Monica Stoica

moni.stoica@gmail.com

KINDERGARTEN ENGLISH
- 100 ideas –

INTRODUCTION:

Activity 1: Hello!
Materials: Song: Hello, how do you do?
Procedure:
1.Arrange the Ss in a semicircle and go around the room shaking hands, nodding your head and
pointing to them when the song goes: And you, and you, and you.
2. Play the song again and ask two Ss to replace the T doing what the T did.

Activity 2: What’s your name?

Procedure:
1. Tell the Ss to arrange themselves in alphabetical order. They have to ask each other’s names
in order to do so.
2. Check the order by calling the names out loud.

Activity 3: What’s you name again?

Procedure:
1. Ss line up in front of two other pairs of Ss who are holding their hands up to form a bridge.
Everybody sings: Tell me, tell me what’s your name/ My fair lady using the melody from
London bridge is falling down.
2. The Ss go under the bridge one after the other. When the song ends the bridge lowers and
the two Ss caught in the middle say their names and are added to the bridge.
3. Continue until there are no more students left running.
Alternative:
 Use the same game with the original song
 Use the same procedure with: Hello, hello, how are you.

Activity 4: Is this Maria?

Procedure:
1. Point to a S and ask: Is this… ( a wrong name).
2. Ss respond: No, no, no.
3. Ask again using the correct name.
4. Ss respond: yes, yes, yes.
Alternative:
 Use the same procedure when introducing vocabulary with flashcards.

Activity 5: Point to Maria

Procedure:
Ask the Ss to point to a certain pupil you name.
Alternative:
 Use the same procedure when introducing vocabulary and using flashcards. Stick
the flashcards on various places in the class.

Activity 6: Tell me about yourself

Materials: Song - Row your boat
Procedure:
1. 1 Arrange the Ss in two concentric circles facing each other.
 2. Play the song for a while then pause it.
3. When the song pauses, the Ss start practicing a short dialogue.
4. Continue the same procedure several times.

Activity 7: Mingle
Procedure:
1. The Ss go around the room chanting Mingle, mingle, mingle.
2. When the T says Stop, the Ss stop and talk to each other in the same way as during the
previous activity.

Activity 8: Autumn tree

Materials: paper cuts in the shape of yellow leaves, a tree trunk and tree branches made of
cardboard and paper clips
Procedure:
1. Hand the Ss paper cuts in the shape of leaves and ask them to write or draw something on
them, related to the topic you are teaching (family tree, seasons, children in the class etc)

Activity 9: Me too
Procedure:
1. The T says: I wash my hands in the kitchen. If the Ss do the same, they say Me too and raise
their hand.
2. Include some incorrect sentences like: I sleep in the bathroom.
Alternative:
 Use the procedure for daily programme or routines.

Activity 10: Apple tree

Materials: soft apple toy, the song Apple tree
Procedure:
1.Arrange the Ss in a circle. They have to stand in front of their own chair. Play the song and
hit a S in the head with the apple when the stanza ends.
Apple tree, apple tree,
Will your apple fall on me?
I will cry and I will pout,
If your apple knocks me out!
2. The S who was hit has to say a line you want them to practice then pick the apple and hit
someone else.

Activity 11: What do you think?

Procedure:
1. Discuss with your Ss the exercises you have used, try to find out their opinion, explain your
reasons, your arguments.

Activity 12: Icka backa

Materials: Icka backa song
Procedure
1. Use the song to single out a S in order to do a certain activity. It works just like: Din oceanul
Pacific, a iesit un peste mic.

Activity 13: What do the others see?

Procedure:
1. Call a S in front and ask the others to say things about him/her. (Ex: You like red, your
name is…, you have a brother, you like chocolate etc,)
2. The S answers Yes or No as appropriate.
 1. TOPICS

What do you need? What have you got?

Ss with little experience of the world
Ts need to know what to teach (which are Ss aware of only a concrete, close at hand
the eligible topics) reality

What can you do?

Activity 14: The last one sitting

Procedure:
1. The Ss say words related to a certain topic, one at a time.
2. If a S doesn’t know what to say or repeats a word that has already been said, has to stand
up. The last one sitting is the winner.

Eligible topics:
Greetings Seasons
Name Moments of the day / time
Age Months
Numbers Days of the week
Colours Clothes
Fruit and vegetables Daily programme
Food and drinks House
Nature Playground
Body parts Neighbourhood
Animals Transport
Family Celebrations
Classroom items Holiday activities
Shapes and sizes Games
Toys Sports
Weather instruments

These topics do not come in isolation. In order to produce meaningful

communication you need to combine them.

Activity 15: Pair up

Materials: labels (ex.: colours and fruits)
Procedure:
1. Each S gets a label (some will be fruits and others will be colours).
2. They are asked to stand up and pair up (hold hands) according to the possibility match the
two items ( a red apple, a yellow banana).
3. The ones who cannot find a pair remain in front and “read” the labels as they pass by them.
Alternative:
 Pairing up can be used with nouns and adjectives (colours and objects, numbers and
toys, sizes and objects, days and activities etc.)

Activity 16: I wanna be like you

Topic: animals + activities
Procedure:
1. The T calls one S in the middle.
2. She shows the Ss a flashcard of an elephant and asks: What’s this? They answer: “It’s an
elephant”.
3. The T turns towards the S in the middle and tells him: “Walk like an elephant.”
4. Pick another S to come in the middle and repeat the procedure for the following commands:
 Swim like a turtle Eat like a lion
Jump like a kangaroo Drink like a tiger
Run like a penguin Fight like a bear
Fly like a bird Climb like a monkey
5. Arrange all Ss in a circle and give them the commands one by one.

Activity 17: Give and take

Materials: bits of coloured paper (6 for each S)
Topic: numbers + colours + actions + prepositions of place
Procedure:
1. Lay down the coloured papers arranged on colours (a green pile, a red pile etc) Line up the
Ss and ask them to pass by the piles and take on paper from each pile. Those who push
loose one paper.
2. Make pairs and have them seated. Give orders and demonstrate the action. Ask them to
follow your lead:
Give the red paper. / two papers
Take the green paper / three papers
Put down the blue paper. / one paper
Put the yellow paper / four papers on the right.
Put the orange paper on the left.
Put the pink paper on the floor.
Gather all the papers.
3. Give orders without demonstrating and let the Ss do the actions. Change the orders from
colours to numbers.

