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close this book Aids resource manual - A guide for teaching about AIDS in Thailand
close this folder Section III - Games and activities
View the document Activity 1: The basics of AIDS
View the document Activity 2: AIDS True/False test
View the document Activity 3: AIDS myth or fact game
View the document Activity 4: Vocabulary aid
View the document Activity 5: Take a stand
View the document Activity 6: Condom time bomb
View the document Activity 7: Other suggestions for activities with condoms
View the document Activity 8: Shaking STD's
View the document Activity 9: The immune system role play
View the document Activity 10: "I have AIDS" - A role play
View the document Activity 11: The AIDS risk game
View the document Activity 12: AIDS problem situations
View the document Activity 13: Eliminating barriers to individual AIDS prevention
View the document Activity 14: The story of four friends
View the document Activity 15: Tic-tac-toe
View the document Activity 16: Concentration
View the document Activity 17: AIDS and ladders

Section III - Games and activities

"When people laugh they remember," says Khun Mechai Viravaidya. Khun Mechai, Chairman of Population and Community Development Association (PDA), is known for helping people remember the messages of AIDS prevention by using a lighthearted, humorous approach to teaching a serious subject.

Try a similar approach yourself and you will find few people sleeping in your sessions. Alternate presentations with games and interaction. Give your students a chance to teach each other through peer teaching, role play and plenty of question and answer time.

Caution: Be sure the fun doesn't completely hide the message. Before playing a game tell the audience what message the game demonstrates. After the game, ask. participants what they learned.

Most of the activities in this manual indicate a target audience. If your audience differs, think of ways you can modify the activity to fit the audience.

Activities included here were created or modified by AIDS Peace Corps Volunteers unless otherwise noted.

Good luck and have fun.

Activity 1: The basics of AIDS


• To introduce basic AIDS information through self teaching methods. To stimulate discussion about AIDS.

Target Group:

• Secondary students and adults


• Copies of the AIDS information Sheet, scissors, colored pens

Note: You will need one sheet for every five people, e.g., if you have 25 people you will need five sheets.


• Mark copies of the AIDS Information Sheet by drawing a circle of the same color around each numeral. For example, draw a red circle around #1 through #5. Do this to a few sheets marking each sheet with a different color, such as green or blue.

• Cut each sheet into the five separate sections making certain that each slip includes the number, message and color identification. Mark and cut enough sheets to provide one slip for each participant.


• Distribute one slip cut from the AIDS Information Sheet to each participant.

• Have all the participants separate into groups according to the number on their slip (e.g. all the #Is form a group etc.).

• Give these groups approximately 10 minutes to discuss their messages among themselves.

** During this time the facilitator should be moving among the groups answering any questions brought up or adding information, as deemed appropriate.

• Now instruct all the participants to separate into new groups according to their color. Each group should include 5 people, each with a different number, 1 through 5.

• In turn, each person will read their message to their group starting with the person with message #1. The groups will present and discuss the messages for approximately 15 minutes.

** Once again, facilitators should move among the groups answering questions and adding information.

• Ask the groups to help summarize the activity together.


1. AIDS is caused by a virus (HIV) which attacks and disables the body's defence system.

- This defence system is called the immune system.

- People who are infected with the AIDS virus are HIV positive.

- People with AIDS die. Life expectancy for HIV infected persons is five to fifteen years. They die because they have little or no protection (no antibodies) from many diseases. These opportunistic diseases include:

* cancer

* typhoid fever

* tuberculosis (TB),

* pneumonia...and many others.

2. AIDS is a very dangerous disease.

- There is no vaccine.

- There is no cure.

- People infected with the AIDS virus may not know they have the disease. They may show no symptoms and feel perfectly healthy for three to fifteen years. During this time they are capable of transmitting AIDS to others. Eventually, they will get very sick and they will die.

3. How is AIDS transmitted (how do people get the disease)?

- By having sexual intercourse with someone who is infected with the AIDS virus. (One sexual contact can allow the AIDS virus to pass from one person to another.)

- By exchanging blood.

- Drug users who share needles are at risk.

- Women who are HIV positive can pass the disease to their unborn children. This is happening all over Thailand.

4. You can not get AIDS by:

- casual touching or hugging

- eating or drinking together

- swimming in pools

- telephones or other objects

- sharing clothes

- sharing bathrooms

- mosquitos or other insects

- tears, saliva, sweat

5. How do you protect yourself and your family?

- Say "No" to casual sex. Wait until you are truly sure your partner is not HIV positive.

