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    Play N Talk Communicative Games PDF

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    Play / Talk Communicative Games for Elementary and Middle School ESL/EFL Gordana Petricic Communicative Games for Elementary and Middle School ESL/EFL Pro Lingua Associates, Publishers 15 Elm Street Brattlebo.», Vermont 05301 USA Office 802 257 7779 Orders 800 366 4775 Email prolingu@sover.net SAN 216-0579 At Pro Lingua, our objective is to Foster an approach to learning and teaching that we cal! interplay, the interaction of language Jearners and taachers with their materials, with the language and culture, and with each other in active, creative, aid productive play. Copyright © 1997 by Gordana Petricic ISBN 0-86647-099-9 All rights reserved. Except for instructional use as specified below, no part of this publication may be reproduced or transmitted in any form or by any means, electronic, mechanical, photo- copying, recording, or other, or stored in an information or retrieval system without permission in writing from the publisher. Permission to copy is granted by the publisher as follows: The pages in this book marked as being reproducible may be photocopied for use with students working with a tutor or in a classroom. This book was designed and set by Judy Ashkenaz of Total Concept Associates in Brattleboro, Vermont, using Palatino and Helvetica text and FC Kristi display types. The book was printed and bound by BookCrafters of Fredericksburg, Virginia. ‘The poriraits on pages 18 and 27 and the drawings on pages 13, 30-31, 34, 35, and 73 are from the Corel Gallery Clipart collection, ©1994 by Corel Corporation. The photo on page 55 and the drawings on pages 19, 20, 29, 54, and 79 are from Art Explosion 40,000 Images, © 1995 by Nova Development Corporation. The drawings on pages 6-8, 21, 59, 60, and 86 are from Task Force Clip Art for Macintosh, € 1994 by New Vision Technologies inc. The drawings on pages 47-51, 56, 65 are from Lexicarry, © 1920 Patrick R. Moran, Pro Lingua. The photo on page 15 is by Michael Jerald. The drawing: on pages 26 and 32 are by Andrew Toos; those on page 37 are by Raymond C. Clark. Printed in the United States of America. First printing 1997. 3000 copies in print. Introduction 1 pramese, o Part | The Basics 3 IL-1 Number Buzz 4 1-2 Color Circles 4 1-3 Find the Right Color 5 1-4 Practicing Colors 5 1-5 Color Calls 9 i 1-6 Yes/NoCard 9 ioe I-7 Months of the Year i . 18 S 1-9 1-10 Li RAK Days of the Week 14 Think of a Number 14 Number Snatch 16 i 112 AlphabetGame 16 I 13 ShopandPay 17 114 Name Bingo 17 Part [| Communication 23 -1 Find Someone Who ... 24 U-2 Sound Chains 24 IL-3 Decode the Messages 25 -4 Who Am I? 25 iL I-5 Guess Who? 28 1-6 WhatAmIDrawing? 28 I-7 Comparison 33 What's the Time, Mr. Wolf? li _ IL-8 Pass It On 33 : Il-9 Linesand Circles 36 ~ I-10 What Do You Think This Is? 36 JI-11 Your Name in the Hall of Fame we I-13 What's in the Envelope? 39 I-14 IQ Game 39 i I-15 Matching Game 40 ~ Part ill The Language 41 A. Vocabulary 42 ~ IIA-1 Flies, Flies 42 ly THA-2 Liar 42 ' TIA-3 [Spy 43 TLA-4 Fruit Basket 43 IHA-5 My Mother Wentto Town 44 Cd U-12 Your Name and Personality 3 38 8 oo ree TTT TT Contents v EY Contents, continued THA-6 TA-7 TIA-8 THLA-9 TIA-10 TMA-11 THA-12 THA-13 TIA-14 TTA-15 B. HIB-1 TIB-2 TiIB-3 THB-4 THB-5 TIB-6 TYB-7 c. TC-1 T{EC-2 THIC-3 TC-4 THC-5 Part iv ryt Ty-2 Memory Game = 44 Lions and Tigers 46 Crossword 52 Syngo 53 ISeea ... 55 Name-—Word Box 57 Word Building 57 Think Fast 58 Let's Travel 58 Call My Bluff 61 Verbs 64 Yerb Bakset 64 Go Home 64 What If? 69 Bang! 72 ed or ing 74 Zoo Game 76 Name-Verh Box 77 “I ~ Adjectives and Prepositions Easy as Pie 78 Twins 50 Identifying Objects 81 What Is It? 81 Go Look 62 Willing an Filling the Gaps S4 Last Letter Chains o4 IV-3 Stepping Stones & Iv-4 IV-5 A Linguistic and Topical index Can I Cross the Street? 