Becoming A Creative Teacher (Resource Activities)

BECOMING A
CREATIVE TEACHER:
A MANUAL FOR TEACHING
ENGLISH TO INDONESIAN
ELEMENTARY STUDENTS
RESOURCE ACTIVITIES
Published by:
Regional English Language Office (RELO)
Public Affairs
U.S. Embassy
Jl. Medan Merdeka Selatan No. 5
Jakarta Pusat 10110
Indonesia
in collaboration with
Lembaga Bahasa Internasional (LBI)
Fakultas Ilmu Pengetahuan Budaya
Universitas Indonesia
Kampus UI
Depok 16424
All rights reserved.

Permission is given for individual classroom teachers to reproduce the resource activities for
classroom use. The complete training manual is available at http://www.lbifib.ui.ac.id/ (click
on The Latest News, then click on Becoming a Creative Teacher: A Manual for Teaching
English to Indonesian Elementary Students).
First published 2009
Writers:
CD Editor:
CD Co-editor:
Cover Design:
Veronica Diptoadi (Widya Mandala Catholic University)

Marsue Ferguson (LBI FIB UI)
Kun Herrini (LBI FIB UI)
Meutiati A. Ranthy (LBI FIB UI)
Harumi Manik Ayu Yamin (LBI FIB UI)
Paulina Chandra Sari (Atma Jaya Catholic University)
Grace J. Wiradisastra (LBI FIB UI)
Marsue Ferguson
Harumi Manik Ayu Yamin
Daniel Agus Susanto
Becoming a Creative Teacher

ii
ACKNOWLEDGEMENTS
I would like to thank the United States Embassy, Regional English Language Office (RELO),
Jakarta, which has provided the grant for producing this Resource Activities CD to
accompany Becoming a Creative Teacher: A Manual for Teaching English to Indonesian
Elementary Students.
I also want to thank all of the contributing writers for their time and expertise in preparing the
activities for this resource CD. Their dedication to this project has been immeasurable.
Thanks go to Marsue Ferguson, editor and writer, for her time and effort in editing and
formatting the activities and providing clear and precise feedback to the writers. Her
meticulous work on the Resource Activities CD has added greatly to its quality.
Additionally, I wish to thank Susan Cessna, volunteer editor, for her time in helping edit the
final drafts.
Last but not least, a very special thanks goes to my friend and colleague, Meutiati A. Ranthy,
who was very punctual in preparing the reports and managing the project.
Sisilia S. Halimi
Director LBI FIB UI

iii
ABOUT THE WRITERS

Veronica Listyani Diptoadi, MSc., Dr., has been a fulltime lecturer in the English
Department-Teacher Training Education Faculty of Widya Mandala Catholic University in
Surabaya since 1974. She teaches Reading, Teaching English as a Foreign Language (TEFL),
and Teaching English to Young Learners (TEYL). Veronica has been a presenter at national
and international seminars on reading, learning styles and TEYL. She is also a workshop
trainer for teachers who teach elementary, junior high, and high school. Veronica wrote the
Storytelling activities.
Marsue Ferguson holds a BBA from Baylor University, USA, is certified in TEYL, TEFL,
and is a free lance grant writer and editor. She is a masters candidate in Designing
Curriculum, Instruction, and Assessment and teaches English to both native and non-native
speakers. Marsue is a founder of English Language Volunteers in Schools (ELVIS), and the
author of Fun and Easy English Activities for Indonesian Schools. Additionally, she
facilitates teacher training workshops on various English language teaching (ELT) topics and
is the editor of Becoming a Creative Teacher. Marsue wrote the Speaking activities and cowrote the Writing activities.
Maria Pia Kun Herrini, M.Ed, has been teaching English since 1983 when she started her
teaching career by teaching Vietnamese refugees in Galang Island. Graduated from the
English Department of IKIP Sanata Dharma, Yogyakarta, and the Educational Technology
Department of Pelita Harapan Graduate School, Jakarta, she has since been teaching various
levels of students, supervising teachers, designing curriculum and materials, and facilitating
training for teachers. She has traveled throughout Indonesia, providing training to teachers
and has been a presenter at both national and international conferences, including TESOL
(Teaching English to Speakers of Other Languages), Asia TEFL (Teaching English as a
Foreign Language), and TEFLIN (Teaching English as a Foreign Language in Indonesia).
Kun wrote the Multiple Intelligences activities and co-wrote the Songs and Rhymes and the
Arts and Crafts activities.
Paulina Chandrasari Kusuma, M.Hum, is a tenured lecturer in the English Department at
Atma Jaya Catholic University, Jakarta. She holds a Bachelors Degree in TEFL from Satya
Wacana Christian University, Salatiga and a masters degree in Applied English Linguistics
from Atma Jaya Catholic University, Jakarta. She holds a certificate in Teaching English to
Young Learners (TEYL) from the University of Maryland, U.S.A. Sari is currently the head
of Atma Jaya Language Center and is an assessor and instructor for the In-service Teacher
Certification Program managed by the Ministry of National Education. Sari wrote the Role
Play and Drama and co-wrote the Using Games activities.
Meutiati Anggraini Ranthy is a senior lecturer at Fakultas Ilmu Pengetahuan Budaya
Universitas Indonesia (FIB UI) and English Language teacher and Teacher Training
Specialist at Lembaga Bahasa Internasional (LBI) FIB UI. She started her career as an
English language teacher in 1987 and became a teacher trainer in 1994 after obtaining her
masters degree in ELT Teacher Training and Education from Exeter University, the College
iv
of St. Mark & St. John, UK. As a British Council Project counterpart from 1987 to 1997, she
was involved in ELT teacher training programs at Provincial Education and Training Centers,
various universities, and other British Council funded programs. With other trainers from
LBI, she organizes training programs for language teachers, including teachers of young
learners. Ranthy wrote the Listening and Speaking modules and co-wrote the Using Games
module.
Harumi Manik Ayu Yamin is an English lecturer at the University of Indonesia (UI). A
cum laude graduate of the English Study Program, she started her teaching career as an
elementary teacher before joining the faculty at UI in 2006. Besides teaching university
students, she is also an English teacher coordinator at LBI FIB UI. She participated in the
2009 Summer Institute program at Hawaii Pacific University where she studied ELT Material
Development. She also holds a certificate in Teaching English to Young Learners (TEYL)
from the University of Maryland, U.S.A., and is the assistant editor of Becoming a Creative
Teacher. Harumi co-wrote the Writing activities.
Grace Wiradisastra is a senior lecturer in the English Study Program and the Post-graduate
Linguistics Department, Faculty of Humanities, University of Indonesia. She is a Teacher
Training Specialist and Language Consultant at LBI FIB UI. She started UIs Teacher
Training Program for the general public in 1996 and later developed a very popular short
teacher training program for teachers interested in teaching English to children. She has a
Cambridge/RSA Certificate in English Language Teaching to Adults. She obtained first
degree in English Literature from the University of Indonesia and obtained her masters
degree in ELT Teacher Training and Education from Exeter University, the College of St.
Mark & St, John, UK. She teaches poetry, translation and research methodology in EFL.
Grace co-wrote the Songs and Rhymes and the Arts and Crafts activities.

v
ABOUT THIS RESOURCE ACTIVITIES CD

Teaching young learners can be both a rewarding and a demanding experience. Teachers
have to be creative and resourceful in teaching. However, since many Indonesian teachers do
not have easy access to resource centers, they often have difficulties in channeling childrens
energy and curiosity into productive learning. This Resource Activities CD accompanies
Becoming a Creative Teacher: A Manual for Teaching English to Indonesian Elementary
Students and provides teachers with many activities that can be used in their classes to help
them teach in a more creative way.
The activities are presented in an accessible and teacher-friendly way and have been
classroom-tested. The activities combine principle and practice with the hope that they will
help teachers to plan and carry out exciting lessons and will inspire them to be more creative
in their teaching. The activities correspond with the methods and strategies presented in
Becoming a Creative Teacher: A Manual for Teaching English to Indonesian Elementary
Students. Additionally, the activities listed in the table of contents are hyperlinked to their
exact positions in the document. Web resources are hyperlinked to the internet.
Finally, this Resource Activities CD offers teachers a way of enhancing their lessons by
including purposeful, learner-centered activities that emphasize learning by doing.
Sisilia S. Halimi
Director LBI FIB UI

vi
TABLE OF CONTENTS
1 Listening
Listening to Descriptions .................................................................................................1
Telephone Numbers .........................................................................................................4
Here We Go Round the Mulberry Bush ..........................................................................9
We are Flying Kites .......................................................................................................18
2 Speaking
Getting to Know You .....................................................................................................20
Fruit Salad ......................................................................................................................21
Counting by 5s ...............................................................................................................22
Its in the Bag .................................................................................................................23
3 Reading
Action! ..........................................................................................................................24
Occupations....................................................................................................................27
Nasreddin Hoya .............................................................................................................31
Scrambled Song .............................................................................................................35
4 Writing
Using Descriptions .........................................................................................................37
Writing about Myself .....................................................................................................39
Birthday Greetings .........................................................................................................40
Writing a Story...............................................................................................................41
5 Storytelling
Telling a Story................................................................................................................42
Creating a Story .............................................................................................................44
Performing a Story .........................................................................................................45
Sequencing a Story ........................................................................................................50
6 Role Play and Drama

Animals ..........................................................................................................................55
Ready Steady Go! ..........................................................................................................61
Family Members ............................................................................................................63
Comic Strip Role Play ...................................................................................................67
Poetry Role Play ............................................................................................................73
7 Songs and Rhymes
Singing about Animals ...................................................................................................75

A-B-C ............................................................................................................................82
All that Jazz....................................................................................................................83
More Jazz .......................................................................................................................84
vii
8 Games
Objects in the Classroom ...............................................................................................86
Occupations Game .........................................................................................................89
Tell Us About - .............................................................................................................95
Animal Families .............................................................................................................97
9 Arts and Crafts
Coloring Cards .............................................................................................................107
Decorating the Room ...................................................................................................109
Zig-Zag Book ...............................................................................................................111
Origami Animals ..........................................................................................................113
10 Multiple Intelligences
Autobiographical poem ................................................................................................116
Natures Showcase .......................................................................................................118
Whats Inside? .............................................................................................................119
Preference Clocks ........................................................................................................121
11 DVD LESSON PLANS AND VISUAL AIDS
DVD Session One ........................................................................................................122
DVD Session Two .......................................................................................................124
DVD Session Three .....................................................................................................141
DVD Session Four .......................................................................................................143
DVD Session Five........................................................................................................146
INTERNET RESOURCES FOR TEACHERS
Professional Development Sites ..................................................................................148
Free Lessons, Nature Sites, Clip Art Sites ........................................................... 148-150

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Listening to Descriptions
Topic:
Describing people and their activities
Materials:
teacher
Guessing Game Handout, one copy per group and one copy for the
Objective:
activities
To practice listening to and giving simple descriptions of people and their
Procedure:
1. Cut out the cards on the Guessing Game Handout and place each set in an envelope or
plastic bag.
2. Divide the children into teams of 9 to 10.
3. Ask each team to make a line either sitting or standing with their backs to the
teacher except for the first student on each team, who should face the teacher.
4. Explain the rules and demonstrate how to play the game:
a. The last student in each line receives a set of the pictures and will be allowed
to look at them for 3-5 minutes.
b. Show a picture to the first student in each line.
c. The students look at the picture and whisper the description of the child in
the picture to the person behind them. Each student repeats the description
to the person behind him or her.
d. The last student in each line must choose the picture being described from
the set of pictures he/she has and hold it up.
e. If the picture is correct, the team gets one point.
f. The last student in each line then goes to the front of the line.
g. Start the game again. Repeat until students have had a turn at both the front
and end of their line.
h. The team with the most points is the winner.
5. Give the last student in each line a set of the pictures, and let them look at the pictures
for 3-5 minutes. Start the game.
Reference:
Lewis, G. & Bedson, G. (1999). Games for children. Oxford: Oxford University Press.

1
Listening to Descriptions

2
http://www.betterphoto.com/gallery/

3
Telephone Numbers
Topic:
Numbers 0 - 9
Materials:
Telephone Numbers Handout, one card for each student, a cardboard
telephone for each child, and situation cards (for Variation 1)
Objective: To practice listening to and saying telephone numbers (and to conduct
simple telephone conversations for older children)
Procedure:
1. Color-print and cut up the Telephone Numbers Handout
2. Mix-up the cards and give one card to each child.
3. Tell the students the following:
a. the blue telephone number is their own number and the red telephone numbers
are the numbers that they must dial later
b. one of them will dial one of the two red telephone numbers, and the others must
listen carefully
c. if the number dialed is not theirs, they do not need to say anything
d. if their telephone number is mentioned or dialed, they have to pick up the phone
and say Hello. Its (the number), (their name) speaking.
4. Demonstrate how to do the activity with a student volunteer.
5. When the students understand what to do, pick one student to dial a number.
a. the student whose number has been dialed has to pick up and answer the phone.
b. the student must dial a number and repeat the process.
Helpful Hint:
Before introducing this activity, have the students practice saying the numbers.
Variations:
For older children, copy and cut out the Situation Cards Handout and put them facedown. The student who dials should pick one card before he/she dials a number. When
the number he/she dials is answered, he/she must conduct a conversation on the
situation.
Ask older children to conduct a spontaneous telephone conversation. In other words,
they conduct a conversation without using the situation cards.
Reference:
Lewis, G. & Bedson, G. (1999). Games for children. Oxford: Oxford University Press.

4
0812 772 9483
021 4324 0372
0856 3169 843
0813 727 4908
021 772 40259
0856 7704 378
0812 740 3294
0813 727 4908
021 4324 0372
022 639 3489
031 7089 348
0811 324 2345
022 598 2319
031 6978 380
0811 847 3249
0856 7704 378
022 598 2319
031 7089 348
0817 3487 234
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0251 4589 675
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021 873 4593
022 3498 459
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022 8974 489
0251 9857 450
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021 873 4593
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022 9362 4920
022 8974 489
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0817 347 9803
0251 9974 348
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0251 9648 384
0857 3498 473
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022 9362 4920
0251 9648 384
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0327 8704 349
0313 9795 459
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0327 0978 349
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0819 9854 457
0327 8704 349

5
0415 9879 438
0888 7854 985
0817 0034 799
0415 8799 348
0888 9875 549
0817 0897 879
0313 9087 458
0415 8799 348
0888 7854 985
0818 2323 4839
0811 8349 3284
0819 4320 343
0818 8749 4839
0811 8798 4783
0819 4309 439
0818 8749 4839
0811 8349 3284
0817 0897 879

0822 9654 8904
0835 7849 4389
0527 4843 439
0822 9648 3484
0835 9870 3504
0527 4389 909
0819 4309 439
0822 9648 3484
0835 7849 4389
0727 0434 989
0272 9804 980
0772 0894 849
0727 9840 949
0272 0984 349
0772 8980 439
0527 4389 909
0727 9840 949
0272 9804 980
0772 0894 849
062 7849 3499
0772 8980 439
062 9754 4393
0812 740 3294
0772 8980 439
062 7849 3499
0272 9804 980

6
0812 743 9800

7
Situation Cards
You have a problem with
mathematics and want to
ask a friend to help you.
Call him/her to ask if
he/she can meet you this
afternoon.
You dont know what to

do next weekend. Call one
of your best friends to
suggest an interesting
outdoor activity.
You have made an

appointment to meet your
teacher tomorrow, but
you have to go with your
parents to visit your uncle.
Call your teacher to
apologize.
You want to buy a present

for your best friend. Call a
friend to go with you to
the mall and to help you
choose a nice present.
Your friend was absent

this morning. You want to
know if he/she is alright.
Call him/her.
You want to speak to a

friend from another class,
but you dont know
his/her number. Call a
friend who you think
knows the number.
You want to go to a
concert with your family,
but you dont know the
exact date and where to
buy the ticket. Call a friend
to find out.
Some friends are coming

this afternoon to your
house to study together.
Call a pizza delivery
number to order two of
your favorites.
You have just been given a

group project assignment,
and want to start after
school today. Call your
mother to get her
permission.
Youve been ill for three

days and are ready to go
back to school tomorrow.
You want to borrow notes
from your friend. Call
him/her.
You and your cousins are

going on a picnic next
Sunday, and you want to
know what to take with
you. Call one of them to
find out.
You saw your friend

reading an interesting
book yesterday, and you
want to read it too. Call
him/her to ask where you
can buy it.