Dealing with the parents’ pressure:

 Have a parents meeting to explain the reasonable expectations

 Have a demo for parents
 Fight rumours about the uselessness of English at that age.
 Explain the “trained ear” strategy – the immersion in a foreign language

2. RULES

What do you need? What have you got?

Ts need to rely on rules, they need structure
and clarity
Ss who respect firmness, well defined rules
and consistency
Ss who continuously test rules and
limitations
Ss who have bad days or bad moods (bad
moods are contagious)

What can you do?

 There are things you have to do and things you have to make the Ss do.
 Rules are for you to set, for them to respect and for both of you to keep.

Set the rules from the very beginning.

 No shouting, no pushing
 No going under the table
 Not throwing things
 No pencil sharpeners
 Listen to the teacher
Establish rewards:
 Stickers
 Points
 Allowance to do something (be the first at the next game, touch the mascot, choose a partner)
 Candies
 Kisses from the mascot
 Congratulations, open cheers

Establish penalties:
 Red or yellow cards
 Points withdrawn
 Extra work (gathering the objects of the best pupils)
Attention: give immediate recognition (ex: restore the points) if they make amends.

Do your job right:

 Vary the grouping
 Minimum of objects on the tables
 Do not keep them too long at their desks
 Eye contact
 Change the pace
 Have them challenged
 Vary the activities
 Offer assistance (from yourself, their teacher or the other Ss)
 Always give them something to do
 Be prepared to change the activity if it doesn’t work
 Be surprising (hands on your head when the Ss are too noisy)
 Have extra activities at hand
 Provide comfortable companions for the shy ones
 Have everything ready and working
 Speak softer not louder

Rely on a routine!
a) Start with a Hello song/ a stretching routine / greetings

Activity 18: Hello, Teacher

Procedure:
1. During the first lesson, introduce the greetings. Act out the following dialogue:
Hello, children.
Hello Teacher. How are you? (chorus)
I’m fine, thank you. And you?
Me too. (chorus)

b) Activate the Ss using energetic movements on command.

Activity 19: Cheer and stop

Procedure:
1. Ask the Ss to follow your lead first in doing the actions:
Stand up Soft cheer
Eat Loud cheer (raise your hand
Drink progressively as the sound
Go to sleep increases)
Big jump Stop (lower your hand quickly)
Little jump Sit down
Clap
 2. The T gives the commands without demonstrating and the Ss do the activities.
Suggesstion:
Use the Cheer and Stop strategy (only the last part) every time the noise is too loud.

c) Proceed with introducing new items / vocabulary / teaching a song/ telling a story

Activity 20: In the Army

Procedure:
1. Explain the Ss that they have to repeat exactly (words, intonation) what the T says/ chants.
They are in the army, marching, and they have to sing as they march.
2. Allow the Ss to sit down and start the activity with the following lines:

Hello. Hello. How are you? – The Ss repeat

I’m OK and so are you. – Ss repeat

Tell me, Tell me what’s your age?

I don’t know and that is strange.

Tell me quickly, can you fly?

No. I can’t. I don’t know why.

Do you like to march in line?

Yes, I do, I think is fine.

What have you got in your house?

Two chairs, one bed and a mouse.

Where exactly is the mouse?

In the middle of my house.

d) Play a game based on the topic introduced

Activity 20 bis: In the army again

Procedure:
Ask the Ss to stand up in a circle and make them march as they sing following your lead.
Repeat activity having a S calling out the lines.

e) Spend any remaining energy and then quiet the Ss down

Activity 21: Military English

Procedure:
The T shouts suddenly Attention! Start giving orders using a military voice and intonation:

Everybody stand up in a circle! Turn left

Salute! Turn round
March round! Right, right, rightleftright!
1,1,1,2,3 (bis) Jump, jump, jumpjumpjump
Stop! Swim, swim, swimswimswim!
Go, go, gogogo! Stop
Turn right Sit down

f) Craft work / drawing etc.

Activity 22: Little men

Materials: a card inscribed with the topic taught, human shaped paper cut, paper clips
Procedure:
1. Give the Ss a human shaped paper and ask them to write on it something related to the topic
introduced, or to draw it as they like or to make a pictured dictation (the T says what the Ss
should draw).
2. Hang the paper cuts using paper clips from the inscribed card, for future reference.

g) Putting everything back

Activity 23: Clean it up!

Materials: Song: Here we go gathering nuts in May
Procedure:
1. Spread some nuts on the floor and ask the Ss to throw their pens on the floor as well.
2. Introduce the song and demonstrate gathering nuts.
3. Split the class in two and ask one half to say Nuts when they hear it on the tape and the
other half to say in may when they hear it.
4. Play the song and see how it goes. At first, point to the group who has to say its line so that
they know it’s their time to speak.
5. Tell the Ss they will have to clean up the place taking what is theirs and putting it back and
then gathering the nuts and putting them in a basket/hat/ on the Ts desk etc. Warn them not
to take more than one item at a time.
6. Play the song while the Ss sing along and gather the objects.

h) Saying good bye

Activity 24: As I was walking down the street

Materials: song
Procedure:
1. Play the song and demonstrate the moves the Ss have to do.
As I was walking down the street, (Walk without moving forward)
Heigh-ho, heigh-ho, heigh-ho
A little friend I chanced to meet (Put your hand at the eyes as if you are seeing someone in the
distance)
Heigh-ho, heigh-ho, heigh-ho
With a-rig-a-jig-jig and away we go, (wave good bye with both hands)
Away we go, away we go
Rig-a-jig-jig and away we go,
Heigh-ho, heigh-ho, heigh-ho
Iuhoo (both hands in the air)
2. Ask all the Ss to do the moves as you are facing them and play the song again.
3. Repeat procedure every time you finish the class.

3. DISRUPTIVE BEHAVIOUR

What do you need? What have you got?

Ts need to know how to react, how to deal
with disruptive behaviour
Ss who react differently to various inputs
Ss who come from various environments
and are accustomed to react in a certain
way
Ss with various personalities

What can you do?

Setting rules is not enough. It is only the beginning. How do you manage to keep them?

Create a common ground: The classroom is a special place with special rules.
Activity 25: The threshold
Materials: a line on the floor/ a rug/ a stick
Procedure:
1. Place down the stick and explain that is the threshold to the world of English and fun. On
the other side there are lots of fun and music and games but there are also rules.
2. Explain the rules (may they be general or specific for the certain game you want to play)
3. Ask the Ss to go one by one over the threshold and warn that once on the other side they
will have to respect the rules. If they don’t they will be asked to step back over the
threshold and stay outside until they are ready to obey the rules.

