Summer Course

Week B
 Day 1
India
Allotted time for each activity: 30 minutes
The following working scheme is to be covered in the order that best fits your needs;
this is depending on your possibilities, room availability and demand. Therefore, this
is just one of many options.

1) Arts & Crafts

2) Search words & Crosswords

3) Biodiversity

4) Traditional Cooking

5) Literature

6) Culture

7) Bollywood

8) Folk Dances
 India
Arts & Crafts
Mandalas
Objective: For learners to produce a mandala in order for them to practice their fine
motor skills while learning about India.
A) After greeting learners and having done a mingling activity to either receive a
new group or to incorporate newcomers, explain to students what a mandala
is:
B) The word "mandala" comes from the classical Indian language of Sanskrit.
Loosely translated to mean "circle," a mandala is far more than a simple
shape. It represents wholeness, and can be seen as a model for the
organizational structure of life itself--a cosmic diagram that reminds us of our
relation to the infinite; the world that extends both beyond and within our
bodies and minds.

Describing both material and non-material realities, the mandala appears in all
aspects of life: the celestial circles we call earth, sun, and moon, as well as
conceptual circles of friends, family, and community

C) You may then want to explain the many colours a mandala can have
(worksheet A-C)

D) After showing some examples (worksheets A-C) try eliciting how that each
mandala makes them feel, (e.g. happy, loving, mysterious, creative)

E) Following this, explain what each colour represents, you may want to use your
body language to explain to lower levels, or perhaps introduce the topic
through a game in which you paste the different mandalas around the
classroom and they have to touch the one that makes them feel strong, wise,
etc.:
RED for strength, high energy and passion
PINK for love, intuition and the feminine
ORANGE for creativity, transformation, self-awareness and intuition
YELLOW for learning, wisdom, laughter and happiness
GREEN for physical healing, psychic ability, love of nature and caring
BLUE for emotional healing, inner peace and meditation
PURPLE for all things spiritual
WHITE for spiritual focus
BLACK for mystery, deep thinking and individuality
F) Then have them produce theirs (worksheet D-G), give them two options:
a. To choose any colour they feel the need to use.
b. Or to select what they want to experience according to what the colour
represents.
 India
Arts & Crafts Worksheet A
Red Mandala

Pink Mandala

Orange Mandala
 India
Arts & Crafts Worksheet B

Yellow Mandala

Green Mandala

Blue Mandala
 India
Arts & Crafts Worksheet C

Purple Mandala

White Mandala

Black Mandala
 India
Arts & Crafts Worksheet D
 India
Arts & Crafts Worksheet E
 India
Arts & Crafts Worksheet F
 India
Arts & Crafts Worksheet G
 India
Search words & Crosswords

Objective: to have learners work on a search word and/or crossword activity in order
to have them practice their cognitive skills so they can recognise and use lexis
related to the correspondent cultural identity.

There are two alternatives for this activity, one requires only for learners to recognise
and the other is more complex so children feel challenged and interested at the
same time.

A) Word Search (There are two worksheets*, one for basic levels and another for

more advanced learners)(Worksheet A-B).

B) Crossword (This worksheet is to be found as “In India” in the PDFs’ Folder

attached to this file).

*Both Word Search worksheets are to be found as an appendix following this page.
 India
Words Search & Crosswords Worksheet A

INDIA
Find the words.

Z L G R E E N S S M
K Q K V O Z A U Z H
Y K T R P L T P Z R

R X S E A O B X D A
D K J D L G F G M M
V G N P U R P L E A
S A R I U X I R R Y
M F O L K P I N K A
V B U D D H I S M N
Q Z K Q J F M L V A
BUDDHISM FOLK
GREEN LOTUS
MANDALAS PINK
PURPLE RAMAYANA
RED SARI
 India
Words Search & Crosswords Worksheet B

Word Search & Crosswords

A B Z M D S P U U A I A I M Z
L N L H X P U V H V S E F A D
K O A A R Q R A L U I P Q N F
X N T Y C F P A P K H A X D L
B M I U A K L C G D C H M A T
K U E P S M E Z R X A A F L P
I D D Y I R A D E K P Y X A E
B Z G D F C O R E A U R C S C
S Y Y W H Y W R N I L E L X Z
F L O F F I Y S H D U D Y U A
K O A H D G S E U N N I R A S
T J T B U T D M L I G L S G K
R H I N D U I S M L I F G C S
T S Q P D W T Y G L O K A Y P
M H X U A R Z X O P V W V V A

BLACK PACHISI
BUDDHISM PINK
GREEN PURPLE
HINDUISM RAMAYANA
INDIA RED
LOTUS SARI
LUNGI YELLOW
MANDALAS
 India
Biodiversity

Objective: For learners to recognise the biodiversity offered by India and how different
this is from the one found in their country.
A) First you may need to explain what a Sanctuary is, and perhaps mention that
in Mexico there is one Sanctuary for Monkeys in Tulum and make a note for
comparison, that India hosts for 500 sanctuaries.
a. Sanctuary: refuge or safety from pursuit, persecution, or other danger.
b. a nature reserve

B) Then, deliver the instructions for the activity.

a. First tell them that they are going to learn about the 10 most important
sanctuaries in India.
b. For Basic learners it is better to have visual support, therefore I would
suggest using the pictures (Worksheet A-E) and leave the descriptions
as part of the teacher’s explanation. For more advanced learners
perhaps a matching exercise could be used as a way of practicing hot
to deal with difficult vocabulary.
C) Once the images are introduced, ask learners to work in groups of three to
take the images and order them from the one that they consider to be the
most popular to the least.
D) Once they have finished, ask them to go around the classroom to see what
the rest of the group decided the order should be.
E) After this, give them the actual popularity rank.
1. Corbett National Park, Uttarakhand.- Among all the national parks in
India, the Corbett National Park is the oldest and one of the best
among the top 10 national parks in India. It was established in 1936 to
protect the imposing Bengal Tigers. Located at the foothills of the
Himalayan range of Uttarakhand, Corbett National Park is one of the
hot spots of the wildlife lovers.
2. Kaziranga National Park, Assam.- Kaziranga National Park is the only
natural habitat of the endangered One-Horned Rhinos in India as well
as in the world. Located in the Golaghat district of Assam, Kaziranga
National Park is one of the largest wildlife sanctuaries to explore the
wildlife of Northeast India. It is also a highly visited park among the top
10 national parks in India. This park also boasts of its number of tigers
and other wildlife species. Due to the noteworthy number of tigers,
Kaziranga National Park has been declared as Tiger Reserve Forest in
2006. Other wildlife consists Elephants, Wild Buffaloes and Swamp
Deer. The park also witnesses a large number of migratory birds during
the winters.
3. Bandipur National Park, Karnataka.- The Bandipur National Park is the
most popular among all the national parks in South India. It is a natural
home to Elephants and several other endangered species. Lush forest
of the Deccan Plateau and the Western Ghats makes this park one of
the beautiful parks in India. The park is located 80 km away from
Mysore and almost 215 km away from Bangalore.
4. Bandhavgarh National Park, Madhya Pradesh.- This is another enticing
name in the list of national parks of India. Located in the Umaria district
of Madhya Pradesh, it is one of the largest national parks of Madhya
Pradesh. Declared as a national park in 1968, this park has a
noteworthy number of Tigers in India. This park also has a significant
number of Leopards and Deer. Among all the attractions of
Bandhavgarh National Park, White Tigers are the most spectacular.
5. Kanha National Park, Madhya. - This is another sought after
destination in the list of national parks of Madhya Pradesh. Established
in the year 1955, this park has gained a lot of attention due to its efforts
in saving the rare and almost extinct species of the Swamp Deer, also
known as ‘Barasingha’. It is also one of the well-maintained parks in
Asia. The other feature of the Kanha National Park is its sunset point
called Bamni Dadar. Almost the entire park can be seen from this point.
It offers the most eye-catching views of the animals in their natural
habitat.
6. Gir National Park and Sasan Gir Sanctuary, Gujarat. These are the
only wildlife sanctuaries in India that have Asiatic Lions. October-June
is the ideal time to visit the place and watch these majestic beasts
strolling in their territories. The park was established on 18th
September 1965 and it is one of the largest and elegantly preserved
areas for the Asiatic Lions. Rivers and streams flowing through this
national park remain occupied by the dwellers of the park.

