The Junior English Society

Direct Project Outputs

Project Start/End
Rationale
The raising of awareness of the importance of English Language as a skill for life throughout all schools .
Social Objective
The inculcation of positive attitudes towards English language as an international language that is used
throughout the world a medium for communication at all levels in society both for business and pleasure.
1. Aims of English Club Activity evaluation
To provide a channel for feedback
To ascertain the values of the English Club
To improve the quality and the implementation of the English Club
To examine the ability and achievement of the English Club facilitators
To assess the attitude and contribution of the participants in the English Club
To make the English Club organizers and facilitators realize that they are the leaders of the English Club
To assess the efforts exerted by the English Club organizers and reward those who have worked hard to
achieve success
The evaluation results could gain support from school management for future English Club improvement
2. Scope of English Club Activity evaluation
The English Club is part of the school curriculum and its planning includes research, experimentation,
innovation and evaluation. We may assess the English Club in three aspects, namely, design,
implementation and analysis.
3. Item of English Club Activity evaluation
3.1 Design of the English Club
Purpose of the design
Educational objectives
Marketing of the English Club within the school
English Club Environment / Setting
3.2 Implementation of the English Club activity plans and programmes
Types of activities and appropriateness
Number of participants involved
Effectiveness of the English Club programme/activity
Distribution of duties among students
Record keeping (Files)
Meetings (How frequently do they meet)?
Library or book corner (whether it is used or not) how often Sts borrow? Books summaries..etc
Broadcasting in the morning assembly (how often, types of participations)
English Corner ( a board on a wall or a stand somewhere prominent in the school)
Competitions ( speaking, writing, reading, quizzesetc)
Production of Educational Aids, Models)
Projects done by Sts
School magazines, articles, booklets, class magazines, essays, posters, charts, portfolios Production and

use of computer programmes, wikis, websites, blogs, forums etc

Exchange visits with other schools
Cultural activities
Educational trips done by members
The productive & creative use of the Youth Observer (YO) in the school
4. Evaluation of English Club Activities by Participants
This could be achieved by addressing a list of sample questions to active participants
1. Are you satisfied with the activities offered in the English Club?
2. List the major strengths and weaknesses of the English Club programs.
3. Would you participate in the English Club activities programme again if it was offered?
4. What did you gain from participation in this extracurricular activity?
5. Did the English Club make school seem more interesting?
6. Did you make new friends through your participation in the English Club?
7. How have you used what you learned from the English Club?
8. Do you consider the time that you have spent in the English Club as useful? If yes why? If
no why not?
Introduction
A. Why should you start an English Club?
An English Club is a place for language learners to use English in a casual setting outside regular class
teaching. English Clubs can take care of the students different developmental needs such as their sense of
moral values and attitudes, skills and creativity. Through their participation in the English Club, students can
learn to communicate, to co-operate with other people and in addition to enrich their life experience. If
students are given the opportunities to organize their own English Club, they will gain first-hand experience
of programme planning and leadership, thus enabling themselves to discover and develop their potential.
In view of the differences in schools settings and the fact that students maturity varies at different levels,
schools are advised to draw on their own experience and professional knowledge to best realize their goals.
Use what you learn
Practicing skills in the classroom is important, but it is not like real life. In the classroom, teachers and
students often focus on one skill and one item (for example: grammar - future tense). After learning the rules
teachers give students time to practice using the item. Students have their class books in front of them and
the rules are fresh in their mind. Will they remember how to use the skills they have been taught next week,
or next year? In an English Club, students get a chance to practice many different skills in a setting that is
more like real life.
Make friends
Starting an English Club is a great way to make new lasting friendships. It is important to have good EFL
friends because your confidence will increase if you do. You will feel more comfortable using English around
people you trust and have fun with. Don't limit your friends to the people in your class
B. Where should you hold your English Club?
At school
The easiest place to hold an English Club is in a spare classroom at the school. This is also a convenient
location because some or all of the members will already be in the school and will have no excuses for
missing a club meeting. You will also have access to materials and equipment.
Outdoors
One of the best places to hold an English Club is outside. However, this may only be possible during certain
months. Choose a location where shelter can be found in case of rain in the winter months.