8
Here We Go Round the Mulberry Bush

Topic:
Listening to rhymes
Materials: Here We Go Round the Mulberry Bush Handout, copied and the pictures
cut out; Activities Handout (teacher copy)
Web Resource: See http://www.oup.com/pdf/elt/products/presarticle3.pdf for printable
visual aids for the rhymes
Objective:
daily activities
To practice listening to rhymes; to mime actions; to review vocabulary of
Procedure:
1. Review the names of the days: Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, and Sunday.
2. Using the pictures from the Activities Handout, teach the word bush and review the
vocabulary of daily activities such as wash, iron, sweep, mend, clean, dress up.
3. Say the first part of the rhyme while miming the action of going around the mulberry
bush. At the end of the first rhyme, spread your arms open to mime so early in the
morning.
4. Repeat and ask the children to follow your actions.
5. Practice the verses of the rhyme with the students, miming actions that correspond with
the rhyme.
6. Repeat until students know the rhyme and actions.
Variation:
Increase students vocabulary by adding different actions.
Reference:
Burrows, C. (n.d.) Learning English with nursery rhymes. Retrieved from
www.oup.com/pdf/elt/products/presarticle3.pdf

9
Here We Go 'Round the Mulberry Bush

Here we go 'round the mulberry bush,
The mulberry bush, the mulberry bush,
Here we go 'round the mulberry bush,
So early in the morning.
This is the way we wash our clothes,

Wash our clothes, wash our clothes,
This is the way we wash our clothes,
So early Monday morning.
This is the way we iron our clothes,

Iron our clothes, iron our clothes,
This is the way we iron our clothes,
So early Tuesday morning.
This is the way we sweep the floor,

Sweep the floor, sweep the floor,
This is the way we sweep the floor,
So early Wednesday morning.
This is the way we mend our clothes,

Mend our clothes, mend our clothes,
This is the way we mend our clothes,
So early Thursday morning.

10
This is the way we clean the house,

Clean the house, clean the house,
This is the way we clean the house,
So early Friday morning.
This is the way we bake our bread,

Bake our bread, bake our bread,
This is the way we bake our bread,
So early Saturday morning.
This is the way we get dressed up,

Get dressed up, get dressed up,
This is the way we get dressed up,
So early Sunday morning.
Sources:
http://www.enchantedlearning.com/rhymes/Mulberry.shtml
http://www.oup.com/elt/preschool

11
Activities
http://indiequill.files.wordpress.com/

12

13
http://www.inmagine.com/
http://www.clipartguide.com/

14
http://princeton-indiana.com/

15
http://conferences.sheepdrove.com/

16

17
We Are Flying Kites

Topic:
Listening and miming
Materials:
Copies of the Kites Handout
Objective:
To listen to a story and mime it to show comprehension (using Total
Physical Response)
Procedure:
1. Show the children the pictures of kites and elicit the word kite.
2. Ask if they know how to fly a kite, or if they have seen people flying a kite. Also, ask the
children where people usually fly kites.
3. Tell the students they are going to listen to a story of children flying kites. They are to
imagine that they are the children in the story and must mime the story.
4. Ask the students to stand up.
5. Give an example of how to mime: We are in the yard flying kites. mime the action of
flying a kite.
6. When the students understand what to do, read the story and encourage them to mime
along with the story.
7. When the story ends, give them applause.
Variations:
Ask one or two children to read the story again while the others perform the action.
The Kite Story:

We are in the yard flying kites. Look at our kitesthey are beautifulup high in the sky. Our
kites are dancing and greeting each other. Let them goupupand up. Look! There is a
bird coming! A big bird! Can you see it?...look, there it is. Oh no, its not a birdits a
kiteanother kite a big bird kite. Lets play and dance with the bird kite. Were very
happywere smiling and laughing. Look at the sky! Dark clouds are coming! Its going to
rain! Lets get our kites down! Quick! Quick! Its raining! Our kites get wet. We are wet. Our
clothes are wet. Lets run to the shelterrunrun! Huhwere tiredvery tired. We want
to sleep. Sssshhh!
Reference:
Scott, W. A. & Ytreberg, L.H. (1990). Teaching English to children. London: Pearson Longman.

18
Kites

19
Getting to Know You

Topic:
Introductions
Web Resource: Activity taken from Fun and Easy English Activities for Indonesian
Schools, http://www.fun-and-easy-english.org
Objective:
To learn how to get to know about other people by asking questions
Procedure:
1. Write some or all of the following questions and answers on the board:
Whats your name? My name is ________________.
How old are you? I am ___________ years old.
Where do you live? I live in _______________ (city/town).
How many people are there in your family? There are ______________
people in my family.
What is your hobby? My hobby is ________________.
What is your favorite color? My favorite color is ____________.
2. Remind students that whats is the contraction of what is and means the same thing.
3. Ask students to work in pairs. Give them ten minutes to find out some information
about their partners using questions like those above.
4. Have students take turns introducing their partners to the class and telling
something interesting about their partners.
Helpful Hints:
Have students write down the questions you put on the board. Encourage them to use the
questions to practice with their friends.
Variations:
Add other questions to those above, such as What is your favorite sport?, What is
your favorite food?, etc.
When students are able to ask and answer the questions, try the following activity:
Toss a small, very soft ball to a student while asking a question, such as How old are
you? The student catches the ball and answers the question. Then the student tosses
the ball to another student while asking a different question. The next student answers
the question and repeats the activity. Try to take time to allow every student a turn.

20
Fruit Salad
Topic:
Fruit
Materials: Five types of fruit (enough of each for every student to have some at the
end of the activity), napkins, knife, cutting board, large bowl, large mixing spoon, toothpick
for each student
Objective:
vocabulary
To learn fruit vocabulary, utensil vocabulary, and food preparation
Procedure:
1. Teach students the names of the fruit. Discuss their color, texture, etc.
2. Ask students to describe the taste and/or texture of each fruit, for example: sweet,
sour, bitter, crunchy, juicy, soft, firm.
3. Cut the fruit into bite-size pieces, describing the preparation methods used. For
example:
I am slicing the apple in half with the knife
I am peeling the orange.
I am cutting the mango into small pieces.
I am chopping the strawberries.
I am putting the fruit into the bowl.
4. Continue preparing the fruit, this time asking: What am I doing? Students should
answer, You are slicing the apple, and so on.
5. When all of the fruit is prepared, say to the students:
Now, I am mixing the fruit together with the large mixing spoon, and begin
to mix the fruit. Ask students, What am I doing? They answer, You are
mixing the fruit.
6. Pass out a napkin and a toothpick to each student. Say to students, This is a napkin,
and this is a toothpick. What are these? Students should answer, a napkin and a
toothpick.
7. Spoon some of the fruit onto each students napkin. Students should use the
toothpicks to eat the fruit salad.
Helpful Hint:
The website http://www.mes-english.com has great flashcards and handouts for teaching
fruit vocabulary. Theyre free!

21
Counting by 5s
Topic:
Numbers
Materials:
Paper
Objectives:
To learn to count by 5s; to learn to ask questions beginning with what
Procedure:
1. Cut paper into small squares to make number cards. Write a multiple of 5 (up to 100)
on each: 5, 10, 15, 20, 100.
2. Hand out a number card to each student.
3. Explain to the students that they will be counting and adding by fives. Practice the
4. activity with the students until they understand what to do.
5. Start the practice by asking, Who has number 5?
6. The student with the number 5 card stands and says, I have number five. The
7. student then asks, What is five plus five?
8. The student with number 10 stands and says, Five plus five is ten. What is ten plus
9. five? The activity continues until the class has counted by 5s to 100.
Helpful Hints:
Recycle previously used paper by using the unused side. Cut the paper in small squares to
make number cards and write the numbers on the unused side of the paper. Store the
number cards in an envelope for future use. Before starting this activity, count by 5s to 100
with all of the students participating. Repeat until the students can quickly count to 100 by
5s with no mistakes.
Variations:
Have the students perform the activity using multiplication. For example, the teacher starts
the activity by asking, What is one times five The student with the number 5 card stands
and says, One times five is five. The student then asks, What is two times five? The
student with the number 10 card stands and says, Two times five is ten. The activity
continues until the class has multiplied up to 20 times 5.

22
Its in the Bag

Topic:
Things in the classroom
Materials: A bag filled with items used in the classroom; for example, paper, pencil,
pen, calculator, ruler, chalk, marker, textbook, notebook, paper clip, stapler, etc.
Objectives:
To learn the names of items used in the classroom; to learn the
contraction form of what is (whats) and it is (its)
Procedure:
1. On the board write the following and explain that the contraction is common in the
spoken language:
what is = whats
it is = its
2. From your bag of items, take out one thing at a time and ask, Whats this?
Students should answer, Its a/an (name of the item).
3. Repeat the procedure with each item in the bag.
Helpful Hints:
Call on students one at a time so that each one has an opportunity to participate. Repeat
the activity until everyone has had a turn. Use this activity often with more and more
challenging items.
Variations:
With all of the items on a table or desk at the front of the room, give students two or
three minutes to memorize the items. Ask students to turn their backs while you remove
and hide one item. Tell them to guess which item is missing. To make it more challenging,
mix up the remaining items on the table after you have removed one.
Put students into pairs or groups of 3. Tell them to take out all of the items from their
pencil case or bag one by one. Every time they take out an item, they have to ask their
partners what item it is and their partners have to answer. Then their partners take out
an item from their own bag and ask the same question to them.
Extensions:
Hold up two items and ask, What are these? Students answer, Those are a(an) (name
of the first item) and a/an (name of the second item). Once they can do this quickly, add
a third item, and so on.
Challenge advanced students by holding up two related items; for example, a pencil and
a piece of paper. Ask, What do you do with these? The student should reply, I write on
the paper with the pencil, or I use a pencil to write on the paper, etc. Answers may
vary. The teacher should wait until the end of the activity to correct the students.
23
Action!
Topic:
Action Verbs
Materials: Student copies of the Action! Handout and the Reading Passage
Web Resources: Images available at http://www.illustrationsof.com/images/
http://www.clipartguide.com/ http://dclips.fundraw.com/
Objectives: To learn action verbs; to improve reading comprehension by completing
sentences in a passage.
Procedure:
1. Elicit daily activities vocabulary from the students.
2. Hand out copies of the Action! Handout. Tell students that they must choose words in
the box that match the pictures and write the words in the provided space.
3. Allow time for the students to complete the activity, then check the students answers.
4. Hand out copies of the reading passage. Explain to students that they have to complete
the passage by using suitable phrases from the Action! Handout.
5. Give students 15-20 minutes to complete the passage before checking the answers.
Helpful Hints:
Answers to the matching exercise:
a. open
e. brush
b. shave
f. iron
c. see
g. read
d. drive
h. put on
Answers to the reading passage:
1. opens the curtain
5.
2. shave his beard
6.
3. brush my teeth
7.
4. have / take a bath
8.
(3 and 4 are interchangeable)
i. do
j. take or have
k. have
l. go
put on a sweater
have breakfast
drive his car
do aerobics

24
9.
10.
11.
12.
see a dentist
read a comic
iron clothes
go camping
Action!
brush
do
have
see
put on
drive
shave
read
go
have / take
iron
a. _________ the curtain
b. __________ his beard
c. _________ the dentist
d. __________ a car
e. __________ my teeth
f.
__________ clothes
g. __________ a comic
h. __________ a sweater
i.
_________ aerobics
j.
k. __________ breakfast
l.
__________ camping
__________ a bath

25
READING PASSAGE
My name is Arif and I am 12 years old. Although I am the only child in the family, I have a
very happy family. My father is a lawyer and my mother is a part-time teacher. I wake up at
5 oclock every morning. My father _________________ (1) in my bedroom so that the
morning sunshine can come into my room. Then, he goes to the mirror to____________(2).
After that I go to the bathroom to _______________ (3) and _______________ (4). During
the rainy season, I usually _______________ (5) before I go to the dining room to
_______________ (6). My mother always prepares a delicious breakfast for all of us.
My father usually takes a bus to his office, but if it is raining, he will _______________ (7).
When he drives his car, he takes me to school before going to his office. My mother and her
friends _______________ (8) once a week to stay healthy. To keep my teeth healthy, I
regularly _______________ (9). Whenever, I am free and do not have homework in the
afternoon, I ______________ (10) or help my parents. I sometimes wash the dishes and
_______________ (11). Once in a while the whole family _______________ (12) in a
camping area to get mountain fresh air.

