OL@EASE for form
Theme: Tongue Twisters
Students involved: Form 1
EASE Members :
- A, B (You can divide the lines among all four members)
Content
Preparation
- The group responsible should hold a meeting before the activity to practice
and make sure each member knows what to do. Each student should know
which line he/she will speak.
- The group leader should also assign the EC members with different tasks:
scoreboard, giving bookmarks, taking role calls, holding up pictures, sticking
pictures onto the board, taking pictures/videos…etc
- One student/the group leader should notify Mr. Kan in the morning and tell
him how many lunch boxes should be prepared. Remember to bring money
for the lunch box.
Equipment
-
Students preparation

Bring a pen, water bottle and paper fan.
-
Regular equipment:

2 desks, 5 microphones, A whiteboard, 3 markers
-
Gift

Bookmarks
EC members
- scoreboard, giving bookmarks, taking role calls, holding up pictures, sticking
pictures onto the board, taking pictures/videos…etc
Instructions
1:05-1:10
Role call and split groups
1 class:
Odd numbers on the left
Even numbers on the right
2 classes:
1 class on each side
1:10-1:15
Introduction and
ice-breaking
Different fruit and
pickled peppers
i)
Introduce team members and give rules
Hi everyone! I am A@EASE from 1A!
Thanks for coming to OL@EASE! Now you are
split in two groups. Whenever we ask questions,
you can put up your hand to answer them. 1 mark
will be awarded. If you speak well, we will give you
a mark too! Are you ready? Can’t hear you! Good!
ii)
Ok, let’s begin with the first game. Are you hungry?
In the following game, we are going to show you
pictures of some fruit and vegetables. If you know
the name, you can put up your hand. Are you ready?
Ok! Let’s do it! Let’s go!
Ok, here’s the first picture:
Show picture of a fruit, e.g. watermelon.
“Yes! That student over there. (If no one raise their
hands, you choose someone to answer) Can you tell
me what it is?”
“Watermelon”
“Yes! Watermelon is correct (remember to repeat
the answer)! Very good! Excellent! Marvellous!
One mark for you!”
So next picture (strawberry)
Finally, show the fruit ‘Pepper’
Does anyone know what this is?
This is ‘Pepper”
Write the word “Pepper” on the board and stick the
picture pepper below it.
“Can you tell me what colors are peppers?”
“Green/Red”
“Yes! It’s green/red! Well done! One mark for you!”
“How about this? If we put pepper into some
vinegar and salt water so that it can be used for
cooking, what do we call this?
Show the picture of the pickled peppers.
“Does anyone know?”
“We call it pickled pepper”
Write the words “Pickled Pepper”
So you can write this down in your worksheet.
Now, give out the worksheets
1:15-1:25
Tongue twister – Peter
Piper and the pickled
iii)
Ok. So do you know the name of this person?
pepper
(everyone should laugh as soon as they see the
picture)
(Show picture of Peter)
His name is Peter Piper. He is my friend. And do
you know what he likes to eat?
Yes! He loves Pepper!
(Show picture of Peter eating a pepper, stick this on
the board)
So, let’s look at this sentence here.
Peter Piper picked a peck of pickled peppers.
Can you try to read this?
A: “Let me try first! Peter Piper picked a peck of
pickled peppers”.
B: “Nice!”
“Ok fellows, let’s read it together. Are you ready?
One, two, three!”
“Good! Give yourself a big hand! Well done!”
(Clap Clap Clap)
“Let’s get students to try it!”
“Ok, hmm…who should we get? “
(Find around 2-3 students from each group to try)
“Well done! Good on you! What a nice job! Let’s
give him/her a big hand everyone!”
“So, this is what we are going to do today. Does
anyone know what we call this kind of sentences?
There are two words in the phrase. It begins with
the word “tongue”” (Stick out and point at your