- Safe sex. The best way is one partner. Your partner should not have sex with anyone else. If there ever is a question, you must use a condom every time.

- Never use some one else's needle (syringe).

- Do not use drugs, stay sober. This will help you control your risk behavior.


Activity 2: AIDS True/False test


• To evaluate target groups' knowledge about AIDS and to spark discussion about AIDS

Target Group:

• Secondary students and-adults


• AIDS True/False Sheet


• Copy the AIDS True/False Sheet


• Variation 1: Cut the sheet into strips and use when playing AIDS condom time bomb (Activity 6).

• Variation 2: Divide the group into smaller discussion groups and give each group one or two statements to discuss. Have a representative from each group report to the larger group.

• Variation 3: Use the questions as a pre-test. Have the group vote if the statement is true or false. Concentrate your presentation on the topics that receive the most votes for false.

• Variation 4: Give the sheet as a homework activity. Have the students survey 3 people in his/her neighborhood and report the results the next day in class.




1. Whether you are a man or woman you can get AIDS.



2. You cannot tell by looking at someone whether he or she has the AIDS virus.



3. You can protect yourself from becoming infected with the AIDS virus.



4. It is not possible to catch the AIDS virus from someone by holding hands, eating together, or using the same bathroom.



5. You cannot get the AIDS virus by donating your blood.



6. Sharing needles for drug use is putting oneself at high risk for becoming infected with the AIDS virus.



7. Babies born to parents who use needles to take recreational drugs are at risk for having the AIDS virus.



8. It is safe for a person to go to school or work with someone who has the AIDS virus.



9. Testing positive on a blood test for AIDS antibodies usually means that someone has the AIDS virus.



10. Condoms, when properly used, can protect you from infection with the AIDS virus.



Note: Answers are on Page 30

From: The Ohio Public Schools AIDS Manual

Activity 3: AIDS myth or fact game


• To evaluate target groups' knowledge about AIDS. To spark discussion about AIDS

Target Group:

• Secondary students and adults


• Myth or Fact Sheet, small box


• Copy the Myth or Fact Sheet and cut out each of the statements. Place the slips of paper in a cardboard box.


• Divide the group into 2 teams.

• The first participant draws a slip of paper from the box and reads the statement to him/herself.

• The participant then states aloud either "MYTH" or "FACT" and proceeds to read the statement aloud so that the facilitator and rest of the group can judge whether he/she is correct.

• Teams alternate choosing questions until time is up or the questions are all read.

• The team with the most correct answers wins.


• You may not wish to use all of the questions. Select those which seem most appropriate to the age level and maturity of the group.


• The group may generate additional questions to be used.

AIDS Myth or Fact Game

Facilitator's Key










10. MYTH

11. MYTH

12. FACT

13. MYTH

14. FACT

15. FACT

16. MYTH

17. MYTH

18. MYTH

19. MYTH

20. MYTH

21. FACT

22. MYTH

23. MYTH

From The Ohio Public Schools AIDS Manual


1. A person can get AIDS from sitting next to a person who has it.

2. A person can get AIDS by having sex with a Commercial Sex Worker.

3. An unborn child can get AIDS if his/her mother is infected.

4. Insects like bedbugs and cockroaches can be AIDS carriers and give it to people.

5. If a mosquito bites a person with AIDS the next person it bites may get AIDS.

6. Men with AIDS may sexually transmit it to women.

7. You can get AIDS by using a phone which was just used by someone with AIDS.

8. You can get AIDS if a person with AIDS coughs or sneezes near you.

9. You can get AIDS from a toilet seat.

10. If you kiss a person with AIDS on the cheek, you can get the disease.

11. You can get AIDS by drinking from the same glass as a person who has it.

12. You can get AIDS by having oral sex with a man who has it.

13. If a person with AIDS cries and his/her tears touch you, you can get AIDS.

14. It is safest to avoid having a blood transfusion.

15. Persons who have sex with many different people are at risk of getting AIDS.

16. You can get AIDS by eating food which is cooked by someone who has AIDS.

17. You can get AIDS from swimming pools.

18. You are likely to get AIDS if you sleep in the same bed as someone with AIDS without having sexual intercourse.

19. You can get AIDS by hugging a person who has it.

20. Children can get AIDS by sitting next to or playing ball with a student who has AIDS.

21. A person can get AIDS by having sexual intercourse with an infected person.

22. Brothers and sisters of children with AIDS usually also get AIDS.

23. Doctors and nurses who treat AIDS patients often get AIDS as well.

Activity 4: Vocabulary aid


• To help students learn vocabulary to be better able to explain to others how AIDS is transmitted, how AIDS is not transmitted and how AIDS can be prevented.