7. Keoladeo Ghana National Park – Bharatpur, Rajasthan.- It is one of the

man-made wetlands in India that has been declared as a National
Park. It was formerly called as ‘Bharatpur Bird Sanctuary’. This park
hosts a large number of avifauna during the summers and is
considered as one of the best national parks to observe exotic
migratory birds and other birds of India. Located in Bharatpur district of
Rajasthan, this park serves as a primary centre for ornithologists and
other zoological studies.

8. Periyar National Park, Kerala.- It is the only national park in South India
as well as in India that has an artificial lake flowing through the forests.
Located on the evergreen hills of the Western Ghats, this wildlife
sanctuary is also one of the Tiger Reserve Forests in India. While
boating in the Periyar Lake, visitors can behold the mighty beasts of
this park, quenching their thirsts on the lakesides. Elephants, Deer,
Nilgiri Tahrs and Langurs are the other attractions of this park.
9. Pench National Park, Madhya Pradesh.- While visiting the Park, the
childhood fantasy of most of the visitors will turns into reality. Rudyard
Kipling’s ‘The Jungle Book’ is based on the natural surroundings of this
national park; this park is also known as ‘Mowgli Land’ While Tigers are
the most dominant species of this park, Leopards, Sloth Bear, Wild
Dog, Barking Deer are some of the other attractions. With more than
170 species of birds, this park has also become one of the best places
for birdwatchers.

10. Ranthambore National Park, Rajasthan.- The majestic Tigers are the
pride of this national park. Surrounded by the Banas and Chambal
River, this park serves as an ideal habitat for the predators and other
animals of this park. Leopard, Nilgai, Wild Boar, Sambar and Hyena
are some of the major animals found in this park. Tiger Safaris are
immensely popular among the visitors of Ranthambore National Park.
 India
Biodiversity Worksheet A
Corbett National Park, Uttarakhand

Kaziranga National Park, Assam

 India
Biodiversity Worksheet B

Bandipur National Park, Karnataka

Bandhavgarh National Park, Madhya Pradesh

 India
Biodiversity Worksheet C

Kanha National Park, Madhya

Gir National Park and Sasan Gir Sanctuary, Gujarat.

 India
Biodiversity Worksheet D

Keoladeo Ghana National Park

Periyar National Park, Kerala

 India
Biodiversity Worksheet E

Pench National Park, Madhya Pradesh

Ranthambore National Park, Rajasthan

 India
Traditional Cooking
Objective: For learners to practice following simple instructions in order to produce
an Indian Summer Drink.
*Taking into consideration the time that previous activities will have consumed
by this point, I took the liberty of assigning a quick and easy activity for this
space.
For centuries India has had a reputation as the land of spices.
 India is probably one of the few countries in the world where you’ll be

encouraged to eat with your fingers. It is an Indian custom to eat with your

right hand. This takes a bit of practise and can be messy! So let’s give our

learners some practice! What about bringing some rice to the table to try it

out.

 The most popular drink in India is masala chai – tea made with milk, sugar

and spices. Wherever you are there is always someone or a group of people

chatting whilst drinking chai on the street, it is a very social drink.

 To accompany their meal, they will produce this summer drink:

o Please, do not forget to bring the roasted flour.

A) After explaining the above information, learners need to practice

following simple commands of the language to better incorporate more

complex uses of the language, therefore, delivering instructions step by

step will provide the learners with sufficient time to deduce, convey and

incorporate meaning and instructions.

 India
Traditional Cooking Worksheet

Meetha Sharbat Recipe

 Prep time: 5 min
 Cook time: 1 min
 Serves: 2

Main Ingredients:

1. sattu flour (roasted chick peas flour) (*Garbanzo)

2. jiggery (*Azucar Moscabado / Mascabado)
Ingredients

 Sattu flour - 2-3 tbsps (roasted chick peas flour)

 Jaggery - 4 tbsps,
 Black Salt - 1/2 tsp (optional)
 Water - 500 to 600 ml
 Ice cubes

Method

1. To make chane ka sattu flour take the roasted chick peas and grind to a powder.
2. In a bowl, add the roasted chick peas powder and water and mix well. Add
grated jaggery and mix well it till dissolves.
3. Add black salt and mix. Pour into glasses, add ice cubes and serve.
 India
Literature
Objective: To introduce the learners to Indian Literature and to the Hindi’s cultural
identity, in order for them to broaden their understanding and have some further
exposure to different uses of the language.

A) Ask learners about love and loyalty, good and evil, as a manner of introducing
the Ramayana.
B) Then have learners watch a video of The Ramayana
http://mocomi.com/ramayana-story-of-diwali/
C) Meanwhile, have learners produce a mandala for the Ramayana, the
selection of colours should be based on the understanding of what each
colour represents and what they understood in the story.(Worksheet A)
D) Then have them paste their work around the classroom and move on to the
next activity.
 India
Literature worksheet A
 India
Culture

Objective: To introduce learners to the Culture of India, in order for them to expand
their cultural knowledge and to use this new found information and apply it to their
everyday life.
Teacher’s notes:
Indian cultural history spans more than 4,500 years. During the Vedic period (c. 1700
– 500 BCE), the foundations of Hindu philosophy, mythology, theology and literature
were laid, and many beliefs and practices which still exist today, such as dhárma,
kárma, yóga, and mokṣa, were established. India is notable for its religious diversity,
with Hinduism, Buddhism, Sikhism, Islam, Christianity, and Jainism among the
nation's major religions. The predominant religion, Hinduism, has been shaped by
various historical schools of thought, including those of the Upanishads, the Yoga
Sutras, the Bhakti movement, and by Buddhist philosophy.

Let’s practice some yoga!

You will find everything you need in this web page, just don’t forget to warm up. And
above all, have fun!
http://www.namastekid.com/learn/kids-yoga-poses/
If you wish to play music:
https://www.youtube.com/watch?v=lwzek1Dau78
 India
Bollywood

Bollywood is one of the largest film producers in India and one of the largest centres
of film production in the world.
Objective: By showing them an extract of different movies and finding the correct title
for each movie shown, learners will practice their deductive skills at the same time
they are exposed to further understanding of the Indian Culture. This will serve as an
introduction to the next activity.

Have learners find the correct title of each movie (All clips have English subtitles and
the closed caption shows repetitively the words in the titles you are giving them)

A) Kabhi Khushi Kabhie Gham

https://www.youtube.com/watch?v=kKq59ynclEs

B) Title: Badi Mushkil Baba

Link: https://www.youtube.com/watch?v=DFa3J4o_qEw

C) Maahi Ve - Kal Ho Naa Ho

https://www.youtube.com/watch?v=zODNDUY4mMc
 India
Folk Dances

Objective: to practice some folk dance steps in order for learners to have further
practice on following instructions and conclude the day in a fun way.

A) To carry this activity out, you may want to try watching the video and doing it

first, so you can later instruct the learners with more confidence and praise

their effort accordingly.

B) How to/ Basic Steps: https://www.youtube.com/watch?v=Nzgcu7yMVXU

C) You may want to try and dance to any of the previously seen fragments or any

a new one. It’s up to you.

 Day 2
Alaska
Allotted time for each activity: 30 minutes
The following working scheme is to be covered in the order that best fits your needs;
this is depending on your possibilities, room availability and demand. Therefore, this
is just one of many options.

1) Fun Facts about Alaska

2) Learn to speak “Alaskan”

3) Music Festivals

4) Traditional Cooking

5) Top 10 things you can do in Alaska

6) Traditional Games

7) Arts & Crafts

8) Dr. Seuss’s House!

 Alaska
Fun Facts about Alaska
Objective: To plug learners into “English mode” in a fun way while establishing the
context of the day.

