Fun Game For Classroom Instruction

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Fun Learning Games Instruction
--- Interactive And Creative Ways To Teach English As A Second
Language To Children In India.
Name: Musitapa Kamalijiang
Project: Creative and Interactive teaching methods for teachers in SEDS
Institution: School of Social Work Studies, University of Queensland, Australia
Date: August 2016

Musitapa Kamalijiang Master of Social Work Studies The University of Queensland
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Table of content
Acknowledgement …………………………………………………………………………………………..4
Background…………………………………………………………………………………………………..5
Introduction ………………………………………………………………………………………………….6
Social Justice…………………………………………………………………………………………………..6
Empowerment And Power Imbalance………………………………………………………………………7
Banking Approach…………………………………………………………………………………………….7
Community Education Approach…………………………………………………………………………….8
Social Work Values And Community Education Approach……………………………………………….9
Development And Learning…………………………………………………………………………………..9
Part 1: Engagement Techniques…………………………………………………………………………11
Who Is This?......................................................................................................................................11
True Or False………………………………………………………………………………………………...11
Draw Yourself………………………………………………………………………………………………...12
Would You Rather…………………………………………………………………………………………...13
Paper Planes…………………………………………………………………………………………………14
7 Up……………………………………………………………………………………………………..….…15
News Reporter……………………………………………………………………………….………………15
What Does Your Name Mean?..........................................................................................................16
Part 2: Learning Games…………………………………………………………………………………...17
Sight Words…………………………………………………………………………………………………..17
Preposition Words…………………………………………………………………………………………...18
Listening Exercise……………………………………………………………………………………………18
Heads Up………………………………………………………………………………………………...….. 19
Cats And Rats……………………………………………………………………………………………..... 20
Spelling Game………………………………………………………………………………………………..21
Gender Game………………………………………………………………………………………………..22

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Word Jumble Race…………………………………………………………………………………………..23
The Mime……………………………………………………………………………………………………..24
Hot Seat……………………………………………………………………………..………………………. 24
Hangman……………………………………………………………………………………………………..25
The Questions………………………………………………………………………………………………..26
Categories……………………………………………………………………………………………..……. 27
Tenses………………………………………………………………………………………………………..27
A To Z Race………………………………………………………………………………………………….28
Stand Up If you Have Ever………………………………………………………………………………….28
Comparative and Superlative………………………………………………………………………………29
Part 3: Treasure Hunt……………………………………………………………………………………...30
Part 4: Personal Experiences…………………………………………………………………………….56
The Boy And His Ruler…………………………………………………………………………………...…56
The Treasure Hunt…………………………………………………………………………...……………...58
Reference……………………………………………………………………………………….................61
Appendix
Appendix 1: List of all preposition words………………………………………………………………….61
Appendix 2: Drawing steps of hangman…………………………………………………………………..63
Appendix 3: Example of all tenses ………………………………………………………………………..64
Appendix 4: Comparative and Superlative Words……………………………………………………….65
Appendix 5: Example of a passbook……………………………………………………………………..66
Appendix 6: Planned route for all teams………………………………………………………………….67

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Acknowledgement
This project consumed huge amount of work, research and dedication. Still, implementation would
not have been possible if I did not have a support of many individuals and organizations.
Therefore I would like to extend my sincere gratitude to all of them.
First of all I am thankful to The University of Queensland (UQ) in Australia for their logistical
support and for providing necessary guidance concerning projects implementation.
I am also grateful to The Social Education and Development Society (SEDS) in India for provision
of expertise, and technical support in the implementation. Without their superior knowledge and
experience, the project would like in quality of outcomes, and thus their support has been
essential.
I thank my supervisor Augustine Ullatil from the Community Aid Alliance (CAA) in India, my
colleagues Paul Lum from The Griffith University, Australia, and Karolina Heck from Freie
Universität, Germany, who provided insight and expertise that greatly assisted the placement
project. Especially, I would like to show my gratitude to Rashna Joshua, Chief Administrator of
School, SEDS and Manil Joshua, CEO, SEDS for sharing their pearls of wisdom with me during
the course of this placement project. I am also immensely grateful to all teachers who devoted
their time and knowledge in the implementation of this project.
Nevertheless, I express my gratitude toward my family, friends and colleagues for their kind co-
operation and encouragement, which help me in completion of this project.

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Background
The government schools in India provide free education to children till they finish 10th class.
However, the qualities of teaching and learning environment of government schools are poor. It is
common to see that government schools combine students from different age groups into one
classroom without acknowledging students’ needs in education. It is also common to see one
classroom school especially in rural government schools. In addition, only one teacher is available
for all students and all subjects. It is not often to see art or physical education classes provided to
students who are studying in government schools. In addition, the physical infrastructures of
government schools are extremely poor. The students are expected to sit on the floor in a room
with poor lighting. One the other hand, the SEDS School provides private education to children in
Mecala Palli and surrounding villages a better learning environment. Moreover, students’ learning
experiences are closely monitored. The students at SEDS School are allocated to different classes
in order to provide education that is suitable and appropriate to their learning and development
needs. However, one thing government schools and SEDS School have in common is their
traditional teaching methods. Based on personal observation and discussion with local teachers in
the beginning of the project, teachers are more likely to focus on the how students’ performance in
the examination instead of understanding and application of knowledge in general. It is safe to say
that primary focus of education is for students to pass examinations by remembering what is on a
textbook. Regardless of what the students actually understood and their abilities to articulate what
they learnt to practices.

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Introduction
This project report is the documentation of activities conducted in the workshops with
schoolteachers from August till September 2016. The aim of the project was to increase
awareness of creative teaching methods and facilitate teachers to implement activities in their
classroom to accommodation students with different learning styles. Development of the project is
based on core social work values and principles such as autonomy, empowerment. The primary
goal of this project was to introduce innovated and creative teaching methods to children who are
studying English as a second language in remote India. The secondary goal was to improve
schoolteachers’ English language literacy in order to increase the quality of education provided at
the school. The reporter’s role in this project was to facilitate and monitor the workshops
throughout the project. External staff and colleagues and the school carried out the evaluation of
the project. More importantly, the teachers were asked to provide feedback throughout the project
and to evaluate the usefulness of the project. The teachers are empowered to determent the
content of workshops. The primary goal of the project is evaluated by how teachers apply creative
and innovated teaching methods in their own classroom. The outcome of secondary goal of the
project is measured through peer interaction during class activities. The teachers were asked to
demonstrate what they have learnt by the end of the project in order to measure the outcome.
Social Justices
Australian Association of Social Workers (AASW) stated in Code of Ethics (2010) that:
“The social work profession promotes justice and social fairness, by acting to reduce barriers and
expand choice and potential for all persons, with special regard for those who are disadvantaged,
vulnerable, oppressed or have exceptional needs”.
From a social work perspective, social injustice especially in education system is very common in
remote India. People live in rural area might not have the same opportunity and exposure to
education institutions as good as the ones in major cities. As a social worker, it is important to
acknowledge and recognize the injustice in rural education. The non-modifiable factors such as
residential status should not effect on the education. The people live in rural area should have the
same opportunities and rights as the urban population in multi-directional, innovative and creative
education. This project is primarily targeted to the teachers who are the frontline educators, in
order to provide same opportunity for students in rural areas. The children from rural areas do not
have the same opportunities to learn English as the children in major cities. Nevertheless, the

