The alphabet Letter dictation Food & drink Abilities
4 16 July 08100900 Circular questions Human-experience Changing places Disappearing
(Thursday): bingo dialogue
3rd-year 09101000 Circular questions Human-experience Changing places Disappearing
cadets bingo dialogue
10201110 Circular questions Human-experience Changing places Disappearing
bingo dialogue
bingo dialogue
bingo dialogue
5 17 July 08100900 Three chairs Personal questions Sentence tic-tac-toe Whisper chain
(Friday): 1st- 09101000 Three chairs Personal questions Sentence tic-tac-toe Whisper chain
year cadets
10201110 Three chairs Personal questions Sentence tic-tac-toe Whisper chain


6 20 July 08100900 Animals Entertainment Military Interview the
(Monday): conversation conversation conversation experts
4th-year 09101000 Animals Entertainment Military Interview the
cadets conversation conversation conversation experts
10201110 Animals Entertainment Military Interview the
conversation conversation conversation experts
7 21 July 08100900 Puzzle time Hard work Create a story Running dictation
(Tuesday): 09101000 Puzzle time Hard work Create a story Running dictation
4th-year
cadets 10201110 Puzzle time Hard work Create a story Running dictation
11201210 Puzzle time Hard work Create a story Running dictation
13101400 Puzzle time Hard work Create a story Running dictation
8 22 July 08100900 First letter-last Running dictation Twenty questions Talking points
(Wednes- letter race
day): 1st- & 09101000 First letter-last Running dictation Twenty questions Talking points
2nd-year letter race
cadets
10201110 First letter-last Running dictation Twenty questions Talking points
letter race
letter race
letter race
9 23 July 08100900 Vocabulary games Words from a word Five-by-fives Ladders
(Thursday): 09101000 Vocabulary games Words from a word Five-by-fives Ladders
3rd-year
cadets 10201110 Vocabulary games Words from a word Five-by-fives Ladders
11201210 Vocabulary games Words from a word Five-by-fives Ladders
13101400 Vocabulary games Words from a word Five-by-fives Ladders
10 24 July 08100900 3 pronunciation Word pairs Cut-up sentence Pictionary
(Friday): 1st- games (telephone) kabaddi
year cadets 09101000 3 pronunciation Word pairs Cut-up sentence Pictionary
games (telephone) kabaddi
10201110 3 pronunciation Word pairs Cut-up sentence Pictionary


11 27 July 08100900 Taboo Picture-this 3 pronunciation Tongue twisters
(Monday): competition games
4th-year 09101000 Taboo Picture-this 3 pronunciation Tongue twisters
cadets competition games
10201110 Taboo Picture-this 3 pronunciation Tongue twisters
competition games
competition games
competition games
12 28 July 08100900 Whole-class activities: Jeopardy or karaoke challenge
(Tuesday): 09101000 Whole-class activities: Jeopardy or karaoke challenge
4th-year
cadets 10201110 Whole-class activities: Jeopardy or karaoke challenge
11201210 Whole-class activities: Jeopardy or karaoke challenge
13101400 Whole-class activities: Jeopardy or karaoke challenge

Curriculum assessment report
Day Date Activity Interactive objective Language objective Reflection

1 13 July Introductory/ Students will be able Students will intro-
(Monday): get-to-know-you to interact in spoken duce information
4th-year activities English for person- about themselves
cadets al expression and through symbols, pic-
enjoyment. tures, and language.
2 14 July Listening compe- Students will help Students will practice

(Tuesday): tence exercises each other with prepositions and
4th-year common directions vocabulary for
cadets and prepositions. directions.
3 15 July Listening com- Students will be able Students will practice

(Wednes- petence exercises to use English to letters of the English
day): 1st- & and verbal inter- participate in social alphabet and speak
2nd-year actions interaction. about abilities.
cadets
4 16 July Verbal interac- Students will Students will prac-

(Thursday): tions and listen- practice asking and tice English question
3rd-year ing competence answering questions forms and get pronun-
cadets in English. ciation repetition.
5 17 July Audio-visual Students will work Students will practice

(Friday): 1st- coordinative in teams to revise vocabulary and gram-
year cadets activities English-language mar of the teachers
structure and vocab- choice.
ulary.


6 20 July Conversation Students will ask and Students will be able
(Monday): groups: animals, answer questions to use English in
4th-year entertainment, posed by the teacher socially and cultur-
cadets and military and other students ally appropriate ways
regarding animals, and use appropriate
entertainment, and learning strategies to
the military in a extend their commu-
small-group setting. nicative competence.
7 21 July Verbal com- Students will work Students will work on

(Tuesday): petence: team cooperatively to fluency in English and
4th-year competitions develop English use English for social
cadets structures. interaction.
8 22 July Verbal com- Students will work Students will be able

(Wednes- petence: team together to re-create to use English to
day): 1st- & competitions English texts and participate in social
2nd-year to develop English interaction.
cadets vocabulary.
9 23 July Verbal com- Students will work Students will practice

(Thursday): petence: team in teams to develop vocabulary from vari-
3rd-year competitions English vocabulary. ous categories.
cadets
10 24 July Phonetic prob- Students will work in Students will listen for
(Friday): 1st- lem-solving & teams to differentiate differences in English
year cadets verbal com- English words and sounds and generate
petence: team to develop English English vocabulary.
competitions vocabulary.


11 27 July Phonetic prob- Students will work in Students will listen for
(Monday): lem-solving & teams to differentiate differences in English
4th-year verbal com- English words and sounds and generate
cadets petence: team to develop English English vocabulary.
competitions vocabulary.
12 28 July Verbal com- Students will Students will be able

(Tuesday): petence: team work in teams to to use English by
4th-year competitions answer questions obtaining, processing,
cadets about English- constructing, and
language structure providing subject
and to practice matter information in
pronunciation spoken and written
form.
Activity | Icebreaker
What does it mean?
Interactive objective: Students will use numbers and symbols to guess key personal information about
the teacher. Then, each student will create his own numbers and symbols to introduce information about
himself.
Language objective: Students will be able to interact in spoken English for personal expression and enjoy-
ment.
Time: 1015 minutes | Modality: Small groups | Preparation: None | Materials: Blank paper or whiteboard
Setup
As a way to introduce yourself (the teacher), write up a few things about yourself randomly on
the board or on a sheet of paper or tablet before the students get to class. But make the items
vague. For example:
3
1981
175
Discussion
The students have to guess what the numbers and symbols mean: circle=my favorite sport
(soccer); 3=the total number of my brothers and sisters; airplane picture=my favorite hobby
(traveling); 1981=the year I finished high school; 175=my height in centimeters.
Feedback / follow-up
Then, as a follow-up, you can have the students create their own numbers and symbols, either
in pairs or as a whole group.
Toilet-paper icebreaker
Interactive objective: Students will exchange verbal information in English.
Language objective: Students will be able to interact in spoken English for personal expression and
enjoyment.
Time: 15 minutes | Modality: Small groups | Preparation: None | Materials: Toilet paper
Setup
Take some squares (three or more) from a roll of toilet paper. Pass
the roll of toilet paper and tell students to take as many squares as
they want (three or more). When everyone has some, each student
has to say something about themselves.
Discussion
If the student has three squares, he says three things; if he has ten
squares, he says ten things. Continue until everyone has shared.
Go around the group one more time. The first student says, My name is ________________
and I like ________________. The second student repeats the previous student and adds
his own sentence. Continue in this manner, with the next student repeating everything that
has been said before. To finish, the teacher impresses the students with his/her memorization
abilities!
You in pictures
Interactive objective: Students will use symbols to introduce information about himself.
Language objective: To activate and practice language related to personal characteristics.
Time: 1530 minutes | Modality: Small groups | Preparation: None | Materials: Copies of symbols
Setup
Give each student one copy of the 20 symbols (below). Ask students to choose the five images
that best represet their character. (You may have to initiate a group discussion about what the
images are.)
Discussion
In pairs or as a group, students explain their choices to each other.
To extend the activity, students can complete the following model sentence for each symbol that
they choose: The pictures that best represent me are the ______________ because _________
______________________________________________________________________.
You in pictures
Activity | Grammar & vocabulary

Families
Interactive objective: Students will discuss family relationships and draw their own family trees.
Language objective: Students will practice the vocabulary areas for family and relationships.
Time: 1015 minutes | Modality: Small groups | Preparation: Make your family tree in advance or plan
how you will draw it in class. Spend a little time preparing what you will say about each member of your
family. | Materials: Drawing of your family tree on the board, or on a piece of paper.
Setup
Tell the class that you are going to tell them about your family in English. It doesnt matter if the
information is new to them.
Discussion
Show the picture of your family tree, or copy your family tree on the board. Here is an example:
Introduce each family member and say a little about them, for example:
This is my mother. Her name is Bianca. Shes fifty-five now. ... I have one sister. Her
name is Donna. She has two cats and is a very good singer.
Show pictures if pictures are available. The extra information helps make the lesson more
interesting and natural. When you have introduced your family, write the new family words on
the board or have them written on index cards. For example:
father brother
mother sister
husband son
wife daughter
Point to faces on the family tree and have students tell you their name and family relationship.
For example: Her name is Biancamother. Repeat the information for the students: Yes,
Bianca is my mother.
Have students create their own family trees, including brothers, sisters, and parents. When they
are done, they should exchange family trees with a partner. Ask questions about their partners
families. For example:
How many _______________s does _______________ have?

Who is _______________s father?
Who is _______________s mother?
How many sons do _______________s parents have?
Feedback/follow-up
If time, expand the family trees to include aunts, uncles, cousins, and grandparents. Introduce
the new vocabulary as above.

