| i eee / . 4 3 Children Imaginative activities to inspire young learnersrofessional Challenging Children Henk van Oor trained a3 -rimary teacher befor taking 4 Masters Degree in English at the Univesiy of Amsterdam His fry yeas teaching in primary eduction compres woo panera tach, teacher of tgs and 7 tet Plated ‘anc delivered in for highly ated children. He iat mal ooh on slo teachers onthe Primary ‘that pupils he ite place in many Methodology Courses run by they are learning, Soaminetalecean = PILGRIMS on the university rae ad ve as either the beginning or the ee ee Challenging Children ofters learners S2t¥® 25 either the beginning or the end an a Canterbury, Erland pf a lesson. Others take more time and He is mid, the fer of can make up a whole lesson by Sees fs based Bergen in The themselves. Little or no preparation is aiid: required. Most classrooms will have the simple props that are indicated. ‘of English from five to twelve years ‘old a wealth of activities that contain a careful balance of real work, lively fun and plenty of imagination. The | main aims of this book are to really challenge pupils to activate their ‘The book provides over 100 activities, dormant linguistic abilities, to use divided into the following sections: vocabulary which is often already Listening and Speaking there and to become fully engaged Reading and Writing in the learning process. Vocabulary 1Contents Page ite Level vage Intestin 5 Siqituand Gos ee Sing Silence 888 Section 1: Listening and Speaking 35 ‘Activity Title ar) Binhday Calendar Table Stage — 37 Binthlay Party Blindman’s Walk Talking Animals Tall or Small ‘The End of the Stick Chant, Chant, Chant The Nitkman Circular Messages Clethesine The Whispering Gallery Covfeepoting 20 Questions Drewing Dictation Walking Poetry Fastion Show Where Are You? Who Touched Mer Home Extension a oO How Many Behind? Section 2: Reading and Writing Instant Homework Activity Title Level Page Moving Toys APlewe Getin Touch tener SOS a7 Mutfins Can't Fly Next to Me Past Present, Future Ready, Steady, Listen! ‘A"Thankeyou' Later B68 4 385 # 88 0 8 30 AN Ears Back Up Blanking the Alphabet Scissors, Paper Stone! Blue Gass 88S 50 Season Table — Forum Readng 88s 31 Silly Questions Funny Adverts 8S 52Foreword ‘A.warm welcome to this book of activities to enliven ‘your English lessons in primary education. These ideas spring from my own lifelong work with ‘young learners. Not only as a teacher of English, but also as a teacher of géneral subject, | know that teaching young learners is a most rewarding and ccallenging activity. More than in any other teaching ” situation, primary teachers are challenged because young leamers demand extra special attention, and whenever we want to teach something we must be able to ‘wrap up’ our lessons in such a way that our pupils hardly notice that they are learning. ‘Lear ng at an early age occurs mainly at subconscious levels. Intellectual powers linked to the brain develop only gradually and should therefore net be called upon too early. Only when we create a word full of imagination do we manage to lure our pupils into the ‘grown-up world, Children are eager tc learn, but the primary teacher has to be a kind of ‘wizard’ who knows ‘exactly the right balance between brain-work and imagination, Too much bra will fll asleep or fantasy and the children will be carried away and nothing will be learned either. The right balance between head and heart learning process Challenging Children offers a series of activities that represent a good balance between real brain-work and. imagination. All the activities have been carried out successfully in the primary classtoom and children love, them, Whenever the need arise, you will have something in store, you will never stand in front of the class emoty-handedl Ithas been a pleasiire to collect all these activities together and discover how much has been done oer the years. Many children came back to mind as t wrote. ‘They taught me so much! Indeed, | have been endlessly challenged by them, while | myself constantly endeavour to challenge them as their teacher. | do hope that this book will find its way to mary primary class-ooms all over the world and that it will sive extra zest and fun to your lessons of English,” Henk yar OortActivity Title Level Page Activity Tite Level Page Got a 8 53 Lets Count 3 74 Having an Argument Be 53 lukyOp & 75 Leonérdo’s Machines G65 54 Marching Orcers Se 76 Lesson Loghook - 55 May! Invoduze 2 8 76 Letter by Letter 3 Moeotes SD 77 Letter without Adjectives 56 Muliplication Tables Be 78 Lookunder your Seat 57 My Tomeat Sa. 79 Mapping the Senses 57 Passitont 3a 80 Mime Sequence 58 Proverbs at Work Be a Onesun 59 Proverbs in Miniature 888 82 Remarkable Relations 60 ReeneOrer Spot the Differences 61 Rhythmical Verbs 88 a Sticky Leters 7 62 Running Word Chan SSS 24 Suggested Shopping 62 Snilfer Dogs — 88S « res 63 Sounduack B® as Vowel Rivers 63 The Final Product 865. 