Know your students: At this age disruptive behaviour comes usually from the fact that they are
not being paid attention. So:

 Give them responsibilities

 Put them in charge of various things
 Touch their heads or hold their hands (it is reassuring)
 Ask them to help you with the materials
 Praise them
 Do not compare them to the others (use general statements: good children etc.)

Make yourself liked /enjoyable and don’t show preferences

 Children want to please the people they like (so smile and be entertaining)
 Children are jealous (so treat everybody the same)

4. SIMPLICITY

What do you need? What have you got?

Ss who have limited understanding
Ts need to keep things simple (activities, Ss who are frustrated by what they can’t do
explanations, directions) or what they don’t understand

What can you do?

Facts:
 Children are practical.
 Children are needs oriented (hunger, thirst, play, company etc.)
 Children like to see a concrete/palpable outcome of what they are doing.
 Children want to see things done fast.
Ts don’t necessarily have to encourage their natural tendencies but they have to be aware of
them and take them into consideration when they are planning their activities.

Activity 26: Crayons craft (half cooked crafts)

Materials: paper glass, crayon shaped paper cuts (coloured or white), black pens
Topic: colours
Procedure:
1. Hand each S a white paper cut and ask them to select from the set of crayons, their
favourite colour.
2. They colour the paper crayon with that particular colour they have chosen.
3. The T asks: Who likes red?
4. The Ss who chose red crayons answer : I like red.
 5. Ask the Ss who liked red to come in front of the class and say: My favourite colour is…
then put the crayons on the wall in the paper glass already hanging there.
Alternative:
 Younger Ss can get coloured crayons from the very beginning and they must only make
some designs on them and then say the dialogue.

Activity 27: A tisket, a tasket

Materials: song, flashcards of a red and yellow basket, a boy, a letter, a pocket, a person dropping
something, an apple, a door, a cat.
Procedure:
1. Show Ss how to clap their hands in different ways.
2. Put some flashcards on the board and ask the Ss what they are. Call out the words several
times.
3. Play heads down. (Tell Ss to put their heads down while the T takes away one of the cards.
Ask them to look at the B and guess the missing card)
4. Play the song and ask the Ss to identify the words mentioned in the song.
5. Repeat song several times while some Ss come in turn to pick the flashcards and put them
aside on the board.
6. Play the song and ask Ss to clap their hands (as demonstrated in the beginning) while they
are listening to the song. Encourage them to sing along.

5. THE WRITTEN WORD

What do you need? What have you got?

Ss with no understanding of the written word
Ts have the need/ tendency to rely on the Ss who need to get acquainted with the
written word. written word

What can you do?

The object you are working with is the word. For the Ss, the word in itself is irrelevant and
English is irrelevant as well. Being able to speak English is not an achievement for them. For them,
what is important is what they do, not what they say.

There are several stages we must pass through:

a) The pre-speaking stage
b) The pre-writing stage
c) The letter stage
d) The word stage
e) The sentence stage

a) The pre-speaking stage

It is the moment when the children can actually speak but they don’t do it. They may be
new, shy, stressed or they don’t understand why they can’t get any word you are saying. In such a
case, rely only on action and not on speaking, do not force them to say anything as it will come
naturally if they are enjoying the activity. Action songs are the best choice at that stage.

Activity 28: Turn around and touch the ground

Materials: song
Procedure:
1. Introduce the moves first and have the Ss do them all together.
 Turn around  Touch the wall
 Touch the ground  Down we fall
 Fall back down  Touch the sky
  Reach up
2. Make three groups and call one S from each group in front of the class.
3. Another S gives a command (one of the moves previously introduced). The first S to react
gets to sit down.
4. Play the song and do the moves as you are listening. Feel free to sing along.

b) The pre-writing stage

It is the moment when the child starts discovering the power of speaking but also its
limitations. He cannot express yet exactly what he wants and he is staggering being confronted
with all sorts of frustrations (he can’t express what the others can, he can’t make himself
understood, the others get him wrong etc.). Still, he is very attracted by this new tool and plays
with it with delight.

Activity 29: Hello, Mr. Bunny!

Materials: cuddly toys, cars, etc.
Procedure:
1. Make pairs and give each of them a toy (in case you do not have enough, ask them to use
pencils or any other objects at hand).
2. Ask the Ss to practice a dialogue between the two.
Alternative:
 Voicing a puppet they have made (Humpty Dumpty) or their favourite toy brought
from home

c) The letter stage

Activity 30: Letter A

Materials: song – use the melody from Frere Jacques
Procedure:
1. Collect from the Ss as many words starting with A as possible.
2. Introduce the song:
Letter A, letter A! Letter B, letter B!
Where are you? Where are you? Where are you? Where are you?
Here in 'apple', 'ant', and 'Anna', Here in 'bat', 'big' and 'bad',
'alphabet' too, 'alphabet' too. 'banana' too, 'banana' too.

Activity 31: A is from apple

Materials: flashcards representing letters and fruit / drawings on the board
Topic: fruit
Procedure:
1. Display a picture of fruits on the wall.
2. Write a letter on the board and tell the Ss to say any fruits beginning with that letter.
Alternative:
 Have two groups taking part in a contest and saying one fruit at a time. You can balance
the results by giving difficult letters to those who tend to win

d) The word stage

It is the time when children start recognizing words but do not write or read yet. Later on,
they start learning to write isolated words just to try their hand.

Activity 32: Yes, yes, yes, No, no no

Materials: flashcards of animals
Procedure:
1. The T writes an animal on the BB.
 2. Show the Ss flashcards of animals and tell them to say No three times if the animal in the
picture doesn’t match the word on the B, and to say Yes 3 times if it does.

Activity 33: Look, say, cover, write, check

Procedure:
1. Write a word, and ask the Ss to look at it and then pronounce it.
2. Cover the word and ask the Ss to write it.
3. Uncover the word and ask them to check it.

Activity 34: Clap the syllables

Procedure:
1. Write several animals on the board, having different number of syllables.
2. Ask the Ss to pronounce it and clap its syllables at the same time.
3. Wipe the words and only clap (once, twice or three times) and ask the Ss to say what word
that might be.
One syllable: cow, bird, cat, dog, frog, duck, horse, mouse
Two syllables: chicken, lizard, hippo, spider, monkey, tiger
Three syllables: elephant, crocodile, koala, kangaroo, mosquito

e) Sentence level

Activity 35: Traffic lights

Materials: words on coloured paper (red, yellow, green)
Procedure:
1. Stick on the B words using the traffic lights colours in order to indicate the order they
should be used in sentences.
2. Ask Ss to line up.
3. Ask the first S to make a sentence using the words on the B. The next S has to come up
with a different one. Continue until one of the Ss repeats a sentence by mistake.

f) None of these stages should be dealt with in isolation. They can be and should be combined.
They only serve for us to know how far we could go at a certain age (no letter level for 3 years
olds) and help us become aware of the limitations we are dealing with. Once a higher level is
reached, all the previously used types of exercises can still be employed.