Directions
Interactive objective: Students will help each other with common directions.
Language objective: Students will practice vocabulary for directions and common destinations in town or
on a campus.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare post-it notes with names of common
buildings and shops (e.g., post office, movie theater, 7-Eleven). | Materials: Post-it notes, small model car
Setup
Place labeled post-it notes on the table to create the outlines of a town or campus. The spaces
between the post-it notes are streets. The picture below is a suggested model:
Discussion
Ask for a volunteer. Give him directions. The volunteer should pilot the model car between the
post-it notes, following your directions. For example:
Go the post office, please. Go straight. . . . Now turn right. ok. Now turn left. Good. Go
straight. . . . Now turn right. Good. . . . Now you are at the post office.
Repeat this exercise with a few other students, giving them directions to different places. (If you
choose, dont give the destination at the beginning; see if the student can arrive at the correct
destination.)
Write the following on the board or on a piece of paper:
Go straight.
Turn right.
Turn left.
Take the second street on the right.
Take the third street on the left.
Get students to repeat directions after you and work on pronunciation if necessary.
Ask group for directions to one of the labeled places. Get directions from the whole group and
help them if necessary. Ask individuals for directions to two or three other places. Write this
question form on the board or a piece of paper:
How do I get to the ____________________?
Have one student ask another how to get somewhere. Repeat with two or three other pairs.
Feedback/follow-up
Expand to have students ask for and to give directions to locations on the afaps campus.
Activity | Listening
Directions
Interactive objective: Students will listen and match verbal instructions to symbols and drawings.
Language objective: To practice common directions, including go straight, turn right, turn left, take
the second street on the right, and take the third street on the left.
Time: 1520 minutes | Modality: Small groups | Preparation: Prepare a poster or cards, if you are using
them. | Materials: Directions below; plan of a town below, on a poster or paper or on the board
Setup
Draw these signs on the board or on cards or pieces of paper:
Ask for a volunteer to help and give these directions in random order:
Go straight.
Turn left.
Turn right.
Take the second street on the right.
Take the third street on the left.
Tell the volunteer to point to the appropriate sign when you give a direction.
Discussion
Draw the following plan on the board, or put up the poster or display the map on paper. Point
out the arrow labeled you are here.
Ask students to write the numbers 1 to 5 in their notebooks. Explain that you are going to give
directions from you are here to five places on the map. Give directions to the first place.
Number one. Go straight. Take the third street on the left. Then its on your right.
Tell students to write down the name of the place. Check that they have got post office.
Do the same for the other four places.
Number two. Go straight. Take the second street on the right. Go past the parking lot,
then its on your right.
Number three. Take the first street on the right, then its on the left.
Number four. Take the second street on the left. Its near the end of the road on the
right.
Number five. Take the second street on the left. Its across the street from the park.
Repeat all directions, then tell students to check answers in pairs (2 library; 3 bank; 4 park;
5school).
Ask students to come to the front and trace each route on the map with a finger as you give each
direction.
Ask students to give directions to other places on the map. Have students give directions to key
locations on the school campus.
Locating objects
Interactive objective: Students will listen and draw objects in the correct places.
Language objective: Students will use vocabulary for everyday objects and furniture as well as prepositions
of place (for example, near, in front of, on).
Time: 1015 minutes | Modality: Small groups | Preparation: You may want to prepare your own
description. | Materials: Description of a living room or bedroom; picture of a living room on the board
or on paper.
Setup
Ask students to tell you English words for furniture and objects that might be found in a living
room or bedroom. Write suggestions on the board or on a piece of paper.
Discussion
Draw the picture below on the board or on a piece of paper. Tell students that it is a living room
or bedroom:
Tell students to copy the picture and that you are going to describe the furniture and objects in
the room. They must draw things you describe in the correct places. Do the first one with them:
Theres a table near the window.
Pause, and ask the students to draw the table in their rooms. Get them to use pencils so they
can correct any mistakes. Draw in the table on the board and check that students have drawn
the table in the right place.
Tell students that you are going to describe other objects in the room, and that they must draw
them in the correct places. Say that you will repeat the description three times. Leave them time
to complete their drawings:
Theres a table near the window, and in front of the window is a chair. Theres a picture
hanging on the wall next to the window. On the table theres a book and a pen. Under
the table theres a bag. Theres a box on the floor next to the chair. In the box is a big,
black cat.
Ask students to come to the board, or to use the piece of paper, and to draw in the objects and
furniture as you read the description again. The rest of the group should check their drawings.
Feedback/follow-up
If time, re-create the drawing of the empty living room or bedroom. Write the following list on
the board:
table
chair
picture
book
pen
bag
box
cat
Ask for students, on the board or on a piece of paper, to draw these things in a different place in
the room. Then have the students makes sentences describing the furniture and objects in their
new positions.
Activity | Speaking & conversation

Locating objects
Interactive objective: Students will work in teams to use English prepositions.
Language objective: Students will use vocabulary for everyday objects and classroom furniture.
Time: 1015 minutes | Modality: Small groups | Preparation: Place objects around the classroom. |
Materials: About 7 everyday objects
Setup
Pretend to the group that you have lost some objects. For example, ask, Wheres my book?
while looking around the room. Remodel students responses when necessary; for example:
teacher: Wheres my book? Can anyone see my book?

students: Table, table. Booktable.
teacher: Youre right. Its on the table.
Repeat for a couple of other objects.
Discussion
Write names of the objects you have brought on the board or a piece of paper. Make sure
students can pronounce them correctly.
Write prepositions you are introducing on the board or a piece of paper. Draw simple diagrams,
or use a ball and a small box (if available):
Relocate a couple of objects. Asks students questions about the objects and encourage them to
use prepositions in their responses.
Collect the objects. Divide group into two teams, a and b. Have one team (b) leave the room
while Team a hides the objects. When objects are hidden, Team b returns and finds the objects.
They must answer questions from Team a, using prepositions, to describe the objects location.
Reverse roles, having Team b hide objects while Team a leaves.
Feedback/follow-up
If time, play a game with riddles. Tell the students a riddle about an object in the classroom and
ask them to guess what it is. For example:
Its next to the window, on the wall above the table. What is it?
Give students other examples. Have students write three similar riddles about objects in the
room, without mentioning the names of the objects. Place students in pairs to have them guess
riddles or have students read riddles for the group.
The alphabet
Interactive objective: Students will be able to use English to participate in social interaction.
Language objective: To practice letters of the alphabet.
Time: 1015 minutes | Modality: Small groups (teams) | Preparation: Students write their English names
on piece of paper. | Materials: Whiteboard
Setup
Have students write down their names, in English, on a piece of paper. Spell out
your name, slowly, letter by letter, writing it on the board or a piece of paper as
you do so. Ask the students, Whose name is this? Tell them to try and guess as
soon as possible, before you reach the end.
Discussion
Divide group into two teams. Begin to spell out a students name. Tell the class to
write down letters as you speak.
Tell the group that as soon as they think they know whose name you are
spelling, they should put up their hand. Tell them not to call out the name.
The first student to put up his hand may guess the name. If hes right, his team
gets a point. If hes wrong, the other team gets a point. Continue to spell the name until
someone guesses it correctly.
Spell several names in this way, keeping count of the scores. The team with the most points at
the end is the winner.
Get students to continue the game, spelling out names to each other.
Variation
You can use this activity to practice vocabulary, spelling out words instead of names. Use words
that they might be familiar with. Examples include:
football
restaurant
hotel
taxi
video
Letter dictation
Interactive objective: Students will read English sentences letter by letter and practice pronunciation with
a partner.
Language objective: Students will practice listening to letters of the alphabet and construct meaningful
sentences.
Time: 1015 minutes | Modality: Small groups and pairs | Preparation: Choose sentences to dictate and
perhaps write sentences on slips of paper in advance. | Materials: None
Setup
The sentences you select should use language the students have recently studied. For example,
you could dictate common sentences for meeting and greeting: I go to school at afaps. / Do you
like music? / I need something to drink. / Im sorry, I dont understand. Or you could concentrate
on school, calendar, number, weather, color, time, health, family, money, safety, sports, or travel
vocabulary.
Discussion
Ask students to prepare pen or pencil and a piece of paper. Explain that you will read out some
letters and they should write them down.
Dictate the letters from the sentence you have chosen to work with, but dont group the letters
to form the words as you would normally. Add breaks in random places. For example:
s [pause] h e i [pause] s r i [pause] d i [pause] n g h e [pause] r b [pause] i [pause] k e

She is riding her bike.
Students now work in pairs or on their own to try and work out what the sentence should be.
Students can then choose or write their own sentences to dictate to the rest of the class, or to a
partner, in the same way. (Have a group of sentences prepared, on slips of paper, if you do not
want to use time for the students to write sentences.)
Feedback/follow-up
You can make the activity more difficult by dictating a sentence backwards.
Or, you could dictate sentences in code: for example, use the next letter in the alphabet instead
of the letter itself (u in place of t). Thus, The cat is black would be:
uif dbu jt cmbdl


Food and drink
Interactive objective: Students will complete a questionnaire with a partner.
Language objective: Students will practice words in the food and drink vocabulary area.
Time: 1520 minutes | Modality: Small groups / pairs | Preparation: For the questionnaire, choose 610
kinds of food that your students know | Materials: Sheets of paper for all students
Setup
Write a questionnaire grid like the below on the board or on a piece of paper (use kinds of food
and drink that your students know):
Very much Really Not very much Not at all

Bananas
Yogurt
Iced tea
Coca-Cola
Chocolate
Tuna fish
Check that the students know the difference between very much, really, not very much,
and not at all. Ask for a volunteer; ask him the question: Do you like bananas? He should
reply: Very much, Really, Not very much, or Not at all. Tick the appropriate box in the
grid. Continue with the other items of food and drink.
Discussion
Rub out the first students replies and ask for two more volunteers. Get one of them to ask the
other questions, and to tick the appropriate boxes. Rub out the replies again. Give the students
sheets of paper and ask them to copy the questionnaire.
Divide the students into pairs. Tell them to put their partners name at the top of their copy of
the questionnaire. Then they should ask their partners the questions and tick the appropriate
boxes.
Feedback/Follow-up
Ask individual students to report back to the whole class on their partners likes and dislikes.
Write sentence frames to help them:
__________________ likes __________________ very much.

He/she really likes __________________.
He/she doesnt like __________________ very much.
He/she doesnt like __________________ at all.

Abilities (can and cant)
Interactive objective: Students will work in pairs to make lists in English.
Language objective: Students will speak about abilities using can and cant (for example, ride a bicycle,
type, play the trumpet).
Time: 1520 minutes | Modality: Small groups / pairs | Preparation: None | Materials: None
Setup
Draw a line down the middle of the board or piece of paper. On one side write, We can
and on the other side write, We cant . Think of three or four common things you can do.
Examples might be swim, ride a bicycle, and type.
Ask a student questions, for example:
Can you swim?

Can you type?
When he or she answers, Yes, I can, say, So can I and write the ability on the We can
side of the board/paper.
Now think of three or four things you cant do. Examples might be play the trumpet, run
15 kilometers, or ride a camel. Ask the student questions in the same way as you did before.
When he or she answers, No, I cant, say Neither can I and write the ability on the We
cant side of the board/paper.
Tell the group, We can _____________________ and _____________________. We cant

_____________________ and _____________________.
Discussion
Rub the abilities words off the board/paper. Tell the students to get into pairs. Each pair
should make a copy of the two headings on the board/paper. Tell the pairs to find out:
things they both can do

things neither of them can do
You can make this into a competition. Set a time limit of five or so minutes. The pair with the
most things they can and cant do wins.
Put speech bubbles on the board or paper to help them:
I can _____________________. So can I.

I cant _____________________. Neither can I.
Feedback/Follow-up
Ask some of the pairs to report back to the group on things they can or cant do.