26
Occupations
Topic:
Occupations
Materials:
Handout
Student copies of the Occupations Handout and the Occupations Puzzle
Web Resources: See www.bluebuddies.com, www.jackiechankids.com, www.clipartof.com

and http://www.english-4kids.com/flashcards.html
downloads
Objective:
for more occupations images and free
To learn occupations vocabulary
Procedure:
1. Prepare copies of the Occupations Handout and the Occupations Puzzle Handout
according to the number of students in the class.
2. Elicit occupations vocabulary from the students by asking questions such as:
a. What is your fathers / mothers occupation?
b. Do you have an uncle / aunt? What does your uncle / aunt do?
c. What do you want to be?
3. Hand out copies of the Occupations Handout. Tell students that they have to match the
words in the box with the pictures. They need to write the answers in the provided
space under the pictures.
4. Let the students complete the activity, then discuss the answers with them.
5. Hand out copies of the Occupations Puzzle Handout. Tell students that they have to find
the twelve occupation words from the previous activity. They have to circle or mark the
answers in the puzzle . Remind them that the answer position can be vertical, horizontal,
or diagonal.
6. Give them 10-15 minutes to complete the puzzle, then discuss the answers with them.
Helpful Hints:
Answers to the Occupations Handout:
1.
2.
3.
4.
5.
6.
bus driver
doctor
lawyer
dentist
secretary
plumber
7.
8.
9.
10.
11.
12.
pilot
teacher
painter
janitor
taxi driver
electrician

27
Answers to the Occupations Puzzle

O
W Y
W C

28
Occupations
painter
electrician
janitor
dentist
bus driver
doctor
plumber
lawyer
secretary
teacher
pilot
taxi driver
1. _______________
2. _______________
3. _______________
4. _______________
5. _______________
7. _______________
8. _______________
10. _______________
11. _______________
12. _______________
29
6. _______________
9. _______________
Occupations Puzzle
painter
electrician
janitor
dentist
doctor
bus driver
lawyer
plumber
secretary
teacher
pilot
taxi driver
Occupations Puzzle
Find the occupations words in the puzzle and circle them.
O
W S
W Y
W C
O N
W R
W M
O D
W M
W D

30
Nasreddin Hoya
Topic:
Reading Comprehension
Materials:
Student copies of Nasreddin Hoya Handout
Web Resource: http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/smell1.htm

Objectives:
To read for specific information; to complete a reading passage
Procedure:
1. Prepare student copies of the Nasreddin Hoya Handout according to the number of
students.
2. Show the pictures of soup and coins and elicit the words from the students. Review the
vocabulary in the box.
3. Ask the students if they have heard any stories about Nasreddin Hoya.
4. Hand out copies of the Nasreddin Hoya Handout. Tell students to complete the story by
using the vocabulary in the box.
5. Give students 15-20 minutes to read and complete the story. Then ask the students to
compare their answers with their classmates before you discuss the answers with them.
6. Hand out copies of the comprehension questions. Tell students that they need to
answer the questions based on the story. Encourage them to read the story again to
make sure they can answer correctly.
7. Check the answers with the class.
Useful Hints:
Answers to reading comprehension:
1. man
2. bread
3. soup
4. smell
5. restaurant
6.
7.
8.
9.
10.
money
pocket
coins
owner
sound
Answers to multiple choice questions:

1. b
4. a
2. c
5. b
3. a
6. a

31

32
Nasreddin Hoya
Fill in each blank in the story with a word from the box.
money
coins
owner
man
bread
restaurant
soup
smell
sound
pocket
Nasreddin Hoya was a judge in a small village. There was a poor __________ (1) who also
lived in the village. One day, with only a little piece of __________ (2) to eat, the poor man
was walking in front of a restaurant. He saw a bowl of __________ (3) on the table. He held
his bread over the soup; the steam from the soup went into the bread and gave it a good
__________ (4). Then he ate the bread.
The owner of the __________ (5) was very angry at the poor man. He asked him to pay for
the steam from the soup. The poor man had no __________ (6), so the restaurant owner
took him to Nasreddin. Nasreddin thought about the case for a moment.
Then Nasreddin took some coins from his __________ (7). He held the __________ (8) next
to the restaurant owner's ear and shook them, so that they made a jingling noise.
"What was that?" asked the restaurant __________ (9).
"That was payment for you," answered Nasreddin.
"What do you mean? That was just the __________ (10) of coins!" protested the restaurant
owner.
"The sound of the coins is payment for the smell of the soup," answered Nasreddin. "Now
go back to your restaurant."

33
Nasreddin Hoya Comprehension Questions

Read the questions and choose the correct answer to each question.
1. What food did the poor man have?
a. soup
b. bread
c. nothing
2. What kind of food did he see in the restaurant?
a. bread
b. meat
c. soup
3. Why did he hold the bread over the soup?
a. so the steam from the soup would go into the bread
b. so he could warm his hands
c. so the restaurant owner would get angry
4. Why did the restaurant owner take the poor man to Nasreddin?
a. because Nasreddin was a judge
b. so that Nasreddin could pay for the soup
c. because Nasreddin was the man's relative
5. What did Nasreddin do with the coins?
a. He gave them to the restaurant owner.
b. He made a noise with them.
c. He gave them to the poor man.
6. What was the payment for the smell of the soup?
a. the sound of money
b. a few coins
c. there was no payment

34
Scrambled Song
Topic:
Animal names
Materials:
Student copies of the Old MacDonald Handout
Web Resources: Images for the Old MacDonald Handout were taken from
http://www.durochers.org/journal/uploaded_images/duck and http://taleahsart.com/SB/Cow.jpg
Objective:
To practice reordering words to make sentences.
Procedure:
1. Review the names of animals such as dog, duck, and cow, etc.
2. Ask the children if they know the Old MacDonald song sing the song with them, or
teach it to them if they dont know it.
3. Hand out copies of the Old MacDonald Handout. Tell the students that they have to
rearrange the lines from the song into the right order and write the answers in the
provided space.
4. Let students try to unscramble the sentences on their own for 15-20 minutes before
they compare their answers with their classmates.
5. Discuss the answers with the class.
Useful Hints: Answers to the Scrambled Song exercise:
1. Old MacDonald had a farm
2. And on his farm he had some ducks
3. With a bow wow here and a bow wow there
4. Here a bow there a wow everywhere a bow wow
6. And on his farm he had some dogs
7. With a quack quack here and a quack quack there
8. Here a quack there a quack everywhere a quack quack
10. And on his farm he had some cows
11. With a moo moo here and a moo moo there
12. Here a moo there a moo everywhere a moo moo

35
OLD MACDONALD
1. had Old farm MacDonald a
___________________________________________________________
2. on some had his he And dogs farm
___________________________________________________________
3. With here there bow wow and bow wow a a
___________________________________________________________
4. Here bow wow a a a everywhere bow wow there
___________________________________________________________
5. MacDonald had a Old farm
___________________________________________________________
6. had he his ducks on farm some And
___________________________________________________________
7. a a quack quack quack quack there were With and here
___________________________________________________________
8. a a a Here quack quack everywhere there quack quack
___________________________________________________________
9. farm had MacDonald a Old
___________________________________________________________
10. had his he And cows farm some on
___________________________________________________________
11. moo a a moo there moo here With moo and
___________________________________________________________
12. moo a a a Here moo everywhere moo moo there
___________________________________________________________

36
Using Descriptions
Topic:
Describing people
Materials:
Student copies of the Descriptions Sentence Scramble Handout
Schools, http://www.fun-and-easy-english.org used with permission
Objectives:
To practice using descriptions; to write complete sentences
Procedure:
1. Elicit personal description words from the students. Make sure every adjective in the
Handout is mentioned and the meaning made clear.
2. Hand out a copy of the Descriptions Sentence Scramble Handout to each student
(there are two copies of the activity on the Handout, so each copy may be cut in
half)
3. Instruct students to write a complete sentence, including correct punctuation, for
each set of scrambled words on the handout.
4. Allow students 20-25 minutes to complete the sentences, depending on their
language and writing abilities.
5. Call on individual students to read their sentences aloud.
Helpful Hints:
In English it is considered unkind to describe someone as fat. It is more polite to say
chubby, pudgy, or overweight.
Variations:
As students learn more vocabulary, write groups of scrambled words on the board and
instruct students to unscramble them and write complete sentences.
Extensions:
Students write ten sentences about themselves and their family by using adjectives from the
Descriptions Sentence Scramble Handout.

37
DESCRIPTIONS SENTENCE SCRAMBLE
NAME: _____________________
1. very are pretty You
_______________________________________
2. is handsome He not
_______________________________________
3. Your ugly is dog
_______________________________________
4. small My is nose
_______________________________________
5. not I thin am
_______________________________________
6. father Your is tall
_______________________________________
7. runner fast am I
_______________________________________
8. very is brother strong My
_______________________________________
9. not Lastri chubby is
_______________________________________
10. sister very young is Your
_______________________________________
11. funny is She
_______________________________________
12. small are fingers Those
_______________________________________
-----------------------------------------------------------------------------------------------------------------
DESCRIPTIONS SENTENCE SCRAMBLE
NAME: _____________________
1. very are pretty You
_______________________________________
2. is handsome He not
_______________________________________
3. Your ugly is dog
_______________________________________
4. small My is nose
_______________________________________
5. not I thin am
_______________________________________
6. father Your is tall
_______________________________________
7. runner fast am I
_______________________________________
8. very is brother strong My
_______________________________________
9. not Lastri chubby is
_______________________________________
10. sister very young is Your
_______________________________________
11. funny is She
_______________________________________
12. small are fingers Those
_______________________________________

38
Writing about Myself

Topic:
Description
Materials:
Blank paper or students notebooks
Objective:
To practice describing oneself in a letter format
Procedure:
1. On the board, write the template below to help students write about themselves in a
letter format.
_______________. My name is ________________. How are you? Im doing
(Hello)
______________. I have __________________ hair, and ________________
(well/poorly)
(black, brown,
(blue, green,
red, blond)
brown, black)
eyes. I am __________________. I live in a ________________ house. I think
(tall/short)
(big/small)
school is _________________.
(boring/fun)
2. As students write their letters, they should fill in the blanks with their personal
descriptions.
Helpful Hint:
Have students exchange letters with another class or with students from another school.
Variations:
As students learn new vocabulary, have them write more letters. For example, they can
write about their likes/dislikes, their favorite foods, their families, or they can give directions
to their homes or schools, etc.

39
Birthday Greetings
Topic:
Birthday greetings
Materials:
Blank paper, crayons, or colored pencils
Objective:
To make a card and write birthday greetings
Procedure:
1. Before class, write the following on the board:
HAPPY BIRTHDAY
Wishing you joy and happiness
on your special day!
Best wishes,
(name of student)
2. Hand out blank paper and crayons or colored pencils (if students dont have their
own).
3. Discuss the Happy Birthday greetings with the students, and tell them they are
going to make their own cards to give to someone else.
4. Instruct the students to fold their paper in half; next, tell them to write the message
inside the card.
5. Students can draw and color an appropriate picture on the front of the card, for
example, a picture of a cake with candles, a present, children celebrating, etc.
Variations:
Depending on the students language abilities, they can write their own messages or rhymes
for the insides of their cards.

40
Writing a Story
Topic:
creating a story
Materials:
Blank paper or students notebooks
Objective:
To write a creative short story
Procedure:
1. Before class, write the following words on the board:
Prince
Village girl
Witch
Giant
Diamond
Sword
Dungeon
Castle
2. Ask students if they like to read stories and encourage them to share their favorite
stories.
3. Ask students to read the words on the board and check that they know the meaning
of each word. Teach the vocabulary if students do not understand the meanings of
the words.
4. Put students into groups of 3 or 4.
5. Tell students that they have to work in their groups and write a short story that
contains the words on the board. The story must consist of ten to twelve sentences.
6. Encourage students to be as creative as possible.
Variations:
Depending on the students language abilities, they can work in pairs or individually and use
more words for the story.
Extensions:
Students can read their stories to the class. The others listen and ask questions. Then the
groups submit their written stories to the teacher so that they can receive feedback.

41
Telling a Story
Topic:
Sea animals
Materials: Pictures of different sea animals (for example: dolphins, octopus, turtle,
sea horse); http://www.mes-english.com is a great source for free flashcards of animals
Objective:
To describe different sea animals using the simple present tense
Procedure:
1. Prepare flashcards of sea animals.
2. Show the flashcards to students and elicit what the students know about the
animals; review the sea animals, especially the ones which students might not be
familiar with.
3. Do some repetition drills with the names of sea animals (This is a ..) until students
remember the names and can pronounce them well.
4. Divide students into pairs or in groups (4 persons maximum)
5. Distribute a sea animal picture to each pair or group.
6. Review vocabulary as needed (sizes, shapes, colors, different food of sea
animals) .
7. Give students a template of sentences that can help them tell a story.
Example:
This is a .. It is (big/small). Its color is (blue/grey).
It lives in the ..(ocean/lake/river). It eats
8. Ask the students to work in pairs/groups to write the story together.
9. Ask students to tell the stories to each other in their pairs/groups.
10. Ask a representative from each pair/group to come in front of the class and tell their
story to the class while holding up the picture of the sea animal.
Helpful Hints:
For some vocabulary (for example, the food and location} the teacher can bring in pictures
for the students to use as a visual reference.
Variations:
After all pairs/groups have told their stories in front of the class, the teacher can ask them to
exchange their pictures and compare their original picture with the new one.
Example:
Differences/
Similarities
Size
Shape
Color
Place
Food
TURTLE

42
TORTOISE
Extensions:
Provide some pieces of paper/ card stock (can be colored) and let students stick their
pictures on the paper. They can write their story neatly below the picture. Finally, they can
add illustrations to their stories (this can be done for homework). Display the students work
in the classroom for everybody to see.
References:
Phillips, D., Burwood, S., & Dunford, H. (2003). Projects with young learners. Oxford: Oxford
University Press (pp 73-74).
Al-Khaja, N. (2007). Trees. English Teaching Forum, 45(2).

43
Creating a Story
Topic:
Sea animals
Materials: Copies of the story Timmy, the Little Dolphin, pictures of sea animals
(both the ones in the story and others)
Objective:
To create imaginary dialogues between the sea animals
Procedure:
1. Prepare copies of the story and sea animal pictures.
2. Divide students into pairs.
3. Give a copy of Timmy, the Little Dolphin to every student.
4. Allow students 10-15 minutes to read the story.
5. Review the sea animals in the story by asking students what animals are in the story.
Show them the pictures to help them remember.
6. Show other sea animal pictures and elicit their names from the students.
7. Let students repeat the names several times.
8. Give two animal pictures to each pair of students. For example, Timmy and one of
the other sea animals.
9. Ask each pair to write an imaginary conversation between Timmy and the sea
animal.
10. Ask each pair of students to perform their dialogues in front of the class. Encourage
students to use gestures in their performances.
Helpful Hints:
The two animals given to the pairs can be varied, such as Mama dolphin and Papa dolphin,
Mama dolphin and Timmy, Timmy and his sister, Papa dolphin and the turtle, etc.
Variations:
The teacher can ask pairs of students to create an extension of the story by writing down
what Timmy told his parents about his journey using the simple past tense.
References:
Al-Kuwari, N.S. (2007). Amazing animals. English Teaching Forum, 45(2).

44
Performing a Story
Topic:
Sea animals
Materials: Copies of Timmy, the Little Dolphin, blue cloth, hats/masks of the sea
animals made from the Characters Handout, stiff paper, markers, colored paper, glue
Objective:
To perform the story as a play
Procedure:
1. Prepare copies of the Timmy, the Little Dolphin story and make hats/masks of the
sea animals from the Characters Handout using the paper or card stock, markers,
colored paper, and glue.
2. Give each student a copy of the story.
3. Ask the students to read the story in their groups.
4. Discuss the characters and the plot of the story.
5. Have students write some sentences spoken by the characters according to their
roles in the story. The sentences can be used as short dialogues.
6. Ask students to arrange the dialogues chronologically to complete the play.
7. Put some chairs in a straight line covered with the blue cloth (this will be the ocean).
The cloth can be moved up and down to imitate the waves of the ocean.
8. Assign students to the various roles in the story; also, choose a storyteller who will
lead the students through the play.
Helpful Hints:
The play can be performed in the classroom if it is big enough or on the playground. Before
performing, students can be given time to memorize the dialogues. With larger classes, the
play can be performed several times with different groups of students.
Variations:
The story can be lengthened/changed to include other sea animals, such as seals, whales
etc. See http://www.mes-english.com for flashcards of animals.
Extensions:
After performing the play, each student can write a report about one of the sea animals (its
living environment and other characteristics). Students can illustrate the report with
drawings, pictures or photographs. The teacher can collect the reports and make them into
a class book on sea animals.
Reference:
Diptoadi, V. L. (2007). A tale of two animals. English Teaching Forum, 45(2).

