ENCOUNTER 1: An exciting beginning

i. Teacher play the animals sound.

ii. Talk about 5 sounds of animals. Example: cat, dog, cow, hen, duck.
iii. Make a gesture of animals, and children mime and repeat.
iv. When all sound have been introduced, count them together, e.g. count the
animals.

ENCOUNTER 2: Game – Listen and do!

i. Announce the game, e.g.:Nature Games.
ii. Hold the visual and so children can see. Say one of the new words in a
sentence, e.g. It’s a cat.(Flashcard of animals)
iii. Have the children mime in response.
iv. Show the visual and praise the children.
Extension:
i. Put the children around the room in small groups. Allocate one to the target
words to each group, e.g.this group is cat. Place the visual nearby to help them
remember.
ii. Have the children listen for their word and mime when they hear it.
iii. Teacher can call out several words, e.g. it’s a cat.
Observe which children are miming immediately and which are taking more time.

ENCOUNTER 3: Game – Music Box

i. Announce the game, e.g. let’s play MUSIC BOX!
ii. Place the picture of animal in the box. Teacher play music and children pass
the box to their friend.
iii. When music ‘STOP’ children who hold the box have to pick one picture
card in the box.The children need to make a sound of animal base on the
picture they pick.
iv. Praise the children who can sound very well. E.g. picture of cat: meow!
!

ENCOUNTER 4: Game – Listen and point!

i. Announce the game, e.g. Listen and point!.
ii. Place the picture of animal around the room.
iii. Ask about each of the new words, e.g. Where’s the cow?
iv. Have the children point and say There!
Extension:
-teacher can ask the children to say the target language too, e.g. There is a cow
-teacher can ask individual children to point and say There is a cow
-teacher can ask individual children to point and say There is a cow

Progression notes: observe which children are becoming confident and using the target
language spontaneously.
ENGAGE 1: Chant a chain
i. Announce the game, e.g. Let’s play chant a chain!
ii. Place the visuals in a line so all children can see them.
iii. Point to each visual and have children chant the words as you point, e.g. a
watermelon, an orange
iv. Turn over one of the flashcards. Point to each flashcard again and the
children say the words, including the one that is turned over!

Extension: As children get confident:

-teacher can ask a child to come to the flashcards and say what is hidden, e.g. It’s sunny. If
the child can’t say the word help them do the mime, then say the word for them or ask the
class to help them say the word. Turn over the flashcard and confirm the child is right.
Praise them for remembering.

Progression notes: Observe which children are becoming confident and easily chanting the
target language, or calling out the new words. Are children saying just the word, or using
sentences or questions?

ENGAGE 2: What’s missing?

i. Announce the game, e.g. Let’s play What’s missing?
ii. Place the flashcards on the floor, board or wall, face up. Say the English
words as you do this.
iii. Mime and say, “Close your eyes.”
iv. Show mock surprise! What’s missing?
v. Allow the whole group to chorus which flashcard is missing – this is useful
early on in a teaching sequence.
Extension to lead to engage and exploit situations:
-ask children to lead the activity. They should give instructions and remove the flashcard.
Ensure you help them say, Close your eyes, What’s missing? They can also be encouraged
to respond with Yes it is! Or No it isn’t!

Progression notes: Observe which children are becoming confident and call out the target
language. Are children saying just the word, or using sentences or questions?

ENGAGE 3: The pair game

i. Announce the game, e.g. Let’s play the pair game!
ii. Shuffle a set of two flashcards of each image and then place them in an
orderly fashion on the floor or on the board, picture side down.
iii. Model how to play: Let’s find a pair, two the same! Turn over one flashcard
and say what it is, e.g. It’s a yellow banana! Turn over another and say what
it is. This can go two ways, there are the same or they are different. If they
are the same – it’s a yellow banana. Hooray! They are the same. Leave the
flashcards face up. If they are different – It’s a green watermelon! Oh, they
are different! Turn the flashcards face down again.
iv. Ask each child to turn over two flashcards to find a matching pair.
v. As each card is turned over, the class should chorus the word in English.
vi. If the child succeeds in finding a matching pair, help them say: They are the
same! And the flashcards remain in place, with the images showing. If they
 don’t, they can be helped to say: They are different and then turn them face
down.
Extension to lead to engage with an individual response
-once the children have become more confident with a set of target words and expressions,
instead of chorusing together, each individual child should say the word as they turn over
the card. If they can’t remember they should be encouraged to ask for help, e.g. Help,
please!