Target Group:

• Secondary students and adults


• 10 minutes


• AIDS Vocabulary Worksheets, one per student and Teacher's Key, one only


• Give each student a copy of AIDS Vocabulary Worksheet.

• Match the correct statement in column B to the appropriate vocabulary word or phrase in column A.



1. f





6. g

7. h


9. a



Column A

Column B

1. __ HIV

a. a person who gives blood to be stored and used for transfusion

2. __ opportunistic disease

b. a disease that occurs because the body's immune system been damaged

3. __ risk behavior

c. part of the blood which is responsible for destroying infections that enter the body

4. __ white blood cells

d. a communicable disease that results in a breakdown of the body's ability to fight infection

5. __ immunity

e. the body's ability to resist disease

6. __ communicable

f. the most widely used name for the virus that disease causes AIDS

7. __ AIDS Related Complex (ARC)

g. a disease that is passed from one person to another

8. __ Acquired Immune Deficiency Syndrome

h. a condition caused by the HIV infection in which a person tests positive and has some symptoms

9. __ blood donor

i. a behavior that increases their chances of becoming ill

10. __ abstinence

j. choosing not to have sexual intercourse

Activity 5: Take a stand


• To evaluate the level of knowledge of the target audience

Target Group:

• Children and adults of all ages


• Statements about AIDS (see the AIDS Myth or Fact Game, Activity 3)


• None necessary, though facilitator may want to make 2 signs that say "Agree" and "Disagree" and post them on either side of the room.


• Facilitator explains:

Today you must take a stand. I will read statements and you must stand on the side of the room which best represents your view about the statement. We will start by lining up in the center of the room. When I read the statement you must move either to the "Agree" side or to the "Disagree" side. You may not stand in the middle.

• Facilitator reads the statement, participants move.

• Facilitator asks reasons why participants chose one side over the other, and explains which answer is correct and why.

• Repeat process with new statements.


• This exercise can be used as a springboard for more concentrated activities in areas where there is much misunderstanding or as an introduction for a discussion of AIDS.

Variation 1:

• Substitute "AIDS CAN BE TRANSMITTED" and "AIDS IS NOT TRANSMITTED" for Agree and Disagree and read statements of various transmission myths and facts.

Variation 2:

• Participants pick statements individually and move to appropriate side. The participant's choice is then discussed.

Activity 6: Condom time bomb


• To reduce the discomfort level with condoms; to ask questions about AIDS in a fun way

Target Group:

• Secondary students and adults


• 15 minutes. Time will vary with the number of condoms passed around and the time in between questions.


• Condoms, questions on small pieces of paper, a radio/tape player


• Unroll condoms, place one question inside condom, blow up like balloons. Have group stand in a circle.


• Start the music and begin passing a condom balloon around in a circle. When the music stops, the person with the condom must sit on it or step on it to break it and answer the question inside.


Question 1: Who can get the AIDS virus?

Anyone can get the virus if they participate in risk behaviors or are born of an infected mother.

Question 2: Can people get the AIDS virus from animals and plants?


Question 3: Where does the AIDS virus live?

It lives in white blood cells in the blood and in semen and vaginal fluids.

Question 4: Can we protect ourselves from AIDS?

Yes! We can say no to IV drugs, wait to have sex until we are ready for a mutually monogamous relationship or use condoms everytime we have sex.

(Additional questions can be taken from the "AIDS Myth or Fact Game," Activity 3, or the AIDS True/False Test, Activity 2.)

Activity 7: Other suggestions for activities with condoms

• When playing board games, use different colored condom packets as markers.

• When talking to adult groups, use condom packets as tokens for correct answers.

• Use condoms in the following games:

- Over-and-under relay

- Condom water balloon toss

- Pass the condom (similar to pass the orange)

- Condom pinatas

- Condom volley ball

- Condom corner ball (similar to soccer)

Activity 8: Shaking STD's


• To illustrate through a simulated activity how STDs (1)are transmitted, (2) are not transmitted, and (3) ways to reduce risks of infection.