Circular questions
Interactive objective: Students will practice asking and answering questions.
Language objective: Students will practice food vocabulary and Do you like ...? with affirmative and
negative short answers. In the variation, any verb patterns that you wish to revise.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare enough space for students to be able
to stand or sit in a circle. | Materials: None
Setup
Have students sit on their chairs or stand in a circle. You should also be part of the circle.
Discussion
Starting with food vocabulary, turn to the student on your right and ask a question; for
example, Do you like bananas? The student answers: Yes, I do, or No, I dont.
The student then turns to the person on their right and asks the same question. This continues
around the circle, so that they all ask and answer the question.
Once the questioning is underway, start off another question, using another vocabulary
item, in the opposite direction. Then add more questions in both directions so that there are
several questions going around the circle at the same time. The questions can all have the same
structure, for example, they all can be Do you like ...? questions, or they can vary (see below for
suggestions).
The fun starts once there are several questions going around the circle at the same time. There
will be quite a lot of noise and chaos. The questions should all go around the circle, returning to
the teacher to complete the circle.
Variation
Other grammatical structures and vocabulary sets can be used. For example, use activities or
musical instruments to revise Can you ...? Yes, I can. / No, I cant or Do you like + -ing ...? For
example:
Can you play soccer?

Can you play the drums?
Do you like running?
Use objects to revise Do you have a ...? Yes, I do. / No, I dont. For example:
Do you have a cat?

Do you have a phone?
Do you have a hat?

Human-experience bingo
Interactive objective: Students will practice asking and answering questions.
Language objective: Students will practice English question forms and vocabulary for everyday experiences.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare a list of common experiences. |
Materials: None
Setup
If needed, explain to students the rules of Bingo. In advance, compile a list of common
experiences; for example, go swimming, cook a meal, and eat sushi would all be possible
experiences. Work on the list until you have about 2030 different experiences. Write these on
the board or on a piece of paper.
Discussion
Have students create a blank Bingo board (3-x-3) in their notebooks and have them write one
experience in each of the boxes. The students boards might look like this:
do
eat pizza homework drink coffee
play an go travel by
instrument swimming train
use read sports

Facebook go hiking magazines
Model the questions with a few students: Do you go hiking? Do you play an instrument?
etc. When you tell them to start, students mingle to find someone who does the items on their
board. If a student finds someone who, for example, goes swimming, the student who swims
signs the square where the first student wrote it on his Bingo board. The first person to get
three in a rowhorizontally, vertically, or diagonallyyells, Bingo!
Variation/follow-up
A variation is to arrange students speed-dating style: two rows of chairs facing each other.
Each pair then gets two minutes to talk with each other. When time is up, the students in one
row shift one chair to the right. The game is over once someone has gotten three spaces in a row
on their Bingo board. You can play again, if time, having students use a 5-x-5 Bingo card.
Changing places
Interactive objective: Students will listen and respond to simple English instructions.
Language objective: Students will revise vocabulary for describing people, colors, clothes, parts of body,
and adjectives.
Time: 1015 minutes | Modality: Small groups | Preparation: Create space in classroom and arrange chairs
in a circle | Materials: One chair for each student
Setup
Move tables, if necessary, and arrange chairs in a circle. There should be one chair for each
student.
Discussion
Pre-teach the phrase change places by asking pairs of students to change places a couple of
times. Stand in the middle of the circle and call out an instruction appropriate for the group of
students.
Change places if you are wearing black shoes.

Change places if you are from Bangkok.
Change places if you are 15 years old.
Change places if you are wearing something white.
Change places if you like soccer.
Students who fit the instruction must stand up and change places by moving to another chair.
When they stand up to change places for the first time, quickly remove one chair so there is one
chair too few. The one student who did not get a chair comes into the center of the circle. With
your help (if necessary) he calls out another instruction.
As students fitting the instruction change places, the student in the center should also try to
sit down. Again, whoever is left without a chair comes into the middle and calls out the next
instruction.
Variation/follow-up
To add an extra element, you can add the instruction All change. When the person in the center
says this, all students have to change places.
Play again when done and have students lead.


Disappearing dialogue
Interactive objective: Students will pronounce and work on memorizing a short dialogue.
Language objective: Students will get pronunciation repetition and learn English structures for common
situations.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare a short dialogue for your students
to practice. | Materials: Whiteboard
Setup
Draw two faces on the board. Invent names for them, for example, Lionel Messi and Ronaldo.
Discussion
Ask the group to invent a short dialogue between the two people based on an everyday situation
(for example, asking for a homework assignment, asking for directions, going to the doctor,
talking about the weather, traveling on a bus, etc.). Write the dialogue on the board as you build
it.
Practice the dialogue, then divide group into two sideseach side takes a different roleand
practice dialogue again. Switch roles and practice again.
Remove a word or phrase and drill again. Students have to remember the dialogue without the
missing words. (Instead of repeating in a and b groups, you can choose individual students to
take the a and b roles.)
Gradually remove more words until all the dialogue has gone. Practice each time you remove a
part of the dialogue.
Variation/follow-up
After you have erased the dialogue, put students into pairs. Can they remember the whole
conversation?
If you think time will be an issue, dialogs such as the following are available at http://www.
eslfast.com/easydialogs/:
a: What do you need for school?

b: I need pencils.
a: Anything else?
b: I need a notebook.
a: Do you need a pen.
b: No, I already have a pen.
a: Do you need a calculator?
b: No, the teacher doesnt permit calculators.

Three chairs
Interactive objective: Students will work in teams to sort vocabulary words into appropriate categories.
Language objective: Students will revise prepositions of time in, on, and at or any other vocabulary set.
Time: 1015 minutes | Modality: Small groups | Preparation: Place three chairs in front of board and
create some space around them. | Materials: Three chairs
Setup
Place three chairs in front of the board. Label the chairs by
writing on the board above each one. Label them in, on, and at
(or see variations below).
Divide the group into two or three teams and ask them to line
up a few feet in front of the chairs.
Discussion
Say a time expression that requires one of the prepositions in, on, or at. For example:
the morning
6 oclock
Tuesday
New Years Day
June
The first student in each team races forward to sit on the appropriate chair for that phrase.
For example, if you say June, the students race to be first to sit on the chair labeled in. The first
student to sit on the correct chair earns one point for their team. The next student from each
team then has a turn, and this continues.
Variation
This activity can also be done with different vocabulary from three different categories. For
example, the chairs can be labeled food, animals, and clothes. Or you can focus on parts of
speech, labeling the chairs noun, verb, and adjective. For more advanced students, label the
chairs past, present, and future and, rather than reading out words, read out whole sentences.
Activity | Writing
Personal questions
Interactive objective: Students will work in groups to place English questions in the correct order.
Language objective: Students will learn the correct form for personal information questions.
Time: 1015 minutes | Modality: Small groups | Preparation: Cut paper into small squares to make about
2530 squares for a small group of 23. | Materials: Small paper squares
Setup
You need to create a list of about 12 questions asking for personal information. Because of time
limitations in your groups, perhaps the best approach is to think of the questions in advance
and to prepare the jumbled questions before the classas instructed below.
As another option, brainstorm possible questions with the group and write them on the board
or on a piece of paper.
Discussion
Choose one question to demonstrate with, and show the students how to write down each
word of the question on one square of paper. (If you prepare the materials in advance, you, as
the teacher, will follow this procedure.) Explain that students shouldnt use capital letters, they
should add a question mark to the last word of the question, and that contractions, whos, whats,
should count as one word. Each question should be written in the same handwriting.
Divide group into pairs or groups of three and ask each pair or group to choose two to four
questions from the list. (Or, if you have prepared questions and the paper squares in advance,
pre-select two to four questions for each pair or small group to work with.) Give each pair or
group 2530 small squares of paper and ask them to write their chosen questions on the paper
squaresone word per square, as demonstrated.
Have students mix pieces of paper together and then pass to another pair or group. Make it
clear that they shouldnt look at the squares of paper until you say Go! When you say Go! the
pairs or groups race to put the words in the correct order to re-make the questions.
Once questions have been ordered correctly, they can ask and answer the questions in their
pairs or groups. This can be repeated, with students mixing up the questions again and passing
them to another pair or group.
Variations/follow-up
(1) Make bigger sets of jumbled questions by combining the questions from two or three pairs
or groups (so that you have 6 to 8 questions in a set). Divide group into larger groups and have
them reconstruct all the questions.
(2) A final task is to mix all the questions together. Time the students as they re-make the
questions. Repeat the activity at the next class meeting. Can they do it faster?
Activity | Writing
Sentence tic-tac-toe
Interactive objective: Students will work as teams to write grammatically correct, meaningful sentences.
Language objective: Students will practice the vocabulary or grammar that the teacher chooses; for
example, prepositions of place, the verb to be.
Time: 1015 minutes | Modality: Small groups | Preparation: Make a tic-tac-toe grid with each square
numbered. The words you allocate to each square will depend on what you wish to practice. | Materials:
Whiteboard or paper
Setup
Draw a tic-tac-toe grid on the board or a piece of paper and number each square. Divide the
class into two teams, one xs and one os.
Discussion
Ask the o team to choose a square: for example, Square number 3, please. Read out the word
that you allocated to that square on your prepared grid. The team then has 30 seconds to decide
on a sentence using that word. The sentence needs to be meaningful and true. For example, if
you wanted to practice prepositions of place, in each square there could be a preposition such
as in, on, under, behind. If a team gets the word under, they could create a sentence such as: Our
school bags are under our desks.
Once their time is up, the team says its sentence out loud and the other team (along with the
teacher) decides if it is an acceptable sentence or not. If it is acceptable, the team wins that
square on the board and the teacher marks it with an o. If it is not correct, the square remains
free.
The game continues with the x team now choosing a square. The first team to get three xs or os
in a row wins the game.
Feedback/follow-up
Have two or three possible grids prepared with words assigned to each numbered square. Some
possibilities:
Calendar words: Friday (or any day), April (or any month), weekday, national holiday,
weekend, celebrate, vacation, date, parade
Weather words: sunny, cloudy, storm, wind, climate, forecast, lightning, rainy, tropical
Time words: sunrise, morning, noon, afternoon, sunset, midnight, hour, second, calendar
Parts of body: ankle, back, chest, ears, eyes, hair, legs, shoulders, thumb
Family & relationship words: baby, children, girlfriend, parents, relatives, teenager,
marry, birthday, wife
Travel words: airplane, baggage, currency, helicopter, immigration, passport, pilot, ship,
visa

Whisper chain
Interactive objective: Students will compete in teams to communicate information in English.
Language objective: Students will work with vocabulary and grammar that you, as teacher, wish to practice.
Time: 1015 minutes | Modality: Small groups / whole class | Preparation: Think of a list of things in
English that students can draw. | Materials: Whiteboard
Setup
Combine small groups or work as a whole class; divide students into teams of 6 to 8. If possible
make the teams even.
Divide the board into as many columns as you have teams. Ask students to line up in their
teams in front of one of the columns on the board. If there is space, encourage them to stand a
little apart from each other, maybe an arms length away from the student in front of them.
Discussion
Give the person at the front of each team a marker. As the teacher, stand at the back of the
team lines and ask the last person in each team to come closer to you. Whisper a noun or short
instruction that can be drawn relatively quickly and easily on the board. For example:
apple
chair
T-shirt
cat
Draw a fat cat.
Draw a big square.
The idea is that the word or instruction will be whispered from student to student and the first
person from each team will have to draw the item on the board. (As cadets, you may have to
demonstrate this procedure.) Once all teams have the word or instruction, say Go! Each student
whispers the word or instruction to the next person in their team. When the student at the
front receives the word, they draw it on the board.
Two points are awarded to the team that has the right item drawn on the board and that
finished first. If other teams have the correct item, they get one point. Any teams that have
drawn the wrong thing dont get any points.
Feedback/follow-up
Repeat with new words or instructions. Make sure that there is a new person in front of the
board, and that the previous person goes to the back of the line. The board can be wiped clean
after each round, or the instructions can build on each other. For example:
Draw a fish in the square.