Have learners sit down and explain you are going to play a game. If they think what
you say is true and real they need to stand up, but if on the contrary they think what
you say is not true they need to stay in their seats. You may want to let them stay in
their seats but raise their hand if they are not sure. For basic learners you can
support these sentences with pictures. (Fun Facts A-C)

All these facts are true

1) Alaska contains more than 100 volcanoes and volcanic fields, which have
been active for the past two million years.
2) Alaska has approximately 5,000 earthquakes, including 1,000 measured
above 3.5 on the Richter scale. Of the ten strongest earthquakes ever
recorded in the world, three have occurred in Alaska.
3) Nick Name: "The Last Frontier"
4) Five percent of the state, is covered by glaciers.
5) Alaska accounts for 25% of the oil produced in the United States
6) Alaska's name is based on the Eskimo word Alakshak meaning great lands or
peninsula
7) There are more than 3 million lakes in Alaska.
8) The state sport of Alaska is dog mushing, which was once the primary mode
of transportation in most of Alaska. The Iditarod dog sledding race is the
state’s largest sporting event.
9) Barrow, 800 miles south of the North Pole, has both the longest and shortest
day. When the sun rises on May 10, it doesn’t set for nearly three months.
When it sets on November 18, Barrow residents do not see the sun again for
nearly two months.
10) Giant vegetables are common in Alaska due to the extremely long days in
summer. Alaska has grown a record cabbage weighing in at 94 pounds.
 Alaska
Fun facts A

1.

2.

3.
 Alaska
Fun facts B

4.

5.

6.
 Alaska
Fun facts C

7.

8.

9.

10.
 Alaska
Learn to “Speak Alaskan”

Objective: For learners to recognise the multiple uses of the language and that
words do not work in just one way while using some typical Alaskan expressions in
order for them to get involved in the culture of the day.
A) After pasting the expressions around the classroom walls, explain to the
learners that you are going to read one meaning at a time, and that they have
to stand under the expression they think corresponds to what you read. You
can turn the activity into a more challenging one if you play two rounds so
they understand the meaning and then turn the activity into a contest, so
whoever doesn’t get it right after two tries gets disqualified.
Expressions are:
Aurora Borealis – Another name for Dena’ina (Den-eye-een-ah) – The
northern lights; shimmering curtains in Dena’ina are Alaska Native people and
the night sky. The best times of the the original inhabitants of the
year to view the Aurora Borealis is Southcentral Alaska region.
during the equinox, the months of
Floatplane – Planes with floats in
March and September.
place of wheels for water landings.
The Bush – Typically refers to places Many Examples are found at
in Alaska not accessible by the road Anchorage's Lake Hood Seaplane
system, which encompasses a large Base.
portion of the state.
Iditarod – “The Last Great Race on
Earth.” The 1,049 mile sled dog race to
Cache (CASH) - A food storage cabin
Nome kicks off with the ceremonial
that is elevated out of reach of both
Anchorage start on the first Saturday
animals and children. The little
in March.
elevated log cabins are mainly for
decoration around and near town. Alcan: The Alaska Highway, also
"Alaska-Canadian Highway," or "Al-
Cheechako – This is a newcomer to
Can Highway," runs form Dawson
Alaska, and what in the west would
Creek, British Columbia to Fairbanks,
have been called a "greenhorn."
Alaska via Whitehorse, Yukon. It is
Combat fishing - Alaska features the 1,523 miles, or 2,451 kilometres, long.
most salmon rich fishing streams in the Also see: Pave Your Own Path On
world. Opening day is so eagerly Alaska’s Highways.
anticipated that hundreds of anglers
Eskimo Ice Cream: The fat of a seal,
will line the banks of the river, shoulder
caribou or fish that is whipped to a
to shoulder, casting for fish. The trick
creamy texture and mixed with
is to actually hook a salmon and not a
chopped meat or berries. It’s actually
fellow fisherman.
quite yummy!
 Alaska
Music Festivals
Objective: For learners to produce a leaflet in order to be able to practice the written
aspect of the language, while being exposed to different linguistic resources.

This will vary depending on the level of the learners, if the level is too low, you may
want to have them create a poster instead.

A) To activate schemata start the lesson by telling learners about Alaska’s view
towards music.
a. “Music is so important to the residents of Alaska that they even have
especial camps for the Arts in which kids are immersed in music-
making, dance, and arts that inspire creativity and forge strong
friendships, while taking classes daily.”
B) After having introduced the importance of music, name some of the festivals
and the orchestras that are in Alaska and try and elicit some of the festivals
they have in their country of origin, and ask for their opinion on having outdoor
festivals in Alaska.
C) Once the context is set, show them the images of different festivals in Alaska
and explain that they are going to produce a leaflet or poster on the different
festivals that take place in Alaska. (Music A- B)
D) When the leaflet and/or posters are done, do not forget to place them around
the room so they feel validated and have an opportunity to enjoy that sense of
accomplishment from succeeding in doing something challenging.

This are the Festivals they have within a year:

Folk
 The Alaska Folk Festival (every April in Juneau)
 The Fairbanks Folk Fest (Annual "Summer and Winter Music Fests")
 The Anchorage Folk Festival
 The Athabascan Old-Time Fiddling Festival, for the Country music lover.
Classical
Since they produce tremendous artists and performers they have:
 The Anchorage Symphony Orchestra.
 The Fairbanks Symphony Orchestra
 The Arctic Chamber Orchestra,
 The Juneau Symphony
 Youth orchestras include the Anchorage Youth Symphony.
And with these, come the festivals:
  The Sitka Summer Music Festival
 The Fairbanks Summer Arts Festival.
 The Juneau Jazz & Classics Festival (This is a 10-day annual event), offering
both formal and informal concerts in classical, jazz and blues music, including
workshops for musicians of all ages, youth concerts, outreach activities, and
community interaction with the featured artists.

Rock
The Anchorage community organizes several festival shows each summer, the
festivals typically feature performances by local punk, rock, and metal bands.
Festivals are typically given a unique nickname, rather than sharing a common title
(e.g. "Anchorage Festival of Unpopular Music" or "Bunk Rock Picnic").
The Summer Meltdown festival is an all day, outdoors festival in Anchorage
 Alaska
Music A

The Alaska Folk Festival (every April in Juneau)

The Fairbanks Folk Fest (Annual "Summer and Winter Music Fests")
 Alaska
Music B

The Anchorage Folk Festival

The Athabascan Old-Time Fiddling Festival

 Alaska
Traditional Cooking
Objective: For learners to prepare a Bombe Alaska to practice their fine motor skills
and following instructions while enjoying the tastes of Alaska.
Ice cream, sponge cake and meringue. This classic confection shows up in endless
forms as you swap between flavours of ice cream, cake, and meringues. There is a
certain magic to a dessert that is baked and yet still has frozen ice cream inside.

What you may want to do is, go over the ingredients with the learners and cover the
instructions by preparing the dessert with them. This way you can make sure they
are cooking for fun, and guarantee they finish in time.
Ingredients:

1 vanilla cake base

2 teaspoons (10ml) pure vanilla extract
500ml whip cream
1 teaspoon (5ml) pure vanilla extract
1 strawberry Ice cream
250 gr of berries

Method

1.- Take the base cake and put it on a flat surface

2.- With a spoon take the strawberry ice cream and add two or three scopes
depending on how big the base cake is.
3.- Add the whip cream to the surface, the objective is for the whip cream to cover all
around. If you did not find any vanilla whip cream you can always take the whip
cream and add the vanilla extract on a separate bowl and then just take it from there
and cover the surface of the bomb.
4.- Decorate the plate with the berries and enjoy!
 Alaska
Top 10 things you can do in Alaska
Objective: To plan a four-day tour in Alaska, for learners to practice the reading sub-
skills of skimming (to get the gist from a text) and scanning (to retrieve important
information from a text).

A) Have learners work in teams to produce the schedule of a four-day tour in

Alaska.

a. Learners will need cardboard and markers

B) Deliver instructions and present the visuals (Things to do in Alaska A- ) of

possible things a person might want to do on a tour in Alaska. You may want

to paste this information around the classroom for everyone to see and keep

handy.

C) Allow sufficient time for learners to go over the information and discuss their

opinions.

D) Then, have them write down their own schedule and prepare them to make it

public, after that have everyone share their work to the class.
 Alaska
Things to do in Alaska A

Watch a Tidewater Glacier Crash into the Ocean

Flight see Over an Alaska Mountain Range

 Alaska
Things to do in Alaska B
Get Face-to-Face with a Wild Beast

Feel Alaska’s Vastness by Driving One if its Highways

 Alaska
Things to do in Alaska C

Watch a Glacial River Go By

See Alpenglow at Midnight

 Alaska
Things to do in Alaska D

Rub Your Nose In The Tundra

Watch a Whale Shatter the Surface

 Alaska
Things to do in Alaska E

Meet An Alaskan

View the Northern Lights

 Alaska
Things to do in Alaska F

Tell Us Your Favorite

Alaska
Traditional Games
Objective: For learners to practice their gross motor skills and follow instructions in a
fun way by playing games popular in Alaska.

