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First and foremost I would like to thank Katja Profidorf-Lewis for her tireless efforts in reviewing the manuscript. In addition, a great thank-you goes out to all the teachers at Lewis Languages in Berlin, Frankfurt, Heidelberg, and Cologne who contributed ideas and tested the games in their classes. In particular I would like to mention Lauri Smith, Laura Shaffer, Claire Coles, Gretchen Iverson, Martha Parsey, and Dee Leckie: all great and creative teachers. Many of their ideas were the sparks which triggered off finished games. Finally, I would like to thank Julia Sallabank for leading us successfully through the editing process and helping us broaden our focus from Germany to a whole world of children.
5 Identity swap 1.9 Family tree 1. friends.. family relationships Family relationships Present simple..'s Describing people 4+ 5 Revising numbers. possessive . Numbers. number sequences 2.4 2..10 Picture identity cards 2 2.1 Numbers Bean toss W'ho is it?. co-ordination Questions and answers with There is/are .3 Zip-zap 1.. possessive .'s W'hat's your name? His/ Her name is .4 Names chant 1.1 Hello game Age Time (minutes) Aims 1 3 5 16 Page 4+ 4-10 6+ 6+ 7+ 8+ 7+ 6+ 8+ 8+ 10 10 10 10 10-15 15-20 20 10-15 20 20-25 Basic introductions greetings and 21 21 22 23 24 25 26 27 29 30 32 34 34 1.7 Family ties 1.8 Uniting families 1.2 Through the peephole 1. counting.3 2. and me 1 1. simple addition Answering the phone. recognition of number symbols Counting.6 Blind date 1.. W'here/How? W'hat/ Asking questions Possessives..5 Bigfoot Magic matchbox Coconut shy Telephone game 4-9 4+ 4+ 6+ 5 5-10 10-15 15-20 35 36 37 38 . Introductions.2 2. MY/lOur name's .Contents The authors and series editor Foreword Introduction How to use this book Activity Family.
. Can I have. questions and answers W'hat colour is . listening Numbers. colours Numbers.6 2. spatial awareness Present simple. Would you like? Alphabet or numbers Page 2.11 Higher or lower? 2.9 Clock race Goal! Rays of sunlight Body clocks 6+ 6+ 6+ 8+ 7+ 8+ 8+ 8+ 10 10-15 20-45 5-10 30-45 5-10 15 5-10 39 40 42 43 44 45 46 47 49 49 50 51 52 53 54 2.12 Money in the middle 2.8 2.Activity Age Time (minutes) Aims Telling the time.2 4.6 Colours Colour chain Feed the mouse Target balloon game Mouse race Colour dodge Colour blindfold 4+ 4-6 4-6 4+ 4+ 6+ 10-15 5 10 10-15 10-15 10-15 Primary and secondary colours Calling out colours..7 2. comparatives Please give me..1 4. ? clothing.2 3. fast drawing Imperatives.5 3. drawing I'm/He's/She's wearing .10 Big clock game 2. numbers. drawing. sequences W'hat time is it?.. drawing Face and body vocabulary. game-playing terms I'm on (+ colour). catching Recognizing and revising colours Colours.4 4..3 4. game vocabulary..13 First to say Z! 3 3. 56 56 57 58 59 60 61 . matching W'hat's different? He/She's wearing .. describing pictures. telling the time Numbers. I've got.1 3.3 3. possessives.4 3.6 Body parts and clothes Body fishing Face dice Look closely Monster waltz Wacky art competition Dressing-up relay 4+ 5+ 6+ 6+ 6+ 6+ 5 15 10-15 10-15 10-15 10-15 Body parts. memory 4 4.5 4. clothing Describing pictures.
W'here's the .you areINo.2 The Do you like .5 Make a menu 6.6 Animal checkers Food 6 6.. ?Yes. ? game 6. not Canlcan't + abilities Animal names. it isn't Is it a .7 Seasons quartet 4.7 May I take your order? Fork. possessives Action verbs. imperatives Present simple and continuous.2 Jungle race 5... ?Yes. under. ? Vocabulary revision This is .Activity Age Time (minutes) Aims Seasons. animal names.1 Fruit and prepositions relay 4+ 4+ 6+ 8+ 6+ 8+ 7+ 15-30 6-10 15 20 15-20 15-30 10-15 Prepositions (in. for breakfastllunchl dinner Requests.1 7. ? 86 86 87 .1 Now you're on my side 4+ 5+ 6-10 6+ 6+ 8+ 10-15 30-45 10 10 15-20 10 Areyou . present continuous or present perfect 67 67 68 70 72 72 74 5...6 6. observation Describing participles people.. ?Yes.9 Magazine flip 4. spoon 7 7....it islNo.. . . I don'tlCanyou .10 Fashion show 7+ 8+ 8+ 8+ 20-30 15-20 10-15 45-60 62 63 64 65 He'sIShe's wearing . clothing...I'».. directions.3 Animal noises 5. over) Do you like .. on... May I help you? Canyou .5 Animal posters 5. food... present Page 4.. Please give me '" I eatlI have ...you're not Is it a . ? It feels like .8 Who is the boss? 4. knife. describing people and clothes Animals 5 5.4 Food and poison 6.I dol No... ?W'hatwins? A fork beats a knife 76 76 77 79 80 81 82 84 6.3 Whisper race 6. .. ? Yes.2 Out and about Rock the boat Mixed-up house 4+ 4+ 10-15 10 Directions. freaky animals 5.. Am I .4 Fast..I ami No. Have you gotlDo you have? Present continuous.
Activity Age Time (minutes) Aims Present continuous.4 8.8 Letters and themes dice 8.12 Crossword chains 8..3 Obstacle race 6+ 15+ 88 7... listening.. prepositions.5 8.. I've caught .. . classroom objects I've got . ? Are they .. prepositions I want! don't want numbers to Page 7.4 7. ? Yes.1 8. co-ordination Where is . do Any language Sports.6 8. can.9 Town planning 7. What does it spell? Any language..3 8. .7 Multi-purpose True/False chairs games Vocabulary scramble Robot action game Cheerleaders One word singing What's that card? The fortune teller 4+ 4-10 6+ 6+ 6+ 6+ 6+ 7+ 7+ 8+ 8+ 8+ 8+ 8+ 8+ 10-15 5-10 5-15 5-10 10-15 10 variable Any language I'm a ..8 Bandits and sheriffs Directions game Getting around town In the house Passport control 6+ 7+ 7+ 7+ 8+ 8+ 8+ 15-20 30 30 30-45 20+ 30 15-20 90 91 92 94 95 96 98 7.13 Wild sentences 8. ? prepositions Is there . classroom objects Giving directions. ? prepositions Revision of phrases with personal information Simple present.2 8. short sentences Imperatives.15 Question and answer search 20-30 20-30 10-15 20-30 10-15 10-15 10-15 20-30 .it is!No.. Give me a ..11 Ransom note 8. requests and answers General vocabulary.6 7. question words. 8 8...14 Acrostic crosswords 8.. ? Are there .. it isn't Future with will. revising vocabulary Any language.9 What you need quartet 8. . vocabulary revision Imperatives + any phrases needing practice Spelling..5 7.... spelling Simple present.10 Make a message 8.10 Shopping spree buy ..7 7. rhythm Is it a . imagination Revising vocabulary Questions and answers 100 100 101 102 103 104 lOS 105 107 108 109 110 111 113 113 114 8.
.. MrWolf? Simon says Cat and mouse 4+ 5+ 5+ 5+ 6+ 6-9 7+ 6+ 8+ 8+ 10 15-20 10-15 10-20 5-10 10 15-20 10 10 30-45 123 124 125 127 129 130 131 133 134 135 137 143 146 149 9. ? I've (already) got . I can draw .I ami No~I'm not Classroom objects. .. imagination. listening He's got .... What's missing? Is it the .. present continuous I think you're writing . it isn't...6 9.Activi(y 8. imagination Present simple. it it isn't. have got.. greetings and introductions Areyou . ? No..4 9. She's got . and pass 9. prepositions Can I . and. vocabulary revision Any language.16 Story game 8. ?Yes~ is/No. ?Yes~ is/ it N o.. this/these.. Telling the time Listening. imperatives. this/these Is this .11 Back writing 9.7 9.2 Bingo 4+ 4+ 15-20 20-30 Is this .1 Memory (Pelmanism) 9.18 Treasure Island Age Time (minutes) Aims Any language.8 9.9 Fruit salad Blind man's bluff Kim's game Beetle drive What's the time. I'm not I Questions and answers 120 120 121 9..you can't telling the time.10 Draw..3 9.. fold. Yes~ amlblo.17 Long sentence race 8. action verbs. but. revision Vocabulary revision. drawing Page 8+ 8+ 8+ 45 15-20 60 116 117 118 9 Old favourites with a new twist 9.12 Categories Photocopiable Flashcards Further Indexes Questionnaire for readers reading worksheets 150 ...5 9... ?Yes. then.
the 'same' game can be played many times yet never produce identical outcomes. at the same time. They love to have fun. games also ensure that the players interact with each other. All the games described here have been thoroughly tested with real learners. Furthermore. enjoyment and serious commitment. It is not surprising therefore that games are so popular with children. they provide a context in which the language is embedded. and this interaction is usually played out in language. Apart from their motivational value as an enjoyable form of activity. yet they are often amazingly unpredictable and creative. Some well-tried favourites have also been included. This collection is likely to prove to be the authoritative text on games for young learners for some years to come. Needless to say. it replaces external reality. For younger learners games have even greater appeal. fiercely competitive. rules and unpredictability. This new book of games for younger learners amply demonstrates these qualities. often with a new twist. yet they dedicate themselves with deadly seriousness to the activities they engage in. Children are curiously paradoxical. Many of them have been devised by the authors and are therefore completely original. They love the security of routine and the predictability of rules.Foreword The pedagogical value of games in language learning at all levels has been well documented. Games also create the circumstances for meaningful repetition. games too involve both co-operation and competition. This context is 'authentic' in the sense that the game creates its own world: for the duration of the game. Alan Maley . The authors have put together a rich and varied selection of games for children. They can be both committed to co-operation and.
But all activities in a primary classroom should be. and an element of strategy-children must successfully apply their language (and other) skills. What differentiates language games from other activities in the EFL classroom is the presence of a visible set of rules which guide the children's actions. language games are fun. It can be used by pre-school and primary school teachers as an extension of the general school curriculum as well as by parents in an informal private atmosphere. The game makes the reasons for speaking plausible even to reluctant children. The games presented can stand alone or be used to complement an existing coursebook or syllabus. Games can provide this stimulus. and interact with their environment. discover. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. That in itself is a strong argument for incorporating them in the EFL classroom. It brings the target language to life.Introduction Who is this book for? This book is for all teachers of English as a Foreign Language working with young children between the ages offour and twelve. Through games children experiment. Playing games is a vital and natural part of growing up and learning. Games can be . Not to include games in the classroom would be to withhold from the children an essential tool for understanding their world. especially the youngest. as are songs. The game context makes the foreign language immediately useful to the children. Craft activities in the target language are also an example of this. What is a language game? What distinguishes a language game from other communicative activities in the primary EFL classroom? Certainly. Remember that for many children between four and twelve years. a world which the language teacher seeks to enlarge through the experience of a foreign language. Games are also task based: English is a tool for the children to reach a goal which is not directly language related. language learning will not be the key motivational factor. A stricter definition is necessary for the purpose of a language games book. Why use games in the EFL classroom? Games are fun and children like to play them. But that doesn't make them games.
to introduce or practise certain themes. where a group works together to achieve certain goals. most teachers have an accompanying textbook which they are required to work through over the course of the year. The key to a successful language game is that these rules are clear and the ultimate goal is well defined. the game must be fun. Once you have played the games a few times and feel comfortable with them. even in such cases. Are there certain areas which appear weak? Perhaps there are aspects of the language (often functions) which are not covered in the core curriculum. Consider the children's active and passive language knowledge in relation to what the game requires. Games can either supplement the core material or (depending on the flexibility of the programme) replace activities which you dislike or feel uncomfortable with. The rules of the game set clear limits within which the children's natural decision-making processes must function. or to relax or energize a class. Games can serve as a valuable backup if you go through your material too quickly or if something unexpected happens. most important. the topic-based games in this book can make it more interesting for children. If your syllabus is basec on language structures. games can make your lesson planning easier. But. However. Are full sentences or one-word answers .6 INTRODUCTION competitive. Be very clear about what you expect of the children. for example. with the decision making reduced to substitution of a single word in a phrase. Children can also employ their language skills strategically in co-operative games. participating in your class. to practise recently learnt language items. your colleague is ill and you need to cover her class as well as yours. Of course. children are required to make individual choices based on specific language criteria which form part of the rules of the game. whether played in English or the children's mother tongue. With beginners. some games can resemble 'fun' drills. you will be able to insert them into your programme witl very little preparation. The language focus alone is not enough to decide on a game. Integrating games into the syllabus Although it would be conceivable to teach an English course solely based on games. Some can be used for all of these. You can use language games to introduce new material. They can help you control the rhythm of your lesson and get a group of unmotivated children up and moving around. It is important for you to read your coursebooks or syllabus closely. especially if you have made materials which can be used more than once. and being more receptive to the rest of the lesson. but this is not a precondition. A game can fill the gap. Language games are a healthy challenge to a child's analytical thought.
too. on the other hand. Typical 'settlers' are craft activities and games which focus on listening. and other activities? Remember. Writing games also tend to settle a class. they are combined with other stirring elements. and what happens before and after it. you should also consider safety. They get the adrenalin going. and can prevent children who are waiting for their turn from getting bored. If a class is particularly unruly you should consider leaving out activities which could lead to pushing or throwing objects. to distinguish between 'rousing' and 'settling' games. unless. Here are some other basic points you may want to consider. as do games which require the children to speak. homework. Do the children have a long attention span? Are they very active?What is the boy/girl ratio? (Sometimes girls and boys will refuse to play on the same team or to hold hands. or is it held in the late afternoon after a long day of school. The difference between 'rousers' and 'settlers' is not always clear.INTRODUCTION 7 sufficient? How strict are the contexts? Is there a large amount of choice for the children or are the responses closely defined? Do the games require active language production or simply passive understanding? How you use a language game will ultimately depend on the 'personality' of the group of children. It depends on how you decide to play the game. A game must be more than just fun Of course all language games should be fun. running to the blackboard. The children must know their boundaries and respect your authority. Try and keep the focus on some clearly recognizable . However. These are really questions of common sense. calm a class down. Guessing games also tend to get children excited. but always keep the language component at the forefront of your planning. of course. Splitting a large group into pairs can make a 'rouser' into a 'settler'. Bear in mind that an active game may get excess energy out of one group and actually settle them. it could backfire and excite another group so much that they go wild and lose all control. Is the space big enough for a lively movement game? Can the children fall and injure themselves? Is the floor dirty and not fit for sitting on? Safety is also a matter of control. 'Settlers'. for example.) Also consider external factors such as the time of day the English lesson is held. but it is easy for lessons to become a string of 'highlights' which lack coherence and fail to take the children further. Typical 'rousers' are movement games and games where there is an element of competition. Before choosing a game. Board games can settle a group as well. Is your lesson a part of the regular school day. This may seem obvious. 'Rousers' wake a class up.
In this way. However. Children will always ask for their old favourites. The children call for games they know because they are familiar. especially since many of the games in this collection can be adapted for use with various themes and differing levels of ability. Surprise the children from time to time.8 INTRODUCTION objectives rather than jumping from theme to theme in order to introduce popular games. Vary the order in which you play games While a certain amount of routine in a lesson is useful. Mix things up a bit. If a game is over-used on one level. Animals coLouring for earLy finishers . since children like to know what's going on. Sketching out lessons as mind maps (see example) instead of linear progressions can help you move away from static lesson plans while keeping the focus of the lesson clearly in sight. Avoid the repetitive trap of song-drill-game-craft. you can insert the game when energy and understanding are at their best. but don't give in. it will be difficult to motivate the children to try it another way. don't overdo a game. Therefore. Play different games from lesson to lesson Vary your repertoire. song-drill-game-craft. too much predictability will stifle a class as much as playing the same game over and over again. one can have too much even of a good thing.
