Mingle

Suggested classroom procedure:

Step 1: Revise the target language the pupils are going to practice in the activity.

Step 2: Deliver the handouts to each pupil.

Step 3: Have pupils work on their own to complete the information in the handouts.

Step 4: Have all pupils go around the class and interact with one another, asking questions, writing the
answers in the handouts.

Step 5: Ask some pupils to go in front of the class and talk about the friends that they have just
interacted with.

“Look, listen and repeat”

Suggested classroom procedure:

Step 1: Tell pupils that they are going to learn to greet and respond to greetings formally.

Step 2: Have them look at the four pictures to discuss the contexts in which the language is used. Ask
them questions such as Who are they?, Where are they? and What are they talking about?

Step 3: Play the recording a few times for pupils to listen and repeat. Do choral and individual
repetition, pointing to the characters speaking.

Step 4: Play the recording again for them to listen and say along.

“Listen and repeat”

Step 2: Remind pupils how to use “Good morning/Good afternoon/Good evening” to greet each other
formally and how to use “See you tomorrow/See you later/Good night” to respond to “Goodbye/Good
night”.

Step 3: First get one pupil to act as a teacher and he/she greets the others formally, using “Good
morning/Good afternoon/Good evening. Nice to meet you”. Then ask pupils to say goodbye to each
other, using “Goodbye. See you tomorrow”, and then say “Good night”. Put the sentences on the board
and do choral and individual repetition, if necessary. Have pupils work in pairs, acting out how to
greet and say goodbye.

Step 4: Call on a few pairs to act out in front of the class. Correct the pronunciation, if necessary.

“Point and say”

Step 1: Tell pupils that they are going to practise greeting and responding to each other formally by
using Good morning, Good afternoon and Good evening.

Step 2: Have them look at the pictures to understand how the language is used in different contexts.
Point to the first picture and elicit the formal greeting used in the morning. Ask them to say the phrase
chorally and individually. Then tell them to practise greeting and responding to greetings in pairs,
using the prompts in the bubbles.

Step 3: Repeat the same procedure with the rest of the pictures.

Step 4: Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if
necessary.

Snowball Game

Classroom Procedure

Step 1: Revise the target language (e.g. subjects and question “What subjects do you have?”; “I
have…”)
Step 2: Arrange students in a large circle (or if that is not feasible, just have the snowball go up and
down the rows).

-Step 3: Set the timer. Start the timer – “GO!!!”

Step 4: The teacher asks the first student the question “What subjects do you have?”. The first student
holding the “snowball” says one subject, and then asks the 2nd student the same question and passes
the “snowball”. The second student replies to the first then turns to the next student. Repeat.

Step 5: When the timer goes off, the student with the “snowball” is out.

Pros: Pupils have to speak up using the target language.

Cons: Some students in their eagerness will pass the "snowball" without speaking. Rather than
watching everyone like a hawk, demonstrate with the class teacher not taking the snowball until the
passer says the correct phrase.

Talent scouts

Classroom procedure

Step 1: Teachers prepare several sets of flashcards with the target language, some picture boards and
some number boards.

Step 2: Revise the target language.

Step 3: Divide students into groups of five students. Appoint a group leader.

Step 4: Give the leader of each group the picture board. Ask them not to show it to other member of
the group.

Step 5: Give each member of the group a set of flashcards and a number board. They should spread the
cards on the table so they can see them all. They have to ask the leader the questions so that they can
arrange the flashcards on the number board in the same order with that on the picture board of their
leader.

Step 6: The leader look at the picture board and answer the question with Yes, he/ she can, No, he/she
can’t or Yes, he/she does, No, he/she doesn’t.

Pros: Pupils have to speak up using the target language.

Cons: Some pupils may be cheating

Row Racing

Classroom Procedure

Step 1: Revise the target language.

Step 2: Arrange students into two or more groups, and line them up. If they are sitting at desks in a
grid, then make each row its own group (hence the name- row races)

Step 3: The first student in each row asks the second, the second answers. (E.g. S1: "What are you
going to do on Sports Day?" S2:"I am going to play football.")

Step 4: The second student then turns to the third and asks the same question. These questions and
answers should continue down the row.

Step 5: When all students have spoken, they indicate they are finished (an easy way is to have them all
stand but sit down when finished.) Note: the first and last student only ask and answer the question
respectively.

Pros: Pupils have to speak up using the target language.

Cons: - As students become more concerned about winning, they may stop asking and answering
properly.
TPR

This activity can be used at the presentation step to help students understand the words through actions
or miming and students therefore can identify the words clearly without using too much explanation
from the teacher

First, teachers do each action and says the word for the students to watch and listen. Next, teachers do
the action, say the word and students imitate the actions and say the word. Last, teacher do the action
and students say the word and do the action.

This activity captures students’ attention because the meaning of the words is clear and it is suitable
with the learning style of a lot of primary school students. Therefore, teachers do not need long
explanation. Moreover, this doesn’t require much preparation from the teachers. However, with this
activity the class can be noisy and some teachers who are not good acting may not be confident to do
the actions in front of the students

Roll, Say, Keep

This activity can be used at the production stage because it can help students use the words in their
original sentences. With this activity , students know where to put the words in sentences, understand
their meaning and pronounce the words correctly.

First, teachers print several Roll, Say and Keep worksheets (the number of the worksheets depends on
the number off groups in each class and bring some dices to the class. Next, divide pupils in groups of
three to six and give each group a worksheet. Then, teachers write at least 10 words on the board and
ask students to choose 6 of these words to write on the sheet (each word in a square). After that, each
group takes turn to roll the dice. Basing on the number the dice lands on, the pupils have to make a
sentence with the word on that square and students cross that square if the sentence is correct. If the
dice lands on the number they have used, the turn is to the next group. If the group can cross all the
squares on the sheet, they will be the winner. The other groups can continue the game until all the
groups cross all the six squares on the sheet.

The obvious advantage of this activity is that all students can participate and they can make sentences
with the words they have just learnt. However, it may take a long time if the class is too big.