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teachers who work in rural schools may have experienced same injustice as the students from the
education system due to their residential status. In order to eliminate the social injustice opposed
on rural population, especially children. This project is designed to reduce the barrier between
quality of education in rural areas and major cities. In addition, expand the options in teaching
methods in rural area towards a multi-directional, creative and innovative method by work together
with the teachers. In the mean time, the potential of students and teachers will be discovered in
the process.
Empowerment and Power Imbalance
Based on observation, there is a power imbalance in the classroom between teachers and
students. The teachers are more dominating in the classroom and the students are passively
receiving. The classes are lack of interactive between the teachers and students. The teachers are
less likely to empower and motivate the students to learn. This aim of the project was to increase
the interactive between the teachers and students in the class by implementing learning games
and activities. Therefore, the power imbalance in the class will be shifted to a different dynamic
where the students will be able to take initiative in their own learning. Moreover, most teachers are
lack of exposure to English speaking environment, which impacted on their ability to communicate
with the students at the school in English. The workshops provide opportunity for the teachers to
be exposed to an environment where they can only communicate with each other with English.
The workshop was designed to increase teachers’ confidence in speaking English. The role of
group facilitator is to empower the teachers to use English in their daily life by creating a safe,
respectful and non-judgmental English-speaking environment
Banking Approach
Banking approach often transfer educators’ knowledge to service users without acknowledging
desire of a community. In another word, educators act as the experts in the area who drive the aim
and central of a community. Information was delivered passively to services users who were
ignored in development process. This approach could potentially lead to mismatch of expectation
where both services users’ and educators’ desire won’t be addressed (Healy, 2011). This
approach is often delivered in ‘top-down’ approach (Healy, 2011), which means the experts in the
filed will decide to conduct needs assessment based on their professional knowledge and
judgment without consultation with services users. This is the traditional way of teaching method
commonly used in India. From a social work perspective, banking approach might be useful in a
larger scale in policy level but in community settings where teachers and students are involved.
The banking approach will not be able to satisfy the learning need of students. Different types of

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learning style will not be acknowledged and accommodated. The participate of the workshops will
not be acknowledge in terms of the what do they want to learn from those workshops.
Community Education Approach
On the other hand, community education approach recognizes and builds knowledge of a
community. Unlike banking approach, community education approach advocates the idea of
equal and respectful learning process between community members and educators (Healy, 2011).
Compare to banking approach, community education approach can be described as a ‘bottom-up’
approach where community members are considered as major stakeholders (Healy, 2011).
Community education approach is established based on four principles (Healy, 2011), which are
1) Respect community members’ lived experiences
2) Education through dialogue;
3) Holistic educational style; and
4) Transformative education.
Community education approach values each individual’s lived experiences. Educators are
required to assist community members to develop an evidence-based practices method.
Community members and educators are partners in the learning process. Community education
approach replaced the learning process from traditional way of ‘teaching’ to ‘co-learning’ with
community members (Healy, 2011). Moreover, this approach recognizes the complex needs and
barriers of individuals in learning process (Healy, 2011). Also, community education approach
empower community member to develop critical way of thinking, in order to promote positive
changes (Healy, 2011). Overall, the practice principles creates connection between community
members and their capacities in order to establish changes that are sustainable and appropriate in
the community.
Based on the principles of community education approach, the workshops are designed to
acknowledge and recognize the teachers’ lived experiences in teaching. The group facilitator’s role
is to stimulate a discussion in regards to creative and innovated teaching methods in the group.
The teachers are expected to brainstorm their ideas in terms of the possibility of using the
methods they established in their classroom. In addition, the group facilitator had been
implementing and facilitating the methods in the workshop, thus the teachers will experiences the
learning process like their students. This is a way for teachers to change their aspects and
perspectives in order to understand the students’ need and process in learning instead of
memorizing. The workshop was not only designed to develop teachers’ understanding of teaching

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methods but also a way to increase their exposure to English speaking environment. The
workshops acknowledge different learning styles each individual has and using holistic approach
to develop the workshops. The purpose of documenting all workshops is also a way for a
sustainable development. The workshops were not designed be a service for the teacher instead
the workshops expect teachers’ input to the project. Moreover, the report can act like a manual for
other members in the community who are facing similar issues. The project also acknowledge the
turnover of the teachers at the school, so the project can be a guideline for other teachers who
wanted to implement similar activities in their own class.
Social Work Values and Community Education Approach
Australian Association of Social Workers (2010) identified social worker should promotes
community participation in the development and implementation of services as one of social
workers core value. Community education approach reflected of the value by empowering
community members to engage in their community. This project is based on social work values
and applied community education approach as the framework to introduce a creative way of
teaching. The teachers are encouraged and empowered to share their lived experiences in
learning with others members in the group. The content of the workshops are designed to meet
the desire and demand of the teachers. In addition, the group facilitator introduces different and
creative teaching methodologies and facilitates the discussion among the teachers.
Development and learning
Cognitive development is a progressive process of human reorganizing mental processes based
on their ongoing personal and environmental experiences (Burton, Westen, & Kowalski, 2009).
Piaget’s cognitive development theory reported that children develop knowledge through a
process of equilibration, which means balancing between fitting reality into their existing
knowledge, as known as assimilation, and modifying schemas to fit reality, as known as
accommodation (Burton, Westen, & Kowalski, 2009). According to Piaget, there are four stages
across a person’s lifespan, including sensorimotor, preoperational, concrete operational and
formal operational (Burton, Westen, & Kowalski, 2009). The school at SEDS is targeting children
from lower kindergarten till year 8. The children around this age can be categorised into
preoperational and concrete operational stage. In preoperational stage, children use ther mental
ability to represent events and objects in a various way liking using symbols, gestures and event
communication, thus their logical reasoning are not yet organized or developed (Peterson, 2014).
For children in concrete operational stage, children become more stable, think operationally and
use logical reasoning (Peterson, 2014). For younger children in lower classes, teachers are
expected to exposure students in to their familiarised environment and recognise objects through

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symbols and event communication. By taking children to outside of classroom, children will be
able to learn actively. For the children in higher classes, they have developed or started to develop
logical and operational thinking mentality. The teachers are expected to increase students’
engagement and participation in the class in order to maximise their learning outcome.
Bandura’s social-cognitive learning theory strongly emphasized on observation learning that
through the process of imitation, modeling and reinforcement (Peterson, 2014). The modeling
process can be initiated by media, siblings, and parents (Peterson, 2014; Burton, Westen, &
Kowalski, 2009). In another word, observational learning method can be summarised into
watching, copying and learning from others (Peterson, 2014).
Vygotsky’s theory of cognitive development centred on the ideas that social interaction and
imaginative play a large contribution to the process of development in children (Peterson, 2014).
He believed that the social interactions that children engaged in helped them to both discover and
create meaning from the things that they discover (Peterson, 2014). Specifically, he believed that
some of the most important learning a child could experience was in the social interactions they
had with a skilled tutor that is often an adult, such as a parent or teacher. This approach can be
applied to students from all age group. The teacher should be able to provide opportunities for
students to interaction with other peers in classroom setting. This will ensure that students’
exposure in learning environments where they interact discovers and make meaning from things.
This project is based theories discussed previously in this section. The aim of the project was to
apply those theories in practices and demonstrate the ways the theories can be applied in
learning. The interactive and engagement activities are methods teacher could use to exposure
students to peer learning environment and increase students’ participation in classrooms. The
activities developed and used in the project are based on developmental status of an average
higher-class student, who has formed or started to form a logical and operational thinking. The
activities are aim to stimulate their learning from a creative approach.

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Part 1: EngagementTechniques
This section will demonstrate all icebreaker activities and engagement techniques used in the
workshops. All activities conducted in the workshops will be elaborated based on three aspects:
preparation, rules and purpose. This is done to expect teachers will be able to conduce the same
activities independently after attending the workshops or after reading the report.
WHO IS THIS?
Rules:
1. Pick someone in the room to start this game.
2. The selected person will think of someone in the room and then describe him/her without
saying his/her name.
3. The selected person can describe anything about this person. E.g. Height, weight, colors of
his/her clothes, things he/she likes to do.
4. Rest of the class will guess who this person is.
5. Once the class knows who this person is, next around will continue.
Purpose:
1. This game will practices students’ ability to create sentences by using their own vocabulary.
This is the good way apply and use English in daily practice
2. This game will also help students to establish healthy friendship between each other.
Especially if there was a new student in class.
TRUE OR FALSE
Rules:
1. The teacher should ask all students to write down three sentences about themselves in a piece
of paper. Two of them have to be true and one of them has to be false.
2. Ask one student to read his/her sentence to the rest of the class. The class has to guess which
sentence is false among the three of them.
3. The game has to go around the class till everyone has read their sentences.
Purpose:
1. This is a great way to be creative in terms of writing sentences. This game is meant to be fun
so students can write anything down. For example: My parents were royal members in the U.K.
2. This is an awesome way to get to know someone.
3. By reading the sentence, students’ exposure to English will increase.