One Foot High Kick: Consists of the athlete jumping off both feet simultaneously,
kicking a ball with any part of one foot, and returning to the floor maintaining balance
on the kicking foot. Falling or landing on both feet, or the opposite foot will nullify the
jump. Hopping on one foot is okay while maintaining balance. The height of the
suspended ball will begin at 54 inches for girls and 72 inches for boys. Three attempts
at each height will be given to each athlete. The ball will be raised at four inch
increments. When there are three athletes left, the ball will be raised in one inch
increments. The winner is the athlete who touches the ball at the highest elevation.
The game originated from hunting parties in the North. If the hunt was successful the
hunter would signal by doing the one foot high kick, once he was insight of the village.
Kneel Jump: Consists of an athlete kneeling behind a line, sitting on his heels. The
athlete then leap forward from a kneeling position, landing on both feet simultaneously
and remain in that position without moving his feet or using his hands to maintain
balance. Each athlete will be allowed three jumps. The winner is the athlete who jumps
the farthest. This game was also used by the hunter to develop quick movements and
success in jumping from ice floe to ice floe, as well as developing leg muscles needed
to lift heavy game off the ground and carry it back to the village.

Stick Pull: Consists of two athletes sitting on the floor facing each other with the soles
of their feet touching. Both athletes must have their feet parallel and together with bent
knees at approximately 45 degrees. A stick 20 inches long and 1 1/4 inches in diameter
is placed above their feet. The athletes place their hands on the stick palms down. The
athletes then begin to pull, trying to pull their opponent steadily toward him without
jerking. No changing of the grip or regripping the stick is allowed once the pulling
begins. The winner is the athlete who successfully out pulls their opponent two out of
three rounds of competition. The game originated from the hunting activity of pulling a
seal out of the water. Leg, back, and hand strength are necessary for a success. This
game is of strength.
 Alaska
Arts & Crafts
Objective: To have learners practice their fine and gross motor skills by producing a
Iyaga Game craft and then playing with it.

Please, refer to the instructions in the PDF’s folder accompanying this file. Thanks!
 Alaska
Dr. Seuss’ House!
Objective: To introduce the learners to Dr. Seuss’ “Grinch”, through the presentation
of his house in Willow, Alaska. In order for them to practice different activities related
to this famous character.

A) First, it would be important to introduce Dr. Seuss and his world-famous

characters (Alaska A), perhaps using a picture of his house in Alaska (Alaska
A) would be an easy way to link the day to this activity.
B) Next, point out the Grinch (I selected this character since it is more
probable for students to have watched the movie and are able to
recognise him) and ask them to describe the character “MR. GRINCH” you
can make use of the worksheet “Describe Mr. Grinch” found in the PDF’s folder
accompanying this file. (Sheree Peterson, 2014)
C) After they have listed all the words that describe him on the paper, ask learners
to circle the bad things he STOPPED doing with red and the good things he
STARTED doing with green.
D) If this is a basic group you can list the good and bad things and play a game for
them to identify what they mean and which are good and which are bad.
E) Next, you can play a math game with the GRINCH game board (in the PDF’s
Folder accompanying this file). (Sheree Peterson, 2014)). You will have to
create addition and subtraction flashcards with it but you could use spelling or
vocabulary words instead.
F) Each player starts with 3 chips. The point of the game is to 'give back' your
chips by landing on a heart, Max, or Cindy Lou. If you land on the Grinch, you
have to take another chip. The winner is the person who gets rid of all his chips
first.
Alaska A
 Day 3
South Africa
Allotted time for each activity: 30 minutes
The following working scheme is to be covered in the order that best fits your needs;
this is depending on your possibilities, room availability and demand. Therefore, this
is just one of many options.

1) Is this South Africa?

2) Arts & Crafts

3) Traditional Games

4) Traditional Cooking

5) Landscapes & Wild Animals

6) Typical Expressions

7) South African Chants

8) Amazing Race
 South Africa
In South Africa, really?

Objective: To introduce learners to South Africa and what this country has to offer by
exposing them to critical thinking activities in which they will have to deduce which of
these pictures represent South Africa.

A) To activate schemata you may want to show picture 1 (In South Africa A), and
ask if they think this photograph was taken in Africa. They will probably say no,
and this can give you starting point to introduce South Africa.
B) After that you may want to ask your learners what they know about South Africa
expect answers such as “the Wakka Wakka” or the world cup tournament from
2010.
C) Lay the pictures face down on the floor and explain to the learners that there is
more to Africa than what they have said, explain that you are going to give them
three opportunities so they can get everything right. Explain that they will have
to classify the pictures/photographs under two categories, those that belong to
South Africa, and the ones that don’t.
D) For administrative reasons I will attach the photos in the following order: the
first five will belong to South Africa( In South Africa B-D) and the other five to
different parts of the continent ( In South Africa E-F)
E) You may want to do this so learners can have a clearer idea of the contrasting
offers that exist in the continent. And the impact of Great Britain in the South
African Society. If you want to make a clearer distinction you may want to ask
where Charlize Theron was born, if they your learners do not identify the actress
I will attach a picture of her.
 South Africa
In South Africa A
 South Africa
In South Africa B
Cape Town

Sta. Lucia
 South Africa
In South Africa C

Richard’s Bay

Swim with crocodiles

 South Africa
In South Africa D

Microflight

Not South Africa

 South Africa
In South Africa E
 South Africa
In South Africa F

Extra image
 South Africa
Arts & Crafts

Objective: To have the learners follow a set of instructions to build a traditional

African game and then play it.

Makeshift Mancala
Instructions:

Take an egg carton and decorate it with African colours, you may want to express
what the colours mean to them (red = hardships fought in the Struggle, black and white
= the different people of South Africa, yellow = mineral wealth, green = fertile land,
blue = the African sky), then have them create 48 pebbles or pieces as tokens for the
game, they can use the colours of the flag as well.

Once they have done this, you may want to explain how the game is played:

This traditional African game is easy to improvise.

Here’s one way to play:

Place four pieces in each cup.

Player 1 removes all the pieces from any one cup and “sows” them, dropping a piece
in each consecutive cup, moving clockwise. Repeat with each successive player. (As
the game goes on, some cups will accumulate more pieces than others.)
If the last piece a player sows lands in a cup with one or two pieces, the player removes
all of them (for tallying at game’s end).
Continue until all pieces have been removed or no further “captures” can be made.
The player with the most pieces wins.

If you are of a more visual nature you may want to follow this link:

https://www.youtube.com/watch?t=198&v=mwYCKr0Apa4
 South Africa
Traditional Games

Objective: For learners to practice their gross motor skills and follow instructions in a
fun way by playing games popular all over Africa.

AMPE (GHANA)

This is a game best played with a group of four or more, but just two people will do,
too. It’s an active game, with so much clapping, singing, and jumping involved that it
almost looks like a dance. It’s a game that’s been past down from generation to
generation. A leader is chosen and the rest of the group either stand in a semicircle or
split into groups of two. The leader begins by jumping, and when you land from your
jump, you place one leg forward. Points are earned depending on which leg (left or
right) And points are awarded according to how you ever you decide (Opposites:2,
Same: 1 or the other way around Opposites:1, Same: 2) . Everyone gets one turn to
have a chance to be the leader and usually the first person to reach 10 points wins!

Web link : https://www.youtube.com/watch?v=XDhzLsp7XUQ

KUDODA (ZIMBABWE) (very similar to matatena)

There’s a few variations of this game, all which need at least three players to make it
fun. In Kudoda, players sit in a circle around a wooden or metal bowl filled with 20 to
30 small stones or marbles. The first player picks up one of the stones and throws it
up in the air. It’s all about quick fingers. Before it drops down, the player tries to pick
up as many other stones in the bowl as he/she can. Once all players have had a
chance, the stones are counted and the one who collects the most is the winner.
 South Africa
Traditional Cooking
Objective: For learners to practice their critical thinking skills through pattern
recognition following instructions and also work on their fine motor skills in order for
them to produce a traditional South African Trifle.

This activity is all about patterns.