86 Wallpaper Poern 64 The Smeling Game 3 86 Words from a jar 64 The Taking Tee The Town - i Section 3: Vocabulary Touch and Teli Activity Tithe Level Page 20 Mini-drawings & 90 ‘Abbreviations S86 66 Weather andscape som a1 ‘Animals in thei Element 688 67 Whacankoot 2 Colour Run 8 68 What Did You Findi 8 93 Counties and Capitals SES —whardovousemenber’ SS 93 Detaik 88 70 What Has Bee Changed? 94 Fantasy island BES 71 Words ina Box 3 95 Hide it Visibly & 7 Johnny 6 73 Knock Knock! 96 Professional Perspectives Series InformationIntroduction ‘Globalisation’ has become a buzzword nowadays. And indeed, due to all tre modem means of communication, ‘we have become one world. Language is an essential part of Communication and, In this 21st century, English has become the so-called ‘lingua franca’ of that world, with all the implications this involves. ok The primary teacher Nowadays there afé more non-native speakers than native speakers of English. We have arived at a situation in which Englsh has completely disassociated ‘tsa from the original source. Its very likely thatthe teacher of English has acquired his or her own English frem a non-native speaker. Our newly acquired language always reflects the influence of the mother tongue and our personal accent is perfectly acceptable asfar as it does not afectinteligiblity. Speakers of English from all over the world should be able to understand one ancthe: through all these varieties of pronunciation, vocabulary and ever grammar. But this phenomenon requires high teaching standards + The primary pupil Many schools and educators worldwide, having become aware ofthe global importance ofthe English language, have decided to lower the age at which English is taught: even children from the age of three are taught English, 1 Challenging Chileren, | have chosen to incorporate zctivties for pupils from six to 12 years this being the age range in which teaching of English takes place at most primary schools throughout the word $e The primary classroom Many of the activities have a format that cari be adapted perfectly to your particular classroom stuation. Levels of proficency vary widely from country 10 ‘country, even ftom afea to area in the same country. Proficiency levels not only of pupils, but alse of teachers, differ greatly: Many teachers of English in primary education are class teachers who do-nat have'a specialised knowledge of English. For both teachers and their pupils, these activities are easily adaptasle. Even ina simplified form, they will be effective and enjoyable. + Challenging Children This book is intended to be a standby book fr ihe teacher. Every teacher has z personal store of activities. This source, however, is likely to run dry soone: than expected. And itis then that Challenging Children ‘comes to the rescue. It provides the teacher with ideas that can be cartied out on the spur of the moment. It is «easily accessibl2 and the descriptions are concise arid clear. It will make your lessons stand out, providing lasses with play and fun, ok The rationale ‘When teaching young learrers a foreign language; four ‘words should be at the forefront of our mind ‘Movement, Memory, Imitation and Rapport. These four key words play an important role in language lessons. ‘And, in fact, not only in larguage lessons, but in all primary education, these wards play a prominent part. By accurately observing young learners, we notice that they themselves provide us with important tcols to make our =ducational efforts successful. Movement Many activities are related to movement. Young learners have an inner urge to move. Moverrent must therefore he incomporated into any lesson, The younger the pupils are, the more they want to move. Weteachers can employ this natural urge effectively and efficiently. Generally steaking, we can say that children move in an unconscious way. The very. young ones tun into things, trip over ot jec's and fall down, ail the time because they have little awareness of their limbs, Consciousness grows, $0 t0 speak; from the head downwards. This growing process takes some years. ‘When we encourage children to move as part of the learning process (clapping, stamping, walking, doing