tongue)
“Yes! Tongue twisters. As they twist your tongue
when you try to speak them”
Write the words Tongue Twister on the
whiteboard
“How about all the words that begin with the same
letter. Do you know the name for this kind of
language?”
“Yes! Alliteration! Very smart! Well done!”
Write “Alliteration” on the board
“So you can write the answers on the worksheet”
1:25-1:30
Sound clusters
Let’s try another one! (Show them the sentence on
the same worksheet)
I slit the sheet, the sheet I slit, and on the slitted
sheet I sit.
A: Oh! Let me try! I slit the sheet, the sheet I slit,
and on the slitted sheet I sit.
B: Well done A! You are a legend!
A: Not at all! Anyway, let’s find someone to try!
This time we will give one mark.
B: That gentleman/lady there!
Student: I slit the sheet…
A: Wow! That was great! Let’s give him/her a big
hand!
A: Ok. Does anyone know how we can read this
better?
Student: Read it clearer and slower.
B: Yes, you are right. That’s one way. One mark for
you.
A: Ok, let me show you guys how to read it easier.
Can you pronounce these clusters for me?
(Write the clusters on the board and point at them)
B: Ok, let me try. Sl (Si-la), Sh (Sha)
A: Good! So fellows, can you read after me? Sl…
Students: Sl
A: Sl
Students: Sl
A: Sl
Students: Sl
A: Good! Let’s read it faster! Sl, Sl, Sl!
Students: Sl, Sl, Sl
B: Good! So remember, this is how we speak
clearer English. Keep repeating the clusters.
Write the word CLUSTER on the board and
point at it.
A: So cluster is the first two letters of a word and
they are both consonants.
B: Yes! Let’s try another set:
(Write the following clusters on the board and
practice together with all the students)
e.g. A: Fr fr fr
Student: Fr fr fr
Cl (Ca-la) Cr (Cra)
A: Good! Give yourself a big hand again! Well
done!
B: Let’s move on to our last activity!
1:30-1:40
i) 3 Tongue Twisters
She sells seashells by the
A: Ok, let’s try three really common tongue
twisters:
seashore
How can a clam cram in
a can?
Freshly-fried fat
flying fish
(Write them on the board. Let them read them
themselves first)
So let’s try to read them together. I read first, you
read after me. Let’s try to read the cluster first:
A: So fellows, let’s read: ‘Sh’ ‘Sha’ ‘Sha’ ‘Sha’…
Students: sha sha sha.
A: Good! So let’s read the whole sentence! Read
after me!
She sells seashells by the seashore
Students: She sells…
A: Good!
Let’s get another student to try. Can you read it
three times quickly?
Student: She sells seashells by the seashore
She sells seashells by the seashore
She sells seashells by the seashore
A: Good! (Get two more students to try)
Good! Let’s try the second one. Let’s read the
clusters first
Cl Ca-la Ca-la Ca-la
Cr Cra Cra Cra
So let’s read it together!
How can a clam cram in a can?
A: So once again, let’s find a student to read it three
times quickly!
Student: … x 3
A: Good!
A: So the last one! Let’s read the cluster first!
Fr Fra Fra Fra
Fl Fla Fla Fla
Let’s read it together!
Freshly-fried fat flying fish
A: So, let’s get a student to read it three times
quickly!
Student:… x3
A: You are a legend!
1:35-1:40
Finishing
So. We have nearly come to the end! Before we
continue. Let’s give a big hand to yourself! All of
you did a really good job! Well done!
(Clap clap clap)
Which group has the higher mark?
Da..da..da..dum… group A! Well done!
Clap clap clap
So the students of this group will receive a beautiful
bookmark!
Remember to collect all four to redeem a prize!
We have come to the end of our O.L.@EASE. Did
you enjoy it? Can’t hear you! Did you enjoy it?
Wonderful/Fantastic/Excellent!
Before you go, remember to tap your cards and
pick up any rubbish near you.
Thank you for coming and everyone of you has
done well! Well done! See you guys next week!
Bye! Thank you!