Fishing for things in bags is a distraction which can lead to a loss of discipline-your eyes and attention are away from the children. Children will forget. perhaps with a carpet to sit on. test-play games yourself or with friends before introducing them into your English lesson. Be careful when excluding a child in this way. If you have asked the children to bring materials. disturbing your game even more.2). where the child can go to calm down without losing touch with the group activity. If a child is very unruly and disturbs the rest of the group you may also want to consider introducing a time-out chair. off to the side. does the classroom space fit the requirements of the game you have chosen? Is the classroom full of chairs and tables? If so. Finally. Choose a table to one side and layout everything you need before you start. can they be moved around? Is the space large enough to put objects around the room or for two teams to run in? If you have the opportunity to arrange the room in your own way. Double check that you have everything you need. be sure to have a lot of extras yourself. dividing it into a sitting area and an empty space. Finding the right moment to switch activities is not easy. to know everything. Try and get into your classroom before the children arrive. is a good idea. Children will begin to lose interest and wander off. Chaos may ensue. like shuffling the cards or doing the calling for 'Bingo' (see 9. N Ole the 'Materials' heading for each game. the children will rebel. Producing a game gives the children a sense of achievement while integrating the game into . Give them a job to do. This way. So decide for each individual class and child. If you mix up the rules or get flustered. Children are relentlessly honest critics who expect you. you can move between activities without having to interrupt the flow of the lesson. Making games into part of the syllabus One of the best ways to get children interested in a game is to have them participate actively in its creation. The class can collapse in mayhem. let him or her go. The time-out chair can sometimes cause a child to play up to get attention. the teacher. With younger children you have no time to pause. To avoid such problems. rethink and reorganize as you might with classes of teenagers or young adults. Each child has a different attention span.INTRODUCTION 9 Always end an activity when the fun is still at its peak It is very important not to playa game for too long. Think ahead The best-designed game will backfire if you are not fully sure about all aspects of the activity. Therefore it is important that you have extra material for children who finish an activity quickly or who don't seem interested in continuing to play. Ifa child still wants out.
10 Standard 'snake' track INTRODUCTION 'Never-ending'track Multi-route track .
turns) What happens when (you land on a red space.. in deciding rules for games. which you will find in the nature of the activity itself rather than in the language component. and. as it is difficult to filter out the language component from children's general development. roll a six. The project culminates on a special day when the game is played.. since most games have numerous variations with different language input aimed at varying age groups. Depending on the children's language level. we would need to list 'pre-school beginners. On the non-linguistic level. early primary beginners. Children at pre-school and early primary level are meeting English for the first time. have no more cards) Can you (roll twice with doubles. design a game board based on rules they have already agreed upon. The children can make their own dice (they can have any set of symbols. (players. but not too many. Most will probably not learn intensively.12 on page 139). We thought long and hard about whether to include language level in the details of each game and reached the conclusion that any attempt to classify the games in this way would be very artificial. Creating games is also an excellent craft activity and can involve a lot oflanguage use. intermediate. The game creation project can (should) stretch over a couple oflessons. Some will start in kindergarten while others may only begin when they are ten years old. create cards (you can make this into a listening task by telling the children what to draw). Language level does not reflect the real challenge of the games. For instance.. If traditional terminology is to fit at all. cards. jump over another player).INTRODUCTION 11 other areas of the language class and the children's general education. and advanced suggest a linear progression which is really not applicable to the 4-12 age group. Game creation involves many skills as well as active decision making on the part of the children. Traditional terms such as beginner. the rules can be as simple or hard as the children's general development and imagination allow. not only numbers-see Worksheet 2. primary intermediate'. It is a rich field in which to practise some basic English. Language level Determining a learner's language level is at best an inexact science. or focus on passive understanding and answers withyeslno or singleword utterances. you could integrate phrases such as How many . giving a language level could lead readers to overlook activities which might be just what they need. perhaps as a closing activity when concentration is low. etc. especially if the learner is a young child. which would only make things more complex for a teacher looking for a suitable game. In addition. you can require full sentences in a loosely controlled context. Game making almost always excites the children. . of course.
. Turn players into teams If you have a game which is suitable for eight players. Giving the teacher's role to the children can counterbalance this to some extent. and less for the very young. but the shortcomings of the large class still remain. loud lively games could disturb children working on something quiet. The stations should be clearly marked with bright and colourful signs which the children can make. spending no more than 10-15 minutes at each. more manageable groups which can play games more effectively. It is a simple fact of teaching life that the larger the group. . Set up everything you need for each game in a different part of the room. Instead. you can expand it to 24 players by playing in groups of three. Set up 'game stations' in the classroom 'Game stations' enable groups of children to play different games at the same time.the children move briskly from station to station. 'Simon Says'. especially those based on total physical response.12 INTRODUCTION For these reasons language levels are not included. Take care to ensure that the games do not interfere with each other. the games in each chapter are in order of age: from youngest to oldest. but they tend to elicit passive responses to prompts. Depending on the space available. the more difficult it becomes to set up activities which promote active language use. Try and encourage English as the means of communication between team members (this can be difficult) and insist that one player from each team (a different child each time) must produce the target language. Use the indexes at the back of the book to help you choose a game suitable for your class. You can vary the language components. In all cases you should make sure that: . it is best to divide a class up into smaller. Split the class into four groups (4 x 10 children. such as line-ups.You can play some games with large classes. Rather than spending time looking for activities which allow for 25 and more children to participate simultaneously. for example) and assign them each to a station where they should playa game. who may require further guidance. You could also get each team to respond in chorus if the game permits. Here are some ideas which have worked for teachers we know. Class size Controlling large classes (25+ children) is one ofthe hardest tasks facing even the most experienced teacher.the games are familiar in concept to the children.
a computer station if available. some children may simply finish quicker than others. after which the class splits into groups to play. landing on different spaces. (Who and what will I play next?) The same principle can be applied in the opposite direction. Rather than being 'out'. making classroom management easier. Dealing with children who are' out' of games Many games have winners and losers and often losers are 'out' of the game. they return to the game board. The central game board On a large sheet of cardboard create a bright and colourful game board. When they finish. You and a few children should demonstrate a game to the whole class. Also. Circulate from group to group acting as a monitor and source of information. you need to explain instead. losers from one group go on to compete with the losers from another group. In this way the stigma oflosing is reduced and an interest in the game is maintained even after a child is 'out'. or the winners of game A play the losers of game B. The children will know what to expect. Two interesting strategies are: A 'consolation' round Split the class into small groups to play the game. or get ideas from your class. roll the dice and love on to something new. The beauty ofthe 'stations' idea is that once it has been explained and practised it can easily be modified for use with any topic. They can either playa new round of the same game or move into a completely different game. in non-competitive games.) Children who are 'out' roll the dice and move across the board. You can also create a 'teacher station' where the children can come and speak to you. In this way no one is ever 'out'-each team or player gets another chance. These children need to be occupied in case they wander off and disrupt those still playing. running parallel to the first one. (With pre-schoolers. . Winners can also go on to play other winners.) The children go off and play that game.INTRODUCTION 13 There needn't only be games at each station. Some spaces can tell the children to take a card with instructions written on it which they must read and carry out. and a game station. a listening station with a tape-player for listening to songs or stories. (See the games in this book for ideas. Each space represents a particular activity or game which the children must play. Set up a book station with lots of interesting picture books to look at or read.
The children will pick it up very fast. or if you want to use a game which includes concepts and procedures the children have not yet learnt. Nevertheless. Resolutely sticking to English regardless of the situation will test the children's patience and spell trouble for classroom management. but respond in English. The more complex games will build on the easier ones. While you should encourage the children to use English amongst themselves. When you first play games with your class be sure to demonstrate the meaning of phrases while saying them.You may have to remind them in the next lesson. Useful game-playing terms Here are some phrases which are essential to playing games. This is important if you have a multilingual class. but after a brief warm-up. the phrases will come back quickly.. don't press the issue. and using gestures. a short prompt in the mother tongue will get you over the hurdle and on to the game in question.. etc. If a child addresses you in the mother tongue. And why should they if their friends speak the same language? Be aware of the distinction between the target English you should require in the lesson and the off-task mother-tongue talking that will take place.You may even want to tease some English out of the children by responding to a mother-tongue question with: Sorry? Could you say that in English? I don't speak .. This is especially true if you want to playa more complicated game with younger children. If you start explaining a game in English and realize the class simply does not understand what you mean. Take note of what the children didn't understand and try and introduce the game differently the next time around. Pre-school and primary-age children seldom have enough English to communicate freely with their classmates. the broader the use of the target language becomes. The more the children learn. with simple games coming first.14 INTRODUCTION A word on the mother tongue The games in this book do not require mother-tongue explanation if they are introduced systematically. there are times when a mother-tongue explanation can be helpful. What is important is that you stick to English as much as possible. It's my/your/her turn Whose turn is it? You're out Roll the dice . Before you start the game let each child have a turn at saying the phrase. it is fine to acknowledge the question. It is inevitable and logical that young children will speak in their mother tongue during a lesson.
Essential materials It is a good idea to build up a stock of picture cards showing people.. food.. etc. Discard (throwaway) Deal the cards. common classroom and household objects.) Spin the . Give .. but you can also collect pictures from magazines etc. and stick them to card. large thick cardboard sheets (such as Al size) to make game boards (coloured and white) small cards such as index cards coloured pencils and pens (washable) children's scissors children's glue Blu-tack (This is a kind of putty which you can use to stick paper or small objects to walls or boards without ripping the material. Wait . cup. Although the materials you need are listed with each game. Blu-tack or its equivalent is not available everywhere and simple tape will do the trick as well.INTRODUCTION 15 Shuffle the cards Take . animals.) lots of colourful magazines (preferably in English but others will do as well-it's the pictures we need) lots of dice. . Some examples are given in the Flashcards on pages 142-5.. as varied as possible (can be found in speciality and toy shops) small toys or figures to be used as counters dried beans old clothes egg cartons scrap paper a soft ball for indoor use a stop-watch a whistle a buzzer. spaces forward/backwards Make a circle Lineup Turnaround Shut your eyes Pass the (ball. Don't peek (look) No cheating Move . etc. here is a list of core materials which you should collect and always have handy in the primary classroom.
used in a different. we have assigned a each game a type based on its most outstanding feature-for example. Draw your own conclusions about where a game fits in best. Therefore. You can use many games with more than one theme. although a board game includes dice rolling. but we try to place these in broader communicative contexts. many games are difficult to label. Game type It is important to know what types of game are available in order to plan a lesson with a balanced rhythm. movement games. to name but a few. the children are physically active. phrase. All too often we see children who can recite any number of nouns. board games. the board itself is the primary focus. the reader will find games with colours in many other areas as well. There are many different types of games: card games. easily digestible patterns of English which convey meaning above and beyond the identification of an object. Movement are generally 'rousers' and need to be closely monitored. or even a simple utterance. although 'colours' as a theme appears early on in the book. The variations and comments on the individual games give useful tips for expanding language use. Some games require only single-word responses to prompts. games . in the light of your own circumstances. offering children small. Movement games In these games. but are incapable of putting together a functioning sentence. The choices made in this book reflect our own classroom experiences and should serve as a guide. games with music. producing a lot of individual words looks good at parents' meetings but does not show a child how to communicate in English. However. The order of themes is not random but grows from a central point: the children themselves. Each wider theme contains the information from the theme before. not a dogma. and themes themselves often overlap. A thematic approach does not mean that we concentrate only on vocabulary. Unfortunately. Thus. exciting way.How to use this book How this book is organized Chapter headings: themes The games in this book are arranged according to areas which are central to a young child's experience: themes with which they can immediately identify regardless oflanguage.
letters of the alphabet-virtually anything you like. while older children can play games with three or four dice at the same time. On the one hand. On the other hand. Board games Any games which mainly involve moving markers along a path. the aim is to guess the answer to a question of some kind. (It is unlikely that you will have an elephant handy and it is not easy to describe snow-skiing in a tropical country. or simply serve as symbols for objects or actions. Drawing games are particularly helpful with shy children who are reluctant to talk. Dice games Dice games are incredibly versatile. They can have numbers. Drawing games Drawing games are special because they span a gap between key functions of the brain. Role plays stimulate a child's imagination and are tests of true communication. Remember that the dice need not only have numbers on the faces. Board games can be made by the children as a fun craft activity. Little children might only roll one dice. Singing and chanting games Singing and chanting games often involve movement. give away. and count cards. colours. Dice need not be six-sided either.) Cards are often components of other game types as well. The cards can have a meaning or value in a game. drawing requires creativity and a sensitivity towards the world. exchange. but we decided to list them separately since music plays such an important role in early childhood learning.HOWTO USE THIS BOOK 17 Card games Children collect. you and your children can also make spinners (pages 107-8). they will certainly respond to your questions with yes or no answers. In speciality shops you can find 12sided dice or even round dice with a weighted ball in the middle. and confidence of your class. The language input can be quite rigidly prescribed or very open depending on the language level. guided drama activities. A dice template is provided in Worksheet 2. sort. . curiosity. Role-play games Role-play games can be seen as simple. the children must be able to understand instructions and describe their art.12 (page 139). A picture is a very personal thing and although children may not be ready to describe their picture. Guessing games In guessing games.
and the curriculum in your country or region.18 HOWTO USE THIS BOOK Team games Team games can belong to the other categories. and to group and match objects and actions according to specific features. Nor would a directional game work with children who do not know left from right. The list oflanguage items is by no means all inclusive. Often there are further possibilities under the heading 'Variations'. many others are flexible and their language can vary according to your needs. specific. several games encourage children to think in categories. You should learn as much as you can about child development as a whole. all the games encourage children to learn to stick to the rules and cooperate. to observe and recognize. See the Index on page 149. Aims Language This heading gives guidance on the English you can teach or practise in the game. Some three-year-olds can be more advanced than . for example. Where games require or develop clear. not a rule. they are listed under this heading. While some of the games are strictly linked with specific language. If no non-linguistic skills are listed. Of course. Please bear in mind that age is only a relative indicator of child development. Other Language learning cannot be divorced from child development as a whole. for example. non-linguistic skills. both mentally and physically. Age This is a recommendation and guideline for teachers. Word games These games utilize children's enjoyment of playing with words. Can the children identify numbers out of sequence? Can they tell the time? Does a game require hand-eye co-ordination? Should the children be able to read? Many of the games actively develop important non-linguistic skills. you should nevertheless be familiar with the general stage of development of children at that age. when do children begin reading and writing? For teachers new to the primary classroom it is very important to be aware of what a child at a particular age is capable of understanding and doing. but also require cooperative team work. They are mostly for older children as they involve spelling and writing. It makes no sense to introduce a game requiring simple addition if the children can't count.
they will need and enjoy simpler games at first.HOWTO USE THIS BOOK 19 some five-year-olds. language. Time Average playing time for each game. Preparation What you need to do before playing a game. the time may be shorter or longer. . again and again. Some boards and cards may take some time to make. Often the children can help to make them as a craft activity. Materials A list of items (if any) needed to play the game. Comments Any other important points which do not fit into the other categories. It is important to teach any new language needed before the game starts. or perhaps making it a bit more difficult. including setting it up and preparing materials. will be useful for many games and activities. If the class is large or small. or age groups. Variations These are ideas for expanding or adapting the main game for other themes. Remember that group size is not the same as class size. Also. after an initial demonstration by the teacher for all the children. but picture cards. Description A short paragraph to explain the object of more complicated games. etc. Large classes can be split into smaller groups which play the game simultaneously. Group size The minimum and maximum recommended number of children needed to playa game successfully. Procedure A step-by-step description of how to play the game. making it more interesting to children who have played it before. if older children are absolute beginners. Variations may also simply be new twists on the original game.
USE THIS BOOK
Choosing language games
At the end of the book there are indexes of games by type, language and non-linguistic skills, to help you find a game suitable for a particular lesson. Once you have used these to narrow down your selection, read the games and their variations, and pick what is righ for you and your children. Improvise a bit. Don't feel compelled to follow our instructions word for word. Although a game for 4-6year-olds might not suit your 1O-year-olds, it could inspire you to develop something new that would. And now, on to the games. Be creative. Experiment all, have fun! a bit. But abovi
1 Family, friends, and me
Family and friends are a child's first and most intimate point of identification. Children feel safe and secure among family and friends. They are a solid base from which to venture forth into something new and 'foreign'.
It is also a logical point of departure from your perspective as a
teacher. Starting off with Family.friends, and me will help you get to know your children. You will learn important details which will help you customize your later lessons. Of course, the children will learn a lot about each other as well. Starting off with this theme requires immediate interaction and communication. Language is personalized and realistic from the start. While naturally introducing basic family vocabulary, the games in this section also focus on greetings, introductions, and question words.
GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS PROCEDURE
Movement game Language: Names; basic introductions 4+ 6-15 10 minutes A drum, whistle, or other noise-maker; a soft ball (Follow-up 1). and greetings.
1 All the children sit on chairs in a circle.You are in the middle. 2 Go up to a child, shake hands, and say Hello, my name is ... 3 You and the child now introduce yourselves to other children. Then they stand up and introduce themselves to other children. 4 When all the children are up and moving about make a noise with your drum or whistle.You and the children must run and find a seat. There will be one seat too few. 5 The child who doesn't find a seat goes to the middle and starts the game again.You sit on a seat like the other children.
