ESL

Teacher's Activities .
Kit

Illustrated by Eileen Gerne Ciavarella

Eliza"ef. Claire ~

Table of Contents
About This Kit •••••••• _. ••••• •••••••. •. ••••••••••••••••••••••••••••••••••••••••• vi

1. Helpful HInts Beton Yoa Be..... Language Needs Checklist ••••••••••••••••••••••••••••••.•••••••••••

1 • • • • • • • • • • • • 16

2. Gettl.g Started. 28
Whole-Body Involvement With Total Physical Response Activities lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR lPR ••••••••••••••••• 28 1: StandlSltlRalselCioselOpen + EyesIMouthlHandsIBook. 29 2: TouchlPut + EarslPenclllChairfl'ablelCrayonsIBoy/Glrl • 30 3: Around the Room • 31 4: Verb Commands + Negative Commands With "Stop" • 32 5: Verb Commands + Negative Commands With "Don't" • 33 6: Verbs of Motion + Places. 33 7: More Verbs of Motion + Places. 34 8: WritelErase + Name!NumberslLetterslWords • 34 . 9: Draw/Cross Out + UnelClrcIe • 35 10: Copy + Word (Number) TImes. 35 11: Gofl'urn/OnIFUlIDrlnklSpUlfl'akelSharpen/Get • 36 12: Point tolLook at + ObjectslMaplCountrleslCalendar. 36 13: Bring + (Color) Object and Object. 37 14: TakelPut + OnlNext to • 37 15: TakelPut + (Color) Object (or ltIthem) + OnINext tolUnder • 38 16: Take OutIRalselPutlPolnt tolPut Away + Textbook Names. 38 17: Open/Close + Textbook Names and Pages .39 18: Take OutlOpenIPoiOt tolPlck UplWrite Wlth/Draw With + (Color) Crayons. 40 19: ColorlDraw + FirstlSecondlThlrdlFourth. 40 20: Hand Out and Collect. 41 21: Getting Dressed. 42 22: Lunch TIme. 42 23: "Snow Wonder" • 43
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eo ••

Shoe Box English

44

24. Vocabulary Development. 46 25. Request Forms. 46 26. And. 47 27. Colors. 48 ·28. Numbers and Plural Forms • 48 29. Adjectives. 48 30. Command Forms and Prepositions of Place. 31. IsfAre; ltIThey • 48

48

TABLE OF CONTENTS

34. Comparisons • 49 35. Verb Tense Practice. 49 36. Verb Tense Comparisons. 50 37. Modale. 50 . 38. Phonics .• 50 39. Sight Reading. 51 40. Memory Development. 51 41. Sensory Development. 51 42. Categories. 51 43. Ustentng Comprehension. 51 44. Creative Sentences. 51 45. Creative Storytellfng • 52

32. HavelHas • 49 33. AlAn .49

s.
46. I See. 53 47. Simon Says • 54 48. Giant Steps, ESL stYle • 55 49. All Around the School. 56 50. I Saw the Cat • 56 51. Milk Mash (ESL Bowling) • 57 52. Duck, Duck, Goose • 62 53. ESL Hopscotch. 62 54. ESL Hide-and-Seek. 63

Actio. G.....

53

55. ESL Tag • 65 56. Freeze 'Jag • 66

5~~n~s~(Chrtd~).66

58. ESL Red Ugbt • 67 59. ESL Paper Baseball. 67
6Q. Who Goes first? • 71 4. Actio. G.... WIth So••••• d CIa..... 73

61. Tall and Small. 73 62. Bluebird, Bluebird. 73 63. Looby Loo • 74 64. Hokey Pokey. 76 65. ESL Farmer In the Dell • 77 66. A·Huntlng We Will Go • 79 67. Did You Ever See a lassie? (Laddie) • 80

68. ESL Mulberry Bush • 81

FInger Games and Hand-Capping Games .••.•...•.•...••.•••••••••••••••.•••••.
69. Ten Uttle indians. 82 70. Where Is Thumbkln? • 83 71. Two Uttle Blackbirds. 84 72. The Itsy Bltsy Spider. 85 73. Ten Uttle Blackbirds. 86

82

II

TABLE OF CONTENTS

74. This Is the Church. 87 75. The Rainy Day Song. 88 76. I'm a Little Teapot. 88 77. Do Your Ears Hang Low? • 89 78. The Little Bus. 89 79. Who Took the Cookie? • 91 80. Summer Is Hot • 91 81. Pease Porridge. 92 82. English Has Begun. 92 83. Miss Lucy. 93

Jur.npRopeGamBes .•••••••••••••••••••••••••..•.•.•••••••••••••••••••.•....... 94
84. Teddy Bear. 94. 85. Down by the Ocean. 94

Ba11-Boundng Games ••••••••••••••••.••••••••••••••••••.••••••••••••.•.•....•
86. ABC Bounce. 95 87. Categories Bounce. 96
Songs ••••••••

95

~• • • ... • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ..• • • • • • • • • • • • •• 96

·88. Old MacDonald Had a Farm. 96 89. Are You Sleeping? • 97

5.

Seat Gaaa •• d C.... boanI Actlvltl_ • 99

90. At the Playground. 99 91. Last Sunday at the Zoo • 103 ChIllkboard Activities •••..•..•••••••••.•••...•.•.•••••••.••.••••••••••.....• 92. 93. 94. 95. 96. 97. Letter Drill .108 Pollow Directions. 109 Find It Fast. 110 The Disappearing Act • 111 Hangman. 112 What Begins With 8? • 113
to • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••

108

Card Games •...

113

98. Matching Games. 114 99A. Go Get It • 121 99B. Go Get It • 124 100. Stay Awake. 129 101. Bingo. 130

ft. Sp.aklng .nd Ga••• lng G•••••
102. Just-a-Minute~ • 139 103.16 Cats .147 104. 16 Women. 151 105. 16 Monsters. 153 106.16 PIctUres .156

139

176 1188.. 208 137. ••••••••••••••••••••••••••• • Plant. Whole Wheat Muffins . With Our Senses 135. 16 Robbers . The Boat • 182 122.. Origami. Roots. The Parts of a Plant.. rm Going to My Grandmother's House . 169 115. 129. MakIng Play Dough . Peanut Butter. Our Funny Tongues. 194 8. Paper Cup Telephones . Fruit Salad • 167 Other Simple Food Projects •••••••••••••••••••••••• 11$.....E OF CONTENTS . 164 . • • • • • • • • • • • • • • • • • • • •• 196 . 169 116. 211 139. The "Bug Catcher" • 183 123. Static Electrlclty • 213 140 The Balloon Jet • 214 e.. Usten to Thatl • 2O~ 136. Banana Tree. Humming Button. EagUeh. Popcorn . 111.TABl. 80 .193 128. 203 133. The Crazy One-SIded Qrde • 191 127.. 109. Do All Plants Start From Seeds? • 206 Discovering ThIng. Twenty Questions.169 114. Tasting Party • 170 117.. The Cup • 178 120. 189 126.. the eo.158 108... Tissue Flowers •. Dissecting Seeds • 201 131.. 185 124.. 160 . Instant Oatmeal.• 196 Sdence Activities •••••••• _.teat ANa . 178 119. The Hat • 181 121. A Clock. 7.162 110.172 Handicrafts and Engllsll ·169 ~•• 175 118A.. 130.Applesauce.. 210 138. Making a Compass. How Do Plants Get Water? • 204 134. Making Butter From Cream • 166 112. 186 125. Magnets. 1" eo •••••••••••••••••••••••••• 107.. Planting Seeds • 197 .. "202 132.

Vocabulary Solitaire. CounselinglLearning • 238 159. h Bee.Cassette Tape. Facilitating Social Contacts. 268 Index .5 Trips 144. 234 Tape Recorder Activities 219 232 235 156. En . Role Playing. National Heritage. Following Directions.••••• IJ • • • • • • • •• •••••••••••••••••••••••••••••••••••••••••••••••• 273 . Opinion Poll. Filmstrlp/MovieNided-. The Park. Box B (School Time) • 241 159C. 228 152.E OF CONlENTS Social Studies Activities •••••••••••••••••••••••••••••••••••••••••••••••••••••• 141. 230 153.. The School Neighborhood. Box C (At Home) • 243 1590. 222 141.. 261 161. Bulldlnl Sodal Security. 258 162. 221 151. 220 145. A Restaurant. The School Grounds. English Bee. 265 165. Tape-in-the-Box. Box 0 (Money) • 244 159E. 247 160. 258 161. 241 11. 222 146. Town Hall.. The School. 211 ' 143. 236 151. The Police Station. Box E (Setting the Table) • 245 10. A Pet Shop. 218 2l. 233 155. Box A (Cleanup TIme) • 240 159B. 239 159A. A Supermarket. 266 166. 226 150. Lunch-Time or After-School Game Oub. 262 164. 225 149. Picture File and Tape ReccmI_ ActIvld_ • 232 Picture Flies 154. Map Sldlls. Interviews. The Fire Department.• '•. 224 148. 231 9.TABI.••. 238 158. Categories. 216 142. Survey.. Programmed Spelllng Test. Sharing Word-Square Puzzles With Oassmates • 260 163.

Upoll wblclJ all others are based. Using the ESL ·7eacher's Activities Kit will simplify your preparation for hundreds of activities. They sing. Once you have become accustomed to the rewards and pleasures gained from teaching through activities. step-by-step instructions remove any apprehension many teachers may feel when they leave the safety of the rigid language goals of textbook teaching. or acti\fities.tfirst-language learning that should influence your approach in the second-language classroom. with people who cared for and about us. and play rhythmic language games such as Patty Cake and This Little Pig Went to Market. The child's early efforts at speaking are greeted with excitement. you will wonder how second-language teacbing ever got to be anything else. This is the most effective and interesting way to learn a second language as well. people. The detailed. A. The parents talk about the child's daily routine and surroundings repeatedly. and your students' language-learning rates will soarl Here are a few reminders abo1l. while mistakes are not only overlooked but enjoyed and imitated. J . Babies listen to their rll'st language for a long time before attempting to produce it. The experts now advise language teachers to spend most of the classroom time on activities that foster natural acquisition.Helpful Hints Before You Begin We all learned to understand and speak our first language by hearing and using it in natural situations. more clearly pronounced delivery. Family members and others patiently repeat single words while the baby is focusing on real objects. Your own ideas for activities and their management will flow. UsteJdng Is tlJe Ilrst sldll. rather than on formal vocabulary and structure explanations and drills. Slower. Features of parents' or others' speech when talking to babies and toddlers include: 1. chant.

cheers of approval for all progress. Clear and simple meaning. please?") You can accept "Crayons. or previous utterances and activities. please. peeze") is learned because the child wants a cookie. In class. and building of selfesteem are part of the language-growth process. Whole-child involvement means that you-arrange for the child's participation in the lesson with as many senses as possible. . Lots of repetition. and confidence drive the desire to learn. cooking. singing. Shorter and syntactically similar phrases and sentences.2 ESL TEACHER'S ACTIVITIES KIT 2.range of pitch. 7. of toys as· they are playing. They learn vast quantities of words and concepts while being enchanted with stories read to them as they sit on their mothers' laps. you might motivate a drawing lesson and deliberately neglect to pass out the crayons. ." in her native language because she is practicing the request form. Referral to the child himself. creating the need for the' request form. "Cookie. of food as they are eating or shopping. It is the content. working on arts and crafts. 5. Provide the frequent praise. going on trips. Love. The need is the motivation for the language. High proportion of imperative and interrogative sentences with a low proportion of. that is of interest to the child. 3. reinforcement. following directions. "Coocoo. rather than on pronunciation or grammar. with exaggerated intonation. 6. Higher pitch and wider . please" as effective and adequate communication from those who cannot manage a larger mouthful. already know objects and concepts. but the natural motivation for learning the structure derives from the students' needs in the circumstances you create. A toddler does not learn to say. C. Responses and comments based on the meanings in the child's speech. current activity. Children learn with their whole beings. "Cookie. eating. and learning to play games are all opportunities to use language with whole-being involvement . of actions as they or others around them are doing them. " "I'he girl is hopping" is not at all as effective as when students do the actions themselves in response to commands (and demonstrations) frpm the teacher. Manipulating real objects.declaratives. self-esteem. "The boy is running. (tcMayI have some crayons. Seeing pictures of children performing actions and repeating. Children learn the names of their clothes as they are dressing. Patient repetition. B. D. not the form. and acknowledgement of effort that help to lower anxiety and eliminate self-consciousness about potential mistakes. 4.. cleaning up. please" (or more likely. 8.

See "Shoe Box English.his mother or his father? Who does he meet next?) Do use pictures. Do give examples of the response you require. objects. Pause after each short . Ifno student is able to followan instruction. rlf I wait long enough. props. Anxiety increases «mental static" and lowers the language-learning capacity. take his hand." Chapter Two. go to the child. 2. "(Name). ." And praise her! Do repeat cheerfully and patiently and continue to associate clues for meaning with your words. Fbr example. point first yoursel£ If there is no appropriate response. say. It takes away the motivation for the effort to understand. when you want a child to go to the chalkboard. Asking questions to which students need only answer yes or no. Do check students' comprehension frequently by: 1. plan to include giving directions as part of the English lesson. take action yourself to get the action produced. Giving directions to follow. even to the point of what you might think of as absurdity. I'll hear it in my own language. or gestures to make meaning clear. 80 why make the effort to understand?") Instead." If there is no response. pictures. Do act out meaning or use props. Do give clear demonstrations of the responses you require. and directions with no clues to meaning can cause students to tune out. select from either/or alternatives. and point it for her while saying. and lead him to the chalkboard. or give a one-word answer. and objects. There is little point in speaking when meaning cannot be attached to your words. for more suggestions on this. or allow able children to demonstrate before calling on others. "Point to the picture. as long as it is needed.in short sentences and discrete phrases. foldback the thumb and three fingers while extending the index finger. Don't cheat the children by reverting to their native language to give explanations and directions. And praise him! Then say the same thing to another child to check others' comprehension and take the pressure off the first student. explailations. Don't put an individual on the spot to produce language or responses when he is unlikely to be able to produce.HELPFUL HINTS BEFORE YOU BEGIN COMMUNICATING ACROSS THE LANGUAGE GAP Here are some do's and don'ts for teachers with beginning students: Do' use English as the language of instruction. go to the chalkboard.sentence or phrase so meaning can become associated with a distinct set of sounds. If you wish a child to point to a picture. (Fbr example. Speeches. Do speak slowly. take the childs hand in yours. Can the little bird fly? Who is he looking for. lectures. Don't fill up the airwaves with incomprehensible language.

or older children in teacbing them how to use them. If students do not have the skills to use them. continue the lesson and come back to the child when the drawirig is finisbed.Sl.uuies themselves. Do encourage children to Bet out or draw a picture of their intended meanings when they want to communicate with you and don't have the needed vocabulary. If the drawing will take some time. Here are some examples: woman man boy girl dog door chair window book table [)tJ 8 0 B .E. school volunteers. Do Iearn to make quick sketches. 'Practice rIg111'e8 using as few strokes as possible to convey the meanings. Do look up hard-to-demonstrate words in the students' bilingual dictionary yourself and point to it. Students should have them in their possession at all times. This is especially fur students who are not able to use their dictim. reACHER'S AC'JM'J7ES KIT Do encourage the use of bilingual dictionaries. teach at 1east the fundamentals of alphabetical ~ Since you ID81 not be able to read or speak the language in the bilingual dictionaries--«' you have a variety of languages represented in your class . mustrate your talks on the cbalkboard.ou might enlist same-1anguage parents. Do keep picture files and a large picture dictionary to utilize pictures fur communication. allowing the child to read the native-1anguage defInition.

however. and they may regard with dismay the seeming (and sometimes real) lack of respect for teachers that American students show. . and will not feel safe until they know what the limits are. Most LE (limited-English) children have come from countries where classes were large. Some children might.HELPFUL HINTS BEFORE YOU BEGIN 5 run _walk sit eat happy sad thiDking sleeping ®® dreaming CD hungry o ··0 mck thirsty @ @ DISCIPLINE ACROSS THE LANGUAGE GAP @ Children want to know what the rules are and what is expected of them and others. and punishments (often corporal) clearly fbllowed infractions of the rules or students' failures to produce results. New arrivals in American schools are bound to notice that the reins are looser than .those they are accustomed to. mistake loose reins for no reins at _ all. teachers-were strict.