Activity 36: Walking through the jungle

Materials: none/ big flashcards of wild animals/ the written word, flashcards with the words of the
rhyme
Procedure:
1. Arrange the Ss in a circle and ask them to follow your lead. When they feel comfortable they
can start saying the words as well. The T takes her place in the circle and starts going around
saying the following:
Walking through the jungle, walking through the jungle, what can you hear? (put your hand at
your ear?) What can you see? (put your hand above your eyes) Ahaaa, it’s the tiger looking for
some tea.
3. Encourage the Ss to do the same as you and repeat procedure using different animals each
time: lion, monkey, bear, elephant, giraffe, leopard, zebra.
4. When the Ss got the idea, the T gets out of the circle and holds up a card with the picture of
a lion/ tiger etc. and lets the Ss continue the rhyme.
5. The T replaces the pictures with letters (T, M, L, Z)
6. The T replaces the letter with words (monkey, chimp)
7. Ask everybody to go to their places and stick on the BB flashcards with the words of the
rhyme in mixed order. The Ss come one by one and arrange the cards in the correct order.
 6. LEARNING TYPES

What do you need? What have you got?

Ss with various learning types and various
Ts need to know the Ss’ learning type combinations of learning types.
All these Ss are at the same time in the same
place: your class.

What can you do?

Tactile learners

Activity 37: How many fingers

Procedure:
1. Pair up the Ss. One of the partners sits with his back turned towards the other. The latter
places 3 fingers on his partener back and asks: How many fingers? The first has to guess and
answer. They can use both hands to count up to ten.
2. Change roles after each guess.

Activity 38: Massages

Procedure:
1. Arrange the Ss in a circle, facing each other’s backs. The T takes her place among them and
gives instructions.

 Put your hands on the back of  Scratch easily

the person in front of you.  Rub
 Walk with your fingers.  Dance
 Walk fast  Press
 Walk slowly.  Write (fast, slowly)
 Jump
Comment:
 It is an useful exercise to be done early in the morning when they need waking up slowly
or when they are tired and need to relax.
 It can also be practiced with letters or writing words.

Activity 39: Touch and guess

Materials: classroom items
Procedure:
1. Collect several objects from the Ss and put them on the T’s desk.
2. Ask a S to come in front and stand with the back to the desk. Ask her to put her hands at the
back and hand her an item asking What’s this?
3. Ask a S to replace you and so, call two Ss at the same time to engage as many as possible.

Visual learners

Activity 40: What’s wrong?

Materials: flashcards or drawings of incomplete items
Procedure:
1. Draw on the B a house with no walls and ask: What’s wrong with this house? Elicit the
answer: It has no windows.
2. Proceed in the same way for the roof, chimney, windows, door
Alternative:
 The activity can be adapted to body parts (human or animal)
Activity 41: On my way home I see…
Materials: A4, crayons
Procedure:
1. Draw a winding road on the BB with a house at the end. Say while you are drawing: On my
way home I see a school, a park, trees, grass, flowers etc.
2. Ask the Ss to make a similar drawing on their papers.
3. Write an adjective under each drawing and repeat the presentation adding the adjectives.
4. Point to various things on your drawing and ask the Ss to say what you see, using the
adjective as well.
5. Ask them to do the same with their drawings and present them to their partner.
Alternative:
 For younger Ss you could use only colours to put under the drawings.

Auditory learners

Activity 42: Froggy went a courting

Materials: song
Procedure:
Play songs while the Ss are working on a project, drawing etc.

Kinesthetic learners

Activity 43: Where’s your group?

Materials: chairs, 1 paper with drinks, one with sweets and one with vegetables.
Procedure:
1. Put three chairs in different corners of the class and on each of them place a paper with either
pictures of sweets, or vegetables or drinks.
2. Choose three Ss and ask them to sit on the chairs.
3. Arrange all Ss in a line in front of you. Very quickly, say one word at a time to each S. The S
has to run to the chair representing the group his item belongs to (ex: the candy goes to
sweets.)
4. When the S arrives at the chair, he tells the word to the S sitting on the chair who confirms or
not that he came to the right group. If he didn’t get the group right, they have to go back to
the line.

Activity 44: Do it first!

Procedure:
1. Arrange the Ts in three lines. The first in line have to do what the T commands. The first one
to do it goes to sit down; the others go to the back of their line waiting for another chance.

Turn around Jump Close your eyes

Hop Turn right Hands up
Touch your nose Touch your ear Sit down
Point to the door Point to the Trainer Pinch yourself
Turn back Smile Touch your head
Turn left Nod Clap

Activity 45: Point to…

Materials: crayons
Procedure:
1. Make groups of three and put in front of each group a bunch of crayons. Make sure they
have all the colours (have all the crayons on your desk and ask the Ss from each group to
come in turns and take two colours you name)
2. The trainer calls out a colour and the first in the group to point to the correct crayon is the
winner.
 3. Repeat procedure faster and faster.

As well as taking the same topic through the four kinds of learning styles, you can take the
same activity through all the stages.

Activity 46: Singing colours

Materials: coloured flashcards
Procedure:
1. Place on the B flashcards of colours and sing the song.(visual learners)
Red, yellow, green and blue
Purple, orange
2. Encourage the Ss to sing along then remove the blue card. Continue by removing the cards
one by one until there are none left. (auditory learners)
3. Give each S an object having one of the colours mentioned in the song. (tactile learners).
4. Ask the Ss to raise their object when they hear their colour. Make sure you have given the
green and blue colours to the most active children. (Kinesthetic learners).

7. PROGRESS

What do you need? What have you got?

Ss more concerned about the activity in itself
Ts need to see progress being done and not its outcome (if it is not palpable)
Ss with a very limited attention span
Ss who are not independent learners
Ss who forget quickly

What can you do?

Revise! It’s not what you’ve done in class it’s what kids can do. It’s not what you did but
how many times you did it. It’s not how you did it, it’s how they took it.
Continuous revision is what makes your teaching meaningful and not the amount of items
you have introduced.