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DRAW YOURSELF
Preparation:
1. The teacher has to prepare 3 questions for discussion/conversation. The questions can be
anything. Please remember that this game is meant to be fun so do not prepare serious
questions. Some examples are
 What do you want to be when you grow up?
 What would you do if you had 1 million Rupees?
 What sorts of animals do you like and why?
2. The teacher has to prepare 1 piece of paper and some color pens for students to draw
Rules:
1. The students have to draw a picture of himself/herself on the piece of paper provided.
2. Once students have completed the drawings. The teacher will collect the drawings and
distributed to other students. It is important that students should not be allocated his/her own
drawing to himself/herself.
3. The students are required to find the student in the picture he/she was allocated to.
4. Once the student located the other student in the picture. They are required to have a
discussion about the three questions the teacher prepared.
5. By the end of the game, all students should have interviewed by other student who has his/her
drawing and interview the student who is in his/her drawing.
Purpose:
1. The students are more likely to learn in a creative and interactive fun. Therefore, by drawing a
picture of him/herself. This is a good way to involve art in class.
2. The identify/ how the student see him/herself can be found from his/her picture. This is a great
way to establish confidence in students about themselves.
3. The discussion questions are the ways to use English to introduce themselves to other
students in the classroom.
4. By interacting with other students, the ability and confidence in speaking and listening in
English are also expected to improve.

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WOULD YOU RATHER
Preparation:
1. The teacher is expected to prepare few questions for the game. There are some examples
of questions:
 Would you rather never be able to speak again or always have to say everything that is
on your mind?
 Would you rather to be happy or rich?
 Would you rather change the past of be able to see the future?
 Would you rather get up early or stay up late?
 Would you rather be invisible or have the ability to fly?
 Would you rather be the smartest person in the school or the most popular person in the
school? Would you rather have breath or smelly feet?
 Would you rather be the funniest person in the room or the most intelligent?
 Would you rather reverse one decision you make everyday or be able to stop time for 10
seconds everyday?
 Would you rather continue with your life or restart it?
 Would you rather be a cat or a dog?
 Would you rather have no taste buds or be colorblind?
 Would you rather be in jail or 10 years or be in the coma for 20 years?
 Would you rather look like a fish or smell like a fish?
 Would you rather be a tree or have to live in a tree for the rest of your life?
 Would you rather live in space or under the sea?
Rules:
1. The teacher will read one question and the class has to decide what would they want to do
(individually)
2. The class is expected to split up to 2 groups based on the choices provided by the
questions
3. The teacher can start a discussion with students based on their choices
4. The game continues until the questions are finished
Purpose:
1. The game is designed for students to understand how to use ‘would you rather’ sentences

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2. This is a great way for students express their opinion in something. The game can provide
opportunity for students to practices their speaking skill. This is very important for teacher to
facility a discussion after each question. The point of the game is for all students to
participate in the game and express their personal opinion in English. The speaking skill will
be improved.
3. This game was meant to be fun to play; therefore, questions can be adjusted. The students
are expected to practices their English and build up confidence in speaking English.
4. In addition, for students who are very quiet in the class, this game could motivate them to
participate in a casual way. Please keep in mind that individual choices should be not
judged.
PAPER PLANES
Preparation:
1. Prepare old newspapers or any other papers that you don’t use anymore.
2. Cut the newspapers into small pieces (not too small, half of A4 paper will do)
3. Prepare an empty bin or an empty box and place it in the front of the classroom.
Rules:
1. Before the class, give the students 2 or more pieces of the papers that the teacher has
prepared.
2. The teacher should ask the students to fold the paper they were given into airplanes. If the
students don’t know how the teacher is expected to teach the students how.
3. Once they have completed to fold airplanes. The students can keep the airplanes with
them.
4. Once the class starts, every time student participates in the class, he/she can throw an
airplane into the empty bin/box placed in the front of the classroom.
5. The aim of the game is for all students to throw their airplanes to the bin/box before the end
of the class.
Purpose:
1. This is a great way for the students to be exposure the craft class by learning how to make
an airplane.
2. All students in the classroom can participate in the game so no one can stay quite in the
class. This is a great way to engage the quite students in the classroom.
3. In addition, by the end of the class, the students will be able to see their input in the class
visually. This is a great way to demonstrate to students that everyone in the class has their

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own valuable opinions. All students should be acknowledged in the classroom and they
should feel proud that they were able to fill the empty bin/box together as a team.
4. This is a great way to show the students that everyone is investing in the class. All students
are valued.
7 UP
Rules:
1. Arrange all students to sit in a circle.
2. Pick one student to start the game by counting numbers from 1 (clock wise).
3. When its come to numbers 7, numbers can be multiplied by 7 and numbers contains 7. For
example: 7, 14, 17, 21, 27, 28, 35, 37, 42, 47, 49, 56, 57 etc. The student who supposes to
count that number will clap and say ‘UP’.
4. Once ‘up’ is being said, the direct of counting will change and others will continue counting
numbers from where it was left off.
5. The game will continue until someone makes a mistake then that person will be out of the
game. The teacher can chose to continue with the numbers where it was left off OR reset
the numbers.
Purpose:
1. This game is designed to practice students’ mathematics skills.
2. In addition, the teacher can change the complexity of the game by replacing up with
different category of items. For instance: a vegetable, a fruit, a stationary item etc.
3. The teacher can have a reward system to motivate students who participate in the game.
The students are more likely to engage when it’s a competition.
NEWS REPORTER
Rules:
1. Ask a student from the class to report news that happen this week/today. If the student did
not read the newspaper, the student is allowed to share an ORIGINAL story (Please keep
in mind that the students should not repeat a story from textbooks).
2. The student has 5 minutes.
3. Normally, the teacher should ask one student to do this in the beginning of each class.

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Purpose:
1. The game is designed to improve students’ confidence speaking as well as ability to explain
himself/herself in English.
2. This is also a great technique to increase students’ participation in the class, especially
students who don’t speak frequently. This game will ensure that all students have at least
once chance in practicing English.
3. In addition, reporting news it’s a good way to interpret what they read from book to
sentences they can apply in daily speaking.
WHAT DOES YOUR NAME MEAN?
Rules:
1. Using a dictionary, Google or any other resource, students find and write down an
appropriate adjective that begins with each letter of their first name.
E.g. Flirtatious, Relaxed, Extrovert, Desirable
Rules:
1. This is a great way for people to remember each other’s name.
2. By using dictionary, will help students to be familiar with the dictionary. In addition, this will
help students to expand their vocabulary.

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Part 2: Learning games
This section will elaborate activities conducted in the workshop that are focus on the secondary
goal of the project. All activities are taught in multidirectional, innovated and creative ways in the
workshops conducted with the teachers. The activities focused on English subject but teachers are
expected to transfer the methodology to their own specialties. All activities conducted in the
workshops will be elaborated based on three aspects: preparation, rules and purpose.
SIGHT WORDS
Preparation:
1. The teacher is required to select some sight words (commonly used words in English) and
write them on blank palm card/flash cards. The number of the words chosen can be flexible.
The words are best written in different colors to keep things interesting.
2. Before class, the teacher should place the cards on the blackboard randomly.
3. (Optional) If the teacher decided to do this activity in two different groups within the same
class as a competition. Appropriate way should be used to split the class.
Rules:
1. The teacher will pronounce a randomly word on the blackboard. One student will find the
card with the spoken word on it from the blackboard and take it back to his/her group.
2. Second student will construe a sentence by using the word.
3. Return the card to the teacher once the sentence has been written down on the card.
4. Next around can start.
** If the teacher did split the group, please time each group. Whichever team used the less time,
that team wins **
Purpose:
1. The teacher will help students to practice their listening skill by pronouncing the word.
2. The writing skill of students can be improved by using the word to construct a sentence.
3. This is a great way to build up students’ abilities to work in a team environment.
4. Sight words are the English words that are commonly used in daily practice (both speaking
and writing). There are around 2000 sights words in English, which contributes to around
80% of vocabulary in daily used English.