ringing a small . fighting. and learning through lecture. rather than impose punishments when rules are broken. (After learning ccDon'ttalk. While LE children in general are often the sweetest. and other hostile behavior.) 'Thachthe words CCStop. (They don't always have to do it that way. added to the language barrier. Most school rules of "shalts" and CCshalt ots" stem from this n fundamental rule. in an activity that is both fun for the students and a confirmation of the ESL classroom as a safe place to be. but they will be pleased to discover that they can. clowning. There are times when you will want absolute silence and attention from your students." couple it with a nonverbal signal such as raising your fingers to your mouth. you must be capable of firmness and reliable enforcement of the rules. ." try an exercise with the entire class including yourself being quiet for one." It is better and to demonstrate and practice the rules as a lesson. What rules are applicable to LE students? How do YOJl ommunicate those c rules when you have a dozen or two children who speak a dozen different languages and not a word of English? Children are in school to learn and grow and contribute to the learning and growth of others. Learning English through actIvities may appear chaotic to students accustomed to sitting straight up in their seats. They need to know how to proceed in the halls. 4. Acknowledge and compliment students for desired behavior. Give students practice in controlling their impulses. and'S. attention seeking. or three minutes. which will prevent their ever going to heaven. and rote memorization . scapegoating. or who wear makeup. In the Total Physical Response Activities 1. ~hank your ThatB wonderfull") Practice walking around the room on tiptoe or in the halls in total silence. This combination offactors. Most wonder why American teachers don't require students to stand when they speak. the English necessary to convey these and other expected behaviors can be taught the very first days.ESL TEACHER'S ACTIVlTlES KIT Cultural differences will undoubtedly generate a good deal of misinterpretation on both sides. 3. Students must get a sense of an underlying safety in the room and that you are in fact the source of control and direction. Japanese students are shocked to see American teachers sitting or leaning on a desk.and to refrain from touching. After you have taught ccNo talking. stealing. to keep their chairs under their desks when not seated. And why is it that American teachers say. most respectful." "Wait. makes discipline in an ESL class a real art. or laughing at others. The pressures of the changes the child is facing can also result in restlessness. They will need to raise their hands to speak and listen when others speak. "Look at me when I am talking to you. the sacred place of learningl Many foreign children wonder what kind of women are these who wear pants and not dresses. two. speaking only when called on. watching the clock. . most easily handled students' in the school. hitting. build selfesteem and class pride." when it is more respectful to look down? It is natural that testing will go on to determine just what behaviors are acceptable. pushing. drills.

. Observe a child who has been punished or reprimanded for a sign of improveJllent so you can reward the desired behavior and encourage the child in rejoining the group. and closets available on wheels. and a filing cabinet at your disposal. Furniture Ar~ngemeDt If you keep your filing cabinet to the right or left of your desk. . or a double horseshoe.") Indicate. . and an activity center. somewhere you should have a desk. Very large classes might work in groupings of four. conversation pieces.bottorn three drawers without moving from your chair. toys. ("Please stop that. teacher's manuals. With small classes (one to eight students). Correction of misbehavior should be done with understanding and firmness. bookshelves. your texts. ORGANIZING AND MANAGING THE ESL CLASSROOM Teaching ESL through activities requires convenient storage and easy retrieval of materials. the child can lose the privilege of participating in the activity (ftGo to your chair and sit clown") until some time has gone by. and "to-des. closet. Students can get a motivational boost by mid-year (and so will you) from changing the furniture around. bookcases.you should have a room large enough for an audio center. you will be able to reach at least the . and what the appropriate behavior is. look up at you. pictures. But even if you are a traveling teacher or teach in a broom closet. If a student misbel\aves and disrupts a class activity. try working at a large round table. If you have any input into the ordering of furniture.HELPFUL HINTS BEFORE YOU BEGIN 7 bell at your desk. Ideally. games. give one warning. If not. what it is to be stopped. Teaching Aids. or turning off the lights. The desk (and any lines of children that ·may form to see you when you are sitting at it) should not obstruct the other students' lines of vision to the chalkboard. Larger classes do well in a U-shaped formation ora horseshoe. there are cabinets. 'objects. The activities are fun. and Furniture is useful fur a kindergarten to grade six pullout program. a quiet work center. if necessary. and Furniture The following Checklist of Supplies." keeping them in easy reach and helping you keep your desk-top work area free. removal from them is often sufficient to warn others that cooperation is essential. reference books. Teach students to immediately put down pencils. six. . Try different arrangements to see what suits you and your students. which make rearranging your room a breeze. Behind the chair. a low bookshelf will offer storage for everyday supplies. Ifmisbehavior continues. Supplies. 'leaching Aids. and be completely silent. an angry voice is often enough punishment for younger children. and other props.

animals. _ arts and crafts Items: scraps of cloth. picture files: commercial and teacher made dictionaries picture dictionaries _ wall maps and charts _textbooks _readers _ _ _ _ _ _ _ _ _ _ _ phonics books workbooks· spelling books handwriting: print and cursive workbooks storybooks to read to the class books for students to read for pleasure chart pape~ oaktag charts chart hanger paper towels. napkins manuscript and cursive alphabet charts small desk copies of alphabet crayons. 12 x 18 #2 pencils. thread. small color&d markers paste and glue sciSSOr&. . macaroni. yellow practice paper Olned) construction paper. primary (kindergarten and grade 1) small objects such 88 toys. primary size pencils r&d pencils pencil erasers chalkboard erasers _ _ _ spools. large (for kindergarten and first grade) crayons. doll house furniture. TEACHING AIDS. Styrofoam. AND FURNITURE FOR THE ESL CLASSROOM . small paper cliPS. large _Funtake _shoe boxes _puppets • . sharp paper clips. yarn. _ _ magazines to browse through and cut composHion pape~lIned. coins 8'h x 14 duplicating paper 8'h x 11. feathers. fen. etc. stones. buttons. paints.CHECKUST _ _ _ _ _ _ _ _ _ _chalk _ _ _ _ _ _ _ _ _ _string _ _ transparent tape masklng tape color&d· chalk drawtng paper OF SUPPLIES. % Inch (grades 2 and up) composition paper. blunt scissors. plastic fruits. aluminum foil. dried beans.

.. facslmflles of ArnIrIcan coins and blUs Language Master head phones filmstrip viewer _folders __ c:Jes1( _TY..._ _ _ .. games _letter·match games _ ~ concentration games board games. -~ . chairs filing cabinet . chair _ _ ....-toys ___._ bookc1s18 ___ tape recorder _large _ __ teaching calendar .' .. and. dlee cIQck with mOvable hanD. plus small Individual ones - desk.VCR organizers' _computer _aoftware _ desk calendar ' . student desks.

Deeor Whether you teach in a full-size room or a converted stairwell. the four seasons. Check your current calendar for the exact dates: September Labor Day (first Monday) Citizenship Day Autumnal Equinox (September 20 or 21) Rosh Hashana-Jewish New Year (varies) Yom Kippur-Jewish Day of Atonement (10 days after the New Year) October Puerto Rican Discovery Day Columbus Day (October 12. student work. You can slip student-made decorations in and out of the clip as you change the decor with the seasons. Ask the custodian for the best way to fasten string or ribbon from the lights or ceiling. Alphabets. information. The incidental learning that occurs from just being in an interesting. and projects. safety. now celebrated the second Monday) . Plan any of the following as the theme or focus of activities or lessons. and so on. Canadian Thanksgiving United Nations' Day (October 24) Halloween (October 31) November Election Day (first Tuesday following the first Monday) Veterans' Day <November 11) Thanksgiving Day (fourth Thursday) . tie a paper clip. color charts. health. At the end of each ribbon (cut curling ribbon to the length that would make it reachable by you on tiptoe after it's suspended from the ceiling). languagestimulating environment can enhance your teaching considerably. holidays. hygiene. and maps can be permanently displaYed with a change at least monthly of seasonal pictures. you'll want to take advantage of the learning possibilities available on the walls.JO ESt TEACHER'S AC'l'IVlnES KIT Bulletin Board Displays Some suggestions for bulletin boards include: scenes of students' native country and customs. writing mechanics. nutrition. manners. school rules. Classroom. Seasonal Needs Newly arrived students need timely lessons on holiday customs and seasonal events. calendars.

Korea Mother's Day (second Sunday in May) Armed Fbrces' Day (May 16) Victoria Day-Canada (May 18) Memorial Day (May 31. Valentine's Day (February 14) .'s. Jr. Day) March Fat Tuesday (!lardi Gras) Ash Wednesday' St. Birthday (January 15.HELPFUL HINTS BEFORE YOU BEGIN JJ December Winter Solstice (December 20 or 21) Christmas (December 25) Hanukkah (varies) January New Year's Day (January 1) Three Kings' Day (January 6) Martin Luther King. Chinese New Year February Abraham Lincoln's Birthday (February 12. Korea Passover Good Friday (first FridaJ after the first full moon after the Spring Equinox) Easter (first Sunday after Good Friday) May May Pay (May 1) Girl's DS)'-Japan. Patrick's Day (March 17) Spring Equinox (March 20 or 21) National Women's History Week . now celebrated third MondaJ with Abraham Lincoln's Birthday as President's. George Washington's Birthday (February 22. now observed the last MondaY) June Flag Day (June 14) . St. now celebrated the third !londay) ..March/April' Boys' (Children's) Day-Japan. noW celebrated third MondaJ with George Washington's Birthday as President's Day>.

parent conference notes.12 ESl. a copy of the intake form (see the sample shown on page 13) may be filled out by the parent. Example: You have created a handout of a blank calendar that students will fill in with the days of the current month (to supplement on page 61 in HI. your code mq include the initials of the text and page that the handout corresponds with. or otherwise left your program. etc. 4 = magic. by Elizabeth Claire). place a divider for a section fot those students who have ented. On the folder write "Hi-61CALENDAR" Store the master and the extra copies in the fIle foldel: If you have an activity-centered curriculum. You can also add your students' birthdays and ethnic holidays according to your student pop11lation. and year-end report card. Keeping Track of HandoutS to Students Write a code number anellor letters on each duplicating master. These mq be filed alphabetically without regard to grade. so every copy will contain the code numb£ Label each flle folder with a corresponding number and any necessary additional information. within each grade level. You can then staple the form to the outside of the student's fold~ Inside the folder. ESL entrance pretests and P08ttests. File in numerical order. English for Children. or school aide. This code should enable you or your students to fue and retrieve the handouts with a minimum of confusion. 3 = craft. 2 = BOng. writing sample on entry. your code might assign a number to each type of activity (1 = game. Use large colored dividers to divide grades. Keeping Student ·Becords As students register for school. tEACHER'S AC1M11ES KIT FatheriJ Day (third Sunday) Summer Solstice (June 20 or 21) July Canada Day (July 1) Independence Day (July 4) August Ponce de Leon Day-Puerto Rico Civic Holidq--Canada (f1l'st Monday) This list of events can be expanded so that each week (or eVen each dq) can have a special cultural or historical theme. Label the master "Hi-61" before you print any copies. keep a copy of the report card from the sending school. secretary. Ifyou have a large number of students. moved. file the folders alphabetically. If you are generally going to follow a text series. in the bottom right comer. Create the code according to your needs.) . year-end writing sample. Behind the flies of current students.

. creating your materials. (Example: l-game-4 . Keep an overall list of the handouts. Label the folder ftl-game-4 BINGO. second number to the handout in the order it was created. with the code numbers noted. . you can use the Needs Checklist and decide where in the list your handout fits. own .. File in numerical orde~ Train students in the job of filing the loose bandouts accumulated on your desk at the end of each day.HELPFVL HINTS BEFORE YOU BEGIN Ja INTAKE FORM . Entry date Name Sex Language spoken Address Previous School Grade Telephone number Blrthdate Names and grades of siblings TEST SCORES AND COMMENTS K 1 2 3 4 5 6 7 and a. (Examples: Oct-Columbus Day-3. Give it the code number. Post this on a wall near the filing cabinet. by the sequence in which you will use them or by subject and level. holiday. then within the category by the second nnmbez If your curriculum is based on seasonal and holiday activities. and a number.) If you follow a grammar-based curriculum. the code could include month.") File numerically by first number.

Clearly label these (example: 10:30 class) and tack them open-side up onto a bulletin board.J4 ESt TEACHER'S ACTIVTTlES KIT Student Organization Help students organize. you note that it was done without collecting it. Place papers to be returned in the appropriate envelopes. grade students on their preparedness. too. Handouts to students who are absent may be labeled with the students' names and placed in the class folder for distribution the next day. You can also demonstrate the covering of textbooks.in the ESL notebook. and title of the homework. (While teaching the structures "Do you have a ?") Students need to bring to ESL classes two pencils. Each day for the first few weeks. OrgaJiizing and Simplifying Paperwork work is done. ears. a Homework Assign homework daily. the textbook or workbooks. subject. processing. . homework. etc. Monitors can distribute these papers at the time you deem appropriate. Let them know when they may clean out these folders and no longer need carry the papers. a bilingual dictionary. adopt a more efficient correction-of-homework policy. Ifyou are overwhelmed with papers to collect. keep pocket folders for returned papers (to accumulate to study for tests. correct. a folder for handouts and returned papers. or handling. "deep six" itt). notebook. eyes. starting them offwith 40 points. Or at least question the deadline to see if some of it might be postponed to later in the season when you Many state-funded programs do not begin for the students "until the paper . Train a monitor to take over this record-keeping function. and so on.) Demonstrate that only ESL work is to be kept. Students correct their own or others' work. . and paper work seem endless. If you have more than one class. Discreetly file other routinetype homework in the wastebasket (that is. give ten points for each item remembered. an eraser. Assign the job of collecting homework. and brain.). page number from text. Question the need for all paper work." and the census taking. record keeping. here is a way to keep sets of papers neatly organized and off your desk: Create a sturdy "envelope" for each class by stapling the sides of file folders together." Students should. Let students know that after a certain number of zeros in homework. A basket or area on your desk should be set aside for student work that needs your correction. The papers from each class can be held with a clip until you are ready to proeees them. mouth. Check it painstakingly the first few weeks to set a high standard. and distribute. Students should write a uniform heading on each paper handed in to you. pretesting. . Check off homework handed in. including name. the "ax falls. Return any papers for do-overs. date. and randomly thereafter.

but assistants may do much of the other work. and decor should be shared with the students. plus any other paper work that does not require your personal hand. a committee of parent volunteers can create folders for them. Assign jobs on a rotating basis. illustrations. store them in their bag and place the bag at the bottom of the pile. Qheck all volunteer WQrk. and bookcases neat and tidy keeping various areas of the room neat opening and closing windows. address the home notification letter. etc. write in dates and times for the first parent conferences and address a second envelope home. straws. 'Thachthe steps in the performance of the jobs in English to the entire class.) Storage Store reusable bulletin board decorations in ten separate large flat paper bags. keep those written lessons that will he used again and again over the years. Store small objects to be used as props in labeled shoe boxes. Pile the bags from September to June. in pairs (for development of social skills). shelves.) Student Jobs From the beginning. one for each month. and pulling shades . in Chapter Two. particularly on the speaking sections of the tests with younger children if the testing occurs before teacher-student rapport has been established.. milk. Permanent lessons: On large oaktag chart paper. Once you have a list of new students. See Shoe Box English. crayons. (The pledge to the flag. Consider delegating some of the paper work to volunteers. (Official scores of pretests and posttests should be done only by you. the room's neatness. alphabetize student names by grade. Mark the bottom of the bag with the month. These jobs may include: cleaning chalkboards taking attendance collecting homework distributing and collecting paper. October is now at the top of the pile. fill out parts of data needed for the first report cards. scissors. words to "America" or other frequently sung songs. As you take down the September-bulletin board items. Try to postpone this testing until students have met with you several times.HELPFUl. etc. label tests with students' names and test dates. responsibility for the program's functioning. keeping closets. poems. napkins. books. monthly or weekly. HINTS BEFORE YOU BEGIN J5 can ask for released time from classes to accomplish this necessary but tedious chore that steals from essential class-time instruction. 'lest results can be far from valid. lunch.

they contribute a great deal of modeling of English for the beginning students. and. 2. 5. In what order should you select activities? This will depend a great deal on the age. or other project. 3. Learn a simple song. The advantages of this approach are that in heterogeneous classes. as well as the season of the 18m. exposure to extensive vocabularg structures. . with sound! symbol correspondences. and equipment at your disposal. Use ten to fifteen minutes of 1btal Physical Response activities on a daily basis to quickly build listening skills and a large passive vocabul~yb~. but they are usually frustrated by an inability to communicate. trick. Build an active base of words and sentence patterns for immediate spoken use. abilities. craft. the tbcus of the lesson is on the object of the activity. Beginning students may understand a smattering of speech in common situations and speak in one-word sentences. simple stories several times a week for enjoyment. and the rhythm of English. using «Shoe Box" English lessons. This will provide listening practice through a wide range of structures and vocabulary and speaking practice at whatever leuel the students can perform. using words they are familiar with. not on English. facilities. Read and copy words and sentences students are familiar with through previous presentations. Very limited control of structures. Since the focus is on the action or project. or complex discourse. short phrases. Fbr completely new beginners: 1. whether it be single words. The level of English needed by students who would benefit most frQm the activities is stated for each activity. . Beginning students have limited passive and active vocabulary. and needs or your class. Learn the order and formation of letters of the alphabet. 4. Activities for Beginning Students Activities designated as Beginner are suitable for those students who understand very little or no English. Youwill be using natural (albeit simple) whole language-whatever is needed-for explaining and participating in the game. cooperation replaces competition in learning the language. 6.J' going on errands watering plants feeding animals turning onloff lights ESL tEACHER'S AC11VJTIES KIT LANGUAGE NEEDS CHECKLIST When you teach English through activities. simple sentences. This is a rough guide. not only are the more advanced students not bored. Read short. With experience you will be able to increase or decrease the challenge of the lessons for your classes.