Activity 47: Lines quiz

Materials: set of questions covered in previous lessons
Procedure:
1. Arrange the Ss in two lines and ask them quick questions you have gone over during your
previous lessons. The S who answers correctly may go and sit down while the one who
didn’t has to go back to the end of the line and have another go.

Activity 48: The gift

Procedure:
1. Arrange the Ss in a circle facing its interiour. Explain that they will have to make each other
imaginary gifts of clothes.
2. The T takes its place among them and starts by putting handing the S on the right a cap
saying: Here is a cap for you. The other S says Thank you and puts the imaginary cap on his
head. He then passes another piece of clothing to the next S saying: Here’s a T-shirt for you.
3. Continue the procedure until they all have a go.
4. You can have two or three circles at the same time.
Alternative:
 Use the same activity with toys, animals, food, etc.

Activity 49: 1+1, 2+1, 3+1 (the memory game)

Procedure:
 1. Warn the Ss that they have to be very silent during this game so that they can concentrate.
2. Demonstrate the game by asking three Ss to come in front and telling them to have to rely
on their memory. The first S says one item of furniture, the next says that item plus one
more, and the third says the first two and adds one more. The procedure continues until one
of them forgets the words.
3. Start playing the game with the class
Alternative:
The game can be played in groups or in lines as a contest.

8. EVALUATION

What do you need? What have you got?

Ts need to keep track of things (keep the
score), to evaluate
Ss who need to know how they are going but
only if it is good,
Ss who need reassurance that they are ok,
who need to feel good about themselves
Ss who do not like loosing and can’t
emotionally handle failure (they
remember failures more than success)

What can you do?

Rewarding systems:

 words and puppets

Activity 50: You did OK

Materials: Scotty the Teddy bear
Procedure:
1. Use a class mascot to kiss the Ss when they perform well.
2. Use it when they are working something silently (a craft) and make it look at what they are
doing.
3. Allow the Ss to touch or pet the mascot when they do something right.

 stamps and stickers

Activity 51: Can you remember?

Procedure:
1. Use hand stamps to mark the achievement of the Ss.
2. Use stickers on copybooks for the parents to see and the ss to keep track of their
performance.

the wall chart

Activity 52: The drawing test

Materials: cardboard to stick on the wall, stickers or Ss’ photos
Procedure:
1. Have a chart on the wall listing all the Ss in the class. You can use names, photos or a
picture representing each of them. Put a bullet or a tick at the end of every lesson near the
names of the ones who behaved best and participated most.
2. Withdraw points when they do not behave.

Keeping the score

Activity 53: Banana Tree, Ski track, The chimney

Materials: set of questions, drawings on the board
Procedure:
Make three groups and draw three palm trees on the board. At the bottom of each tree there is a
monkey dressed in a different colour. Each group is assigned a colour.
Ss have to answer questions or give the appropriate response to what the T says in order for
their monkey to climb the tree and pick the bananas. They advance one line up if they can
answer correctly.
 What’s your name?  Tell me a big fruit
 How are you?  Tell me a purple vegetable.
 How old are you?  Can you draw a house?
 What colour is your shirt?  Good morning.
 Where’s the door?  Where are you?
 What’s the name of your trainer?  Can you jump?
 What time do you wake up?  Can you fly?
 What animal lives in the jungle?  Do you like pizza?
 What animal has brown fur?  Do you eat chairs?
 What animal can jump?  Have you got a pet?
 Tell me a green animal.  Have you got pencils?
 Tell me a red fruit.
Alternative:
 The same procedure can be used with other drawings according to the season: the
Chimney with Santa Claus, The Ski track in winter, Eggs on stairs at Easter.
 Instead of questions you could use commands or flashcards.

Activity 54: The chairs

Materials: set of true/false statements, two lines of chairs
Procedure:
1. Arrange two/three lines of chairs facing the front. Ask the Ss to stand in the back, behind
the chairs, in a line.
2. The Ss are told a sentence and the first ones in line have to say in turns whether it is true or
false. If they got the right answer, they get to sit on the last chair. The procedure continues
and the next Ss answer and sit on a chairs in front of the other S if they have answered
correctly. Those who didn’t get it right, have to go back to the end of the line and have
another try.
3. The purpose of the game is for one S to get to the first chair.

Activity 55: The scapegoat

Materials: A toy, a chart on the B
Procedure:
1. Split the Ss in two groups.
2. Make a chart with three columns: one for a group, one for the second group and one for the
toy.
3. Ask the Ss to complete the poem the T starts. If they can do it, they get one point. After
asking the two groups, the T also asks the toy.
4. The toy will eventually loose as he cannot answer any questions. The two teams get the
cheers.
 Twinkle, twinkle,…. (little star)  Itsy bitsy …(spider)
 Happy birthday… (to you)  Hickory Dickory …(Dock)
 For he’s a jolly good…. (fellow)
 Hot cross… (buns)
 Jack and Kill went… (up the hill)
 One, two, buckle…(my shoe)
 Humpty Dumpty sat… (on a wall)
 Marry had a…(little lamb)
 9. KEEPING FIT

What do you need? What have you got?

Ss with a lot of energy to spend
Ts need to keep fit or loose weight Ss who want the adult to take part in their
games
Ss who learn from examples

What can you do?

Activity 56: Follow my leader to London town

Materials: song
Procedure:
1. Tell the Ss that you are all going to London and since it is a long way, full of dangers, they
have to be very careful what they are doing and obey you in everything as you are the only
one who knows the way.
2. Play the song and do the actions as instructed, leading the Ss lined up behind on a winding
path all through the class.
3. When the song ends tell them that you have told the secrets of the journey to another S and
he can lead them this time.

Activity 57: Ladders (game for large spaces)

Procedure:
1. Arrange the Ss in two rows facing each other and have them sitting on the floor with their
legs stretched forward so they touch the feet of the S in front of them. They will form a sort
of a ladder. Make sure there is enough space between the pairs facing each other.
2. Assign each pair a word from the story and then read it. Every time the Ss hear the word they
were assigned they have to stand up quickly and go forward jumping over the “stairs” , circle
the ladder and arrive back to their place trying to outrun one another.

Activity 58: The tree in winter

Materials: snowflakes paper cuts, scissors
Procedure:
1. Give each S a snowflake outline they have to cut out and ask them to decorate it or write a
favourite winter activity or draw a winter object (sledge, snowman etc,)
2. Hang the snowflakes in the same way as you did with the leaves.

10. BUILT-IN RESOURCES

What do you need? What have you got?