Draw a circle next to the square.

Animals & pets
Interactive objective: Students will ask and answer questions posed by the teacher and other students
regarding animals in a small-group setting.
Language objective: Students will be able to use English in socially and culturally appropriate ways and use
appropriate learning strategies to extend their communicative competence.
Time: 1520 minutes | Modality: Small groups / pairs | Preparation: Choose questions for students to
answer. | Materials: Two dice
Setup
Ask students what they fear. If they have problems thinking of ideas, suggest possible fears from
the following list of top-10 fears.
1. Fear of flying 6. Fear of death
2. Fear of public speaking 7. Fear of failure
3. Fear of heights 8. Fear of rejection
4. Fear of the dark 9. Fear of spiders
5. Fear of being close to others 10. Fear of commitment
Ask students if they have any of the above fears. Do they know anyone who is afraid of one or
more of them? What other fears do people in Thai culture have?
Also, if possible, have pictures, audio files, or videos prepared on your tablet/computer or smart
phone to illustrate vocabulary items: bats, bear, bees, bugs, chicken, cows, dog, dove, guinea
pig, horse, monkey, mouse/mice, pet, pig, rabbit, rats, shark, sheep, snake, spider, tiger, wolf,
worm.
Discussion
Choose 12 questions youd like to hear your students answer. Give students a list of the
questions, and make sure they are numbered on a piece of paper or on the board. Then, have
students take turns rolling two dice. Whatever number they roll, that is the question they must
answer. Possible questions include:
Do you have a pet? How old is it? Where did you get it from? Who takes care of it?
What does your pet look like (color, breed, etc.)? What do you feed it? Do you play
with it?
What is its name? How did you choose this name?
Does it know any tricks or understand any words?
If you dont have a pet, why not?
Did you grow up with pets in your home?
What are the pros and cons of keeping a pet?
What is the best pet to own?
What are some animals that live in Thailand?
Are there animal-rights groups where you live?
Are you afraid of snakes? What are the poisonous snakes in Thailand?
Are you scared of spiders? What do you do if you see one?

Can you name some endangered species?
Have you ever ridden a horse?
Do you know someone who owns an unusual pet?
How do you feel about the use of animals for medical research?
Do you think it is okay to eat meat? Do you know many vegetarians?
Is there any kind of meat you would not eat?
OBJECTIVE What2kind of meats have you eaten?
Have you ever been to a zoo?
Examine it closer
What do you think of hunting? Would you eat an animal that you killed yourself?
Bats, like many other animals, may be feared in one culture but not another, and, in most cultures and
societies,Have
animalsyou are ever beeninspiration
a common bitten by for
a dog? Have
symbols thatyou been
reflect stung
certain by a bee?
beliefs, ideas, and attributes.
However,Have you ever
the meanings canbeen to a farm?
be different Whatcultures.
in different animals Fordid you see
example, in there?
many cultures the owl means
wisdom Have
while in youotherever seenit amight
cultures dog mean
that helps
death. people, such as one to assist a blind person or a
Why policeman?
do you think that animals that are sacred to one culture might be feared by another?
Is What animals do
there a connection you think
to ancient areanimal
cultural cute? symbols and our modern tradition of assigning
What
animals animals
or birds do you
to cities think Does
and states? are ugly?
your country have a national bird? What does it symbolize?
What can children learn by having a pet?
What is the national bird of the US?
DoWhat
you think is the largestcultural
an animals animaloryou have ever
historical seen? affects its status in the modern world in
significance
terms of its population and conservation
What can people learn from animals? efforts? Why or why not?
What do you think?

Feedback/Follow-up
Work with your partner to discover the cultural meaning of the animals in the chart below. Add other
Divide
animalsstudents into up.
as they come pairs. With a partner students discuss the cultural meaning in Thailand
of the animals below. Add other animals as they enter the discussion. What does each animal
What characteristic does each animal represent?
represent? Are there legends about these animals?
Are there legends about it?
Dog Horse Chicken Bear Snake Pig Rat
My
culture
Partners
culture
Wolf Sheep Bees Worm Tiger Dove Other
My
culture
Partners
culture

Entertainment
regarding entertainment in a small-group setting.
Setup
Share something that you like to do in your free time. If possible, illustrate with your tablet or
smart phone or show a picture that you have prepared in advance.
phone to illustrate vocabulary items below: actor, amusement park, author, cartoon, classical
music (and rock, top 40, hip-hop, alternative, indie, jazz, oldies), comedian, comedy, comic
book, drama, entertainer, game show, guitarist, magazine, museum, musician, playing cards,
singer.
Discussion
What is the most popular drama/comedy/game show in Thailand, and what is the
story-line (drama) or format (game show)?
Do you like to watch cartoons?
What is one of your favorite tv shows?
Why do you like it? When is it on? Does your mother/father like it, too?
Do you listen to classical music? Why or why not?
How often do you go to parties?
How often do you read comic books?
How often do you visit museums? When was the last time?
Do you like to play cards? What are your favorite card games?
What are some good books that you have read?
What is the best book you have ever read?
What are some good movies you have seen?
What are some of the most popular amusement parks in Thailand?
What are some things you can do without spending a cent/baht?
What computer games have you played? Which are your favorites?
Which do you think are not so interesting?
What do you like to do on a night out?
What do you think of soccer? (baseball, hang gliding, ...)
What games are popular in Thailand? Why are they popular?

What is your favorite game? Why?
What is your favorite holiday? Why?
What kind of music do you like? What is your favorite song? What are the lyrics?
What singer would you most like to meet?
Whats the most popular holiday in Thailand?
When is it? How is it celebrated?
Whats your favorite magazine? (What are some of your favorite magazines?)
Whats your favorite website? (What are some of your favorite websites?)
When do you usually listen to the radio?
Where do you usually read?
Who are some of the famous actors and musicians in Thailand?
Who do you think is the best comedian?
Who is the most popular entertainer in Thailand?
Who is your favorite author?
Who is your favorite musician?
Who is your favorite female singer?
Who is your favorite male singer?
Who is your favorite guitarist?
Variation (True/false)
Write three sentences about yourself with regards to entertainment/free time. Two sentences
should be true, and one should be false. For example:
My favorite female singer is Beyonc.

My favorite book is War and Peace.
My favorite sport is rock climbing.
Explain to students the meaning of true and false and ask them to guess which of your sentences
is false. Encourage students to ask, Is your favorite sport rock climbing? and answer Yes, it is
or No, it isnt.
Have students copy the following 5 sentence forms:
My favorite singer is ________________________________.

My favorite book is ________________________________.
My favorite sport is ________________________________.
My favorite holiday is ________________________________.
My favorite tv show is ________________________________.
Tell students to work in pairs. Tell them they are going to write true and false sentences (three
true, two false) about their favorite things and guess whether their partners answers are true
and false. After they are finished, have them exchange papers. They should write t next to
sentences they think are true, and f next to sentences they think are false. Pairs should not speak
during this part of the activity. When done, students take turns asking questions, in English, to
find out if they have guessed correctly. Student with most correct guesses is the winner.

Military
regarding the military and military service in a small-group setting.
Setup
Share about your career in the military and your rotc training. Why did you choose rotc?
Does your family have a military background?
phone to illustrate vocabulary items below: conflict, hero, soldier, veteran(s).
Discussion
Is military service required in Thailand?

Why does Thailand have a military?
Which job would you like to have in the military?
What are some of the jobs that soldiers do?
Would you fight for another country other than Thailand?
Do you think women should be soldiers?
Is there a special day to honor veterans in your country?
Do many young people in your country join the army? Why/why not?
Do you know anyone who is in the military? Tell me about him/her.
Do you think officers are well paid?
What jobs in the military are the most difficult?
Why do you think people want to serve in the military?
Is war necessary?
Has anyone in your family ever fought in a war?
Does war have positive consequences?
Do you have a problem with women fighting in wars? Why or why not?
What kind of person makes an ideal officer?
What causes countries to engage in a war?
What cause would you fight/die for ?
Do you think it is morally wrong to kill?
How could people resolve conflicts instead of through war?
Can you think of a war that you believe was justified?
What is a hero?
Feedback/Follow-up
Tell students that there are five branches in the us militarythe Army, Navy, Air Force, Marine
Corps, and Coast Guard. Ask the following questions:
How many branches does your military have?