The activities in this book will naturally include whole language. begin to add the other activities. and writing development. Misunderstandings arise owing to ~rs in ~rd choice. reading. Students' ease in acquiring various structures will differ depending upon the degree of simiJsrity to the structures in their native language.IfELPfVL HlNI'S BEf'OEm YOU BEGIN 17 As yoUbuild a sense-of comfortable repetition and structure in your lessons and students know what you expect of them. Bluebird). with hesitations to search fur appropriate words. #27 (Colors). Given exposure to whQle language. Children learning a second language through activities and plenty of comprehensible listening will acquire most structures without specific instruction in the details of the underlying gralnmar rules. But they also have a value in and of themselves as games.fOrexample. and games. the brain will demonstrate its own hierarchy of structures. with a wide range of syntactical fOrms. or stend vocabulary and concepts fur colors. there is no reason to work for mastery of one grammatical principle before exposing students to the next.do concentrate on or reinfbrce ipecfific language areas are cross-reterenced here fOr your convenience. you can see that activity #62 (Bluebird. projects. crosl·Referenclng You may use these lists as a guide or a checklist fOryour course syllabus. We did not intend nor is it efficient to provide activities that specifically cover each point of grammar. Intermediate students speak on many topics but hesitate frequently due to limited vocabulary. . and idioms. They may be able to express most feelings fluently but not necessarily grammatically. #98 (Matcldng Games). nbfbrce.. with the whole language used in the explanation of the games and talking about them. . fOrexample). A Final Word While some things must precede others (the student should know how to count befOre being asked to tell time or tell the value of coins. Activities for Advanced Students The activities designated as Advanced are suitable fOr those students who understand a good deal of spoken English. grammSl1 pronunciation. and #46 a See) can be used to introduce. Advanced students may have 'large gaps in vocabulary and have not )'at mastered more complex sentence structures. The activities that. If you are teaching colors. with a large receptive and active vocabulary. Activltiea for Intermediate Students Activities designated as Intermediate are suitable fur students who understand some EngHsh and have a large passive vocabuJary but limited active vocabuJary with limited control ofstructures.

98.47.2.68 35. 101 63 105 145 70. School materials 1. country. Colora __ 7. Aches and pains 13.101 1-20. Health and hygiene 14.47.98. Following ctassroom Instructions _ 10. School places 5.3. 14. 68. 98. 13.90. 48. 101. 144. school. 51. 158 163 4. script 9.36. Area Activity NumbarlLevel Beginner Intermediate Advanced §URVIVAL NEEDS & VOCABULARY AREAS 1. Seeing a doctor/dentist 15. 18. formation {capltaJllower ease). address 3. 12. 98. 63. Greetings and farewells 2. 16. 101. . 67. 15.28.73 69.teacher.98. Numbers 8.6.LANGUAGE NEEDS CHECKUST Need. 154 19. 145 25 13.2. Verbs 64 159A 1-23. 159B 49. Alphabet: recognition. age. 101 1. 125 92. L~ftlright 12.70. 19.62.93 1.64.53. grade. order. 46.27. telephone.91.37. Question and answers abqut name. Parts of the bc)dy __ __ _ __ __ 11. Request forms 6.

Activity Number/Level . fabrics. Beginner Intermediate . eating lunch 27. Food 98.. months. Ukes and dislikes 30.. 112 24. parts 32. understanding grades. r: Advanced __ __ __ __ . Buying. date. 101 88.. Nutritional Information 26. Clothing 31. People In school 22. Emotions and states of being 33. homework directions. Taking written tests 20.109 21. 1590 150 24.101 80 75 70 144 101. 99A. Setting the table 28. report cards 98 24.98. bringing. 110 111-116 152 117 __ ' 23.65. Weather.98. Telling time 17. Animals 34. _ __ __ __ 16. 101. School subjects. Asking prices and "1ak1ngchange __ __ __ __ __ _ __ _ __ __ __ 25. Family members and relationships 21.155 . temperature. Shopping for clothing: sizes. birthdays 18. Calendar: days. Rules and vocabulary for common games 35. 154 22 159E 109-117 110-117 152 116 1'51'. Table manners 29.101. 125 98.. Counting money (coins and bills) 24. seasons 19. A.98.LANGUAGE NEEDS CHECIWST (continued) Need.166 109.91 46-68.47.

funerals.LANGUAGE NEEDS CHECKLIST (continued) Need.30. Giving and following directions 67. Measurements 49. Verbs (command forms) 2. Houses. 5 24 26 109-130 28. 154 144-152 144-153 142 84. rooms of the house Furniture 38.Rre$afety _ _ __ _ _ __ 41. 118.98.101. Using the telephone 127 110-117 124. Saying no to strangers/abuses 42. Numbers 1-23. 109-140 93 117 __ 47. _ _ 36. 101 73 ao . 154 101 IntermeclllI8 1590 159C Advanced _4O. Nouns (plural) 6. 49. Manners and expected conversation for other occasions (birthdays. 129 _ _ LINGUISTIC FORMS 1. Manners for visiting 39. 47 4. achievements. Safety and school safety 147 149 98. Nouns (with conjunction and) 5. Nouns (singular) 4. 47. 1-23. Community places 45. Community workers and occupations 44.69. graduations.30. Drug abuse prevention 43.~. Reading a map 46. Area Activity NumberlLevel Beginner _ _37. 101.90 28. conferences) 48. Verbs (negative commands) 3.

Object pronouns 17. Thlslthese. Don't have 16. Area 7. on.19. Possessive forms 20. 14.30. 47 3.99A 32 99B 79. Simple pr9S8nt tense (affirmative) 21 99 105 30 31. some Have 15. Question words (why. PreposItions (to. Subject pronouns Adjectives (colors) Activity NumberJLeveI Beginner Intennedlate Advanced __ __ _ _10.27. an.15. Contractions 13. 1-23. Subject + (BE) + VERB + Ing 24. 18.LANGUAGE NEEDS. 89 103 99A. what. Be (Is. 104-105 116 29. Subject + (BE) + VERB + Ing + NOUN 25. under) 9. . Subject + (BE) + VERB + prepositional phrase 26. Sentence pattern: VERB + (noun marker) + NOUN 8. Possessive pronouns 18. In.cHECKUST (continued) Need. There Islthere are 23. 70.9. Prepositions (0V8~ behind.46. . am.15 103 13.14. how) 27.89 35 35 104 104 107 . 818) and BE + NOT 12. 160 1QO 109 160 106 35. A. 32.12. where) 19. Question words (who. __ _ __ _ _ __ __ __ __ _ _ _ _ 11. thatlthose 21.62 __ __ __ _14. next to) 22. near.61.

Comparison of adverbs 43. Empty IT subject (Its raining. Was. VERB + to + VERB. Tag questions 45. 29. Many. Simple past (question. Idioms 49. question) . Simple past (regular) 34. much 47. negative fOrms) 35.LANGUAGE NEEDS CHECKUST (continued) Need.) 38. Future with going to 32. Short answers 44. Perfect tense 50. 99 105 were 30. Adverbs (frequency) 40. Simple past Orregular) 36.91 34. 39. the 48. Adverbs (manner) 41. an. Countable/noncountable nouns 46. Intermediate Advanced 108 108 107 109 35 50 35 91 83. Comparison of adjectives 37. A. Area Activity NumberlLevel "Baalnner .124 75 108 108 __ __ __ __ __ _ __ _ __ _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 28. Past continuous (was + VERB + Ing) and future with will 31. Other prepositions 33. Habitual past (used to + VERB) 108 109-118 109 109 . Past perfect tense 51. Simple present tense (negati~. Adverbs (time and place) 42.

you can readily add to it from your students' experiences. Relative clauses 59. Either/or. Adverbial clauses 60. Requesting help. Elliptical sentences 65. past. or object 3.etc. Sentenc~ variety 61. unreal) 56. Modal auxiliaries 55. a service. Students need to be aware of the particular WWJsIn which Americans go about expressing different functions. If clauses (present. Two-word verbs 64. since the idioms used. Mure. the set phrases and the cultural expectations. Transitionals (however.) 37 Intermediate Advanced FUNCTIONS Students may have adequate vocabulary and command of English grammar but not yet be able to fit In with the native&. neither/nor 63. therefore.LANGUAGE NEEDS CHECKUST (continued) Needs Area Activity Number/Level .48 25 179 . and the degree of politeness are also foreign to the newco~r. Beginner __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 52. Compound sentences 54. Passive sentences 57. Agreeing 25. The following is a partial list. Showing appreciation 4. Noun clauses 58. Direct and indirect speech 66. VERB + gerund 53. real. meanwhile. Sequence of tenses 62. 1. Requesting information 2.

Beginning a conversation 9. ' anger 26. Making excuses 14. Insulting 27. Clarifying meaning 8. ~Ioglzlng 15. disapproval. similarity 25. 8CCt[tptlngand refusing InvitatiOns .. Acknowledging reSponsibility 13.. PayIng compliments 16. Defending against Insult . Describing 18. Initiating friendship 21. GIving orders 12.. A . Ending a conversation __ __ __ __ __ __ __ __ 11. Persuading 7... Expressing love. Activity Number. Expressing pleasure and displeasure 17. LANGUAGE NEEDS CHECKUST (continued) Need. Exp~lng sympathy 24. Disagreeing 6. Inviting. Interrupting a conversation __ ' 10. Offering assistance 23.. Complaining 167 167 167 167 167 167 167 167 166 167 166 167 167 166 167 167 _' _ 19... Criticizing __ __ __ __ __ __ __ -_ 20.. Bealnner Intermediate 167 167 Advanced 5. Expressing dislike. approval. 22.

Spelling rules 6. Beginning sounds 3.83-85 . Rhyming words 25 61.97 n.LANGUAGE NEEDS CHECKUST (continued) Needs Area Activity Beginner WRITING __ _ _ _ __ __ __ __ _ _ __ _ _ _ _15. "How to" paragraph 14.63. Spelling 5. 166 96 154 8. Ending sounds 4. Business letter 165 165 129 9. Word order 8. Short sentences 7. Book report Opinion 18. _ _ 1.64.10.Words 4. Letters (upper and lower case) 2. Recognizing letters 2. Commas. Proper nouns.96 98. capitals 10. Other punctuation 12. _17. Periods. News article 19. 66. DescrIptive paragraph 13. Script 3. question marks 9. 9 NumberlLevel Advanced Intermediate READING _ _ _ _ 1.101.68 71-74 92 38. Friendly letter Story 16. quotation marks 11.

101 101 101 __ __ __ _ __ 20.LANGUAGE NEEDS CHECKLIST (continued) Needs Area Activity Number/Level Beginner 5. 80 94. Intermediate 75. Synonyms and antonyms 19. Inference 26. 76 Advanced 70. Sentences 17. Setting 24. Silent lette" 11._ 10. Outlining __ . Conflict __ _ __ __ __ 25. Purposes of reading 27. Root words Syllables _ __ .154 98. 30. 12. Characters 23.ldentificatlonlenJoyment 26 . DetailS 21. diphthongs 7. Phrase grouping 16. Prefixes and suffixes 15. Skimming 29. Long vowels. Digraphs 8. 116 __ _13. Context clues 18. Short wweIs 6. Homographs and homonyms 39. Sight words __ _. Stories .__ __ __ __ 14. Main idea 22. Blends 9. Study skills 28.

Sound clust~ Accent IntQnatIon Rhythm and fluency 102 102 102 102 _5. --. Individual sounds _2. Area Activity NumberlLevel Beginner __ __ 31.. Theme Intermediate Advanced _33. .4.LANGUAGE NEEDS CHECKUST (contlnQ8d) Need. Style PRONUNCIATION __ 1.PIot 32. _3.

Grades: Kindergarten to adult English level: New beginners (and up) Objectives: 'Ib develop listening skills. You can prepare students to understand the behavior required and the instructions they will hear in mainstream classrooms. vocabulary. on listening and responding activities at the beginning or end of every beginner's class. Discipline with LE students works when the language basis for appropriate behavior has been set up in a pleasant learning situation. at assembly programs. . low-anxiety. TPR activities tie comprehension with performance in nonthreatening. and Verb + prepositional phrases word order. Much more material may be taught for "passive" recognition than when production is required. TPR activities help the student adjust to the school. Gather materials indicated for each drill. Students build self-confidence along with a wide-ranging passive vocabulary base. but the mental and physical performances are anything but passive when these activities get going! WHO~-BODY INVOLVEMENT WITH TOTAL PHYSICAL RESPONSE ACTIVITIES 'Ibtal Physical Response activities (TPR) greatly multiply the amount of language input that can be handled by beginning students. . to have fun and physical exercise Presentation: 1. Students become ready to talk sooner when they are under no pressure to do so. Speech is not required. learn command forms of verbs and English Verb + object. on fire drills. in the halls. We recommend that you spend five to ten or more minutes. on trips.Getting Started Listening and understanding might sometimes be referred to as passive skills. whole-body responses.

. Give the instruction to the entire class. without modeling. participate without heSitation. 3. Make enough copies for your class.vocabulary in areas needed in your classroom' and school.) Stand up. Sit down. 5. Keep students feeling successful." TPR 1: Stand/sit/raise/close/open Materials + eyes/mouth/hands/book needed: Book of any kind for each student Stand up. review the first set of commands. Select small groups of students to go through . . Read each command and signal for the class to repeat after you. Stand up. Repeat. CalIon individual volunteers to act out the instructions.) Sit down. keeping a rapid pace. varying the order of instructions.GETTING STARTED 29 2.Praise the students generously. and continue to model the performance. (Model each action as you give the command until most students Sit down. yet still challenge the students with a swift pace and variety of modes. Repeat the instructions a third time.the actions while the remainder of the class watches. "Go to the tallest boy. Then repeat the new ones. Raise your hand Put your hand down. (Repeat and review commands after you add new ones. . Introduce new directions while you model the actions. combining them with new material. compound sentences. 4. clauses. modeling the performance expected. recombining them before adding more. Each day review segments from previous lessons. giving lavish praise for performance. On the second day. with humorous inclusions of impossible or silly tasks. comparisons. 10. allowing students to copy other students . CalIon volunteers to read individual sentences. Raise your hand Put your hand down. allowing abler students to model the actions. 11. Allow abler students to give all the commands as others act them out. Create your own TPR drills to introduce or reinforce any new topicadjectives. Add whatever is appropriate to extend . 9." "Point to the girl who is wearing a pink vest. Reading lessons may be based on the drills.""Bring me the book with the most pages. 8. 7. 6. The idea is to keep the anxiety low with a "no failure" activity.