Therefore, have your learners practice pattern recognition before moving to the
activity.

A) Start by something simple:

a. Write on the board: “1,2,1___” and elicit the answer.

B) Then explain you are going to give them a series of tests (Worksheet A-E)

and that as soon as they finish the worksheet correctly they can have the next

one, a harder one, until time is up. The allotted time is up to you and your

learners’ age and level. (Tests can be found attached here and there are

more difficult ones in the PDF’s Folder accompanying this file)

C) Once they finish this set of activities explain that they are going to cook a

dessert and that this particular dessert is all about patterns and that the order

of the pattern is in the instructions, then you can hand them the recipe

(Worksheet F)
 South Africa
Traditional Cooking Worksheet A
 South Africa
Traditional Cooking Worksheet B
 South Africa
Traditional Cooking Worksheet C
 South Africa
Traditional Cooking Worksheet D
 South Africa
Traditional Cooking Worksheet E
 South Africa
Traditional Cooking Worksheet F

Traditional South African Trifle

South Africans celebrate in different ways and some are following British traditions.
And for dessert a trifle will be served in many South African homes as this is seen as
a festive family time dessert.
Here is a traditional South African festive trifle recipe.
Servings: 6-8 portions
Ingredients
green jelly
red jelly
1 tin pears or peaches in syrup
1 swissroll (bought or homemade) Jam or Chocolate taste
2 cups thick custard
1 cup pecan nuts – crushed
Whip cream
glazed red cherries – chopped (to garnish)
Instructions
1. Cut the jelly in pieces.
2. Cut the swiss roll and use it as the base of the trifle, use only 1/2 of the cake.
3. Sprinkle over some fruit syrup.
4. Cut the green jelly in small blocks and spoon over some of it.
5. Now, spoon over a layer of custard and some fruit and nuts.
6. Now, spoon over some of the red jelly.
7. Repeat the layers, first the cake layer, then green jelly, custard, fruit, nuts and
red jelly till it is all finished.
8. Cover the surface with whip cream and garnish the trifle the red cherries.
 South Africa
Landscapes & Wild Animals
Objective: For learners to get involved in ecology and the different ways in which you
can take care of the world you live in.

A) Time requires the introduction to be through a very simple game and if you
decided to do Week A first you must have played it before: stand up if the
information is correct and sit down if it is incorrect, if you are not sure you can
raise your hand.

a. Information (since you could play the game differently, I will provide the
correct information):

i. Terrestrial ecosystems are in danger

ii. 82% of the main river ecosystems are threatened
iii. Cultivation, infrastructure development and urban development
are the cause.
iv. two major types of pollution in South Africa are air and marine
pollution

B) There is a programme in South Africa to promote green living in schools very

similar to the one in some Mexican schools.
a. The objective is to have different bins for the different recyclable
materials:

i. Discuss the energy saved by recycling in a visual way that is

easy for your child to imagine. For example, you might tell your
child that the energy saved by recycling a single aluminium can
is enough to light a 100-watt light bulb for 20 hours.
ii. Create an area on a side of the classroom with different
coloured bins or carton boxes for recyclable items. Since the
children are in elementary school, ask them to decorate the bins
and place an identifying picture on the outside of the container.
iii. Encourage the children to clean items as necessary and place
them in the recycling bins as the days go by. Younger children
may appreciate stars on a chart that can be redeemed for a
small reward at the end of the week as an added incentive to
sort recyclable items.
 South Africa
Typical Expressions
Objective: To expose learners to different uses of the language by having them do a
matching exercise and then work on their working memory capacity by playing an
African game in order for them to further use these new lexical items.

A) First you may want to teach the expressions,

 You can either have them orally associate the sound with an image
through TPR and using the expressions as commands.
 Or you might choose to paste the expression on the walls or have all the
expressions in a pile of paper so learners can find the correct one, or
you can even play a memory game (Typical expressions A), or go for the
traditional worksheet (Typical expressions B-C).
B) Then have them work in pairs to tell each other what they can remember
from the sentences
C) Then switch pairs so they can try it again.
D) You may want to play a context to see who can remember the most.

 Expressions:
give rocks – to be indifferent. For example: “I don’t give rocks about the exam!”
chips – "Watch out" , as in "Chips chips everyone, here comes the teacher!”
dof – silly. "Are you dof?"
saamie – a sandwich
rop – nice, radical.For example, “That was a rop song.”
hundreds – good, fine. As in 100 percent; for example: John: "Hey bru, howzit
going?" Dominic: "I'm hundreds
"checkers"– a plastic bag. “Can I have a checkers to throw this away?”
 South Africa
Typical Expressions A

To be indifferent. For
example: “I don’t give
give rocks
rocks about the
exam!”

"Watch out" , as in
"Chips chips
chips
everyone, here comes
the teacher!”

silly. "Are you dof?" dof

a sandwich saamie

nice, radical.For
example, “That was a rop
rop song.”

good, fine. As
in 100 percent; for
example: John: "Hey
hundreds
bru, howzit going?"
Dominic: "I'm
hundreds

a plastic bag. “Can I

have a checkers to checkers
throw this away?”
 South Africa
Typical Expressions B

Please choose the correct option.

1.“give rocks” means:

A plastic bag. To be indifferent. A sandwich.

2.“chips” means:

Silly. "Watch out". Nice.

3.“dof” means:

Good, fine. To be indifferent. Silly.

4.“saamie” means:

"Watch out". A sandwich Silly.

5.“rop” means:

"Watch out". Nice. To be indifferent.

6.“hundreds” means:

A sandwich To be indifferent. Good, fine.

7."checkers" means:

A sandwich Silly. A plastic bag.

 South Africa
Typical Expressions C

Fill in the gaps with the correct expression.

1. John: "Hey bru, howzit going?"

2. “I don’t _______ about you”

3. “Can I have a ________ for breakfast?”

4. “That was a _____ video.”

5. "Are you _____?"

6. “Can I have a _______ to put this away?”

7. "______ ______ everyone, here comes mom!”

8. Peter: "I'm ___________”

 South Africa
Chants
Objective: For learners to practice connected speech and know more about the
South African Culture, while practicing South African Chants.

A) Once you have made your choice on which one to use, allow them time to
work with it and make sure there is a printable version bid enough for
everyone to see.

B) Explain learners that all around Africa gestures to exaggerate are part of their
communication culture and that chants tell stories to be told with body
movements that represent the message they wish to transmit.

C) Then you need to set the model of how this is done, so they can emulate and
have work on connected speech

D) If your students do not feel comfortable acting it out, you can have them chant
it and clap to it while playing ampe.

*Basic learners will be provided with visual support (Chants A)

For Basic learners For Intermediate learners:

Walking Through Africa Lions Roar

Walking through Africa, what do I see?
I can see a lion looking at me.
Walking through Africa, what do I see?
I can see a turtle looking at me.
Walking through Africa, what do I see?
I can see giraffe looking at me.
Walking through Africa, what do I see?
I can see rhino looking at me.
Lions roar, eagles soar,
Leopards growl, cheetahs prowl,
Snakes slide, eagles glide,
Lizards crawl, jackals call,
Monkeys leap, snails creep,
Ants heap, fledglings cheep,
Birds sing, wasps sting,
Panthers stalk, people talk.
For more advanced learners:

Where Is the Rain

The giraffe and the elephant went for a walk.
They stopped in some shade and started to talk;
"I wish it would rain," said the giraffe with a sigh.
"I'm tired of watching the clouds pass us by!"
"Yes," said the elephant, "Where is the rain?
I wish I could eat fresh green leaves again.
The sun is so hot and the land is so dry;
When will the rain fall from the sky?"
Later in the day the sky turned grey,
The flying ants flew out to say,
"The rain is coming! We smell it in the air!
And in the distance, thunder we hear!"
The giraffe and the elephant looked up at the sky
And heard the black eagle give forth his cry,
"The rain has come, The rivers will flow;
The dry season is over; now the green grass will grow!"
 South Africa
Chants A

South Africa
Chants
 South Africa
Amazing Race

Objective: To provide learners with a review on the topics of the day, to further work
on dealing with new information.