finger plays, etc.), we direct the newly acquired language to these subconscious levels. And that is precisely where language should be inthe end. In other ‘words, we link the language to the movements, Memory These bodily movements underpin memory skills when a song, a poem, a chart, etc. is reproduced. Actors on stage use exactly the same process to memorise their ‘often extremely lengthy texts. Texts for them are linked to movement and even.to a specific stot on the stage. ‘Memory is thus localised nd anchored, ether in the body or somewhere in the immediate surroundings. in the same way, we can ase objects or places in the classro9m to support eremorising processes in our pupil. In short, we can recognise three stages in the development of memory in young learners: firstly, memory is supported by extemal objects: secondly, memory can be supported by rhythm; and lastly, as the child grows older, memory work is dove by the brain alone. Every young leaner goes through these three stages of memory development: fram an externalised ‘memory, through a stage in which thythm plays.a part, to the final stage in which memory is fully intemalised. Imitation Young learners have huge imitative powers at their disposal. Human beings acquire their mother tongue by imitating the other human beings whom they hear talking. This process happens entirely at a subconscious level. The language is absorbed just as a sponge Introduction Cael Sime = Ts absorbs water. Even the unimportant gestures of the teacher will be imitated. In the. middle of a fingen play, 1 once scratched my cheek simply because it itched. All thirty-five chi dren did the same without asking any. questions and continued doing the finger play. Those of us who watch children re-play at home their day at schoo! will rave noticed that the teacher is imitated in the tiniest detail, These imitative powers are innate and will dwindle from the age of seven. Before that age, teachers must seize their opportunity and give ‘material that can be easily imitated. This book is full of ‘examples. Rapport ‘These activitias also offer you the opportunity tc show your pupils who you are. The' selection you rake from Challenging Children will be your choice and therefore something very pe'sonal will enter into the classroom environment. Young learners are very sensitive to such personal approach. You are their teacher and therefore they will always asscciate the activities with you. They went to know who you are: The pleasure \with which these activities can be done in-class will have an effect not only on the relationship between you ‘and your purils, but also between the pupils themselves. These positive social effects will imarove learning and will contribute to a general feeling of well- being. + The activities Whether you use a courseboo’ or not, these activities will ind a place somewhere in your lessons. There are activities that can 9e used at either the beginnirg or the end of your lesson. Others take more time and can make up a whole lesson. As you get to know theIntroduction activities, you will fine the right moment in your lesson te introduce them. They do not prescribe a rigid sequence of didact c seps that have to be followed. They leave a great deal of freedom to the teacher. Use them as warmers, filles or main lessons ~ they will never fail to enthuse your pupils. The decision is yours. Simply read the activity and decide how and when you will introduce it o your pupils, Levels ‘As proficiency levels vary greatly from country to cccuntry and from school to school, a general level is stated for each activity inthe shape of one, two or three Title ows. Initial level: In most cases, Corresponding to the age group 6-8. ‘Sometimes the acivity is suitable for ‘older children as well. This will depend on your choice of vocabulary and how you carry out the steps. Intermediate level: Age group 8-10. Pupils already have some knowledge ‘of English. Again, sometimes the activity is well suited to older children. Highest level: Age group 10-12. BG mice arcedstmita ats ‘arge of vocabulary and grammar. They can carry out simple tasks in English all by themselves. In some cases, they may be younger than the age of 10. ‘As you can see, itis for you, the teacher, to decide ‘whether an activity will it into the general class situation, Aims In al the activities, language is offered in a playful way. Pupi's should forget that they are learning a new language, Only in the mare difficult activities will they Notice that they are really learning. The main aims of the