(whisper) Be quiet. Raise your hand Put your hand down. Open your mouth. Open your book. Put your book down. Touch your mouth. Shhh.) (Applaud their accomplishment. Touch your book. Sit down. Open your eyes. Touch your hands.ESt TEACHER'S AC1M1JES KIT Raise two hands. Put the other hand down. Put one hand down. Open your mouth. Raise your book. Close your book. erasers Touch your eyes. hold students quiet for 30 seconds. pencils. Wonderful! (Put a finger to your lips. Raise your hands. Put your hands down. Qose your mouth. Close your book. chairs. Open your hands. . Close your eyes. Close your eyes. Open your eyes. Open your book. Close your mouth. Close your mouth. Stand up. That's very. Open your mouth.) TPR 2: '1buch/put + ears/pencil/chair/table/crayons/boy/girl Materials needed: Students' desks (tables). Close your hands. very good. Touch your ears. Touch your nose. cr~ns.

Go to the calendar. (Include for humor. . Put your chair under your desk. Touch the. Touch the door. Touch the fIag.) TPR 3: Around the room Materials needed: Chairs. (Omit items not in your room. Add items that are in your room. Open the window. Open the door. rather than serious. Touch the sink. Boys go to the window. Gi. Touch your pencil Touch your chair. Go to the window.) Raise your nose. desks. Put your book down. Go to the sink. Close the window. Raise the teacher's desk. Go to the teacher.GEtTING STARTED III Raise your book. (Repeat above. (Roll eyes up-also for humorous effect. not necessary for performance. Raise your eyes. . Girls go to the map.) Touch the crayons. Go to the fIag. table. Go to the door.1sgo to the door. CI~ the door. Touch a girl Touch a boy. classroom objects. Go to the chalkboard.) Stand up. Touch the map. Raise the table. Touch the teacher's desk. Go to the map. Go to the teacher's desk.

) (Small group. Jump.) (Hand chalk to an Indluldual.) (Model speaklng: Hello. Stop talking.ESl.) (Model hitting the chafr or desk. Hit the teacher's desk.door. Girls go to the boys. Talk. Run. Talk to the boys. Talk to the girls. Stop pushing. (In place. Stop hitting. Walk to the. Jump to the teacher's desk.) (In place.) . Write. Stop writing. TPR 4: Verb commands + negative commands with ftstop" Materials needed: None Walk. Jump to your chair. unless your class Is small and the students can walk around the room. Push the door. Push your chair. Stop pushing your chair. Stop jumping. Walk.) (Indlufdual.) Stop walking. Stop hitting the teacher's desk. (Model this by walklng In place. mACHER"S AC1JVJTlES KIT Boys go to the chalkboard. Stop talking. Hit. Run to the cha&boan! Write on the chalkboard.) (Indfuldual. Stop running.) (Use a pendl or mime with fingers holdfng I~agfnary pencf1. Push. Sit down In your chair. Everybody go to your chair and sit down.) (Model gently pushing a student or an Imagtnary door. what's your name? How are you? etc.

Don't~ Run. hit your chair.~\£ry .") . .. jump to the flag. Walk tiptoe to the map.~. Walk tiptoe to the teacher's desk. C C' ((J}·H'(. v . Laugh.. Skip to the closet Walk slowly.:~ .: Skip... /"t . Hop to the door.) Don't run to the door. Don't hit Push. 0. Hop to the chalkboard.. Don't run. (flap arms) Fly to the closet Fly to the teacher's desk. Stop laughing. (Let students understand that there are two different negative commands with the same meaning. Fly. . . Laugh. TPB 8: Verbs of motiOD + placea Materials needed: NODe Walk tiptoe. Don't laugh..:. !(. • ~-C~ I. .. They will hear both in their maiDstream c1asaea and Hit around the school and in the plqground.. Don't jump. Skip to the window. walk to the door. Don't walk to the flag.~ n. Hop.1. "". Don't push. Don't push your chair.Jump.GElTING STARlED TPB 51 Verb commands + negative commands with "dOD"" MaterIa1s needed: None Walk.+'.

Touch the chalkboard. (Some students follow instructions at the chalkboard while others write on their papers or watch. children from (Columbia). Turn on the lights.ESE. Walk qUickly to your desk and sit down. (third) grade (boys). Touch the teacher's desk. Open the door. Don't run.TEACHER'S AC1MTIES KIT Walk slowly to the wastebasket. addressing different groups in your class. Open the closet. Run to the closet. Walk slowly to the door. Close the closet. Crawl to your chair and sit down. TPR 8: Write/erase + name/numberslletters/words Materials needed: Chalkboard and/or writing paper. Walk slowly to the Ught switch. Girls walk tiptoe to your chairs and sit down. Dance. Jump to the window. Dance to the chalkboard. Dance to the teacher's desk. Boys. Walk slowly. '.) . Tum off the Ughts. Girls fly to the chalkboard. hop to the calendar. Walk tiptoe to the teacher's desk. (You can repeat these and any TPR actions. TPR 7: More verbs of motion + places Materials needed: None Go to the door. Close the door. Touch the window. Examples: (Fourth) graders. hop to your chairs and sit down.

Erase E F G.GE7TlNG STARTED Erase everything. Erase 1. Draw a line under I J. 4. What is it? Erase your name. Draw a line under number 4. Write ABC 0 E. Draw a circle around 1. 2. Write b-o-o-k. 3. 7. 3. 10. Cross out number 1. (model or mime the action) Erase book. Erase everything. 10. Hop to your chair and raise your hand Put your hand down and sit down.drcle around A B. 4. 2. 3. Draw a circle around F. Cross out numbers 3 and 4. Write your last name. 6. 2. 5. Draw a line under 6. Erase CD E. (or take out a piece of paper) Write 1. TPR 9: Draw/cross out + line/circle Materials needed: Chalkboard or writing paper Go to the chalkboard. 5. TPR 10: Copy + word (num~er) times Materials needed: Chalkboard or writingpaper . 8. Go to the chalkboard (or take out a sheet of paper) Write your name. 4. Write numbers 1. Draw a line under 9. 9. Draw a . 8. 7. Erase number three. Draw a line under e f g. 2. Erase pen. What is it? Write p-e-n. Write ABC 0 E F G H I J. Cross out ABC.

with class observing. TPR 11: Go/turn on/fill/driDk/spill/take/sharpenlget Materials needed: Sink. Write book. (chair) Take your pendl. Go to the closet. Copy the word go five times. (This drill is best done by one student at a time as you demonstrate for that student. Copy the word pen four times. (or takeout a piece of paper) Write boy. Go back to your seat. Spill the rest of the water in the sink. RII the cup.ESt reACHER'S AClWJTlE. TPR 12: Point to/look at + objects/map/countries/calendar Materials needed: None Point Point Point Point Point to to to to to the the the the the chalkboard. Copy the word boy two times. flag. door.) Go to the sink. Drink some water. window. Turn on the water. Copy the word girl three times. Get your lunchbox. pencil sharpener. student lunchboxes or bags. Write pen. Write girl. pencils. Sharpen your pencil Go back to your seat. Copy the word book two times. Write go. Go to the pencil sharpener. calendar.S KIT Go to the chalkboard. Go back to your seat. . Turn off the water. paper cups.

Point to the United States. pencils. (If students are sitting around a common table.'f 2$ :!. Look in your pocket. Point to the piano. the items ~ be placed . Bring me a yellow pencil and a green book. bookcase. Go to the (desk). TPR 13: Bring + (color) object and object Materials needed: Pencils (1 yellow). Individual students perform as others watch. 7 8 q 10 11 12. 12. Bring me two sheets of paper and an eraser.c&.ii~ Look at your book. please. please.. 2.. Thank you. 13 Look at the bulletin board 1lf 15 " 11 fQ. stand up. please. paper. Jump to the map.1 21..GETTING STARTED 87 Point to the alphabet. (Place the materials around the room as needed by the instructions you will give.ol. 23 2.-rt:rr71iii:.. Bring rne a red crayon. erasers.~4'" Look at the window. NOVEMBER Look at the chalkboard. table). please.:-. Thank you. Walk to the calendar. please. ZSz. crayons (1 red). pens. Thank you. Thank you.:. Go to the table.) Go to the (teacher's desk. Go to the (desk). Look up. Look down. stand up. Thank you. Run to your chair and sit down. Thank you. Look at the picture.tf30 Look in your desk. erasers.u. please. Bring me two books. colored paper. Go to the (desk). please. Thank you very much! TPR 14: Take/put + on/next to Materials necdede Book. 4 books (1 green). Go to the (desk1. Bring me a book. crayons (two purple). (Student name).-Look at me. Point to (student's country). Bring me a pencil. Point to today. (Student name). Bring me an eraser. Hop to your chair and sit down.A. Go to the (desk).

} Take the book. Put the yellow paper under the brown paper. markers. to/put away + . TPR 18: Take outfraise/put/point textbook names Materials needed: Student subject area textbooks Take everything off your desk. Take the pencils. Take two brown papers and put them under the book. Take out your social studies book. Put the green paper under the yellow paper. Put the pens on the book. Put everything on the table. Take the red crayon and the green crayon and put them next to the orange crayon.ESL TEACHER'S ACTMTlES KIT on the table. Put the pencils on the book. Direct your commands to individual students as other students observe. Raise your notebook. Take the purple crayons. TPR 15: Take/put + (color) object (or it/them) + on/next to/under Materials needed: Pencils. Put the book on the paper. Otherwise. Take out your math book. and paper of various colors Take'a pendl and put it on the table. you might circulate around the students at their desks. Put one eraser next to the crayons and one eraser next to the book. crayons. Take out your spelUngbook. Put your notebook down. Put the crayons next to the pendls. Take a black crayon and put It next to the pencil Take the orange crayon and put It next to the black crayon. Take out your notebook. Take the erasers. Put It on your desk. Take the pens. with items on 'a large tray or a shallow cardboard box. Take the orange paper. Put the orange paper here.

Oose your math book. Open your phonics book to page ten. . Put aU your books away. Put your science book away. Close your book. TPR 17: Open/close + textbook names and pages Materials needed: Student textbooks Take out aU your books. Put your math book on your spelling book. Turn the page. Put your reading book on your phonics book. Take out your science book Take out your phonics book. Take out your reading book. Put your reading book away. Open your math book. (or whatever books. Open your spelling book to page five. notebooks. Turn the page. Take out a piece of paper. Tum to page forty-one. papers. PoJnt to your spelling book. pencil cases they have) Put your phonics book on your math book. Turn to page thirty. Close your book. Turn to page fifty-one. Open your math book to page twenty-five. Turn to page twenty. Close your book. Put all your books away. Open your science book to page thirty-one. Close your book.GETI'lNG STARTED Point to your math book. Put your spelUngbook away.

Pick up the orange and the yellow crayons. Put it down. TPR 19: Color/draw + firstlsecondlthirdlfourth Materials needed: Crayons. Go to the and get a box of crayons. and paper. Wemonstrateon of chart paper at the front of the room. writing paper Take out your crayons. Write your name on the paper with the pencil. Draw a line under your name' with the purple crayon. Put the purple crayon back in the box. Raise the brown crayon.) Pick up the blue crayon. Hand in your paper. Pick up the orange crayon. Pick up the purple crayon. Put the blue crayon back in the box.) Take out your pencll and paper. Put it down. (etc. Pick up the red and the green crayons. Hand in your crayons. Write your first name with the blue crayon. pencils. Put them back. (or. Raise the red crayon. Write your last name with the orange crayon. Draw ten small circles with your pencil.ESL TEACHER'S ACTM17ES Kll' TPR 18: Take out/open/point to/pick up/write with/draw with + (color) crayons Materiatls needed: Box of crayons for each student. Cover the box. a large sheet . Put it down. Put the crayons away. Put them back. Put the orange crayon back in the box. Raise the green crayon.) Open the box.

Color two drcles red Color three drcles black. 80 you can execute them swiftly. Hand In the crayons. as long as the students are aware of the underlying content. Color the fourth drcle yellow. Please hand out the scissors. Draw four more small clrcles. Please collect the erasers. Thank you very much. (or wherever It Is that penclls belong in your room). Please collect the pencIls. erasers. content area. Thank you. Props may be used or actions mq be mimed. (Do this exercise with individuals. please hand out the pencIls. Please collect the scissors. TPR activities are best written out in advance. Put the crayons In the box.' Put them on the teacher's desk. papers.GEfTlNG STABlED 4J Open your box of crayons. Color four drcles purple. Put them In (the bookcase). Color one drcle green. Color the third drcle orange. Put them on the (teacher's desk). (Name). scissors. Hand In your paper. Please hand out the books. Please collect the papers. books. . Thank you. or holiday activity. please hand out the crayons. a number of pencils. Color the first drcle red Color the second drcle blue. Thank you. Put them In the (closet). Put the cover on the box. . Please collect the books. TPR· 20: Hand out and collect Materials needed: 8 crayons.) (Name). You can create 1btal Physical Response activities for any vocabulary area. Please hand out the paper.

) Put on your socks. (This can be mimed. Zip your pants. Point out an area of the room that will be where the students go to get their lunch boxes and another area that will be the "lunchroom. Stand up.E. Put on your shirt and your pants. Open your milk container. Buckle your belt. Button your coat. TPR 22: Lunch time Materials needed: Lunchbox. Get your lunchbox. wrapped sandwich. Put on your hat. straw. (Students mime the action as you demonstrate with the props. . Une up. It's time for lunch. Mmmm it's good. Take off your gloves. Take off your sweater. Take a bite of the sandwiCh. Open your lunchbox. Take off your hat. Sit down. Put on your coat. milk container. Put on your gloves. Go to the lunchroom. Tie your shoes. Unbutton your coat. Take out a sandwich." Or let their own desks be the "lunchroom. Put on your sweater. Put on your belt. Put on your shoes. Take off your coat. .") Look at the clock. Unwrap the sandwich.SL TEACHER'S ACTWITIES KIT TPR 21: Getting dressed Materials needed: None. Button your shirt.

Put the second snowball on top of the first snowball This is the snowman's chest. Make another snowball. Make one more snowball. It's cold and wet. This is the snowman's feet. Take the garbage to the garbage can. Roll it and roll it and roil it. Drink the rest of the milk.) Materials needed: SnoW. Wipe your face with your napkin. Roll it and roll it and roll it until it is very. Now make another snowball.GETTING STARTED Put in the straw.(Go outdoors on the flrBt snowy day or mime without "" " Look out the window. very big. Stand-up. Roll it in the snow. Close your lunchbox. . Eat the rest of your sandwich. Roll it in the"snow. It's snowing! (Mime snow with hands gently failing.) You are very happy. Put on your boots. Make a snowball Throw the snowball Don't throw it at a person. fingers waving. Go outside. Put on your coat and hat. Pick up some snow. Put on your gloves. Let's make a snowman or a snow woman. Feel it. Clean up the table. TPR 23: "Snow Wonder" props. Drink some milk.