• 3 x 5 cards, pencil for each participant, one right handed glove


• Hand cut 3 x 5 cards to participants.

• Tell them to write numbers 1-2-3-4-5 down left side of card.

• Five people will receive cards which have special instructions on back.

- Person 1: Do Not shake hands.

- Person 2: Shake hands only with Person # 3.

- Person 3: Shake hands only with Person # 2.

- Person 4: Shake hands only with a glove on your hand.

- Person 5: After you shake hands, sign the card as "Person 5" and tell that person to sign all future cards as "Friend of Person 5."

• Instruction to Group: Each participant is to go and introduce him/herself to another, shake their hands, and sign each other's card. Repeat this 4 times until you have five names on your card and then sit down.


• For this activity, shaking hands is symbolic of having sexual contact.

• Person 1 was instructed not to shake hands with anyone. This person was symbolically practicing abstinence.

• Persons 2 and 3 were instructed to shake hands only with each other. They were symbolically practicing monogamy.

• Person 4 was instructed to only shake hands with a glove on his/her hand. This person was symbolically practicing a barrier method, such as a condom.

• Person 5 symbolically had an STD. He/She signed cards as "Person 5" and told those people to sign others' cards as "Friend of Person 5."

• Persons 1, 2, and 3 would not transmit the disease since STDs are prevented with abstinence and monogamous relationships.

• Person 4's risk of infection was reduced but not eliminated by the use of a barrier method such as the glove which was symbolic of a condom.

• Person 5 exposed his/her contacts to STDs.

• Person 5, please stand up.

• Everyone now look at your 3 x 5 cards.

• Look at Number 1. If your card says Person 5, please stand up.

• Look at Number 2. If your card says Person 5 or Friend of Person 5, please stand up.

• Look at Number 3. If your card says Person 5, or Friend of Person 5, please stand up.

• Look at Number 4. If your card says Person 5, or Friend of Person 5, please stand up.

• Look at Number 5. If your card says Person 5, or Friend of Person 5, please stand up.


• Not everyone exposed to an STD infected person will contract an STD, but sometimes only one contact is necessary. Rates of infection depend on the particular STD, the type of sexual contact, the sex of the participants, the number of participants, other STDs acting as co-factors, geographic locations, sexual history of partners, as well as other factors.


• Ask the persons standing, "How do you feel about being infected?" (surprised, embarrassed, angry, etc.?).

• Ask Person 1, "How did you feel when others tried to shake your hand and you couldn't respond?" (rejected, foolish, bashful, etc.?).

• Ask Persons 2 and 3, "How did you feel when you could only shake hands with each other?" (left out, rejected, special, etc.?).

• Ask Person 4, "How did others respond to the glove on your hand when you shook hands?.' (surprised, questioned, reluctant to shake hands, etc.?).

• Ask Person 5, "How did you feel knowing you possibly infected all these people?" (embarrassed, sorry, didn't know what he/she was doing, etc.).

• When did this STD really start to be transmitted?

• Discuss the effectiveness of the following methods to reduce the risks of STD infection:

- abstinence: best, most effective, way

- monogamy: effective if neither is already infected

- limited number of partners: reduce but risky

- limit partners who have multiple partners: reduce but risky

- condoms: reduce but do not eliminate possibility of infection.

From: Ohio Public Schools AIDS Manual

Activity 9: The immune system role play


• To demonstrate how the AIDS virus affects the body

Target Group:

• Students B5-B6, M1-M6


• Cardboard or stiff paper, markers, string, scissors


• Use the cardboard or stiff paper and markers to make signs: AIDS Virus, Body, Pneumonia Virus, Influenza Virus, Diarrhea Bacteria.


• Choose one student to come to the front of the class and play the part of the body. Have him/her wear the "Body" sign.

• Have 4 or 5 students come forward to play the part of the immune system, (white blood cells), that will come to protect the body. They should stand around the body and all of them will hold a ribbon/string forming a circle around the body. Explain to the students that the white blood cells are like a barrier against diseases that invade the body.

• Have the 3 students wearing the signs Pneumonia Virus, Influenza Virus, and Diarrhea Bacteria come and try to enter the protective circle around the body. Have the white blood cells move around to protect the body from invasion.