After they have introduced themselves, the children sit in a circle and one throws a soft ball to another, who has to say Hello, I'm ...
22 FOLLOW-UP 2
Child 1 throws the ball to Child 2, calling out Child 2's name. Child 2 says Hello ... ~how are you? They then change places. Instead of Hello, you can choose Good morning or Good afternoon. Instead of My name is .. , use I'm ... The children have to answer It's nice to meet you or My pleasure.After each round, the child in the middle can introduce new phrases: for example, I'm six years old or I live in Rome.
VARIATION 1 VARIATION 2 VARIATION 3
GAME TYPE AIMS
Through the peephole
Guessing game Language: Who is it? Is it ... ?Yes,it islNo it isn't; possessive -'so Other: Observation. 4-10 8-10 10 minutes Photographs of the children and their families, or common objects; five sheets of cardboard with progressively larger peepholes cut in the middle of each (the sheets can be decorated by the children). Ask the children to bring in photographs of their families.
AGE GROUP SIZE TIME MATERIALS
1 Each child introduces his or her family by showing the photographs and pointing, saying, This is my Dad, etc. 2 Choose a picture. Don't let the children see it. Place the five sheets of cardboard over the picture. Have the sheet with the largest hole on the bottom and the smallest on the top. The children sit in a circle around the sheets. 3 Let the children peer through the little peephole. They will see a small section of the photograph or picture. Ask them Who is it? The children guess. For the very young, one-word responses are enough; otherwise, the children use the phrase Is it .,. ?They must not guess at pictures of their own families. 4 All the children concentrate on trying to remember the appearances of the other children's families. Older children can use the possessive, for example, This is Tom's sister. 5 If the children cannot guess who the picture is, remove the top sheet. The hole is bigger now. Ask them Can you guess who it is now?The children guess.
quick reactions. Then point again and say Zip! or Zap! 6 After three or four rounds. You can also use pictures of common objects. 1 It's up to you to decide how much language the children should produce. For older children. There are no empty chairs. V~~~!1~O_N _1 __ VARIATION 2 VARIATION 3 If you want to make the game more competitive. 2 Stand in the middle. COMMENTS 1. call Zip-Zap! and sit down on a free chair too. divide the group into two teams. 6+ 8-30 10 minutes (for Variation 1) A soft ball or a bean bag. you can use pictures of famous people. Allow only a short time for this. You can drill individual words but also insist that the children respond in phrases... Award dried beans or counters as points. Point to a child and say either Zip! or Zap! 3 When you say Zip! the child you are pointing to says the name of the child sitting to his or her left. instead of pointing to a child. answering questions and removing the sheets. S The children quickly find out the names of their new neighbours. 2 Keep the groups small so that the children can see. When you say Zap! the child you are pointing to says the name of the child sitting to his or her right. He or she takes over your role by pointing and saying Zip!. Check that the children ask each other in English. FRIENDS. AND ME 23 6 Continue removing sheets until the children guess correctly or the picture is completely revealed. memory training. This leaves one child without a chair. Zap! or Zip-Zap! AGE GROUP SIZE TIME MATERIALS PROCEDURE . Let the first child to guess the picture choose the next one and take the teacher's role. for example. After a while. keep the pace fast.3 Zip-zap! GAME TYPE AIMS Movement game Language: W'hat 's your name? HislHername is . Her name is Jane. Other: Group dynamics. 4 Once the children get used to the game. call Zip-Zap! N ow all the children stand up and run to a different chair.FAMILY. left/right co-ordination.. 1 The children sit on chairs in a circle.
etc. then clicking the fingers of your right hand (three) and then your left hand (jour) so that a rhythm of four beats AGE GROUP SIZE TIME PROCEDURE . FOLLOW-UP COMMENTS 1. sentence stress..24 VARIATION 1 VARIATION 2 FAMILY. . Instead of using the terms Zipl and Zapl say Left or Right or ask questions. change the criteria to age! eye/hair colour. This is ideal for a new class who do not yet know each other's names. 2 Begin the chant by clapping your hands. keeping to a strict chanting rhythm and speed. FRIENDS. 6+ 6-30 10 minutes 1 The children sit on chairs in a circle. for example. likes/dislikes. Other: Keeping rhythm. W'lzo'son your left? Once the children know each other's names well. throw a small soft ball or a bean bag. then together (two).4 GAME TYPE AIMS Names chant Chanting game Language: My/Your name's . AND ME Instead of pointing. first on your thighs (one). The object of the game is for the children to say their own name and the name of another child..
1 The children stand in the centre of the room. Using this kind of phrase in a chanting game increases the language used. (on beats one and two) and lOur name's . What'syourname? question words: What. How. 7 + (4+ for Variation 1) 8-15 10-15 minutes (for Variation 3) Identity cards. . It's worth experimenting as children love this kind of chanting game.or six-beat rhythm with different actions and phrases. AGE GROUP SIZE TIME MATERIALS PROCEDURE . 5 After a while. VARIATION 2 1. 2 The child introduces him. 3 The children copy these actions all together.. for example. three. FRIENDS. Where. 4 The child whose name you called says his or her own name on beat three and the name of another child on beat four. but it is rather challenging and requires practice. Once they have got used to this. VARIATION 1 Change the phrases used in this chant as you like. I'm seven. My name is Superman. My name is .. Thus the chant is passed from child to child.jour so that the rhythm is clear to all the children.or herself to you in the same way: My name is Roberta. extend the chantto the phrase My name's . count one. I'm ten. otherwise there will be confusion. The first few times.5 GAME TYPE AIMS.FAMILY.or herself to another child with your name: My name is Superman. Try using a three. However.. say your own name on beat three and the name of a child on beat four. be aware that they should always fit into a four-beat rhythm. (on beats three and four). I'm seven.. Step towards one child and introduce yourself.. two..__ --- Identity swap Role-play game Language: Introductions. 4 The first child introduces him. 3 Move to another child and introduce yourself as the first child: My name is Roberta. The second phrase must always give clear information of who is meant to go next. AND ME 25 is clearly audible and visible. I'm ten.
This game makes use of blindfolds to create a similar situation. and swap the noun. They need only say I'm . FRIENDS. 8+ 6-12 15-20 m. The object of the game is to guess the name of another child. scoreboard.inutes A blindfold.1i~ the name of the child they have just met. C 6 After about 5-7 minutes tell the children to stop. With more advanced children expand the simple introductions to include other question-and-answer pairs such as Howald areyou? I'm . Monitor the short conversations to keep them on track. for example Howald are you? Have you got a brother? Have you got brown hair? Can you swim? Do you like apples? AGE GROUP SIZE TIME MATERIALS DESCRIPTION PROCEDURE .26 FAMILY. Other: Recognition. W'here do you live? I live in ... listening carefully to the answers. 2 Choose another child to be the 'blind date'. The children can make these cards under your guidance as a picture dictation type of exercise.. He or she stands opposite the blindfolded child at a distance of about two metres. all the other players must be silent! 3 The blindfolded child now asks the blind date questions.e Language: Asking and answering questions.. Blindfold the first child. VARIATION 1 themselves to the group with Give very young children the names of colours or animals. 1 The children sit in a line at one end of the room. 7 Ask all the children to introduce their new identities.. who stands a few metres away from the other children. by asking questions.. A 'blind date' is a meeting between two people who have never seen each other before. VARIATION 2 VARIATION 3 1. although children in any class will of course know each other. During the game. W'hat's your telephone number? Make identity cards which the children choose from a pile and exchange after introducing themselves. US. AND ME 5 All the children mix and continue to introduce themselves. and recognizing the voice.6 GAME TYPE AIMS Blinddate Guessing gam.
? or Are you . the child gets five points. The 'blind date' child gets one point for each answer he or she gives without being recognized. ? If the guess is correct. trying to change the sound of his or her voice (for example. scissors. felttip pens to draw or magazines to cut out pictures.. he or she asks Is your name . Have another child answer questions for the blind date. Blu-tack or sellotape to stick the cards to the board.) If your class is very large or you have no overhead projector. have the whole group say clues such as She's got brown hair. make an identical family tree for each team and one for yourself to use as a guide. AGE GROUP SIZE TIME MATERIALS PREPARATION . VARIATION 1 Simplify the game and use it as a names-learning game right at the beginning of the course.. a loud buzzer or alarm. making it higher or lower) and as briefly as possible. as a team should not give away the name of the blind date. Before class make a large family tree to display. so that those children encourage their team. The game continues until every child has been blindfolded and played the role of 'blind date' once.. The blindfolded child says only Hello! Or a very short dialogue can be practised. 5 Once the blindfolded child knows who the 'blind date' is. (See the example on page 28. If there is a danger that children who are waiting for their turn get bored. Other: Understanding family relationships.. The blindfolded child tries to recognize the voice. Children who know each other well will not easily be fooled by a disguised voice. VARIATION 2 VARIATION 3 COMMENTS 1. Instead of one child asking the questions.7 GAME TYPE AIMS Family ties Team game Language: Possessives.FAMILY. Be strict about refereeing this version. The children could make these in earlier lessons. AND ME 27 4 The 'blind date' child answers. make it into a team game. 7+ 8-16 20 minutes A large piece of cardboard and several smaller coloured cards. such as How are you? I'm fine. thank you. FRIENDS.
28 FAMILY. AND ME " • . FRIENDS.
Martha is the daughter of the baker. Mr Smith's son is a student. father. who might feel embarrassed about doing this. or simply get the relationship wrong. sound your alarm or buzzer. VARIATION 1 Once the children understand the opposing team. the team with the most points wins.FAMILY.. or two sets of two teams in a large class. for example Joe is Martha's brother. son. of single-parent children.8 GAME TYPE AIMS Uniting families Card and movement game Language: W'ho are you? I'm . mother. get them to point for VARIATION 2 Put the alarm in the middle. AND ME 29 _----- PROCEDU_:_R~E _ 1 Point to and explain a few family relationships. however. sister. the other team sounds the alarm. Add occupations. The structures and vocabulary should be familiar to the children from previous lessons. 2 Split the class into two teams. You may want to consider awarding different points for content and language mistakes. such as John is the brotherfrom Jane or Liz Amy mother. If it wasn't a mistake the team which was right gets an extra point. If they make a language mistake. FRIENDS. VARIATION 3 VARIATION 4 COMMENTS 1. Be aware. 6+ 12-24 (must be divisible by four) 10-15 minutes AGE GROUP SIZE TIME . this game well. Be patient-it may take a little while for them to understand. 3 Point to two pictures on the family tree. If a team makes a mistake. for example. the next question goes to the second team. orphans. S The opposing team now has a chance to give the correct answer and earn one point. Other: Understanding family relationships. Whether they answer correctly or not. 4 The first team tries to explain the relationship. 6 When all children in each team have had a turn.. The children could make family trees of their own families. etc.Mr Wiley is Christina's father. daughter. brother. or leaving out prepositions altogether.
give them symbols (hearts. 2 Play some music. the joining lines should be arrows. FRIENDS. etc.9 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS Family tree Board game Language: Present simple tense. The children move through the room exchanging cards with each other. AND ME Card.) which the children are familiar with. with names and/or pictures of family members. Explain to them that each card is a member of a family. possessive -'5. TeD thc childrcr: tbat tkeymas( fiItd the rest of their family. Children can be rather rough when they exchange their cards. which makes it into a track board game PREPARATION . VARIATION 2 COM M ENTS 1. stars. They can be kept for future games. pointing in the direction of movement around the board. Although this part of the activity should be fun. one cardpchilci-each family has four members (except Variation 2).). 4 When the children think they have found all the members oftheir family. 3 Stop the music after a snort time. EXP(lnd the vocabulary to include wider family members: aunts. They cannot look at other players' cards but must ask questions such as W'ho areyou? The childcan then answer I'm Father Smith or Son Jones. If theyare ri~ht.:hildren's behaviour (no pushing or screaming. 5 Play stops and the children must describe who they are. 8+ 4-8 20 rrtinutes A lar'ge board for every 4-8 players showing a family tree (see the exarrlple on page 31). plastic counters. etc. Make the board and cards. a set of small cards with pictures and written deSCriptions of people in various jobs (see the Flashcards on page 145). 1 Mix the cards and give one to each child. For clarity. cousins.30 MATERIALS FAMILY. moons. uncles. etc.You can (llso colour code the families. dice. set clear rules for the <. they win. PROCEDURE VARIATION 1 Inst(!ad of giving the families names. a small toy or any other marker. they sit down at a table and call out Ready. In this case reduce the number of families. music. suns. grandparents.
AND ME 31 Photocopiable © Oxford University Press . FRIENDS.FAMILY.
VARIATION 1 Allow the children to add additional information to their descriptions with phrases they know. His mother is a secretary. His name is Peter. Referee this version strictly. Mark it with a small plastic counter so that everyone can see that it has already been described. They have to say up to three things about that person. The children say one 'true' and one 'false' statement about the person they are describing. The children get a point for each plausible. FRIENDS. ' grammatically correct sentence. the children roll the dice and move the marker aroundthe family tree.10 GAME TYPE AIMS AGE GROUP SIZE TI M E MATERIALS Picture identity cards Board game Language: Describing people. counters. VARIATION 2 VARIATION 3 1. turn the cards over. The doctor is the policeman's son. He's 26 years old. The children have to try to memorize the characters and their positions on the family tree. The object of the game is to describe the members of the family tree. 3 For each correct sentence the children get a point. The children may describe any particular card only once. 2 In turn. 30 seconds for each description.32 PROCEDURE FAMILY. The marker may only move along the joining lines. Each child describes the person on the family tree where the marker lands. such as He likes chocolate. You can also set a time limit (say 15 minutes) and total the scores at this time. 4 When all the people on the family tree have been described. 8+ 4-8 20-25 minutes A simple 'snake-track' board. for example. AND ME 1 Shuffle the cards well and distribute them randomly face up on the family tree. He can swim. checking each time that the information given was correct. Instead of using plastic counters to mark the characters. say. The other children correct the false statement. . Set a timelim] of. He's got three children. 20-30 cards with pictures of various people. Place the marker on any card. the child with the most points wins. The information must be true and available from the board. Allow more time for this' (40-60 seconds). dice.
You can use magazine pictures or the children can draw them. Allow a maximum of five sentences per person. he or she must move his or her counter one dot back. The child may move his or her counter one dot forward for every correct sentence. which is a simple long line with a start and a finish. for example. The child then describes the person on the card. This is a man. . FRIENDS. The object of the game is to be the first player to reach the finish. He's wearing jeans and a T-shirt. He's got brown eyes and short hair. one for each child. Make one for every 4-8 children. Put the counters at the start. In turn. Along the line draw black dots (about 50) and colour every seventh dot red. 2 If a child lands on a red dot. PROCEDURE 1 Put the children into groups of 4-8. AND ME 33 ~~_R~_TI_O_N __ 1 Together with the children draw a 'snake-track'. If the child makes a mistake. on a large board. 3 The game is over when a player has reached the finish or when all the cards have been described. giving as many details as possible. He's 43 years old. he or she takes a card and turns it face up for everyone to see. 2 Make 20-30 picture cards with people on for each group.FAMILY. the children roll the dice and move their counters along the track.
egg cartons. PREPARATION PROCEDURE .2 Numbers Numbers are universal. buckets. 2. Some key structures are How many/much? Is there/Are there?and Have got. paper plates. simple addition. 2 In turn. 1 Show the children how to throw the beans into the egg carton. as well as the sub-theme telling the time. and subtraction. It is because of this universality and versatility that we recommend teaching numbers very early on in a course. so there are no long waits.Thevare a theme which will constantly reappear in every other aspect or" language you teach.1 GAME TYPE AIMS 8eantoss Movement game Language: Revising numbers. Other: Recognition of number symbols. (for Variation 3) bean bags. depending on the size of the cartons and the children's knowledge of numbers. AGE GROUP SIZE TIME MATERIALS 4+ 4-8 5 minutes Beans. Numbers are a general concept which can be applied again and again to almost every aspect oflife. Prepare an egg carton by writing the numbers 1-6. into the target. one by one. Games in this chapter focus on functions such as counting.Virtually anything can be counted. the children throw the beans. 1-10 or 1-12. balls. If your children havea firm understanding of numbers you will have far more options in choosing activities in other language areas as well. The number of beans should be the same as the highest number in the egg carton. Numbers are such a common part of everybody's experience that they are almost not a theme in the traditional sense. Place the egg carton at one end of the room. The distance to the target will depend on the size and throwing abilities of the children. Keep the pace fast. in each hole. throwing accurately.
if a child gets five beans into the egg carton. putting them in the right hole. as if a monster has walked through the room and left a trail. counting each step.You could also draw the footprints on the ground with chalk._1 __ The children collect the beans which missed the target and count these. This game can also be played on a much larger scale with balls and buckets or bean bags and paper plates. If a child misses a footprint or his or her foot goes over the edge. Ideally. PROCEDURE VARIATION 1 VARIATION 2 . together with the children draw and cut out ten large footprints from thick cardboard. The child then collects all the beans and gives them to the next child. 4-9 4-10 ~----GROUP SIZE TIME MATERIALS PREPARATION 5 minutes Thick cardboard. Referee this version strictly. Blu-tack or sticky tape. With very young children it is important to watch that they don't try to eat the beans. you should prepare two or three large stencils of footprints which the children can draw around. either by timing the children or by using two trails with two children competing. VARIATION VARIATION 2 3 COMMENTS 2. Make the game competitive. he or she has to go back to the start. VARIATI_::_O:_:_N _. Strict control over the bean throwing is vital to maintain order in this game. Other: Balance. Stick the footprints on the floor in one direction. Check that this is right. he or she puts them in the hole with the number five. the children hop or jump along the trail. Make the game competitive by awarding a point for each bean which lands in a hole. Then they place the beans in the right hole.2 GAME TYPE AIMS Big foot Movement game Language: Counting. pens. they count out the number of beans which landed in the egg carton. In turn. Then. co-ordination. For example.NUMBERS 35 3 Once children have thrown all their beans.
