Young Learners, Level 6: Round, Round, Get Around

19th November 2020

Everybody Up 6, Unit 1, Lesson 4

A Beautiful South Korean Girl Wearing A Traditional Red And Black Dress  Hanbok In A Royal
flamenco | music and dance | Flamenco dancers, Flamenco dancing, Flamenco
Ronaldinho endorses far-right Brazilian presidential candidate

Can you guess the three countries ?

Divide the class into three teams, named after Brazil, South Korea and Spain. On the board write three columns or project an image like this:

Numbers One Two Three 1 2 3 Stock Photo, Picture And Royalty Free Image.  Image 8101098.

Ask questions and one player from each team has to run to the board and slap the correct number

Example: The capital of the UK is: 1 Manchester 2 Cardiff 3 London

What language do people speak in Brazil 1) Portuguese 2) Spanish 3) French

The Great Wall is in 1) Japan 2) Germany 3) China

How do you say ‘Hello’ in Spanish ? 1) Xin chao 2) Hola ! 3) Annyeonghaseyo

You can walk under 1) the street 2) the fountain 3) the train tracks

Walk around 1) the fountain 2) the stairs 3) the river

Which country doesn’t have camels (not in zoos) 1) China 2) Egypt 3) Japan

Now, run and write

Where can you:

see fish, sharks and sea creatures ? buy clothes and shoes and books and toys ? ride a rollercoaster ? borrow books ?

Now, sentence building

Show students two flashcards from previous lessons. They have to combine to form a long sentence, using the past tense.


First I walked over the bridge then took the train to the museum

First I walk__ ______ the river then _____ the ferry to the aquarium

First we walk__ _____ the train tracks then _______ the subway to the department store.

He walk__ ______ the fountain then ______ a car to the library

She (run) ________ the stairs then __________ a taxi to the zoo

Now, guess the country: This music is from ?

Start clip around 0:40

If the class is active and outgoing, they may want to try some Flamenco dancing, in which case, Ole !

Young Learners, Level 2: What a wonderful world

31st May for 1st June 2019

Any excuse to play Louis ‘Satchmo’ Armstrong:

Here, I’m using the lyric sheet version. I can stop the video at various points and ask the students if they understand. Any new words will be boarded and, at a given time, the students will be told to write the words down.

This is a musical introduction to today’s lesson, which aims to expand their knowledge and awareness of other countries and cultures. The four countries chosen are represented by these people:

I shall put these together on a Powerpoint or slide and the students have to line up and throw a sticky ball at the person representing a specific country. My class enjoy getting up, mooching around and throwing things, so may as well incorporate their behaviour into an activity. Kill two birds with one sticky ball.

The students will be put into small groups and their task is find information about their given country, which will be posted around the room. To avoid chaos (as far as possible, these are young Vietnamese students and chaos goes, as they say, with the territory), one person per group will be responsible for gathering one piece of information.

But first, a review of how to tell the time (using ‘quarter past’, ‘half-past’, ‘quarter to’.)

When it’s 16.30 or 4.30 pm in HCM, what time is it in Brasil ? (6.30 am)

At 16.15, what are people doing in Toronto, Canada ? (5.15 am)

At 16.45 in HCM, what will people in Egypt be doing ? (11.45 am)

When it’s 17.00 or 5.00 pm in HCM, people in South Korea will be … what (at 19.00 or 7.oo pm)

The task is to get information about their countries, such as capital city, population, type of food, why it is famous and the weather.

They will then, under supervision, be allowed to choose images online to enhance their presentation.

This helps with their writing and speaking skills, as well as helping them work together as a team, each person with a specific role.

Now, for some more fun, what country is this song about ? We could make it into a musical statues games, as well, but the students have to walk in a certain way.

We can also board the adjective form (Canada = Canadian, Korea = Korean etc)

To review rooms of the house, the students can tell me about these pictures: I’m looking for the country, what the subject is doing, what they look like … try to develop their story-telling skills.

Next up, a quick summary: Where would they most like to live and why ?

What is different from Vietnam ?

Can they guess where this food is from ?

Now, to learn a little about history, here’s a kids’ video about Ancient Egypt:

Again, this can be used to introduce new words (‘huge’ occurs twice) ‘Pharaoh’ and the expression ‘for that reason’.

And then … time for book work but before that, a quick game … looking at the world map … what country begins with …. ‘A’ ? Then ‘B’, etc