In what ways do they work together?
Discuss the reasons for joining each branch in Thailand, using the following table from Discussion
Topics for the Cadet English Language Training Team. Have the students complete in pairs.
Why join the . 4
OBJECTIVE ...?
Work together Coast
REASON Marines Navy Air Force Army Guard
Read the text. Then, discuss and complete the Venn diagram.
Good pay
Respect Military and Civilian Careers

Housing allowance
Although military and civilian careers regulations, and it isnt possible to skip
have some things in common, there are pay grades. However, civilian bosses
Food allowance
many interesting differences. The first often use only job performance to award
difference is the types of benefits that promotions to their workers. Civilian
Free health care
are offered. Military careers provide workers can be promoted even after only
attractive
30 days paid leave benefits. For example, all a short time on the job.
soldiers get paid health insurance and
possible
Education retirement after 20 years of
/ training The last difference is the amount of travel
service. On the other hand, a civilian time each type of job requires. A person
Globalemployee
travel may have to pay for health working in the military can be ordered to
insurance, and retirement is not usually travel for long periods of time. Although
Other possible
reasonsuntil the age of 65. many jobs require civilians to travel,
these trips are usually for short periods
Another difference is how workers are of time. There are many differences to
Learn more
If time, discuss the advantages and disadvantages ofconsider,
promoted. In the military, promotion from civilianbutand military
both militarycareers in Thailand
and civilian
one pay grade to another is controlled by careers are satisfying job choices.
by using
The the following
US Navy and USdiagram. Havehave
Marine Corps students, in relationship.
a special pairs, list the benefits,
Sailors promotion,
and Marines serveand travel
together.
opportunities that are unique to civilian and military, as well as the opportunities that both
share.
Military Both Civilian
Benefits Benefits
Promotion Promotion
Travel Travel
The Marine Corps is a separate branch of service from the Navy, but both branches operate
under the Department of the Navy. The two branches support each other. Marines provide
security on Navy ships, and many Navy ships have Marine units stationed on them. Certain

Interview the experts
Interactive objective: Students will choose topics for other students and answer questions.
Language objective: Students, in cooperation with other students, will be able to construct grammatically
correct English sentences.
Time: 15 minutes | Modality: Small groups | Preparation: None | Materials: None
Setup
Choose three students to sit at the front of the group. They are experts, but they dont yet know
what they are experts about.
Discussion
The rest of the group chooses the area of expertise; e.g., cooking, Thai history, world soccer.
Make sure the students choose suitable topics.
Other students then ask the experts questions, and the experts answer them. Each expert uses
only one word at a time. For example:
They are experts about fashion.
question What color will be fashionable next year?
expert 1 I
expert 2 think
expert 3 that
expert 1 blue
expert 2 will
expert 3 not [Expert 3 trying to change the ideathis is good!]
expert 1 be
expert 2 unfashionable [Expert 2 trying to change the idea back]
After the experts have answered several questions, choose three more students to assume the
role of experts. Have fellow students choose a new area of expertise.
Write the experts sentences on the whiteboard or piece of paper and discuss if the sentences
make sense and if they are correct or not.
Variation
You as the teacher choose the topics of expertise. Have students in groups brainstorm questions
to ask.

Puzzle time
Interactive objective: Students will interact by trying to solve puzzles.
Language objective: Students will develop fluency with verbs and use English to participate in social
interaction.
Time: 1520 minutes | Modality: Small groups | Preparation: None | Materials: Matches
Setup
Use matchsticks to make simple geometrical shapes and symbols. Point to each shape and ask,
Whats this? Elicit an answer orally each time. Suggested shapes: A square, triangle, rectangle,
cross, star, diamond, hexagon, etc.
Appoint a student as helper. Tell students that you are going to explain how to make a star shape
with the matchsticks. Each time students hear a verb they should repeat it and the helper should
write it on the board.
Make a star shape with the matchsticks, giving simple instructions as you make each move.
Use as many different verbs as possible. Use affirmative and negative examples. For example:
Take a matchstick, place it here, put it there, pick up this matchstick, add another matchstick,
dont move the other matchsticks, join these two sides, take away these two sticks, etc.
Discussion
Part 1. Tell students they are going to do a puzzle. Make this shape using 12 matchsticks.
Write the puzzle on the board: Remove two matchsticks so that there are only two squares
left.
Tell students to think carefully about how to solve the puzzle and to think carefully about
the language they need to explain the solution. Elicit the answer orally. Students can point at
matchsticks and give clear instructions to solve the puzzle. But they shouldnt do any of the
actions themselves.
Solution:
Student pair B
Student pair A
Arrange your cocktail sticks like this:

Student pair B
Part 2. Students work in pairs, trying to solve another puzzle together, and the pair that
achieves the solution first must explain to the others in the group.
PutStudent
studentspair
into pairs
A to work together. Give pairs the following puzzles to work on (some
work on a, some work on b).
Arrange your
a cocktail sticks like this: b
Move only three Move only three

matchsticks to matchsticks
Move only three matchsticks to make the fish turn around an
make the fish to make three
turn around identical
Move only three cocktail sticks to make
and swim in the three identical squares. squares.
other direction.
Student pair A puzzle and solution

Student pair B puzzle and solution
Move only three matchsticks to make the fish Move only
turn threeand
around cocktail
swimsticks
in thetoother
make three identical squares.
direction.
When a pair thinks they have the solution, they raise their hands for you, the teacher, to check.
Then they explain, in English, the solution to the group.
Student
note: Leave the list of verbs on the board for students pairto.A puzzle and solution
to refer
Solutions
Student pair B puzzle and solution
Move only three matchsticks to make the fishMove only three
turn around andcocktail
swim insticks to make
the other three identical squar
direction.
Move only three matchsticks to make the fish turn around and s
Move only three cocktail sticks to make three identical squares.


Hard work
Interactive objective: Students will work in groups to guess different jobs from clues.
Language objective: Students will practice modals of obligation (cant, have to, dont have to) and
vocabulary of character and jobs.
Time: 1520 minutes | Modality: Small groups | Preparation: Make copies of the clues for every group of
34 students | Materials: None
Setup
Tell students they are going to work in small groups to guess different jobs from clues. There
will be six clues for each job, the first clue quite difficult and the last clue very easy.
Demonstrate the activity to the whole group by reading out clues

(below) for the job of a clown. (After the demonstration, you can
show students the picture at left if they still dont understand.) Elicit
at least two possible jobs for every clue. Explain that as clues get
easier the right answer is worth fewer points.
First clue
You are healthy and energetic (6 points)
Second clue
You have to be confident (5 points)
Third clue
You cant look sad (4 points)
Fourth clue
You work in a circus (3 points)
Fifth clue
You have to make people laugh (2 points)
Sixth clue
You wear funny clothes and colors on your face (1 point)
Discussion
Divide the groups into smaller groups of three or four and give each group a set of index cards
with the clues written on them. Cards should be on the table facing down. Explain the rules:
One student in each group picks the top card and reads out the clues, one at a time
After listening to each clue, the other students in the group should suggest at least two
jobs in response to the clue
If the guess is not correct, the first student reads the next clue, and so on
The person that guesses correctly gets the number of points indicated next to the clue,
picks the next card, and starts reading the clues, while the other students try to guess
The game finishes when all the cards have been read. The winner is the student with the
most points.
Circulate and check that students are following the rules properly.
Feedback/Follow-up
Ask every student to choose one of the cards and to look at the clues again carefully for
2minutes. Then tell them to swap cards and test their partner to see how many clues they can
remember. If time remains, have students, working in pairs, think of a different job and write
six clues.
Activity | Writing
Create a story
Interactive objective: Students will work as teams to write grammatically correct, meaningful sentences.
Language objective: Students will employ grammar and vocabulary that they generate.
Time: 1015 minutes | Modality: Small groups | Preparation: None | Materials: Whiteboard or paper
Setup
Draw a small picture on the board or on a piece of paper. It can be of anything and should be
simple, taking no more than about 20 seconds to complete. For example:
Discussion
Have members of your group stand in
front of the board or the piece of paper.
Allow them 20 seconds or so to draw
their own small picture. There should
be no talking at this stage so that the
students dont tell each other what to draw.
Once they have completed their pictures, quickly circle each one to separate it from the others.
Have students return to their seats.
Explain that they now will use these pictures to make a story. Start the story off by making a
sentence using one of the pictures. Label this picture number 1.
Ask students to contribute the next sentence of the story, making use of another picture as
a prompt for the sentence. Once a sentence has been provided, write number 2 next to that
picture. The aim is to use picture prompts to create a story, so its important that the second
sentence links to the first sentence.
Continue eliciting sentences and numbering the pictures. When all pictures have been used, the
story is finished.
It might be necessary to recap the story now and then. Encourage the students to tell you as
much as they remember as you point to each picture. You can guide and prompt as necessary to
help with the English or to keep the story on track.
In one variation, divide the group into smaller groups once they have drawn their pictures.
Continue to build the story as a class, with each group taking turns to thinking of the next
sentence to contribute.
Activity | Writing
Running dictation
Interactive objective: Students will dictate and write a short text in English.
Language objective: Students will practice spelling and pronunciation of English words.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare short texts of two or three sentences
for your students to read. | Materials: Paper
Setup
Choose a short text for students to read and copy. Put several copies of the text around the
room. You can use almost any short text from the celtt textbook, such as this one from page
16:
A pair of old pants for one dollar, a used lamp for fifty cents: these are the kinds of
things Americans like to buy at yard sales. They are called yard sales because people sell
items they no longer want or need in the front yard of their house.
Discussion
Put students in pairs or small groups of 34. The aim is for one of the students in each pair to
walk to read the text on the wall, or wherever else you have placed the text. They memorize
some of the text (three or four words), return to their partner, and dictate what they remember.
Their partner writes the text. (If possible, demonstrate the procedure with another cadet.)
Students swap roles when the teacher yells Change! Over several turns they build the whole text.
The winner is the team that finishes firstbut set a maximum number of mistakes, such as
three, in order to keep other teams interested.
Variation/follow-up
If time, repeat the game with a new text. Or, if you have been working in pairs, combine the
groups so you have two teams competing against each other.
Activity | Writing
First letterlast letter race
Interactive objective: Students will work as teams to create lists of English words.
Language objective: Students will recall relevant English vocabulary words.
Time: 15 minutes | Modality: Small groups or whole class | Preparation: None | Materials: Whiteboard
Setup
Divide group into teams of 45 or, if doing with the whole class, teams of 6 to 8. Ask teams to
line up in front of the board.
Above the column for each team, write the same start word. This is the word that starts the
chain of words that each team is now going to create; for example, snake. It really doesnt matter
what the word is, as long as each time you play the game you choose a word that ends in a
different letter.
Discussion
Give the first person in each team a marker. When you say Go! the first person from each team
writes a word under the start word; it must begin with the same letter that the start word ends
with. The first player then gives the marker to the next person in their team, who has to write a
word beginning with the same letter as the last letter of the previous word. For example: snake
egg great.
The players continue taking turns to create a word chain linking the first and last letters, and
the game continues for a set period of time.
When you say Stop! all teams must stop writing. Ask teams to check each others word chains to
ensure that all the words follow on correctly.
You can use the following ideas to decide which team has won the race:
You only get points for words that the other team(s) dont have in their word
chains.
You only get a point if the word is spelled correctly.
Words have to be connected to a particular theme or topicfor example,
animals or foodthat you announce at the start of the game.
Words have to have more (or fewer) letters than the word above.
Rather than having a time limit, teams have to race to write a chain with a
certain number of words, for example, 10 or 12.
Activity | Writing
Running dictation
Interactive objective: Students will dictate and write a short text in English.
Language objective: Students will practice spelling and pronunciation of English words.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare short texts of two or three sentences
for your students to read. | Materials: Paper
Setup
Choose a short text for students to read and copy. Put several copies of the text around the
room. You can use almost any short text from the celtt textbook, such as this one from page
16:
A pair of old pants for one dollar, a used lamp for fifty cents: these are the kinds of
things Americans like to buy at yard sales. They are called yard sales because people sell
items they no longer want or need in the front yard of their house.
Discussion
Put students in pairs or small groups of 34. The aim is for one of the students in each pair to
walk to read the text on the wall, or wherever else you have placed the text. They memorize
some of the text (three or four words), return to their partner, and dictate what they remember.
Their partner writes the text. (If possible, demonstrate the procedure with another cadet.)
Students swap roles when the teacher yells Change! Over several turns they build the whole text.
The winner is the team that finishes firstbut set a maximum number of mistakes, such as
three, in order to keep other teams interested.
Variation/follow-up
If time, repeat the game with a new text. Or, if you have been working in pairs, combine the
groups so you have two teams competing against each other.