The object of the game is to acquire as many matches as possible. there is/are. The children can also count in multiples of two.3 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS Magic matchbox Guessing game Language: Is/are there . Are there seven? Are there four? Is there only one? Is it empty? and so on. a lot of spent matches. With older children. ?Yes. Shake the box and ask the children in turn. . ?... if a child steps over the side of one of the footprints.36 NUMBERS VARIATION 3 VARIATION 4 The children count backwards from 10 down to 1. DESCRIPTION PREPARATION PROCEDURE VARIATION 1 Practise the phrases How many matches have I got? Have you got . five. 1 Put a large pile of matches in the middle. 1-12 or 1-20). 4+ 4-10 5-10 minutes A matchbox. he or she may only continue along the track if he orsh answers a question correctly. three. etc. VA RIAT ION 5 VARIATION 6 2. by asking. The child with the most matches at the end of the game WIllS. 4 The game continues until all the matches in the middle have beer won. pebbles. Extend the track of footprints to practise counting higher numbers (for example. there isn't/aren't. (for Variation 2) a hat. marbles. taking fresh matches from the pile in the middle. then he or she keeps the matches and becomes the 'teacher' for the next round. The children not hoppingor jumping can count alongside the active child. How many matches are there in the magic matchbox? 2 In turn. Write the numbers on the footprints. flashcards of words to revise. etc. or ten. 3 If a child guesses the correct number. Hide a secret number of matches in the matchbox... No.. but remember exactly how many. the children try to guess the number of matches.
several soft foam balls. Clean the tips of the matches with a wet cloth before playing. 2 When you have demonstrated play at once. In turn. If a child knocks down three cardboard rolls. VARIATION 1 To make the game competitive. 1 Give each child a cardboard on the cardboard rolls. split the children into teams or have two or three coconut shies set up in various places in the classroom. 4+ AGE GROUP SIZE TIME MATERIALS DESCRIPTION 4-8 10-15 minutes Cardboard rolls (kitchen paper or foil rolls are ideal). roll. coloured pens. and so on. to avoid safety problems. simple addition. Mark the points on a scoreboard. it is important that they are spent. Count the rolls with the children. the game more than one group can 2. This is the coconut shy. VARIATION 2 . Other: Throwing accurately. A child who knocks down all the rolls might be awarded five bonus points. The children draw funny faces PROCEDURE 2 Stack the rolls into a pyramid on a table at one end of the room.4 GAME TYPE AIMS Coconut shy Movement game Language: Revising numbers. (for Variation 1) a scoreboard. Count the rolls knocked down and count how many are left. stacked up in a pyramid.NUMBERS 37 VARIATION 2 Instead of matches and a box. The distance will depend on the size and throwing abilities ofthe children. the children throw the ball at the coconut shy from a standing position behind the chair. conkers) or flashcards of words which need revising. he or she gets three points. pencils. 1 If you use matches. pebbles. With larger classes. and the idea is to try to knock them down by throwing a ball. introduce a points system. They try to knock down as many rolls as possible. They are usually a set of six tin cans. use a hat and any objects (marbles. You can find coconut shies or their equivalent at most fun-fairs. 3 Put a chair a few feet away from the table.
could get chaotic. 2. you can make cardboardj ones using Worksheet 2. for example. Other: Telephoning skills. The children telephone each other and learn simple telephone language. If you are teaching in the ~ children's home country. three throws. I sequences of numbers. allow everyoneo t have. 1 Prepare the telephone number cards. one of the children stands near the coconut shyand j throws the ball back each time. for older or more advanced children. You can make sure that all the children will have a turn by making a continuous chain of numbers. page 12) with a different activity in each cornerofl the classroom. 6+ 8-20 15-20 minutes Two identical series of cards with telephone numbers written on them (one card per child). the phone numbers should correspond 1 to the type of phone numbers they are familiar with. Keep the numbers as distinct as possible for beginners. for example . . with no repetitions.5 GAME TYPE AIMS Telephone game Role-play game Language: Listening.38 COMMENTS NUMBERS 1 Playing this game may become frustrating for a child whokeeps missing the coconut shy. how~ AGE GROUP SIZE TIME MATERIALS DESCRIPTION PREPARATION 2 If you have no toy telephones available. but make the number series very similari. little cardboard telephones for each child or toy telephones.You should have three smallba~ Otherwise. set up 'game stations' (see the Introduction.5 (see page 137). Explain to the children i that the red number is their own telephone number and the green number is the number of one of the other children. 2 If you have a large class. Use your discretion and allow weake~ children to have more than one attempt or let them stand closef" the target. If the other children find this unfair. one in~ red and one in green. understanding to answer the phone. PROCEDURE I 1 i 1 Mix the cards and give one to each child. If several groups play' Coconut shy' at once it . (for Variation 2) situation cards. Write two numbers. on each card.or seven-digit numbers. six.
The situations can be directly related to what the children have recently learned or incorporate characters they know. Other: Understanding clocks. a number not recognized by any of the other children must be repeated. to see if it is their number. The object is to understand the time and reproduce it by standing on the right numbers of the clock. drawn on pieces ofthickA4 each team. paper for AGE GROUP SIZE TIME MATERIALS DESCRIPTION This is a simple physical response team game. Before dialling. 4 The child who answered the teacher's call dials the next number. When a child dials.NUMBERS 39 2 Dial the green number on your card. or calling directory enquiries to ask for another number. Give older children four or five 'green' telephone numbers. careful listening. ordering a pizza. 3 When a child hears his or her number. leave the conversation to their imagination. he or she must dial again. in the case of advanced children. child 1 must turn over a situation card. The game ends when all the children have both dialled and answered the phone. VARIATION1 Extend the telephone dialogue into a short conversation.6 GAME TYPE AIMS Clock race Movement and team game Language: Telling the time. Similarly. inviting someone to a party. can VARIATION2 Make 10-20 situation cards. or the usual answer in your country. . he or she may choose any of the numbers.You either put examples on the board or. for example. 5 If a child dials a 'wrong' number. 6+ 8-20 10 minutes A set oflarge numbers (1-12). he or she picks up a phone and says Hello) X here. if their coursebook has a running story. a scoreboard. repeating the numbers as you dial. The children listen and look at the red numbers on their cards. VARIATION 3 2. The cards can then be redistributed for a second round.
40 PROCEDURE NUMBERS 1 You need a very large classroom or empty space. colours.mi\l1'l tQ th~ d'U\:1:. One team shows a time of their choice.. The clocks should be approximately thesame size.\:h~'O. old sports magazines to cut pictures from. with a wide space between each clock. VARIATION 2 VARIATION 3 COMMENTS 2. Play this game with children who can already tell the time in English. give thern half a point. VARIATION 1 If a team makes a mistake.for example. . Let the teams say the times to each other. For this variation you could use only one clock. 6+ 4 (in pairs) 10-15 minutes Game board (see diagram). The child who is the 'lQng hand' Qfthe c\Qck hold'S a 'Strip of paper in the air. The mistaken children say the time they are actually showing on their clock. say It isn't seven o'clock. to avoid confusion. Two children from each team runto their clocks and stand on the numbers 7 and 12 to show this time. dice. but more advanced children should be able to tell all times. The first team to represent the time correctly gets a point onthe scoreboard.one clock for each team. It's possible to play this garne even if the children can only tell full hours.7 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS Goal! Board and team game Language: Numbers. perhaps the school yard or playground. and the other team has totd the time. lWQ new ch\\dt~n limn ~'O.:tb:t game t continues uMil one team has five or ten points.Younger children might only be able to tell full hours. 2 All together the children ask W'hat time is it? Call out a time. (for Variation 1) colour dice. (for Variation 2) picture forfeit cares. If they are right. one counter per group in the shape of a ball or football player. It's seven o'clock. What time isit? pointing to the time they are representing. if space is limited. Lay the numbers on the floorIII the form of two clocks. The teams stand or sit at an equal distance awayfromtheir clocks. 3 The children go back to their teams and you call out a newtime.
2 A player from team B rolls and moves the game figure in the direction of Team A's goal. It needn't be football-it can be any other sport with a touch line or a goal. 3 Children enjoy decorating the board with a 'football' motif.NUMBERS 41 PREPARA!_IO_N __ 1 Together with the children make a game board as in the illustration. I I I ~. Provide some old sports magazines for them to cut out pictures. Then another player from Team A takes over. It is also helpful for keeping focus if many children trickle into class late. moving to the next colour shown on the dice. Add special 'forfeit' spaces. The board must have 21 spaces. ~~ I. giving the children the option of which dice to roll. 3 The first team to cross the opponents' line (goal) wins. Some spaces should be half-andhalf. and so on. VARIATION 2 VARIATION 3 COMMENTS . (For example.A1 0 . 2 Make a counter in the shape of a ball or football player for each group. VARIATION 1 Add colour spaces and a colour dice. JA.. If the children land on these spaces they must draw a card and move forward or backwards according to the pictures on the card. A player from Team A rolls the dice and moves in the direction of Team B's goal. The other children chant the number of spaces. the forfeits can be more complex and not directly related to the progress of the game.) This relatively easy game works well as a filler for children who finish a task early.-. > •• $ I I I I I :~O~ CC f1 ~ V ~rt! J I PROCEDURE 1 Place the counter on the space in the middle of the board. r I I . he or she must roll the colour dice next turn. What's your telephone number? When is your birthday? or something silly like walk like an old man.. If a child lands on a colour space. For more advanced groups.
You can draw a chart with the numbers one to six on the left and any vocabulary you want on the right (colours.). each child must roll first a one. then a two. Place a dice in the centre of the sun. the' child must roll a two. Thus. If a child rolls. instead of a sequence they must try to form a grammatical sentence on their ray of light. for example. but they can keep the number 1 they rolled. prepositions. and vocabulary VARIATION 2 . Write the numbers 1-6 on one of the rays oflight. dice. AGE GROUP SIZE TIME MATERIALS PREPARATION PROCEDURE VARIATION 1 Numbers are really only symbols for sequences in this game. The children roll the dice and try to get the items in the right order. Place a pile of cards with simple verbs. they must pass the dice to the next child. 1 The children sit in a circle around the sun.ad.42 NUMBERS 2. etc. etc. I've got a cow! For more advanced children. Other: Understanding 6+ 6-10 20-45 minutes (depending on group size and variations) A large sheet of cardboard for each group of6-10 children. On the cardboard sheet draw a medium-sized circle with lines coming out from the circle like rays oflight. For large classes draw one per group. (for Variation 2) flashcards.8 GAME TYPE AIMS Rays of sunlight Dice game Language: Numbers. 2 Explain to the children that the object of the game is to roll the dice and get all the numbers in proper order. Have no more than ten children in each group. etc. or simply six for the very young. 3 Playa couple of practice rounds to be sure the children understand. saying. 4 The children have to call out their numbers: I've got a six. You can prompt them during the game by saying W'hose turn is it? or Roll the dice. The winner should call out Finished. coloured felt tip pens. animals. vocabulary.. for example. adjectives. On the next turn.· one and then a three. Allow each player three rolls of the dice on each turn regardless of the numbers (otherwise the game will take too long). Draw as many rays oflight as there are children in your group. basic game sequences. revising vocabulary categories.
The children roll the dice and colour in the rays. Get them to sit or stand outside the circle and continue miming the times. The numbers 1-6 correspond to colours. In this version. 4 Children who are out should continue to be involved. The object is to represent times by using parts of the body. pair off the children and give each a sun with six rays. The other children must listen and decide if it is correct. for example. he or she is out. . Alternatively... The children now put their arms up to represent this time: right arm straight up and left arm out to the side. Other: Spatial awareness.9 Body clocks GAME TYPE AIMS AGE GROUP SIZE Movement game Language: U7hat time is it? It's . _-COMMENTS VARIATION 3__ For very young children. children pair up and represent the times by lying on the floor inside a huge clock (numbers written in chalk on the floor or flashcards with the numbers 1-12). 1 The children stand in a circle in a very wide open space. it is a good way to revise vocabulary and can serve as a basic game structure which you can modify to suit your particular needs. between two teams. giving each Instead of using their arms. children who are out say the times and check that the others are miming correctly. If a child makes a mistake. ~----DESCRIPTION PROCEDURE VARIATION 1 VARIATION 2 Make the game into a competition team different times to represent. with a few feet between each. If a child thinks he or she has a sentence he or she calls out Ready. The first team to colour in all their rays wins. ability to tell the time. It's three o'clock. this game requires little active speaking.NUMBERS 43 items. Each ray of the sun must be a separate colour. Although. instead of one large sun with many rays. 2. They ask U7hat time is it? 2 Say a time. 8+ 4-12 5-10 minutes This is a simple miming game. 3 The last child left in wins. Children roll the dice and must choose the card corresponding to the number. They then say the sentence. with the exception of variation 2..