This.is the snowman's head Make the snowman's eyes. SHOE BOX ENGLISH The number of lesson activities that can flow out of a shoe box full of small items is endless. The dozen activities suggested here should serve as a jumping off place for your own lesson creations. Expand and modify the lessons as your students' needs suggest and according to the actual items in your shoe box. Put a hat on his (her) head.S KIT Put the third snowball on top of the chest.ESL TEACHER'S ACTlVlTlE. nose. j 1 j . and mouth.

heel from a shoe. beautiful and ugly masks. .hail. and a turtle in box r You also have a handy set of items that begin with whatever letter you are teaching in your phonics lessons to beginning readers. old and new toy cars. wires. and a window from a doll houae. turtle and rabbit (fast and slow). red.G£TTlNG STARlED Assemble a collection of small items. and handkerchief In addition to boxes of items stored by letter. green. clean and dirty paper. hundred-dol1ar plB1-moneybill. which generally come from my house. wide and narrow ribbon. and black cars. sandpaper (rough). medium. I announced. whenever you need a prop for a lesson or a story that you are reading. donations from other teachers.) But even a single box of assorted items will perk up your students' interest in handHng and communicating about the objects. rock (hard). a dinosaur in box D. the classroom. and the next d81 I was inundated with a supply of watches. whistles. Other boxes hold items that belong together or that are used with a taped lesson (see Chapter Nine). toy animals junk jewelry ribbon. hat. and large dogs. (This1s the perfect place to channel your pack-rat tendencies. ("I need some little things that begin with w. Here are some of the things in my own constantly growing collection.) Items should be nonbreakable and useful in developing vocabulary. purple. sort them according to your needs into a number of shoe boxes. you might have an adjective box-small (tiDy). horse. you can rmd the alligator in shoe box A. tiger (dangerous). It won't take long to create a comprehensive collection if your students and 8illow teachers donate items. hippopotamus (fat). hen. long and short string. In your H shoe box. you ~ have a.. and plastic prune (wrinkled). fOr example. and garage sales: small dolls doll's tea set doll garment. whole and broken items. fur (soft). the children themselves. If you sort according to beginning lette!. box feathers piece of fur sandpaper jar play money stone pencils chalk crayons eraser plastic fruit keys plastic flowers tree watch rubber band mini houses small box nuts music box furniture toy cars Mter you have been collecting objects for a while. tiDJ wheels. satin (smooth). house. amall doll with long.

£81 TEACHER'S AC11VJTlES KIT 24. You can request complete sentences later. ring? Jyes) Is this a spoon? (no) c. hold out your hand and say. VOCABULARY DEVELOPMENT Objective: To develop vocabulary Presentation: Students sit -around a table. and strueture. Praise students for nonverbal responses as well as for one-word responses or complete sentences. when they can more easily handle the complexity of sounds. At first. as you gauge your students' abilities. Lessons for beginners should involve students in physical responses to commands or giving one-word answers. An effusive smile and "thank you" will complete' the meaning. After passive recognition. Repeat the same pattern. a. . Clear the table except for the items you are teaching. Say the names of the"items several times for passive recognition. Point to the dog. hand as you repeat the requ. bringing his hand and the spoon to your outst. Add items at a rate that will add interest and challenge but not overload or confuse. "May I have the spoon please?"· If necessary.) Wote: Language lessons will be more successful when there is plenty of 25. so each child has an opportunity to give you one thing or so that the group has at least ten occasions to hear the request form. Is this a. to make requests Presentation: 1. Where is the ring? b. Yes or no response needed. word order. Act out the meaning of your commands as yoU give them.est. and repeat as often as necessary. practice the vocabulary for active use: Is this a pen or a paper? What's this? (a spoon) What's this? (a dog) (a pen) opportunity for listening comprehension prior to speaking. No language response necessary: Point to the spoon.retched other. After teaching the names of several items placed in front of the student. pick up the student's hand and fold his fingers around the spoon. REQUEST FORMS Objective: To comprehend and respond to requests. limit the number ofitems taught to three or even two.

"May I have a please?" Give it to him or her. "You're welcome. for example. wait for a thank you. please? The pitch and melody of each word in the whole phrase is as important as the pronunciation of the words. AND Where are the pen and the pencll? Point to the dog and the cat Take the car.) 2. ~ay I have the (object}. and the dog. they will be creating hypotheses to explain our behavior that may be far from the truth."in chorus. dirty. Teacher Student May I May I have May I have the pen May I have the pen please? May I have the pen. please? (etc. May I have the pencU. as that hand is reserved for "dirty" work. (Korean children are taught to hand things to an elder with both hands. Help students say the words. etc. the dog. please? have May I have the pen May I have the pen please? May I have the pen..t .GElTlNG STAR7ED 41 Tbis is an opportunity for you to be aware of the potential for cultural differences in the simple act of handing items to a person. (This American is rude." (Da eta da da DA da?) (Students can benefit in getting the melody practice without . breaking the sentence down to individual words when necessary. Most Americans are unaware of the rightJIeft significances that other cultures place on simple actions..) It is not just language forms they are learning but typical American body language as well. and say. the pen. The students will note the differences 'between their new environment and their own culture in this behavior as well as in other areas.. 28. disrespectful. Consciously or unconsciously. . and Arabic children must use only the right hand. so the (mal utterance should have the "polite request f!>rm melody.) Hold up one of the items that is now familiar." . A student must Bay.the distraction of difficult sounds to remember and produce.) . They will be aware and possibly offended when things are given to them with the left hand. and the cat..

May I have the small cup. ADJECTIVES Where is the big spoon? . please? (etc. 31.) 29. please? May I have two red penclls and four blue crayons? (etc. please? Which animal has long ears? Which animal has a short tail? (etc. two. the green crayon. The yell<?w penclls are long. the new car. three.ESL TEACHER'S ACTMTIES KIT 27. IS/ARE. COLORS Where is the blue car? Point to the black cat. Put the crayon in the desk Put the car under the table. the short 30. . Put everything in the bdx. NUMBERS AND PLURAL FORMS Count the marbles: One. Take the yellow pencil and the red pen. and the red car. the long pencil. COMMAND FORMS AND PREPOSITIONS OF PLACE Take the doll.) 28. May I have the green car and the red truck.) pendl. the diTty paper). May I have three marbles. Give the red cup to Juan. four marbles. ITtrHEy The truck is red Is the car red? (yes/no) The dog is big. Place the shovel against the fence. Is the cat big? (yeslno) Where is the crayon? (It's) in the box. Put the doll em the table. please? May I have the clean paper ( the old car.

What Is the smallest thing in the box? What Is the most beautiful thing in the box? (etc. apple.) Where are the cups? (They are under the table. old CSJ.) SIS.).) SSe AlAN Continue work on have and has. VERB TENSE PRACTICE I am (not) holding a penny.GETIlNG STARlED 49 Are the -red penclls long? (No.ncllis longer than the pen. they aren't/Yes. the ring or the ribbon? What Is smaller. aeintbrce before teaching has and doesn't have. 00 you have a doll? No. Which Is more expensive. What are your holding? . they are. Come back to the third person singular furm on other occasions. The truck Is bigger than the car. ugly mask. (etc. Does Carlos have a truck? No. Add objects beginning with voweIs (alligator. he doesn't ~ve a truck. The green ring Is more beautiful than the red ring. The truck is the biggest thing in the box. HAVE/BAS Distribute one or more items to each child and to yourseI£ 'Thach have and don't have on one day. the ring or the flag? . COMPARISONS The pe. umbrella. What do you have? Ihave a dog and a cat.) 82. Idon't Juanita has a doll Andy has a truck. orange. These will take longer. I have a spoon. 84. etc. elephant. he has an engine.

Example: place the house next to the edge What will happen if I drive the car past the house? It will falloff the table. . . Should the car drive past the house? No. (etc. I (see) (sow) the (lion). The green car drove past the house. star.) Find something that rhymes with up. You put the (flower) on the book. Where Is the rabbit sitting? What am I doing to the truck? You (ate pushing) (pushed) the truck. . 1EACHER'S AC1MTlES KIT 38. Paul (Is taJdng) (took) the money. ball. car. What would happen if the car drove past the 'house? It would fall off the table.) ESl. it shouldn't. (etc. PHONICS What things begin with the sound Ibl? (box. etc.. MODALS r4the table: Set up situations with the objects.. The red car didn't driw past the house.) ~ 37.) What is the beginning sound of marble? (m). ~ (etc. chair? (ch) Rnd something that begins with the same sound as dinosaur. (dog) How many things can you find that begin with the sound It!? Put all the things that begin with the same sounds together. crayon? (c). Jennl (Is counting) (counted) the money. VERB TENSE COMPARISONS The green car Is golng to drive past the house. (cup.) 38. The green car is driving past the house now. etc. basket.

SENSORY DEVELOPMENT Place an item in a paper bag without letting students know what it is. The rabbit sat on the chair. /Iag.(or more) objects on a tray in. It has wings. MEMORY DEVELOPMENT Place ten. 43. CREATIVE SENTENCES Select two or three items at a time at random. It is made of glass. blue things. (Car. red things. all the furniture. (airplane) 44. Have them open their eyes and tell what's missing. things that begin with the letter m. Then have them close their eyes as you remove one or two objects. This is something that goes fast. etc. 40. CATEGORIES Distribute items and have the students sort them into subgroups such as: all the animals. rabbit) . transportation items. write each word on a 3 x 5 index card. 41. It is long and yellow. (pencU) This is small and round (marble) It is like a very litde ball It is hard. LISTENING COMPREHENSION Guessing game: I am thinking of one of these objects.J 39. Place the cards around the table. It can fly. You can write with it. (Chair. Let the students study the tray for thirty seconds. The rabbit made a chair. Distribute the objects and let the students place the correct object next to each word card. The rabbit saw the chair.GETTING STAR'JEI) .) I put a flag on the car. Etc. The chair fell on the rabbit. Students feel the item and guess what it is. SIGHT READING After you have taught the names of (ten) objects. 42. all the toys. Students must make up sentences linking the items.front of the class.

. CREATIVE STORYTELLING Select two or three "character" items (animals. monsters) and some setting items (bouse. moving away.ESI. then pick out other characters fur them to try their imaginations on. tEACHER'S AC1M11ES 1CIT 46. Students create a story. Fbr special prizes. and so on. Students ~ work in a large group or small groups or individually. tree. birth~. apple). the items are available as souvenirs. money. the shoe box ~hawit. ***** Other Uses lor Shoe BO:l: Items 'Thachvocabulary for a storytelling session. When students want to draw certain items and need a model. You might demOnstrate the possibilities yourself first to giw an example. This ~ be done as a written eurcise as well. Select some replaceable items and allow the student to pick one as a gift to remember your class by. people.

long. tall. If the eraser falls off. Each team lines up behind their team leader. I see something that has two hands and numbers and tells us the tlme. beautiful expensive. Divide students into teams. CtJ see a (table. hard. etc. funny. I see something (new." the first student In. the student must replace it before continuing.Action Games 48. useful. small. Students may help teammates by pointing or naming objects but not by translations into native language. I see something we made yesterday. or at least ensure that chairs are under desks and aisles are clear. dangerous. I see something you can write with. ISEE Grades: K and up English level: Beginner Objectives: 'lb reinforce classroom voCabulary. to increase listening skills )fateriaIs needed: None Presentation: Move the furniture to the side of the room if feasible. You can vary the clues according to the language ability of the class. I see something that belongs to __ . When you say. electric.line on each team goes to that object. or any classroom object). dlrtv. clock. The first one to reach it scores a point for that team. Each player goes to the end of her team's line. Examples: I see something (red). I see something that you can sit on. Youcan add balancing skill as an ingredient of the fun by requiring that the student whose turn it is must balance a chalkboard eraser on his head as he goes to the object. big. soft. map.). old. Decide whether a run or a fast walk is appropriate fur your group.

"Touch your nose. This is Simon.ESL TEACHER'S ACTlVlTIES KIT I see something you can eat. to reinforce command fOrms of verbs. cloth. glass.). leaving it empty. I see something that tells the date. You must do what Simon says. Point to the word balloon as you say and demonstrate each of these statements: . (demonstrate) SIMON Erase "Touch your nose" from the word balloon. I see something that we can play with. metal. paper. parts of the body. I see something that tells us the meaning of words.Objectives: 1b motivate and practice careful listening. Draw a word balloon from Simon's mouth and write nrrouchyour nose" in the word balloon. 47. He is very big and strong. plastic. etc. I see something made out of (wood. Grades: K and up SIMON SAYS English level: Beginners and up . Simon Says." You must touch your nose. objects in the classroom Materials needed: None Presentation: Draw a sketch of a king on the chalkboard. He is a king. I see something that helps us learn English.

" Simon Says may be used to reinforce understanding of words for body parts. As students become adept at doing only those things that Simon says. "Now if you are out." ~Now listen carefully. Martin Luther King Says." while you model picking up a green crayon. and classroom objects. or if it is a childs birthday. and then only when «Simon" says it. verbal directions." Simon says. don't do it.ACTlON GAMES Simon says. don't do it. GIANT STEPS. Simon says. Simon didn't say it. don't do it. Simon says. or 3 giant." "Touch your neck. «Youmay take (1." Touch your back." Good. hops.) 48. "Touch your ears.) (last name). On special days. Simon says. using the request forms. Then when some children make an error. George Washington Says. If Simon doesn't say it. Simon didn't say." Allow students to take turns being Simon. "Miss may I come." Good. No. Touch your legs. «Pick up the orange crayon. (clap your hands. Others in tum request permission to advance. No. that childs name may be substituted for Simon." Continue in this manner until several children have caught on." "Touch ~ur mouth. etc. umbrella steps. or jumps) or combinations of these. "Touch your back. 2. pick up the orange crayon. point to them and say ~Outl" Mter several practice rounds say. Of course you have to emphasize that only the spoken command counts. (A giant . increase the difficulty by giving one command while modeling a misleading cue. ESL Style Grades: K and up English level: Beginners Objective: 'lb practice requests for permission Materials needed: None Play: One person is the "'Thacher" and must be addressed as (Miss or Mr. you will have to sit down. now you can touch your back." "Touch your shoulders. baby. Now you can touch your legs because Simon said.jump. Simon says. you can change Simon Says to Columbus Says.to school?" The teacher says. Example: "Simon says. "Touch your legs.). "Touch your legs. put the book on the floor. "Touch your legs. (Example: Say. hop on one foot.

lunchroom. to practice past tense and verb + object word order Materials needed: Small toy cat or other animal. library. you may. "No. If a student moves without asking permission or moves more than the given number of steps. may. (This activity is a follow up of a tour of the school building. office. nurse. I SAWTHE CAT (This is the ESL version of Huckle Buckle Beanstalk. he must go back to the start. auditorium." If the student advances without saying.) The student must politely ask.ts to take turns being the teacher. ftMayI?" The teacher says ttyes. 50." If incorrect. bathroom. ALL AROUND THE SCHOOL Grades: 1 and up English level: Beginner Objectives: 'lb reinforce names of places in the school." or "No. Allow studen. 49.56 ESL TEACHER'S ACTlVlTIES KIT step is the longest step one can take. to the various areas designated by the signs. Youmay write it on the chalkboard for the first few rounds until it is familiar enough for most to say correctly.). A baby step is the length of one's shoe. or any other special rooms in your school. ESL class. An umbrella step is made by whirling around as one advances two steps.) . (Miss) may I go to the please? If the request is correct. (Change the name of the game to fit the animal you have. Using masking tape or Funtak". you may not. say. lost and found. to practice polite request forms. Play continues until most students have had two or three chances to move about the room. Review the following day. post the signs around the room.) Grades: K to 6 English level: Low intermediate Objectives: 'lb practice observation skills. one or two at a time. "(Name). Presentation: Send students." Students then raise their hands in tum and request permission to go somewhere else.) Preparation: On 8 x 12 oaktag or construction paper." you and call on another student. computer room. cCYes. ftMayI?" the teacher instructs him to go back to the start. you may not. write the words gym. They must say the entire phrase correctly. go to the office (etc.