• Now have one more person (could be the teacher) wear the AIDS sign. This person will have scissors and will cut the string /ribbon that is forming a circle around the body. The other diseases can now get near the body. The teacher and students should summarize together that if the immune system is weakened by AIDS, other diseases can attack and do damage to the body.

Activity 10: "I have AIDS" - A role play


• To sensitize the group that persons with AIDS (PWA) should not be ostracized but supported

Target Group:

• Primary and secondary students and adults


• Sign that says, "I have AIDS", 4 cards


• On the 4 cards write the following, one reaction per card:

Reaction #1 Touch the PWA's (Person with AIDS) shoulder and when you read the sign he/she is wearing, you pull your hand away. Then you run to the restroom and wash your hands. (Pretend you are doing this.)

Reaction #2 You read the sign and say "You're kidding, right?" Then you ask the PWA how he/she could be admitted to school with this deadly, contagious disease. Also say that you are going to contact the school administration and have the PWA dismissed from school. Then leave the room.

Reaction #3 You read the sign and say "Oh, you must be one of those drug addicts. You should be locked up somewhere where you can't hurt the rest of us normal people." Then leave the room.

Reaction #4 You read the sign, shake the PWA's hand and say, "It's nice to meet you." Then sit down in the chair next to the PWA's seat.

• Distribute the signs and the cards to 5 students in the class who you think are good actors. Allow a few minutes for them to read the cards before actually playing the role play. Try to pick a student who is self confident to be the PWA since he/she may be teased for having AIDS by fellow classmates.


• One participant wears the sign, "I have AIDS." The participant with the PWA sign is a high school senior and is sitting at a desk in a classroom.

• Other students (1-4) come into the classroom and the PWA introduces himself/herself to them.

• The four have the reactions described above.

• At the conclusion of each situation, ask the group if the person's reactions are based on fact or fear.

• Discuss each situation individually.

• Ask the PWA how he/she felt in each situation.


• With adult groups, have the situation be a village, a mothers group, a factory, etc. Adjust the reactions according to the situation e.g., if the situation is a factory, in reaction #2, the reacting participant would threaten to speak to the boss to have the PWA fired.

From: The Ohio Public Schools AIDS Manual

Activity 11: The AIDS risk game


• A self-teaching activity to learn about AIDS transmission.

Target Group:

• Secondary students and adults


• One test sheet for each person, colored paper, pencils


• Copy one sheet for each person.

• Cut strips of colored paper the length and width of the "Correct Answer" column, and paste or staple to top of "Correct Answer" column.


• Each person writes their answers to questions in the "Your Answer" column, using the code at the top of the question sheet.

• After completing all questions, individuals or groups look to see if their answers are correct.


• Draw the activity on a large sheet of paper, big enough to be seen by the whole group.

• Have everyone answer the questions as a group and check the answers as a group.

• Allow time for questions and discussion.


N = No Risk

R = Risk


Your Answer

Correct Answer




Blood transfusions after screening



Blood transfusions using unscreened blood



Breast feeding by an infected mother



Cleaning blood spill without gloves






Dry kissing



Ear piercing with shared needle






Intercourse using an oil-based lubricant and condom



IV drug needle sharing









Mutually monogamous relationship with an uninfected partner who does not use IV drugs



Proper use of condom with non oxynol 9 spermicide



Sharing facilities with an infected person at school or work place



Sharing food and utensils, living and toilet facilities with an infected person









Unprotected vaginal sex when one partner is HIV positive or HIV status is unknown



Using a shared needle that has been cleaned with bleach



From: The AIDSED CENTER, WHO/UNESCO, Bangkok, Thailand

Activity 12: AIDS problem situations


• To spark discussion/thought in problem solving on AIDS related topics.

Target Group:

• Secondary students and adults


• Copies of "Problem Situations" and "Form for Solving Problems" for all participants, or write on flip chart or chalkboard where everyone can read easily.


• Explain that in this activity we will do two things:

- examine and discuss some common questions about AIDS transmission

- learn how to look for solutions by using a four-step process.

• Ask participants to read the situations on the "AIDS Problem Situations" list and choose one they would like to work on.

• Ask participants to divide into three groups based on the situation they have chosen to solve. Groups should be about the same size. If not, invite a few people to change groups.

• Using the "Form for Solving Problems," participants should try to solve their problem by following the four-step process. This may be done as a group or each individual may fill out the form, sharing the results with the small group afterwards.