Twenty questions
Interactive objective: Students will collectively compete through attempting to complete accurate
grammatical questions in a timed environment.
Language objective: Students will generate questions with yes/no answers.
Time: 1015 minutes | Modality: Small groups | Preparation: Divide the board or paper into three columns.
| Materials: Whiteboard or paper
Setup
Elicit and write a list of famous people (politicians, singers, athletes, actors, etc.) in the first
column on the board or paper. As students call out names, make sure the others know who the
person is. You can write the names, or students can come up and write one person each.
Discussion
Tell students that you are one of the famous people listed on the board or paper and that they
need to work out who you are by asking you yes/no questions; that means your answer can only
be Yes or No. So they can ask, for example, Are you a man? but not Are you a man or a woman?
You can limit the number of questions they are allowed to ask before making a guessusually
the limit is twenty questions.
As they ask questions, write the questions in the second column of the board or paper. This is
so that students can refer to the questions later. Some suitable questions are:
Are you a man?

Are you on tv?
Are you in a band?
Are you in films?
Are you a singer / an actor / an athlete?
Are you young?
In the third column, to guide the students in their questioning, make a note of each fact they
establish. For example:
Are you a man? Yes: write man on the board

Are you in films? No. Are you in a band? Yes: write band on the board.
Once you have done this as a class, the activity can be done in pairs or smaller groups. You
could briefly brainstorm some more Yes/No questions and write them in the second column to
help the students further with possible questions.
You can change from famous names to animals or countries, foods, sports, movies, tv shows,
or everyday objects.

Talking points
Interactive objective: Students will interact together by choosing topics for conversation.
Language objective: Students will be able to use English to participate in social interaction.
Time: 15 minutes | Modality: Small groups | Preparation: None | Materials: 12 pieces of paper and 2 dice
or dice app on phone
Setup
Place students in groups of between three and six. Ask each group to write
twelve topics in which they are interested on twelve slips of paper.
Tell students to put slips of paper face down on the table and to write the
numbers 1 to 12 on the sides facing up.
Discussion
Give each group two dice or use the dice app on your phone. Dice are rolled for each group, and
students turn over the corresponding slip of paper. The group speaks in English for two minutes
about that topic.
After two minutes, the dice are rolled again. If a different number comes up, they turn over
that paper and change topic; if its the same number, they keep talking about the same topic for
another two minutes.
Continue until there are no slips of paper left, or until you run out of time.
Ask follow-up questions of each group, such as, What was the most interesting topic? What
did you learn about another student?
Variation
You as the teacher choose the twelve topics that students will be discussing and write topics on
board. Change topics every two minutes as above.

Vocabulary games
Interactive objective: Students will use English to interact in the classroom.
Language objective: Students will practice the alphabet and vocabulary from various categories (food,
sports, etc.).
Setup
With your group seated in a circle try the three word games below. The board is not needed.
Discussion
(1) Take a hike. Use this word game to develop fluency. The game requires students to chain
nouns alphabeticaly. To begin, say, Im going to take a hike and Im taking an [word that begins
with a]. The next person says, Im going to take a hike and Im taking a [word that begins
with b], and so on, until someone is unable to think of an appropriate word in alphabetical
sequence. To help keep things going while students vocabularies are still limited, supply a word
when they cannot. The pace of the game should be brisk.
(2) Tie one on. Use this word game to review and reinforce vocabulary in a specific category,
such as food or sports. Using the food category, for example, begin by having one student say
a food word (such as noodles), then have a second student say another word from the same
category (such as pizza), followed by a third student saying another food word (such as soup),
and so on, until a student cannot think of a food word or makes a mistake. The next student
begins the cycle again by announcing the new category (soccer, for example) and the first word.
The game should be played at a fast pace.
(3) Tennis-elbow-foot. This word practices fluency and association. To begin, have one student
say a word, a second student say a related word, a third student say a word related to the second
word, and so on until the student next in turn cannot think of a related word or makes a
mistake. The words in a cycle must be related but do not have to be from the same category. For
example: knit, weave, basket, ball, bat, cave, mountain, Fuji, Japan. The game should be played
briskly.

Words from a word
Interactive objective: Students will cooperate in groups to create word lists.
Language objective: Students will generate English vocabulary as teams.
Setup
Choose a reasonably long word such as elephant, television, computer, chocolate, helicopter,
sandwich. Alternatively, use a short phrase or combination of words, such as Thailand and
Burma; I like noodles; Happy New Year. Write the word or phrase on the board or on a piece of
paper.
Discussion
Explain to students that the task is to make as many words as possible, within a set time, using
only the letters from the word written on the board. Demonstrate what you mean by showing
them one or two possible words and one or two words that are not possible. For example, using
the word elephant:
From elephant, we can make hath, a, tand we can make penp, e, n. But we
cant make pearp, e, a, but theres no rand we cant make applea, p, but theres
only one p. Can you tell me some other words we can make from elephant?
Ask students to work in pairs or small groups of three or four. Each pair or group needs a pen
and paper. Write a new word or short phrase on the board and set a short time limit of one or
two minutes. Students work in pairs or groups to make as many words as possible from the
word on the board.
Once the time period is up, ask one pair or group to start reading out their list of words.
The other pairs or groups (and the teacher) should listen carefully for any words that are not
possible. For each word that is possible, the other pairs or groups should tick them off if they
have the same word on their lists.
Once the first pair or group has finished reading out their words, the other pairs or groups
should read out any other words they have on their list that have not already been read out.
The pair or group with the most unique words is the winner.
Feedback/follow-up
If students tire of this game, try a variation (Change the Words). The leader starts with a
short word (cat). He passes the word to another student, who must change one letter or add one
letter to make a new word (cut). This continues: catcutcutecutscatsetc. If a student cannot
make a new word, he makes a sentence with the word. Then, choose one word out of the new
sentence to change. Example: My cat is red. Red becomes the new word to change.

Five-by-fives
Interactive objective: Students will work in teams to list vocabulary words by category.
Language objective: Students will generate vocabulary according to different categories.
Time: 1015 minutes | Modality: Small groups / whole class | Preparation: Prepare a set of category cards
and a set of alphabet letters (not including q, u, x, y, or z). | Materials: None
Setup
Divide group into two teams. Have teams copy this 5-by-5 grid in their notebooks:
Discussion
Ask a student to choose five category cardspossible vocabulary categories are animals, parts
of the body, places, school and school subjects, people, family, weather, travel, clothing, food,
jobs, and sportsand to read them to the group.
Have students write the category names across the top of their grids.
Ask another student to choose five alphabet cards and to read them aloud. Have students write
the letters to the left of their grids, up and down.
Allow the teams 3 to 5 minutes to fill in the grid with appropriate words. For example, if one
of the categories was animals and the letters were b, m, l, c, and g, the column under the
heading animal might be filled in with bear, mouse, lion, cat, and giraffe.
Variation
This can also be done as a whole-class activity.

Ladders
Interactive objective: Students will compete in teams to generate vocabulary on teacher-designated topics.
Language objective: Students will work with vocabulary that you, as teacher, wish to practice.
Time: 1015 minutes | Modality: Small groups | Preparation: Divide the board or paper into three
columns depending on the number of teams. Draw a ladder with 810 steps in each column. | Materials:
Whiteboard or paper
Setup
Divide the group into two or three teams (depending on the number of students)
and ask each team to line up in front of the board or to use a piece of paper.
Explain to students that you are going to ask teams to write one word connected
to a topic on each step of their ladder. (You may have to explain what a ladder
is.)
Discussion
Choose a topic area that you have worked on recently, or an area that will be
relevant for new English learners, such as daily routines, school, food, free
time. Write the topic at the top of the board and say Go!
The first person in each team writes the first word on the bottom step of the
ladder. They then pass the pen or marker to the next person, who writes the next word,
and so on.
Once one team has a word on each step of the ladder, everyone stops writing. You can ask
them to put their hands on their head, or to sit down and fold their arms to indicate they have
finished.
Points are awarded for each word that is connected to the topic. The team that finishes first also
earns a bonus point. The following extra rules for points can be introduced:
Only words spelled correctly earn points.

Only words that dont appear on any of the other ladders earn points.
(1) Each team is given a slightly different topic. For example, if you are doing furniture, one
team can be given the kitchen, another the bedroom, and so on.
(2) The teams have to write words that are the same number of letters or more as they go up the
ladder. Thus, the first team member should write a short word to enable fellow team members
to build on this short word.
Activity | Pronunciation
Three pronunciation games
Interactive objective: Students will work in teams to differentiate among similar-sounding English words.
Language objective: Students will develop auditory skills in listening for differences in English sounds.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare lists of words for listening. |
Materials: Same/different and 1, 2, 3 flashcards.
Setup
Divide group into two teams or into pairs. Provide each group of students the same/different
or 1, 2, 3 flashcards.
Discussion
Try all or one of these three games that test students abilities to distinguish between similar-
sounding English words. Make the games competitive by keeping score for teams.
(1) Same or different? Ask students to listen as you read pairs of words and to indicate whether
the two words are the same or different. Students, in teams, respond by holding up same or
different flashcards. In this game, start with words that are not very similar; for instance, words
that just begin with the same letter (for example, house and hat). Then move on to words that
are harder to distinguish (such as pin and bin). Use List 3.11: Practice for Problem Sounds and
Contrasts.
(2) Impostor. Have students listen as you say groups of three words, two of which are the same,
one of which differs by only one sound. Ask students, in teams, to show which words was
different by holding up a flashcard with the number 1, 2, or 3. For example: pat, pit, pit (the
answer is number 1). Use List 3.11: Practice for Problem Sounds and Contrasts.
(3) Hide and seek. Present a target soundeither by pronouncing the word or by writing
the letter on the board or on paper or index cardand groups of three words, one of which
contains the target sound in the initial, middle, or final position. Ask students, in teams, to
indicate which word has the target sound by holding up a flashcard with the number 1, 2, or 3.
For example, for the /t/ sound, you could say by, tie, lie (the answer is number 2). Or, you could
say words with the /t/ in the final position: wait, wade, wake (the answer is number 1). Use
List 3.7: Practice for Phonemes in the Initial Position, List 3.8: Practice for Phonemes in the
Medial Position, and List 3.9: Practice for Phonemes in the Final Position.
Word pairs (telephone)
Interactive objective: Students will pronounce pairs of similar words to communicate information.
Language objective: Students will practice with contrasting sounds and improve pronunciation.
Setup
Start with the following word pairs, using the /l/ and /r/ sounds:
loyal royal
led red
list wrist
lap wrap
late rate
Write the word pairs and pronounce; have the students echo your pronunciation. Repeat up
to three times before moving on to the next pair. The repetition helps students correct their
auditory discrimination before altering their sound production.
Discussion
On the board or on a piece of paper write the following table:
0 wrap 5 loyal
1 list 6 royal
2 rate 7 red
3 lap 8 late
4 led 9 wrist
Explain that you will give the cadets a phone number by reading the corresponding word. For
example, the phone number of afaps, 2572 5900, would be rate, loyal, red, rate, loyal,
wrist, wrap, wrap. Do not give the numbers, just read the words.
Ask for volunteer students to read out another phone number for the rest of the group.
Feedback/follow-up
If time, expand the activity by practicing with different word pairs. The following are possible
word pairs. Assign the words randomly to the numbers 0 to 9 and try the phone-number
activity again.
tin thin
true threw
tank thank
tick thick
tree three
chin gin
choke joke
chill Jill
cheap jeep
cheer jeer