Instruction:
 Each team is composed of two people.
 There are route markers which are uniquely coloured flags that mark the
places where teams must go. Most Route Markers are attached to the clue
envelopes.
 Then teams start, arrive at Route Markers, or complete certain tasks, they
receive a letter-sized tear-away envelope that contains their next clue inside a
vertical-fold folder. The clues themselves are typically printed on a vertical
strip of paper, although additional information is often provided inside the clue
folder. After retrieving the clue, teams open the envelope and read aloud the
instructions given on the clue sheet and then follow those instructions. Teams
are generally required to collect each clue during each stop and keep that
information with them until they reach the next Pit Stop, surrendering them
once they have checked in.
 I will provide six tasks (Amazing Race A-C), however you will have to develop
the instructions to get to the sites in place and the clues properly explained.
 South Africa
Amazing Race A

Task 1

Select which 2 things you can do in South Africa:

Visit Disneyland Eat tostadas Swim with crocodiles

Go on a cruise Watch some penguins

Task 2

Match the expression with its meaning:

1. give rocks a. to be indifferent.

2. chips b. nice, radical.
3. dof c. silly.
4. saamie d. a sandwich
5. rop e. "Watch out"
6. hundreds f. a plastic bag.
7. "checkers" g. good, fine.

Task 3

Play two rounds of ampe

 South Africa
Amazing Race B
Task 4

Put the recipe in order.

1. Cover the surface with whip cream and garnish the trifle the red cherries.
2. Sprinkle over some fruit syrup.
3. Cut the jelly in pieces.
4. Cut the green jelly in small blocks and spoon over some of it.
5. Now, spoon over some of the red jelly.
6. Cut the swiss roll and use it as the base of the trifle, use only 1/2 of the cake.
7. Now, spoon over a layer of custard and some fruit and nuts.
8. Repeat the layers, first the cake layer, then green jelly, custard, fruit, nuts and
red jelly till it is all finished.

Task 5

Name three things you can do to help the environment

Task 6 (Basic)

The sentences in this typical chant are in disorder, please put them in
order.
Walking Through Africa
I can see a lion looking at me.
Walking through Africa, what do I see?
Walking through Africa, what do I see?
I can see a turtle looking at me.
I can see giraffe looking at me.
Walking through Africa, what do I see?
Walking through Africa, what do I see?
I can see rhino looking at me.
 South Africa
Amazing Race C
Task 6 (Intermediate)

Match the animal word with the sounds the animal makes.
1. Lions a. glide
2. Eagles b. soar
3. Leopards, c. growl
4. Cheetahs, d. roar
5. Snakes, e. prowl
6. Eagles, f. slide

Task 6 (Advanced)

The sentences in this typical chant are in disorder, please put them in
order.

"I'm tired of watching the clouds pass us by!"

And heard the black eagle give forth his cry,
The giraffe and the elephant looked up at the sky
"I wish it would rain," said the giraffe with a sigh.
"The rain has come, The rivers will flow;
The sun is so hot and the land is so dry;
The giraffe and the elephant went for a walk.
I wish I could eat fresh green leaves again.
When will the rain fall from the sky?"
Later in the day the sky turned grey,
The flying ants flew out to say,
"The rain is coming! We smell it in the air!
And in the distance, thunder we hear!"
The dry season is over; now the green grass will grow!"
"Yes," said the elephant, "Where is the rain?
They stopped in some shade and started to talk;
 Day 4
Scotland
Allotted time for each activity: 30 minutes
The following working scheme is to be covered in the order that best fits your needs;
this is depending on your possibilities, room availability and demand. Therefore, this
is just one of many options.

1) Music

2) Scottish dance

3) Typical Expressions

4) Traditional Cooking

5) Arts & Crafts

6) Traditional Games

7) Literature

8) Top 10
 Scotland
Scottish Music

Objective: To engage learners in the topic of the day, the “Scottish Culture” and for
them to learn the different instruments that the Scottish culture promotes.
A) To begin with, you may want to show the picture of a unicorn (Music A) before
saying anything about today’s topic. And ask if they know what it is, and tell
them that this unicorn is the national animal for Scotland. If they do not
believe you show them this video:
https://www.youtube.com/watch?v=HHQIXCs4d98.
B) Then, tell them that Scotland is internationally known for its traditional music,
when many traditional forms of music in the world lost popularity because of
pop music. Then, continue explaining that the music of Scotland has kept
many of its traditional aspects; for its many instruments, Scotland has itself
influenced many forms of music.
C) After this, play a quick game to introduce the lexis.
a. Have all the learners make a line. Explain that you are going to show
images of different instruments, continue explaining, that some of the
instruments are from Scotland and some others from different parts of
the world.
What they have to do is give one step to the right if the instrument is
from Scotland or one step to the left is the instrument is not from
Scotland.
D) If the learners are too basic, you can show them the picture at the same time
you call out the name. (Music B-F)
E) Once they have done this, use an activity for them to sit and relax.
a. I have attached a worksheet with a word search activity, which you can
find in the PDF’s folder accompanying this file.
b. Have them create a Venn diagram with the information and categorise
it into (1) only in Scotland and (2) it exists in Scotland but also
Mexico/Spain and Only in Mexico, or only in Spain

Instruments from Scotland: Not Scottish instruments you may want

Accordion to say:
Bagpipes Marimba
Fiddle castañuelas
Guitar Chelo
Harp Piano
Tin whistle Flute
Bodhran Maracas
Scotland
Music A
 Scotland
Music B

Accordion

Bagpipes

Fiddle
 Scotland
Music C
Guitar

Harp
 Scotland
Music D
Tin whistle

Bodhran

Not Scottish instruments you may want to use:

Marimba
 Scotland
Music E

Castañuelas

Chelo

Piano
 Scotland
Music F

Flute

Maracas
 Scotland
Scottish dance
Objective: For learners to practice following instructions in order for them to be able
to dance. Through this dance the learners will be able to practice their gross and fine
motor skills.

A) For this activity you will have to watch a video beforehand. This video will walk

you through from some basic steps, to produce a basic choreography.

B) The lesson’s aim is for them to practice their motor skills while getting to know

this new culture. In other words, to what extent you make use of the lesson

and the video will depend on your learners’ age, motor skills development and

gender.

C) You can create the wheel and stop there or you could take the choreography

all the way to the end. This is entirely up to you 

Teachers:

https://www.youtube.com/watch?v=t_pHry4NIpI

Class:

https://www.youtube.com/watch?v=_S17uf0R5eE
 Scotland
Typical Expressions
Objective: To expose the learners to more complex use of the language in order for
them to expand their lexical knowledge.

A) There are different ways in which to start this segment, the objective is to
engage learners and expose them to how Scottish people sound :

a. I found videos that could be of help to introduce the topic, one is on

mispronounced words and the other was on how Scots sound.

i. https://www.youtube.com/watch?v=9q7VjLVU8Ec

ii. https://www.youtube.com/watch?v=e-u9XWmRbyc

B) Watch the first five minutes of the video by clicking on the link below, since
the words were taken from the first 5 minutes of it, The video itself is a bit
boring, but I considered it because it has the correct Scottish pronunciation:

a. https://www.youtube.com/watch?v=DUlq7M2CYow

C) Basic Level: There is a memory game for the learners to learn them by
playing (Typical Expressions A) and perhaps do the follow up activity which is
a matching exercise to work with the lexis in context (Typical Expressions B).

D) Intermediate: After the memory game, the matching exercise, there is another
matching exercise (Typical Expressions C) for learners to work dealing with
difficult vocabulary and critical thinking.
 Scotland
Typical Expressions A

YES AYE PRETTY BONNY

NO NAW TOWN TOON

NOT NO GOODBYE CHEERIO

ISN'T ISNAE SANDWICH PIECE

LITTLE WEE FOOTBALL FITBA

A DRINK JUICE TROUSERS TROOSERS

 Scotland
Typical Expression B

Fill in the gaps with the correct word from the boxes.
Bonny Fitba Isnae
Toon Trooser Wee
Cheerio Aye Juice
Piece Naw
No

1. Why are you wearing those ______? They are too short for you.

2. This is red, _______?

3. My skirt is a ______ short.

4. Jim: See you later!

Peter: ____!

5. My favourite _____ team is the Manchester United.

6. Are you happy? ______

7. I love your hat! It’s so______!.

8. Are you sad? ______

9. I am ___ sad I’ve told you already.

10. Have you got any ____? I’m really thirsty

11. I need to go to the _______ to buy a new suit.

12. I’m hungry, I will go and prepare myself a _____. Do you want one?
 Scotland
Typical Expressions C Answer Key

Whit's fur ye'll no go past ye.