• After sufficient time for small group discussion, a spokesperson from each small group can make a brief presentation to the entire group, describing the process and the solution reached.


1. Supap hasn't had sex with anyone, but she shoots intravenous drugs with her friends. Since reading that AIDS can be passed by sharing IV drug needles and syringes, she wonders if she has gotten the AIDS virus.

2. Porntip dates Somgiet, and they often have sex. Porntip doesn't have sex with others but she thinks that Somgiet does. Porntip also believes that Somgiet may have had sex with someone at increased risk for AIDS. Neither has taken the AIDS antibody test to determine if they have been exposed to the AIDS virus. Porntip wants to continue having sex with Somgiet but isn't sure what can be done to prevent exposure to the AIDS virus.

3. Mayuree works very hard to maintain good health. She reads about all aspects of health so that she can know the best preventive health practices. Mayuree has received a little information in school about AIDS, but doesn't feel it was enough. She wants to learn more about AIDS and keep current in the future.


Following the steps in this decision-making process can help you discover the best solutions to most problems. Use this process to help solve the AIDS problem situation you have chosen.

Check the AIDS problem situation you want to solve: 1__ 2__ 3__


• After reading the problem situation on the "AIDS Problem Situations" list, answer the questions below.

1. What is THE PROBLEM?

2. What are THE IMPORTANT FACTS about the situation?



From: The Ohio Public Schools AIDS Manual

Activity 13: Eliminating barriers to individual AIDS prevention


• To look for solutions to barriers in personal AIDS prevention.

Target Group:

• Secondary students (M3-6) adults


• Blackboard and chalk, flip charts and markers (optional)


• None necessary.


1. Identify Barriers to use of AIDS Prevention Methods

• Write the following AIDS sex and drug risk-reduction precautions on the chalkboard:

- Sexual abstinence

- Avoid exchange of body fluids by using condoms

- Careful selection of partners then monogamous relationships

- Don't use drugs

- Avoid sharing of drug needles and syringes.

• Ask participants to identify barriers or reasons why people do not utilize AIDS prevention. Possible barriers to the strategies listed above might be:

- Inability of a couple to resist peer pressure to be sexually active

- Belief that sex is not pleasurable with a condom

- Embarrassment in getting condoms.

• Write all ideas on the chalkboard.

2. Prioritizing Barriers

• Once all the barriers have been listed on the board, asked participants to select what they think are the five most important barriers to use of AIDS prevent on methods.

• The most important barrier is given five points, and so on to one point for the least important. If the group is small this can be done through group discussion.


• If the group is large, break into smaller groups. Each group should prioritize the list. After about ten minutes, groups reconvene and share their lists. Total the point groups have given to each barrier to determine order of priority.

3. Finding Solutions to Eliminating the Barriers

• Divide the group into five groups and one of the top five barriers assigned to each group. Through discussion, the groups are to create solutions for eliminating the barrier assigned to them. They may write their solutions on flip charts. Solutions should be imaginative.

4 Discussion of Solutions

• A spokesperson for each group should report the created solutions to the entire class. These solutions, as well as other possible solutions from the rest of the group, should be discussed.

From: The Ohio Public Schools AIDS Manual

Activity 14: The story of four friends


• To stress the importance of abstinence and monogamy in AIDS prevention

Target Group:

• Secondary students


• Flip chart picture cards


• Prepare the flip chart cards beforehand or ask students to help to draw the cards.

Hints for the facilitator:

Read the story ahead of time to yourself. Memorize the story picture by picture so that you do not have to read the story from this paper.

Change the names of the people in the story so that they suit the people of your area. Add other details about the characters' backgrounds to make them more personal.

Have the students sit near you. Or walk slowly around with each chart so everyone can see the pictures.

Hold the charts up high enough so that everyone can see. Hide your fingers as much as you can. Point the pictures to the students, not towards yourself

Point out details in the pictures and ask students questions. Ask "Do you see the four friends in the picture?" "Does this woman look healthy or sick?" "What is happening in this picture here?"


CHART 1: The Four Friends

Malee, Sompong, Tong-Chai and Cha-on (give your own local names to these people in the story) were good friends. They had all been going to school since Patome 1. Sompong and Malee liked each other very much as did Tong- Chat and Cha-on. Both couples dreamed of getting married some day, after they had finished secondary school.