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PREPOSITION GAME
Preparation:
1. The teacher should prepare preposition words in English and write them down in small
piece of paper (one word per paper)
Rules:
1. The teacher asks all students to pick a piece of paper for themselves.
2. All students should write a sentence in the back of the paper and use it to construct a
sentence out of it.
3. The teacher collects all the paper and reallocates the same paper to other students. The
students are expected to correct the sentence if they think its wrong.
4. Once everyone is done, the teacher will go through the preposition words all together in the
class. The students are expected to demonstrate the preposition using their action.
** For example: INSIDE  Place a pen in a pencil case and show to the class that the pen is
inside of the pencil case.**
5. The teacher is expected the correct the misuse of preposition words on the way. All
preposition words should be explained. Attention should be drawn to the use of preposition
words is not set. The use of the words are flexible
**List of all preposition words can be found in appendix 1**
Purpose:
1. The preposition words in English can be very confusing for people who are learning English
as a second language. The need of this exercise is in a high demand.
2. By using actions to demonstrate will give learners a better understanding of the words. The
visual learning method will be more effective compare to other methods in this context.
3. The learners are expected the construe a sentences and correct other learners sentences
will help learners to see grammar errors from a different perspective.
4. This exercise also encourages students to learn.
LISTENING EXERCISE
Preparation:
1. The teacher should choose a song that is suitable for his/her student’s English literacy
level. Please make sure that the song’s context is also suitable for students. The teacher

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should keep in mind that the song shouldn’t content too much slang, rap or vocals, so the
students are able to listen to it clearly.
Rules:
1. PLAY THE SONG FOR THE FIRST TIME. The teacher asks the students to write down
anything they heard from the song. This can be a single word or a sentence. This is not a
spelling exercise so the students can write down things that sounded like the word they
heard from the song.
2. PLAY THE SONG FOR THE SECOND TIME. This teacher should ask students to fill in the
blank they missed in the first time. Once the students are done. The teacher should ask the
students to write down the lyrics on the board. Everyone should write down something, it
doesn’t need to be correct. By looking at the board, other students can change what they
think it was wrong on the board.
3. PLAY THE SONG FOR THE THRID TIME. The students are required to look at the board
together and correct what was wrong.
4. PLAY THE SONG FOR THE FOURTH TIME. This time, the teacher should stop after each
line and compare to what was written on the board. It is important to point of the meaning of
each word and explains what the song is about. If there were grammar errors in the song,
the teacher should point it out as well.
**OPTIONA: If the students want to learn to sing the song, the teacher should make arrangement.
**
Purpose:
1. By using popular songs it is a good way to motivate students to learn, especially their
interest in learning English. The students may not have much exposure to an English-
speaking environment; therefore, using English songs is a great way to improve students’
listening skills.
2. It was observed that most English teachers in the school are not native speakers. The
listening exercises will provide opportunities for both students and the teachers to practice
their pronunciation. This exercise will help learners to adjust their pronunciation.
HEADS UP
Preparation:
1. The teacher is expected to prepare certain numbers of small pieces of paper. On each
paper, the teacher should write down a word. (Depending on the English literacy level of
students, those words should not be too hard or too easy)

20
Rules:
1. The teacher can split the class into 2 groups. Each group should select one-person come
up to the front. And rest of the group remains in their seats.
2. The selected person’s responsibility is to pick a note from what the teacher prepared and
describe/draw/act the meaning of the word without saying the word. The other students in
the group to guess the word.
3. Each team has 3 minutes. The selected person can pass if he/she did not understand the
word. If the selected person accidently said the word, it will not be counted. (The word
cannot be explained by saying the past tenses or other forms of the same word. E.g.
finish—finished)
4. The team guessed the most words in the limited time wins the game.
Purpose:
1. This is a team building exercise. The students are expected to collaborate with others in the
same time.
2. By using competition, the students can be more motivated to learn.
3. This is a great way for students to describe and explain what they know in English.
4. In the beginner level, body language and drawing should be allowed. If the students are in
a higher level of English literacy, they should only using English to explain the word. The
difficulties of the game can also be adjusted through word adjustment.
CATS AND RATS
Preparation:
1. Get access to the cards that will be used in the game.
2. This game is better play in a group (more than 3 people)
Rules:
1. First all the cards are hared out among the players.
2. Four cards always belong together and together form a quartet. In the 3 small fields on the
upper edge of the card, you can recognize which cards you still need to form a quartet.
3. If you don’t have these in your hand, you can find out which of the other plays has the
missing cards by asking the plays about the object. You can pick anyone from the group to
answer to your question. Please remember to use English to describe what sort of cards
you are looking for. You can describe the colors, shapes and other significant factors of the

21
card. In addition, when you ask other players, please use a completed sentence instead of
just saying one or two single words. E.g. Do you have a pink rabbit in a dress?
4. If the other player has the card, that person has to answer to the question and give you the
card you asked. In this process, people may form wrong sentences or did not understand
the question they asked. However, once the question has been answer, the card has to be
given to the player who asked the question regardless. If the other player doesn’t have that
card, then it is someone else’s turn to ask the question.
5. If you have collected a quartet you lay it on the table. The game is over when you have all
formed quartets. The winner is the one who has collected the most quartets.
**The card game consists of 56 cards with 14 quartets**
Purpose:
1. By using cards game, students will be able to engage more. The cards game will
automatically form a competition mode among the students. The students are expected to
be more competitive and engaging because they want to win the game.
2. By using external tools will provide opportunities for student to apply the knowledge they
have learned in the classroom to a real life situation. The motivation of learning will be
insprired among students
3. This game will establish links between pictures and words. Traditionally, second language
learners are more likely to translate words to their native language and
understand/memorise the meaning of words. This game in particular will help the students
to form new words by looking at the picture. This method avoids using students’ native
language to learn English.
SPELLING GAME
Preparation:
1. Prepare few random letters that you can think of for a spelling game. (Tips: local newspaper
normally contains a similar game with answer attached to it on the same day). Please be
mindful that some games are hard for certain people. Therefore, try it on yourself before
classes.
2. Depending on the complexity, you can have more letters in the mix. In addition, you can
limit the number of times each letter is used in a word.
Rules:
1. The teacher splits the class to two groups. And each group will be given the same letters
and questions. The game has to most correct words written is the winner.

22
2. The teacher can do this on the board or give each team a big piece of paper. Please note
that: some people may copy from the other group if the teacher decided to conduct this
activity on the board.
3. The teacher should decide how long the game should last. Depending on the complexity of
the game, the time varies as well. However, normally 5 minutes for easy mode and longer
for the difficult questions.
Purpose:
1. The spelling is a critical element in written English. The correct spelling of words can
determine you reading and writing skills. However, improve one’s vocabulary and spelling
can be very dry and boring. Therefore, activities like this will motivate students to learn the
word.
2. The game can be done in both group and individual settings. As a group activity, the
students will be able to learn to work as a team. In addition, they will be able to learn from
each other because not everyone has the same vocabulary. The social learning theory from
development psychology confirmed that social interaction is a great way to learn. The
experience will ensure the students remember the word.
GENDER GAME
Preparation:
1. Prepare few sentences that gender specific words can be used and use those sentences to
create fill in the blank type of questions.
2. Before the class, write down the questions on the board without reviling the correct
answers. Gender symbols are recommended to use (male ♂ and female ♀)
**Examples**
 ♀ wants a book for ♀ birthday.
 ♂ is delighted to see ♂ son’s achievement.
 ♀ told ♂
Rules:
1. During the class, ask the students to write down the answer on their notebook. The
students are asked to replace the gender symbols with current gender specific words in the
sentences.
2. Second around, ensure everyone share their answer with the group. It is important for
people to be honest with their answer. In addition please inform the students that it is okay
to be wrong and this is why we are learning this.