Distribute the cardboard squares and the clocks around the room. 1 Play this game with children who are able to tell the time in English. giveeachchl\Q a long strip of thick cardboard to hold.10 on page 138). 3 If child 1 lands on a clock. Ifthis is confusing (with younger children). If the answer is wrong.e. PROCEDURE . about 20 colourful cardboard squares to be spaces fora 'real-life' game board. 5 Child 2 now rolls the dice. i. 6 The first player to reach 'finish' wins. they may move forward one space. action picture cards. In turn. plausible answer. representing the longhand of the clock. a very large sponge dice. the other children may answer the question.44 NUMBERS make a tall child be the long hand and a shorter child the shoi nand of the clock. making a winding snake. the child moves two spaces forward. L VARIATION 3 In order to speed up the game. telling the time. the child stays still.10 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS Big clock game Movement or board game Language: Present simple. 4 If the answer is correct. stick to Variation 2. 1 Clear a large space in the classroom. 7+ 6-10 30-45 minutes Eight cardboard clocks with varying times (see Worksheet 2. not back to front. the last child to put his or her arms in the right position is out. If they give a grammatically correct. he or she must tell the group what he or she normally does at that time: At six o'clock I eat dinner.' This is the track of the life-sized board game. 2 Make it clear that the clock face should be as seen by opposite players. which can be rolled on the floor and is visible to the whole class). Make sure that the children understand that theyshould represent the times with their arms as the hands of a clock. 2 Child 1 rolls the dice and moves forward. dice (if available. 3 To increase the visible understanding of this game. (for Variations) forfeit cards. COMMENTS 2.
add the points up and the child with the most wins. 5 Each child takes it in turn to guess whether he or she will roll a number higher or lower than the previously rolled number. (for Variation 2) playing AGE GROUP SIZE TIME MATERIALS PROCEDURE 1 Demonstrate the game to the whole class before dividing the children into groups of 4-6.. place a pile of about ten cards by each clock. for example I've got 13! 13 is lower than 14! and gets a point on the scoreboard.or 20-sided number dice.. In this variation.4TION 1 You can include other forfeits or risk spaces along the game path. scoreboard. He or she then passes the dice and shaker to child 2. Other: Simple addition. Sing the Hokey Gokey. they must turn the space card over and do whatever is written on the card. 4 If child 2 guesses correctly. If children land on a star.. - VARIATION 2 2.. shaker. instead of the three standard dice. They are skiing. cards or flashcards. The cards show pictures of actions familiar to the children. he or she says. If players land on a clock. saying. for example It's three o'clock. . 3 Child 2 now guesses whether he or she will roll a lower or higher number. Move four spacesforward/back. Thu 've got . VARIATION 1 If available. for example. These are available from some specialist games shops. I've got . skiing). comparatives. If child 2 guessed incorrectly then another child can say Thu've got 17! 17 is higher than 14! and score a point. Mark these spaces with a star. for example I've got 14. 6 After a prearranged number of rounds. They must say what he/she/they are doing at that time. they take a card (for example.11 GAME TYPE AIMS Higher or lower? Dice game Language: Revising numbers. saying Lower! or Higher! and rolling the dice. use one 12. understanding probabilities.NUMBERS 45 VARI. 8+ 4-6 5-10 minutes Three dice per group. Use the present continuous instead of the present simple. 2 Child 1 rolls the three dice and adds up the points. Spell your name.
etc. he or she wins the game..46 VARIATION 2 NUMBERS Instead of dice. etc The object of the game is to be the only player with money. because they might still receive money from the children sitting next to them. step 2). keep your money. use a set of standard playing cards or fiashcardswith 'strength values' . Practise the structure My lion's stronger thanyoUi tiger! etc. They must obey the following rules: If you roll AGE GROUP SIZE TIME MATERIALS DESCRIPTION PREPARATION PROCEDURE 1 or 2 30r4 5 1A: (star) Photocopiable give $1 to the player on your left.? Other: Understanding the difference between left and right. Can I have . counters. 2 In turn. shake! toy money. 1 Demonstrate the game to the whole class before dividing the children into groups. 4 Children with no money left may not roll the dice. Give each child three dollars at the beginning of the game.. beans. or 4. Would you like . 2. © Oxford University Press 3 If a child rolls 1.2. When only one child has any money left.. . give $1 to the player on your right.. small cards. put $1 in the middle. the children roll the dice. 3. the others say Would you like a dollar? Please give me a dollar. . Make a 'rules' board large enough for all the children to see (see Procedure. (for Variation 1) toys.12 GAME TYPE AI MS Money in the middle Dice game Language: Please give me .12 on page 139). 8+ 4-10 15 minutes One 'star' dice per group (see Worksheet 2. Money put in the middle is out of the game.. but are not out of the game.
use toys. VARIATION 3 Instead of a star dice. the children count. starting with January. 2 The child who says the letter Z wins the round and gets a point. two or three numbers. VARIATION 1 Instead of the letters of the alphabet. counters. Allow older children to make up new rules. two. or maximum three letters of the alphabet before passing the ball to the next child. or small memory cards on a theme you would like the children to practise. In this version. This could influence how the dice roll. You can of course use whatever currency you like. He or she then starts a new round. child 4 says HI. The object of the game is to be the first to say the letter Z . beans.NUMBERS 47 VAAI~TI-=-ON_1 __ Instead of money. saying one. pieces of coloured paper.13 AIMS AGE GROUP SIZE TIME MATERIALS DESCRIPTION PROCEDURE First to sayZ! Language: The alphabet or numbers. the children may only say one or two months. You can make star dice by putting little stickers on the faces of a regular dice and drawing on them. The first child holds the ball and starts the first round. 1 The children sit in a circle. The child who says December wins a point. counting down from 20 to zero. They write them down on a new rules board. Play the game with the months of the year. Try this version backwards too.The children should have a firm knowledge of the alphabet. 8+ 4-12 5-10 minutes A small. The game continues until a child has three points. A child may say one. soft ball. child 3 says EFG. child 2 says D. a scoreboard. sweets. The child who says the number 20 wins a point. use an ordinary dice and put $1 in the middle when a six is thrown. VARIATION 4 COMMENTS 2. VARIATION 2 . For example. Child 1 says ABC.
'le or chant. . etc. say a rhY. sing a song.48 VARIATION 3 NUMBERS Use the technique of this game to read out a story. In each case the child saying the lastword wins the round and starts the next one.
. colours can be used with virtually any other theme. and the Variations in other chapters. sets of picture primary and secondary colours. Perceptions of colour. 'Multi-purpose games'. The players facing you look at the card and whisper the colour down the line. Chapter 8. hold up a colour card.You also have a set. The games in this chapter are relatively simple and aim at getting the children comfortable with using the English names for colours. provide lots of material to expand on the colour theme. since most have other characteristics beyond the colour component. who should face you. Like numbers. (forVariations) flashcards. except the first player on each team. We have not included more complex colour games here. If the colour is correct the team gets one point. The teams sit in lines with their backs to you. 2 Give the player at the other end of each line a set of colour flashcards. 3 When everybody is ready. and choices of colours in drawings. The last player on each team must choose the correct colour from the set of flashcards and hold it up. Colours are subjective and working with them sets off a large amount of creative potential among children. Other: Distinguishing 4+ 8-20 10-15 minutes Three sets of coloured cards.1 GAME TYPE AIMS Colour chain Card game Language: Colours. colours are a multi-layered topic with high communicative potential.3 Colours Colours are almost as universal as numbers but they are less concrete than you may think. 3. In short. are highly personal. AGE GROUP SIZE TIME MATERIALS PROCEDURE 1 Divide the children into teams. Colours reflect feelings and moods.
depending on the pictures on the flashcard. coloured pens. you can glue pictures from magazines onto flashcards. coloured pens. thick paper. ~6 4-10 5 minutes Mouse hand puppet. and of course combinations such as a red balloon.50 COLOURS 4 The last player now goes to the front of the line and faces you. calling out the colour. 3 The children try to catch the cheese. only two or three children may try to catch each piece of cheese. 5 After 10-15 minutes. 1 Show the children the mouse hand puppet. using thick paper. which you keep on your hand throughout the game. . For advanced children. A child who has caught a piece of cheese then feeds the mouse. the children call out the colours of the cheese. 2 Throw the pieces of cheese into the air. foru children to describe. take over the role ofteacher and throw the cheese. With the children prepare small triangles of . Or if your classisvery good. Other: Catching. scissors. by putting the cheese into its mouth. Start again. you can introduce flashcards with simple scenes such as swimming or eating dinner.2 GAME TYPE AIMS Feed the mouse Movement game Language: Calling out colours. they can. so you may wanttodo away with points. COMMENTS 3. AGE GROUP SIZE TIME MATERIALS PREPARATION PROCEDURE VARIATION 1 VARIATION 2 After two rounds. a black cat. . and scissors. VARIATION 1 VARIATION 2 You can replace colours with other pictures such as animals or to. the team with the most points wins. To avoid a skirmish. The childn might need help in cutting out the cheese if they are not used to scissors. Once the children know the colours.cheese' of various colours. one at a time. in turn. In Variation 2 there may not be a 'right' and 'wrong' answer. etc.
because of its simplicity it is only useful for very young learners. asking for the colour.3 Target balloon game AGE GAMETYPE Movement game Language: Revising colours. saying This is a balloon. Store the balloons in a large box. 1 This is a simple but effective game for introducing the colours. If you want to add numbers and counting to this game. try using a monkey and a banana. for example. 4 The children take their balloons to the piece of paper with the same colour. 3 Put the pieces of coloured paper around the room. . Other: Recognizing colours. Ask the children W'hat colour's the balloon? 2 Give each child a balloon. 4-6 4-10 10 minutes Balloons (various colours). without touching them. coloured paper in the same colours. GROUP SIZE TIME MATERIALS _- PREPARATION PROCEDURE VARIATION Make the game competitive: for example. Try the same variation but blowing the balloons with straws. COMtv1~_- 3. the children blow the balloons from one end of the room to the coloured paper at the other end. (for Variation) straws. Blow up the balloons before the game. The children call out the colour of the cheese they catch.COLOURS 51 VA~N_3 __ Throw two or more different coloured pieces of cheese in the air. 3 Be aware that cheese is an uncountable noun. 2 The pieces of cheese should be of a size which flies well. However. a large box. 1 Show the children a balloon.
coloured pensipaper. Colour the spaces with two different colours alternately.. the children throw the dice and move their mouse along the track with the same colour as their mouse. This is the start.52 COLOURS 3. . three. red three. Show the children an example of a mouse which they can easily copy. Draw a mouse cage at one end of the board. scissors. for example. All tracks should be the same length. Draw a large piece of cheese at the other end of the board to represent the finish. game-playing terms. 2 The first mouse to reach the cheese wins. dice. AGE GROUP SIZE TIME MATERIALS PREPARATION Photocopiable © Oxford University Press PROCEDURE 1 In turn. page 140). As they do so they count aloud and repeat the colour of their mouse. two.4 GAME TYPE AI MS Mouse race Board game Language: Revising colours and numbers. glue. For each two players draw one track with at least 40 spaces. One. 4+ 6. 1 Before class prepare the game board: one for each team ifyour class is larger than 12.4..jour-red. There should be two mice of each colour. red two. Each child colours his or her mouse in one of the colours on the playing board tracks. red or red one. The board may also be made by the children as acraft1 activity. red. Other: Recognizing colours.. red. red jour. 2 The children make small paper mice. 12 10-15 minutes Large board (see Worksheet 3.
Make sure there are no tables. chairs. or other objects with sharp corners nearby. at least as many as there are children. his or her mouse gets tired and doesn't move for that go. Children who don't manage to reach a card before you ring the bell a second time are 'nowhere'. call out quickly where they are. Other: Quick recognition and reactions. With BIu-tack or sticky tape stick down a large number of coloured cardboard squares. music (optional). Only one child may stand on each card. 1 Shout Go! and the children start hopping around the room or dancing to music.. Blu-tack. 2 Ring the bell and shout out a colour. VARIATION 1 VARIATION 2 COMMENTS If a child throws a six. (for Variation 1) flashcards. (+ colours). If a mouse lands on a mouse-trap it misses the next turn. Blue! 3 The children now have to hop onto a coloured card-any colour except the one you called out. 4 Now the children. for example. which can be used for teaching all kinds of game-playing terms.• COLOURS 53 3 Play this game a few times over the course of several lessons. 4+ 8-30 10-15 minutes A large number of cardboard squares of at least six different colours. AGE GROUP SIZE TIME MATERIALS PREPARATION PROCEDURE . I'm on red! (for very young children. This is an excellent simple board game. for example. Red! is enough). questions and answers (Variation 2). so that they practise all the colours.. Once the children have 'landed' on a coloured card. Miss a turn. 3. changing each child's colour. Ring the bell a second time. a bell or buzzer. for example.5 Colour dodge GAME TYPE AIMS Movement game Language: I'm on . around the playing area. in turn. You need a large open space to play this game. It's my/your turn. they must stop. Please give me the dice. Add mouse-traps to the board at various intervals.
. such as What colour is Nina's shirt? or Wha colour are Robert's socks? 2 Show the children the blindfold. clothing. Guide the children's questions so that they don't ask only about one or two children's clothes. ? Colours. Choose one child. simple possessives. 1 Make a circle with the children. game to revise vocabulary.6 GAME TYPE AIMS Colour blindfold Movement and guessing game Language: What colour is . preferably a confident one. so that the children wh! 'out' don't get bored. 1 6 Continue playing until there is only one child left.. ! VARIATION 1 If you have enough flashcards on different themes. AGE GROUP SIZE TIME MATERIALS PROCEDURE VARIATION 1 Instead of using the phrase W'hat colour is . you can UL. ? If the child in the middle guesses correctly. 6+ 6-12 10-15 minutes A blindfold... In this way. Now the children min ask you questions. to come to the centre of the circle. you can revise phrases from anyarea of the curriculum. ? the children ask questions such as Is Tina's jumper blue? . Make the pace of this game is always fast. uu.This chi1( takes over the role of teacher and a new game begins. Quickly take away the same number ofCI children who are out. you can blindfold yourself. he or she removes the blindfold and gives it to the child whose clothing colour was correctly guessed. Ask them a few questions about their clothing or yours. give the children who are on the 'wrong' colour card or 'nowhere' the chance to stay in the game if they answer a question correctly. Blindfold him or her. 4 Once the children have played a few rounds and are comfortable with the game.54 COLOURS 5 All the children who are either on the colour you calledor 'nowhere' are out. 3 The children in the circle ask questions using the phrase What colour is X's .. With older children. Other: Memory.. VARIATION 2 3.
1 For the youngest children it may be necessary for you to ask the questions or prompt the children by whispering to them . VA~~TlO~_:_.COLOURS 55 VARIATION 2 Instead of the children asking the blindfolded child questions.:N~3 __ COMMENTS . Most scarves and similar fabrics are see-through if you don't fold them enough times. Ask What's Tom wearing? This changes the focus to clothing. tie the blindfold so that you can see what the children are doing. The child in the middle passes on the blindfold when he or she has made a true statement. Make sure the children can't see though! . have him or her make statements such as Tina's shoes are yellow. which the children in the circle must answer with lis or No (or True or False for the older children).2 In step 4.
i I l PREPARATION The children draw pictures of people and cut them up into individual body parts (hands. The key language function in this chapter is describing.). etc.\ many of the activities can be linked with art and craft activities. Make sure each individual body part is clearly recognizable. The children look for it and try to suck it up with their straws. 4) a large Sheet . 2 Give each child a straw. concrete themes. you can quickly draw more details on them. Body parts and clothes are also very visual subjectsal1. hair. 4.Be Sure that games with clothes do not embarrass children who mayhave little money or have to wear clothes which are not 'in'. New language items include He/She's wearing. Call out the name of a body part. adjectives.4 Body parts and clothes Moving from the large universal topics of numbers and colours. 'Old favourites'. feet. Clothes and body parts should be treated with special care. and the Index. (forVariation of paper. especially in war zones. which could make body parts games potentially very upsetting.. scissors. Games in this chapter tend to be 'rousing' with a lot of movement and general excitem-. Other: Drawing. 4+ AGE GROUP SIZE TIME MATERIALS 4-8 5 minutes Paper. For young children provide outlines of the body and if necessary help cut up the pictures. 1 Spread out the body parts randomly in a large circle. including missinglimbs. \1( return to more specific. If not. Alsobearin mind that children could have disabilities. and of Course the vocabulary itself. See Chapter 10. for some more examples. straws. nose. 3 When all body parts are gone from the circle the child with the most wins. coloured pens. legs. PROCEDURE .1 GAME TYPE AIMS Body fishing Movement and drawing game Language: Learning body parts.
tongue. ear. Once the children know the names of the body parts. eye. Other: Recognizing written numbers.:N~2=--__ Each child has to try to 'reconstruct' You can substitute monsters for pictures of people. blackboard. VARIATlO_:__:_N_1 __ VARIATIO:::. 6 The first child to complete a full face wins. and show that each face part has a corresponding number. 3 Child 1 rolls the dice. The next child does the same. and so on.. Draw an arrow from each number to a picture on the right-hand side. vehicles. These monsters can have three noses. 5+ 6-10 15minutes Dice. the dice moves on to the next player. Playas a team game. drawing. 2 Explain to the children that they need to draw a face with all the face parts on the board. for example. mouth. 5 If a child rolls a number he or she has already rolled. One child from each team sucks up the required body part and brings it to his or her team. they can do the calling. matching. etc. Demonstrate by rolling the dice and pointing. six eyes. basic game language. 4 Child 1 passes the dice to the child on the left and draws the face part he or she rolled. paper and pens for drawing.BODY PARTS AND CLOTHES 57 a whole person. or eyebrows. The other team members then stick the body part to a poster. 1 Give each child a piece of paper and put some pens in the middle. nose. Write the numbers 1-6 on the left of the blackboard. etc. VARIA TlO::__N:___3 __ VARIATION 4 4. Each picture should be a part of a face. He or she must call out the number and the corresponding body part. VARIATION 1 You can replace face parts with body parts or parts of animals.2 Face dice GAME TYPE AIMS Dice game Language: Face andlor body vocabulary. AGE GROUP SIZE TIME MATERIALS - PREPARATION PROCEDURE .
2 Choose one child to come to the box. Be aware. etc. let them function as 'joker' numbers.1UlI. 3 Motion the children in the circle to turn their backs to the box. . The children stand in a circle around it. "Ul. VARIATION 3 COM M ENTS 4. glasses.. This game is aimed at passive understanding with young is important to talk to the children during the game and getthem understand the words they are saying in different contexts..58 VARIATION 2 BODY PARTS AND CLOTHES Instead of simply repeating numbers and face parts.1l. Pick up clothing to demonstrate as you explain. For older children. could chant W'hat did you roll? and the child responds I rolled a 2. he or she may choose any face part whichhe or she hasn't already drawn. 1 Place a box with all the clothing in the centre of the classroom. that the chances rolling 2 or 12 with two dice are small. The new clothes can be placed discreetly but may not hidden. group could then chant W'hat's a two? The child responds 2 is a mouth. clothing and other accessones.The children will use them as 'chunks' at first and only with time will they give meaning to all the words. make the children say phrases when they roll the dice. you can use two dice (numbers 2-12) and different face or body parts. For example. Other: Observation. 6+ 6-15 10-15 minutes Clothing (trousers. shirts.3 GAME TYPE AIMS Look closely Guessing game Language: W'hat's different? He/She's wearing .. Tell them to shut their eyes. Instead of allocating aface' part to these numbers. hats. Explain that this child will choose three new pieces of clothing. AGE GROUP SIZE TIME MATERIALS PROCEDURE . 4 The child in the centre chooses three pieces of clothing and puts them on. the gr«. If you opt for Variation 2 practise the phrases before introducing them' the game. Don't worry about accuracy with these phrases.). however. Ifa child rolls 2 or 12.