with help if necessary.Then say. a six-inch ball PreparatioJi: Wash out the milk cartons. who else can say that? Individuals sq it. Don't peek. Sit down. Can you see It? (yes) Then you wUlwalk around the room. When you see the (cat). they are not to touch it or take it but go to their chair and sit down. Go around the room. What Is It? (a cat) Iam going to hide the (cat). (demonstrate touch) WUl you touch It? (no) Go to your desk." When the last person has seen it. tape or staple the tops closed . When the (cat) has been hidden. and when they see the object. Sample ·Conversation: This Is a (cat). "I saw the {cat). "I saw the (cat) and the (cat) saw me. (cat). making false trips to different areas of the Okay. MILK MASH (ESL Bowling) Grades: K to 6 English level: Beginners Materials needed: 10 empty 1-quart milk cartons. the fll'St person to have done so gets the (cat) and ~ to the class: Close your eyes. they say. Put your chair under your desk. Look for the When everyone has found the (cat) and taken hislher seat. hide the object. can you say that? (1saw the [catJ. don't take It. Not In a closet. the fl1"stperson gets up. Look for the (cat) now. Class repeats. Don't peek. Look for tne (cat). room to conceal the sound clues to the hiding place. (walk around the room to demonstrate hide) But not In a drawer." (Student). Stand up. open your eyes.) Good. the student ~: Open your eyes. WUI you take It? (demonstrate take) (no)· Don't touch It. 51. Iam going to hide the (cat). 1 am going to hide the (cat). They will get a chance to walk around the room. "I saw the (cat) . Don't look. gets the object.. Now close your eyes." Repeat. Stand up. Continue plq until several students have had a chance to hide the (cat). You can see It. and has a turn to hide it.ACTION GAMES 57 Presentation: Show a small plastic cat Or other object to the students and explain that they will close their eyes while you hide it somewhere in the classroom where they will be able to see it if they look carefully. After they are seated.

six. A Presentation: Act out each sentence as you explain the game to the students. three. The cartons are standing. two. Roll the ball at the cartons. We are going to play Milk Mash. You will take turns. or students point) What is this? . five.(ball) I am rolling the (ball) How many cartons did I knock down? (number) Do I roll the ball again? (yes) How many milk cartons did I knock down all together? (number) What is my score? (same number) Do I roll the ball again? (no) . You will have two chances.ESL TEACHER'S ACTIVITIES KIT needed to talk about the activity. Here are the milk cartons. Stand here. How many cartons are there? (ten) One. We will take turns. there. Elicit responses to determine comprehension: Where are the milk cartons? (here.) Mark a line on the floor to show students where to stand (A). Roll the ball again. That is your score. to learn the English needed to express enthusiasm and disappointment and to keep score Objectives: 1b learn the rules and actions for a simple game and the English Preparation: Set up the milk cartons as in the diagram. to simplify setting up by students. seven. four. (Name) is first. (Mark these spots with a chalked X or masking tape. nine. (Name) will roll the ball back. You want to knock them down. Count the cartons you have knocked down. ten. Stand the cartons up for the next person. The cartons are down. eight.

Don't step on the line. H necessary. as you did. since they may have very little English to use." commenting. What's the score? You go again. students forget they are to practice English. Hold the balls. Example: Carlos has the ball. It's (name's) turn Stand behind the line. He missed. Students listen but need not repeat unless they choose to. She rolled it back to Carlos. you may select teams to compete. He is rolling the ball. Knock down the cartons. . In the heat of the game. Select . He is rolling the ball. Don't step on the line. she) knocked down cartons. He goes again. a running commentary on their actions. It's your turn. Keep score. provide.) (number) After several rounds during which the English is presented. on the actions. Choose a student to be the scorekeeper. What's his score? (four) Does he go again? (no) Mter several turns with several commentaries.a more advanced student to act as the "sports announcer. The ball knocked down four cartons.ACTION GAMES What do I do now? (stand the certons up) Who is next? (name) As students take turns playing.to stop the game and have them repeat some of the English they might use. create two bowling alleys and four teams to speed up turntaking. Roll the ball.did you knock'down? I (he. Maya got the ball. ask questions: Whose turn is it? (student names turn) What is (she) doing? (rolling the ball) How many cartons did (she) knock down? What's (her) score? (number) (etc. How many. Whose turn is it? It's my turn.

Or you may keep them permanently on oaktag chart paper. They may then copy the sentences.) (Sketch game diagram on the chalkboarcL) . Ask questionS to elicit sentences about the activity. ___ team won The score was to _ Students read the paragraph several times. the person. the ball. miming) or roll the ball? (demonstrate) We rolled the ball Where did we stand. 52. individually and in unison. Then we stood behind the line. We rolled the ball and knocked down the cartons. Have them identify the milk cartons. and the line to stand behind. Hurray! No good Fbr readers. to take out whenever your class "goes bowling. . Get the ball Hurry up. Younger children may draw a picture of p~ng Milk Mash.) What did we need? (We needed ten milk cartons and a ball. Example: Yesterday. We had two teams. Old we throw the ball (demonst~te. (demonstrate) Form a circle. GOOSE Grades: K to 3 English level: Beginner and up Objectives: 1b leam an American game and the EngliSh needed to plaJ and talk about the game Materials needed: (optional) 1by duck and goose or pictures of them Presentation: The children form a circle and squat down like ducks (or may sit with legs folded) Hold hands.ESL TEACHER'S ACTM11ES KIT Don't bounce the baIl. can apply to all the games. DUCK. we played MilkMash. Adjust the questions What did we do yesterday? (W~ played Milk Mash." FOllow up: This pattem accordingly. DUCK. In front of the line (draw on board) or behind the line? (behind the line) WritinglReading: Write the title Milk Mash on the cbalkboard. these may be written on the chalkboard. First we set up the cartons. Clarify any meanings.

She said "Goose. Sit here. (touch five or six chUdren this way) Choose one person and say. duck. Maya sat In Nero's place... you will be "it. We sat In a clrcle. or quack like a duck) (Student). .ACRONGAMES '1 Sit down. "Goose!" when you touch that person's head (demonstrate) When "it" says "Goose. If "it" gets to the empty space without being tagged. duck." (Name #2) had to chase her." (demonstrate) Duck. She caught him! Now Nero has to sit In. Now you are "It. he didn't catch her." Say. (Name) was "it" (Name) touched each person on the head When she said. The goose tries to tag "it" before she gets all the way around the circle to the space where the goose was sitting. Catch him! (her) Tag himl (her) Sit down In the empty place. We had fun. she sits down." Goose.ftit. duck. Duck." the goose must get up (have the child stand up) and run after "it" td~monstrate). duck. and the goose becomes." Nero Is chasing her. Sample conversatio:m Walk around the clrcle. "it" must sit in the center of the circle. During the game. "Goose. "Goose. Goose. Eumples: Maya Is "It.the center of the clrcle. and stays there until another player is tagged and takes her place. Write up the rules or follow up on oaktag charts. make a running commentary on the ehildren's actions. Touch each person on the head Say. Oh. You are the ducks. Now Nero Is "it" Berta Is chasing Nero. (show toy duck or pfcture. (demonstrate) Touch each person bghtly on the head and say." Sit In the center of the clrcle. II1ke being "It" Invite American students to come to the ESL class to explain the games." Walk around the outside of the drcle." She Is walking around the drcle. Run! Run around the clrcle." If the goose tags "it" before she gets to sit down. Pbllow up: Create· a language experience chart: We played Duck. "duck. get up! QuIckly! . "Duck.

. her) turn. All students count out the numbers as the player steps in the squares. You (I. to practice structures and vocabulary connected with the game's rules Materials needed: Masking tape. forgets to pick up the stone before stepping in the square to which the stone was thrown . and repeats the action. the player turns around. 'lb equalize play between students of different coordination abilities. Throw the stone. his. puts both feet into the same square ·. while younger children can walk. small objects to use for stones (gum erasers or wads of paper will do) Preparation: Learn the local version of Hopscotch from the local children. you might vary the rules: Older children must hop on one foot.. without stepping on the lines. steps on a line ·. comes back. drops the stone into square #2. If successful. ESL HOPSCOTCH Grades: 1 to 6 English level: Intermediate Objectives: 'lb learn the local American version of an almost universal game. and picks up the stone before stepping in the square that bad the stone. use chalk. A player is out. Mark offthe'playing squares on the floor with masking tape. Turn around. It's (your. The first player stands behind the line and drops Sample structures: Take turns. his stone into square #1. Play: The students take turns. she) missed: Hop. On reaching #8. Whose turn is it? I'm next. Walk. to share international versions of Hopscotch. Ifplaying outdoors. my. he. You're (I'm) on 'number (four).. ESL TEACHER'S ACTIVITIES KIT 53.. the player continues his tum. He then walks or hops into each square in tum.if: he or she misses the square the stone was tossed to ·. . with one foot only in each square.

Seek means "Look. Step or hop in each square from 2 to 10. Connect vocabulary with pictures and the written words: First. Pita Is hopping. Examine We're going to play Hide-and-Seek. oh.) 54. Don't step on the Unes. It's good It's In the square. ESL HIDE-AND-SEEK Grades: 2 to 6 English level: Intermediate Objectives: 1b learn the local jargon and local rules for a universal game' Materials needed: None Preparation: Check the local children's variations on Hide-and-Seek so you will closet). Stand behind the line." Elicit rules and procedures from the students. You stepped on the Une. he forgot to pickup the stone. behind teacher's desk. Throw your stone into square #1.stone. . she missed She's out. girls only. draw squares for Hopscotch. (Etc. Follow up: Children may draw diagrAms of the Hopscotch patterns used in WritinglReading: Write "How to Play Hopscotch. boys-only." (demonstrate hide bV hiding) . Tum around and come back and pick up your stone.or both sexes). Discuss who plays Hopsrutch (ap groups. 80 you can direct hiders to them quickly (before they decide to hide in the paint cabinet and knock over all the paint bottles).Oh. Example: their countries. Don't step on the Unes. in a be presenting useful and accurate language forms for your students. Whoops.ACllONGAMES Pick up the stone. Now It's Pita's turn. Clear these areas to make them suitable. Pita. It's Maya's turn. Don't step on the lines. She's throwing the stone. . You're out Make a running commentary on the actions the students are performing. He threw the. Play: your room for potential hiding places (for example.

" This student must count to 100. she comes into the room to look for the hiding students. Lee is hiding behind the teacher's desk. Oh.. When "it" reaches 100. Shh. he is home free. Now. anyone around my base is "it"l Allee allee in free! Come out. He's home free. Joon is hiding in the yellow closet. Now Cheng has to find Joon. Who plays? What are good hiding places? What are the variations of rules in their coUntry? Ask questions for students to give intormation for th~ purpose of writing a paragraph about Hide-and-Seek. walking). When she finds someone. "Home freel" Other structures: Ninety-eight. H you see someone. touch the base and say. If a hider can come back to the base before being tapped. Example: Cheng is "it. He wUlcount to one hundred Joon and Lee are going to hide." Send one student out of the room to be "it. Now Joon is "it. I (we. "Tap. Cheng ran back to the base. there is a walking race back to the base. Examples: What did we play yesterday? (Hide-and-Seek) Who was "if' first? (~heng) Where did Cheng go? (out Into the hall) . He tapped Joon. Presentation: We're going to play Hide-and-Seek. Don't look at Joon or Lee. Since this is a demonstration rather than a complete participation game (not enough hiding places and the noise level must be kept within bounds) students should go through this in "slow motion" (that is. you. ninety-nine." Close your eyes and count to one hundred.ESL TEACHER'S ACTlVlTIES KIT Let the door be "home base. Lee. tap on (person's name). Select one or more other students to "hide" within the classroom. they) am/are going to hide. Hurryup. Cheng? What is Cheng doing now? (He's looking for Joon and Lee) What are you doing Cheng? (I'm looking for [seeking] Joon and Lee) There goes Lee. wherever you are! Carry on a running commentary as the students go through the actions of the games. Old you count to one hundred. try to get back to the base first and say. he found him. everyone else just watch. Here comes Cheng.." He's going out into the hall. one hundred . Look for the people hiding." Follow up: Discuss whether Hide-and-Seek is played in their native country. He got to the base. You're "it. When you get to one hundred come in. come out." (Hider).

and copy. Ha. Fbr indoor play. Cheng found Joon and tapped. TImesl The eraser fell Pick It up.dld he say? (tap.ACTION GAMES What did he do? (count to 100) Who hid In the closet? (Joon) Where did Lee hide? (behInd the teacher's desk) Did Cheng find Lee? (no) What did Lee do? (he ran to the base) What did he say? (home free) Did Cheng find Joon? (yes) What did he do? (he tapped on the base) What . "One-two-three on Joon. students must balance a book or chalkboard eraser on their head. where the runners can rest. One spot may be designated as a base. discuss. Lee ran to the base and got In home free. Cheng didn't find Lee. ha. Chase him." Then Joon was "It" &5. ESLTAG Grades: K to 6 English level: Beginner Objective: '1b learn the English required for p~ng Materials needed: None a universal game Play: One student is "it" and chases others. tap on Joon). first Cheng was "It" He went out of the room and counted to one hundred. Write a paragraph about Hide-and-Seek for students to read. Language practiced: You're "It" Run. you can't catch me. Put It on your head . chase her. Write sentences about whatever occurred in your classroom while playing the game. Example: Yesterday we played Hide-and-Seek. Joon and Lee hid Joon hid In the closet and Lee hid behlnd the teacher's desk. Whoever she tags is then "it" and must chase the others.

Freeiiwas "it.ESL TEACHER'S AC17VI1JES KIT 58. Come save me! You're free! . Lee was frozen. trying to freeze all of them. You moved. If the prison guards manage to catch all of the other players. "where the prisoners must stay unless tagged by a free player. Osvaldo touched Joon and unfroze him. Stay here. The prison guards chase the other players. You're in prison. PRISONER'S BASE (outdoors) Grades: K to 8 English level: Beginner Objective: 1b learn the English necessary to talk about and play a game None Materlala needed: Play: The group is divided into two teams: Prison Guards and Free. If any of them touch a "frozen" playmate. that releases that person from the freeze and he is free to run again." Freeze. One area is designated as a prison. Unfreeze her. Joon was frozen. usually the first person caught. Then Fredi tagged Lee. FREEZE TAG Grades: EDllish K to 6 level: Beginner 1b learn English necessary to play a simple game is 8jt" and chases the others. and as they tag them. freeze in the position he waS in when tagged. Language practiced: Run! I got you. the imprisoned players then become the prison guards. If "it" freezes all the other players. He could not move. Writlng/Reading: We played Freeze 'lag. First. When tagged~ the person must Objective: Materials needed: None PlaY: One student of the other people. 57. ." She tagged Joon. '1t" then proceeds to run after each Language practiced: You're "It. they put them "in jail. a new "it" is chosen.

Then Jee Yong was the traffic cop. When the traffic cop is satisfied that all players are completely motionless." turns around. When the traffic cop sees anyone moving. she. and counts to ten. "Green light." who guards the base. She told Gilad to go back to the start. We walked quickly. We walked again. green light. the student must go back too. If an eraser falls at this time. ESL RED LIGHT English level: Beginner Objectives: 1b learn the rules for a game and the English needed to talk about it Materials needed: Books or chalkboard erasers Play: One student is the "traffic cop. I didn't move. away from the traffic cop. If the eraser falls." She turned around and closed her eyes and counted to ten. Carla said "red light" and turned around. "Green light. run as fast as they can). paper bat. The first person to reach and tag the traffic cop will become the next traffic cop. she tells him to go back to the starting line. We all stopped. Jee Yong tagged Carla. hoping to tag the traffic Cop before she turns around. first. Carla was the traffic cop. paper ball. You can't hold it with your hands. While her back is turned. says "green light" again and turns around to count. Go back. Then Carla said "green light" again. 59. Yes. the others must take very tiny baby steps (outdoors. It fell. She said. WritinglReading: We played Red Light. The other students balance a book or eraser on their heads. markers for home plate. and third bases . the student must replace it before continuing. ESL PAPER BASEBALL Grades: 2 and up English level: Intermediate Materials needed: Dlustration of baseball diamond. They begin at the opposite end of the classroom. Take tiny steps. even a small step. Balance the (eraser). Red light. Carla saw Gilad moving. with tiny steps. Language practiced: Count to ten. First. The traffic cop says. I saw you. second.ACTION GAMES 67 58. You moved. pitcher's mound.

posting the names of the bases on the wall as well as having bases on the flo~ (See the illustration. and catcha Have the other students sit down. You are the pitcher.) Have a student start at home plate and walk around the bases: Go to fll'St.ESt reACHER'S AcnvmES KIT into an elongated cone and securing it with masking tape. Make a four-inch cut in one and insert the othe~ Fasten in place with masking tape. 7b batter: Swing! (batter swIngs. Draw a large diamond on the chalkboard. Do the following demonstration in mime without the bat or the ball. Ball one. 7b batter: You're up. . Stand here at home plate. 'Thachthe names of the bases and the p~. Go home. Give the directions and demonstrate the action required if necessary. 7b pitcher: Throw the ball.) and call out directions for throwing the ball to Throw the ball to the catcher. It's too high. (Alternatively. (etc. ThrOw the ball to the first baseman. use two tubes from paper towel rolls. Don't swing. Make copies of the baseball diamond for each student. . Wrap this ball with masking tape to keep its shape.) Make a paper ball by crumpling up a sheet or two ofpaper into the shape of a ball. Who are you? Throw the ball to one p~r different players in turn: (fm the pItcher. Swlngl Strike three. Go to third base. Catch and throw the ball back. Catch and throw the ball back. Select a new batter. Map out a baseball diamond in the classroom. Throw the ball to the center fielder. batter. Assign students to the different positions. you're out.) Choose students to be pitcher. Pitch. Pitch. Pitch. Swlngl Strike two. demonstrate 7b catcher: Catch the ball Throw the ball back to the pitcher. base. Go to second base. Preparation: Make a paper bat by rolling an 18 x 24 sheet of construction paper Presentation: Distribute the baseball diamond handout. if necessary) Strike one.