book are tc challenge pupils to activate sheir dormant linguistic abilities, to activate vocabulary which is often already there and to arouse interest in the learning process. Preparation and materials Little or no preparation is needed for these activities. Reading the insiructions will generally be enough. In ‘most cases, no special materials are needed. Any classroom will probably have the simple props that are sometimes indicated under these headings. There is nothing complicated or diffcul. Procedures All the activities are clearly described step by step, But how exactly you do them will depend on you and your class, Variations and extensions ‘When you have done an activity, and when vour class understands the procedure, you can easily estend it. The outcome will be interestingly different. + Meeting the challenge Once you get to know this book well, you w'll discover that you have enriched your teaching skills with a valuable store of powerful activities that can 2e done at any moment in any lesson. These activities appeal to all young leamers from any country. The underlying, theories described above guarantee immediate attention from your class. Your pupils will be challenged to do their best, without getting frustrated. They will enjoy your Englis” lassons from beginning to end.HEADIN CATO IESG (epee Listening and Speaking When teaching a foreign language to young learners, we must always bear in mind that listening should be the very first activity. After havirg listened to a song, a play 0” whatever text, the pupils will speak the new language by imita:ing the sounds they have recently heard It is enly by listening and speaking that the newly acquired language will be stored in their memory ~ in the auditory memory, in this case, In initial stages, listening and speaking will take the whole or the greater part of the lesson. In general, itis a good rule to write and read only those words which a°e firmly anchored in the auditory memory. Only then will the new word- picture not influence pronunciation. This principle applies for the youngest of our learners, but it also holds true at more advanced stages. When introducing a short poem at the age of ten, for example, itis useful to introduce the text orally im the shape of a choral chant. When the pupils more or less know the text and you are content with their pronunciation, you can show them the written or printed text. You, the pupils themselves and their parents on a parents’ evening will all be amazed at their advanced pronunciation skills.Listening and Speak ng Birthday | Calendar Formulating questions and answers 6 10 minutes 12 sheats of paper (Ad) ‘Motivation: Pupils will be highly involved In this activity. It is about themselves, so the target language will be very close to.them. Preparation Write dovn clearly the name of a month on each sheet cf paper and add the numbers 1-30/31/28, as appropriate. Punch holes in the sheets and bind tem together with a piace of string to make a calendar. Procedure @ Show your carelully prepared bithday calendar, saying: have made a birthday calendar for our class. ‘All the months of the year are there. @ You say the name of the month, and pupils say it atte you in chorus. © By asking al sorts of questions, gradually enter the names ofall the pupils, for example: ‘Joho, when is your birthday? Isee. It's the sith of June. ‘© Mary in which month is your bithday? I see. {sin April. What date? Oh, yes. Its the twentytr: © When all the nares have been entered (and this may take more than one lesson), put he calendar up on the classroom wall 4 Every lesson you can focus on the calendar lice this: YOU: Peter tell me, when is Frederic’s birthday? Peter walks up to the calendar and fooks for the right answer PETER: Frederi’s birthday is on the twelith of December: YOU: Rita; go to Ine birthday calendar and tell ‘us who have ther birthdays in, May, RITA: Gerard, Steve and Michael have sheir birthdays in May, . YOU: Barbara, go to the birthday calendar and tell me who will have his oF her birtiday next week. BARBARA: Syivio' will ave his birthday nsxi week. YOU! © “And what isthe date? “ BARBARA: it's the second of Februaty. ‘Manyy'more questions are possible Extension All the pupils draw small pictures witich-are thas glued nto she calendar 10Birthday Party Real conversation; mini-play; pronunciation & 15 minutes, Optional: some party hats Acting in a play: The pupils tend to forget they are speaking a foreign language. The ‘actors’ will do their best because the other pupils form a real audience, Preparation Pre-teach