45
STORY: TIMMY, THE LITTLE DOLPHIN

Once upon a time there lived a little dolphin with his father, mother, brothers and sisters in
the big blue ocean. His name was Timmy. He liked to play with other dolphins. As he was the
youngest, his parents paid extra attention to him, which he sometimes disliked.
Nevertheless, he thought that life was wonderful.
One day when Timmy was playing hide and seek with other dolphins, he saw a ship in the
far distance. He asked his father what it was. His father said it was a ship. Where does it
go? asked Timmy. His father replied that it went to faraway places in the world. Timmy
became curious about the place called world. He wanted to go there too, to see many
things.
Timmy did not want to ask his parents if he could go to see the world. He was afraid that
they might laugh at him. Besides, he wanted to show them that he was a big dolphin now.
He started his journey and met a seahorse frolicking in the water. Timmy asked Where is
the world? The seahorse was surprised and answered, I do not know, perhaps it is that
way. Timmy swam in the direction the seahorse pointed. After a while, he met a starfish
and asked the same question, Where is the world? The starfish opened one eye and
grumbled, That way. Timmy continued his journey, although he felt very tired. At last, he
met a big octopus. He thought that the octopus could give him an answer because he
looked so wise. When Timmy asked him, Where is the world?, the octopus was startled
from his sleep. He woke up and swung his tentacles around in every direction. Timmy
became scared and swam away as quickly as possible. Suddenly, he realized that he was
alone.
Timmy felt a cold wind and when he looked up he saw black clouds covering the sky. The
wind blew harder and the waves became bigger. He felt afraid and began to shout for help.
It seemed that nobody heard him. In his loneliness he began to think of the warmth of his
home with his parents, brothers and sisters. Suddenly, from the dark blue water popped up
a huge turtle. She asked Timmy, Who are you and why are you here alone?
I am Timmy, he cried, I want to go home! The turtle smiled and said, Ok, I will bring you
home. You can jump on my back and I will take you there. Without further thought, Timmy
got on the turtles back and fell asleep. He woke up when he heard the cries of the dolphins.
His parents, brothers and sisters came rushing forward to meet and hug him. Everybody was
happy to see him. Timmy was especially happy. He knew then that his world was his home.

46
Characters

47

48

49
Sequencing a Story
Topic:
Sea animals
Materials: Strips made from thick paper containing sentences from the story Timmy the
Little Dolphin (see previous activity, Performing a Play); copies of the Story Scenes Handout
Objective: To arrange sentences in sequential order to make a paragraph; to arrange the
paragraphs to make a whole story
Procedure:
1. Divide the class into 4 groups. Give each group the sentence strips of one paragraph.
2. Have each group arrange the strips in the correct order to make a paragraph.
3. So that all members in each group can participate, each student in the group takes one strip
and reads it aloud. The other members just listen (this will help improve their listening
skills). After every member finishes reading, the students put their strips in sequential order
to make a complete paragraph.
4. After each group has arranged its paragraph, the class decides the correct order of the
paragraphs to tell the story. Each group can take a turn reading its paragrapraph while
others listen. Give help and guidance to the students as necessary.
Helpful Hints:
If the sentences on the strips are in the past tense, the teacher can ask students to change them into
simple present tense. Then the groups can exchange their paragraphs and check each others work
to see if all the sentences are correctly written in the simple present tense.
Variations:
The teacher can distribute the copies of the Story Scenes Handout and ask students to match their
paragraphs to the correct scene. Next, the students can put the paragraphs and the appropriate
pictures on the board or on a big poster.
Extensions:
The teacher can ask each group to draw some pictures to illustrate their paragraph.
To improve the students writing skills, the teacher can bring pictures of other sea animals
and other scenes (locations, food etc.). Each group takes at least 3 pictures, for example a
sea animal, a location and an object (seals, a beach and a ball). Each group composes their
own story.
A sample story:
One beautiful summers day, some seals are playing on the beach. Suddenly one of them
sees a big colorful ball lying on the sand. They begin to play a game by throwing the ball to
each other. Some seals can balance the ball on their snouts. They have a lot of fun.
References:
Diptoadi, V. L. (2007). A tale of two animals. English Teaching Forum, 45(2).

50
Story Scenes

51

52

53

54
Animals
Topic:
Animals in the forest (mime)
Materials: Copy of the Animals Handout (tiger, snake, monkey, giraffe,

scorpion, rabbit, frog, etc)
Web Resources:
animals
Objectives:
habitats
See http://www.mes-english.com for more great flashcards of
To learn animals and actions vocabulary; to describe animals and their
Procedure:
1. Before class, enlarge and print the Animals Handout. Cut the pictures into individual
flashcards.
2. Ask students about the forest and elicit the names of animals that live in forests.
3. Show the animal flashcards to the students and elicit the animals names and any
information students know about the animals.
4. Tell students that they are going to listen to a story, and that they must follow
instructions from the teacher by pretending to be the animals in the story.
5. Ask students to stand up and give an example of how to pretend to be animal (for
example, a tiger, a snake, etc.).
6. When students understand what to do, tell the story.
The story:
Now, we are in a tropical forest in Kalimantan. The weather is nice. Its
sunny, but its not hot. We can see a lot of animals in this forest. Look, you
can see a wild horse in front of you. Walk like a horse, walk like a
horseand eat some grass. Chew the grass slowlyslowly, please. Now
you are a snake slide, slide. Can you slide easily on the grass? Oh, there is
a tiger. It is roaring. Everybody roars like a tiger. Yes. Roar like a tiger. Oh
my goodness, there is a giant scorpion. Run.runrun, as fast as a scorpion.
Look there are monkeys. They are climbing on the trees. Lets all climb like
those monkeys higher.higher. Yes, like a monkey. From above we can
see a rabbit down on the ground. It jumps around and around. Jump like a
rabbitjumpjumpetc.
7. When the story ends, give them applause.
Helpful Hints:
Since students will perform a lot of movements and actions, the teacher should
provide enough space in the classroom.
To have a more vivid atmosphere of a forest bring big pictures of a forest and stick
them on the board.

55
Variations:
Ask students to volunteer to give the instructions and directions to the other students.
Extensions:
Students can take turns describing and miming an animal in the forest without mentioning
the animals name. Students only describe the physical appearance, habitat and the sound
of each animal. Other students will guess the animal.
Example:
Student
: I am a tall animal. I live in the forest. I have four legs and a long
neck. I eat leaves and fruits. Who am I?
Students
: You are a giraffe.
Reference:
Al-Kuwari, N.S. (2007). Amazing animals. English Teaching Forum, 45(2).

56
Animals
a crocodile
a buffalo
a chicken
an elephant
a giraffe
a horse
57
a lion
a monkey
a rabbit
a rhino
a lion
a zebra
58
a parrot
a pig
a turkey
a snake
a deer
a frog
59
an owl
a hedgehog
a scorpion
a mouse
a bear
a wolf
60
Ready Steady Go!

Topic:
Driver and passengers
Materials: Copies of the Driver and Passengers Script Handout, realia such
as a bag, a hat, an umbrella, a jacket, etc)
Objectives: to teach expressions of being ready; to build students confidence in
using the target language
Procedure:
1. Make a copy of the Driver and Passengers Script Handout for each student.
2. Pre-teach any words or phrases in the script that the students might not know.
3. Distribute the script to the students and have them read it silently.
4. Discuss the story in the script. Ask the students if there are words that they do not
understand and explain the words.
5. Read the lines and ask students to repeat them.
6. Divide students into groups of three or four. Ask them to assign the roles (one
becomes the driver and the others are the passengers).
7. Have students memorize their lines according to the roles assigned and then practice
the script with their group.
8. Students perform the script as a play.
Helpful Hints:
Arrange the chairs in rows with one chair in front for the driver.
Items that the children forget may vary from one group to another.
The teacher may dictate the script or have students copy it from the board (in case
there is no photocopy machine available).
Extensions:
After the performances, the teacher and students discuss their own experiences that are
similar to those in the script.

61
Driver and Passengers Script

Driver
Children
Driver
Children
Child
:
:
:
:
:
Hello, everyone, are you ready to go to town?

Yes, thank you. (All climb into their seats and pretend to fasten their safety belts.)
Are you ready? Lets go!
Were ready. Lets go!
Wait, wait, I forgot my (jacket)!
(Jumps out of the car and hurries off, returns with a jacket and climbs back in.
While waiting, the driver starts getting impatient, tapping his foot.)
OK. Are you ready now?
Yes, yes. Were ready. Lets go!
Wait, wait, I forgot my (bag)!
(Jumps out of the car and hurries off, returns with a bag and climbs back in. While
waiting, the driver gets more and more impatient, tapping his foot, looking at his
watch.)
OK? Are you ready now?
Yes, were ready.
Are you sure you are all ready?
Yes, yes, yes! Were ready. Lets go! (Children make out that the driver is crazy for
thinking that they are not ready.)
OK, Lets go.
Wait! I forgot my hat. (Jumps out of the car and hurries off)
(Big sigh, looking heavenward) Oh dear, oh dear, oh dear.
Im really sorry! (Child returns with the hat and gets back in the car)
Are you ready?
Yes, were ready now.
Are you sure youre ready?
Yes, were sure.
Are you sure youre sure?
Driver
Children
Child
:
:
:
Driver
Children
Driver
Children
:
:
:
:
Driver
Child
Driver
Child
Driver
Children
Driver
Children
Driver
:
:
:
:
:
:
:
:
:
Children
Driver
: YES! Were sure were sure were ready! Lets go!

: Oh, oh. I forgot my keys!
Reference:
Vernon, S. (2008). Teaching English games. Oxford: Oxford University Press.

62
Family Members
Topic:
Acting out a Poem
Materials: Student copies of the Poems, Rhymes, and Songs Handout

Web Resources: Poems, rhymes, and songs were taken from:
http://www.nurseryrhymes4u.com/NURSERY_RHYMES/, and
http://www.songsforteaching.com/nurseryrhymes.htm
Objective:
To teach pronunciation
Procedure:
1. Hand out the copies of the Poems, Rhymes, and Songs Handout to the students.
2. Read the rhymes aloud and ask students if there are words that they do not
understand. Explain the words. (Words and their meanings that might not be familiar
to students: coatie = coat, breekies = britches/trousers, laddy = boy)
3. Discuss the beginning, middle, and end of the stories told about in the rhymes.
4. Read the rhymes in unison with the students.
5. After reading, talk about the characters involved, where the story takes place, and
what is happening. Also, tell students that they will work together to act out one of
the rhymes.
6. Ask students to work in pairs and let them choose the rhyme they like best.
7. Have the students review the characters involved in their rhymes and discuss where
their stories take place and what happens. In addition, they are to identify the
beginning, middle, and end of each story.
8. Each pair decides how to act out their story by answering the following questions:
a. Who will play each part?
b. Do they want to ask friends for help?
c. Should they make costumes or masks? What about making a puppet?
d. Would they like to make a set to show where the story takes place?
9. Ask students to write a script about their rhymes and encourage them to be creative.
10. Have students practice their script a few times.
11. Students perform the play.
Helpful Hints:
Having students wear masks or costumes or use puppets will make their
performances livelier and visually appealing.
Invite an audience to come see the performances, for example the students
families, friends, and neighbors.
Extensions:
Give the students feedback on their performances, balancing good points and points to be
improved. The teacher may ask students to give comments on their own performances.

63
Poems, Rhymes and Songs

My Mother Is A Baker
My mother is a baker, a baker, a baker.
My mother is a baker.
She always goes like this, "Yum! Yum!"
My father is a trash man, a trash man, a trash man.
My father is a trash man,
He always goes like this, "Pee Yew."
My sister is a singer...
..."La ta de da, and a toodley doo."
My brother is a cowbow...
..."Yee haw!"
My doggie is a licker...
..."Slurp, slurp."
My kitty is a scratcher...
..."Hssss."
My baby is a whiner...
..."Waaaa."
My grandpa is an engineer...
..."Toot, toot."
Mother, May l Go Out To Swim?

"Mother, may I go out to swim?"
"Yes, my darling daughter.
Fold your clothes up neat and trim.

64
Grandfather, Grandfather.
Grandfather, grandfather, show your delight,
In comes Betty, all in white;
White shoes and stockings, white curly hair,
Isn't she a pretty girl to take to the fair?
Come up an' see yer grannie,
Come up an' see her now,
Come up an' see yer grannie,
Cos she's all bran' new.
She's got a broken table,
A chair without a back,
A door without a handle
And a window with a crack.
Old Uncle Luke, he thinks he's cute,
But Grandpa's even cuter;
He's ninety-eight and stays out late
With Grandma on her scooter.
But don't go near the water."
Dance to Your Daddy

Dance to your daddy,
My bonnie laddy,
Dance to your daddy,
My bonnie lamb.
You shall get a fishy,
In a little dishy,
You shall have a fishy,
When the boat comes in.
You shall get a coatie,
And a pair of breekies,
And you'll get an eggy,
And a bit of ham.

65
Here are Grandma's Spectacles.

Here are Grandma's spectacles,
And here is Grandma's hat,
And here's the way she folds her hands,
And puts them in her lap.
Here are Grandpa's spectacles,
And here is Grandpa's hat,
And here's the way he folds his arms,
And takes a little nap.

66
Comic Strip Role Play

Topic:
Acting out comic strips
Materials:
each story.
Copies of the Comic Strips Handout, objects specifically needed in
Web Resources: See http://www.arcamax.com/garfield for more free Garfield comic

strips, http://comics.com/peanuts for more free Peanuts comic strips, and www.funnycomic-strips.co.uk/ for other comic strips.
Objectives: To work collaboratively with peers; to develop confidence in using the
target language; to activate communication
Procedure:
1. Copy the comic strips in the Comic Strips Handout for every student.
2. While showing the comic strips to the students, elicit information by asking
questions related to the comic strips. For example:
Have you ever seen comic strips before?
Do you like reading comic strips?
Where can you find comic strips?
Do you know these comic strips?
3. Distribute the comic strips and ask students to read them.
4. When students have finished reading, discuss the characters involved, where the
story takes place, and what is happening. Tell students they will work in pairs to act
out the story and that they may choose which comic strip to act out.
5. Give the students the following instructions: review the characters involved in the
their comic strip, discuss where the story takes place and discuss what is happening.
Talk about the beginning, middle, and end of the story.
6. Each pair will decide how to act out the story, assign the roles, and prepare any
objects needed for the performance.
7. Next, the students will develop a simple script for the role play. Students should use
their creativity to interpret their stories. (If the students are beginners, they can act
out the comic strip as it is written instead of developing their own script.)
8. Have students practice their comic strip or their own script and act out the story a
few times.
9. Have each pair of students perform their play.
Helpful Hints:
performances livelier and more visually appealing.
Invite an audience to come see the act, for example the students families, friends,
and neighbors.