FIELD LErT SHORT STOP FIRST 1SAt>e. .canu fiELD flU Rl6HT .

Ball four. Yoshi swung. Run to first base! You're safe! It's a single! A fifth batter: Swingl A hit! Run to first base! Now go to second base. Strike one.70 ESL TEACHER'S ACTlVlTlES KIT Continue the miming action. Don't run. demonstrating the meanings of: Ball two. ~ou~ . Ball three. Throw it to first base. run all around the bases. You're out. Keep a running commentary on the actions of the students. now third base. (Name). Three runs! As each is mentioned. A third batter can swing and hit a fly ball. Divide class into'two teams and select the umpire.) . Swing! A hit. It's a single. A fourth batter: Swing! Foul ball. He's running to first base. inside. Yosht is safe (etc. You're safe! It's a double! A sixth batter: Swing! A hit! Run to first base! Catch the hall. Jung is pitching the ball. run to second base. Have the pitcher throw the ball and show where the strike zone is located: over the base and between the batter's shoulders and knees. Too late. you may want to "train" some students as umpires. Out. Walk to first base. outside. Yoshi is up. Youare now ready to play the game in slow motion in your classroom. he hit the ball. run to third base. Help the umpire trainee to determine the calls until accurate enough for the game. run home! One run! (Name). The umpire called a strike. and run home! Two runs! (Batter). A seventh batter: Swing! A hit! Ifs a home run! (Name). Wow. too low. write the vocabulary on the chalkboard: swing strike out ball too high too low inside outside walk fair ball foul ball fly hit single double triple home run score Before being ready to play the game in slow motion in your classroom. She threw it to first base. which you mime catching. He missed. Mariko got the ball.

but students find it an enjoyable activity in itself: One potato. as marked on the right). students will clamor to learn the rhyme. meeny. Foul ball! Strike one! (etc. . tiger. miny.eis IiTim GO EENy MEENyMiNy MO. Allow students to listen several times and then repeat it line by line after you. toe. two potato. WHO GOES FIRST? Grades: K and up English level: High beginner and up Objective: 1b learn the local playground customs for determining players in a game the first Preparation: Find out what current jingles are used if the rhymes following are not used in your area. so that all instructions and commentary may be ·heard. After hearing you choose persons in this way. Write it on the chalkboard if students can read.AClJON GAMES 11 Yumi is up. When he hollers. Alternative choosing rhyme: This method of selecting a first player takes a little longer. Ave potato. miny. let him go. The paper equipment. holler. (This is to restrict the area needed for the game. EENy MEENyMiNy MO CATCHa TIger. mo. let go. Eeny. Dlustrate catch. you might take the class outside for the actual playing of the game with paper ball and paper bat. or that persona team goes first. Here comes the pitch.) When ready. four.BYthe TOE WHENee HOu. Catch a tiger by the toe. Eeny meeny. Three potato.) 60.also slows the action and eliminates danger. point to each student as you say each word (or breath group. . mo. six potato. The person whom you point to as you say ~O" is selected. Presentation: Whenever you want to select a single student or team. Seven potato more.

(In order to tap his own right fist. uses his right hand to lightly tap each child's fists in order around the circle. also with both hands in fists. That person is "it." .72 ESL tEACHER'S ACTIVITIES KIT The children stand in a circle around the caller. he raises it to his mouth. i 1 . They hold their hands made into fists in front of them. The choosing continues until only one person has a fist inside the circle.) Fists that are tapped at the word more are put behind the playerS back. The caller.

1 English level: Beginner Objective: 'lb learn a simple game and the English needed to talk about it Presentation: Students stand in a line. very small (squat down) Sometimes tall. stand on tiptoes) I'm very. The child at one end of the line is the leader for the students' actions in answer to the question at the end of the song. she becomes the leader. The student must guess how the others are: tall or small. with her eyes closed. If she guesses correctly. BLUEBIRD. . TALL AND SMALL Grades: K. very tall (raise hands above heads. I'm very. skyscraper! 62.Action Games WithSongs and Chants . .) After students know what to do. manlbaby. . Follow up: Draw something tall and something small (tree/flower." doghouse. and 2 English level: Beginner and up 7. The others 'follow. (The leader stands or squats as he chooses. and the child at the other end of the line becomes "it. 61. BLUEBIRD Grades: K. back to the others. (squat again) Guess what I am now. or things suggested by the children). (up again) Sometimes small.one child is "it" and stands in front of the line. 1.

to learn the preposition through Bluebird and carries a piece of blue construction paper as he weaves in and out of the circle under the "windows" formed by the raised hands. F7 B~ B~ moe . through my J 0 J J I~ oJ win . arms raised. holding hands. Johnny. Continue with Yellowbird.P mue . One child is the' FOllow up: Draw pictures of birds. On the words." the Bluebird_stops in front of a child who becomes the next bird. blue-bird. Materials needed: Sheets of various-colored construction paper. blue ~bird. redbird. Ir J 5 J lohn-ny.dow. through my win-dow. through my win-dow. words and music to "Bluebird" Play: Students form a circle. 'i'l J 0 J J .ed.bird. "Oh. blue . to follow directions.r oJ .). 0 -Oh. 63. LOOBY LOO Grades: K to 3 English level: Beginner and up . I . colors. Give this child a red paper to hold and the children sing.bird." (etc. I am tired. coloring each a different color. ESL tEACHER'S AcnvmES KU Objectives: 1b play a game. Blackbird.. to reinforce color words. etc. J tir . "Redbird. Greenbird.. 1 J J 111J11J J F7 Blue-bird.bird. am J J -0 I I. Label the BLUEBIRD BJ.

left hip. whole self. (walk backward. right side. lowering hands) Here we go Looby Loo. (Continue with right foot. right foot." Place one on each student's right hand as you say. (out again) I put my right hand in. left foot. I give my right hand a shake. I put my right hand out.Then teach the left hip. makin~ circle large. Shake hands with your right hand Materials needed: Stickers. (walk slowly to center 0/ the circle. Repeat with right leg.) Follow up: Write right and left on the chalkboard. right hip. shake. left leg. Here we go Looby Loo. left side. shake. Put your hands out in front of you with your fingers up and your thumb down. The left hand is the hand with no sticker . Left begins with the letter L. Touch your nose with your right hand . (etc. head. This is my right hip. "This is my right hand.) I put my left hand in.) Label the hands "right" and "left. Have students trace both right and left hands on paper. And turn myself about.AC7l0N GAMES WITH SONGS AND CHANTS 15 the activity. left foot. Touch your head with your right hand. Which hand forms the letter L? This Is your left hand. gummed stars.) Chorus. Children form a circle and join hands. raising hands high) Here we go Looby Ught. Examples: Raise your right hand. . or washable marker Presentation: Place a sticker or gummed star (or draw a star with a washable Gently slap your right hip with the right hand: . ." . (in again) All on a Saturday night. "This is your right hand. to practice right-left discrimination Objectives: 'lb learn an American game and the English needed to talk about marker) on the back of your right hand and say. (etc. (Partners may be needed to trace the writing hand of the children who cannot coordinate the nonwriting hand to do this. Chorus: Here we go Looby Loo." Have students perform various actions with their right hands.

you the ho . " _J' And IJ that'. wrist. needed: Stickers (optional) Presentation: Students form a circle.-round.bout. J aD J • - Ii bout! It'll Beyl . ) f You put Then You put J -0 Irlaht your your J foot In. knuckles. pinkie. Encourage them to join in saying the Materials sentences as they do the activity. you put your rlaht foot out.key and tum your-self . as appropriate to your class. to learn righ~left discrimination. fingernails. Say the sentences slowly as you demonstrate the actions and students imitate you.'1' ESt tEACHER'S ACTMlJES KIT Add vocabulary such as thumb. This activity is similar in objective and language practiced to ~oby Loo" but has a faster melody and is more appealing to older students. Go through as many stanzas as necessary to help them hear the language. wbat J J it'. 0 IJ do J foot J in i 3 11 ~ I . ring finger. and have students label them.key po . IDd you sbake it ~ you )1 rflht • .."E! • t ~ . index finger. BOKEY POKEY Grades: 2 to adult English level: Beginner and up ( 11 \~ JI Objectives: 1b learn an American group "dance". HOKEYPOKEY . Then begin from the beginning with the music. 64.

Say. Select one student to be the farmer in the center oft1:e circle. and whole self. You put your right foot In. cat. to learn family and farm vocabulary Materials needed: Pictures to illustrate the words farm. (etc. Hey! (clap hands) 2. post them or line them in the chalk tray. rotate And you turn yourself around And that's what It's all about. point Index fingers up. hips) (elbows bent. farmer. chees~r make quick sketches on the chalkboard We are going to play The Farmer in the Dell. You put your right hand In. You put your right hand out. left hlp. Objectives: 1b learn an American game and song.) Fbllow up: See follow up for "Looby Loo. Stand up. dog. Present vocabulary through the sketches or pictures. (etc. And you shake It all about.) (Continue with the left foot. ESL FARMER IN THE DELL Grades: K to 3 English level: Beginner to intermediate. You put your right hand In. If using pictures. deU (valley). rat." Presentation: .ACDON GAMES wrm SONGS AND CHANTS 77 1. Form a drcle. Then you do the hokey pokey. "(Jo) is the farmer in the dell. head. child. right hlp. You put your left hand In. wife.) 3." 65. Everybody hold hands. "nurse.

) All eight players are in the center the circle at this point. The children may sing along with you or not. the den. ESl. The farm j - J. as they are able. 0 I J. er Sing the first verse: The farmer in the dell.er in the den.) child takes the nurse. Continue by saying. Then they leave in the same order: Each steps.. (etc. Children clap hands in rhythm. Hi-ho. (etc. TEACHER'S ACTIVITIES KIT THE FARMER IN THE DElL The farm . - :ad Ii --1 0. in tum.) dog takes the cat. (etc.7." Sing verse 2: The farmer takes a wife.) cat takes the rat. (etc. in a I J. The farmer in the dell. you must take a wife. (etc. the derrio.) Point to each of the pictures made or posted on the board in tum to show who has to choose what as the verses continue: #3: #4: #5: #6: #7: #8: The The The The The The wife takes the child.) The child leaves the nurse. The farmer leaves the wife. (etc. The outer circle of children join bands and circle around clockwise. ho." Or the children may stand in place and clap hands as you sing.) nurse takes the dog. the derrio. the derrio.er in the dell.). (etc. E' •E the der . as you sing the verses. "Now. The wife leaves the child. The farmer leaves the wife. the farmer in the dell. of . turning and going counterclockwise when they come to "Hi-he. (etc.) rat takes the cheese. Hi-he.) (Both farmer and wife stay in the circle. The farmer leaves the Wife. 16. (etc. (Jo). ~ The farm . out of the center and rejoins the circle.

(etc. 66. ' Children form a circle andjoin hands. etc. (etc. And then we'll let him go. and let him go.) cheese stands alone. We'll catch a fox And put him in a box. Go this way. Make a drcle. A-hunting we.) rat leaves the cheese.) cat leaves the rat." the two children nearest the fox lift their arms and bring them down on the other side of the fox. . One child is chosen to be the fox. holding hands." the children raise their arms and allow the fox to get out of the circle. put him in a box. Sing: A-hunting we will go. The circle slowly tightens to trap the fox in a "box. the rat left the cheese. Write one sentence for each item. the cheese stood alone. A-HUNTING WE WILL GO Grades: K to 3 English level: Beginner to intermediate Objectives: 1b learn an American game and the English needed to talk about it Materials needed: Box and' pictures or sketches of a fox and a hunter Presentation: TIlustrate and teach the words (oz and box. (ere.) Follow up: Talk about the sequence of events using the cues from the chalkboard. The fox walks around the outside of the circle in one direction while the children circle in the other direction.ACTlON GAMES WITH SONGS AND CHANTS The The The The The nurse leaves the dog. On the words. (etc. Write the vocabulary words." On "let him go. Demonstrate catch a (OZ.) dog leaves the cat. (etc. rhey switch places. Sample conversation: Join hands. "We'll catch a fox. wUl go. and the game continues. Practice the past tense forms--The farmer took a wife. The fox chooses a student to be a new fox. bringing him into the circle.

etc. the child may say what she is (carpenter. driver. The fox was in the circle. that? l [ . Catch the fox. Follow up: Practice the past tense in talking about the activity: We went hunting. marching. Choose another fox.Raise your arms. Make the circle smaller now. tree.) and the children sing the verse: Did you ever see a (carpenter). police officer. We put him in a box. Yung Jo was the fox. doctor. Now let the fox go. 67. hopping. The children circle around as you sing until the words. Then we let him go. Make a box. In this case. Did you ever see a lassle.ESL 1EACHEB'S AC7M17ES KIT . teacher. farmer. The lassie chooses a new lassie or laddie and the game continues. a Did you ever see a (carpenter). such as dancing. gO this way and Go this way and that way. a (carpenter). a lassie. to reinforce animal or occupation vocabulary Materials needed: None Play: Children join hands and form a circle. or object and acting out some activity that pertains to this choice. We caught the fox. . or whatever. and the others must imitate the action. One child is the lassie or laddie in the center. Did you ever see a lassie go this way and that? The game may be played with the child in the center choosing some occupation.The fox is in the box." Then the child in the center performs some action. We made the circle smaller. "this way and that. go this way and that Did you ever see a (carpenter). rabbit. jumping for a frog. cat. Examples: hammering for a carpenter. dentist. animal. DID YOUEVER SEE A LASSIE? (LADDIE) Grades: K to 3 English level: Beginner and up Objectives: 1b learn an American game and the English needed to talk about it. swaying for a tree. reaching and bending. Come closer. a lassie? Did you ever see a lassie go this way and that? Go this way and that way. dancer. go this way and (carpenter)? that? way. They may use vocabulary they already know or you might teach them names of appropriate occupations or animals. swaying. go this way and that way. frog.

AC'llON GAMES WITH SONGS AND CHANTS 8J Follow up: Draw a picture of an animal or worker in action.) brush our teeth. Wash our face." 'ha . Continue with ThIs Is the way we: wash our hands. choose a student to be a leader. MULBERRY BUSH ..1 J . (etc. J J' I J ear So - Jy .) dress ourselves. J b our face. Grades:-K to 3 ESL MULBERRY BUSH English leveb Beginner and up Objectives: To reinfbrce vocabulary and structures needed to talk about every. (etc. A7 J JJJ ThIs is the way we J' I j • Jl wash our face.dq activities Play: Students form. A dancer dances.) .) comb our hair. (etc.) eat our breakfast. So early In the. Examples: A carpenter builds houses. .J J 'J D D J oJ) we I J . A frog jumps. wash our face.) wrlte our words. (etc. (etc. ThIs Is the way we wash out face. 88.) walk to school. JUi - the J IJ • J.1 I :J JI :J wash ) I :J wash D A7 ThIs 11 the way our face. (etc. (etc. mom ThIs Is the way we wash our face Wash our face. Jq. At the end of each verse. morning. The leader-you at first but in subsequent playings of the game. . a new leader is chosen to decide the activity for the next verse.a circle. Tell or write a sentence about the picture.

