1. Activities to Engage children
Listening & Speaking
Activities to Engage children

2. The Learning Activity that can weather all storms.
1. Typhoon!
The Learning Activity that can weather all storms.

3. All the excitement of a Game Show
right here in the classroom!

4. So -why is it called “Typhoon”?
Think of a very strong wind
that blows everything away.

5. Putting it (very) simply:
Answer a question ... if answered correctly -
Choose a box
The fun part is not knowing what is inside
Well, it’s a “square”, rather than a “box” ...

6. What is so great about the game?
Teamwork – at least 3 teams.
Added interest for ‘boring’ revision tasks
Positive reward for effort and correct answer
Element of chance, anything is possible
Endless possibilities for adaptation
Can be long or short period
Students can quickly learn to ‘run’ the game

7. Preparation 1. – on the board:
Teams:
Team 1
Team 2
Team 3
Team 4 6 5 4 3 2 1 A B C D E F

8. Preparation 2. – on paper:6 20 D
100
200 T 5
500 S 50 4 2
Swap 1 3 10
1000 A B C E F
T = Typhoon
S = Steal
Swap = swap scores
D = Double

9. 2. Tic Tac Toe

10. Tic Tac Toe
Two Teams
Answer a question
Place a mark

11. 3. What are you doing?
Circle Game

12. 2. The person next to them asks them “What are you doing?”
1. The first person (or the teacher) starts performing and action or mime – e.g. they act out brushing their teeth (but they don’t say anything).
2. The person next to them asks them
“What are you doing?”
3. They reply by describing a different action – e.g.
“I’m riding my bike”.
4. The person who asked must then begin miming that action (riding a bike).
5. The next person asks them
6. They reply by describing a different action – e.g.
“I’m eating my breakfast”.
Continue on around the circle.

13. 4. Pass the Beat

14. Pass the Beat (1) Sit in a circle.
(Maybe try passing an object around the circle, to make sure the concept is understood.)
Demonstrate hand-clapping to a regular beat, and hand-clapping irregularly. Explain that as a group you are going to create a regular beat.
Say that you are going to "Pass the Beat" around the circle, with each child providing one beat / clap.
Teacher does the first clap, and the next child claps once, and then so on around the circle.
Try to keep the claps regularly spaced.
Try again, going the other way.

15. Pass the Beat (2) Try other styles:
Get faster / slower as you go around.
Each child claps twice, but keep the beat even. (3 times, 4 times)
One child claps once, and the next child claps twice quickly creating a rhythm.
Every second (or 3rd or 4th ...) child claps (once, or twice or more ...)
Close their eyes and see if they can take their turn at clapping at the right time.
Claps get louder / softer as they go around the circle.

16. Pass the Beat (3) Add other body percussion - clicks / knee-slaps.
Try a "Mexican Wave" or other movement - each child in turn makes the movement.
Get them to clap hands with the child on one side, then the child on the other, thus passing the clap around.
Use words - pass a word around, or a word sequence (count, go through alphabet, days of the week, or just alternate with two words ...) There are endless possibilities ...

17. We all love ‘little’ things – they are cute, and portable, and don’t cost much. Students and teachers alike enjoy making and having these little books. They are easy to make, fun to write in, and great to share.
4. Making Little Books

18. THE little book Made from a single sheet of paper
No need for staples, glue, sticky tape
Can be quickly and easily created by anyone
Can be adapted into pop-up book
Can be created on the computer in Word
Can be photocopied (one side of paper)
Sometimes called “hotdog book”, “origami book” “Poof! book” ...
The advantages of this style of little book are many:
It is made from a single piece of paper – it can even be (one-sided) re-cycled paper.
You don’t need any extra equipment or materials.
Anyone can make one – even young children, and the elderly!
The basic little book is only the starting point. For the extra creative it can go on to become something very exciting.
The contents of the book can be created on the computer in Word, giving a very neat finish and meaning it’s easy to produce several copies on the printer.
Because it is only on one side of the paper, the book can also be opened out and scanned or photocopied making it easy to produce several copies of a student’s work for others to enjoy.
We didn’t invent the little book. You can find it in many places on the Internet under various names. It is sometimes called the ‘hotdog book’ because at one stage in its making it looks like a hotdog roll. Others call it the ‘origami book’ because it is folded. Others call it the “Poof!” book because it suddenly appears as a book almost magically.