23
3. The teacher could revile the current answer to the students and explain why. Also, the use
of different words should be compare between each gender.
Purpose:
1. It is very common to see English as second language learner confuse the use of gender
specific words, especially if their native language does not have any gender specific words.
For instance, ‘He’ and ‘She’. It is important to address the issue that occurs frequently in the
use of English.
2. In addition, it is noticeable that some people did not know the correct way of sentence
structure. Therefore, gender specific words are often misplaced. In other scenarios,
confusion occurred in the correct way of using He, Him, His/ She, Her.
WORD JUMBLE RACE
Preparation:
1. Before the class, the teacher should write out a number of sentences, using different colors
for each sentence. If you are planning to split up the class to different groups, then 5
sentences per each team are recommended. You can have as many teams as you want
but remember to have enough sentences to go around.
2. Cut up the sentences so you have a handful of words.
Rules:
1. During the class the teacher can split of the class to teams of 2,3, or 4. A large team will
make this game very easy. This game requires all members to participate in each team.
2. Teams must now put their sentences in the correct order.
3. The winning team is the first team to have all sentences correctly ordered.
Purpose:
1. This is a great game to encourage teamwork and bring a sense of competition to the
classroom. This is designed to help student learn how to formulate a sentences in English.
This will be a great opportunity for teachers to observe what are the common mistakes the
students make.
2. This activity combines the learning of grammar, spelling, writing skills and word order. By
asking students to work together, they will be more likely to participate in the discussion.
Especially in a small group.

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3. In addition, for students who are learning English as a second language, their native
language may have a different order of words and ways to construe sentences. This game
provides opportunity and exposure for students to correctly structure sentences.
4. The method of using small pieces of paper to reconstruct sentences can be very useful for
visual learners in the class.
THE MIME
Preparation:
1. Before the class, write out some actions - like washing the dishes - and put them in a bag.
Rules:
1. Split the class into two teams.
2. Bring one student from each team to the front of the class and one of them chooses an
action from the bag.
3. Have both students mime the action to their team.
4. The first team to shout the correct answer wins a point.
5. Repeat this until all students have mimed at least one action.
Purpose:
1. Miming is an excellent way for students to practice their tenses and their verbs.
2. It's also great for teachers with minimal resources or planning time. It's adaptable to almost
any language point that the teacher might be focusing on.
3. This game works with any age group, although adults tire of this far quicker than children.
To keep children engaged, relate what they will be miming to your groups' personal
interests as best as possible. For example: difference sports or exercises they do, different
subjects were taught at school.
4. This game is aim to improve students’ vocabulary and practice speaking skill.
HOT SEAT
Preparation:
1. The teacher is expected to prepare words that are related to the language focus point of
each lesson. Depending on the age of the students and their ability to speak English. The
complexity of the words chosen can be adjusted to the level that is suitable for them.

25
2. Depending on designed duration of the game and number of students in the class, the
number of words should be adjusted as well.
Rules:
1. Split the class into 2 teams, or more if the class is too large.
2. Elect one person from each team to sit in the Hot Seat, facing the classroom with the board
behind them.
3. Write a word on the board. One of the team members of the student in the hot seat must
help the student guess the word by describing it. They have a limited amount of time and
cannot say, spell or draw the word.
**For students in higher class, limited time should help them to work effective and create a
competitive and fun atmosphere. However, with younger children, time restriction may not work.
Therefore, rotating participation of all students might be a better way to engage everyone in the
class**
4. Continue until each team member has described a word to the student in the Hot Seat.
Purpose:
1. This activity allows students to build on their vocabulary and encourages competition in the
classroom.
2. The game involved practices in speaking, listening and formation of English sentences.
This game is designed to suit all age groups including young children, student in higher
classes and adults. The teacher is required to adjust the rules accordingly.
HANGMAN
Rules:
1. Pick someone from the class and ask
him/her to think of a word in his/her head.
2. The selected person writes the number of
letters on the board using dashes to show
many letters there are.
3. Ask rest of the students to suggest a letter
to the selected person. If it appears in the
word, write it in all of the correct spaces. If the letter does not appear in the word, write it off
to the side and begin drawing the image of a hanging man.
4. Continue until the students guess the word correctly (they win) or you complete the diagram

26
**Drawing of the hangman can be found in the appendix**
Purpose:
1. This game is best used for 5 minutes at the start to warm the class up or 5 minutes at the
end if you've got some time left over. It works no matter how many students are in the
class.
2. In addition, this is also a great example of spelling exercise
3. For young children in the class, this will help them to familiar themselves with English letters
and practices their spelling at the same time.
THE QUESTIONS
Preparation:
1. Find an article that is suitable for students to read. Please also be mindful that the chosen
article should not be too hard based on the level of the students’ English literacy.
2. Design a few questions in regards to the article. The teacher is expected to write down the
questions on a piece of paper.
3. The teacher should cut the chosen questions in to small pieces. Please use different pen
for different questions so the students can differentiate the questions when you disrupt the
order of words
Rules
1. During the class the students are expected to read the article first.
2. The teacher hands the questions to the students, which have been cut into pieces. The
students are expected to reorganize the sentences to correct order and answer the
questions.
**The teacher can conduct this activity with a whole class or spilt the class into 2 groups**
Purpose:
1. This activity was designed to practice the formation of English sentences and order or
words. It is common to see students speak English in Telugu/Hindi grammar. This exercise
could improve their understanding of English grammar and formation of a correct English
sentences. The teacher should notices that this activity is only suitable for formatting simple
English sentences.
2. Moreover, this activity combines the reading exercise. The activity can be used to inspire
and motivate students to read more English articles outside of school. The questions will
help the students to understand and make sense of the meaning of the article.

27
3. The reading activity is suitable for all age group. However, the teacher should use different
techniques to engage the students.
CATEGORIES
Preparation:
1. The teacher should prepare few categories before class. The teacher should write the
name of each category on an A4 paper. (Please remember to write one word per paper)
Rules:
1. During the class, the teacher hands in a paper per team. (Each team should not have more
than 3 students). The paper should face down when the papers are being handed so no one
can see what is written on it.
2. The teacher asks the students to flip over the paper and write down as many words as they
can that belongs to that category.
3. All team can start at the same time and finish within 5 minutes. Whichever team has the
most correct words win.
Purpose:
1. This is a great game to expand students’ vocabulary. By using categorizing words into
different groups, students can learn from a systematic view.
TENSES
Preparation:
1. Please refer to the appendix 3 for examples of all tenses. Each cell is an example.
2. The teacher can write down each example in small pieces of papers. This will be used to
provide opportunity for students to differentiate all tenses.
3. In order to minimize the confused may caused to the students, tenses should take up at
least 3 sessions to cover all content of tenses.
Rules:
1. In class, the teacher should hand out all papers and ask the students to place the
sentences/examples to correct categories based on their tenses.
Purpose:
1. This is a very important concept in English that ESL students feel difficult to understand.