Progression notes: Observe which children are confidently and calling out the target
language. Are the children still using the mimes?

ENGAGE 4: The mime game

i. Do the mime and then ask a question, e.g. (mime it’s a banana) and ask
What’s is it?
ii. Ask a volunteer to mime a flashcard shown to him. Repeat until all or a
number of children have volunteered.

Extension
-instead of showing a flashcard, whisper a topic word / phrase into the child’s ear. This will
be quite challenging as the child will have to understand what they heard to be able to
mime correctly.
-if the topic is related to the parts of the body, have children come up in pairs and join
themselves at the part of the body they want their peers to say, e.g. Mouth, get children to
blow kisses / air kiss towards each other, Eyes, get children to stare at each other.

Progression notes: Observe which children are able to remember the mime and which are
able to answer correctly in English. If you whisper the target language, is the child able to
understand?

ENGAGE 5: The telephone game

i. Announce the game: Let’s play the telephone game!
ii. Begin by helping children whisper. Say or chant the target language in a
whisper together.
iii. Look at the flashcard without showing it to the children. Place it on the
floor, board or wall face down.
iv. Whisper the flashcard word into a nearby child’s ear. Put your hand in front
of your mouth and emphasise that it is a whisper for the child only.
v. Encourage the child to pass on the word they have heard you whisper. Help
them cover their mouth with their cupped hand.
vi. Help the children pass on the whisper. If they have problems hearing, get
them to say: Pardon, please repeat! Follow the whisper around the circle.
vii. When it reaches the last child, ask them to say it out loud. Turn over the
original flashcard and ask them if it is the same. If it is, different, say Oh no!
 The telephone is broken!
viii. Play another time, this time going in a different direction around the circle.

Extension
-ask a child to begin the game and to be in charge of the flashcard to compare the word that
gets passed around at the end.
-instead of using a single word, use a question or a sentence, e.g. It’s hot and sunny.

Progression notes: Observe which children are able to ask for repetitions and who
successfully whispers the word.

ENGAGE 6: The head and toes game

i. Announce the game: Let’s play the head and toes game!
ii. Begin by dividing the topic flashcards into two halves. Place one half
towards the top of the wall or board space. Place the other half towards the
bottom. If teacher wishes, draw a line separating them.
iii. Explain that when teacher says something with a word in the top set they
touch their head, if teacher say something with a word in the bottom set they
touch their toes.
iv. Demonstrate what the teacher means.
v. When the teacher begins to play with the children explain that if they make
a mistake they have to sit down for two calls.
vi. Call out full sentences, e.g. It’s sunny today. Alternate and repeat so
children are caught out. They will enjoy being challenged.
vii. Praise children who don’t make mistakes.

Extension to lead to an exploit situation

-ask a confident child who is not making mistakes to come to the front to call out the target
language
-use different topic sets, e.g. colours at the top and weather at the bottom. Children respond
according to the topic that the teacher calls out, e.g. I like blue or It’s rainy today.

Progression notes: Observe which children are able to quickly respond by touching their
head or toes.

ENGAGE 7: The run and collect game

i. Announce the game: Let’s play the run and collect game!
ii. Begin by placing a set of flashcards in two sets on the floor at the end of the
room.
iii. Divide the children into two teams and decide upon a name for each team,
e.g. a colour, a favourite cartoon character. Nominate a set of flashcards for
each team.
iv. Teacher will need to collect team points, so arrange either to write tallies on
the board or use blocks, Lego, plastic coins, beads etc. as representative of
each team point.
 v. Two children begin, one child from each team. Explain that the teacher will
call out a word and they should run to their team’s flashcards, pick up the
flashcard and bring it back to the teacher. The first child to return gets a
point for their team if they can say the word correctly.
vi. Call out the target language in a sentence, e.g. It’s rainy today!
vii. When the children return with the flashcards, ask them what they have
brought to the teacher. What’s the weather like Sarah?
viii. Award a point to the child who arrived first and can successfully say what is
on the flashcard. Either mark a tally on the board or place an object to
represent the point.
ix. Keep going until all children have a go at running.
x. Count the points. Start with the team with the fewer points. Count them with
the children. Write the number for the children to see. clap the team. Do the
same with the winning team. Ask the children who has the most points and
clap the winning team.

Extension to lead to an exploit situation

-ask a confident child to be the caller

Progression notes: Observe which children are able to pick up the correct flashcard and
name it confidently.