19. The little book has front and back cover, and six pages
The little book has front and back cover, and six pages. It can be made with A3 paper, or A4 paper.
This is what a newly folded little book looks like. There is a front and back cover, and three double pages inside. It can be made from any size of paper. Paper that is not in the same format as A3 or A4 will simply give a different format book. For a pop-up book the paper needs to be of reasonable quality.

20. You need: pens/pencils scissors A4 or A3 paper
All you need is a desk/table or flat surface to work on, a piece of paper, a pair of scissors (briefly!), and writing or drawing materials.

21. Step 1: Fold the paper in half
Firstly, fold the paper neatly in half, and crease the fold.
Fold the paper in half

22. Fold the paper in half again
Step 2:
Secondly, fold the paper again, being careful to make sure the edges line up neatly, and crease the fold well.
Fold the paper in half again

23. Fold the paper in half a third time
Step 3:
Thirdly, fold the paper one more time. At this stage younger students may need assistance to make sure they can complete a neat fold.
Fold the paper in half a third time

24. Unfold as far as the first fold
Step 4:
Unfold as far as the first fold
Now, unfold back to the first fold.
Take the scissors and cut from the folded edge to the fold mark half way through. Again, young children will need extra supervision at this point.
As this is the only cut (unless you are making pop-up books), in a classroom situation a few pairs of scissors can be passed around and then removed.
Cut down to the fold mark
from the fold edge

25. Unfold, and re-fold the other way
Step 5:
Fold
Cut section
Open the paper, and re-fold it the other way – keeping the same side of the paper on the outside. (Remember this can be done on re-cycled paper and the used side needs to stay inside.) If students open the paper and fold it outwards the other way then the next step will not work.
The paper is now folded longways, with the small cut section at the top as shown.
Unfold, and re-fold the other way

26. Hold the two ends ... ... and push them together.
This is when the ‘magic’ happens. Hold the two ends and push them together as shown. The cut section will open a hole in the middle.
... and push them together.

27. Push until the paper folds right up into a little book
Push until the paper folds right up into a little book. Bring the outside pages around to form the covers, and press the folds neatly into place.
And there it is!

28. Now ... write, draw Now it’s time to be creative and fill the book.
Make sure young students especially are holding the book the right way up and start working from the front – sometimes they accidently start on the back cover.
The book can be used in ‘landscape’ format.
It can be used to write a story, explain a method, include an album of pictures, catalogue some items, explain an idea … the possibilities are only limited by the need to be brief! Students need to spend a moment to plan what they will put on each page.

29. Preparing for Pop-Up Books
Start simple:
Making a Pop-Up
Card
Little Books become especially interesting and exciting when they are pop-up books. However explaining the process simply can be daunting. This session provides a halfway stage to help students to understand the pop-up process.

30. Fold the paper only 2 times:
Fold the paper a second time to create a greeting card, and crease the fold carefully.

31. Open the paper, and re-fold the other way.
Inside of Card
The valley fold in the inside of the card is where the pop-ups will be created. The paper needs to be unfolded, and then the inside fold should be re-folded the other way in preparation for cutting.

32. For a beak or mouth: cut fold The simplest pop-up is a mouth or beak.
Demonstrate this to participants, but they should not make the cut until they have chosen which the pop-up they wish to create.
Make a single perpendicular cut into the fold that is the inside middle of the card. Fold both sides of the fold back and forth to both sides of the cut to create strong creases.