Whatever is meant to happen to you, will happen to you.

You're a wee scunner!

You're a little whiner/nuisance

She's up to high doh

She's all worked up

A pritty face suits the dish-cloot

if you've got a pretty face, it doesn't matter what you're wearing.

Awa' an bile yer heid

Forget it!

Don't be a wee clipe!

Don't be a little tell-tale!

Yer bum's oot the windae!

You're not making any sense.

I'm going to the pictures

The 'Pictures' is the movie theatre.

I'm getting the messages

I'm doing the (grocery) shopping.

It's time to get your jags

It's time for your vaccines

1. Whit's fur ye'll no go past ye.
2. You're a wee scunner!
3. She's up to high doh
4. A pritty face suits the dish-cloot
5. Awa' an bile yer heid
6. Don't be a wee clipe!
7. Yer bum's oot the windae!
8. I'm going to the pictures
9. I'm getting the messages
10. It's time to get your jags.
Scotland
Typical Expressions C
a. The 'Pictures' is the movie
theatre.
b. You're a little whiner/nuisance
c. if you've got a pretty face, it
doesn't matter what you're
wearing.
d. I'm doing the (grocery)
shopping.
e. It's time for your vaccines.
f. Forget it!
g. Whatever is meant to happen to
you, will happen to you.
h. She's all worked up
i. You're not making any sense.
j. Don't be a little tell-tale!
 Scotland
Traditional Cooking
Objective: For learners to practice dealing with difficult vocabulary while exercising
their fine motor skills in order to produce a traditional Scottish dessert.

A) This is a very simple dessert, therefore let the learners do it on their own,
leaving the ingredients on a table for them to take what they need and making
yourself available to solve any queries.

B) Have them re-order the recipe if you wish for them too deal with a more
complex task.

Ingredients:

 40 g of toasted oatmeal
 250 ml double cream
 2 teaspoons vanilla
 1 tablespoon honey

Method

1. Whip cream until stiff.

2. Fold the honey and vanilla into the cream with a metal spoon.
3. Mix the oats with cream.
4. Layer with raspberries in glasses. Tall, thin, sundae glasses are ideal.
 Scotland
Arts & Crafts
Objective: To introduce learners to the Scottish influence on design by reproducing
some of the tartan patterns for kilts from different Scottish clans in order for them to
practice their fine and gross motor skills while dealing with new vocabulary.

A) First, explain what a clan means, and then what a kilt is, what a tartan is and
how these different patterns are relevant to the different clans.

a. What is the Origin of the Word "Clan"?

The word "clan" is derived from the Scots Gaelic word "clan" meaning
the children, offspring or descendants. Not all surnames in Scotland or
even in the Highlands became "clans" (indeed surnames only started
to come into use in the 12th century). There is no hard and fast rule but
a "clan" is usually of a sufficient size to have established a territory and
is likely to have a clan chief. Taken from:
http://www.rampantscotland.com/features/faq.htm

b. The kilt is a knee-length non-bifurcated skirt-type garment with pleats

at the rear, originating in the traditional dress of men and boys in the
Scottish Highlands of the 16th century. Each clan has a specific colour
of tartan, so they could be recognised and identified in battle

B) After this is explained, move onto the next activity in which you will have them
recreate some of the patterns, you may want them to use crayons, or perhaps
markers, but you can also use different materials such as strings, seeds,
glitter, etc.

C) Here you will find some tartan patterns in order for your learners to choose
from, and then have them create one for their own clan. (Arts & Crafts A- C)
*The image in the worksheet is small, you may need to enlarge it and change
rotation of the layout, and this will depend on how you wish to cover the
activity.
 Scotland
Arts & Crafts A
 Scotland
Arts & Crafts B

Some traditional or more popular tartan patterns are:

 Scotland
Arts & Crafts C
 Scotland
Traditional Games
Objective: For learners to have further practice on their motor skills while dealing
with decoding instructions by playing different traditional games.

There are many interesting games, luckily enough I found a book which is provided

by the Essex government in the UK and it is fantastic!

I have downloaded the pdf file and you will be able to enjoy it to its fullest!

You will find it in the PDF’s folder accompanying this file.

I played some of them with my daughter and we had a great time, hope you enjoy

them too. 
 Scotland
Literature
Objective: To have learners practice their reading skills by presenting the story of
“nessie” in order to introduce learners to Scottish literature.

The legend of the loch ness monster is a read-aloud story that children of all
nationalities enjoy a lot.

A) You may want to show a picture of Nessie (Literature D) so your learners can
have a mental image of how the monster may look like. Or you can use the
story I adapted with images as a leaflet, flashcard or small storybook.
(Literature A-C)

B) Then you may want to ask them if they think or believe it exists. After they tell
you, you may want to sit all the children on the floor and start telling them the
story.

C) Once you have told them the story depending on the level of your learners
you may want to have them draw Nessie, or perhaps work on some critical
thinking exercise such as a true or false one, or maybe discuss what they
think. (Literature E-F)

D) You may even want to show this video to encourage a debate on the topic:
https://www.youtube.com/watch?v=iiTcr7MjqBw
 Scotland
Literature A

THE LOCH NESS MONSTER

A long, long time ago there was a

legend about a monster that lived in a
lake called Ness, by the side of a little
village in Scotland. No one had ever
seen the Loch Ness Monster, but the
whole world talked about her. People
said that the monster in the lake was as
big as a football pitch, that she had four
eyes and ate all the little children who
went near the lake.

Jake, for that was the name of an

adventurous little boy from the area,
decided to investigate and set off to
explore the area around Loch Ness.
Jake knew that if the rumours of the
monster were true, he wouldn’t come
out of his adventure alive. But there was
something inside him that made him
think that what people said was false.
 Scotland
Literature B

Jake believed that if there really was a

monster in Loch Ness, she couldn’t be
as bad as the villagers said, for he
believed that all living beings had their
good and bad points, and that we
should try to get the best out of each
other.
So Jake went off with his backpack full
of food. When he reached the banks of
the lake, he began throwing the food to
attract the Loch Ness Monster.

Suddenly, he heard a thunderous noise out of the water right in front of Jake’s.
coming from the lake – the monster!!
Jake, who was very brave, stopped still
at the edge of the lake and began
shouting at the same time as the
monster bellowed. This made the
monster fall silent, and after a few
seconds her four-eyed head popped

Of course Jake was very scared, but he

stood quietly. Puzzled that Jake wasn’t
moving, the monster asked: “Aren’t you
frightened, little boy?” Jake didn’t say a
word, so the monster kept on talking: “I
like you. You’re the first person not to
run away when they see me.”
Little by little, Jake grew calmer and
more reassured and eventually replied:
“I’m sure you can’t be all bad. You don’t
eat children, do you?”
 Scotland
Literature C

And that was how Jake and the Loch

Ness monster ended up being friends,
and Jake told the story all over the
village and made them see that the
Loch Ness monster wasn’t as bad as
everyone thought. And everyone
realised that we should get to know
someone first before saying negative
things about them.
THE END
 Scotland
Literature D
 Scotland
Literature E
 Scotland
Literature F
 Scotland
Top 10

Objective: To have learners practice their negotiation techniques by ordering the

touristic attractions depending on how popular they think these places are.

A) Make enough sets of pictures so learners are in trios. (Top 10 Touristic

attractions A-E)

B) Explain that you are going to give each group 10 photographs of touristic

places in Scotland, and that what they have to do is order the photographs

according to the most popular place to the least.

C) Let them know how much time they have to agree on their order.

D) Once, time is up, have the team go visit the other teams to compare. Allow

enough time to go back and discuss whether they want to make any changes

or they want to leave their rank as it is.

E) After this is done, provide learners with the correct popularity rank and see

who got it all correct or was the closest.