28
2. It is critical for ESL students to understand and apply the grammar knowledge in daily
practices.
3. Using examples will help students to have a clear outlook of the use of tenses in English
4. This activity is design to be conducted in a group setting, where students are expected to
work together and resolve the question. This is also an opportunity for students to be part of a
peer learning experiences. Through social interaction with their peers, students will be exposed
to an environment where they are easy to formulate their logistic understanding of English
grammar.
A TO Z RACE
Rules:
1. Ask students to write an appropriate word beginning with each letter.
Purpose:
1. This exercise is targeted to increase students’ vocabulary level.
2. This activity can be conducted individually or in a group.
STAND UP IF YOU HAVE EVER …
Rules:
1. The first student makes their first stand up if… statement and gets to their feet. If they are
the only student standing they get a point. Mark the point and move on to the next student.
2. Go round the class two or three times and make sure to encourage questions about some
of the stories as you uncover them.
3. The winner is the student with the most points under their name at the end
Purpose:
1. This game, which practises using the present perfect to talk about life experiences, is
brilliant for getting at the students’ most interesting stories.
2. This game also is a great way to start a conversation.

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THE COMPARATIVES AND SUPERLATIVE
Preparation:
 Please refer to Appendix 4. The teacher is required to prepare few example of words and
their comparative and superlative formats
Rules:
 The students are asked to identify the meaning of all words prepared by the teacher and
find the pattern of how words changed.
 The teacher will explain the pattern once the students discussed it among themselves
based on syllables of words
 The teacher is expected the provide exercise for students to participate in the class, in
order to increase interaction between teacher and students. This will also be a measure for
teacher to understand how well the students understood the concept in the lesion.
Purpose:
 Comparatives and superlative words are commonly used in English, however, ESL learners
are often make mistake, especially in the use if irregular adjectives. It is important for
students to understand the pattern and use of comparative and superlative words in
English.
 In addition, providing examples and exercise for students will help teacher to get access to
students’ understanding of the concept and knowledge. This will also act as a measurement
for teachers.

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Part 3: Treasure Hunt
The treasure hunt was conducted in the school for the teachers who participated in the workshops.
The idea behind the treasure hunt is for teachers to use and apply the knowledge their learnt from
the workshops in the game, which is a demonstration of an interactive and creative teaching
method. In addition, the treasure hunt was design to be replicable; therefore, the teachers from the
school can use the similar method to conduct the same activities with the students in the class.
This part of the report outlined and explained the process of the game, which was conducted in
the school. The explanation of the game meant to be a temple for future references.
Rules:
 12 team members are counted for the game. The instructor pair up the participants to 6
different teams and color code each team.
 Each team will have own journeys in the treasure hunt. The order of clues and questions
will be different for each team. So please, do not copy other teams’ answers because that
will NOT be your question.
 The team complete all missions the fastest will win the game.
 Each team will receive a passbook in the beginning of the game, which is used for collect
signatures from instructors at different stations. All teams must collect all signatures.
 There are some stations are hosted by man but some stations have no host at all. Please
only take your mission card from the room. If a team’s mission card was destroyed, the
team that responsible for the behavior will be disqualified from the game and lose the
chance of winning. PLEASE TAKE THIS SERIOUSLY.
 When the game starts, the instructor will ring the bell once. Once the first team successfully
completes all missions, an instructor will ring the bell once again.
 Each team will be given two chances to ask for external support. The support card will be
given out to each team in the beginning of the game, which can be used at any stations to
any questions. Once the support card has been used, it cannot be reversed or recycled. In
addition, the support card cannot skip any mission. The card is only used to provide hints to
support the team to complete the mission.
 All team will start from the same location in the first mission with different clues and
questions. For a comprehensive guide to all routes planned for each team please refer to
appendix 5.
 Ideally, it is expected to have all stations staffed, however, due to limited human resources
only 3 people excluding the reporter, supported in the planning process of the game.

31
Clue 1:
Team Mission:
White Station: Hosted by Kamal Location: U.K.G
The team will receive a mission card from the instructor with a question written on
it. The team has to complete the mission in order to receive a clue for the next
destination in the treasure hunt.
Spelling Game:
Please use the following letters to spell as many words as you can. Each letters
can only be used ONCE. Once you completed the task please give it back to the
instructor in the room for a signature in your passbook.
Condition to pass: The minimum of a successful mission is 5 words.
The letters are: R,I,E,T,I,N,L,S,E.
The answers are:
Enter, entire, inert, insert, leer, liner, lire, listener, reel, rein, relent, rent, resent,
rest, resilient, resin, reset, rinse, rise, risen, rite, seer, sire, siren, sneer, steer,
sterile, stem, stir, tenser, terse, tier, tinier, tire, tree.
Once the team completes the mission, the instructor provides a different mission
card for the team to proceed to a different station. Instructor please informs the
team head to class 6.
Black Station 1: Hosted by Kamal Location: U.K.G.
The Crossword
Please complete the following crossword. The hint to the next destination is the
answer for 1 down.
Condition to pass: you need to get all answer correctly in order to receive a
signature for your passbook.
1.
1. E N G L I S H
2. I N D I A
3. B E A C H
4. S T R E N G T H
5. L A P T O P
6. P R O D U C E
7. U N I V E R S I T Y
Across:
1. An international language.
2. The country we are in now.
3. A place where people go to swim
4. Opposite of weak
5. Smaller computer

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6. Make something
7. A place where people go after collage
After successfully completing the mission the team should head to the school
library.
Red Station: Hosted by Kamal Location: U.K.G.
The Crossword
answer for 1 down.
Condition to pass: you need to get all answer correctly in order to receive a
Across:
1. Opposite of hard
2. Very good and wonderful
3. A fast growing industry in India
4. Heavy
5. Your occupation
1
1 E A S Y
2 A M A Z I N G
3 T E C H N O L O G Y
4 W E I G H T
5 T E A C H E R
After successfully completing the mission, your team should head to class eight.
Green Station: Hosted by Kamal Location: U.K.G.
You need to fill in the blank for the questions bellowed by using say/talk/tell/speak.
Please note that you might need to change the form of some words.
Condition to pass: You need to get at least 8 out of 10 correctly in order to
receive a pass for this activity.
Fill in the blank
1. She ____ them about her holiday
2. Don’t ____ anything to your parents
3. The two children are ____ to each other during the pause
4. I have always ____ to my son about this subject
5. Do you always ____so quietly?
6. He ____ she wasn’t right.
7. Who was _____to his friend?
8. The children ____ us what they had seen at the museum
9. She didn’t know what to ____.
10.‘Put the car in the garage’, she ___.

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Answers:
1. Told
2. Say
3. Talking
4. Spoken
5. Speak
6. Said
7. Talking
8. Told
9. Say
10.Said
Once you have completed the mission, you will receive a new clue for your next
station. The instructor please directs the team to the school rooftop.
Blue Station 1: Hosted by Kamal Location: U.K.G.
Fill in the blank
You need to fill in the blank for the questions bellowed by using see/look/watch.
Please note that you might need to change the form of some words.
Condition to pass: You need to get at least 8 out of 10 correctly in order to
receive a pass for this activity.
The questions:
1. You can’t ____ far in this fog
2. Denny and Phil ____ good tonight
3. Did you ____ the cricket yesterday evening?
4. ____ out for pickpockets.
5. Can you ____ the blue car on the left.
6. ___ you tomorrow, if nothing comes in between.
7. It ____ like rain, doesn’t it?
8. Oh yes, I ____ what you mean.
9. Hey, what’s wrong? You really ___ unhappy.
10.I’m afraid; Linda has to ___ a doctor.
The answers:
1. See
2. Look
3. Watch
4. Watch
5. See
6. See
7. Looks
8. See
9. Look
10.See
Once you have completed the mission, you will receive a new clue for your next
station. The instructor please directs the team dinning hall.
Yellow Station: Hosted by Kamal Location: U.K.G.