In this variation. 1 Put the four large sheets of paper on the four sides of a long rectangular table and the pens in the middle.. Stop the music at random.. then start the music again.. The object of the game is to draw crazy monsters and then describe them. 2 The children dance around the table. This is a good option for the younger children.. mUSIC.. since in a circle it can be difficult to see who is peeking.~--- - VARIATION 3 VARIATION 4 COMMENTS 4. Replace He/She's wearing ..4 Monster waltz GAME TYPE AIMS Drawing game Language: Describing pictures. Team B must guess what is different. Turn on the music. Each child takes a coloured pen and starts drawing one body part of a monster on the nearest sheet of paper.:_. using simple phrases. divide the class into two teams and line them up facing each other. You may want to play this game with the children in a line. If you have enough dressing-up clothes. PROCEDURE . while the other team guesses.BODY PARTS AND CLOTHES 59 5 The player in the middle asks W'hat's different? 6 The children in the circle must answer He/She's wearing .N2__ _ . One team dresses up one of its players. Limit the time the team has for guessing. For each correct guess. Each player may ask only one question per round. VARIATIQ_~ __ Turn the game into a team game. Let the children guess. Other: Fast drawing. the team receives two points. You can dress up. adjectives. but each wrong guess loses one point. imagination. on. AGE GROUP SIZE TIME MATERIALS DESCRIPTION 6+ 6-12 10-15 minutes Four large pieces of paper (such as A3) for each group. etc. with He/She's got . each player from Team A puts on two extra pieces of clothing. VARIATIO. Allow only a few seconds for this. coloured pens. combining body parts with colours.
for example. AGE GROUP SIZE TIME MATERIALS DESCRIPTION This is a kind of drawing dictation game with a difference. There is onlyonemonstet per sheet of paper.5 GAME TYPE AI MS Wacky art competition Drawing game Language: Imperatives. Demonstrate the actions. Put the coloured pens in the middle. VARIATION When the music stops. coloured pens. Each child has a large piece of paper. personalities. or describe details such as hobbies. describing pictures.draw with a pen between your feet .draw with your left hand (for left-handers PROCEDURE with your right hand) .A3).draw with a pen in your mouth . or That monster has wings. for example. the children may onlydraw ont body part on one of the sheets of paper. take over the role of teacher. say which body parts the children should draw. you and the children can expand upon them. 3 Hold up each of the finished monsters and let the children describe them. four ears. Younger children might simply count thebody parts and say three eyes or the colours of the body parts. 6+ 4-12 10-15 minutes Large paper (for example. as far as your imaginations go. or seven arms. so that the children know what to do. From the second round onwards. The game continuesuntilvou consider the monsters are finished.Younot only dictate what the children are supposed to draw.60 BODY PARTS AND CLOTHES During each pause in the music. More advanced children should use as many different phrasesas possible. Other: Drawing. in turn. It canfiy. . but also how they should do it! 1 The children sit on the floor in a large circle. Draw eyes! The children draw as many eyes as possible until the music starts again. . 2 In the first round you should do the dictating. This monster has three eyes. but it can have many body parts. Here are some ideas for wacky dictations. r o favourite foods. families. the children can. forexample three eyes. imagination. FOLLOW-UP 4. Give the monsters names and let the children think up storiesabout them.
The object of the game is for each child to put on one article of clothing. 2 The second child runs to the pile of clothes. 1 Split the class into two or more teams. The teams sit at one end of the room. He or she then runs back to the team.draw behind your back without looking W'hatthe children draw (and with which colours) can also be part of the dictation. In turn. making sure the children continue using the phrases for each piece of clothing. searches for the socks and puts them on. At the other end of the room put the clothes in separate heaps for each team.':S~ Team and movement game Language: I'm wearing . Other: Fast dressing and undressing (co-ordination).BODY PARTS AND CLOTHES 61 . It is a relay race. He's/She's wearing . The first team to do this wins.. the children try to guess the pictures and receive one point for each correct guess. I'm wearing socks and shoes! He or she then takes both articles of clothing off and passes them to the next child. 3 When the pictures are finished. The child says. This is a team game.. Referee this relay race very strictly. using all the phrases they know. puts it on and runs back to the team..6 Dressing-up relay GAME TYPE AIM'. says I'm wearing socks! and takes them off again.. One team member will be fully dressed at the end of the game. AGE 6+ 8-30 10-15 minutes An identical set of clothes for each team.. TIME -- GROUP SIZE MATERIALS DESCRIPTION PROCEDURE .draw with a pen between your elbows . 3 The game continues in this way until one team has put all the clothes on. the children describe them. Start the relay race by saying Put on your socks! The first child from each team runs to the pile of clothes. chooses any article. F~ OLLOW-UP Get the children to guess what each other's drawings are. say what it is. who puts them on. 4. passing it to the next child in the team as quickly as possible. passing the socks to the second child. for example. More advanced children could write what their pictures are supposed to be on the back. then take it off again.
' The object of the game is for the children to collect all the dothn.. who puts it on. and passes each article of ' clotbing to another team member. for example.. for example) shirt. 4 Child 1 chooses another child and asks Have you got something (VJinter) ? 5 If the child does have something for this season he or she yes. gloves. socks. The children play individually or in teams oftwo. 8 The first child to collect all the clothes for a particular season wms. He or she must also put a card everyone thus keeps the same number of cards.62 VARIATION 1 BODY PARTS AND CLOTHES Instead of taking the clothes off again. try it in reverse. 2 Mix the cards and deal them out to the children. 6 Child 1 puts one card in the middle.7 GAME TYPE AI MS AGE GROUP SIZE TIME MATERIALS Seasons quartet Card game Language: Seasons. or all singulars. clothing. and one set per group.. The children must collect either all plurals. This isa useful variation for practising I'm (not) wearing .. shoes. for ~ particular season. 7 The next child can either take the card from the middle or ask a card from another child.. DESCRIPTION PROCEDURE VARIATION 1 Add plurals and singulars.) 7+ 4-8 20-30 minutes Finn cardboard cards the size of playing cards with pictures of clothes that are worn in different seasons. jacket. item by item.You need at least four~ season. I've got a (scarf) and gives that card to child 1. the children keepthem on The next player then says I'm wearing shoes and she '5 wearing SOil' VARIATION 2 Let the teams tell each other what the next piece of clothing should be. The childwhoisfullv dressed gets undressed. ? or Do you have. 3 The children sort their cards. VARIATION 3 4. raincoat. . Have you got . After playing this game once. 1 Divide the class into groups of 4-8.
8 Who is the boss? GAME AIMS AG~E GROUPSIZE _:__:TY~P_E _ Movement and guessing game Language: Present continuous. 8+ 8-25 15-20 minutes 1 The object of the game is to find out who is the boss. observation. The children continue to do this action but secretly watch the 'boss'. Other: Quick reactions. he or she says Stop! I think the boss is . Choose the clothes very carefully or allow discussion. Ask the detective to come back into the room. When the boss changes the action. 4 The commentator says T-%'reclapping hands. sing a song. Be aware that not all clothes are worn in just one season. If the child guesses wrongly three times. for example. commentator. for example. If the detective believes he or she knows who the boss is. he or she must watch more closely. 3 The children sit in a circle. and that a detective is a person who finds criminals.. clapping hands or snapping fingers). a leader or captain. If the guess is right. The children must collect all the clothing of one colour. If a detective guesses wrongly.BODY PARTS AND CLOTHES 63 VARIATION 2 _ Add colours. ~OMM§NT-=--S __ 4.. 6 The game is over when the fun begins to diminish or when all the children have been either detective. Explain that a commentator is someone who tells radio or television listeners what is happening at a sporting event. he or she must do a forfeit. so that the detective will not see who the boss is. all doing the same action (for example.. especially Autumn and Spring clothes. etc. The rest of the children (quietly) choose a 'boss' and a commentator. leaving the room for a new round. Explain to the children that the 'boss' is someone who is in charge. or boss. all the players must try to do the same action almost immediately. They must ask for blue socks or a red jumper. who leaves the room. TIME PROCEDURE . the detective joins the other children and the commentator becomes the new detective. 2 The children choose a detective. 5 The commentator always describes each new action.
the teams have to swap three magazines. The child who finds the right picture dictates the next picture. animals. present participles. The first team to do so shouts Stop! The team shows the picture and gets a point if it is correct. 2 Tell the teams what to look for. you can describe anything that is often in magazines. vehicles. for example. When a picture has been found. etc. Apart from people.9 GAME TYPE AI MS Magazine flip Team game Language: Describing people. There should be more magazines than children. which is fun and also useful for practising many different phrases. AGE GROUP SIZE TIME MATERIALS PROCEDURE VARIATION 1 After two rounds. furniture. 2 Before class check the magazines to ensure that they contain pictures on the subjects of your choice and that they are suitable for children. or Look for a woman riding a bicycle. VARIATION 2 VARIATION 3 VARIATION 4 COMMENTS . 8+ 4-12 10-15 minutes A large selection of colourful magazines and/or catalogues with lots of pictures of people. resembles what you said.This limits any bias that might occur from the differences between the magazmes. Advertisement leaflets are also useful as identical sets can be given to the teams. the team can get extra points for describing other aspects of the person in the picture. 1 This is a simple recognition game. Find a man wearing a blue hat. so that the children practise saying the phrases.64 BODY PARTS AND CLOTHES 4. The children quicklv flip through their magazines and try to find a picture that . Other: Quick recognition. 1 Split the class into teams. The first team to get five points wins. for example houses. Give each team an equal numberof magazines.
Show them the clothes. Help them to include a few new words or phrases. 8+ AIMS -- AGE_---GROUPIZE S TIME~_--- 6-12 45-60 minutes Clothes. One member of the team is the 'model' and walks between the lines of children.10 Fashion show Role-play game Language: He's/She's wearing . music. with two children in each team. lay out a long piece of (red) carpet in the middle for the models to walk up and down. The other children sit in two long lines opposite each other. 3 The pairs prepare the commentary. how it works.BODY PARTS AND CLOTHES 65 4. for example: Here we can see Gina. This is a team game. - MATERIALS DESCRIPTION PROCEDURE 2 In turn. the other children give marks for the model. each pair gives its fashion show presentation. put on make-up.. She's wearing black stockings. describing people and clothes. describing the clothes and models. She's ayoung model. Give each child a set of six cards. Lesson 2 1 The children dress up. 3 Using a fake microphone. red carpet (optional). the other member of the team commentates. and what models and commentators do. Other: Imagination. the card is taken out of the game. a set of six large cards with numbers 1-6 for each child. only nine years old. fake microphone.. Set a time limit for each presentation. 4 After each presentation. The children play the roles of model and commentator in a pretend fashion show. If available. music. She's got long brown hair and a happy smile. Once a mark has been given. make-up. They plan what they want to wear-the props that can be used are almost unlimited. 2 Put the children into pairs and tell them that they are going to put on a fashion show. . play background etc. Every player should be model . This avoids cheating by giving the lowest mark all the time. Lesson 1 1 Explain to the children what a fashion show is. showing off the beautiful clothes. The children should use as much language as they know. a red blouse and a white skirt. numbered 1-6. so that the spectators do not get bored. They might need to bring extra clothes and props from home. by holding up a card from 1 to 6.
COMMENTS at least once. The model with the highestm/ The technique of taking the marks cards out when theyhave been used once is absolutely vital to the success ofthe fashionshow asa game.66 BODY PARTS AND CLOTHES and commentator WIns.thus increasing the tactical use of the marks cards and addingan enormous amount of tension and excitement to the fashionshow. . The children only give marks to the opposing teams.
etc. Lions are courageous and just. or just wiggle. or dens. holes.?). 1 Put one of each type of animal (picture or word) on the board so that the children can refer to them. but they do not all have to be different. Owls are wise. amiNo. We attribute certain traits to different types of animals. or written names for older groups.. Animals can fly. (for Variation) pictures of famous people. loud. I AIMS - GAME TYPE AGE GROUPSIZE TIME 4+ 10-20 10-15 minutes (Larger groups may take longer.5 Animals Animals fascinate children. 5. Some are fast and others barely move at all.You can also photocopy outlines for the children to colour in. sometimes alone and sometimes in groups. Snakes are sly in English-speaking culture. Animals are great for setting up role plays and they give children a mask to hide behind if they are shy. Monkeys are fun and mischievous. They live all over the world. A lion is big.1 Now you're on my side Team and guessing game Language: Are you . PREPARATION PROCEDURE . ?"iCs. fly. Some animals are pets and live with people. You need at least one card per child. Do not ask younger children to draw an animal themselves since you will probably not recognize it. and sizes. small. for example. The children can help to glue pictures from magazines on to the cards. introduce the animals. The games in this chapter focus on identifying individual animals and discovering their characteristics (big. I'm not. etc. hop.in nests. They come in all shapes. jump.) and abilities (can they swim. But animals also have characteristics. run. but an elephant is bigger. In other cultures animals may have different attributes.) MATERIALS Small cards with pictures of animals.. The animal kingdom is so diverse that there is no end to the projects you can devise with them. Many children have pets which they love very much. and making comparisons. In a previous lesson. Animals are close enough to humans to become characters in their own right. colours. swim.
S When child B says No. 4 A child from Team A starts. 3 Divide the class into two teams.. Make and decorate the board (and cards. (If the class is very large.68 ANIMALS 2 Mix the cards. Team B may not ask for the animal name of the playertheylost until they have correctly guessed another card. creativity.You need one board and set of cards for each group of 5-8 children. mountains. The teams should faceeach \" in two lines. counters. Put up the names. if available. caves. ? The player fromTeamB looksathl\ or her card and says Yes. 5+ 5-8 30-45 minutes A large playing board (such as A2) and 6-7 small animal picture AGE GROUP SIZE TIME MATER'AlS DESCRIPTION cards per group (see the flashcards on pages 143-4). Along the track. streams. Other: Drawing. I'm not. rivers.. Team A canask further questions until Team B says No. Draw trees and plants. This child approaches anychild frllm Team Band asks Areyou . The object of the game is to move from start to finish along the track through the jungle. for allthe children to see. add some which youaresure they know. etc. make two sets oftwotea~. draw six or seven PREPARATION . If the playersays'). if necessary) with the children in a preceding lesson. dice.I am or No. sports figures. The children should take turns to ask the questions. or pictures. television or story characters. In larger groups this guarantees that everyone getsa chance to speak and the time between turns is not so long astolead to boredom.2 GAME TYPE AIMS Jungle race Board game Language: Can/Can't + abilities. his or her team asks the next question. CO M M ENTS 5. The teamwhich brings all the opposing players to their side wins. Each child takes a card. Be sure to tellthechih" not to show their card to the others. crossing obstacles with the help of animals. VARIATION For older children replace animals with famous people: poporfilm stars.' t he or she must cross over to the other team. If the children cannot think of enough by themselves. even ifthe answer is Yes.
Photocopiable © Oxford University Press . or snake-pit). See the illustration for an example.ANIMALS 69 'obstacles' (for example a river. ravine.