67
Variations:
With more advanced students, the teacher can have them study comic strip 6. In groups of
three, assign them to create a story based on the pictures. Students have to complete the
dialogue or make a script using their own interpretation. They have to decide how the story
will start and end. Allow the students time to practice their dialogues before asking them to
perform their story in front of the class.
Extensions:
After the performances, the class can discuss the language and vocabulary used by the
performers.

68
Comic Strips
COMIC STRIP 1
www.chinadaily.com.cn/.../12/content_254217.htm

69
COMIC STRIP 2
COMIC STRIP 3
http://www.zompist.com/bob42.html
70
COMIC STRIP 4
www.jogy.ch/Pictures/garfield/garfield01.jpg
COMIC STRIP 5
http://www.funny-comic-strips.co.uk/images/funny-comics-strip.jpg

71
COMIC STRIP 6

72
Poetry Role Play

Topic:
Acting out a poem
Materials:
Student copies of the Rhymes and Poems Handout
Objectives: To practice pronunciation; to develop confidence in using the target

language; to activate vocabulary
Procedure:
1. Distribute the copies of the Rhymes and Poems Handout to the students.
2. Read the rhymes and poems aloud. Then have the students take turns reading or
have the class read in unison.
3. As you are reading together, talk about the characters involved, where the story
takes place, and what is happening. Tell the students that they will work together to
act out the poem.
4. Give the students the following instructions: review the characters involved in each
rhyme or poem, discuss where the situation takes place, and discuss what is
happening. Talk about the beginning, middle, and end of the story.
5. Each pair will decide how to act out the story, assign the roles, and prepare any
objects needed for their performance. They can use the following questions to help
them organize their performance:
a. Who will play each part?
b. Do they want to ask friends for help?
c. Should they make costumes, masks, or a puppet?
d. Would they like to make a set to show where the poem takes place?
6. Next, the students will develop a simple script for the role play. Students should use
their creativity to interpret the rhyme or poem. (If the students are beginners, they
can act out the rhyme or poem as it is written instead of developing their own
script.)
7. Have students practice their rhymes and role plays.
8. Have each pair of students perform their play.
Helpful Hints:
performance livelier and more visually appealing.
Invite an audience to come see the act, for example the students families, friends,
and neighbors.
Extension:
Give the students feedback on their performances, balancing good points and points to be
improved. The teacher may ask students to give comments on their own performances, too.
For future lessons, repeat this role play activity using other rhymes and poems.

73
Rhymes and Poems

Little Miss Muffet
Little Miss Muffet
Sat on a tuffet
Eating her curds and whey;
Along came a spider,
Who sat down beside her
And frightened Miss Muffet away
Jack and Jill

Jack and Jill
Went up the hill
To fetch a pail of water.
Jack fell down
And broke his crown
And Jill came tumbling after.
Up Jack got
And home did trot
As fast as he could caper
Went to bed
And plastered his head
With vinegar and brown paper.
I don't want to go to Mexico

No more, more, more.
There's a big fat policeman
At my door, door, door.
He grabbed me by the collar,
He made me pay a dollar,
No more, more, more.
Resource:
http://www.readwritethink.org/beyondtheclassroom/summer/gradesK_2/MotherGoose/

74
Singing about Animals

Topic:
Animal names
Materials: Copies of Handout 1 for each student, and copies of Handouts 2-6 (total
copies should correspond with the number of students in the class)
Objective:
to use adjectives to describe animals; to develop sensitivity to rhythm
Procedure:
1. Review the adjectives for colors and sizes, for example brown, green, white, large,
small, etc.
2. Review the names of animals.
3. Teach the simple sequence of adjectives using Handout 1.
For example, size color as in big green frog, long yellow snake
4. Distribute handouts 2-6. Instruct the students to color the animals with any colors
they like.
5. Check the students work and ask them to say the color(s) of their animals.
6. Teach the song I Am in Love with a Big Green Frog using Handout 1. Use the tune to
Mary Had a Little Lamb or Kring, Kring, Kring Ada Sepeda, or make up your own.
Im in love with a big green frog,
A big green frog. A big green frog.
Im in love with a big green frog,
And the big green frog loves me.

7.
8.
9.
10.
Sing the song several times and encourage the students to join in. Use big gestures
to show love and to demonstrate the adjectives.
Explain to students that they will sing the song again but they should change the
animal to the names of the animals they have colored. For example, a white small
duck, a brown fierce lion, etc.
Allow the students time to practice their songs (they can practice with other
students who have the same picture).
Ask the students to take turns singing their songs.
Helpful Hint:
Encourage students to use gestures as they sing their songs.
Variations:
Lyrics can be expanded to include 3 adjectives, etc.
Prior to the lesson, students can be assigned to bring their favorite animal pictures
or dolls to use for the activities.
Reference:
Christison, M.A. (2005). Multiple intelligences and language learning. San Francisco, CA: Alta
Book Center.
75
Handout 1

76
Handout 2

77
Handout 3

78
Handout 4

79
Handout 5

80
Handout 6

81
A-B-C
Topic:
The alphabet
Materials:
Several sets of alphabet flashcards (each set prepared in a different color)
Objectives: To review the alphabet; to practice spelling; to develop sensitivity to

rhythm; to develop coordination
Procedure:
1. Prepare the flashcards and make sure there are enough cards so that each student
can have one.
2. Write the alphabet on the board and review it with the students.
3. Teach the Alphabet Song by pointing at each letter on the board.
4. Repeat the song several times and distribute the alphabet flashcards randomly.
5. Sing the song again and ask students to hold their flashcard high when their letter is
sung.
6. Review the spellings of simple familiar words such as dog, cat, book, etc.
7. Assign students to stand in sequence according to the word
For example, BOOK Student holding O stands next to B, etc.
8. Practice with several words. Try to give each student a turn at coming to the front to
help spell a word.
Helpful Hints:
Carefully prepare the words since there are only a limited number of the alphabet sets in
each group. For example: if the teacher chooses the word BANANA, there should be at least
3 As in the group, meaning 3 sets of flashcard.
Variation:
Instead of naming words for the spelling activity (steps 6 & 7), the teacher can show a
picture and ask the students to spell the word represented.
Extension:
1. Divide the students into groups of 4 or 5 according to the color of their flashcards.
2. Conduct the activity in step 7 as a group race/competition.

82
All That Jazz

Topic:
Clothing
Materials:
and a hat.
Shoes and Socks jazz chant, real objects or pictures of socks, shoes, gloves,
Objectives:
and plural
To learn rhythm and stress patterns; to differentiate between singular
Procedure:
1. Before class, write the Shoes and Socks chant on the board:
WHAT do you WEAR on your HEAD?
A HAT
1
2
3
4
WHAT do you WEAR on your HANDS?
1
2
3
GLOVES
4
WHAT do you WEAR on your FEET?

1
2
3
SHOES
4
SHOES AND SOCKS, SHOES AND SOCKS

1
2
3
4
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Show the children one shoe and ask, What is this?

Show the children two shoes and ask, What are these?
Make sure the students use the plural form when they answer.
Show the students one sock and follow the procedure above.
Teach students the word wear. Ask, What do you wear on your feet?,
What do you wear on your head?
Tell the students that they are going to learn a jazz chant about shoes and socks.
Demonstrate the chant, putting extra stress on the words printed in bold capital
letters. Hint: emphasize the stress by tapping your hand on the table while saying
the bold words. Use gestures when demonstrating the chant.
Have the students repeat each line after you. Make sure they stress the right
words.
Repeat this activity twice. Hint: have the children tap their hands on their desks in
rhythm to the chant.
Divide the class into two groups, A and B. Group A asks the questions and Group
B answers. Students use gestures while chanting; students say the last line
together.
Have the students perform the chant by heart.
Reference:
83
Graham, C. (2006). Teaching jazz chants to young learners. United States Department of
State.

84
More Jazz
Topic:
Food
Materials:
The Hungry Boy jazz chant, flashcards of different kinds of food (eggs,
sausage, hotdogs, hamburgers, cookies, and sandwiches) and fruit (pears, bananas, apples,
strawberries, grapes and mangoes)
Objective:
present tense
To learn food vocabulary; to use singular and plural forms; to use simple
Procedure:
1. Before class, write The Hungry Boy jazz chant on the board.
2. Ask the children what they eat when they are hungry.
3. Show the flashcards/pictures of eggs, sausage, hotdogs, hamburgers, cookies, and
sandwiches and elicit the words from the children. Stick each flashcard/picture on
the board and write the word under the picture.
4. Tell the students that they are going to learn a jazz chant about what one hungry boy
eats when he is hungry.
5. Recite the chant while tapping the table to mark the beats and clapping your hands
for the last two lines.
6. Have the students chant the rhyme, repeating after you line by line. Make sure that
they tap their desks to mark the stresses.
7. Let them try the chant by themselves. Help the students by showing them the
flashcards.
8. Go through the same procedure with the second verse.
Helpful Hint:
Make sure you practice the chant until you feel comfortable reciting it before you present it
to the children.
Reference:
Graham, C. (2006). Teaching jazz chants to young learners. United States Department of
State.

85
The Hungry Boy Jazz Chant

He wants:
ONE
1
EGG,
2
TWO
3
SAUSages
4
THREE
1
HOTdogs, FOUR
2
3
HAMburgers
4
FIVE
1
COOKies,
2
SANDwiches
4
(clap) Hes a
1
HUNgry
2
SIX
3
BOY!
3
(clap)
4
She wants:
ONE
1
PEAR,
2
TWO
3
baNAnas
4
THREE
1
APples,
2
FOUR
3
STRAWberries
4
FIVE
1
GRAPES,
2
SIX
3
MANgoes
4
(clap) Shes a HUNgry

1
2
GIRL!
3

86
Objects in the Classroom

Topic:
Objects in the classroom
Materials: Objects in the Classroom Handout cut into flashcards (desk, chair, white
board, clock, calendar, marker, book, eraser, etc)
Objectives: To learn classroom items vocabulary; to review size, color, and material
vocabulary; to answer yes/no questions; to describe objects
Procedure:
1. Print the Objects in the Classroom Handout and cut out the pictures.
2. Show one card to the students.
3. Ask some yes/no questions about the object in the flashcard and have students
answer together. For example:
Teacher : Is this object in our classroom?
Students : Yes, it is.
Teacher : Is it small?
Students : No, it isnt.
Teacher : Is it made of wood?
Teacher : Is it brown?
4. Repeat the same procedure with several more pictures.
5. Divide the students into two groups.
6. One student from the first group stands up in front of the class. Give him/her one
picture of an object in the classroom.
7. His or her group members must ask yes/no questions to find out what the object is.
Helpful Hints:
If students cannot guess the object, the teacher may give clues about the object.
The teacher may decide the number of questions the students can ask before they
have to guess the name of the object (for example, 5-10 questions).
Variations:
Assign students to draw other objects in the classroom which have not been used in the
activity. Ask students to take turns standing in front of the classroom and answering
questions as the other students try to guess the object.

87
Objects in the Classroom
a chair
an eraser
a globe
a whiteboard
a table
a sharpener

88
a clock
a bag
a marker / some markers
a calendar
a pencil case
A crayon
an eraser
a map
a book

89
a pencil / some pencils
a ruler
a pen / some pens
Occupations Game
Topic:
Occupations
Materials: Copies of the Occupations Flashcard Handout and the Who Are You?
Handout, cut into flashcards (one set contains various kinds of jobs; the other set contains
the descriptions of the jobs in the first set); sticky tape
Web Resources:
occupations
See http://www.mes-english.com for more pictures of various
Objectives: To learn/review occupations vocabulary; to answer yes/no questions; to

activate the students vocabulary; to activate real communication
Procedure:
1. Before class, copy both Handouts and cut out the pictures.
2. Divide the students into two groups.
3. Distribute one of the Occupations Flashcards to each student in group 1. Distribute
one of the Who Are You? Flashcards to each student in group 2.
4. Ask the students in group 2 to go around the classroom and find the picture that
corresponds with the description on his/her flashcard. Student questions/answers
should be similar to the following:
Group 2 student: Do you operate an airplane?
Group 1 student: No, I dont.
Group 2 student: Are you a pilot?
Group 1 student: No, I am not.
Group 2 student: Do you sing songs?
Group 1 student: Yes, I do.
Group 2 student: Are you a singer?
Group 1 student: Yes, I am.
5. When Group 2 students find the picture flashcard that corresponds to their
description, they must stick both cards on the white board.
6. Discuss the answers with the whole class.
Helpful Hints:
To save time, teachers may divide the class into smaller groups. This will help students find
the picture flashcards easier.
Variations:
Group 2 students may ask Group 1 students more than one question. Group 1 students may
respond with longer answers, depending on their language level. For example:

90
Group 2 student: Do you operate an airplane?

Group 1 student: No, I dont. I cure my patients.
Group 2 student: So, are you a doctor?
Group 1 student: Yes, I am.
Group 2 student: Are you a pilot?
Group 1 student: No, I am not. I am a doctor
Extensions:
With more advanced students, discuss each occupation in more detail. For example, start
with a question such as What does a doctor do? Students may answer something like, He
cures his patients. Continue in this manner.

91
Occupations Flashcards
a teacher
a cook
a mechanic
a dentist
a fireman
a doctor
a farmer
a hairdresser
a scientist

92
a policeman
a nurse
an architecture
a veterinarian
a plumber
a clown

93
a postman
a beekeeper
a singer
Who Are You?
SOMEONE WHO GIVES KNOWLEDGE
SOMEONE WHO MAKES PEOPLE LAUGH
SOMEONE WHO REPAIRS BROKEN PIPES
SOMEONE WHO SINGS SONGS
SOMEONE WHO COOKS FOOD
SOMEONE WHO DELIVERS LETTERS
SOMEONE WHO CURES PATIENTS
SOMEONE WHO DESIGNS BUILDINGS
SOMEONE WHO TAKES CARE OF TEETH
SOMEONE WHO CURES ANIMAL AND PETS

94
SOMEONE WHO COLLECTS HONEY
SOMEONE WHO LOOKS AFTER PATIENTS
SOMEONE WHO FIXES BROKEN CARS
SOMEONE WHO GROWS CROPS
SOMEONE WHO CUTS WOMENS HAIR
SOMEONE WHO PUTS OUT FIRES
SOMEONE WHO PROTECTS PEOPLE
SOMEONE WHO MAKES SCIENTIFIC

DISCOVERIES

95
Tell Us About
Topic:
Vocabulary review
Materials:
Copies of the Tell Us About Game Board Handout, dice and counters
(enough for all students), and glue
Objective:
To review vocabulary
Procedure:
1. Before class, make copies of the Tell Us About Game Board Handout and collect
dice and counters (one set of everything for each group) to be used in the game.
Glue each copy onto cardstock, if possible.
2. Put the children in groups of 4 or 5.
3. Give each group one game board, one die and 4 or 5 counters (one counter per
child).
4. Explain the rules of the game:
a. Group members take turns throwing their die. The first student to roll a 6 gets to
start the game.
b. The first player throws the die again to begin moving on the game board.
c. Students must move his/her counter according to the number on the die.
d. Students must perform the task written in the box where his/her counter lands,
for example tell us your mothers name.
e. The rest of the group should decide if the answer is correct or not. If correct, the
player is safe and the next child can throw the die. If incorrect, the player must
move back three boxes.
f. If a student lands on a free box, he/she must answer a free question asked by
any of the other members.
g. When a child lands on the last box, start again, he/she must start from the
beginning again.
h. The winner is the player who can pass the last box without landing on it.
5. Demonstrate the game before the students start playing.
Helpful Hint:
Let the students make up their own tasks and rules for the game.

