American Language Schools Department of English

Activities plan
Submitted in partial fulfillment of the requirements for the winter workshop

Prepared and designed by

Miss. Asmaa Ashraf Miss. Hagar Alsayed
Miss. Hagar Foudah Miss. Samar Sallam

Supervised by
Mrs. Asmaa Elbeltagy
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January, 2023
 American Language Schools Department of English
Contents
Section
1. Games 3-8
2. Reading
3. Writing
4. Speaking
5. Listening

Activity title
1.1. Throw the ball 3
1.2. Abracadabra! 4
1.3. Hopscotch! 4
1.4. Big Brown Bears 5
1.5. Gougty Caterpillar! 5
1.6. Alphabet Race 6
1.7. Hurray! 6
1.8. Hot! Hot! Hot! 7
1.9. Bingo! 7
1.10. Can I cross your river, Mr Crocodile? 8

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 American Language Schools Department of English
1. Games
Tips for playing games
 Go for simplicity! It’s often the simplest games that work the best, especially in large classes.
 Make sure that all children are involved all the time.
 Make sure you know how the game works yourself before getting the children to play it.
 Give clearly staged instructions and demonstrate or model playing the game.
 Be firm and fair about enforcing rules.
 Keep a score of the class’s points on the board and count them up at the end.
 If the children are playing the game independently, circulate and monitor.
 Familiarize the children with the names of games you play regularly to reduce the need for
instructions.
 When setting up games in class, it may be useful to refer to the general points about classroom
management.

1.1. Throw the ball

Language focus greetings
Organization whole class
Materials a soft ball
Aims to introduce yourself and say your name;
to give personal information;
to create a positive socio-affective learning climate with a new class.
Procedures
1. Children stand in a circle.
2. Say I’m …. What’s your name? and throw a ball to a child.
3. That child then says his/her name, asks the question and throws the ball to another child, and so
on, until everyone has introduced themselves.
4. If children already know each other, miss out asking the question.

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 American Language Schools Department of English
1.2. Abracadabra!
Language focus animals, food, present progressive tense
Organization whole class
Materials witch hat
Aims to show understanding through mime and physical response,
to develop physical coordination
Procedures
1. Teach the children simple mimes to go with a familiar set such as animals; for example, for frog
children jump, for cat children make ears with their hands, for duck children make a beak with
their hands.
2. Put on the witch’s hat
3. Explain that you are the witch and that you are going to make spells to change the children into
different animals.
4. Say the following in a rhythmic way. Abracadabra! Listen to me!
You’re a frog! One! Two! Three!

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1.3. Hopscotch!
Language focus numbers, action words; jump, hop
Organization whole class
Materials a soft item to throw
Aims to practise counting,
to develop physical coordination,
to develop confidence in participating in a game in English.
Procedures
1. Use a tape to make hopscotch squares in a row on the floor (50cmⅹ40cm). 7 8
2. Number the squares 1 – 8. 6
3. As each child has a turn, the rest of the class watch. 4 5
4. They count the squares in chorus with you as the child goes up the hopscotch 3
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e.g. One, Two, Three and chant hop, jump, stooooop! and out! 1

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 American Language Schools Department of English
1.4. Big Brown bears
Language focus verb to Be, animals, adjectives
Organization whole class
Materials none
Aims to listen and respond to language in a playground game,
to follow and respect the rules of a game,
to use English as a natural vehicle for play.
Procedures
1. Play this game in the playground.
2. Divide the children into 4 groups.
3. Ask each group to stand in a different corner of the play area.
4. Choose one child to be the big brown bear.
5. Get the bear to say "I’m a big brown bear. One …two…three!”
6. As soon as the bear says … Three! All the children must run and change corners, and the bear
tries to catch them.
7. The first child to be caught becomes the bear in the next round of the game.
8. Alternatively, any children caught become bears so that, with each round of the game, there are
more and more bears and fewer children to catch.
9. In this case, the last child to be caught by bears is the winner.