I will provide the place and the picture in order of popularity, from the most famous to
the least. Please, feel free to cut them and mix them.
 Scotland
Top 10 Touristic attractions A

National Museum of Scotland

Edinburgh Castle
 Scotland
Top 10 Touristic attractions B
Kelvingrove Art Gallery & Museum

St Giles’ Cathedral
 Scotland
Top 10 Touristic attractions C

Scottish National Gallery

Edinburgh Zoo
 Scotland
Top 10 Touristic attractions D

Riverside Museum

Royal Botanic Garden Edinburgh

 Scotland
Top 10 Touristic attractions E

National War Museum

Gallery of Modern Art

 Day 5
New Zealand
Allotted time for each activity: 30 minutes
The following working scheme is to be covered in the order that best fits your needs;
this is depending on your possibilities, room availability and demand. Therefore, this
is just one of many options.

1) Top 10 things to do.

2) Polynesian dance

3) Traditional Games

4) Traditional Cooking

5) Arts & Crafts

6) Presentation
 New Zealand
Top 10 things to do
Objective: To have learners practice the scanning sub-skill by locating specific
information about the things people can do when visiting New Zealand in order for
them to complete a chart with the missing information.

A) To open the session, there is a video about New Zealand and its touristic

attractions.

a. https://www.youtube.com/watch?v=I8nrhEPuXtc

b. Hobbiton  https://www.youtube.com/watch?v=RRA_eVAyH5c

B) Then you may want to explain that they will find different places from New

Zealand pasted around the building (or the room) which contain information

about such places (Top 10 things to do A-C). Explain that they will have to go

out and read the information in order for them to complete the missing

information from the chart which you will provide them with. (Top 10 things to

do D)

C) Learners can do this in different ways:

a. In pairs/trios

b. Against the clock

c. Leaving the chart inside the classroom

 New Zealand
Top 10 things to do A.
 New Zealand
Top 10 things to do B.
 New Zealand
Top 10 things to do C.
 New Zealand
Top 10 things to do D

Endorsed Enviro
Qualmark
Place Cost E-mail Website Phone Visitor Award Outdoor Indoor
rating
Activity Gold

Tekapo Springs
$22.00
Tube Park

Maori Tours
5
Kaikoura

Museum of New
Zealand Te Papa $14.00
Tongarewa
Sea Kayaking
with Ruggedy
Range
Pukaha Mount
$20.00
Bruce

Swimming with
4.5
Dolphins

Orana Wildlife
Park

Butterfly Creek

Wellington Zoo $21.00 4.5

Agrodome
 New Zealand
Polynesian dance
Objective: To have learners practice following instructions in English while exercising
their motor skills

A) Here is a video with an explanation on the meaning of the dance and

movements:
a. https://www.youtube.com/watch?v=3BoNmpvkavo

B) The following videos are more to do with dance steps so you can choose
which to practice so learners identify with the cultural heritage of the
Polynesians.

a. https://www.youtube.com/watch?v=w871vBqLj6E
b. 6 – 7 years old
i. https://www.youtube.com/watch?v=DUa08DyCH4o
ii. https://www.youtube.com/watch?v=tlXeHqBbBhY
c. 7-11 years old
i. https://www.youtube.com/watch?v=R7h1D2YG0cQ
 New Zealand
Traditional Games
Objective: To have learners play traditional games in order for them to practice
following instructions while exercising their fine and gross motor skills.
Here are some of the games played in New Zealand:
Pippin Games (A1, A1+)
Donkey Racing
This is a simple relay race. Divide the pippins into even teams of about 4-6 lined up in
more or less straight lines. At the far end of the playing area place a high backed chair
for each team. These should be opposite where they are lined up, with the seat facing
towards the first player in each team. On "go" the first member of each team runs up
to the chair, places her hands on the back of it, and kicks her legs in the air while
saying "eyore" three times. She then runs the rest of the way around the chair and
back to her team, and tags the next person who sets off to do the same thing. We
usually go through each team twice. Children enjoy playing this with only one team as
well, the competitive element isn't essential.
Islands
You Will Need:
About 10 pieces of rope or twine of various lengths.
Music either on a tape or sung by obliging adults.
Start by having ten "islands" made of rope circles spread out on the deep blue sea
(lawn or floor). The pippins dance to the music and each time it stops they have to
climb onto an island to avoid being eaten by sharks or highjacked by submarines or...
One rope island is moved each time and the fun of the game is at the end when 15 or
more pippins are trying to fit onto one small island!
Chasing and tagging games
Tag or tig was the most common chasing game. The player who is ‘it’ chases the rest
and whoever is caught then takes over as the pursuer. Hide and seek involves the ‘it’
player trying to find the others who have hidden. Children were always developing
variations of tagging games, such as ‘What’s the time Mr Wolf?’, stuck in the mud, and
stiff candles. Games might involve sneaking up on the ‘it’ player, tagged players having
to freeze, or tagged players being freed by another player’s actions. A wide range of
tagging games continued being played in 21st-century playgrounds.
Bullrush
The game known as bullrush has been called by many other names including bar the
door, prisoner’s base, octopus and king o’ seenie.
The game requires a space on the playground defined by two lines. One player guards
the space and calls on other players by name to run for the second line. If the ‘tagger’
catches the running player, they join in trying to catch the other players. If a runner
gets through to the second line, all the remaining runners go for the line, creating
general havoc
Brownie Games (A2, A2+)
Brownies stand in a circle and throw a soft ball across the circle to each other. Either
have everyone call out the name of the one who receives it, or spell out words with
each throw - BROWNIES, PROMISE, etc - with one letter spelled each time it is
thrown, starting again at the beginning if the ball is dropped.

Monster Memory (six activity)

Make a set of cards, each containing a description of one part of a monster, eg it has
eight legs, it has a spiky tail... Spread the cards around the room. Tell a story about a
monster who wants to come in but gets frightened off if it sees a picture of itself. Each
six must appoint one girl as an artist. The rest take turns to go and look at a card and
report verbally what it said. The artist must draw from the description. When all sides
have finished their drawing, arrange them and discuss the differences even though all
started with the same information.
 New Zealand
Traditional Cooking
Objective: For learners to work on writing instructions and cooking verbs by
producing their own recipe using ingredients found in New Zealand.

New Zealand cuisine is largely driven by local ingredients and seasonal variations.
Occupying an island nation with a primarily agricultural economy, New Zealand
yields produce from land and sea. Similar to the cuisine of Australia, the cuisine of
New Zealand is a diverse British-based cuisine, with Mediterranean and Pacific Rim
influences as the country becomes more cosmopolitan.
In New Zealand households, dinner (also known as "tea") is the main meal of the
day, when families gather and share their evening together. Restaurants and
takeaways provide an increasing proportion of the diet.

A) First, have all the material at hand and then explain to the learners that they
are going to create a recipe with ingredients from New Zealand.
a. Explain they can do this however they feel comfortable; individually, in
pairs, trios…
B) Once they have decided on this, show them the possible ingredients.
C) By putting the ingredients on a table in front of them, elicit what these are
(make sure you bring them peeled and cut if necessary).
D) Then take the pre-cut images (Traditional Cooking A) and teach the different
cooking verbs that they might need for them to write the recipe, or paste them
around the classroom.
a. If you see that learners need a model of a recipe, you can take one of
the recipes for the previous lessons.
E) Finally, have them present their recipe to the class and enjoy!
Possible Ingredients
1 brown rice
2 kiwi fruits
1 apple
celery, thinly sliced
1 red pepper
walnut pieces
green onion
parsley
sherry wine vinegar
olive oil
 New Zealand
Traditional Cooking A

Peel kiwi fruit.

Cut (apple, kiwi) into thick slices.

Dice the apple.

 New Zealand
Traditional Cooking B

Mix together

Drizzle over salad.

 New Zealand
Arts & Crafts
Objective: To have learners work on following instructions and exercise their fine
motor skills by producing a bookmark following the Maori Art design.

To create a Maori Art bookmark you will need:

Craft stick.
White paint.
Red and black marker pens.

A) Once you have all the materials handy, explain to the learners that they are
going to make a bookmark. If it is possible, bring a bookmark just in case they
don’t know what a bookmark is.
B) Then, have the learners paint the craft stick white and leave it to dry.
C) While they are waiting for the craft stick to dry, have the learners select the
Maori art and design they would like to use or just let them get some ideas to
produce their own design based on their interpretation of this type of art (Arts
& Crafts A-B).
D) After they know what they want to do, give the learners the red and black
markers to decorate the bookmark.
E) Wait for them to dry and then have the learners show their creation to the rest
of the class.
 New Zealand
Arts & Crafts A
 New Zealand
Arts & Crafts B