Consider atmosphere
Wherever you hold your club, remember that it is a club, not a class. To change the atmosphere in a
classroom you might want to open windows or have background music. A pot of coffee or a bowl of popcorn
can also make the meeting feel more like a club than a class. Why not encourage members to take off their
shoes when they walk in the door, or sit on the floor instead of chairs. Remember, the purpose of the club is
to use English in a life-like situation. Do what feels natural and comfortable.
C. When and how often should you meet for your English Club?
About once a week every FRIDAY
Some English clubs fail because they expect too much of the members. Meeting once a week for about one
lesson is a good start. Some English Clubs also meet for an additional activities once a month. We have our
own web page/blog where you could all meet, identify a topic you would like to discuss and exchange ideas,
thoughts, feelings etc.
The best time of day
Choose a meeting time that is convenient for the group. The time that you choose will also depend on when
the room/space is available.
Stop and begin again
Start a new club session approximately every three months. This will keep the club alive! Another good time
to take a break is during holiday times, such as Mid-year and End-of Year Break. Some members will return
and others will move on to other things. Invite new people to join to fill the empty spots. Change
activities/themes that didn't work the first time. Keep adding new ideas, but try to maintain a club identity.
D. The start of an English Club
Post a sign-up sheet
You can start by putting up a sign-up sheet in your school entrance or on a bulletin board placed
prominently somewhere near where all students congregate like the tuck shop. Write your class at the top
so that people can contact you with any ideas they might have. Make sure they write down their class name
or email addresses so that you can contact them about the time and place of the club meetings.
Seek help
Don't try to do everything yourself. Each member should contribute to the club. You may even want to find a
fluent English speaker who will volunteer to come to your meetings.
Hold an introductory meeting
After you have enough people sign up (6-10 people is a good number) you will need to hold an introductory
meeting. At the first meeting, members can learn each other's names and you can talk about what kind of
club people are interested in. One way to organize the club is by putting one member in charge of being the
leader each week. You can organize the weeks in terms of themes (music/food/travel...), or skills
(reading/writing/listening...).
Rules and Routines

APPENDIX ONE
SIGN-UP SHEET

Want to join an English Club?

Do you like studying English? Do you need more practice? Why not take a break from the classroom and
join an English Club? Practice your English in an informal environment. Make new friends. Learn English for
free! Everyone is welcome. If you are interested, please write your name and class on this sheet. We will tell
you when and where our introductory meeting will take place.
If you have any ideas for this club, please send us an email today. (In English, please!)
Contacts
JUNIOR ENGLISH SOCIETY (juniorenglishsociety@gmail.com)

Name

Grade/
Year
level

Contact no.

Deadline:
APPENDIX TWO
English Club Warm-up Games, Activities and Improvisations
What should you do in your English Club?