those words from the text below that may be dificult for your pupils Procedure {G9 Pat sic chairs in frort ofthe class. @ One pupil is the birthday boy/gitl. Five pupils, playing the party guests, are sent out of the classroom. In turn, they knock atthe dor and are shown in-by the birthday boy/si. ©} The dialogue then goes as follows: BIRTHDAY BOV/GIRL: Oh, hello. I’s you, John GUEST: ‘Many. happy returns of the, day, BIRTHDAY BOY/GIRL: Do corne in and sit down. ‘This happens five times @ When everybody is seated, the miniplay goes on like this BIRTHDAY BOY/GIRL: Now lets piay a game. Let's play I went out o dinner’. ALLTHE GUESTS: Yes. That's a good game, FIRST GUEST: went out to dinner and | had roast beef. SECOND GUEST: J went out to dinner and | had roast beef and potatoes. ‘THIRD GUEST: went out to dinner and | had roast beef, potatoes and vegetables. Listening and Speaking FOURTH GUEST: [ went out to dinner and ! had roast beef, potatoes, vegetables and gravy. FIFTH GLEST: | went out to dinner and! had roast beef, potatoes, vegetables, gravy and bread. BIRTHDAY BOY/GIRL: |, went ourto dinner and! had roast bee, potatoes, vegetables, gravy, bread and tomatoes. ALLISTANDING UP): What i therefor afters? 1 scream, you scream, we all scream for ice cream! Extension ‘When the pupils are famitiar with this mini-play, they can come up with thelr own choice of food at theListening and Speaking Giving and receiving instructions; lity cooperation; intelli 6 5 minutes, after an inital seuing-up stage of 15 minates A blindfold ‘Combination of spatial and linguistic ‘orientation; The connection between body and language stops otter thoughts in the ‘mother tongue from incerfering. Listening comprehension: Any misunderstanding or mispronunciation will be immediately obvious. Preparation Some desks and chairs will have to be rearranged. Make sure this is possible in your classroom and decide how you are going to do this. Procedure { Teach oF revise phrases like the followin ‘One step to the right /to the lei ahead / backward, Stop. © Invite 2 volunterto come ford, Poston the volunter atthe back of the clasroom, linglold this pupil © Rearrange some desks and chain and take your positon atthe font of the clasroom. © Giving ora directions, you mustnow guide the blindfolded pupil from the back to the front of the classroom through this unusual setting of the furnitur>, by saying, for example: Siart now. Two steps ahead. Stop. One step tothe lef Stop. Three steps ahead. Stop. © Aterthis demonstration, invite pairs of pupil, one pair ata time, to do the same. Blindman’s Walk @ F the bincolded pupil uns nto somethirg, a penalty points given tothe pak @ Aitera couple of lessons, everyone will have had a 10. Ask which pair got he fewest penalty ports. Extension You can increase language content by inserting more ‘orders to be caried out by tre blindfolded pupil, for example, imperatives: Turn round. Touch the floor. jump once. ‘Or negative imperatives: Don't move. Don't look. Darr speak. Don't go too fastCentipede Listening and Specking ‘Cardinal numbers; concentration 6 20 minute None ‘A group process: The cardinal numerals are taught or revised in an appealing, playful way. Everyone is necessarily involved. Preparation Decide where you are going to do this activity. You will need enough space for the centipede to move along. In the classroom, this may be a ong, wavy line around the desks. Procedure @ Draw a simplified version of a centipede on the board Tel your pupils that this animal is a great walker with llits feet. it walks m les and miles. Then ask: How many feet does a centipede have? @ Immediately start countirg in chorus: One, two, three, four, et. Decide where to stop ~in inital stages, probably at 20. © Then teach the following chant: One mile on foot, keep going, keep going. ‘One mile on foot, keep going till you stop. © Now ask the pupils tc stand in a long line. Everyone statts walking and chanting the chant above @ Arte end, everyone stops, adds the rext numeral, and says, One, to, but when the words miles on foo, keep going et. are sad, the line of children star's walking again, {@ When this verse has come to an end, everyone stands sill again and counts: Ore two, thre then stating moving again) miles cn foot, keep going, et @ Then count to four etc. n @ In other words, when they are counting, everybody stands still, and when they are saying the rest of the verse, everybody walks to the cythin ofthe words @ The pupils nove like a centipede through the classroom. The fst pupil isthe head of the centipede. He