34
The Crossword
answer for 1 down. You need to find the person who is relevant to the word in 1
down. That person will give you a signature on your passbook if you located
him/her correctly.
Condition to pass you need to get all answer correctly in order to receive a
Across:
1. A formal agreement between 2 families before marriage
2. To describe a person who is very angry
3. To describe a place that is very quite
4. A type of sport that involves water
5. A similar word to leave.
1.
1. E N G A G E M E N T
2. F U R I O U S
3. S I L E N T
4. S W I M
5. E S C A P E
Clue 2:
Team Mission:
White Station: NO HOST Location: Class 6
The team should entre the classroom and search for a mission card with the name
of the team written on it. The mission card will be placed somewhere in the
classroom. The participants should not take other teams’ mission cards that are
placed in the same location.
The World Map:
Please name countries that started with the follow letters. A,B,C,D,E,F and G. You
need to answer at least 5 countries correctly in order to receive a signature on
your passbook when you reach your next destination. The next person you need
to find is from one of the countries. Once you see the person you need to say the
code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits
are not home today’. If the person you found did not answer correctly to the code,
that means you found a wrong person for your next mission. You need to keep
searching for the right person for your next mission.
Condition to pass: You need to have at least one country for each letter.
The answers are (but not limited to):
A: Australia, Austria, America

35
B: Belgium, Burma, Belarus
C: China, Cuba, Colombia
D: Denmark
E: Egypt
F: France, Finland
G: Germany
This answer of this question should lead the team to a different person at a
different station. That person will give the team a different mission. Please note
that the team may approach the wrong person therefore, it is important to direct
the team to the right person for the next mission.
Black Station: NO HOST Location: school library
Once the team reaches the venue of this game, the team members are expected
to search for the mission card with their team’s name written on it.
Dictionary Is My Best Friend
Please use the small dictionary provided in the library and search the meaning of
the following words. You are required to write down the meaning of all words and
the page the words occurred. Once you have complete the mission please head to
Paul’s station.
Condition to pass: You need to find all words from the dictionary in order to
pass this mission and receive a signature at your next stop
The words and answers are:
Obligation: p.379 n. 1. Something that must be done because of a law,
agreement, etc. 2 the state of being obligated to do something
Garrulous: p231 adj. very talkative
Magnificent: p.333 adj. 1. Very attractive and impressive. 2. Very good.
(Magnificently, adv).
Routine: p. 483 n. 1. A regular procedure. 2. A set sequence in a performance.
Adj. performed as part of a regular procedure. Routinely adv.
Stigma: p. 545 n. 1. A mark of disgrace. 2. A part of a flower pistil that receives the
pollen.
After you have complete the mission please head to the Paul. Please remember to
bring the passbook with you and your answers. You need to show your answer
before you can continue with your mission.
Red Station: NO HOST Location: Class 8
Once you arrive to class 8, Please search for the mission card for your team. Also,
please open the plastic bag placed on the table. You should be able to see small
pieces of papers in the bag. Please use the words to formulate a sentence in
correct order. You are expected to use all the words in the bag and write down
your answer on your notebook.
Condition to pass: You need to use all the words in the bag and formulate a
sentence without grammatical mistake

36
Sentence Formulation
Please use the following words to formulate a sentence in correct order. Please
write down your answer on your notebook before you head to your next station.
Family, Help, You, Problems, In, Suggestion, From, Members, Will, Out, Sorting,
Personal,
Answer:
Suggestion from family members will help you in sorting out personal problems.
Once you complete the question, please head back to school rooftop. In addition,
please put the papers back into the plastic bag. Do not remove anything from the
bag.
Green Station: NO HOST Location: School Rooftop
Please search for your mission card once you reach the rooftop. Please only take
your mission card and don’t touch or look at other teams’ cards.
Preposition words
You should be able to see 2 objects placed near your mission card. You are
required to use at least 2 different preposition words to formulate at least 2
sentences based on demonstration of the objects you see.
Condition to pass: You will pass this mission only when you can use the
preposition words correctly and you have no grammatical mistakes in the
sentences you formulated.
Once you have complete the task, please head back to school dinning hall for your
next mission.
Blue Station: NO HOST Location: Dinning hall
Once you reach your destination, please search for the mission card.
Senses
In this mission, you are required to look around the environment you are in right
now and answer the questions. You are required to write down the answers of
each question. The questions are listed below.
Condition to pass: You are expected the answer all question to pass.
The questions:
1. Use at least two sentences to describe what your team member is wearing.
And how does he/she look.
2. Please use at least 2 sentences to describe the weather.
Once you have completed your task please head to Rashna’s station to check
your answer and receive your next clue.
Yellow Station: Hosted by Paul Location: ---
Sing with me
The instructor will ask the participants to sing an English song. If the participants
did not know any English songs, the instructor should teach the participants one
easy song at the spot. All team members are required to sing an English song.

37
Condition to pass: The team is considered to pass until the instructor is
satisfied with the team’s performance.
Once the team passes the mission, please direct the team backs to class 6
Clue 3:
Team Mission:
White Station: Hosted by Karolina Location:
The instructor is expected the check the previous answer from the map game. If
the team did not meet the requirements to pass, they need to complete the map
game before proceeding to the next game. If the team got the answer right, next
mission can be preceded.
The Categories
Please pick one categories from the following and name at least 10 different things
that belongs to this categories. You are not allowed to repeat what you had before.
The instructor will sign your passbook and give you your the next clue when you
complete the mission.
 Animals
 Subjects Taught At Schools
 Drinks
 Stationary Items
 Sports
Once the instructor thinks the team has completed the mission, please sign the
passbook. In addition, please direct the team to class 8 at the school.
Black Station: Hosted by Paul Location: ---
Sing with me
Once the team passes the mission, please direct the team backs to class 6.
Red Station: NO HOST Location: School Rooftop
Preposition words

38
sentences based on demonstration of the objects you see. You will pass this
mission only when you can use the preposition words correctly and you have no
grammar mistakes in the sentences you formulated.
After you complete the task please head to Paul. The instructor will check your
answer and sign your passbook. You will also receive your next mission there.
Green Station: NO HOST Location: Dinning Hall
Senses
each question. You are expected to answer all questions to pass. The questions
are listed below.
1. Please use 5 sentences to describe what you see.
2. Please use 1 sentence to describe the weather.
Once you are finished please bring it back to Kamal to check. You will also receive
your next clue from Kamal.
Blue Station hosted by Rashna Location: ---.
Please check the answer for the previous mission before proceeding to the next
mission. The signature of the instructor is needed. The team will pass this mission
only if they correctly constructed the sentences with minimum among or no
grammatical mistakes.
A conversation
You are required to have a conversation with your team member for 5 minutes on
a specific topic. The instructor will listen to your conversation and evaluate your
performances. The instructor will have the full power to decide if you pass or fail
the mission. The topics for the conversation are listed below:
1. Why do you want to be a teacher?
2. What did you learn and didn’t you learn from Kamal’s classes?
3. What is your favorite Hindu god/goddess and why?
4. What do you like and what don’t you like about India?
5. If you had enough money, where would you like to go for holiday, and why?
6. Who is your role model and why?
7. If time travel were real, what would you like to change in the past?
8. Others: (The instructor can formulate a new topic)
Once you have completed the task please head to the school library for your next
mission.
Yellow Station: NO HOST Location: Class 6

39
The World Map:
If A=1, B=2, etc, then what is 7,5,18,13,1,14,25 stands for? Place find the word the
number represent. Once you have identified the word, please also name other 5
different countries in that same continent. The next person you need to find is
relevant to the number listed earlier. Once you see the person you need to say the
code: ‘How much are the cabbage?’. The right person should answer: ‘The rabbits
are not home today’. If the person you found did not answer correctly to the code,
that means you found a wrong person for your next mission. You need to keep
searching for the right person for your next mission.
Condition to pass: The team has to spell the word correctly and named at
least 5 other counties from the same continent.
The answer:
7 5 18 13 1 14 25
G E R M A N Y
AND 5 OTHER COUNTIRS FROM EUROPE
This answer of this question should lead the team to a different person at a
different station. That person will give the team a different mission. Please note
that the team may approach the wrong person therefore, it is important to direct
the team to the right person for the next mission.
Clue 4:
Team Mission:
White Station: NO HOST Location: Class 8
Personal,
Answer:
Once you complete the question, please head back to Kamal’s station and ask him
to check the answers. In addition, please put the papers back into the plastic bag.