E-mail

Establish a warm-up routine

You will notice that teachers often start class with a game or conversation exercise. They do this to wake
students up! They also want to help students focus on a classroom activity that will follow. In a club that
tends to have more of an academic focus the warm up could be three new vocabulary words. The leader
could teach a noun, a verb, and an adjective each session. The group practices making sentences with the
new words. In a club that is more social in nature, find an activity that makes people laugh. This will bring
positive energy into the room.
Themes or Skills for English Clubs
Clubs can be organized in many ways. Some clubs will be full of members that only want to practice one
skill, such as conversation. English conversation club meetings are often very casual and require little
planning. Everyone can write down a topic that they want to debate, or you can talk about popular culture
and current events. Someone can bring in a newspaper article and everyone can read it together and
discuss it. English reading clubs are another type of English Club. Each person reads the same book
(outside of group time) and the club discusses aspects such as what they liked about it, who their favorite
characters were, etc.
The majority of English Clubs, however, are designed for people who want to improve their English in all skill
areas. If this is the type of club you want to create it is useful to divide the meetings in terms of themes or
skills. Each member of the club can choose from a list of dates. You can suggest topic ideas, or ask
members to come up with their own. Always give members the option of bringing in their own idea (leave a
blank space for OTHER on the theme/skill schedule).. The leader for each meeting is in charge of
everything including the warm-up, the focus, and the dividing of members into groups or pairs. This gives
everyone in the group an opportunity to show their leadership and creative skills. If someone is extremely
shy and unwilling to be a leader, you can still allow them to join the club. Perhaps they will agree to be a
leader a few months later in the next session when they have more confidence in English.
Have backup ideas on hand
What if your leader for the day doesn't show up? In a classroom, you usually get a substitute teacher when
your teacher is sick or unavailable. This should be the same in a club. If members know they are going to
miss a meeting that they are supposed to lead, they should call another member and give them instructions
about what was planned. However, it is likely that a day will come when no leader shows up at all. It is a
good idea to have a back up plan in case of this problem.
The easiest thing to do is keep a list of discussion questions in the location of the meetings. Put them in
an envelope or in the classroom, or give one to each member to keep in their notebook. You can cut them
up and put them in a hat and take turns picking questions. Another idea is to get out a dictionary and learn
ten new words. The group can practice using them . Teaching each other rules in English is a great way to
practice speaking and listening. You will also have to ask lots of questions when you learn a new game. It is
also a good idea to have a range of differentiated games according to the level of the students. The games
could be categorized as follows
Go on seminars or trainings as a group
Outside of your weekly meetings, it is a good idea to have one excursion a term/semester. This helps create
stronger bonds within the group. It is always fun to have something to look forward to as well. Play a sport.
Do community service together. Give blood. Go sightseeing. Have a picnic. Whatever you decide to do,
everyone should speak English at all times usually get a substitute teacher when your teacher is sick or
unavailable. This should be the same in a club. If members know they are going to miss a meeting that they
are supposed to lead, they should call another member and give them instructions about what was planned.
However, it is likely that a day will come when no leader shows up at all. It is a good idea to have a backup
plan in case of this problem.

Use of a suggestion box

If it's possible, keep a suggestion box in the room where you hold your club meetings. At the end of each
meeting the leader should encourage members to write a comment or suggestion for the group. Examples:
I want to practice pronunciation more. Let's keep track of our new vocabulary. It's too cold in this room! Why
don't we all bring a snack to share next week?
Arrangement of an encouraging awards scheme
One of the important aspects in the establishment and on-going implementation of the English Club is to
make them self-rewarding for the participants. To achieve this objective, students should first of all be
encouraged to take part in the English Club and to gain experience from the process. Once students have
been stimulated to try out the activities, they should be further motivated to do so by various means. An
awards scheme is one of the best motivators. According to the nature of each activity, awards can comprise
praise, certificates, merit points, badges etc.

20 Questions
One person thinks of an object (person, place, or thing). Everyone takes turns asking yes/no
questions until someone can guess correctly (or until 20 questions are asked). The difficult part is
that you cannot ask "wh" questions!
(Example: PINEAPPLE. Does it talk? No. Does it make life easier? No. Do you eat it? Yes. Is it
something you would eat for dinner? No. Etc...
If someone makes a mistake in forming the question, other club members can help turn it into a
proper question).
Can't Say Yes or No
In this game everyone is given a certain number of coins or squares of paper (about 10). Everyone
moves around the room starting conversations and asking each other questions. The only rule is
that you cannot say the words YES or NO. If you accidentally say one of these words, you have to
give a coin or square to the person who you said it to. Try to trick each other by asking questions
that you would almost always answer with a yes or no. Think of other ways to trick your friends.
Sometimes asking two quick questions in a row works well. (Especially tag questions: Are you new
here? This is your first time in the English Club, isn't it?). This game is a great way to practise using
small talk and to add variety to your vocabulary. It also makes everyone laugh.
Fact or Fiction
In this game, one person tells a short story about themselves or someone they know or heard
about. Usually it is something funny or crazy. It can be a true story, or something made up.
Chain Fairytale
This is a fun writing warm-up. Everyone has a piece of paper and writes the first sentence or two to
start a fairytale (not one that already exists).
(Example: Once upon a time there was a frog that had no legs. He wanted to get married, but
there were no female legless frogs in the land.
After one minute the leader will say "SWITCH". At this time the writers have to put down their pens
and pass the papers. They cannot finish their sentences. Then, the next writers will continue the
story. After about ten minutes you will have as many silly stories to read as you have club
members. The leader should warn the writers that they will soon have to wrap-up the story during
the last two minutes so that each story has a conclusion. Read all of the stories out loud for a good
laugh. You can extend this activity by trying to edit each other's writing and spelling errors).