} play on 'the· swings.. TEN LITTLE INDIANS You can rename this 'ten Little Children. Eight little (InditJns). Witches. etc. Thanksgiving turkeys. (Hold hands. Seven little. Six little (Indians). two little.) as you count *Puppy dogs. (etc. Four little. (etc.) To learn needed: a common American counting song. . Ave llttle (Indians). children may form a circle and walk around the circle as you or a leader counts children into the center of the circle. Easter bunnies. Nine little (Indians). eight little. Options: Instead of counting out on fingers.82 read a· book. in front of you. Four little. five little. Seven little. to correspond with whatever seasonal or situational vocabulary you have been working with. pictures. six little. Puppies. winter snowmen. etc. three little. or actions to make the language comprehensible as well as enjoyable. Two little (Indians). Three little (Ir. happy children. nine little. with palms facing out. Bunnies. Kittens. Grades: Preschool to 3 English level: Beginner Objectives: bers 1-10 Materials Presentation: One little. Halloween witches. FINGEB GAMES AND HAND·CLAPPING GAMES Coordinating finger actions with rhythmic language delights all children. 89. kitty cats. Present the following familiar American games with the necessary objects. to reinforce num- None (Fold down fingers down. Raise fingers one at a time as you count. fists closed. Snowmen. Ten little (Indian boys) * Ten little.dians).} ESt TEACHER'S ACTrvrnES KIT Or choose any other verses you or the students want to create. One little (Indian boy). Turkeys.

bowing to the other thumb.) (Repeat with ring finger.) .) Where is Tall Man? (etc.) (Bring one hand In front of you. Where is Thumbkin? Where is Thwnbkin? Here I am.) (Repeat the entire exercise with the Index finger. 70. boys.) Where is Pinkie? (etc. houses. pencils. Cut 8Jh x 11 paper in half and fold the halves.) (One hand returns behind the back. thank you" (etc. cats.) . Run away."· . hats.) (Repeat with little /Inger. with the thumb raised.) (The thumb on one hand "speaks. Here I am. I thank you.) (Bring the other hand Infront.ACDON GAMES wmI SONGS AND CHANTS Follow Up: Children make a "booklet" of numbers. girls. Where is Hand? (etc. Where is Pointer? (etc. etc. balls. WHERE IS THUMBKIN? Grades: Preschool to 3 English 1~1: Low beginner and up Objectives: 'Ib' learn an enjoyable rhythmic language activity.) (The other hand returns behind the back. the other fingers closed." boWing.) Materials needed: PTeparatiom PTesentation: None Nonene~ssary Children sit in a circle with their hands behind their backs. with the thumb rafsed. Children write one number on each page and draw a corresponding number of items that they know th~ names for: flowers. trees. Run away.) (Repeat with middle /Inger. pennies. (etc. sir? Very well. cars. to practice conversational structures: "Where is 1" "How are you?" "Very well.) Where is Ring Man? .) (The other thumb "answers. How are you today.

3 J J. Baby. "Where is Father <Mother.) . Place your . and the /j/sound Grades: Preschool to 6 English level: Low intermediate Objectives: 'lb learn a "magic" trick in a rhythmic game. they will delight in practicing the language so they can play the trick on their friends. Place these in an envelope. Family)?" Follow up: See follow up for "Looby Loo. Materials needed: Black paper.Sister. (Lightly bounce your index fingers on the edge 01the table. rhyme. Fbr example.way. TWO. II How are you to ." . IJ J J Run a . a bird Preparation: Cut two tiny pieces of the black paper and glue them to the nails of each of your index fingers. F 1m. Present the vocabulary through pictures of a hill and a bird. to practice pronunciation of the /ll sound. F Where is Thumb-Jdn? F Here C rr I F F C IJ Here C rr I am. . 71.esting on the table.) (The right finger bounces on the table. pictures of a hill and.~U B C J J IU Sir? C. both alone and in blends. glue. Make fists except for the index finger. I J J. The children should be sitting opposite you at a table. Ver .day. tape or paste. Brother. LITTLE BLACKBmnS This ''magic trick" will intrigue children.'I! WHERE IS THUMBKIN? F Where J J.way. B F J J IJ J j Run a . to practice an easy extras for each of your students. Cut enough small pieces to have two each plus Two little blackbirds Sitting on a hillOne name Jack.84 ESL TEACHER'S ACTIVITIES KIT The same rhyme and actions may be used with different vocabulary. And one named Jill. When they have seen it often enough to figure it out.hands off the edge of the table with the "blackbirds" (index fingers) r. 3 J J I J is C F C F C Thumb-kin.) (The left linger bounces.y wen I thank you.

) Ay away. dlsappeared.) I~ truly Repeat this until a number of children have caught on and discovered the trick. Jill· (Repeat with the. Practice several times over the next few days. Come back.) (Raise your hand and qUickly switch fingers. THE ITSY BITSY SPIDER Grades: Preschool to 3 English level: Intermediate Objective~: 'lb learn a familiar American finger game. Then distribute the .other hand."JUL Come back. how they make their webs. bringing the blackbird back Into vfew. Count their legs. tuck your Index finger down whfle rafsfng your middle finger. and Idl past-tense endings. Talk about what spiders eat.) (Repeat above-the hand . bring your hand down qUickly and place your middle ffnger on the table-lt wfll seem that Jack has truly flown away and Ay away. quicker than the' eye.ACDON GAMES WlJJf SONGS AND CHANTS B5 (Raise your hand up rapidly above your head as you do this. Jack. to practice pronunciation difficulties of Itsl and Ispl.pieces of black paper and help students glue or tape the "blackbirds" to their index fingers. Jack. Preparation: (optional) Look at pictures of spiders. . 72.

~ G Ir' I J. Follow up: Draw a picture of a spider. }J If bit jJ . " del' out.J the IIPOUt I J.) 73. r p I J ) J cIer weDt the IpI up DT (r' rain.) (Hands whisk away spider. ~ dill . went . "climb" by separating the bottom thumb and finger and bringing them together again above the other palr of fingers. Out came the sun and DrIed up all the rain. WI • tor ~ I J. G G " IpI r . rain. (Hold hands out In fron~ of y'ou. del' IJ r DT dried " 0 J II . alternating fingers. G . spout.) (Big smile. fingers show rays of sun. Down came the rain And washed the spider out.) (Hands frame face. r' and DT Ir WIIhed the . with fingers spread to show rain.) (Hands move down. Out J ~ Jt1r tIte sun and t' . IY Ir' IpI . TEN LITTLE BLACKBIRDS Grades: Preschool to 3 BngIish level: Intermediate - .) (Repeat first action. repeat.• ESL TEACHER'S AC1M1JES KIT THE ITSY BITSY SPIDER "g '1111 »tJ 0 )J II • If bit • IY C' r r no. j1 I r' . the II The Itsy bItsy spider ClImbed up the water spout. C' J. And the ltsy bitsy spider Walked up the spout again. DT Then " illi U IJ up DT . •• pin. with your Index fingers touching the thumbs of the opposite hands. AJ up aD the .

One little blackbird sitting all alone. to reinforce numbers. to learn the English needed to talk about the activity Materials needed: Sketches of blackbirds. sky Preparation: Preview vocabulary with the pictures or . One flew away and then there were seven. . One flew away and then there were four. rhyming words. sticks.) . gate. One flew away and then there were five. One flew away And then there were nine. THIS IS THE CHURCH Grades: Preschool to 6 English level: Low intermediate Objectives: 10 enjoy a common American finger game and the English needed to talk about· it . Two little blackbirds were having lots of fun. Five little blackbirds tapping at the door. One flew away and then there were six. One flew away and then there was . One flew away and then there were Six little blackbirds feeling quite alive. one. One flew away And then there were eight.ACTJON GAMES WITH SONGS AND CHANTS 87 Objectives: 10 learn a rhythmic language activity. He flew away and then there were none!" 74. (Tap side of the table with all ten fingers. Seven little blackbirds picking up sticks. Four little blackbirds happy as could be. (One finger curls under each time the number of blackbirds decreases. Feeling mighty fine.) (continued) One flew away and then there were three.illustrate it as it comes up in the rhyme Ten little blackbirds. Nine little blackbirds On the garden gate. Eight little blackbirds looking up at heaven. (continued next column) two. Three little blackbirds with nothing much to do.

And he didn't get up the next morning. 76.) (RaiSe shoulders' In pU1Zlement. ") It's raining. I'M A LITTLE TEAPOT Grades: K to 3 English level: Intermediate and up Objectives: Materials Presentation: '1b learn a common song. pat hips.. None Preparation: This Is the church. .) (Angers "walk" away.) (Open hands slfghtly. dOSft eyes. Materials needed. He bumped hIs head When he went to bed. I'm a little teapot Short and stout.) (RJgh~hand. on hlp. Here is triy handle. Open-the doors.) (Return thumbs to dosed posftfon. The old man Is snoring. There go the people.) (Hands under head as a pUlow. to increase vocabulary neededi None Draw a teapot on the chalkboard.And see all the people. (Shake head "no.) (Bump head In hand.) .) spout.. to learn a common American song Materials needed: None (Hands wave down to show rafn. And this Is the steeple. .: None.) 75. ESL tEACHER'S AC1WlJJES KIT (Clasp hands with fingers "hldfng" Insfde. THE RAINY DAY SONG Grades: Preschool to 6 English level: Low intermediate and up Objectives:' '1b cheer up a rainy day. It's pouring. Close the doors. .) (Move thumbs aside. Where are the people? Open the doors.) (Pat head. 'Thach the words handle and (Stand tall and proud. forming a point) (Move thumbs asfde. wiggle the fingers.) (Hands under head.) (Raise Index /lngers.

I can change my handle And my spout Just tip me over And pour me out! . DO YOUR EARS HANG :tOW? Grades: 3 to 6 English level: Advanced Objectives: 'Ib learn a silly song.) (Bounce In excitement. 78. The third time should be very fast. Just take 8 look at what I can do.) (Right hand becomes spout.AcnON GAMES WITH SONGS AND CHANTS Here Is my··spout When I get all steamed up.) (Left hand becomes handle.) (Mime tying long ears. to have fun acting out the . at aD: increased pace. Then I shout Just tip me over and Pour me out I'm 8 clever teapot That Is true.) (Salute. very slowly and deliberately.) (Bend to the spout side. /lap hands. (Left hand forms spout.) (Mime .throwlng ears over shoulder. .) (Bend over to the spout side. Do your ears hang low? Do they wobble to and fro? Can you tie them in a knot? Can you tie 'em in a bow? Can you throw them over your shoulder' Like a continental soldier? Do your ears hang low? (Hold hands at shoulders holding Imaginary floppy ears. to increase vocabulary. THE LITTLE BUS Grades: K to 6 EDgJish level: Intermediate Objectives: iaug 'Ib learn a song.) Sing the song again. to increase fluency and speed of speaking Materials needed: None (optional: picture of a long-eared dog) Presentation: Sing.) (Swell chest with pride.) 77.) (Repeat first gesture. Each gesture should be carefully done.

move on back. "Move on back." The horn on the bus says. beep. beep." All on a rainy morning. The wheels of the bus go round and round. The windshield wipers go SWish SWish. beep.) imitating windshield . Round and round. Up and down. Several students will be the passengers waiting at a "station. swish: swish. Beep.. beep. "Beep.) (Two hands wipers. swish. swish." All on a rainy morning. beep. swish. up and down. "Move on back.) (The passengers "boardthe bus. (The driver mimes steering and leads the bus slowly around the room. beep. The people on the bus go up and down. A11·ona rainy morning. The horn on the bus says. the other students wave their hands back too. One student at the front of the line is the driver. "Beep. Move on back. beep. the other students move their arms as wheels going around. The wheels of the bus go round and round. The driver of the bus says.ESL TEACHER'S ACTIVITIES KIT Materials neededr None Presentation: Students form a double line." . All on a rainy morning. round and 'round. The people on the bus go up and down. . All on a rainy morning. and the driver waves his hand back." The driver of the bus says.) (Passengers bob up and down as the bus travels slowly. The windshield wipers go Swish swish swish. swish. beep.) (Students mime pressing horn. . Swish. beep.

after a milk and cookie snack. Summer is hot. without partners. (Slap your lap. Bobby: Who.) (Children clap In rhythm. Group: Then who? Bobby: Dana took the cookie from the cookie jar.ACTION GAMES WITH SONGS AND CHANTs gl 79.) 80.) . to learn denials ' Materials needed: None This is great. I had a birthday. (Repeat above. Bobby: Couldn't be. you. Winter is cold. WHO TOOK THE COOKIE? Grades: Preschool to 2 English level: High beginner and up Objectives: 'lb learn a simple hand-clapping chant. Dana: Who me? (etc.) Presentation: (Leader names a child. face palms front.) (Child denies' it. to teach questions with who. Wint~r is cold.) (Child names another child and chant continues. 'Thach-the words cookie. SUMMER IS HOT Grades: K to 6 English level: Low intermediate and up Objective: 'lb enjoy a hand-clapping language game Materials needed: None Presentation: Say the rhyme ~s students listen: Summer is hot. cookie jar. me? Group: Yes. Demonstrate take. And I'm (nine) years old Repeat the rhyme and add the hand movements. Group: Who took the cookie from the cookie jar? Leader: Bobbie took the cookie from the cookie jar. clap your hands. took.) .

) 81. Pease porridge in the pot Nine days old. clap. lap.) (Lap. And I'm (nine) years old. 82. clap. clap your hands.) (Clap. Some like it hot. slap other's hands.) (Clap.) (Repeat. I had a birthday. (Hands slap lap. Pease porridge = cereal.) (S/ap. both palms front.your lap. clap.) . PEASE PORRIDGE This uses the same clapping pattern as the previous activity. And I'm (nine) years old. (Slap your lap. left palm front. slap left hands.( had a birthday. clap. clap. ENGLISH HAS BEGUN Grades: K to 3 English level: Beginner and up Objective: 1b enjoy a hand-clapping language game Materials needed: None Presentation: English has begun When we're all done We'll say a litde. Some like it in the pot Nine days old. Pease porridge hot. partners slap right hands. partners slap both hands.) (Lap.) (Practice this with students several times. clap. lap. clap hands.ESt TEACHER'S ACTMTIES KIT . Then showhow it works with a partner) Summer is hot. right palm front. Some like it cold. (Hands in lap. Pease porridge cold. Winter is cold.

8. (Lap. to practice pasttense forms of Verbs. 4. MIss Ll. But It wouldn't fit in hIS throat." said the nurse. 5.le tried to eat the bathtub. to develop coordination Materials needed: None or a jump rope Presentatiom 'Thachthe following hand-slapping pattern before presenting the words to the activity: . clap. 2. MIss Lucy called the doctor. He ate up all the soap. 1. His name was Tiny Tim.lCY called t~e lady With the alligator purSe. J. "Mumps. When the words are understood. She put him in the bathtub To see -Ifhe could swim. 3.AC110N GIWES WITH SONGS AND CHANlS - Play a little. 6.) (Lap. you can ~ them as students slap hands with a partner. Repeat with: MIss Lucy had a baby." said the doctor. lap. Clap own hands Slap right hands with partner Clap own hands Slap left hands with partner Clap own hands Slap both hands with partner Clap own' hands Slap hands on lap Then teach the words without the slapping. . "Measles. Have a IIttie fun. 7. fie drank up all the water.) 83. . "clap. MISS LUCY Grades: 2 to 6· EngJish leveh Advanced Objectives: 'lb learn a hand-clapping or rope-jumping chant. MIss Lucy called the nurse.

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