CHART 2: Teacher Talks to Class

One day at school, the teacher announced that they would be having a special lesson about the new disease called AIDS. Some of the pupils had already heard a little about it, but no one was really sure about the facts. The lecture about AIDS was very interesting. The teacher explained that by following one simple rule you could almost always avoid this terrible disease. He said that by saying no to IV drugs and by choosing just one person for marriage and being faithful to them and they to you, you would not get this illness. He explained that though AIDS can be spread in other ways, it is usually spread by people who had sex with many other people, or who shoot drugs.


CHART 3: Two Boys Begin to Argue

Soon after the lesson Sompong and Tong-Chai were talking about what the teacher said about AIDS. Tong-Chai was surprised when Sompong said he didn't believe what the teacher said. Sompong said that to prove you were a man you should have sex with as many women as possible and go to prostitutes. An older boy had told Sompong that all sexually transmitted diseases could be cured easily with one big injection. Tong-Chai reminded Sompong that AIDS could not be cured at all and that it caused a painful death.


CHART 4: The Boys Go Their Separate Ways

Tong-Chai tried as hard as he could to convince Sompong that he was wrong. Tong-Chai knew that it was exactly Sompong's kind of thinking that was causing AIDS to spread very rapidly. Tong-Chai kept trying until Sompong got angry with him and left to go talk with some other friends. Tong-Chai realized that these friends were the ones who had been the source of Sompong's mistaken ideas. Sompong's friends had all dropped out of school several years earlier and spent most of their time sitting around drinking Mekhong and talking about women. Tong-Chai went to his other friends who were serious about their studies.


CHART 5: Two Girls Talk Together

Strangely enough, while this was happening, Malee and Cha-on were having a very similar conversation. Cha-on was shocked to find out that Malee had already started having sex with several older men who were buying many nice things for her. In spite of all her arguments, Cha-on couldn't convince Malee that she had to believe what they had been taught.


CHART 6: Boy and Girl are Betrothed

Several years went by and the two couples went their separate ways. Tong-Chai and Chaon both studied to become doctors. They had to work hard but they enjoyed their work. Soon Tong-Chai asked Cha-on to marry him.


CHART 7: An Idle Life

Neither Sompong or Malee finished school since they thought it was a waste of time. Sompong found odd jobs from time to time but most of his money was wasted on drinking and on prostitutes at the coffee shops. He knew that people said this was dangerous but he didn't care any more. Malee made her living by having sex with rich politicians and businessmen who would pick her up in their Mercedes. She was very unhappy but didn't know how else she could make money.


CHART 8: A Girl in Trouble

One day, Malee found out that she was pregnant. As her pregnancy progressed she slowly became sicker and sicker. She started to cough and have fevers every night. Instead of gaining weight she actually lost weight as the baby grew. By now, none of her rich friends would have anything to do with her. By chance, she went to the same hospital where Cha-on was doing her training. When Malee saw her, she begged Cha-on to help her.


CHART 9: At the Clinic

After examining Malee, Cha-on thought from her medical experience that Malee had AIDS. Blood tests proved that her old friend was dying of AIDS and that nothing could save her. It was very difficult, but Cha-on summoned her courage and sat down to tell Malee. Through her tears, Malee cried, "If only I had listened to you when we were back in school!"


CHART 10: At the Funeral

Soon after she had her baby, Malee died. Malee's aunt agreed m care for the baby even though it was sickly. Tong-Chai and Cha-on told the aunt they would help her care for the baby as much as possible to give the child a chance at survival.


CHART 11: A Friend's Advice

One day after the funeral, Sompong came to see Tong-Chai. Sompong told Tong-Chai that he had been tested for the AIDS virus and that the infection was present in his blood. Although he was not having any symptoms, Sompong was very scared and asked Tong-chai what he should do. Tong-Chai told Sompong to stop having sex with all women to keep him from spreading AIDS. Tong-Chai told Sompong to stop smoking cigarettes and greatly reduce the amount of alcohol he drank. He encouraged him to eat a healthier diet and to exercise daily. All these were all difficult changes for Sompong to make but he was determined to try his best after hearing Malee's fate. Tong-Chai was very sorry for Sompong and he promised to help him with his struggle for life.


CHART 12: The Unbeliever Believes and Helps Others

In his spare time Sompong now began to study as much as he could about AIDS. When attending a community lecture about AIDS one day, a man at the back of the crowd told Sompong he did not believe what he heard about AIDS. Sompong gave the man a private man-to-man talk about AIDS and convinced the man to change his ways and understand the truth about AIDS. Sompong was determined to live as long as he could and to help as many people as possible to avoid his own terrible fate.