Miscellaneous word games
Interactive objective: Students will work in teams to develop vocabulary skills.
Language objective: Students will generate vocabulary according to different categories.
Time: 1015 minutes | Modality: Small groups / whole class | Preparation: Sentences for kabaddi; index
cards for taboo. | Materials: None
Setup
Divide group into two teams or do as whole-class activities.
Discussion
(1) Picture-this competition. Give students a basic two-word sentence such as Boys play. Then
have students add modifiers, including adjectives, adverbs, and adjectival and adverbial
phrases, to the basic sentence. Demonstrate with an example. Students compete in groups to see
who can create the greatest number of sentences in 510 minutes. For example:
Boys play.
The older boys play tubas.
The tall boys play basketball.
The young boys play with blocks.
(2) Cut-up sentence kabaddi. This is a combination of a basic word game and the Indian game
kabaddi. Prepare some cut-up sentences from the Internet or the celtt textbook and place
them on a table. Arrange the students into teams, standing behind a line or marker. They have
to run to the table and arrange the words into correct sentences; however, they are not allowed
to breathe in. To prevent this, the students have to repeat kabaddi (or some other word) over
and over. If they stop saying the word they have to return to their teams. The first team to
correctly arrange all their sentences is the winner.
(3) Pictionary. Students make a list of English words (give them a category, such as sports,
weather, school, etc.). Then they write down one word secretly. When it is their turn, they come
to the board and draw their object. Other students try to guess what they are drawing. The
winner does the next drawing.
(4) Taboo. Before class, create several index cards. On each card write one word in a large font
with a circle around it and underneath write two to four related words in a smaller font (for
example, bread, followed by sandwich, bakery, flour, cheese). The goal is for students to get
their teammate to guess the circled word. They can say anything they like to try to make their
teammates guess, except for the words written on the card.
Divide the group into multiple teams. One student sits with his back to the board with his
teammates facing him. On the board, making sure the guesser cant see, write the circled word
as well as the other taboo words. The talkers then have to try to make their teammate guess the
circled word without saying it or any of the other words. Set a time limit of 1 or 2 minutes.
Work through all the teams with students taking turns as the one guessing the word.
Tongue twisters
Interactive objective: Students will pronounce tongue twisters in groups to improve English pronunciation.
Language objective: Students will develop auditory awareness, sound discrimination, and articulation
skills.
Setup
Teach students the expression tongue twister and give an example, such as Toy boat. Have
students try to say Toy boat three times quickly. Ask if there are similar examples from the
Thai language.
Discussion
Continue by having students read one of the repeaters (see below) three times quickly. After
the laughter subsides, break down the phrase and model the pronunciation of each word,
having students echo your sounds. After all words in the phrase are done, repeat.
When most students can pronounce the individual words, switch to a backward buildup. That
is, begin with the last word in the phrase, then say the last word and the word preceding it, and
so on until you are saying the entire phrase. Backwards buildup helps fluency and develops a
normal speaking cadence.
Beginning with easier tongue twisters (such as Greek grapes) will help students gain
confidence.
Repeaters
A regal rural ruler Pug puppy

Baboon bamboo Red leather, yellow leather
Cheap ship trips Selfish shellfish
Crisco crisps crusts Shredded Swiss cheese
Girl gargoyle, guy gargoyle Smashed shrimp chips
Greek grapes The myth of Miss Muffett
Irish wristwatch Three free throws
Itchy inchworms Tiny orangutan tongues
Knapsack straps Toy boat
Lemon liniment Tragedy strategy
Mrs. Smiths Fish Sauce Shop Truly plural
Peggy Babcock Urgent detergent
Feedback/follow-up
Challenge students, in pairs, with the one-line tongue twisters below. Have students repeat
individually for the group once they have practiced.
A box of mixed biscuits, a mixed biscuit box.

A noisy noise annoys an oyster.
An icehouse is not a nice house.
Andy ran from the Andes to the Indies in his undies.
Black bugs bleed black blood.
Do drop in at the Dewdrop Inn.
Even Edith eats eggs.
Five minutes to eight, not five minutes to wait.
For fine fish phone Phil.
Fred fed Ted bread, and Ted fed Fred bread.
Fridays Five Fresh Fish Specials.
Give me some ice, not some mice.
Activity | Whole class

Jeopardy
Interactive objective: Students will work together in teams to compete in order to earn points on categories
such as prepositions, numerical and alphabetical naming conventions, and nationalities.
Language objective: Students will be able to use English to interact in the classroom.
Time: 50 minutes | Modality: Whole class (divided into teams) | Preparation: Create space in classroom
and arrange chairs so that teams can sit together. | Materials: Whiteboard
Setup
Select 5 categories (such as countries, sports, animals, food and drink, grammar, etc.) and then
divide the board into five columns and five rows, assigning a category to each column and a
point total (100, 200, 300, etc.) to each row. Divide the class into teams and ask them to select a
category and a score.
During your preparation time, think about the easiest and hardest answers for each category
and the level of the students.
Discussion
If a team answers correctly, check the appropriate square in that teams color. If a team is unable
to answer or gives an incorrect reply, then that square remains available in that point range until
someone answers correctly. After a team answers, move to the next team; they can choose a
new question or answer a question that was incorrectly guessed. After a set number of rounds
or after all questions are answered, count the check marks. The team with the most $ wins.
Variation/follow-up
For variation, you can draw a soccer park or basketball court on the board and assign areas in
the same way. Below are possible categories and questions:
Spell the words aloud u.s. trivia

100 afraid 100 In what building does the American
200 lazy president live? (the White House)
300 scared 200 What river runs through the city of
400 shocked New Orleans? (the Mississippi)
500 kitchen 300 What year was the Declaration of
Independence signed? (1776)
A, an, or the? 400 What u.s. President was murdered
100 Paris is ___ capital of France. (the) in 1865? (Abraham Lincoln)
200 What ___ nice jacket! (a) 500 When was the American Civil War?
300 Would you please turn down ___ (18611865)
music? (the)
400 Theres ___ bug in my drink! (a)
500 I would like ___ apple for breakfast.
(an)
Say the date aloud (mm/dd/yy) 400 I was doing 30 when I crashed ___
100 12/25/2014 the tree. (into)
200 5/7/1975 500 It took me a while to get ___ the
300 6/6/2001 shock. (over)
400 3/13/1999
500 11/6/1963 Name the nationality adjective
100 Turkey (Turkish)
Name three 200 France (French)
100 Vegetables 300 Russia (Russian)
200 Cities in the usa 400 Canada (Canadian)
300 Articles of clothing 500 Brazil (Brazilian)
400 u.s. holidays
500 Planets
others: pieces of furniture, rivers in the usa
Name the primary language spoken in

these countries:
100 China (Chinese)
200 Korea (Korean)
300 Brazil (Portuguese)
400 Russia (Russian)
500 Holland (Dutch)
Say the number

100 17,593
200 1/3
300 734,792
400 117,770
500 1,000,000,000
Capital cities
100 United States (Washington, d.c.)
200 Canada (Ottawa)
300 India (New Delhi)
400 South Africa (Cape Town, Pretoria,
and Bloemfontein)
500 Australia (Canberra)
Prepositions (fill in the blank)

100 Last weekend I went ___ a party.
(to)
200 Its unlucky to walk ___ a ladder.
(under or beneath)
300 I read it ___ the Internet. (on)
Activity | Whole class

Karaoke challenge
Interactive objective: Students will work together in groups to learn English-language songs.
Language objective: Students will listen to music to learn key vocabulary.
Time: 50 minutes | Modality: Whole class (divided into groups) | Preparation: Find songs that are easy to
understand and fun. | Materials: Class microphones and smart phones or tablets pre-loaded with songs.
Setup
Choose songs that are easy to understand and somewhat enjoyable. Divide the students into
groups of 57 people.
Discussion
Give each group a different song. Have them figure out all the words to the song. Or, supply a
lyrics sheet with key words missing for students to fill in. Or, write out the lyrics on strips of
paper and have students organize the lyrics while listening. Make sure that not just one person
is doing the work, but that it is a group effort. (You can assign one cadet per group to monitor
the activity.)
Give the groups 2030 minutes to work on the task. You can then have the group as a whole, or
individuals, stand up and sing along with the recording. Use the class microphones.
Feedback/Follow-up
Choose both popular and silly songs to keep the students attention and interest.
Extra activities
Charades
Interactive objective: To guess the exact wording of statements mimed by other students.
Language objective: To practice word order. To practice vocabulary of likes and dislikes and daily activities.
Time: 1520 minutes | Modality: Small groups | Preparation: Write sentences on strips of paper. |
Materials: Blank strips of paper
Setup
Tell students they are going to guess the exact wording of sentences being mimed. Explain that
all sentences are about likes and dislikes and daily activities. On the board or a piece of paper,
explain the differences between love, really like, like, dont mind, dont like, and hate.
(+) love
really like
like
dont mind
dont like
(-) hate
Discussion
Demonstrate the activity yourself by miming two sentences: I like getting up late on Sundays.
I hate playing computer games. Ask students to call out words to guess what you are doing.
Indicate yes or no with your head, to direct the students, but do not say anything or draw
anything on the board.
Divide group into two teams. Place cut-out sentences, which you have prepared beforehand, on
the table. These are the sentences:
I dont like writing papers for school. I love running in the morning.
I like playing the guitar at night. I dont mind washing dishes.
I like using Facebook. I hate watching soccer on tv.
I love listening to loud music in my I hate cleaning my uniform.
room.
I dont like getting up before 10 a.m. I really like going to the beach on vacation.
on Sundays.
I love reading computer magazines. I dont mind Chinese food.
Each team sends one player to the front. The student chooses one paper and reads silently.
He mimes the sentence for his own team. Each student has one minute per sentence. Explain
that they can use any gestures or point to objects in the classroom to help their team guess the
words. One team member must write the sentence on the board as the other team members say
the words out loud.
Students on team take turns until all sentences have been mimed. Then read out correct
sentences and ask teams to add up their scores according to this scale:
Exact sentence 3 points