Draw the Picture

In this activity members split up into pairs or small groups. One person looks at a scene from a
magazine or book (the leader should cut out enough pictures, or bring in enough magazines for the
club). The other person has a pencil and a blank piece of paper. The person with the picture will try
to describe everything he sees to the drawer. This is good practice for using prepositions of place.
When the describer is finished, compare the drawings to the real thing! Whose is the closest to the
original?
Categories
For this game, one person thinks of a category, such as MOVIES. In a circle, everyone must take a
turn thinking of a Movie title (in English of course). If someone takes too long to give an answer
(the leader should count to five) then that person is out and a new category begins. If someone
gives an answer that doesn't make sense or is incorrect, he is also out of the game. For example, if
the category is VEGETABLES and someone says "banana" that person is out. The game continues
until only one person is left!
Who am I?
In this game, the leader prepares cards with famous people's names on them. The leader tapes
one card on the back of each member. Then everyone pretends they are at a party and asks each
other questions to find out their own identities. When someone guesses their own name correctly,
the name-tag gets taped to their front and they continue to chat with the party guests until everyone
is wearing the nametag on the front.
Jeopardy
In this game, which is based on the famous gameshow Jeopardy, everyone writes down ten
answers to questions about themselves. After writing down the answers, people have to form pairs
or small groups and try to find out what the questions are.
Example: (answer = purple) "What is your favorite colour?" "Blue." "What colour do you hate?"
"Green." "What colour is your bedroom?" "Purple!" You can stop at three guesses if you want, or
keep going until someone in the club can guess the question.
Hot Seat
In this game, the club is split up into two teams. One member from each team sits facing the group.
The leader holds up a word (or writes it on the board if you are in a classroom) for all of the team
members to see except for the two players in the hot seats. The teams must try to get the person in
the hot seat to guess the word or phrase. The first person to guess correctly gets to stand up and a
new member from their team takes the hot seat. The person on the other team has to remain in the
hot seat until she gets an answer first. You can keep score or just play for fun. This game can also
be played in pairs. One pair member closes their eyes while the leader shows the word to the other
pair members. The first pair to get the word right gets a point.
Broken Telephone
This is a listening and pronunciation activity that always gets people laughing. The leader first must
think of a sentence or phrase and whisper it to the person beside her. That person will then whisper
what she heard to the next person. Each person can only say, "Can you please repeat that?" one
time. When the message reaches the end of the chain that person must speak out loud. Oftentimes
the message will be completely different when it reaches the end. Try to find out where the chain
broke! In a big group you can send the message two ways and find out which team comes closest
to the real message. (A famous example is the army message that started as "Send
reinforcements, we're going to advance" and ended as "Send three and fourpence, we're going to a
dance.")

It is also a good idea to have a range of differentiated games according to the level of the students. The
activities could be categorized as follows for the members to know their learning:
Beginner
Elementary
Lower Intermediate
Intermediate
Upper Intermediate
Advanced
Improvisations
Improvisations are an excellent medium for getting everyone involved as everyone has to speak.
The following ideas are not role-plays or simulations (although many of them can be adapted as such). The
objective here is total spontaneity and improvisation. Students have no time to prepare. Their roles and
situations are given to them on the spot and they have to react immediately. Generally it is better to provide
students with minimal details. This allows their own imaginations to construct situations and ensures richer
dynamics.
Teachers are sometimes afraid that students may not be able to cope with improvisation. In reality, it is
surprising just how imaginative students will be (subject to level, of course). They can usually be relied on to
give more than they are asked for.
The following ideas are just that - ideas. They can be modified, adapted, changed, rethought, distorted,
simplified, made more difficult etc.
In general, begin classes with pairs to warm up and finish with groups.
Pair Improvisations
The Small Advertisement: For sale/To rent/Friendship. Student A has seen a classified ad in the
paper. Student A decides for herself the subject of the ad. She then chooses any other student
(Student B, who has placed the ad) and calls her about it. "I'm calling about your ad for a live-in
nanny..."
The Hypochondriac: Student A is a hypochondriac determined to have as many pills as possible.
He consults Student B who is a doctor strongly averse to giving out pills willy-nilly.
The Loan: Asking to borrow. Then asking for repayment.