87 Spelling Fun 387 m9 (2 pass: pee” pore yaaa! poe pee Learning a second language is not always enjoyable. Much of the time it is hard work, and in too many situations, the teacher just lectures, the classes are monotonous and boring, and the students daydream. When I started working asa foreign language teacher, I wanted to change from being a “teacher” to being a learning “facilitator.” Initially 1 was quite frustrated as I struggled to find a way to change my teaching. I needed to find an activity in which all my students could fully participate and in which the process of communication and learning would take place. Keeping the idea of a “fun activity” in mind, I tried introducing new words as a game. The very instant the word “game” was mentioned, the whole atmosphere in the classroom changed. Students relaxed and anxiously awaited taking part in the game. Even more in- teresting was the fact that they really tried their best. It was at this point that I realized games can be important pedagogical tools. The use of games also meant a shift toward more active, student-centered learning. The focus of the students’ attention changed from the teacher to their tasks, and they took more individual responsibility for their work. This, of course, resulted in a higher degree of motivation and inno time, a friendly competitive situation was created. The end of each game found students not only more productive, but also smiling. Although Ihave been working on collecting and designing games for all levels and age groups for the past twenty years, I have kept in mind that including a game in a lesson plan is by no means a simple task, There are a few points which must be considered. Games should not be treated as a reward activity, but as an important and integral part of the learning process. Second, each game should have an objective. For example, if the students play “Simon Says” the teacher's objective is to practice commands. If they play “Bingo,” the task is to practice the past tense of irregular verbs. For very young students, games should not last more than ten minutes, and there should be allowance for physical movement, because at this age it is hard for young stu- dents to concentrate on something for more than ten minutes, let alone to remain seated. It is a good idea to have the students seated in a circle for certain games or to divide the students into groups (not more than five in each group). For older and more advanced students, games should not last more than twenty minutes. In game-playing at the beginning level, listening and speaking skills are usually em- phasized. At the advanced-beginner and intermediate levels all four skills are developed In addition to linguistic skill development, there are other important advantages to play- ing games in the classroom: Games promote ccoperation and social learning, and they provide immediate feedback, thus building up students’ self confidence. In conclusion, I believe that learning is easier for anyone, young or old, when it en- gages their “child ego state’—according to Transactional Analysis, that part in all of us that is childlike, creative, imaginative, and playful. en PART | The Basics 4 u g UNEP USTEEE ES, Nlumber Buzz AGE RANGE 6-8 TIME 5 minutes PURPOSE To learn and practice numbers MATERIALS NEEDED None DIRECTIONS . : 1. The teacher asks all the students to stand up. The teacher then tells them that instead of every fifth number, they have to say: “BUZZ!". 2. The teacher points very quickly at the students, one after another, and they have to say the numbers in sequence. For example: Teacher points at A = A says, “One.” Teacher points at B = B says, “Two.” Teacher points at C = C says, “Three.” Teacher points at D = D says, “Four.” Teacher points at E = E says, “Buzz. 2 Ifsomeone forgets ta say “Buzz” or gives the wrong number, they have to sit down, and they are out of the game. 4. The student who is the last to remain standing is the winner. The same should be played only with the numbers from 1 to 20, and if can be repeated two or three times. Different numbers can be selected as the “buaz”nunibers Raa eT Ie Color C iveles AGE RANGE 5-8 TIME 15 minutes PURPOSE To introduce colors : MATERIALS NEEDED 8 circles of different colars mede from colored paper A REACT ETE ERAS TIES DIRECTIONS 1. The teacher shows the circles to the students one at the time: “a red circle,” “a blue circle.” and so on. 2. They all repeat the colors after the teacher. This should be done twice. 3. Then the teacher puts all the circles on a flannel board or other suitable surface and telis the students to turn around. 