96
Tell Us About Game Board

97
Animal Families
Topics:
Animals
Materials:
students).
Copies of the Animal Families Handout (one set for each group of 4 to 6
Objective:
To learn the names of animals
Procedure:
1. Cut up the Animal Families Handout and mix up each set of cards.
2. Put the children in groups of 4 to 6 and tell them they are going to play a card game
about animals.
3. Explain the rules and demonstrate how to play the game:
a. The purpose of the game is for each child to collect complete sets of animal
familieseach family has four members.
b. Each group of children sits in a circle.
c. Give each child four cards.
d. Place the remaining cards (in a stack) face down in the middle of the circle.
e. The group must decide who is going to start playing the game. The next player is
the child sitting on his/her right.
f. The player can ask another child in the group for a specific card. For example,
Do you have a lion?. If the child does not have the card, the player should take
one from the pile, and the child on the right takes the next turn.
g. When all the cards from the pile are taken, the children can continue asking each
other for cards until everybody has complete sets of animal families.
h. The winner is the child with the most sets.
Helpful Hint:
Modify the rules as desired.

98
Animal Families
Cats
Cats
Cats
tiger
tiger
tiger
cheetah
cheetah
cheetah
lion
lion
lion
siamese cat
siamese cat
siamese cat
Cats
Birds
Birds
tiger
bee eater
bee eater
cheetah
eagle
eagle
lion
yellow canary
yellow canary
siamese cat
pink pelican
pink pelican

99
Birds
Birds
Amphibians
bee eater
bee eater
red frog
eagle
eagle
salamander
yellow canary
yellow canary
white alligator
pink pelican
pink pelican
turtle
Amphibians
Amphibians
Amphibians
red frog
red frog
red frog
salamander
salamander
salamander
white alligator
white alligator
white alligator
turtle
turtle
turtle

100
Arachnids
Arachnids
Arachnids
garden spider
garden spider
garden spider
scorpion
scorpion
scorpion
tarantula
tarantula
tarantula
wood tick
wood tick
wood tick
Arachnids
Dinosaurs
Dinosaurs
garden spider
albertosaurus
albertosaurus
scorpion
plesiosaurus
plesiosaurus
tarantula
tyrannosaurus
tyrannosaurus
wood tick
ornithischiens
ornithischiens

101
Dinosaurs
Dinosaurs
Dogs
albertosaurus
albertosaurus
american eskimo
plesiosaurus
plesiosaurus
bulldog
tyrannosaurus
tyrannosaurus
beagle
ornithischiens
ornithischiens
husky
Dogs
Dogs
Dogs
american eskimo
american eskimo
american eskimo
bulldog
bulldog
bulldog
beagle
beagle
beagle
husky
husky
husky

102
Insects
Insects
Insects
butterfly
butterfly
butterfly
dragonfly
dragonfly
dragonfly
praying mantis
praying mantis
praying mantis
termites
termites
termites
Insects
Mammals
Mammals
butterfly
chimpanzee
chimpanzee
dragonfly
polar bear
polar bear
praying mantis
red fox
red fox
termites
rhinoceros
rhinoceros

103
Mammals
Mammals
Ocean Animals
chimpanzee
chimpanzee
jellyfish
polar bear
polar bear
seahorse
red fox
red fox
squid
rhinoceros
rhinoceros
starfish
Ocean Animals
Ocean Animals
Ocean Animals
jellyfish
jellyfish
jellyfish
seahorse
seahorse
seahorse
squid
squid
squid
starfish
starfish
starfish

104
Insects
Mammals
Mammals
butterfly
chimpanzee
chimpanzee
dragonfly
polar bear
polar bear
praying mantis
red fox
red fox
termites
rhinoceros
rhinoceros
Mammals
Mammals
Ocean Animals
chimpanzee
chimpanzee
jellyfish
polar bear
polar bear
seahorse
red fox
red fox
squid
rhinoceros
rhinoceros
starfish

105
Ocean Animals
Ocean Animals
Ocean Animals
jellyfish
jellyfish
jellyfish
seahorse
seahorse
seahorse
squid
squid
squid
starfish
starfish
starfish
Reptiles
Reptiles
Reptiles
chameleon
chameleon
chameleon
tree agama
tree agama
tree agama
brown basilisk
brown basilisk
brown basilisk
rattle snake
rattle snake
rattle snake

106
Reptiles
chameleon
tree agama
brown basilisk
rattle snake

107
Coloring Cards
Topic:
Birthday Party
Materials:
Student copies of the Birthday Card Handout
Web Resource: http://www.sundayschoolprintables.com

Objective:
To color a birthday card by listening to instructions
Procedure:
1. Before class, make copies of the Birthday Card Handout, one for each student.
2. Review the names of colors with the students.
3. Review coloring movement/stroke words. For example, upward/downward; right to
left, vertical, horizontal, etc. (for younger students, skip step 3).
4. Distribute one birthday card to each student.
5. Review the vocabulary in the picture: dog, face, eyes, ears, nose, legs, spots, birthday
present, ribbon.
6. Give instructions for coloring each part of the card. For example, color the dog
brown with yellow spots, Color the nose red, etc.
7. At the end of the activity, repeat the instructions you gave and ask the children to
check their work.
8. Display the birthday cards in the classroom.
Helpful Hints:
Along with the instructions on the colors, the teacher needs to show hand
movements/strokes accordingly. For example, Color the leg of the dog vertically like this
(the teacher shows them how to do this); Color the dogs spots yellow using circular
movements like this, etc.
Variations:
The students can be asked to decide what colors to use. When they have finished
their card they must describe the colors that they used for their picture.
For example, My dog is black with white spots. The hat is green with red spots. The
present is yellow and the ribbon is blue.
If the students are able to read instructions, the activity can be repeated, giving the
students different written instructions and a fresh card to color. They can exchange
cards with a friend to check each others work.
Instead of coloring with crayons, students can also be asked to color the card by
sticking small pieces of colored paper onto the picture, creating a mosaic.
The students can write birthday wishes or a short letter inside the card and give it to
a member of their families or to a friend.

108
Birthday Card

109
Decorating the Room

Topic:
Making a bannerHappy Birthday
Materials: Blank paper, string, coloring items (crayon, coloring pen, markers, etc),
glue or double-sided tape, scissors
Web Resource:
http://www.sundayschoolprintables.com
Objective: To be creative; to assess the use of colors; to use color words in real
communication; to follow simple instructions in real communication
Procedure:
1. Tell the students they are going to make a banner for a birthday party. They may not
know what a banner is, so be prepared to explain and draw an example on the
board.
2. Review spelling: Ask the students to spell Happy Birthday. Write the word in big
letters on the board.
3. Ask the students to work in groups of 4 or 5 to produce a banner.
4. Students will write each letter (using big capital letters) in HAPPY BIRTHDAY on a
piece of paper. Give them an example.
5. Ask the students to color each letter.
6. When they are finished coloring the letters, the students will attach each letter to
two long strings, one for the top of the paper and the other for the bottom.
Following is an example:
7. Display the banners around the room.
Helpful Hints:
If students are familiar with computers, they can use Word Art to help them create the
banner.
Variations:
Each group can be allowed to use their own words for the banner with
guidance/approval from the teacher.
Each group can be allowed to add variations to the banner. See the example below.

110

111
Zig-Zag Book
Topic:
All about me
Materials: A sheet of paper for each student (folio size); crayons, color pencils, or
markers
Objectives:
To make a zig-zag book with personal information and illustrations
Procedure:
1. Before class, make a zig-zag book about yourself as an example for the students.
2. Tell the students they are going to make a book about themselves and show them the
book you made. Point out that there are 8 pages in the book.
3. Discuss the topics they will write about for each page by pointing out the example on
your folding book.
4. Elicit some personal information from the children by asking them questions. Ask a few
students to answer and show them, using the book you made, where they are going to
write the information. Write the following questions on the board:
a. What is your name?
b. How old are you?
c. How many people are in your family?
d. Do you have a pet? What is its name? (Students without pets can write about
their favorite toys.)
e. What is your favorite food?
f. What is your favorite toy/activity, etc?
g. What do you most love to do? (Or, what is your hobby?)
h. What do you want to be when you grow up?
5. Hand out one foliosized (F4) sheet of paper to each student. Show the children how to
fold the paper. Demonstrate each fold and let the students copy what you do, step by
step. You can use the following instructions:
a. First, fold the paper in half lengthways.
b. Now, fold the paper in half again. Finally, fold each side in half so it becomes a
zig-zag book.
6. When the students have finished folding their books, let them start writing and
illustrating their information on the pages of their books. If there is not enough time to
finish in class, assign the rest for homework or take up their books and let the students
finish them the next time they come to English class.
7. Display the books around the classroom. Let the children take them home to show to
their parents.
Variations:
Use the zig-zag book activity to write about other topics such as animals, plants, everyday
objects, activities, etc. They can also use the books to write simple stories.

112
Zig-Zag Book Instructions:
Reference:
Wright, A. (2001). Arts and crafts with children. Oxford: Oxford University Press.

113
Origami Animals
Topic:
Animals (cat, dog) and colors
Materials: Small-size origami paper (different colors), A4 paper, glue, color

pencils
Objectives: To make different origami animals; to make a collage and tell or write
about their pictures
Procedure 1:
1. Before class, make an origami cat and dog using the instructions provided.
2. Show the children the origami animals that you have prepared and ask the names
of the animals. Ask students the color of each animal. Elicit any other information
the students may know about cats and dogs.
3. Tell the students they are going to make origami animals like the ones you made.
4. Follow the instructions below.
Cat Face Instructions (step-by-step diagram on following page)
1. Give the children one sheet of origami paper.
2. Show the children how to fold the paper and have them follow you fold by fold.
3. Fold the paper into a triangle.
4. Fold the triangle in half so that it becomes a smaller triangle.
5. Unfold it.
6. Fold the top of the triangle over so that it forms a small triangle.
7. Fold the two angles of the triangle over so that they touch the small triangle.
8. Turn it over.
9. Decorate with eyes, nose and whiskers.
Dog Face Instructions (step-by-step diagram on following page)
1. Give the children one sheet of origami paper.
2. Show the children how to fold the paper and have them follow you fold by fold.
3. Fold the paper into a triangle.
4. Fold the triangle in half so that it becomes a smaller triangle.
5. Unfold it.
6. Fold on the dotted lines (see diagram) to make the ears.
7. Fold on the dotted lines (see diagram) to make the mouth
8. Decorate the dogs face with eyes and a nose.
Variations:
1. Give each student a sheet of A4 paper and tell them to make a picture by sticking
their cat and dog on it. They can add their dogs and cats bodies and a nice
background using colored pencils or markers.
2. Ask the students to make up facts about their dogs and cats: their names, age,
likes, dislikes, etc. and share the information with the class.
Extension: Students can write short stories and illustrate them with their animals.
114
Cat Face Diagram
Reference:
Shingu, F. (2006). Easy origami: The art and fun of Japanese paper folding. New York: Mud
Puddle Books, Inc.

115
Dog Face Diagram
Reference:
Shingu, F. (2006). Easy origami: The art and fun of Japanese paper folding. New York: Mud
Puddle Books, Inc.
116
Autobiographical Poem
Topic: Writing a poem
Materials:
Student copies of the Autobio Poetry Handout
Objectives: To express themselves; to review vocabulary used in previous lessons,

such as hobbies, favorites, feelings, places, clothing; to practice writing; to describe
themselves
Intelligences developed:
to develop an awareness of and value for individual differences (intrapersonal)
to give students an opportunity to learn more about themselves (interpersonal)
to give students an opportunity to use a broad range of vocabulary (linguistic)
to build students self-esteem in using the target language (linguistic)
Procedure:
1. Copy the Autobio Poetry Handout for every student in the class.
2. Review vocabulary learned in the previous topics (see objectives).
3. Review the spelling of the vocabulary.
4. Explain to students that they will write a poem; assure them that it will be easy and
fun to do.
5. Distribute the copies of the Autobio Poetry Handout.
6. Guide the students through the handout as a pre-writing activity and keep all the
examples on the board.
7. Give students time to work on their poem (handout).
8. Check students work and provide help as necessary.
9. When the students have completed their poems, give them time to read them and
make corrections by themselves.
10. Ask the students to form groups of 3 or 4 and read their poems aloud to each other.
11. Have students check their work in their groups; give them time to ask questions
about each others poems.
12. Ask for volunteers to read their poems in front of the class
Helpful Hints:
The teacher should walk around the classroom, especially during steps 5 9, and provide
help when needed.
Variations:
Instead of writing their autobiography, students can work in pairs; they will interview each
other and write their partners biography (biographical poem).
Resource:
Book Center.
117
AUTOBIO POEM
________________________
(first name)
_______________________________________________
(relationship to another person)
Lover of __________________________________________________________
(list three things)
Who feels __________________________________________________________

(list three emotions)
Who needs _________________________________________________________

(list three things)
Who would like to visit _______________________________________________

(list three places)
Who enjoys _________________________________________________________

(list three things)
Who likes to wear _____________________________________________________

(a descriptive clothing item)
Who lives in __________________________________________________________

(a descriptive place)