The Career Counselor: Student A has lost her job. She consults a career counselor about a
suitable new profession. Lots of questions and advice (modals).
Parent(s) and Child: Child returns home late/doesn't want to go to bed/doesn't want to get up etc.
The Journalist and the Famous Actress: 1. Journalist tries to get interview. 2. Interview. 3.
Actress is not at all happy with what is printed and complains (to journalist or editor etc).
Directions: A young girl stops passers-by in the street and asks for help/directions in finding an
address.
Telephone Chain: Student A calls any student (Student B) about anything. When conversation
finished, Student B calls any student (Student C) about anything. Keep the chain going. Must be
fast. Good for warm-up. The answering student must make the next call (to maintain the dynamic).
The Tourist: Student A goes to another country (or planet) and calls home to tell Student B all
about it.
The Chance Meeting: Two people who have not met for 5 years meet in a caf/at a cocktail party
etc. Ex-student, ex-boss etc.
The Answering Machine: Student A calls B and gets answering machine (B's voice). Leaves
message.
Group Improvisations
The Fire: Detective or journalist interviews witnesses (one of whom may be a suspect) about what
they saw/heard/did. (The Fire can be changed to a Bizarre Noise, Disappearance, Murder, Theft
etc). Lots of questions and past simple.
The Hold-up: Group of gangsters planning a hold-up. "Stop. Now it's two days after the hold-up
and you're all in prison. Now discuss what actually happened, whose fault etc."
Television Interview: Film star, politician, sportsperson etc.
Television Program: Presenter interviews different action groups like members of ESO
(Environment Society Oman, OWA (Omani Womens Association etc).
Press Conference: Group of journalists interview a sportsperson, film star etc.
The Amnesiac: Student A is in bed in hospital, having lost his memory. The other students are
medical staff, police officers, visitors (family, friends etc) who try to bring memory back. They must
be careful. A shock could be fatal.
The Neighbour: A neighbour who needs to sleep or revise etc knocks on door and complains
about the noise from a party.
Teachers' Meeting: Teachers discuss imaginary situations. One teacher is the "chairman" and has
a list of topics ("Now we'll discuss school cleanliness...").

English Club Activities Book.

A number of the ideas for the book will be collated by the members. The contents of the book are roughly
arranged in the following sections
Journals
Members Profile
Making Books
Stories
Make & Do Activities
Puzzles
Spelling Games
Word Games
Action Games
Songs, riddles, chants and rhymes
Projects
Useful websites
References
APPENDIX 3: Junior English Club Schedule and proposed activities
Week 1
Week 2
Week 3
Week 4
Special
Saturday
Week 5
Week 6
Week 7
Week 8

Activity
Introductory Meeting
Getting-to-know you
Sign-up for leadership tasks/ CLUB OFFICERS ELECTION
Warm-up: Tutorial/ Remedial Assistance
Theme: Music/Other
Warm-up: 20 Questions
Theme: Poetry/Other__________
Warm-up: Story Telling
Theme: Current Events/Other__________
Club Seminar Workshop in Campus Journalism:
(@ UP-Diliman)
Coordinator:__________
Warm-up: Book Parade
Theme: Sharing/Other__________
Warm-up: Book Fare
Theme: Movies/Other__________
Warm-up: Campus Journalism
Theme: Family/Other__________
Warm-up: Campus Journalism (Feature Writing)
Theme: Sport/Other__________

Leader
Club Advisor
Officers
Officers
Officers
Club Advisor/
Coordinator
__________
__________
__________
__________