1.5. Gougty Caterpillar!

Language focus action words; jump, hop
Organization whole class
Materials none
Aims to practise counting,
to develop physical coordination,
to develop confidence in participating in a game in English.
Procedures
1. Draw the caterpillar on the
board as shown in the picture …
2. Ask the children to act as written on the
board or count when there is a number.
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 American Language Schools Department of English
1.6. Alphabet Race
Language focus familiar vocabulary, letters of the alphabet
Organization teams
Materials tape; to mark the river banks
Aims to recall vocabulary and spelling at speed,
to collaborate as part of a team.
Procedures
1. Divide the class into two teams. Number the children in each team and explain that this is the
order in which they should come to the board.
2. Draw a line down the centre of the board to separate the space for each team.
3. Explain that the object of the game is for each team to write a word on the board for each letter
of the alphabet in order as fast as they can.
4. All books must be closed during the game and the teams are not allowed to write the same words
for any letter. This means if one team has already written the word apple for A, then the other
team must think of another word, e.g. animal. If the teams can’t think of a word for a letter, they
write ‘Pass’.
5. There can only be one child at the board from each team at a time and the next child can only go
once the previous child is sitting down again. It is up to you whether to write the letters of the
alphabet across the top of the board before the game to ensure that children follow the order
correctly.
6. Start the game by saying, e.g. Number ones. Are you ready? Go!
7. Stop the game as soon as one team gets to the end of the alphabet.
8.Score the game by counting the number of ‘passes’ for each team (for the team who hasn’t
finished, these also include all the letters still outstanding) and deduct points for spelling mistakes.
9. The team with the most correctly spelt words is the winner.

1.7. Hurray!
Language focus any vocabulary depending on the cards
Organization pairs, whole class
Materials Essential: sets of 6-8 vocabulary picture cards (one set for each child)
Optional: music
Aims to manipulate picture cards,
to take turn identify vocabulary on picture cards,
to ask and answer questions,
to listen to others,
Procedures
1. Divide the class into pairs.
2. Explain and demonstrate that the children should put their cards face down in a pile.
3. They turn over their cards at the same time and say, e.g. I can see the ... tomato! As soon as they
turn over matching pictures, they say Hurray! and take that pair of cards out of the game.
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4. After turning over all their cards, they reshuffle them and start again.
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5. The game ends when there are no more cards left.

 American Language Schools Department of English
1.8. Hot! Hot! Hot!
Language focus any vocabulary depending on the cards
Organization whole class
Materials vocabulary picture cards
Aims to manipulate picture cards,
to ask and answer questions,
to listen to others,
Procedures
1. Play with the whole class.
2. Ask two children to wait outside the classroom door for a moment.
3. While they are outside the door, stick one of the vocabulary cards somewhere in the classroom,
where it is ‘hidden’ but nevertheless visible without moving anything.
4. Involve the rest of the class in helping you to do this.
5. Ask the two children back into the classroom and everyone asks, e.g. Where's the elephant?
6. The two children look for the vocabulary card of the elephant.
7. The rest of the class helps by saying Hot! Hot! Hot! if the children move near to where the card
is hidden and Cold! Cold! Cold! if they move away.
8. When they find the card, the two children say, e.g. Here’s the elephant! and everyone claps and
says Hurray!
9. Repeat several times with different children. If appropriate, you can also introduce the words
warm, cool and freezing, using mime to convey the differences, into the game as well.

1.9. Bingo!
Language focus any vocabulary depending on the cards
Organization whole class
Materials sets of 6-8 vocabulary picture cards (one set for each child)
Aims to manipulate picture cards,
Procedures
1. Play with the whole class.
2. Ask children to choose 4-6 cards (from a set of eight) and lay them face up on their desks.
3. Call out the words in random order (keeping a record of words you call).
4. Children tum their cards over when they hear the words.
5. The first child to say Bingo! wins but it is usually best to continue playing until everyone has
turned over their cards.

BINGO!
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 American Language Schools Department of English
1.10. Can I cross your river, Mr Crocodile?
Language focus can (for permission), present progressive, parts of the body, have got,
clothes, colours, if
Organization whole class
Materials tape; to mark the river banks
Aims to ask permission and respond according to the reply in a game,
to follow and respect the rules of a game,
to use English a natural vehicle for play.
Procedures
1. Play this game in the playground.
2. Use tape to mark the boundaries of the river (5 – 10 meters apart).
3. Either choose a confident child to be the crocodile or take this role yourself.
4. Get the other children to stand on one of the banks of the river and to ask the crocodile in
chorus “Can I cross your river, Miss /Mr Crocodile?”
5. As a crocodile… Mime looking thoughtful and then answer, e.g. “Yes, if you’re wearing
something red!”, “Yes, if you’ve got curly hair!”
6. Children who fit the description should say “Thank you, Miss /Mr Crocodile.”
7. Children try to run across the river without the crocodile catching them.

8. Any children who are not caught is the winner, and becomes the crocodile in the next round.
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