33. Re-fold card. Put finger inside card to push out pop-up section.
Fold the paper back the other way so that the cut is inside the card. You may need to put your finger inside the card to push out the pop-up section.

34. Decorate! Drawing, colour, and text complete the effect.
The mouth can be a human mouth, bird’s beak, or animal mouth – it depends only on the creator’s creativity.

35. Other Shapes: Box Shape Demonstrate another possible pop-up shape.
Two perpendicular cuts can be used to create a box shape. The cuts should never go more than halfway across the card as this would cause the pup-up to protrude past the edge of the card when it is closed.

36. Make into a box, house, furniture ...
This pop-up can be decorated as a box or a gift.
If the card is turned to ‘landscape’ format this can be something like a step, or a building.

37. A Face:
mouth
nose
Two perpendicular cuts can be used for a pop-up nose and mouth in a face. The mouth cut is folded back on both sides to create the lips, and the nose cut is folded back to one side as a single triangle. Varying the length of the cuts ad the angles of the folds will change the character of the face.

38. Decorate the face, create a character
Decorating the card completes the effect.

39. Pop-Up Books
Making a pop-up little book adds wonder and surprise and delights young readers, as well as bringing the pleasure of creativity to its maker.
There does not need to be a pop-up on every single page, and even young children can be taught to insert at least one pop-up into their little books.

40. Fold it like for the basic book:
Thirdly, fold the paper one more time. At this stage younger students may need assistance to make sure they can complete a neat fold.
Fold the paper in half three times

41. mark each page number with pencil.
After it’s folded
Push until the paper folds right up into a little book. Bring the outside pages around to form the covers, and press the folds neatly into place.
At this stage each participant should be holding a completed basic little book.
It is a good idea for each participant to mark (in pencil) each page and the front and back covers of the little book. This will help them to remember which way up each page is and where to put the pop-ups.
mark each page number with pencil.

42. Folding for pop-ups: Unfold paper completely
With the pages and covers marked (as suggested in the previous note), unfold the paper completely.
With the paper in ‘landscape’ position, fold the two outside edges to the middle of the paper.
(The cut section will be (horizontal) in the section of paper underneath, flat on the table.
Unfold paper completely
Fold edges in to the middle

43. Little cuts for pop-ups:
Book Cover
(no cuts)
Box
Cuts and folds can be added to 3 of the 4 the folded edges – not the front/back cover section.
Participants need to plan their story and pages before they make the cuts. (Previous experience in sessions 1 and 2 mill enable them to do this.)
The following slides show some examples of pop-ups.
Nose
Mouth or beak (duck)
Mouth

44. Face – nose and mouth pop-ups
As with the pop-up card, creating a face for a character in the book requires 2 small cuts.

45. A character quickly develops
Drawing and writing will add interest to the pop-up page.
It is worth noting at this point that where the pop-up reveals a space (such as the inside of the mouth), the book-maker can choose to also add colour or drawing inside the space on the page behind – taking care not to affect other pages.

46. Duck Beak or Animal Mouth
A single cut produces the form of a mouth or beak. Altering the position (higher/lower on the fold) and/or length of the cut and/or size and angles of the folded triangles will change the ‘character’ of the mouth.

47. Any animal will do
The drawing, colouring and writing complete the effect. (Again colouring or drawing could be carefully added inside the mouth area.)

48. Box or Furniture or Item
Two cuts are needed to make a ‘box’ shape.
A straight cut at the bottom and an angled cut at the top (with a fold parallel to the fold edge) can produce a traditional house shape with a sloping roof.

49. Something cube-shaped
Here the box shape has been drawn in to become an interesting gift, full of mystery.

50. Design your story and pop-ups to go together.
Turning the book to ‘landscape’ format allows the box pop-ups to become buildings of different sizes.

51. There doesn’t have to be a popup on every page.
Participants may choose to only put a pop-up on one or two of the three internal (double) pages, allowing more room for telling the story.

52. That’s just a start ...