Activities there May 21-D.indd - The Curriculum Project

11.3 Thingy Saysa. Stand in front of the class. You are ‘Thingy’.Students stand where they can see you clearly.b. Say ‘Thingy says...’ and then an instruction, e.g‘Thingy says clap your hands’. At the same time,do the action yourself. Students obey.c. Continue giving instructions using ‘Thingy says’.Students imitate and obey. If they do the wrong action, they leave the game.d. Give an instruction without saying ‘Thingy Says’, e.g. ‘Shake your arms’. Any students whoobey leave the game.e. Continue giving instructions, sometimes not saying ‘Thingy says’. Any time students do thewrong action, or obey an instruction that doesn’t have ‘Thingy says’, they leave the game.Continue until only one student is left. That student is the winner.You could have students take turns to be ‘Thingy’.Purpose: students practiseunderstanding and use of actionverbs, body parts and imperativesPracticalities: students need to standup and move their bodies. They allneed to see ‘Thingy’ leading thegame. This can get noisyThingy saystouch your kneesWave your hands11.4 Guess the Mimea. Make small cards with a visual or written prompt.For example, if students are studying adverbs, youmight have cards like:thoughtfullycook dinnerorbadlyPurpose: students recognise andcommunicate recently learnedvocabularyPracticalities: students work ingroups. This can get noisyPreparation: prepare cards withword, sentence or picture promptsYou can use the Vocabulary Picture Cards available at http://educasia.org for this.b. Students work in groups. Give each student a card. In turns, students have to act out the word,phrase or sentence on the card without talking to the other group members.c. When the team guesses the word, phrase or sentence correctly they get a point. The next groupmember then acts out their word. The winner is the team with the most points.looking for something?no, it’san animalPage 39a dog