4. When their backs are turned the teacher takes off one circle, then tells the students to turn around and guess which circle is missing. The guessing game could be played in another way: One student is sent out of the class- room and another one takes a circle and hides it. When the student comes back in they have ten seconds to guess which circie is missing. To keep the group busy, the teacher asks them to count fom 1 ¢o 10 ina low voice. 4 PARTI Ths Basics PO co rc 1-3 Find the Kight Color AGE RANGE 5-7 TIME 5 minutes PURPOSE ‘o practice the names of colors MATERIALS NEEDED None DIRECTIONS 1. The teacher asks the students to stand up. 2. Then the teacher tells the students to find an object in the classroom that is a certain color and touch it. For example: Touch something green. Now touch something white. 3. Ifastudent touches the wrong color, they have to sit down. This activity should be done after the students have learned the names of colors. [1-4 Practicing Colors AGE RANGE 6-8 TIME, 5-7 minutes PURPOSE To practice the names of colors MATERIALS NEEDED Board, chalk, and colored chalk DIRECTIONS 1. The teacher draws different animals on the board. 2. The students are then asked to come to the board singly or in pairs and color a picture with colored chalk. Colors should be used in an uncommon combination—for example, a green dog, a pink cat. 3. The teacher has the students talk about the animals they have colored ALTERNATIVE Photocopy one of the illustrations on the following page and have the students color the pictures at their seats. PARTI The Basics 5 | @ 1-4 Practicing Colors Reproducible for classroom use. Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-1775. “esa” “ty @ 1-5 Color Calls AGE RANGE 6-8 TIME 5-7 minutes PURPOSE To practice the names of colors MATERIALS NEEDED None DIRECTIONS 1. The teacher asks a student to call out a color—for example, “White!” 2. Another student sitting to the right of the first student has to name an object which is that color and can be seen in the classroom—for example, a piece of paper, chalk, a dress, etc. FOLLOW UP The teacher can write down the colors as they are being called out and ask for other places where that particular color could be seen—for example, blue—ocean, sky, water, and so on. 1-6 Yes/No Card AGE RANGE 5-7 TIME 5 minutes PURPOSE To check comprehension after learning the names of colors and of fruits or other objects MATERIALS NEEDED A card for each student, red on one side and white on the other. DIRECTIONS 1. The students are asked to listen carefully to the teacher. If what the teacher says is true they should turn their cards white side up. If what the teacher says is not true, they should turn the red side up. . Those students who turn the wrong side up have to turn in their cards. . The winner is the Jast student who stays in the game. . The names of any objects with distinctive colors or other characteristics such as size, tex- ture, or temperature can be practiced using this activity. PON nent rth PART! The Basics 9 § Yes/Nlo Card Fruit Pears are blue. Cherries are red. Apples are black. Plums are blue. Strawberries are yellow. Blueberries are red. Oranges are white. Pineapples are blue. Watermelons are red. . Grapes are yellow. ON RR NS aye Vegetables Tomatoes are yellow. Stringbeans are white. Cabbage i is pink. Pears are green. Carrots are blue. Celery is green. Potatoes are black. Cauliflower is white. Lettuce is green. 10. Pumpkins : are purple. me or ho G2 ba th cos) An So, fe Animals Dogs are green. Crows are black. Elephants are pink. Wolves are gray. Tigers are orange. Blackbircls are white. Rabbits are white. Pigs are blue. Cats are purple. Mice are yellow. 1 SOON DTI ON wm Food Milk is ara ange. Ket misred. = purple. TL nis blue. OO PM ER OD tt or the Yes/No Cara Cw aN auPoNe Bane Animals Bulls are big. Chipmunks are heavy. Snakes are short. Elephants are small. Lions are light. Giraffes are tall. Pigs are thin. Mice are tiny. Cats are huge. Baars are fat. Household Furnisieigs . Refrigerators are heavy. . Pillows are hard. . TV's are round. . Tablecloths are thin. . Rugs are flat. : Easy chairs are DU & pr MN Pe i ec rs co =T A I ee l-7 Months of the Year AGE RANGE: 12-13 TIME: 10 minutes PURPOSE: To practice the names and spellings of the months of the year MATERIALS NEEDED: Sheets of paper and pencils DIRECTIONS 1. This activity can be done in pairs, in small groups (3 or 4), or individually. 