ENGLISH LANGUAGE COMPONENT

THE ENCOUNTER, ENGAGE & EXPLOIT MODEL (EEE)

 ENGAGE PHASE

when children be sensitive to

getting children allow them to allow children
are ready, allow children’s
to speak respond in to go at their
them to respond feelings and
groups own pace
individually abilities
 CHANT A CHAIN
ENGAGE 1

1. Arrange the pictures in a line. Turn over two pictures.

2. Point to each picture and chant, an apple, Point to each picture and get children to chant.
an orange, a watermelon, a mango,
Tell children you a papaya, a banana.
are going to play 3. Get children to chant along.
the “Chant a 4. Get children to chant on their own.
Chain”.
Next, turn over three pictures.
Point to each picture and get children to chant.
Extension:
1. Repeat the steps until you have
You can tell a child turned over all the cards.
to come up, and 2. Point to one of the turned over cards
Turn over one picture. and ask the children, “What is it?”
guess the picture.
Point to each picture and get children to chant.
 GAME – What’s missing?
ENGAGE 2

Extension:

1. You can ask children to lead this

1. Arrange the pictures on the floor, board or activity.
wall. 2. They should give instructions to
2. Ask children to look at the pictures carefully remove the picture cards.
Tell children you are for a minute. 3. You can help to say, “Close your
going to play the 3. Ask children to close their eyes. eyes.”, “Open your eyes.” and
game “What’s
“What’s missing?”
missing?!”
4. You can also encourage children to
respond by saying “Yes, it is.” or
“No, it isn’t.”

1. Take a picture out and say “Open your eyes.”

2. Then, ask the children, “What’s missing?”
3. Get the whole class to respond.
4. When children are ready, you can get them to
answer individually.
 GAME – The pair game
ENGAGE 3
1. Model how to play:

i. Let’s find a pair, two of the same.

ii. Turn over one picture card and
say, what is it? Get children to respond,
“mango” or “It’s a mango.”

Figure 1
Tell children “Let’s play iii. Turn over another card and say, what is
1. Prepare two sets of picture
the pair game!” it?
cards. (Figure 1)
2. Shuffle the picture cards.
3. Then, place them on the
Extension: iv. If it’s the same, say, “They are the same.”
floor, picture down as in
v. If they are different, “It’s an orange.”
Figure 2.
Then you say, they are different.
Get children to lead the game
when they are more confident
in using the language. If they
can’t remember, encourage vi. Ask each child to turn over two pictures to
them to ask for help, find a matching pair.
“Help, please!” vii. Get children to say the words in English
Figure 2 as
they play the game.
 GAME – The mime game
ENGAGE 4

Extension:

1. Instead of showing a picture,

whisper the word or phrase
into the child’s ear.
Tell children “Let’s play 2. This is challenging as children
1. Model the game: do a mime:
the mime game!” would need to hear correctly
It’s a mango.
before they can mime the
2. Then ask, “What is it?”
world/phrase.
3. Ask children to put their hands up if they know the
answer.
4. Select a child. If they say correctly. Say: “Yes, it is!”
5. Ask the child to volunteer next.
6. Get the child to mime and help the child repeat the
steps above.
 GAME – The telephone game
ENGAGE 5

1. Show children how to whisper into the ear.

2. Look at a picture card. Do not show it to the children.
3. Place the picture card on the floor, board or wall face down.
4. Whisper the word into a child’s ear.
Tell children “Let’s play 5. Put your hand in front of your mouth.
the telephone game!”

Extension:
6. Ask the child to pass them word to another child.
1. Ask a child to lead the game. 7. Ask them to cover their mouth with cupped hands.
2. Instead of using a word, you can use 8. Help children to pass on the whisper.
a phrase, sentence or question. 9. If they cannot hear, encourage them to say, “Pardon” or “Please
repeat”.
10. When it reaches the last child, ask them to say the word aloud.
11. Turn over the picture card and see. If it is the same word, praise the
children. Say, “Well done!”, “Excellent!”
12. If it is different, then say “The telephone is broken!”
 GAME – The head and toes game
ENGAGE 6

Tell children “Let’s play the

head and toes game!” 1. Place half of the picture cards on top. And another half on the bottom of
the wall or board. You can draw a line in between.
2. Tell the children, if you say a word on top of the line, they need to touch
Extension: their heads.
3. If you say a word at the bottom of the line, they need to touch their toes.
4. You can show them how to play the game.
1. Ask a confident child to lead the game.
5. If the children make mistakes, make them sit down.
6. After two rounds, they can join the game again.
7. You can use sentences too.
8. You can switch words and sentences so that it is challenging.
 GAME – The run and collect game
ENGAGE 7

A set of picture A set of picture

cards cards

A group of A group of
children children
Tell children “Let’s play the
run and collect game!”
1. Place two sets of picture cards on the floor at the end of the room/space.
2. Divide the children into two teams. You can ask children to name their
Extension: teams.
3. You say a word, a child from the teams runs and gets the card.
4. The child who returns first and says the word correctly will get a point for
1. Ask a confident child to lead the game.
his/ her team.
5. You can also use sentences: “It is a mango.”
6. When they come back you can ask them a question: “What is it?”
7. Give chances to all children in the teams to take part.
8. Count the point together with the children. Give each team a big clap.
 GAME – The making sets game
ENGAGE 8

1. Mix up the picture cards and put them in a bag, box or in a pile on the floor.
(You can use picture cards from three different topics, e.g. colours, fruits,
Tell children “Let’s play the animals.)
making sets game!” 2. Call children who are confident to come and take a card.
3. Ask them to turn over a card.
4. Ask them to name the picture.
Extension: 5. You can also ask children to make a sentence.
6. Ask the class, whether it is correct.
1. Mix picture cards and word cards. 7. Ask the children, what set is it? Is it the colour set? Is it the fruits set?
2. When the sets have been created, get 8. Then, start making sets; put pictures in categories as children take the
children to match the pictures with words. cards and name them.
9. When you have placed all the picture cards in sets, you can count the
number of cards in each set.
10. You can ask children, “Is any picture missing here?” or “What else belongs
here?”
 GAME – The touchy-feely game
ENGAGE 9

1. Place an object in a bag or box.

Tell children “Let’s play the 2. Hide the bag or box from the children.
touchy-feely game!” 3. Invite one child to come and feel what’s in the box.
4. Children can feel the bag or box.
5. Then, they can feel what’s inside.
Extension: 6. Say: “What’s in the box/bag?”, “What do you think it
is?” “Can you guess?”
7. Get them to name the object.
1. You can get children to describe the objects
8. You can help them to say it in a sentence.
as they are touching them e.g. “It’s big.”,
“It’s small.”, “It’s soft.”, “It’s hard.”
2. You must have used these words with
children earlier.
Let’s move on to the next module.