Ask the pupils questions about Sompong, Malee, Tong-Chai and Cha-on and what happened in the story. Show the charts again as you discuss the events, such as:

• What was the important way to stop AIDS which the teacher told the class? Who did not believe this? Why did they not believe it?

• Why did Sompong get angry with Tong-Chai? If you had a friend like Sompong, what would you do? What if Sompong were your brother?

• Why was Malee keeping company with older men? Did the nice things Malee got make her happy? What would you say to her if Malee was your friend?

• How did Tong-Chai and Cha-on keep from getting AIDS?

• What were the things that Tong-Chai told Sompong to do when he knew he had AIDS virus in his blood? Will these things cure the AIDS? How will they help others?

• Could the things that happened to Sompong and Malee happen to you? How will you stop it from happening?

From: The Uganda School Health Kit on AIDS Central


Activity 15: Tic-tac-toe


• To encourage proper pronunciation of vocabulary; to reinforce AIDS information.

Target Group:

• Students of all levels, 5-50 players


• 15 minutes


• Blackboard, chalk


• Draw a tic-tac-toe grid on the board and fill the grid in with AIDS vocabulary.


• Divide the group into two teams: X and 0.

• Choose 2 students from team X.

• The first team member chooses a square e.g., "Top Right" and pronounces the word(s) in the square, e.g., "Dirty needles."

• The second team member makes a sentence about the word e.g., "You can get AIDS from sharing dirty needles."

• If the student does this correctly, the words in the square are erased and an X is put in the square.

• Team O follows the same procedure.

• If one team gets 3 Xs or Os in a row, they win.

Example for Tic-Tac-Toe


Shoot Drugs

White Blood Cells



HIV Virus



Immune System

Activity 16: Concentration


• For target group to identify/recall/review vocabulary or other information and to check for understanding

Target Group:

• Students of all levels, 6-50 people


• 15 minutes


• 18-20 cards (scrap paper), crayons, markers, blackboard ledge, tape or pocket chart. There is an AIDS concentration game (in Thai) in the Peace Corps Library as well as stencils to make your own set of cards.


• On half of the cards/paper, draw a picture related to AIDS, e.g., needles, condoms, two people holding hands, etc., and on the other half of the cards write the word that corresponds to the picture. The cards can be made in advance or made by the participants.


• Place the cards face-down against a blackboard, propped on the ledge, or in a pocket chart.

• Number and letter the cards so that they can be easily identified.

• Divide the group into 2 teams.

• Each team takes turns asking to see a pair of cards.

• The facilitator turns the cards over each turn. If they match, the team asking gets the cards and a point; if they don't match, the cards are turned face down again and it is the other team's turn.

• Continue playing until all the cards are matched.

• The team with the most points wins.

Variation 1:

• In order for the team that matches the cards to gain a point, the team must answer a question related to the cards that they matched, i.e., if the cards matched are a picture of a condom and the word "condom" the facilitator can ask, "Does a condom help to prevent AIDS or not?"

Variation 2:

• Instead of the cards being pictures and vocabulary words, the cards could be questions and answers or sentences cut into two halves.

Activity 17: AIDS and ladders


• To make players aware of behaviors and attitudes can either promote or prevent HIV infection and AIDS

Target Group:

• Upper level primary school students, secondary students


• Large playing board for classroom use or smaller playing boards for small groups, colored buttons or other markers, a playing die


• Make playing board and large playing die.


• Each team will roll the die to see who goes first. The highest roll goes first.

• The team moves its marker however many spaces as indicated by the number rolled.

• Teams alternate turns. When a team/player lands on a space with a written phrase in it they must read the phrase out loud to the other players.* If it is a behavior or attitude which prevents HIV infection the team/player may climb the ladder to the space at the top of the ladder. If it is a behavior or attitude which promotes HIV infection, the team/player is swallowed by the snake and must move to the space marked by the snake's tail. The team/player which reaches HOME SAFE HOME first is the winner.

* Encourage the students to discuss the behaviors and attitudes. Why do some promote infection and why do some prevent it?

Aids & Ladders

Adapted by K D.C. Perera, Assistant Director Community Health, Sri Lanka Red Cross Society, Sry Lanka