Ss who can benefit from things they can do
Ts need to make use of the things they have and practice anywhere and anytime
already got (voice, hands, face) Ss who need variation in everything

What can you do?

Activity 59: The Sandwich

Procedure:
1. Ask the Ss if they eat sandwiches and what they usually put in a sandwich. Brainstorm
several ingredients.
2. Take one S’s hand into your own and ask What sandwich is that?. Elicit the answer A
sandwich with salami and tomatoes or any other suitable answer using food.
3. Repeat procedure several times and then ask the pairs to practice.
Activity 60: Hand animals
Procedure:
1. Use your hands to mime various wild animals and ask the Ss to guess what animal it might
be.
2. Call one S to the front and ask her to mime the animal and ask: What animal is this? The
other Ts answer: It’s a dolphin.
3. Extend the game to actions as well saying: What is it doing? It is swimming.

Activity 61: Sticky fingers

Procedure:
1. Establish a question you want to practice (How old are you) and decide on an answer that
you do not say directly to the class but you suggest by drawing, miming etc. in this case, you
show the numbers using your fingers.
2. Ask 3 Ss to come in front and hold three of your fingers from a hand. They ask you
repeatedly the question How old are you until you give the correct answer (the one you have
previously decided on). When they hear it they must immediately run to the back of the class
and touch the wall (or another designated object).
3. Repeat procedure with What are you doing?, What fruit do you like? What’s your favourite
colour or change the number.

Activity 62: Yes

Procedure:
1. Use different voices and intonation when telling stories. High pitched voices are more
agreeable to children (and animals).

Activity 63 Drilling
Procedure:
Display various flashcards on the B.
Read them in a whisper, then quickly, then slowly, then high pitched, then low pitched, holding
your nose with your hand etc. and ask the Ss to do the same.

11. MORE IDEAS, LESS MATERIALS

What do you need? What have you got?

Ts need more ideas to put into practice using Ss who need variation on familiar bases
the materials they already have Ss who need reinforcement

What can you do?

1st Solution:
 Adapt the same activity to various levels.

Activity 64: The Monster

Materials: A4 paper, colored crayons, 3 piles of flashcards (body parts, numbers, colours)
Procedure:
1. Tell the Ss that the aim of this exercise is to draw a monster as instructed so they have to
have a sheet of paper and colours close at hand.
Guided activity: The T has close at hand flashcards with colours. She gives instructions
indicating the colours with the flashcards, the numbers with the fingers and pointing to the
body part.
This monster has 2 red heads.
It has 5 blue eyes.
It has 4 yellow ears.
It has 6 green arms.
It has 2 brown legs.
 Semi guided activity: This time the T gives the instructions verbally without any demonstration
or hints.
Semi independent activity: The T arranges three piles of flashcards on the desk, one containing
numbers, one colours and one body parts. The Ss come in turns to pick one card from each
pile and make up a sentence. The S tells the sentence to the class and the Ss draw the
monster.
Independent activity: Each S draws her own monster and presents it in front of the class.

2nd Solution:
Collect various ideas to use with the same material (for example small flashcards)

Activity 65: Pile it up!

Materials: small flashcards with colours (a set for each S)
Procedure:
Tell the Ss they are going to work with their own materials. Tell them to take a white sheet of
paper and cut it in pieces. They will have to have 10. On each paper they use a different
coloured crayon to colour it.
Make pairs and ask each pair to use a chair as a table. They will have to put down the cards
with colours one by one and say the colour. The first who finishes naming all colours is the
winner. Practice several times.

Activity 66: Change places

Materials: one small flashcard
Procedure:
2. Ask the Ss to choose their favourite colour from those they have made and hold it.
3. Tell them to stand up and change their place if they like the colour named by the T. They
have to hurry and sit down as fast as possible on a different chair.
4. The T says: Change places if you like red. The Ss who had chosen red have to stand up and
change places.

Activity 67: Play cards – Have you got red?

Materials: small flashcards
Procedure:
1. Make groups of three Ss and give them each three flashcards of different colours.
2. In turns they have to ask each other for a certain colour that they do not have (Have you got
red?) If the S who was asked has that certain colour he has to give it to the S who asked for
it and that S has the right to ask one more question, He keeps asking until he doesn’t guess
anymore. Then it will be the next S’s turn.
3. When the trainer says stop, the winner will be the S with the most numerous cards from
each group.

3rd Solution:
Make a slight change in your old exercises

Activity 68: a different Head, shoulders, knees and toes

Materials: the song
Procedure:
1. Instead of having the Ss standing and doing the moves of the song, ask them to sit on the
floor or to lay on their backs.
2. You may use the same song with pictures or dolls.

Activity 69: A different Simon says

Procedure:
 1. Follow the procedure from the usual Simon says game but instead of Simon says use please.
If the Ss hear please after the command they have to do the action.
2. Among other actins, say Smile without mentioning please and wait for them to smile. They
won’t be able to resist smiling.

4th Solution:
Use the same activity with different materials

Activity 70: Looby loo

Materials: song
Procedure:
Follow the same procedure as in Hokey pokey with a different song.

12. NO MATERIALS

What do you need? What have you got?

Ts need simplicity (less materials to handle, Ss who are in continuous need of something
make or carry around) new, new stuff to handle or look at.

What can you do?

The new things can be replaced by new action.

Activity 71: What time is it Mr. Wolf?

Procedure:
1. Have one S standing in front and other 6 (or all of them if there aren’t many or there is a lot
of space) standing near the opposite wall.
2. The S in front is the wolf and his purpose is to catch and eat one of the other Ss. He is asked
by the Ss What time is it Mr. Wolf? And he says: It’s 5 o’clock. The Ss take 5 steps forward.
Their purpose is to reach the opposite wall.
3. The procedure is repeated until the Wolf says It’s dinner time and tries to catch some of the
closest Ss. They run back to the wall and the Wolf is changed with another one.

13. TIME

What do you need? What have you got?

Ss who have their own objects
Ts need time to produce new materials. Ss who identify themselves with the objects
they’ve got
Ss can make materials

What can you do?

Activity 72: Whose hat is this?

Materials: Ss’objects
Procedure:
1. Collect several objects from the Ss and put them on the desk. Make sure all the Ss can see
what you have taken and whose it was. You could say while you are collecting them: A
pencil from Maria, a pen from Ana.
2. Raise the items one by one and ask: Whose pencil is this?. The Ss respond: It’s Maria’s.

Activity 73: Have you got my rubber?