2. The teacher prepares sheets of paper on which all twelve months are written in random - order and scrambled letters (see page 12). 3, The students need to write the names of the months properly and write them in order from January to December. 4, Whoever completes the task first is the winner. FOLLOW UP The teacher can ask students to choose their favorite month and say or write why they like that month the best. 1-8 What's the Time, Mr. Wolf? AGE RANGE: 5-7 TIME: 10 minutes PURPOSE: To practice telling time MATERIALS NEEDED: A picture or mask of a wolf and a watch DIRECTIONS 1. One student plays the role of Mr. Wolf (the teacher gives them a watch and a mask or picture of a wolf - see page 13). 2. Mr. Wolf stands at one end of the classroom with his back turned to the students, who stand in a group at the far end of the classroom. 3. The students ask in chorus: “What's the time, Mr. Wolf? and Mr. Wolf looks at his watch and answers: “It is one/two/three/four/five o'clock!” . Then the students step toward Mr. Wolf accordingly (one to five steps). . They can try to take more steps, but Mr. Wolf can turn around before or after counting out the permitted number of steps and catch them still moving. Then Mr. Wolf says, “It’s time!” and chases the student back to the other end of the classroom, while the others hold their places. If the student is caught, they are out of the game. 6. The game ends when one of the students is able to touch Mr. Wolf. 1 aa Ne Rb ee ee ef PARTI The Basics Hl ' eof EE SIT He ET = a HBRORACHY fue ES bo kd VOSRMENE AURINAY TOECORB GATUSU YMA AGE RANGE 8-10 TIME 10 minutes PURPOSE To practice the days of ihe week MATERIALS NEEDED Pages of old calendars and dice DIRECTIONS 1. The teacher brings to class a few pages of different months from old calendars. 2. The students are divided into groups of four. Each group gets a copy of the calendar and one die. 3. The students in the groups take turns tossing the die on the calendar. 4. Each student must spell the day of the week on which the die lands. If the student spells the day of the week correctly, they get one point. If the day of the week is spelled incor- rectly the student is out. The student who gets the largest number of points in 10 minutes wins. DG euREETY Hy REEMA Nay : bee RE SESE a Fe Cm AGE RANGE 10-13 TIME &~-7 minutes PURPOSE To practice arithmetic MATERIALS NEEDED Paper and pencil DIRECTICNS teacher divides the class into pairs. nthe teacher writes the following instructions on the board : number, vide by 2. subtract the number you first thought of . Your answer is 5. The teacher needs to point out that it is important that the students follow the order of instructions written on the board. 3. Then the students play, taking turns. i f u +o» COI ee fo (eye iory or ort ge es eae RE fe ee oe 2 0 NEW AIQON Oo Christmas Day | Boxing Day can 27 28 “After the First Snow" A "Cape" farmhause (build about 1770) in the town of Guilford : in Southern Vermont New Year's Eve : | Reproducible for classroom use. Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-4775. / 5 id i ‘PRE IRN ES PR OTE SR SET, LEI ESTEE TRL eT? Number Spates I | | AGE RANGE 5-7 f 3 TIME 5 minutes PURPOSE To practice numbers MATERIALS NEEDED 5-8 small objects (eraser, pencil sharpener, small ball, chalk, pencil, he: eic.) DIRECTIONS , . 1. The teacher divides the class into two teams and assigns numbers to the students so that each siudent has a number that is also assigned to someone on the opposite team. The teams line up opposite each other (No. 1 faces No. 1, No. 2 faces No. 2, etc). The teacher places an object halfway between the two teams so it can easily be snatched. Then the teacher cails out a number, for instance, “Number 10!,” and members of both teams who were assigned No, 10 run to snatch the object. 5,’ Another object is placed in the center and anew number is'called out. 6. The winner is the team possessing more objects. Pep AGE RANGE 5-7 iE TIME 5 minutes PURPOSE Topractice the names of alphabet letters MATERIALS NEEDED Board and chalk DIRECTIONS. 1. .Beforgsthe lesson begins, the teacher writes two seis of the letters of the alphabet on the board.” The students are divided into two groups. Then the teacher ca! the board and circles the appropriate letier. Next, the students run to the end of the lira, Each student circling the correct letter s. one point for their group. At the end of the game (ivhen five minutes are up), the twa counis the number of points for each greaip, and the group with more points wins. vit We i PART! The Basics outa letter of the alphabet, and one student from each sroup rums to’ 6 | ui | ) 1-13 Shop and Pay AGE RANGE 11-13 TIME 15 minutes PURPOSE To practice math and the use of American currency MATERIALS NEEDED Pictures of different items like clothing, cars, computers, and jewelry, with prices written on them. Envelopes with play money: $1, $5, $10, $20, $100, and $1,000 bills (see next page). DIRECTIONS 1. The teacher divides the students into groups of four. 2. Each student gets an envelope with paper money (copy one full page of money for each student). 3, Then give each student three items to sell. (Distribute the items randomly from the accom- panying illustrations.) 4. One by one, each student offers their items for sale and the other three students buy the items. This can also be done like an auction with the students bidding on the items. 5. While they are paying with their paper money, other members of the group check to see that the right amount is paid and the right change returned. I-14 Name Bingo AGE RANGE 7-8 TIME 15 minutes PURPOSE To recognize English names MATERIALS NEEDED As many bingo cards as there are students, 15 small pieces of paper : or 15 buttons for each student DIRECTIONS 1. The teacher makes a bingo card for each student (copy the format on page 22). 2. Oneach card the teacher writes the names below in random order, using each name twice. 3. Each student gets a card and 15 small pieces of paper or 15 buttons to cover the word when they hear the teacher call out the nicknames of the names they have on their card. . The teacher calls out each nickname twice. . The student who covers a complete row across, down or diagonally shouts, “Bingo!” and is the winner. * oe Nawies Nicknames Names Nicknames 1. Richard Dick, Rich 6. Michael Mike, Mickey 2. Robert Bob, Rob 7. Albert Bert, Al 3. Elizabeth Beth, Liz 8. Jennifer Jen, Jenny 4, William Bill, Will 9. Nicholas Nick, Nicky 5. Margaret Meg, Marge 10. Susan Sue, Susie el PARTI The Basics {7 il 13 Shop and Pay [) { LL y é t f i Le q i i L 4 fh t i Sen “Pepe ase. fay Py | Lc re | | EIEN, - vesrpnnsepamsacsitie sa RET - Ie te Qt OCU paar, S1005 es ’ i L carve . ig i i Reproducible for classroom use, Copyright © 1997 Gordana Petricic, Pro Lingua Associates (800) 366-1 at I-13 Shop aad Pay . i [EEINNTy ro {=I | 1 t B 1-13 Shop and Pay Reproducible for classroom use. Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-4775. Z/ I-14 Name Bingo cove eater MOG RSA SN Re PCY eho AREER OM ARG EES SAREE NS RMR ced bomen PART Il Communication TT SR ET Ie Fiad Someone Who... AGE RANGE 12-13 TIME 15 minutes PURPOSE Asking for information; Practicing interactive fluency MATERIALS NEEDED As many pieces of paper with written tasks as there are students DIRECTIONS 1. The teacher gives each student a paper with written tasks. 2. All students are given the same tasks and are asked to walk around the class for ten min- utes, asking each other questions to complete the tasks. 3. When the time is up, the teacher discusses the results with the class. SUGGESTIONS Find someone whoa sings well. Find someone who speaks French. Find someone who is good in math. Find someone who dances well. Find someone who is good in spellings. Find someone who lives on the fourth floor. Find someone who hates soccer. Find someone who likes to eat fish. Find someone who plays the piano. 10. Find someorie who has been to Paris. 