The child then puts his or her COunter on the eagle card. This is a monkey. it can't. placed next to an obstacle. other children might have to wait until the eagle returns. but the eagle can fly. When.lfthe obstacle isseven spaces long.it can.forexample.70 PROCEDURE ANIMALS 1 Put one small animal picture card next to each obstacle.yoU areINo. the children roll the dice and move their counters alongtht track. ?Yes.3 GAM E TYPE AIMS Animal noises Role-play and guessing game Language: Animal names. 2 The children move their counters around the jungle in thisway. . to help any other children over the ravine. for example. or No.. VARIATION 2 VARIATION 3 VARIATION 4 VARIATION 5 5. It is also an ideal combination win. ~ r turn. he or she says. if necessary. he or she must stopand wait. miming. This version increases the suspense as it'smo difficult to see who is winning.t\o) can't. VARIATION 1 Allow extra spaces for the obstacles. In this case. Ask the child Canyoujly? The child replies. AGE 6-10 . Can a monkey swim (across the river) ?The other children say Yes. use a card with an eagle or flamingo). a childfties by eagle over the ravine. if it's a river. all ofwhi~ can take a child across. The eagle should return straight away to avoid too much waiting. When it is the child's next turn.~ draws a card and says. which flies over the obstacle. if it's a ravine. The first child to reach the finish wins.Ineath case. but could have more obstacles to cross.. Variation 1 as it limits the time spent waiting at the obstacles. The eaglethenflies back to its original position. Half of the children move from startto finish. Here is a ravine. Am 1 ... use a card of a big fish or a friendlY hippo.. I'm . the other halffrom finish to start. the child .N! all of these animals can cross the obstacle.you're not. he or she has to roll the dice and move the eagle (with the counter on it) accordingly. When a child reaches an obstacle. the animal should have the ability to get past the' ob~tacle (for example. as it takes at least two rolls of the dice to cross the obstacle. Short-cuts might~ appear to have fewer spaces. for example. PUt animal cards on both sides of an obstacle. You could also have two or three different animal cards. Other: Sound imit:ation.1 Put small piles of animal cards face down next to each obstacle. Make short-cuts and 'long-cuts' along the track. Split each group into two. Allow some discussion to take place.
(for Variation 1) names of vehicles or other sound-making objects. side by side. reduce the game to simple mime. They may also mime. pair off the children and change the pairs after about a minute. classroom objects.. PREPARATION PROCEDURE VARIATION 1 This game also works with vehicles or using any sound-making objects the children know. and cock-a-doodle-doc in English. stick it on their front and then go to help the other children who are still playing.you're not! The children mingle and try to find out which animal they are. for example. the game simply continues. 1 The children stand in a line. The children can also draw their own animals. The game finishes when everyone has found out their animals. Prepare post-it stickers with pictures or the written names of animals. The child being asked checks the back of the other child. sticking one post-it sticker on to the back of each child. VARIATION 2 COMMENTS .. Go along the back of the line. Check the children's backs. The children ask Have I got a . they imitate the sound that this animal makes. they run to you and say I'm a (horse)! this time using the word for their animal.ANIMALS 71 GROUP SIZE TIME MATERIALS 6-12 10 minutes Post -it stickers (or paper with sticky tape or safety pins) with pictures or written names of animals (one per child). a cock says kikeriki in German. After two rounds include some new animals. The children should already know many animals and their English sounds.you are! or No. coquelicot or cocorico in French. Any topic is suitable.. you have or No. for example by pretending to use the object. If they are wrong. Instead of using sound imitation. 3 Monitor to make sure everyone is either asking or being asked. and answers Yes. If they are right. Remember that animals make different noises in different languages! For example.. Stick them on different children's backs. As soon as children have found out their animal. 4 Use the same post-it stickers for a second round. they take the post-it sticker off their back. If necessary. ? but instead of saying the name of the animal. The answer is either Yes. ? and try to describe the object using mime.you haven't. 2 Bring the children to the front and show them how to ask each other questions such as Am I a .
GAME TYPE AIMS
Fast, freaky animals
Drawing game Language: Is ita ... ?Yes, it islNo, it isn't. Other: Fast drawing. 6+ 4-12 10 minutes Paper and coloured pens or pencils; a small picture card of an animal for each child-see the flashcards on pages 143-4 (forolder children, just the written words).
1 The object of the game is to draw an animal as quickly aspossible,
AGE GROUP SIZE TIME MATERIALS
but so that it can be recognized by the other children. 2 Give each child a piece of paper. Put the pens in the middle. 3 Deal a small flashcard face down to each child. On the wordGo! the children look at their flashcards, being careful not to show them to the other children. They then have 15 (or 30) secondsto draw a picture of this animal on the paper. 4 When the time is up, call Stop! and all pens must go back to the middle immediately. 5 In turn, the children now try to guess what the pictures of these animals are, by asking, for example, Is it a ... ? or Doesyourpicture show a ... ? The child who drew the picture answers. A childwho guesses correctly gets two points and the player who drew the picture gets one point. 6 If a picture is completely unrecognizable, CO M M E NTS the artist gets no points
Awarding points might give better artists an advantage, althoughtt speed factor should even this out a bit.
GAME TYPE AI MS
Guessing game Language: Is it ... ? It feels like alan ... ; directions; possessives. Other: Drawing; recognition. 6+ 8-20 15-20 minutes
AGE GROUP SIZE TIME
Two large sheets of white cardboard (such as AI); smaller cardboard sheets in a variety of colours; coloured pens or pencils; scissors; Blu-tack or sticky tape for sticking paper to paper; a box or feelybag. Before the lesson, draw the torsos of two animals, one on each large sheet of white cardboard. The two animals chosen should be very different from each other: for example, a bird and an elephant, not a cat and a lion. Leave out key body parts such as tails, wings, trunks, horns. Hang the posters on the wall at least one metre apart. Clear some space in front of the wall. Lesson 1 Give out the coloured cardboard. Tell the children to draw and cut out parts of animals. (Tell them which ones.) You may want to give young children especially pre-cut outlines, so that they only need to colour them in. There should be two identical sets of animal parts, one per team. Lesson 2 1 Divide the class into two teams (or two sets of two teams for very large classes) . Each team lines up in front of one of the animal torsos on the wall. 2 Give each team a box or feely bag. In this box are the animal parts the children made in an earlier lesson. 3 Blindfold the first player. This child reaches into the box and takes one animal part. The children then ask "W'hatis it? Child I feels the animal part and answers It feels like ... (a bird's wing, an elephant's trunk, a rhino's horn, etc.) The child must guess not only the part, but also the correct animal. 4 If the animal part does not match the team's animal torso, blindfold the next child, who takes another animal part. 5 If the team believes the animal part matches their animal torso, the rest of the team guides the blindfolded child to the picture and directs him or her where to place the part. Use words such as left, right,forward, backwards, up, down, stop, a little more. Let the children call the instructions all at once-this increases the fun. Make sure that the instructions are in English. 6 After fixing the part to the picture, child I takes off the blindfold and returns to the team, giving the blindfold to the next child in line. 7 The team that completes its animal poster first wins.
Instead of animal torsos, draw landscapes on the big white sheets. Each landscape should have features clearly identifiable as possible animal habitats (for example, caves for bats, rivers for fish, stables for horses, pens for pigs). Instead of animal parts, use full animal cut-outs. The children have to stick them in the proper habitats.
74 VARIATION 2
With small classes play the game with one team. The blindfolued child must be guided to the correct picture. For the youngest children playas in Variation 2 but removethe blindfold. The child with the animal part must choose whichpicture to go to and where to put the part. Once the part has been stuckon, ask the group Is that right? The children answer 1'esor No, Choose another child to put the part in the correct place if the first child got, it wrong. With older children, include Where does it go? if the part is placed incorrectly. Choose another child to put it in the right place.This child must say, for example, The trunk goes on the elephant or with Variation 1, The pig goes in the pen, or simply The pig goes herelthere, 1 If the group is small enough talk to the children about animals during the game. Show them pictures in books. Talk about the sounds they make and what they do. Be flexible and allow discussion. 2 If you have a felt board, you can cut the parts out of coloured felt; which will stick to the board without any need for tape or Blu-tack.
GAME TYPE AI M S
Board game Language: Revision of action verbs; animal names; present continuous or present perfect. Other: Decision making; strategic thinking. 8+ 4-8 10minutes A large checkers board (see the example on page 75) and two identical sets of small animal cards for each group (see the flashcards on pages 143-4). 1 Play this game the same way as ordinary checkers, a game which most children will know. If not, play the standard version before trying this one. As with traditional checkers, all cards are equalno animal is stronger than another. 2 The object of the game is to capture all of the opposing team's cards. Divide the class into an equal number of teams. Place the two sets of cards on the large checkers board, as in standard checkers.
AGE GROUP SIZE TIME MATERIALS
My kangaroo's jumping overyour snake.ANIMALS 75 3 Each team. for example. practise using the present perfect. for example. Other board games can be adapted for language teaching. in turn. This is a language teaching variation of a standard board game. this game is also ideal for practising comparative forms. 4 The first team to capture all the other team's cards wins. for more advanced children. VARIATION Instead of using the present continuous or present perfect. moves their cards as in checkers. COMMENTS . for example. My tiger's Jaster than your mouse. My kangaroo has just jumped overyour snake. for example. See Chapter 9 for more adaptations of traditional games. Alternatively. My elephant's bigger than your cat. could be adapted in a similar way. if the children already know the rules. Chess. which is far more complicated than checkers. When a child wants to capture a card from the opposing team. My eagle is flying overyour crocodile. he or she describes what is actually happening. The children should already have a good knowledge of action verbs and the present continuous.
oranges. PROCEDURE . bananas. or Put the banana under the table. 6. over). peaches.1 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS Fruit and prepositions relay Movement and team game Language: Prepositions (in. \" III a car. a whistle. Blow the whistl: to start.but when. Nowhere are cultural and regional variations as readily visible to childrenasin the area of food. spoon? Chopsticks. They stand in lines at one end of the room. 4 If a child chooses the wrong fruit or puts it in the wrong place. 1 Clear a space in the classroom and divide the children into two teams. the team gets no points. 2 Stand between the first two children and say. Place the fruit on the tables. Games in this chapter concentrate on expressing likes and dislikes. with your fingers. on a table. pears. for example. for example. on. apples. Put t apple on a chair. 4+ 8-16 15-30 minutes Two identical sets of familiar fruits. under. 3 The children run to the other end of the room. carry out your instructions. Theyhave Wt\ a clear idea of what they like and dislike: not only what theyeat.knife. and run back to their lines.6 Food Food plays a central role in children's daily routine. in a banana leat?Where a child eats also plays a role: in a restaurant. The first child to get back to the line earns a point for his or her team. classifying food. At the other end of the room set up two tables facing the two teams. Chocolate cookies for breakfast? Cornflakes for dinner?n I addition. and polite requests (as in a restaurant). Food is an excellent theme for multi-cultural classes. on the floor. there is the whole issue of how people eat: fork. Food is probably one of the first contacts a childwill make with a foreign culture.
I can/No. 2 If the child lands on an empty space. VARIATION 2 COMMENTS 6. Other: Counting. 4+ (7+ for Variations 3 and 4) 6-10 20-30 minutes One game board for each group with counters and dice. etc. for example: Put the apple in the bookshelf and the pear under the teacher's desk. Make a simple game board (see the example on page 78) with pictures of food on a few spaces across it.. (for variations) cards with pictures of actions. Shuffle the cards thoroughly.FOOD 77 5 Play one or two rounds and add up the points. marker pen. (carrots/apples/chips)? AGE GROUP SIZE TIME . You can also use Variation 1 with Put and Give. If you have uneven numbers or a reluctant child. Get a book. I can't (Variation 1).I do/No. ?Ths. tell the children to get an object from anywhere in the room. - VARIATION _ :1 _ Make the game more difficult by calling out more complicated tasks. he or she could call out the commands. Then place the two piles of cards in the centre of the board.. body parts.. 50 red and 50 blue cards. ? game GAME TYPE AIMS Board game Language: Do you like ... There can be up to six faces per card but all the faces on anyone card must be the same. The other children can count the numbers out loud. 3 If the child lands on a space with a food picture the whole group says in chorus Do you like . 7-8 cards with pictures offood. or Give the teacher a banana and put a peach next to the door. With younger children you will need to prompt them by whispering to them or repeating the command after them so that the others understand. ?Ths. 1 The first child rolls the dice and moves his or her counter. but do not mix the two colours together..2 The Do you like .. Can you . MATERIALS PREPARATION PROCEDURE . Instead of putting the fruit on a table.. With a magic marker draw either smiling or frowning faces on the back of the cards. I don't. Find a pencil. he or she passes the dice to the next child. for example.
78 FOOD Photocopiable © Oxford University Press .
Make sure that the forfeits are not mean or disruptive.- at dI Jj 1 a i£dt 2 FOOD 79 4 The child answers Yes. If the faces are smiling. For Yes. for example a pizza. He or she gets up. for example. crouches down and whispers Pizza. The teams sit in two lines. Split the class into two teams. runs to the next child in the team. the child moves forward by that number. for No. he or she takes a card from the blue pile. The lines should be about the same distance from the cards. 6 Continue for about 15 minutes or until each child has had at least one go. 1 You will need a large room for this game.. mix forfeits into the card piles. The first child from each team turns over the top card. The cards must be in the same order. ? The children can circle the board miming the action. 3 Call Go! and the race begins. VARIATION 3 VARIATION 4 6. Great fun! VARIATION 2 Change the theme to toys or body parts + adjectives and practise Have you got . run. ? for Do you like . 2 Put one set of cards in front of each line of players. Older children can also choose forfeits and help design the game board. ? For older children.. Put one set of cards beside the wall at one end of the room. 5 The child counts the number offaces on the card. 6+ 10-20 15 minutes Three identical sets of 6-1 0 food cards. Touch something blue or W'hen)syour birthday? You could also add more complicated game language such as Miss a turn or Take another card. sing. Instead of food. from the red pile. or No.. jump. I don't.. listening carefully. use pictures of simple action verbs such as swim. with about two metres between each child.. the child moves backwards..I do.. If they are frowning. r .3 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS PROCEDURE Whisper race Team game Language: Vocabulary revision (+ any phrase which needs practice). ? or Do you have . Substitute Can you ..
Theteam with the most cards wins. Referee the game strictly. wh" gets up and runs to the next child. 2 In turn. 8+ 6-8 20 minutes A large set of cards with pictures of different food. 3 If a child plays a 'poison' card. he or she takes all the cards lying on the table.80 FOOD The first child then sits down in the place of the second (hud. 12 'poison' cards. You need about 30 food cards. for AGE GROUP SIZE TIME MATERIALS DESCRIPTION PREPARATION PROCEDURE . saying. The 'poison' cards should be numbered 1-5. If space is tight.. Other: Decision making. and 30 other picture cards for a group of six children..S a . The other cards have no value. That child runs to the front and tries to take the pizza cardfrom the set of cards by the wall. The object of the game is to acquire ten different food cards.. 'poison' cards (with numbered values of 1-5).. Please give me . before the other team reachesit. S The game continues until all the cards have been used.. have the children crawl instead of running and reduce the distance to the cards.. 4 This continues until the last child in the line has heard theword. He or she also asks another child for the same amount of cards as the number on the 'poison' card. (for Variation) pictures from any other theme. saying This l. 1 Shuffle the cards well and deal them out equally to the children. Make the cards. Whoever takes the correct card can keep it. cards are the 'strongest' cards. makingsure the children whisper! VARIATION COMMENTS Change the theme to any which needs revision. The food cards are the most cards to collect. You might want to explain how this game works in the children's mother tongue. the children place a card face up on the table. 6.. so that they all understand immediately.4 GAME TYPE AIMS Food and poison Card game Language: This is .
colours.poison' or 'monsters'. for example. The children should not give away food cards unless they have no choice. but they are useful in many different activities. with drinks.. 2 With a large class. 2 Ask the children to decorate the cards. Lesson 1 1 Discuss with the children which food is eaten at breakfast.. both in their country and in the UK/US. Practise the language For breakfast! have .. example. 3 The cards may take some time to make.You can give out templates for them to colour. for breakfast/dinner/lunch. 6. The food should include breakfast. when there are a lot offood cards on the table). Put the rest of the cards in the middle. they should try to wait for the right moment before playing a 'poison' card (for example.FOOD 81 lild. if necessary in the children's mother tongue. Take the used 'poison card' out of the game. lunch. Please give me three cards. 4 The first child to collect ten different food cards wins. They should not show their cards to the other children. etc. animals and monsters.5 GAME TYPE AIMS Make a menu Card game Language: I eatll have . Mix the cards and deal seven cards to each child. Tactically. ~team ~sure n's Ice is le use positive cards. r . MATERIALS PROCEDURE lS Lesson 2 1 Divide the children into groups of 6-8.. The cards from the other theme(s) don't count. as it is rather complicated. and dinner/supper. for example. 6+ AGE GROUP SIZE TIME ion Jle 6-8 15-20 minutes 60 food cards per eight players. tfrom t. and then split the class into smaller groups. lunch. 'love potion'. 1 If you don't like the idea of . (for Variation) a chef's hat. VARIATION COMMENTS Change the theme. 'magic spell'. but before another child plays a 'poison' card. Other: Imagination. and dinner. vehicles and police cars. who word.. demonstrate this game first.
