Page 314 - KSPK ENGLISH LANGUAGE

The following section presents game-like activities which support the three different stages in the EEE
model.

1. Encounter Activities

Focus on the children responding physically as a group to teacher-led activities.

CIRCLE TIME ENCOUNTER 1: AN EXCITING BEGINNING!
MATERIALS: Flashcards or realia (max 6 to 8 new words)
STEPS:
 Create an exciting context for the introduction of a topic, e.g. you could bring a picture
which represents the topic or a special box or bag, with the topic target language inside
(as flashcards or realia) or maybe the puppet has discovered something new and wants
to share it with the children.
 Create suspense as you introduce the topic and ask the children what they already
know. This can be in the first language (L1) if necessary. Make connections to previous
learning.
 Show each visual, one at a time. Say the word clearly, e.g. Sunny. Also introduce it in a
sentence, e.g. It’s sunny. Have children repeat after you.
 Talk a little about the visuals to provide more language exposure, e.g. Is it hot or cold?
Is it big or small? Make connections to previous learning.
 Make a gesture or a mime to represent the new word. Have children mime and repeat
the word at the same time.
 As you introduce the visuals, place them where all children can see.
 When all visuals have been introduced, count them together, e.g. Six new words! Let’s
play a game.

Extension:
 As you introduce the new words and the children repeat them, have them repeat like an
echo, going from loud to quiet (e.g. dragon!!!, dragon!!, dragon!, dragon)
 Show the four echoes by holding up four fingers.

Progression notes: Observe which children confidently imitate the mime and repeat the target
language.

CIRCLE TIME ENCOUNTER 2: GAME – Listen and do!
MATERIALS: Flashcards or realia
STEPS:
 Announce the game, e.g. Let’s play listen and do!
 Hold the visuals so children can’t see. Say one of the new words in a sentence, e.g.It’s
sunny.
 Have the children mime in response.
 Show the visual and praise the children, e.g. Yes! It’s sunny.

Extension:
 Put children around the room in small groups, allocate one of the target words to each
group, e.g. This group is sunny. Place the visual nearby to help them remember.
 Have the children listen for their word and mime when they hear it.
 You can call out several words, e.g. It’s sunny and hot.

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