11. Find someone who has naver traveled by ship. 12. Find someone who has a pet. 13. Find someone who is not afraid of mice. 14, Find someone who likes to sail. 75. Find someone who likes snakes. SOON Ue wp FOLLOW UP The teacher can have the students write a short description of themselves or their friends in about 50 words, keeping in mind the topics of their tasks. Bi SREY TR) tle@ Souad Chains AGE RANGE 10-15 TIME & minutes PURPCSE Becoming sensitized to sound MATERIALS NEEDED None TR DIRECTIONS The teacher pronounces a word, such as house. The last sound heard is /s/. The first student's task is to think of a word beginning with the sound /s/, such as sun. The chain continues until a word is given which ends in the sound that cannot b : initia! position, such as the /n¢/ sound in rowing. Then the studen: has to start another chain. wpe Ra } . . 2“) BARTIL Communication ol Ee at f jo 1. 2 7 “4 } ac | aia bee) ci = : pecol = ARETE 1 t l-4 Who Am I? l-3 Decode the Messages AGE RANGE 11-13 TIME 5 minutes PURPOSE A warm-up activity to get the students to interact and to set the atmosphere for introducing a new lesson MATERIALS NEEDED Simple drawings representing messages (see page 15). DIRECTIONS The class is divided into three groups. Each group receives 3 to 5 cards with messages that they have to decode and write in their notebooks (see page 26). They have only five minutes. Anyone caught using their native language is out of the game. . The teacher listens to the groups and notes mistakes but does not correct these mistakes while the students are accomplishing their tasks. The mistakes could be the basis for an error correction activity after the lesson. . The group that correctly finishes the task first wins. AGE RANGE 10-13 TIME 10-minutes PURPOSE Asking for information; giving information; aural comprehension MATERIALS NEEDED As many pieces of paper as there are students DIRECTIONS . The teacher writes names of famous characters on pieces of paper (for example, Mickey Mouse, Santa Claus, Winnie the Pooh, Peter Pan, the Grinch, Garfield). Adding pictures adds to the fun and may help with identification for students who know the characters but by a different name in their country. 2. The names are then attached to each student’s back. They don’t know who they are. 3. Students have to walk around the class and ask different questions, such as, “Do I write?” “Am 1 in films?” The other students can only answer “Yes!” or “No!” FOLLOW-UP After this game the teacher can tell the students to choose a famous character and write a paragraph about that character. ALTERNATIVE Pictures of famous people could also be used. See page 27 for suggestions. It is important to choose people who at least some of the students will know. PARTI Communication 22 El ii-3 Decode the Messages et 2st 1 i Ei Ls Actor Bill Cosby General Colin Powell Actress Woopie Goldberg z7 Reproducible for classroom use, Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-4775. EMRE Few reas: BAUS RES li-E: Guess Who? AGE RANGE 10-13 TIME 10 minutes PURPOSE Aural comprehension; asking yes/no questions MATERIALS NEEDED Pictures of about 10 people of the same gender cut from magazines SSREER cued et DIRECTIONS 1. All the students are seated in a circle. The teacher is sitting in the circle, too. 2. The teacher spreads out several pictures on the floor in the middle of ihe circle. Each pic- ture is labeled with a number or a name. 3. The teacher briefly describes one o7 the pictures, and everybody takes turns asking ques- . tions and guessing the number or the name of the person. The teacher answers a il ques tions only 4 with “Yes” or “No.” The student who gets a “No” answer has to wait for an- other turn to ask again. EXAMPLE Teacher: This person is a showld female. She has brown eyes, She is very athletic. (The de very general so that the stud uive io ask many questions before they yue: right picture.) “ 19 Student A: Is she very old? Teacher: No. Student B: Is she smiling? teache er: nee she is. | AGE FANGS 5-7 TIME 5 minutes PURPOSE Asking yes/no MATERIALS NEEDED Chalinoard (al quastions; vocabulary $0 $36 the icllowing illustration for suggestions} DIRECTIONS J. Tne teacher starts ne board. 4 sing to be. Th zst the teacher draws just the eves and « denis what they think this i - probably won't guess, so the teacher d More until someone guess: the drawing. 2. Ifa student guesses correctly, they: could bs esked to start another drawing on the board. SAMPLE QUESTIONS Are you drawing Is this/thai a ? a PARTI Communication Bs ne f - Reproducible for classroom use. Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-4775. 9 S a 9 > Oo ? © 2687 Gordan e e “OL ‘ch, a g i % 3S 2 2 : 2 Bo g : a S 5 wl 2 e mu 4g g z sl z : G é 3 oO vu bt & & Q = 2D : > 5 5 uy a 3 g i Q g 3 U : a a 2 3 a vo g 2 1-6 What Ara | Drawing? [tree nemcrmamemtnin Es nn steam ee nme Ra nent i rome ate era OE AL UME tea, enh Aon STEN erence or she. A one Re Spear rtretpnen os at errmen een orton aacat b.ahorse «Grandma da glass oflemonade eabush fan umbrella §. a house cn I th em meneame nant i Sy tree mene een rnp 42a hepraducible for clas-room usc Copyright ©1997 Gar verine. Pro Lingua Aswoss ae Se Ne Ah care Neemn SHR Rrne H-7 Comparison AGE RANGE 11-13 TIME 5 minutes PURPOSE Attention-getter, practicing comparison MATERIALS NEEDED Two pictures each with six items, three of which are the same and three different. The items may differ in number, color, and size (see the two possible sets of pictures on pages 34,35). DIRECTIONS 1. The class is divided into two groups. 2. The instructor shows all students both pictures, labeled A and B. They have two minutes to look at these pictures. 3. After that, the pictures are removed, and the students are given five minutes to discuss the differences in their groups, and make a list. 4, When the time is up, both groups present their lists and compare with the original. 5. This kind of game can be used as an introduction to many activities (writing sentences, describing items in detail, grammar—for example, “What did you see?” “What have you noticed?”). fa W-8 Pass It On AGE RANGE 11-13. TIME 10 minutes PURPOSE Practicing listening comprehension MATERIALS NEEDED None DIRECTIONS . The class is divided into two groups. . Each group chooses a leader. . The team leaders come forward and the teacher whispers a message or a task—for ex- ample: One a. Today we'll finish our work early and then we'll go see a good movie. b. Go to my desk, take agree book and put it on the chair, then take a pencil from the table and give it to me. 4. The leaders go quickly back to their teams and whisper the message to the second player. 7 5. They then whisper it to the next one and so on down the line. 6. The last player runs to the front and repeats the message or.completes the task. The first to do so correctly wins. Wis = MRT GEESE CRON TET TSH 4 \ PARTI Communication 33 RRB T are gat RAT MARTE eer Caer ramen SHUEY, ATER Fo ERTS oR A ne TONITISISY ESTEE os SDMA, STRAY tron amet eet see eet Se Ee Rene esteem ee # tor dasszoom use. Copyright © 1987 gg 1-7 Comparison Reproducible for classroom use. Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-4775. 35 EOC SIRE RGAE SIA CET PRR eta hoes man, HeS Lives and Circles AGE RANGE 10-12 TIME 40 minutes PURPOSE A warrn-up aciivity or an attention-getter MATERIALS NEEDED None DIRECTIONS i. Each student comes up to the board, one at a time, and is allawed to draw only one circle or one line that is connected in some way to what is already on the board, (Of course, the first student is free to draw either a circle or a line anywhere.) 2. When every student has had a chance to draw a circle or a line, the teacher initiates a discussion about the drawings on the board: “What could that be?" Each student js en- couraged to give an interpretation. SREP WE i ec ner te What Do You Think This }s? AGE RANGE 11-13 : TIME 5 minutes ). PURPOSE An icsbreaker or an atiention-gatter MATERIALS NEEDED Nene DIRECTIONS i. The teacher draws on the board a picture like 2. The teacher then asks the students to guess “Th is something you can seein...” one of the sample drawings on page 37. what it is. The teacher can sive clues SAMPLES - 1. A butterfly skipping rope 2. A giraffe passing by the window » Asiniling alligator A wonn ina birds beak . A frog swimming #. seal balancing a ball *. toe in a crab's pincher A mouse in Swiss cheese with its tail showing A hummingbird taking a drink $9 SID Or os 3 A eat a -10 What Do You Think This |s? > o ay Q 1 2 3 Reproducible for classroom use, Copyright © 1997 Gordana Petricic. Pro Lingua Associates (800) 366-4775, 37 OPER TES St Toa OLE TE eS ERT CTC DT Vet Your Name i the Hall of Fame AGE RANGE i2 and older TIME: 5—7 minutes PURPOSE: To practice conversation; focus on comparing MATERIALS NEEDED Blank 3x5 cards DIRECTIONS 1. Each student receives a blank 3x5 card. 2. They write their name and under ii the name of a famous person. 