Competition:
(________________)
Coordinator:__________
Warm-up: Film Review
Theme: Celebrities/Other__________
Warm-up: Book Activities Compilation
Theme: The Future/Other__________
Warm-up: English Extra Challenge
Theme: Fashion/Other__________
Warm-up: YES/NO game
Theme: Travel/Other__________
Club Evaluation:
(Place TBA)
Coordinator:__________

Week 9
Week 10
Week 11
Week 12

__________
__________
__________
__________

TBA=To Be Announced (the information is not yet known)

APPENDIX 4: Junior English Club Evaluation Sheet
(The overall performance of the English Club could be rated using the following scale:
5 = Outstanding, 4 = Good, 3 = Acceptable, 2 = Needs improvement, 1 = Needs urgent support)
No

Items

( a) Organization :
Students' participation : No. of members:

Distribution of duties among teachers

Distribution of duties among students

Record keeping (Files)

Meetings (How frequently do they meet)?

(b) Outcomes:

9
10

Library or book corner (whether being used or not) how often

Sts borrow? Books summaries..etc
Broadcasting in the morning assembly (how often, types of
participations)
English Corner ( a board on a wall or a stand somewhere
prominent in the school)
Competitions ( speaking, writing, reading, quizzesetc)
Production of Educational Aids, Models)

11

Action research done by Ts (.Quality?)

12

Projects done by Sts

13

Exchange visits with other schools

7
8

Remarks

14
15

School magazines, articles, booklets, class magazines,

essays, posters, charts
Cultural activities

16

Production and use of computer programmes

17

Helping Sts who have different linguistic needs

18

Educational trips done by members

19

English Club Environment / Setting

20

The productive & creative use of YO in the school

APPENDIX 5 (i):
Criteria Sheet to Evaluate Junior English Society
(The overall performance of the English Club could be rated using the following scale:
5 = Outstanding, 4 = Good, 3 = Acceptable, 2 = Needs improvement, 1 = Needs urgent support)
No
Items
1 2 3 4 5 Remarks
(a) Design of the English Club:
1
Purpose of the design
2
Educational objectives
3
Marketing of the English Club within the school
4
English Club Environment / Setting
(b) Implementation of the English Club Activity Plans and Programmes:
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Types of activities and appropriateness

Number of participants involved
Distribution of duties among students
Record keeping (Files)/ E-files
Meetings (How frequently do they meet)?
Effectiveness of the English Club programme/activity
Library or book corner (whether it is used or not) how often Sts
borrow? Books summaries..etc
Broadcasting in the morning assembly (how often, types of
participations)
English Corner ( a board on a wall or a stand somewhere
prominent in the school)
Competitions ( speaking, writing, reading, quizzesetc)
Production of Educational Aids, Models)
Projects done by Sts
School magazines, articles, booklets, class magazines,
essays, posters, charts, portfolios etc
Production and use of computer programmes, wikis, websites,
blogs, forums etc
Exchange visits with other schools
Cultural activities/ Educational trips done by members

21
22
23
24
25
26
27

The productive & creative use of YO in the school

(c) Analysis of personnel involved:
Organizers analysis i.e. school principals
Facilitators analysis i.e. teachers & senior teachers
Advisors analysis i.e. supervisor, senior supervisor, chief
supervisor
Participants analysis i.e. students
Observers/spectators analysis
Parents analysis

APPENDIX 5 (ii):
Sample Question Sheet for Students to Evaluate the Junior English Club
(The overall performance of the English Club could be rated using the following scale:
5 = Outstanding, 4 = Good, 3 = Acceptable, 2 = Needs improvement, 1 = Needs urgent support)
No
1
2
3
4
5
6
7
8

Items

Remarks

Students Perceptions of the English Club:

Are you satisfied with the activities offered in the English
Club?
List the major strengths and weaknesses of the English Club
programs you were involved with.
Would you participate in the English Club activities
programme again if it were offered?
What did you gain from participation in this extracurricular
activity?
Did the English Club make school seem more interesting?
Did you make new friends through your participation in the
English Club?
How have you used what you learned from the English Club?
Do you consider the time that you have spent in the English
Club as useful? If yes why? If no why not?

Arranged by:

Recommending approval by: