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NUMBERS

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Number bingo 13-90


Photocopy and distribute these cards among the children, giving them one each or one between two. Each child (or pair) is also given six small pieces of paper with which to cover the numbers on their card as you call them. In the bowl (or similar) place pieces of paper with the numbers 13-19 and 20-60 (multiples of 10 only) written on each. Pull out a number and call it out. Whoever has this number on the card should cover it with a piece of paper. The winner of this activity is the person (or pair) who covers all the numbers on the card and he or she should shout Bingo! Change cards and play again.

Na podstawie: Word Birds Word Book Teachers Guide; Jeanne Perrett, Michael Webb; Pearson Education Ltd.

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COLOURS

Colour bingo
Photocopy the cards and colour the squares according to the scheme below each card. This can be done as a class activity before you start. Distribute the cards among the children, giving them one each or one between two. Each child (or pair) is also given six small pieces of paper with which to cover the colours on their card as you call them. In the bowl (or similar) place pieces of paper with the colours written on each. Pull out a colour and call it out. Whoever has this colour on the card should cover it with a piece of paper. The winner of this activity is the person (or pair) who covers all the colours on the card and he or she should shout Bingo! Change cards and play again.

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Na podstawie: Word Birds Word Book Teachers Guide; Jeanne Perrett, Michael Webb; Pearson Education Ltd.

TOYS

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Toy dominoes
Divide the class into two teams of 2 or 3 children. Photocopy and place the cards face down on the table. Each team takes 7 cards from the pool of cards and looks at them without showing the other teams. The idea is to match the picture to the word by placing one card down at a time adding to the cards already on the table. Each time a card is placed on the table, it must be placed adjacent to its matching card on the table. If at any time a team cannot place a card on the table, they must pick up another card from the pool and wait for their next turn. The team to get rid of all their cards wins the game. If you have a large class, you could play with two sets of the cards at the same time.

Na podstawie: Word Birds Word Book Teachers Guide; Jeanne Perrett, Michael Webb; Pearson Education Ltd.

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ANIMALS

Collecting a small zoo


Ask children to cut out their cards. Divide the class into groups of 4. Ask each group to combine their cards and shuffle them into one pile. Then assign one pupil per group to deal the cards, without looking at them, so everyone has 8 new cards. The goal of the game is to get 8 cards that are the same, such as e.g. 8 cats. Pupils take turns asking the other group members for cards, trying to make sets of 8. For example, C1 is given 2 cats and 6 other cards and she/he decides to collect cats. When it is her/his turn, she/he says to C2 I want a cat, please. If C2 has got any cats, she/he must give them to C1 and say Heres a cat. (or Here are two cats). If C2 has one, she/he gives one; if C2s got two, she/he gives two; and so on. C1 says Thank you. Then C1 selects some cards from her/his cards to give C2, so they both always have 8. If C2 hasnt got any cats, C1 has to hold her/his cards until it is her/his turn again. Groups can play until the first pupil gets a complete set of 8. Then they collect and shuffle the cards and play again.

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Na podstawie: Word Birds Word Book Teachers Guide; Jeanne Perrett, Michael Webb; Pearson Education Ltd.

ANIMALS

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Na podstawie: Word Birds Word Book Teachers Guide; Jeanne Perrett, Michael Webb; Pearson Education Ltd.

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Longman Treasure Chest

CLOTHES

Clothes Matching Game


Ask children for names of clothes and write them on the board. Write some new items which they do not know and illustrate with the real thing. Practise the pronunciation. Put the children in groups of 3. Give each group 1 copy of the cards. When they have cut out the words and pictures each child takes 6 pictures of clothes. They should put the words face down in a pile on the table. Each child in turn picks up a word and asks another child by name, e.g. Maciek, have you got a shirt?. If Maciek has the correct picture he gives it to the first child, who puts it with the correct word in front of him, or sticks it in his notebook. If not, the word goes to the bottom of the pile. Children ask only one question in turn. The child with most pairs of pictures and words wins.

Clothes Memory Game


Put the children in groups of 3 or 4. Cut out clothes and the word labels, and place all the pictures and words face down. The children take it in turns to turn over 1 picture and 1 word. As they turn each one over they should say the name of the item in the picture, and read the word on the label. If they are the same then the child can keep the pair and have another turn. If the picture and word do not match, the child must turn them face down again in the same place. The next child has a turn. When all the papers have been taken, the child with the most pairs wins.

Weaker and Faster Learners


Weaker pupils could colour and stick the pictures in their notebooks, then either match and stick the words or write the words themselves. They should write a shirt rather than just shirt. Faster learners could draw and label pictures of other clothes items, or write a sentence, e.g. I wear a white shirt at school. We wear gloves when it is cold.

a bag

swim suit

a tie

trunks

pyjamas

trainers

boots

slippers

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Na podstawie: Jamboree Communication Activities for Children; John Palim, Paul Power; Pearson Education Ltd.

CLOTHES

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Na podstawie: Jamboree Communication Activities for Children; John Palim, Paul Power; Pearson Education Ltd.

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HOUSE AND FURNITURE

Is Your House Like Mine?


Make a copy of these two pages (you can enlarge the picture of the house). Cut out and stick furniture in the house. Add windows if you like. This is the teachers house. Make enough copies so that each pair of students has 2 pages (1 of each). Practise the necessary language: in/near/by/between/in front of/behind/on the left/on the right; upstairs/downstairs; living room/dining room/ hall/kitchen/bedroom/bathroom. Ask the children to cut out the furniture. Quicker learners can help the slower ones. Explain that you are going to describe your house and they are going to make a house like yours. They cant see your house so they have to listen to you and put the furniture in the right place. Describe your house room by room repeating the descriptions several times. Example: Ive got a table in the living room. Its by the window. With more advanced pupils you can use more complex sentences e.g. Upstairs in the first bedroom near the stairs there are two beds. Ask to see the houses and show yours. Children comment on any differences.

Hide and Seek


You need the old copies which the children have already used in the previous exercise - 2 copies between 3 or 4. Child 1 (C1) secretly decides where he is going to hide on one copy, and writes where in his notebook (e.g. In the dining room, behind the cupboard.). This prevents cheating. Children 2 and 3 must find C1. They can refer to the other copy. One starts upstairs and the other downstairs. They can go in each room only once but they can ask several questions, e.g. Im in the big bedroom. Are you under the bed? If the room and position are in C1s written sentence, C2 wins. If not, C3 asks a question, e.g. Im in the kitchen. Are you behind the fridge? C2 and C3 move from room to room searching for C1. If both C2 and C3 have moved out of the room where C1 is hiding, C1 reveals himself and says Im the winner. I was hiding in the kitchen, under the table, for example.

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Na podstawie: Jamboree Communication Activities for Children; John Palim, Paul Power; Pearson Education Ltd.

HOUSE AND FURNITURE

Longman Treasure Chest

Na podstawie: Jamboree Communication Activities for Children; John Palim, Paul Power; Pearson Education Ltd.

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Longman Treasure Chest

FOOD AND SHOPS

Where will I find?


Divide your pupils into two groups. They need to sort the words into the shops. The children in the first group to do the task correctly are the winners.

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Na podstawie: Tell it Again!; Gail Ellis, Jean Brewster; Pearson Education Ltd.

DAILY ACTIONS

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Mikes Day
Put the children into pairs. Make enough copies to give 1 copy to each pair. Cut each copy in two. Give part C1 to Child 1 and part C2 to Child 2. Explain that they have the same pictures, but each of them has the times which are missing on the other childs clock. They must now find the missing times and draw them in. They will have to ask the following questions: What time does Mike get up?, What time does he get dressed?, What time does he catch a bus? etc.

C1

C2

Na podstawie: Jamboree Communication Activities for Children; John Palim, Paul Power; Pearson Education Ltd.

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TRANSPORT

Finding the missing half


Distribute the flashcards among children so that everyone has 3 different cards. Ask pupils to colour the pictures and cut them into half. Shuffle the cards and distribute them again round the class. The childrens task is to find the missing half of their pictures by asking Have you got a red boat?, etc.

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Na podstawie: Word Birds Word Book Teachers Guide; Jeanne Perrett, Michael Webb; Pearson Education Ltd.

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