3. In small groups of no more than four students, they should introduce themselves to each other and explain why they have chosen to be the particular celebrity and how they think they are similar to or different from the celebrity. EE SPL oe 2 Your Name aid Personality AGE RANGE 12 and older TIME 5 minutes PURPOSE To interact in conversation MATERIALS NEEDED Blank 3x6 cards ‘DIRECTIONS 1. Each student receives a blank 3x5 card. . 2. They write their first name or nickname on the card, leaving ample space between lett -s. 3. They write one adjective for the first letter of their name. They should write an adjective that they think describes them, for example: E B O R A HEH Oiny Oo dim & 4, The cards are then passed around, and other students add adjectives to the first student's name. FOLLOW-UP The teacher could give an assignment for each student to write a paragraph about them- selves or another classmate, using some of the adjectives from this game. BS PARTi Communic ation rm a fo} en -13 Whats in the Envelope? AGE RANGE 13 and older TIME 10 minutes PURPOSE To develop descriptive skills and detailed listening comprehension MATERIALS NEEDED Envelopes with small objects inside DIRECTIONS 1, The students sit in pairs with their backs to each other. 2. One student from each pair is given an envelope with several small objects in it (e.g., pen- cil, sharpener, hair pin, eraser). 3. The student removes one of the objects and describes the object to the other student, who, in turn, must draw it from the description within a two- or three-minute time limit. The student who is listening and drawing may ask questions, or, if you want to make it more challenging, they cannot ask questions. 4. When the drawing is complete, the student tries to guess what they have been drawing. After that, the pair changes roles. fi H-14/Q Game AGE RANGE 13-14 TIME 10 minutes PURPOSE To describe an item's uses with for and fo and to quess with yes/no questions MATERIALS NEEDED Paper and pencils DIRECTIONS 1. The teacher divides the class into groups of 4 and 5 students. 2. The groups are asked to choose an object (e.g., ruler, pin, cup, paper, match). 3. After choosing the object, each group writes 10 things it can be used for. Students should always start with the least familiar or common use. 4, Then the groups take turns reading out their list of “uses,” stopping after each item to allow others to guess the name of the object. SAMPLE LIST . It could be used for keeping a door shut. . You can use it for cleaning your fingernails. You can use it for a bookmark. . You can use it for testing whether a cake is done. . You can make models with them. You can use them for making stick figures. You can use one to pick your teeth. You can use them for counting practice. . You can use them at a birthday party. . You can use it for lighting a fire. SGOomnau krone ay ANSWER A match a SEA TR PART II Communication 29 w“i2 AGE RANGE 10-12 TIME 10 minutes PURPOSE ‘o explore possible responses and initlate awareness of linguistic appropriatensss c MATERIALS NEEDED One small piece of paper or a 3x5 card for each student [ DIRECTIONS : 1. The teacher gives each studenta card with either a question or a response (one question for every three or four responses). Sometimes a response can match with more than one ques- tion. The teacher asks the students to move around and find other students who have questions | or responses that are matching, and then to form a group. 3. When all the groups have been formed, one student in each group reads aloud their ques- tion and the others read possible responses. 4. The teacher shouid discuss the responses with the students to be sure they understand when they can and cannot use certain responses. c th SAMPLE GAME (12 students) OO ~ Questions Responses " How are you? Im fine. ~ Noi bad, thanks, De you really want me to teil you tise trith? Fou: do vou like ny new dress? I think it's very tice. Do you really want me to tell you the truth? Whi do vou ask? L You call this a dress? Would you like to go to the party with me? Lt lave to. 1 Wiay do you ask? Wir you? Never. Pu: sorry, I'm gaing to visit my anit. tere meme om TT Ah TRE H B retina nent ete emt :

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