One mistake 2 points
Two mistakes 1 point
Three mistakes or more 0 points
Ask students to write another sentence that could be mimed. The sentence should be about
another family member and his/her daily routines and likes or dislikes.
How well do you know your classmates?
Interactive objective: Students ask questions and answer questions posed by other students.
Language objective: Students will practice question forms in English.
Time: 1520 minutes | Modality: Small groups | Preparation: Write chart on board | Materials: Whiteboard,
markers, blank paper
Setup
On a blank sheet of paper students copy the chart below. If there are eight students, they copy
the first eight questions; if there are 12, they copy all 12 questions. Students fold sheet as shown.
Demonstrate for them. They write their name in one of the spaces and pass sheet to the right.
fold fold
Which would rather bea frog or a

snake?
Who would most like to meet?
What is s favorite sport?
Where does go on school vacations?
What kind of music does like?
Who is s favorite soccer player?
What will be doing at 10 tonight?
What is s favorite animal?
How often does speak English outside
class?
What is s favorite place in
Thailand?
How many times has been in love?
What is s favorite English word?
Discussion
Once all spaces on sheet are filled, students pass sheet one more time. Check vocabulary if
necessary. Students try to guess answer to each question and write answer next to the question.
The students mingle and ask questions. They mark with a check () or cross (x) whether they
have guessed correctly. The winner has the most correct guesses.
In pairs, or as a small group, students share what they have learned about their classmates.
Countries
Interactive objective: Students will be able to use learning strategies to extend their communicative
competence.
Language objective: To practice names of countries.
Time: 1520 minutes | Modality: Small groups | Preparation: Prepare a description of a world tour, or
use the description below; make a poster of world map or draw on whiteboard or paper. | Materials:
Whiteboard or paper
Setup
Put up the map of the world (below), or show what you have drawn on a blank piece of paper.
Ask students which countries they want to visit most.
canada
united states
india
burma
thailand
Discussion
Get students to copy the map. Tell them you are going to describe a world tour and ask them to
follow the route on their maps. Create a route that includes countries that will be interesting to
your students. Note that they do not need to know the past tense and all the vocabulary in your
description. They just need to recognize names of countries. Here is an example:
I left Thailand in June and took a train to Burma. I stayed there for a few weeks and
then went to India. I traveled into China and from there I took a boat to Japan. I stayed
there for a while and flew to Australia. I worked in Australia for three months to get
money to go to the United States. I visited the United States and Canada, and from
Canada I took a plane to Japan. Then I flew back to Thailand.
Repeat the description and get students to mark the route in pencil on their maps. Have
students compare their map with the map of the student next to them. Repeat the descripting,
tracing the route with your finger as you speak.
Think of a country and mime or draw something connected to it. (For example, eating spaghetti
for Italy, or a picture of pyramids for Egypt.) Get students to guess which country you are
thinking of. When you have done a couple of mimes or drawings, ask for students to mime or
draw things connected with other countries for the rest of the class to guess.
Describing people
Interactive objective: Students will listen and draw.
Language objective: Students will use vocabulary for describing people, for parts of the body, and for
colors (for example, long brown hair, small nose).
Time: 1520 minutes | Modality: Small groups | Preparation: None | Materials: Descriptions of people
below; colored pencils
Setup
Draw a circle on the board or on a piece of paper. Ask students what the circle could
be. If they have difficulty guessing face, add a feature, for example an ear or a nose
(at left).
When they have guessed, ask them to suggest what the face looks like, for example:
teacher Yes, its a face. What about the hair? Long? Short?
students Long.
teacher ok. And what color?
students Brown. [Add long brown hair]
teacher Now the nose. Large? Small?
Complete the face according to the students suggestions.
Discussion
Tell students to draw six circles in their notebooks and to label them with the numbers 1 to 6.
Tell them you want them to listen and draw the faces of the six people you describe.
Describe the first person:
Number one is a man with a beard and short black hair. Hes smiling.
Repeat the description and wait for the students to finish their drawings. Ask for a volunteer
student to copy his drawing on the board or on a piece of paper. Check with the class that the
drawing is the same as the description.
Continue with the other descriptions:
Number two is a man with long light-colored hair and a beard and glasses. He looks
unhappy.
Number three is a boy with very short hair and big ears. Hes smiling.
Number four is a woman with long curly hair and glasses. She looks unhappy.
Number five is a happy old lady with white hair, a long nose, and glasses.
Number six is a girl with short curly hair and a big smile.
Students should draw each person as you describe him or her. Repeat each description and give
students time to finish their drawings.
Ask for volunteers to copy their drawings on the board or on a piece of paper. Check with the
rest of the class that the drawings are the same as the descriptions.
Ask individuals to describe the face of someone in the class. The others should guess who it is.
Variation
Tell students to draw six circles, but dont ask them to number the circles. Read the six
descriptions and have students draw the faces. Then tell students to mix the drawings on
the table. Read the descriptions again and get the students to match the pictures and the
descriptions.
Feelings
Interactive objective: Students will be able to use learning strategies to extend their communicative
competence.
Language objective: To practice feeling words (e.g., happy, tired, angry).
Time: 1520 minutes | Modality: Small groups | Preparation: Make the cards. | Materials: 8 cards of faces
showing different feelings
Setup
Write two or three English words for feelings on the board or on a piece of paper. For example:
happy tired angry
Ask students to think of things that make them have those feelings. Tell them to compare their
ideas with a partner. They can use their own language.
Discussion
Display the cards. Give each one a number. For example:
Tell the students something about each picture, in mixed-up order. For example:
Her friend is sick, so shes sad.

Someone took his watch. Hes very angry.
He got a special text today, so hes very happy.
Shes been working outside, so shes tired.
The suns shining, so hes very hot.
Its a hot day, so shes very thirsty.
Its two oclock. He hasnt had lunch yet, so hes really hungry.
She hasnt got a coat, so shes really cold.
Tell the students you are going to repeat the sentences. They should listen and decide which
picture each sentence refers to. Tell them not to call out the numbers of the pictures.
Repeat the sentences for a third time. This time, tell the students to write down the numbers of
the pictures in the order in which you repeat the sentences. Have the students compare their
answers in pairs, then check with the whole group (the order is 4, 3, 1, 2, 5, 7, 8, 6).
Ask a student to choose one of the pictures, but not to say which picture he has chosen. The
other students must guess by asking Is he happy? Is she sad? etc.
Activity | Writing
Describing people
Interactive objective: Students will visualize and create texts to describe people.
Language objective: Students will practice language related to description (thin, tall, etc.), parts of the
body, and colors.
Time: 1015 minutes | Modality: Small groups | Preparation: Prepare poster drawing. | Materials:
Whiteboard or paper
Setup
Ask students to close their eyes and think of a famous person. Tell them to think about what the
person looks like. They should open their eyes and describe this famous person to the group,
who should try to guess who it is.
Discussion
Put up the drawing of the woman (left) and write the following words beside it:
tall
thin
long curly blonde hair
round face
blue eyes
long nose
black dress
Ask students to expand these notes into a full description. The description will plug
into the police bulletin below:
Thai police are looking for a woman last seen in a red car near Bangkok. [put
description here] Anyone who sees the woman should contact the police immediately.
Ask some students to read out their descriptions. Discuss different ways of describing
the woman.
Next, ask the students to visualize their ideal woman. Ask them what she would look like.
Elicit some vocabulary and write it on the board or a piece of paper. Have students write a brief
description. Put students in pairs or groups of three to compare their descriptions.
Feedback/follow-up
If time, have students report back to the group. For example, Peters ideal woman is tall and
thin, but mine is short with short hair.

Rotation Three AFAPS English Curriculum (Nakhon Nayok, Thailand, July 2015)

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Rotation Three AFAPS English Curriculum (Nakhon Nayok, Thailand, July 2015)

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Chulachomklao Royal Military Academy ()

Armed Forces Academies Preparatory School ()

Cultural Understanding and Language Proficiency (culp) Program

Day Date Time Cadet #1 Cadet #2 Cadet #3 Cadet #4

Cultural Understanding and Language Proficiency (culp) Program

Day Date Time Cadet #1 Cadet #2 Cadet #3 Cadet #4

Cultural Understanding and Language Proficiency (culp) Program

Day Date Time Cadet #1 Cadet #2 Cadet #3 Cadet #4

Cultural Understanding and Language Proficiency (culp) Program

Day Date Activity Interactive objective Language objective Reflection

2 14 July Listening compe- Students will help Students will practice

3 15 July Listening com- Students will be able Students will practice

4 16 July Verbal interac- Students will Students will prac-

5 17 July Audio-visual Students will work Students will practice

Cultural Understanding and Language Proficiency (culp) Program

Day Date Activity Interactive objective Language objective Reflection

7 21 July Verbal com- Students will work Students will work on

8 22 July Verbal com- Students will work Students will be able

9 23 July Verbal com- Students will work Students will practice

Cultural Understanding and Language Proficiency (culp) Program

Day Date Activity Interactive objective Language objective Reflection

12 28 July Verbal com- Students will Students will be able

Activity | Grammar & vocabulary

How many _______________s does _______________ have?

Activity | Grammar & vocabulary

Write the following on the board or on a piece of paper:

How do I get to the ____________________?

Do the same for the other four places.

Theres a table near the window.

Activity | Speaking & conversation

teacher: Wheres my book? Can anyone see my book?

Repeat for a couple of other objects.

Reverse roles, having Team b hide objects while Team a leaves.

s [pause] h e i [pause] s r i [pause] d i [pause] n g h e [pause] r b [pause] i [pause] k e

uif dbu jt cmbdl

Activity | Speaking & conversation

Very much Really Not very much Not at all

__________________ likes __________________ very much.

Activity | Speaking & conversation

Ask a student questions, for example:

Can you swim?

Tell the group, We can _____________________ and _____________________. We cant

things they both can do

Put speech bubbles on the board or paper to help them:

I can _____________________. So can I.

Activity | Speaking & conversation

Can you play soccer?

Do you have a cat?

Activity | Speaking & conversation

use read sports

Change places if you are wearing black shoes.

Play again when done and have students lead.

Activity | Speaking & conversation

a: What do you need for school?

Activity | Grammar & vocabulary

Activity | Grammar & vocabulary

Draw a fish in the square.

Activity | Speaking & conversation

Are you scared of spiders? What do you do if you see one?

What do you think?

Dog Horse Chicken Bear Snake Pig Rat

Wolf Sheep Bees Worm Tiger Dove Other

Activity | Speaking & conversation

What games are popular in Thailand? Why are they popular?

How many _s does _ have?

likes very much.

Tell the group, We can _ and _. We cant