Materials: Ss’ objects (rubbers, small toys)
Procedure:
 1. Get one small item from a S and ask that S to come in front of the class and turn her back to
the class. Ask her not to turn around until she hears the T clap.
2. Pass the item from S to S without throwing it and move as silently as possible. Warn them
that only the good ones who aren’t making any noise can get the item.
3. The T claps and the S in front turns around. She will try to find her item from three guesses,
going to three different Ss and asking: Have you got my…

Activity 74: The doll

Materials: A4 paper,
Procedure:
Make an origami doll (see instructions).
The Ss decorate the dolls the way they like.
Use the dolls: for dialogues, talking about clothes, feelings

14. RESTING YOUR VOICE

What do you need? What have you got?

Ss who need to be exposed to as much
Ts need to rest their voice English as possible
Ss who need to listen to various voices
speaking English

What can you do?

Rely on recordings!

Activity 75: The little bird

Materials: the recording
Procedure:
1. Play the recording and mime the actions.
2. Play again and ask the Ss to follow your lead as you mime.
3. Let the Ss do it without the T demonstrating it.
4. Play and pause the CD from time to time to give the Ss the opportunity to say the lines.

Activity 76: 10 indians

Materials: the CD, paper cards made by the Ss
Procedure:
1. Ask the Ss to write on pieces of paper the numbers from 1 to 10 (one different number on
each card). Ask them to arrange the cards in order. Explain that they are going to listen to a
song and they have to point to the numbers as they hear them.
2. Play the CD and the Ss point to the numbers.
3. Mix up the papers with numbers and give one set to every three Ss.
4. Play the song and ask the Ss to try and point to the numbers they hear.

15. TAKING A BREAK

What do you need? What have you got?

Ts need to take a break, to get out of the
picture, to sit aside
Ss who need to be paid attention
Ss who want to be in charge
Ss who need breaks too, but active ones
Ss who need change (can be a change of
pace)

What can you do?

Activity 77: Label the children
Materials: labels/ flashcards, paper clips.
Procedure:
1. Introduce a set of words.
2. Call 8 Ss in front and hang a flashcard (with the introduced word) on their clothes using a
paper clip.
3. Make two groups with the remaining Ss. Call in front one S from each group. One stands
at one end of the row of labeled Ss and the other at the other end.
4. At the T’s signal they start saying the words on the flashcards. When they meet in the
middle they see who managed to say more words in a shorter time.

Activity 78: Peter Piper

Materials: any song or poem
Procedure:
1. Play the song or introduce the poem.
2. Call some Ss in front and give them each a card with some of the words of the poem written
on them. Tell them that they have to know the words on their cards.
3. Call one more S and ask him to point to the Ss in the correct order as to make the poem. As
he points to the Ss, they have to say the word they were assigned.

Activity 79: Is it a dog?

Materials: flashcards
Procedure:
1. A S is asked to come in front and is given a flashcard of an animal.
2. The others ask questions to guess the animal: Is it a dog? The S in charge picks only Ss
who behave themselves and raise their fingers.
3. Repeat procedure with other Ss.

Activity 80: Individual craft work – The dog

Materials: A4 paper, black crayons, coins, a dog model
Procedure:
1. Step by step, show the Ss how to fold the pape to make dog models.
2. Allow them to decorate the dog as the want.
3. Use the final product in a lesson about animals, pets, a song, a story, as a postcard, puppet
etc.

Activity 81: Collective craft work – The sheep

Materials: paper cut in the shape of a sheep, white paper strips, pencils, glue
Procedure:
1. Give each S a strip of paper and show them how to curl it around a pencil. Tell them to
write beforehand their favourite domestic animal on the paper and do not show it to anyone.
2. When they finish curling the paper they hand it to the T who glues it on a sheep shape made
from cardboard forming the wool.
3. Use this craft to go with Old MacDonald for example.

Activity 82: Bring me something yellow

Materials: flashcards of shapes
Procedure:
1. Arrange the Ss in three rows. One S from each row steps forward. The one in the middle asks
for a colour: Yellow (Bring me something yellow).
2. The other two run to a basket with paper cuts in different shapes and colours and bring
something yellow.
3. The S in the middle has to say the sentence: The triangle is yellow to the S who came first
with the paper.
Activity 83: Choose the next:
Procedure:
1. Select a S who has to stand up and go to somebody else from the class. She gives an order
(Touch your nose! Spin etc .and after the S executes it, takes the place of that S and sits
down.
2. The latter S goes to another S of his choice and gives another order, taking his place. Repeat
procedure several times.
3. You may use short dialogues as well (question – answer).

Activity 84: In and out the windows

Materials: a paper with pictures of a village, a window, a staircase, a chimney
Procedure:
1. Give each S a sheet of paper with four pictures: a village, windows, a staircase, a chimney.
2. Ask them to use their finger and move it round the village, in and out the windows, up and
down the staircase, and round the chimney.
3. Play the song and ask them to make the moves as they hear them on the CD.

16. SILENCE

What do you need? What have you got?

Ts need silence Ss who are defined by noise, who want to
make themselves heard

What can you do?

Activity 85: Miming game

Materials: cards with pictures of activities
Procedure:
1. Tell the Ss to be very quiet. Tell them you are going to select only the best behaved one to
come in front. Pick one of the Ss and ask her to come in front of the class. Show her a card
with an activity and ask her to mime it.
2. The other Ss raise their hands if they think they know the activity. The S who mimes
chooses the best behaved of them and lets them say: You are drinking. If she guessed it
right, she can replace the S in front and mime something else.

Activity 86: Wireless

Materials: 4 sets of identical cards from a certain topic
Procedure:
1. Arrange the Ss in two rows. Ask them to sit close to each other.
2. Give the S in front of the row a set of cards and the last S another set. The first S holds them
in her hand, the other one displays them on the ground.
3. The first S chooses a word and whispers it into the ear of the next S. The latter repeats
procedure saying what he understood. When the word reaches the last S, he has to pick the
correct card from the floor and check it with the card held by the first S.
4. The last S becomes the first and they repeat procedure.

Activity 87: Whispering…

Materials: song: My hat it has three corners.
Procedure:
1. Introduce a short song.
2. Ask the Ss to sing along.
3. Do not use the CD anymore and ask the Ss to sing it in a whisper.

17. RELEASING TENSION (just a joke)

 What do you need? What have you got?
Ts need to release tension Ss who are “asking” for a punishment
Ss who can’t deal with physical or emotional
stress

What can you do?