or she leads the way. The last pupils the tail Extension ‘After some lessons, the pupils will be able to count as far 2 100. Pupils can write the verse in their notebooks in the shape of a centipade,Ustening and Speaking Colours; have got; Present Continuous; uessing & 10 minutes Five pieces of coloured chalk or coloured whiteboard markers The subconscious: The names of the colours are either revised or taught and the Present Continuous is subconsciously highlighted in an easy game. Preparation None Procedure @ Show a red piece ef chalk to your pupils and say: This isa red piece of chalk © Al pupils say the same sentence after you in chorus. @ Repeat this with four other colours. @ Then draw a green line on the board and say at the same time: Look, 'm drawing a green line on the board. © You continue as follows: © Philip, please-come here. Here's a red piece of chalk for you. «Rita, please come here. Here's a blue piece of chalk for you. «© Barbara, please come here. Here's a yellow piece of chalk for you. ‘© Bozena, please come here. Here's an orange piece of chalk for you. © Dick, please come here, Here's a green piece of ‘chalk for you. {@ Ask these five pupils in turn to craw a line on the board. Any of line will do. Say: Look, Philip is crawing a red line on the board, etc. @ When the five pupils have finished drawing a line ‘ach, ask them to swap colours in such a way that the others in the class do not see which colour moves into whose hands. @ vou ask: Barbara, have you got the red piece of chalk? @ Ii this is corect, Barbara goes tothe board, draws a ted live and goes back to her desk. @ Nier you have askéd a couple of times, irvite'a pupil to ash the question, ® Go on until all five pupils have returned to their desks. @ Play the game two or three times.Duration Listening and Speaking ‘Chant, Chant, Chant! Choral chanting 8-656 depending an which chant you choose Sometimes just a minute or two, again depending on the chant (© The kasy as pie mini-chants are really no more than ‘examples to shew how easy it isto chant. You can do these with very young children and practically no language. And trey may get teachers started who haven't chanted before and help to teach them the routines of chanting. At this stage the chants ar= introduces only orally. Materials The more advanced chants may be given ‘out as handouts or written on the board. Pronunciation and intonation: Both ace improved through choral chanting. The musical ele-nent will be a great help for mastering the rew language. Training of social skills: Pupils must listen carefully to one another while chanting the text. The group should sound as one voice. Weaker pupils will feel supported by the stronger ones and will be less held back by shyness or resistance. ‘Mattistevel teaching: Fast learners can act as solo speckers. @ The four animal chants (The cat, The mouse, The dog and The rabbi may be take as Separate chants, but they can also be taken fogether when your pupils have got tc know the texts: In-that ease divide the ass into four groups: One pupil in each group takes the part f ‘the animal’ while the others inthe group ask the questions. The est ofthe class just listen uni iis theie urn, NOTE: The animals can be dressed up in appropriate outfits. A combination of these four charts would be excellent as a performance af a parents’ evening cr ‘one afternoon fer other pupils. @ The next ones (The moon, Where are my shoes? and The tap) lend themselves o alot oF mime, which the 5 freparation children can really enjoy. Write the text of the chart.on the board, {you wish, oF Laat ‘ {@ the final chants (Winter weather and Summer holiday) are more difficult ard you can do chants like these to tie in with particular times of the year or parts of your teaching programme. Procedure @ Present the chant orlly oF provide the pupils with the text Ask them to stand up @ Divide the class into two groups. Rezd the text aloud. “The groups in tum repeat every line afer you so that you can correct any nisakes. {© laealy, the so groups sand in two lines facing one Another In this formetion, they can act out the chant : asif onstage. I there isr't enough space, pupils can simply stand behind theie desks. All Sos of gestures can be added to illustrate and stress pars ofthe tex. Stepping forward and back agin, squating turing round, et. can suppor the text. The two groups bbenave as if they are two people having an argument, ‘ wih all the appropriate body language. © Den’ forget to swap role! fis gute refesing forthe : uals to act out the other text as wel 1s