118
Natures Showcase
Topic:
Plants and trees
Materials: Leaves, stems, bark, twigs, blossoms, roots, and anything related to plants
and trees that can be gathered, a measuring tape or ruler
Objective: To introduce vocabulary related to plants and trees; to reinforce grammar
points and degrees of comparison; to practice the use of adjectives in real situations
Intelligence Developed:
to develop color, shape, and texture vocabulary (linguistic)
to reinforce grammar points degrees of comparison (visual/spatial)
to foster an appreciation of plants (naturalistic)
to reinforce language development through movement (bodily/kinesthetic)
Procedure:
1. Display all the materials on the table before the class and let the students touch
and/or see everything.
2. Elicit vocabulary related to the materials from the students.
3. Teach only the vocabulary students do not know yet.
4. Encourage the students to use adjectives to describe the items.
5. Review the use of double or triple adjectives by describing the items. For example,
the small green leaf, etc.
6. Take the students out of the class and lead them to physically observe the plants
around the school. For example: measure the size of trees, talk about the variations
of color, the texture, etc.
7. Review the degrees of comparison on the spot by comparing some of the plants (or
parts of plants). For example, the leaves on this tree are longer than the leaves on
that plant.
8. Report the findings in the class.
Helpful Hints:
Give clear instructions so the students understand exactly what to do. For example:
Look for the tallest tree you can find.
Find the longest stems, bark, etc.
Observe the widest leaf.
Be available throughout the observation time; clarify vocabulary and instructions as needed.
Variations:
Assign students to perform personal observations around their houses and report to the
class. Together, the class can compare their findings using degrees of comparison.
Resource:
Book Center.
119
Whats Inside?
Topic:
Things around the House / Household Items
Materials: One copy of the Guessing Grid handout, four boxes, four small household
items to fit in the boxes, tape
Objectives: To develop logical thinking skills; to develop problem-solving skills; to
give students an opportunity to work together
Intelligences developed:
Linguistic
Logical-mathematical
Visual-spatial
Interpersonal
Procedure:
1. Label the boxes with A, B, C, and D (if you have a large class, you may want to use
more boxes).
2. Place one common household item in each box; for example, a saltshaker, a bar of
soap, spoon, etc.
3. Seal the box with a piece of tape.
4. Divide students into groups of 3-5.
5. Explain to students that their task is to guess the household item in the box, using
the Guessing Grid handout.
6. Explain that students can touch, shake, and smell the boxes but are not allowed to
open them.
7. Explain that students will work with all the boxes.
8. Set a time limit for working with each box.
9. When one group has examined a box, they can exchange boxes with another group
until each group has examined every box.
10. When the groups are finished, stop the activity and conduct a large group sharing.
Use the handout to start the discussion. Write each groups guesses on the board.
11. Finally, ask volunteer students to open the boxes. Check to see which groups
guessed correctly.
Helpful Hint:
During the process, the teacher needs to move around and give assistance as needed.
Variation:
Allow only one student in each group to touch and/or smell the boxes, then he/she has to
report to the group.
Resource:
Book Center.
120
Guessing Grid
Directions:
1. Complete the chart below for the box you have.
2. Guess as a group what the box contains.
3. After your group makes their guesses, pass the box to another group.
4. After all groups have guessed, open the boxes and check your guesses.
Box #
Size
Smell
Shape
Weight
#1
#2

121
Sounds like
Guess
Preference Clocks
Topic:
Telling Time
Materials:
Cardboard clocks made from stiff paper or card stock
Objectives: To give meaningful practice in telling time and in adding and subtracting
numbers; to develop vocabulary for talking about numbers and time; to develop problemsolving skills ; to give students an opportunity to work together
Intelligences Practiced:
Visual-spatial
Linguistic
Interpersonal
Logical-mathematical
Procedure:
1. Before class, assign students to make and bring a cardboard clock or provide stiff
paper or cardstock and make the clocks in class.
2. Review the basics of telling time.
3. Write the following questions on the board:
What is your favorite time to..?
- get up
- watch TV
- go to bed
- study
- eat breakfast
4. Students answer the questions individually and then share their answers in a group.
Each student should record the responses of the other group members.
5. After students answer the first set of questions, ask them to answer the following:
What is the range of time people in this class prefer to.?
- go to bed
- eat breakfast
- study
What is the earliest time at which someone prefers to eat breakfast? The latest?
What is the time difference?
6. Conduct a large group sharing. Students should use their clocks when giving answers.
Helpful Hint:
During the process, the teacher should move around and give assistance as needed.
Variations:
For all stages of the activity, one student can give the answer while the others move the
hands of the clock.
Resource:
Book Center.
122
DVD Session 1 Lesson Plan

Topic:
Materials:
Objectives:
Writing About Myself

Flashcards of adjectives and food, crayons, paper, doll, copies of gap-fill
All about Me; Zig-Zag Book instructions (page 111)
At the end of the lesson, students will be able to:
describe themselves and others
write about personal details
orally present information about themselves
Procedures
Presentation
Before class, make a zig-zag
book as a sample.
Materials
Interactions
Timing
Objectives
Prepare for
class
On the board, write a list of

adjectives that describe food.
Model sentences that are
included in the teachers zigzag book.
Have desks arranged so that
students will be in groups.
Use the flashcards to
introduce adjectives.
Adjective
flashcards; doll
T/S, S/T
5-10
minutes
Warm up &
introduction;
recalling and
using
descriptions
Copies of All
About Me (or
write it on the
board for
students to copy)
T/S, S/T
10-15
minutes
Practice
describing
oneself
Introduce the doll. Ask, What

color is the dolls hair?, etc.
Let students describe the doll
using some of the adjectives
theyve learned.
Ask questions that will help
students describe themselves.
For example, Are you tall?
What color is your hair?, etc.
Practice
Hand out the copies of All
About Me to each student.
Walk around the room as
students complete the
handout, giving help as
needed.
Show students the pre-made
zig-zag book.
Pre-made Zig-Zag
Book
123
Handout paper and crayons

Demonstrate the procedure
for making a zig-zag book as
students follow the
instructions.
Production
Ask the students to write and
illustrate their information in
their zig-zag books.
Paper to make
zig-zag books
Zig-zag books
(made in
previous section),
crayons
T/S, S/S
When students are finished,

have them take turns showing
and reading their zig-zag books
to the class.
30-35
minutes
Write a
personal
description;
orally present
personal
information
ALL ABOUT ME
My name is ________________. I have __________________ hair, and ________________
(black, brown)
(brown, black)
eyes. I am __________________. I live in a ________________ house. I have a __________
(tall/short)
(big/small)
(big/small)
family. Their names are ______________, _______________, ______________.
My hobby is ___________________. My favorite food is __________________. I think
school is _________________.
(boring/fun)

124

Topic:
Materials:
Little Red Riding Hood (reading and drama)

Little Red Riding Hood Story, Little Red Riding Hood Flashcards, jumbled
story and pictures for each group, Little Red Riding Hood Dialogue for each
student performing and copies for the other groups to share; props for
drama red cape, microphone, glasses, walking stick, wolf mask, axe, basket
Objectives: At the end of the lesson, students will be able to:
read and understand a story
predict what happens in the story
recall the plot of the story
perform a drama based on the story
Note: before performing the dialogue, teach the story to the students see the lesson plan
in the Reading module in Becoming a Creative Teacher: A Manual for Teaching English to
Indonesian Elementary Students.
Procedures
Presentation
Use the flashcards to review
the story. Ask questions and
have students recall the story
and/or tell what happens
next.
Practice
In groups, students
unscramble the text and
pictures of Little Red Riding
Hood.
Check the students accuracy
by having them read the first
sentence of each section.
Confirm whether they are/are
not correct.
Production
Groups take turns performing
Little Red Riding Hood in
front of the class.
Narrator
Mother
Little Red Riding Hood
Wolf
Grandma
Woodsman
Materials
Interactions
Timing
Objectives
Little Red Riding T/S, S/T

Hood Flashcards
5-10
minutes
Recall the story,

tell what
happens next
Little Red Riding

Hood Story text
and pictures cut
out and jumbled
S/S, S/T
10-15
minutes
Read and
organize a story
into its correct
sequence;
check
comprehension
Red cape, basket,

microphone,
glasses,walking
stick, wolf mask,
axe;
copies of Little
Red Riding Hood
Dialogue
S/S
15-20
minutes
Read and
perform a
drama using
tone of voice
and gestures to
show meaning

125
LITTLE RED RIDING HOOD Flashcards

126

127

128

129

130

131

132

133
LITTLE RED RIDING HOOD Story

There was once a little girl who lived in a village near the forest. She wore a red riding
cloak. Everyone called her Little Red Riding Hood.
One morning, Little Red Riding Hood wanted to visit her grandmother and asked her
mother if she could go.
"That's a good idea," her mother said. She made a nice picnic basket for Little Red Riding
Hood to take to her grandmother.
Then the little girl put on her red cloak and kissed her mother goodbye.
"Remember, go directly to Grandma's house," her mother said. "Don't stop on the way
and please don't talk to strangers! The forests are dangerous."
"Don't worry, mommy," said Little Red Riding Hood, "I'll be careful."
Little Red Riding Hood saw some beautiful flowers in the forest. She forgot her promise
to her mother. She picked some flowers, watched the butterflies fly about, listened to
the frogs singing and then picked a few more flowers.
Little Red Riding Hood was enjoying the warm day very much. She did not see what was
coming out of the forest behind her...
Suddenly, a wolf was beside her.
"What are you doing, little girl?" the wolf asked in a friendly voice.
"I want to see my Grandma who lives in the forest, near the river," said Little Red Riding
Hood.
Then she realized she was late and quickly ran to her Grandma's house.
The wolf took a shorter way to Grandmas house...
The wolf arrived at Grandma's house and knocked at the door.
"Oh, thank goodness, dear! Come in, come in!" said Grandma thinking that the knock
was her granddaughter.
The wolf came in. Poor Granny did not have time to say another word before the wolf
ate her up!

134
The wolf was full and happy. He opened Granny's wardrobe to find a nightgown. He
took a sleeping cap and put on some of Granny's perfume behind his ears.
A few minutes later, Red Riding Hood knocked on the door. The wolf jumped into bed
and pulled the covers over his nose. "Who is it?" he called.
"It's me, Little Red Riding Hood."
"Oh, how lovely! Do come in, my dear," said the wolf.
When Little Red Riding Hood entered the little house, she almost could not recognize her
Grandmother.
"Grandmother! Your voice sounds different. Whats wrong?" she asked.
"Oh, I just have a cold," said the wolf, adding a cough at the end.
"But Grandmother! What big ears you have," said Little Red Riding Hood as she got
closer to the bed.
"To hear you better, my dear," replied the wolf.
"But Grandmother! What big eyes you have," said Little Red Riding Hood.
"To see you better, my dear," replied the wolf.
"But Grandmother! What big teeth you have," said Little Red Riding Hood.
"The better to eat you with, my dear," said the wolf, and he jumped out of the bed and
began to chase the little girl.
Almost too late, Little Red Riding Hood realized that the person in the bed was not her
Grandmother but a hungry wolf.
She ran across the room and through the door, shouting Help! Wolf! as loudly as she
could.
A woodsman who was chopping wood nearby heard her cry and ran towards the house
as fast as he could.
He grabbed the wolf and made him spit out the poor Grandmother who was a bit tired
by the experience, but still alive.

135
"Oh Grandma, I was so scared!" cried Little Red Riding Hood, "I'll never speak to
strangers or play in the forest again."
"There, there, child. You've learned an important lesson. Thank goodness you shouted
loud enough so that this kind woodsman heard you!"
The woodsman carried the wolf away into the forest where he wouldn't bother people
any longer.
Little Red Riding Hood and her Grandmother had a nice lunch and a long chat.
Story adapted from

http://www.dltk-teach.com/rhymes/little_red_riding_hood_section.htm

136
LITTLE RED RIDING HOOD Pictures
Pictures taken from


137
LITTLE RED RIDING HOOD Dialogue

1
NARRATOR:
There was once a little girl who lived in a village near the forest. She wore a red riding
cloak. Everyone called her Little Red Riding Hood.
One morning, Little Red Riding Hood wanted to visit her grandmother and asked her
mother if she could go.
MOTHER:
"That's a good idea, Ill make a picnic basket for you to take.
2
NARRATOR:
Then the little girl put on her red cloak and kissed her mother goodbye.
MOTHER:
"Remember to go directly to Grandma's house. Don't stop on the way and please don't
talk to strangers! The forests are dangerous."
LITTLE RED RIDING GOOD:
"Don't worry, mommy, "I'll be careful."
3
NARRATOR:
Little Red Riding Hood saw some beautiful flowers in the forest. She forgot her promise
to her mother. She picked some flowers, watched the butterflies fly about, listened to
the frogs singing and then picked a few more flowers.
Little Red Riding Hood was enjoying the warm day very much. She did not see what was
coming out of the forest behind her...

138
4
NARRATOR:
Suddenly, a wolf was beside her.
WOLF:
"What are you doing, little girl?" (in a friendly voice)
LITTLE RED RIDING HOOD:
"I want to see my Grandma who lives in the forest, near the river.
NARRATOR:
Then she realized she was late and quickly ran to her Grandma's house.
The wolf took a shorter way to Grandmas house...
5
NARRATOR:
The wolf arrived at Grandma's house and knocked at the door.
GRANDMA:
"Oh, thank goodness, dear! Come in, come in!"
NARRATOR:
The wolf came in. Poor Grandma did not have time to say another word before the wolf
ate her up!
6
NARRATOR:
The wolf was full and happy. He opened Granny's wardrobe to find a nightgown. He
took a sleeping cap and put on some of Granny's perfume behind his ears.
A few minutes later, Red Riding Hood knocked on the door. The wolf jumped into bed
and pulled the covers over his nose.
WOLF:
"Who is it?"
"It's me, Little Red Riding Hood."
WOLF:
"Oh, how lovely! Do come in, my dear.
139
7
NARRATOR:
When Little Red Riding Hood entered the little house, she almost could not recognize her
Grandmother.
"Grandmother! Your voice sounds different. Whats wrong?"
WOLF:
"Oh, I just have a cold," (the wolf coughs)
"But Grandmother! What big ears you have!
WOLF:
"To hear you better, my dear.
"But Grandmother! What big eyes you have!
WOLF:
"To see you better, my dear.
"But Grandmother! What big teeth you have!
WOLF:
"To eat you with, my dear!
8
NARRATOR:
Almost too late, Little Red Riding Hood realized that the person in the bed was not her
Grandmother but a hungry wolf.
She ran across the room and through the door, shouting Help! Wolf! as loudly as she
could.
A woodsman who was chopping wood nearby heard her cry and ran towards the house as
fast as he could.
He grabbed the wolf and made him spit out the poor Grandmother who was a bit tired by
the experience, but still alive.
140
9
"Oh Grandma, I was so scared! I'll never speak to strangers or play in the forest again."
GRANDMA:
"There, there, child. You've learned an important lesson. Thank goodness you shouted
loud enough so that this kind woodsman heard you!"
NARRATOR:
The woodsman carried the wolf away into the forest where he wouldn't bother people any
longer.
Little Red Riding Hood and her Grandmother had a nice lunch and a long chat.
Dialogue adapted from


141

Topic:
Materials:
Objectives:
Sea animals (storytelling)

The story of Timmy, the Little Dolphin, Character Flashcards (page 47),
blue paper (or student made sea scenes), animal cut-outs, glue stick for
each group
At the end of the lesson, the students will be able to:
understand a story told orally
name sea animals and describe them
perform gestures to act out a story told orally
Procedures
Presentation
Before class, cut out sets of
the animals in the story.
Materials
Character
Flashcards
Interactions
Timing
T/S, S/T
20-25
minutes
Warm-up;
introduce the
storys vocabulary ;
review, reinforce
vocabulary;
students listen to
and understand
the story through
the visuals and
gestures
S/S
10-12
minutes
Review, reinforce
vocabulary ;
activate language
through discussion
and movement
S/S
25-30
minutes
Demonstrate
understanding of
the story through
narration and
movement
Review the names of sea

animals.
In groups of 6, students stick
sea animals onto their blue
paper (sea scene) as each
animal is described.
Objectives
For each group:

cut-out
animals, glue
stick
Using the flashcards, orally tell

the story. Model gestures that
are appropriate to the story.
Check students understanding
using the comprehension
questions at the end of the
story.
Practice
Students review the story in
their groups and practice
gestures that are appropriate
to the plot.
Production
Each group takes turns
performing the story (one
student in the group is the
narrator).