Activity 88: Hammer game

Materials: a plastic toy hammer, a set of questions
Procedure:
1. Pick two Ss and have them seated in front facing each other. Stand near them with a soft
plastic toy hammer in your hand.
2. Ask them questions in turns. If they can answer correctly and quickly, they are ok, if not,
they get hit in the head with the hammer.
3. Separate the class in two groups: those on the right count on their fingers how many times
the S on the right got hit and the others count for the S on the left. This keeps them busy
and involved.

18. RESOURCES

What do you need? What have you got?

Ss who enjoy variety
Ts need to know where to look for materials/ Ss who like surprises
ideas/ songs/ games Ss with a very short attention span

What can you do?

Rely on yourself and your creativity

Rely on what you already have
Rely on your colleagues
Rely on the internet

Situation: You know a funny story but it is too complicated for your children.

Activity 89: A difficult story

Materials: flaschcards
Procedure:
1. Choose a story containing the vocabulary you would like to teach. It should be repetitive
and suitable for your children.
2. Tell the story using Romanian and the words you wanted to introduce, in English

Situation: You have a song and nothing else to go with it.

Activity 90: Jump Josie – the song

Materials: the song
Procedure:
1. Arrange the Ss in a circle. Tell them how to make the moves before playing the song.
2. Make sure there is enough space between the Ss and ask them to jump once towards the
center of the circle.

Activity 91: Jump Josie – the story

Procedure:
1. Introduce the story of Josie the jumping frog.
 Near the big lake in the forest lives a little frog. Her name is Josie, Josie, the little frog.
Josie is a funny little frog. She likes jumping all day long. She jumps on the shore and back into the
lake, on the shore, and into the lake, on the shore and into the lake.
But Josie isn’t satisfied: she wants to jump higher and higher every time. She looks up and
what does she see? A bush! Hop, jumps Josie! And she’s on top of the bush. Wow, this is great, she
says. I want to jump higher.
So, she looks up and what does she see? A tree! Hop, jumps Josie! And she’s on top of the
tree. Wow, this is great, she says. I want to jump higher.
So, she looks up and what does she see? A mountain! Hop, jumps Josie! And she’s on top of
the mountain. Wow, this is great, she says. I want to jump higher.
So, she looks up and what does she see? A cloud! Hop, jumps Josie! And she’s on the
cloud. Wow, this is great, she says. I want to jump higher.
So, she looks up and what does she see? The moon! Hop, jumps Josie! And she’s on the
moon. Wow, this is great, she says.
I want to tell my friends! But when Josie looks around what does she see? No friends, no
mother, no father, no brothers, no sisters… Josie is far, far away from her lake. What is Josie
going to do now?

Activity 92: Jump Josie – the craft

Materials: green A4, scissors,
Procedure:
Show the Ss how to make a frog origami step by step.
Make groups of 3 and have a frog contest: which frog gets the farthest from three jumps.
Use the origami frog in an activity similar to that presented in In and out the window

Situation: You have colleagues at work, at courses, on the internet (forums: exchange ideas

Activity 93: Hand crafts

Materials: coloured paper, scissors, glue, 6 white A3
Procedure:
Use the hand prints of the Ss to make a rainbow, a tree, a flower, a butterfly, a Christmas tree, a
turkey or a reindeer.

Situation: you have internet at home but you don’t know where to look or what to look for.

Activity 94: Bear share

Materials: Tideo song
Procedure:
Use Bear Share or any other fire sharing programme to download nursery rhymes or children
songs.
Introduce Tideo song and do the moves as instructed. Use it for numbers or house topic.

Activity 95: Google it!

Procedure:
1. Always check out the net for the songs, poems etc you want to teach as you might find
some fresh or interesting ideas to borrow. If you know a song, google it as well for a
different idea than the one you already have.

Activity 96: Rhyming dictionaries

Materials: drawings from numbers
Procedure:
1. Show the Ss how to draw animals from numbers.
2. Ask the Ss to practice it as well.
3. Come up with a poem to go with the numbers and the animals. Use a rhyming dictionary to
help you compose.
 One hedgehog here Six snakes near me
Two ducks are near Seven snails behind the door
Three rabbits over there Eight cats on the floor
Four storks on a chair Nine monkeys from the Zoo
Five birds on a tree Staring back at you.
 4. Imagine a story to go with the poem.

Activity 97: You Tube

Materials: Minuscule videos
Procedure:
1. Explore the “kids zone” on You Tube, find something you like and see what you can do
with it. Do not narrow your search to typical kindergarten activities.
2. Use Minuscule videos as the starting point for a story, prompting words like catch,
chase, run, fall, jump, fly etc.

Activity 98: K sites

Procedure:
Check out the following:
www.enchantedlearning.com
www.mes-english.com
www.supersimplesongs.com
www.dreamenglish.com

Activity 99: Shape books/coloring pages

Materials: flower paper cuts
Procedure:
1. Most useful for crafts, silent activities, picture dictations or projects are the coloring pages.
2. Use flower cut outs to hang on the tree for a spring activity.

Activity 100: Good bye

Materials: Ladybird song
Procedure:
Play the song and wave while singing.

Activity 101?: …
Procedure:
Your own ideas work the best!

Origami Doll

Start by making a square piece of paper. To start making the square,

fold one corner of a piece of paper over to the adjacent side.
 To finish making the square, cut off the small rectangle, forming a
square (which is already folded into a triangle).

Open up the triangle into a square. Fold each of the

two top edges to the center line. You'll now have a
diamond shape.

Fold the triangle at the bottom upwards.

Fold near the center of the triangle, bringing the bottom part up over the
top part.

Flip the entire origami piece over.

Fold each of the two triangular flaps towards the center.

You can fold over the top of the head to make a flat head if you
like. Draw a face, hair, clothes, hands, and other features.

Frog origami

Start by making a square piece of paper. To start making the square, fold
one corner of a piece of paper over to the adjacent side.

To finish making the square, cut off the small rectangle, forming a
square (which is already folded into a triangle).
 Open up the triangle into a square. Fold the opposite edges together,
then unfold. Repeat using the other edges. Open it up into a square
again.

Fold each of the four corners to the center point.

Fold each of the two top edges to the center line.

Fold the triangle at the bottom upwards.

Fold each of the bottom two corners to the middle of the bottom edge.

Fold the bottom portion upwards (along the dotted line).

Fold the top half of the lower rectangle downwards toward yourself. This
forms the frog's legs.

Give your frog a head by folding a small part of the upper point
downwards. Draw two eyes, and your frog is done.
To make your frog jump, push down on the "X" and slide your finger
away from the frog.