Henry & Lucy Teacher's Guide - Book - Page 18
Then tell the pupil to look at the picture, or at the board, and ask the pupil: What's
number six? The pupil answers.
• Have pupils play the game in pairs, taking turns in asking each other what the item is
that matches the total number of fingers they show.
5. Soft Voice-Loud Voice
• Take a picture or word card of a new word.
• Have one pupil leave the room while you and the class decide where to hide the
card.
• Explain to the class that when the pupil is far away from the hiding place of the card
they will all chant the word on the card (e.g. flower, flower, flower) very quietly, with
a soft voice. When the pupil comes closer to where the card is hidden their voices will
get louder, until the card is found.
• Play the game a few times. You can change the card to another vocabulary word that
you want pupils to practice.
6. Memory Game
• Place eight to twelve matching word and picture cards in random order, facedown, on
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the board.
Invite a pupil to come to the board and try to make a match by turning over two
cards.
Have the pupil say the names of each word or picture card that they turn over. If
the pupil makes a match they place the two cards side by side on the board and get
another turn until they turn over two cards that do not match.
The cards that were not a match are replaced on the board, turned facedown.
Call on another pupil to continue. Do this until all the cards have been matched.
7. Look and Name
This is a visual memory game. Pupils are allotted a minute or so to focus on a picture
and then, with eyes closed they are to remember and say as many items from the picture
that they can. This game should be played in pairs with partners taking turns.
8. What is it?
• A minimum of six picture or word cards of new lexical items are placed on the
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board, or pupils are asked to look at a picture in the book that contains six or more
new lexical items.
The teacher begins describing one of the items using descriptions.
After each description pupils begin to guess what the item is by asking:
Is it the ___?
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The teacher continues describing the item saying things such as: It is small. It is
sweet. It can be yellow, purple or green. (a plum)
The teacher continues providing descriptions until the word is guessed.
The pupil who guesses correctly now has a turn to select an item and provide
clues.