142
TIMMY, THE LITTLE DOLPHIN Story

Once upon a time, there lived a little dolphin with his father, mother, brothers and sisters in the big
blue ocean. His name was Timmy. He liked to play with other dolphins. As he was the youngest, his
parents paid extra attention to him, which he sometimes disliked. Nevertheless, he thought that life
was wonderful.
One day when Timmy was playing hide and seek with other dolphins, he saw a ship in the far
distance. He asked his father what it was. His father said it was a ship. Where does it go? asked
Timmy. His father replied that it went to faraway places in the world. Timmy became curious about
the place called world. He wanted to go there too, to see many things.
Timmy did not want to ask his parents if he could go to see the world. He was afraid that they might
laugh at him. Besides, he wanted to show them that he was a big dolphin now. He started his
journey and met a seahorse frolicking in the water. Timmy asked Where is the world? The seahorse
was surprised and answered, I do not know, perhaps it is that way. Timmy swam in the direction
the seahorse pointed. After a while, he met a starfish and asked the same question, Where is the
world? The starfish opened one eye and grumbled, That way. Timmy continued his journey,
although he felt very tired. At last, he met a big octopus. He thought that the octopus could give him
an answer because he looked so wise. When Timmy asked him, Where is the world?, the octopus
was startled from his sleep. He woke up and swung his tentacles around in every direction. Timmy
became scared and swam away as quickly as possible. Suddenly, he realized that he was alone.
Timmy felt a cold wind and when he looked up, he saw black clouds covering the sky. The wind blew
harder and the waves became bigger. He felt afraid and began to shout for help. It seemed that
nobody heard him. In his loneliness he began to think of the warmth of his home with his parents,
brothers and sisters. Suddenly, from the dark blue water popped up a huge turtle. She asked Timmy,
Who are you and why are you here alone?
I am Timmy, he cried, I want to go home! The turtle smiled and said, Ok, I will bring you home.
You can jump on my back and I will take you there. Without further thought Timmy got on the
turtles back and fell asleep. He woke up when he heard the cries of the dolphins. His parents,
brothers and sisters came rushing forward to meet and hug him. Everybody was happy to see him.
Timmy was especially happy. He knew then that his world was his home.
COMPREHENSION QUESTIONS:
Paragraph 1:
What was the name of the little dolphin?
What did he like to do?
Did he like his life with his family?
Paragraph 3:
What did Timmy decide to do?
Did he tell his parents about his plan?
What sea animals did he meet on the way?
Which sea animal made him afraid?
Paragraph 2:
What did Timmy see one day?
Who did he ask about it?
What did he want to do after that?
Paragraph 4:
What happened with the wind and waves?
How did Timmy feel about it?
Who came to help him?
Did he find his world at the end?

143
DVD Session 4 Lesson Plans

Topic:
Materials:
Objectives:
Emotions
Emotions flashcards from http://www.mes-english.com , paper plates,
crayons, tape, straws, and copies of the role plays from Puppet Dialogues
At the end of the lesson, students will be able to:
understand feelings/emotions
show a characters emotions in a nonlinguistic representation
(mask)
demonstrate feelings/emotions through a role play
Procedures
Presentation
Before class, make a few paper
plate faces showing different
emotions.
Materials
Introduce emotions/feelings
using the flashcards. Have
students repeat the emotions.
Check pronunciation.
Emotions
flashcards
Show the pre-made masks.

Ask simple questions about
the emotions shown on the
masks and let students
respond.
Practice
Tell students that they will
make emotions faces by
drawing and coloring on paper
plates. Hand out supplies.
Pre-made masks
Crayons, paper
plates, straws,
tape
Interactions
Timing
Objectives
T/S, S/S
10 minutes
Warm up,
introduce
vocabulary
T/S, S/S
10-15
minutes
Make
nonlinguistic
representations
of emotions
vocabulary
20-25
minutes
Oral practice of
new language
In groups of 3 or 4, students
make their paper plate masks.
When finished, hand out the
Puppet Dialogues (one
dialogue per group) and tell
students to assign roles within
their group and practice their
dialogues, using their masks as
characters.
Production
Each group takes a turn
performing their role plays in
front of the class.
Puppet
Dialogues
Completed masks S/S

144
PUPPET DIALOGUES
Dialogue 1 (2 characters):
Character One: You look happy today!
Character Two: I am happy. I passed my English test.
Character One: Congratulations! Im glad somebodys happy.
Character Two: Why? Whats the matter?
Character One: Oh, Im just worried. I dont know if I passed my English test.
Character One: Why are you sad?
Character Two: I lost my cat.
Character One: Im sorry. What does he look like?
Character Two: Hes brown with white spots.
Character One: Come on. Ill help you look for him.
Character Two: Thank you!
Character One: You look angry.
Character Two: I am angry. My brother broke my toy.
Character Three: Thats too bad. Did he do it on purpose?
Character Two: No. It was an accident.
Character One: Well then, maybe you shouldnt be angry.
Character Three: Youre right!
Character One: Why is your face so red?
Character Two: I just ran all the way to school.
Character Three: You must be tired.
Character Two: No, Im not tired. Lets go play!
Characters One and Three (together): Ok. Lets go!
Character One: Here comes that shy girl.
Character Two: Whats her name?
Character One: I dont know. Lets ask her.
Character Two: Whats your name?
Character Three: My name is Sri.
Character One: Do you want to play with us?
Character Three: Sure! Id love to.
Character Two: Youre not as shy as we thought.

145
Character One: Why are you shivering?
Character Two: Im cold.
Character Three: Its hot today. Why are you cold?
Character Two: I got wet this morning and Im not dry, yet.
Character One: How did you get wet?
Character Two: It rained on me as I walked to school.
Character Three: Come on, well race you. That will warm you up.
Character Two: Ok. Lets go!
Character One: You look thirsty.
Character Two: I am thirsty. May I have a drink?
Character One: What would you like to drink?
Character Two: Water is fine.
Character Three: Are you still thirsty?
Character Two: No, but now Im hungry. What do you have to eat?
Character Three: I dont know. Lets look in the kitchen.
Characters One and Two: Ok. Lets go!
Taken from Fun and Easy English Activities for Indonesian Students, http://www.fun-andeasy-english.org

146

Topic:
Materials:
Daily activities
Soft ball or stuffed animal, daily activities flashcards from http://www.mesenglish.com ; Activities and Time Handout (taken from http://www.funand-easy-english.org)
Objectives: At the end of the lesson, students will be able to:
talk about their daily activities
relate their daily activities to specific times of the day
use a song and a game to reinforce/practice daily activities language
Note: before class, write the times and questions on the board that will be used in the
practice (cover it until needed, if possible)
Procedures
Presentation
Copy the Activities and Time
Handout on the board.
Materials
Use the flashcards to

introduce daily activities.
What is he doing? When
would you do this activity?,
etc.
Daily activities
flashcards
Introduce and model the song,

This is the way we
Sing with the students while
performing the actions (brush
our teeth, eat our food, go to
school, etc.).
Practice
Reveal the times/questions on
the board. Lead the students
in a guided practice in which
they match their daily
activities with the appropriate
time of day.
Production
Play a ball toss game. The
teacher starts the game by
throwing a ball to the student
as she asks a question about
time/daily activities. The
student must answer and then
ask a different question as
he/she throws the ball to a
classmate. Continue until
every student has
participated.
Interactions
T/S, S/T
Timing
Objectives
10 minutes Warm-up;
introduce new
vocabulary;
Elicit students
prior
knowledge;
activate the
vocabulary
through a song
Times/questions
T/S, S/T
on board (or hand
out a copy to each
student)
10-15
minutes
Guided practice
incorporating
time and daily
activities
Soft ball
15-20
minutes
Use the new

vocabulary by
asking and
answering
questions while
playing a game
S/S

147
ACTIVITIES AND TIME draw a line from activity to time.

I get up
at half past 6
I have a bath
from 2 oclock to 3 oclock
I have breakfast
at 5 oclock
I go to school
at 9 oclock
I play with friends
at 6 oclock
I do my homework
at quarter past 5
I go to bed

I get up
at half past 6
I have a bath
I have breakfast
at 5 oclock
I go to school
at 9 oclock
I play with friends
at 6 oclock
I do my homework
at quarter past 5
I go to bed

I get up
at half past 6
I have a bath
I have breakfast
at 5 oclock
I go to school
at 9 oclock
I play with friends
at 6 oclock
I do my homework
at quarter past 5
I go to bed

148
INTERNET RESOURCES FOR TEACHERS

SITES FOR TEACHER DEVELOPMENT:
The sites listed below provide practical professional development information for teachers.
http://forum.state.gov/ (English Teaching Forum Magazine)
http://oelp.uoregon.edu/ (Shaping the Way We Teach English)
http://www.free.ed.gov/ (Free Resources for Educational Excellence)
http://www.eric.ed.gov (U.S. government site for education)
http://www.eltforum.com/forum/pdfs/materials_classroom.pdf (young learner information)
http://www.eflnet.com/vocab/index.php (reading, audio, visuals, grammar, etc.)
http://www.askeric.com (lots of how to articles)
http://bcs.bedfordstmartins.com/writersref6e/Player/Pages/Main.aspx (English handbook online)
http://owl.english.purdue.edu (well-known online writers lab)
http://breakingnewsenglish.com (daily current event with audio and varied tasks)
http://www.eslcafe.com (huge teachers forum, lesson ideas and more)
http://www.nclrc.org (site for language teachers)
http://www.teachenglishinasia.net (site dedicated to teaching English in Asia)
http://www.rong-chang.com/podcast.htm (lists various podcasts specifically for esl/efl)
http://school.discoveryeducation.com/schrockguide (links to useful sites and information for busy
teachers)
http://www.sitesforteachers.com (ranks education websites by popularity)
http://tep.uoregon.edu/resources/faqs/motivatingstudents/motivating.html (ideas for motivating
students)
http://www.pacific.net/~mandel/ClassroomManagement.html (ideas for classroom management)
http://www.theteachersguide.com (free lessons, lots of information and ideas)
SITES FOR LESSONS, VISUAL AIDS, AND ACTIVITIES:
Many of the sites listed below contain great lessons on all English topics. Some of the sites are
dedicated to particular topics indicated in the parentheses.
http://www.fun-and-easy-english.org (lessons designed for Indonesian elementary schools)
http://www.esl.guide@about.com (lessons, worksheets, audio)
http://www.english-to-go.com (lessons on various topics)
http://www.lessonplanspage.com (lessons on various topics)
http://www.esl4kids.net (lessons on various topics)
149
http://www.younglearners-esl.com (lessons for young learners)

http://www.mes-english.com (great flashcards, lessons, games, worksheets, etc.)
http://www.lessonplanet.com (lessons on various topics)
http://www.eslflow.com (lessons on various topics)
http://www.theteachersguide.com (songs and lyrics)
http://kids.niehs.nih.gov/music.htm (sing-along songs and lyrics)
http://www.lanterntree.com/nurseryrhymes (rhymes for children)
http://www.primaryresources.co.uk/music/pdfs/3teddybear.pdf (songs for children)
http://www.songs4teachers.com (lots of free downloadable song lyrics)
http://kidsmusictown.com/childrenssongslyrics/weather-seasons/ (songs for teaching about the
weather)
http://www.songs4teachers.com/kindergartensongs.pdf (a welcome song for the start of class)
http://www.lanterntree.com/nurseryrhymes (rhymes for children)
http://www.eslgold.com/speaking situations.html. (speaking activities)
http://www.britishcouncil.org/languageassistant-teaching-listening-and-speaking.htm (listening and
speaking activities)
http://www.britishcouncil.org/languageassistant-tips-using-dictation.htm (listening activities)
http://www.123listening.com (listening activities, visual aids, and more)
http://www.kidsource.com/schwab/developing.reading.skills (reading activities)
http://www.babybirdproductions.com/bbpadultreadingessayparent (reading activities)
http://www.dltk-teach.com/rhymes/little_red_riding_hood_section.htm (reading activities)
http://www.ehow.com/how_18205_play-simon-says.html (Simon Says game)
http://www.teachingenglishgames.com (games for teaching English)
http://www.uoregon.edu/~leslieob/pizzaz.html (great writing activities)
http://www.bbc.co.uk/schools/ks2bitesize/english/writing.shtml (interactive writing activities)
http://www.britishcouncil.org/learnenglish (storytelling ideas)
http://www.readaloudamerica.org/ReadingList2007.htm (list of books for storytelling)
http://www.eurotales.eril.net/fish2uk.htm (story for storytelling with activities)
150
http://www.thevirtualvine.com/rainbowfish.html (story for storytelling with activities)

http://library.uncc.edu/files/5/cimc/pdfs/units/rainbowfish.pdf (ideas for connecting storytelling to
different content areas)
http://www.grimmfairytales.com/en/main (classic stories for storytelling)
http://andersenfairytales.com/en/main (classic stories for storytelling)
http://www.classicfairytales.com/en/main (classic stories for storytelling)
http://www.storyplace.org/preschool/other.asp (easy language stories for storytelling)
http://www,childdrama.com/mainframe.html (role play and drama activities)
http://teachingenglishgames.com/eslplays.htm (role play and drama activities)
http://www.eslflow.com/roleplaysdramatheatregames.html (role play and drama activities)
http://lth3.k12.il.us/rhampton/mi/lessonplanideas.htm (multiple intelligences activity ideas)
SITES FOR NATURE THEMES (ANIMALS, WEATHER, ETC.):
http://www.indonesianfauna.com (articles and pictures of Indonesian animals)
http://www.nationalgeographic.com/education (lots of interactive material)
http://www.bbc.co.uk/cbbcnews (BBC childrens education website)
SITES FOR CLIP ART:
http://www.clipartguide.com (easy to use clip art on many topics)
http://dir.coolclips.com (good variety of clip art)

151

Becoming A Creative Teacher (Resource Activities)

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BECOMING A

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Veronica Diptoadi (Widya Mandala Catholic University)

Becoming a Creative Teacher

Becoming a Creative Teacher

ABOUT THE WRITERS

Becoming a Creative Teacher

ABOUT THIS RESOURCE ACTIVITIES CD

Becoming a Creative Teacher

6 Role Play and Drama

Singing about Animals ...................................................................................................75

Becoming a Creative Teacher

Describing people and their activities

To practice listening to and giving simple descriptions of people and their

Becoming a Creative Teacher

Becoming a Creative Teacher

Becoming a Creative Teacher

Becoming a Creative Teacher

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