40
Do not remove anything from the bag.
Black Station: NO HOST Location: Class 6
The world
The team is required to name at least 2 countries from each continent. Please
write down your answer on your passbook. Once you have completed the question
please find one person who is from Europe on campus. Once you see the person
you need to say the code: ‘How much are the cabbage?’ The right person should
answer: ‘The rabbits are not home today’. If the person you found did not answer
correctly to the code, that means you found a wrong person for your next mission.
You need to keep searching for the right person for your next mission.
Condition to pass: You need to name at least 2 countries per continent
The question:
Africa:
Asia:
Europe:
North America:
South America:
Oceania:
The clue from this question should lead the team to Karolina’s Station.
Red Station: Hosted by Paul Location: ---
Sing with me
Once the team passes the mission, please direct the team backs to class 6.
Green Station: Hosted by Kamal Location: U.K.G
Please ask the instructor to check your answer first before your next mission. You
can only proceed when you have the answer correctly. Otherwise, you need to
continue on your previous mission. The instructor will only sign the passbook when
you have the answer correctly.
Counting Down In English
Please use the jumping rope provided by the instructor to jump ropes in front of the
school. All members of the team are required to participate. The first team member
will jump counting backwards from 50 to 26. The second member of the team has
to continue from 25 and count backwards till 0. Please note that if someone made
a mistake counting the numbers, the team has to start again from the beginning.

41
Condition to pass: The mission is counted to be successful when no one
from the team makes mistakes.
Once you complete the mission, the instructor can sign their passbook and provide
the team with a new clue.
Blue Station: NO HOST Location: school library
Once the team reaches the venue of this game, the team members are expected
to search for the mission card with their team’s name written on it.
Dictionary Is My Best Friend
Please use the small dictionary provided in the library and search the meaning of
the following words. You are required to write down the meaning of all words and
the page the words occurred. You need to find all words from the dictionary in
order to pass this mission and receive a signature at your next stop. Once you
have complete the mission please head to the Paul’s station.
Condition to pass: You need to find all words from the dictionary in order to
pass this mission and receive a signature at your next stop
The words and answers are:
Fractious p.222 adv. 1. Bad-tempered. 2. Difficult to control.
Hallucinate p. 252 v. see something which is not actually present. (Hallucination
n. hallucinatory adj.)
Microwave p.349 n. 1. An electromagnetic wave with wavelength in the range
0.001 – 0.3m. 2. An oven that uses microwaves to cook or heat food.
Precondition p.431 n. a condition that must be fulfilled beforehand.
Refugee p.463 n. a person forced to leave their country because of war or
persecution.
After you have complete the mission please head to the Paul. Please remember to
bring the passbook with you and your answers. You need to show your answer
before you can continue with your mission.
Yellow Station hosted by Karolina Location:
Once the team reaches the station, the instructor should check their answers of
previous question and sign their passbook before proceeding to the next mission.
I am an Artist
In this mission, the team is required to use color pens provided to draw 2 maps of
any countries in the world. The team can chose to do this individually or as a team.
Once they have completed the mission the instructor can sign their passbook.
Please direct the team back to the school dinning hall as their next destination for
their mission.
Clue 5:
Team Mission:

42
The mission at this station is to act out words the instructor provided for you. One
team member supposes to guess the word and another team member will act the
word without speaking/drawing out the word.
Heads Up
Please choses one member from your team to act and the other to guess. You are
allowed to pass if you did not understand the meaning of the word or you think it is
too difficult to guess. But you can only pass 2 times. The words are listed below:
Freezing, hunting, dancing, playing guitar, cleaning, texting.
Condition to pass: The team will complete the mission when the team
successfully guessed 3 words.
Once the mission has been completed, the instructor will send out the clue for the
next station. The instructor please directs the team to dinning hall at the school
after signing the passbook.
Black Station hosted by Karolina Location:
Once the team reaches the station, the instructor should check their answers of
previous question and sign their passbook before proceeding to the next mission.
I am an Artist
In this mission, the team is required to use color pens provided to draw 2 maps of
any countries in the world. The team can chose to do this individually or as a team.
Once they have completed the mission the instructor can sign their passbook.
Please ask the team to remain where they are as their next mission will be at the
same station.
Red Station NO HOST Location: Class 6
The languages
People from different countries speak different languages. In this mission, please
link the countries and languages spoken in those countries. Once you have
completed the mission, please locate one person on campus that is from one of
those countries. Once you see the person you need to say the code: ‘How much
are the cabbage?’. The right person should answer: ‘The rabbits are not home
today’. If the person you found did not answer correctly to the code, that means
you found a wrong person for your next mission. You need to keep searching for
the right person for your next mission

43
The question:
China
India
America
Canada
Germany
Colombia
France
Russia
Russian
Spanish
English
Chinese
Hindi
Germen
English
French
Condition to pass: Your answer has to be all correct
Green Station: NO HOST Location: Class 8
correct order.
Personal,
Answer:
Once you complete the question, please head back to Paul’s station and ask him
Blue Station: Hosted by Paul Location: ---
Sing with me
Yellow Station: NO HOST Location: Dinning Hall
Once you reach your destination, please search for the mission card. You should
be able to see a plastic bag next to your mission card as well.
All tenses
In this mission, you are required to provide at least one example for all tense in the
plastic bag.
Condition to pass: at least one example in each tense.

44
The question:
Please provide at least one example of the following tenses. (By using sentences)
Present Simple
Present Continues
Present Perfect
Present Perfect Continues
Past Simple
Past Continues
Past Perfect
Past Prefect Continues
Future Simple
Future Continues
Future Perfect
Future Perfect Continues
Once you have completed the mission please head to class 8 for your next
mission. Please remember to take your answers with you for this current mission.
Clue 6:
Team Mission:
White Station: NO HOST Location: Dinning Hall
Senses
each question. The questions are listed below:
1. Name 5 things that you can see
2. Name 2 things that you can drink/eat
3. Name 3 things that are green
4. Name 4 things that are on the ground
Once you are finished please bring it back to Kamal to check. You will also receive
your next clue from Kamal.
Black Station hosted by Karolina Location:
After completing the previous mission, the team is required to remain at the same
station for their next mission.
Please use the jumping rope provided by the instructor to jump rope. All members
of the team are required to participate. The first team member will jump counting
backwards from 50 to 26. The second member of the team has to continue from
25 and count backwards till 0. Please note that if someone made a mistake
counting the numbers, the team has to start again from the beginning.
Red Station: Hosted by Karolina Location:

45
Condition to pass: The team will complete the mission when the team
successfully guessed 3 words.
Heads Up
Please choses one member from your team to act without speaking/drawing out
the word and the other to guess.
You are allowed to pass if you did not understand the meaning of the word or you
think it is too difficult to guess. However, you can only pass 3 times. The words are
listed below:
Riding a motorbike, hunting, dancing, cooking, cleaning, texting.
Once the mission has been completed, please ask the team to remain where they
are as their next mission will be at the same station.
Green Station: Hosted by Paul Location: ---
Sing with me
Blue Station: NO HOST Location: School Rooftop
Preposition words
sentences based on demonstration of the objects you see.
After you complete the task please head to Rashna The instructor will check your
answer and sign your passbook. You will also receive your next mission there.
Yellow Station: NO HOST Location: Class 8

46
Personal,
Answer:
Once you complete the question, please head back to Kamal’s station and ask him
Clue 7:
Team Mission:
Please sign the passbook if the team has appropriate answers to the previous
questions. If no, the team required to complete the previous questions before their
next mission.
Please use the jumping rope provided by the instructor to jump ropes in front of the
school. All members of the team are required to participate. The first team member
will jump counting backwards from 50 to 26. The second member of the team has
to continue from 25 and count backwards till 0. Please note that if someone made
a mistake counting the numbers, the team has to start again from the beginning.
Black Station NO HOST Location: Class 8
sentence without grammatical mistakes
Personal,

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