The"'' ' seventh card can go anywhere (for example. let them be sillythey can eat ice-cream for breakfast or put ketchup on their cornflakes. The crazierthe menu.You can allow some humour here! VARIATION Limit the game to lunch or dinner and possibly reduce thenumbtr of cards. 1 Some food can be eaten at any meal. the harder it is to get the class to 'eat' it. Giveme I'm sorry~we're out of . 3 In turn. COMMENTS 6. There must be at least two cards for each meal.82 FOOD 2 Explain to the children that they must group the cardsaCC\l'~: to meals. facing another desk for the cook. main course.and dessert.. ~• :.) 2 Arrange the room so that the desks face each other.. practising language 1\ such For breakfast I have (baked beans). several sets of cards with pictures of items on menu.' .6 GAME TYPE AI MS May I take your order? Role-play.. 2 Be careful in multi-cultural classes not to let the eating habitsof individual students be ridiculed. 4 Each child now says their daily menu. PREPARATION . Discuss such differences with your class. and card game Language: Requests. (See the examples on page 83. Different cultures have different customs. a few metres apart. food. broccoli in a chocolate sauce. However. etc. team. three cardsfor lunch). Allow the children a short time to sort their cards. let the group decide on the best one.• . The children should try and 'sell' their meal to the restof the group. . There should be four or five desks per group on one side. 8+ (Variation 2: 6+) 6-10 15-30 minutes (depending on group size) AGE GROUP SIZE TIME MATERIALS Copies ofa menu.. Compose a festive menu with starters.i . The menus should have a number options for each course. May I help you?Yes~I'd like . 1 Make the menus and cards. each child can (if they wish) put down three cardsand take three more from the pile in the middle. 5 When all the children have described their menus. They can use phrases like: For starters we have ketchup soup and as a main course.. when compiling their own meals. Give them a chef's hat to wear when they describetheir meal.
waiters. coca-cola S © Oxford University Press PROCEDURE le .. 2 Each waiter approaches 3 The customer responds the menu.. . 5 The cook gives the waiter the correct picture and says Here you are! If it has already been ordered. vanilla Apple pie wine. banana. or the first cook to get rid of all his or her food. the cook says I'm sorry.. r . The waiters stand in the middle.. I'd like . Can I get you something else? 7 The winner is the first customer-and-waiter team to get a full meal. and orders something from 4 The waiter runs to the cook and says Give me . each with a menu.chocolate. we're out of . they must return the food. The cook sits at the opposite desk with pictures of food. and cooks. 1 Divide the class into groups of customers. :be of 6 The waiter returns to the customer and gives him or her the card. There should be one cook for every four or five customers and waiters... strawberry... water. a customer and asks May I help you? Yes. orange juice. or says I'm sorry. The customers sit at their desks. Monitor that all the players use the target language-if they do not. apple juice.FOOD 83 Jrding 1e Tttt tNGUSH RESTAtlMNr l ••••••••••• we and ... we're out of .Uch as ~OUp Breakfast Lunch Eggs with Ham Cornflakes with milk Bread with honey and jam Chicken soup Chicken sandwich Tuna sandwich Cheese sandwich *all sandwiches with salad and French fries rnber lnd t of :beir rfJand Dinner Drinks of Photocopiable Starters Tomato soup Potato soup Main courses Fish with potatoes and salad Chicken with peas and rice Spaghetti with meat sauce Pizza Desserts Ice cream .
Allow the children to ask simpler questions such as Whatcll; " " 'b you? haven't got ...
Playa non-competitive version. Give the children the situationanQ allow them to make up the conversation on their own.Monitor them, but do not interrupt unless they get stuck. Instead of a restaurant, you can role-playa store with a Customer., shop assistant, and a delivery person. Instead of cards, use the real items if suitable. See who can order the cheapest or most expensive three-course meal. Although it may seem complex, this game is remarkably easy for most children to understand. The phrases should be pre-taught nd a the children should be comfortable with them before playing. This game aims at fluency, not accuracy, and you should be tolerant f o mistakes.
VARIATION 4 VARIATION 5
GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS PROCEDURE
Fork, knife, spoon
Card game Language: Can you ... ?ll7hat wins? A fork beats a .... 7 + (Variation 1: 5 +) 6-8 10-15 minutes About 30 food cards per eight players. 1 Show the children the three hand movements: - a fork (a hand held horizontally, with three fingers spread out) - a knife (a hand held vertically) - a spoon (a cupped hand)
2 Explain to the children that: - a fork beats a knife - a knife beats a spoon - a spoon beats a fork. For younger children, explain with lots of mime and gesture. 3 Split the class into teams. Each two teams sit in lines facing each other about one metre apart. Between the two teams put 10-20 food cards in a line. 4 The first two players on each team stretch out their hands while the rest of the group chantsjork, knife, spoon,jork, knife, spoon,jork, knife, spoon, stressing the final spoon. 5 When they hear the stressed spoon, the first two players make one of the three hand symbols.
or 1t and fhis tof
6 Ask What wins? Try and elicit A knife beats a spoon, etc.
7 The winner can now turn over any card. The rest of the group
asks Can you eat/drink ... with ajork/knife/spoon? If the child can, he or she may take the card. If one cannot eat or drink the food with the chosen utensil, the card is turned back over. 8 Continue with the next two players, until all the cards in the middle have been taken. The team with the most cards wins. VARIATION 1 With very young children, play the game without the cards. This is the traditional version of the game. Put the children into pairs to play. After each round mix the pairs. Add an element of competition to Variation 1. Each pair play 'best out of three' or 'best out of five'. If this seems too complicated you could say that the 'first to three' is the winner. This game is based on the traditional game 'Scissors, paper, stone'.
7 Out and about
Over the years, a child's world grows ever larger and morecomplex, From the home, they set out to discover the outside world:streets playgrounds, shops, parks, the doctor, school or kindergarten.La;er they learn to place the neighbourhood in cities, towns, orvillages, which in turn are in countries-on continents. . As children grow, they move about this world. They remember where things are and how to get to them. They are interestedin transport: cars, buses, and trams, aeroplanes and airports, trains and stations. Natural barriers such as mountains, rivers, andocean) and ways to pass them such as bridges and tunnels fascinatethem. Authentic material like maps, photos, tickets, foreign coins,addan extra thrill. But children are not only interested in the realworld. They are eager to use their imagination and create worlds oftheir own. They like to design their' dream h()\lse' ()r th~ 'C.lt'j ClI tb.~
In this chapter, the children learn to give directions in Englishand describe locations. In doing so they use many common prepositions and practise imperatives. The vocabulary input can be as rich "S the worlds you and your children inhabit.
GAME TYPE AIMS
Rock the boat
Movement game; role play (Variation 2) Language: Directions; imperatives. Other: Imagination. 4+ 8-15 10-15 minutes A sailor's cap; string or chalk; a picture of a boat and a storm. 1 Clear a space in your classroom large enough for the children to move around comfortably. This game can also be played outside. 2 Either draw the outline of a boat in chalk on the floor, or makean outline with string. You need one boat for every 15 children.
AGE GROUP SIZE TIME MATERIALS PREPARATION
? Other: Decision making. Tell them a storm is coming and that it will 'rock the boat' ..) For more role-play activities. 'left' and 'right'. coloured pens. er In rld. VARIATION 2 . limit it to five minutes. port (left). I'm moving the (table) to the (dining room). scissors. ddan to give the commands. furniture catalogues. You can expand the boat idea into a guided fantasy. matching. aft (backwards). Show the picture._R_E __ -- 1 Explain to the children that they are going on a boat. Point to the outline of the boat and ask them to step into it. Variation 2 can be difficult to keep focused-if so.see Worksheet 7. and starboard (right).2 on page 141). 4 Go to the front of the boat and call out where the children should move.2 GAME TYPE AIMS Mixed-up house Board game Language: Present simple and continuous: The (couch) goes in the (living-room). (Variation 1) doll's house and small toy furniture. . Can they see land?Where are they? In America? China?Tell one child to drop the anchor. Mime 'balance' by putting your hands out to your sides and rocking from left to right. VARIATION 1 You can introduce simple nautical terms such asfore (forwards).itions :IS the COMMENTS 7. 2 Show the children the picture of the storm.8. (See also 8.and . Later ages. give a child the sailor's hat and tell him or her lmplex.. treets. 'Treasure island'. GROUP SIZE TIME MATERIALS 10 minutes Large playing boards (one per team.OUT AND ABOUT 87 PROCEDU. another to turn on the engines or hoist the sails. Ask them if the storm is over. The children sit with you in the boat. Mime the rocking of the boat. 3 Tell the children that they must balance the boat by running 'forward' and 'backwards'. W'here's the . S After five minutes. You are the captain. heir lIns oceans hem. 4+ 4-10 AGE to de. It can lead on to a craft or other classroom activity on a related theme. Let the children make up their own story. The children should all do as you say. paper. see Drama with Children in this series. n. Put the hat on your head.
88 PROCEDURE OUT AND ABOUT 1 Prepare a large playing board showing the rooms ofahouse. the rooms. tables. for example. In this case. Or bring in pictures cutoutfr\!" magazines. 2 The children draw and cut out pieces of furniture andobjects usually found around the house. putting them into theright rooms. 1 the children can put people. W'here does the desk go? l% 're moving a chair to the bathroom. bathroom). 3 Put the furniture and objects in the wrong rooms. 6+ prepositions. Note:The children may only move furniture iftheys~1\ what they are doing in English. Each team hasto rearrange the furniture and objects.3 GAME TYPE AIMS Obstacle race Movement game Language: Present continuous. ortoys'. Other: Physical co-ordination. scoreboard. The bathtub shouldn't be in the kitchen. The bed goes intll. Instead offurniture. Each child can or her own room. each team should have their house to refer to. VARIATION 1 VARIATION 2 Use a doll's house and small toy furniture and objects. animals. sitting room. and you and the children can work together to furnish the common rooms (kitchen. Other language can also be practised. books. 4 Split the class into pairs or small teams. VAR IATI 0 N 4 FOLLOW-UP Once the children have played this game a number of times andean use the phrases. other classroom objects. 'Town planning' . t . for example. classroom AGE l!l GROUP SIZE TIME MATERIALS 4-10 15+ minutes Chairs. Design a dream house with the children. the children rearrange the furnitureinto new 'Mixed-up house' for the next pair or team. let the pairs or teams tell each other where the furniture should go. stopwatch.9. bedroom. FOLLOW-UP 2 7. as in 7. VARIATION 3 At the end of each round.
OUT AND ABOUT 89 use. perhaps as a combined English and PE lesson. The best way to do this is to go through the obstacles and explain what they are. the children go through the obstacle course.__::_U_:_:_R_E __ ~right ~ysay 'n the ub a chair e into a . which gives further possibilities for unusual actions. and your and the children's imagination. the other children describe what is happening. as in the rainbow) . 3 During the actions. for example. 1 toys in f ! VARIATION 1 ldcan ~ own hhis to I I j Instead of using the present continuous to describe an action in progress. Alternatively.. I'm crawling under the table. the children can describe the action before performing it. 1 The obstacles in the race depend on the possibilities in the classroom.::. 1 Set up the obstacles and describe the route to the children. and referee the child on the course. Play this game in the gymnasium. VARIATION 2 COMMENTS :s. r . especially with larger groups. Note down the times on the scoreboard. 2 In turn. I'm going to clap my hands. for example. Time them with a stopwatch.--- __ The object of the game is to go through an obstacle race with various tasks as quickly as possible. write down the times. The children waiting for their turn can hold the stopwatch. the children's ages and physical abilities. by watching at various stages of the obstacle course. or She's singing a song. 3 Children on the course must describe what they are doing in order to finish. using the equipment there. Possibilities include: crawl under a table hop around a chair balance a book on your head and walk five metres arrange coloured pens in a certain order (for example. 2 It is important to keep strict control over this game.take off your shoes and socks and put them on again. He's running up and down. The fastest child wins. or I'm hopping around the chairs. The other children describe the actions they are watching. - PROCED. )jecrs out from OfSCR!PT_IO_N ::. for example. each child has to describe what he or she is doing. for example.
. 3 Place the classroom objects in the middle. use cuddly animal toys. Atthe same time. but slightly nearer the bandits. Ruler. If a bandit is 'caught'. 5 The game continues until all the classroom objects have been stolen or confiscated. and the sheriffs are 'animal lovers'. DESCRIPTION PROCEDURE VARIATION Instead of using classroom objects. I've caught . 2 Give each bandit and each sheriff a number.jour. 4 If the bandit manages to pick up the ruler and run back to hisor her chair without being 'caught' (touched) by the sheriff. next to empty chairs which are the 'prison' ... The object of the game is for the bandits to 'steal' as many classroom objects as possible. Call out an object and say a number. The team with the most objects wins. 6+ 8-12 15-20 minutes Classroom objects such as erasers and rulers. .4 GAME TYPE AI M S AGE GROUP SIZE TIME MATERIALS Bandits and sheriffs Movement game Language: I've got . They sit on chairs on opposite sides of a large are the' Marshall' and stand at the end of the room. .90 OUT AND ABOUT 7. for example. (forVariation) animal toys. classroom objects. he or she shouts out I've got the ruler! The bandits' team keeps the ruler. or all the bandits are in prison.. Sheriff number four chases the bandit. before getting caught by the 1 Split the children into two teams. One team are bandits. Bandit number four now runs to get the ruler. the sheriffs. the sheriff shouts I've caught bandit number four! Then the sheriff confiscates the ruler and the bandit goesto prison.The bandits are then the 'hunters'. The teams swap roles and playa second round.
The first child from Team A takes a small card and tells the child from Team B how to get to the place shown on it. roundabouts. Other: Co-ordination. a stopwatch. switch the teams around. 7+ AGE ~. ~I::UP SIZE MATERIALS PREPARATION 8-16 30 minutes Large and small cards. Put cards with traffic-lights. you could use a map and markers instead ofhaving the children move about. Blindfold one child from Team B. child to reach the place. the 'bear's cave'. The children can help make the picture cards. physical class. Be absolutely sure that any dangerous objects are removed from the classroom before starting to play. Any game with a blindfold has a certain element of risk. for example crawl like a spider. PROCEDURE 4 After all the children have had a turn. listening. zebra-crossings. VARIATION 1 Buildings and 'Round the Town' are probably the most suitable theme for this game. Make about ten large pictures of places familiar to the children. if the theme is animals.5 GAME TYPE AIMS Directions game Movement game Language: Giving directions. For example. etc. 5 Note down all the times and add them up at the end of the game. If you have a particularly active.OUT AND ABOUT 91 7. 3 Time how long it takes the blindfolded The children can do the timing.:i . with Team B giving directions this time. or the 'spider's web'. Try to make the places seem logical to the children. Spread the picture cards around the playing area. The team with the shortest total time for giving directions wins. 2 Divide the class into two teams. Write the names of the places on ten small cards. but you can change to any other theme which needs revising. These are 'obstacles' which the children must avoid touching. They could also have to imitate the animal. Mix up the small cards. around the town. or jump like a kangaroo. Add penalties of five or ten seconds if a child touches an obstacle. VARIATION 2 COMMENTS . 1 Clear a large empty space in the classroom or play outside or in the hall. the children direct each other to the 'lion's den'.
?prepositions. 50 blue and 50 red cards. counters or small picture cards of vehicles (or small toys).. The child may not take a new card as this could lead to one child having a very long turn. The child who VARIATION 2 . 2 Prepare 10-20 can either have instructions to spaces. VARIATION 1 Instead of saying Where is . such as the post office. if on a blue space. ? The child now looks at the game board and answers. he or she takes a blue card. (Variation 2) pictures of products available in town. 3 If the answer is correct. he or she asks May I have a . or have move forward or backward a certain number of a turn.. 2 If child 1 takes a place card. Colour the remaining spaces on the board alternately red and blue.6 GAME TYPE AIMS AGE GROUP SIZE TIME MATERIALS Getting around town Board game Language: Where is . for example. 4 If the place is behind the child's counter. the child wins the card. 5 The first child to reach 'finish' wins. with an arrow pointing from one to the other.. The child must answer the question How do you get from A to B? Children love to collect things.. the child does not move. The cards pictures of special places on them.. dice. When a child lands on a place.92 OUT AND ABOUT 7. the child moves forward to the place on the card. supermarket. 1 Design a town game board (see the example on page 93) with various places. ? the children give directions. Make one board per 6-10 children. Hang these products on the wall or blackboard. the group chants Where's the .. he or she rolls the dice again and moves the counter forward. the child takes a red card. Prepare cards with pictures of products which they can find or buy at the various places on the board.. End the track with a clearly defined finish line. The supermarket is on Main Street. PREPARATION PROCEDURE 1 The first child rolls the dice and moves his or her counter or vehicle forward. 7+ 6-10 30 minutes Game boards. Each card has two pictures or names of places on the town game board. If the answer is wrong. If the counter lands on a red space.. They can help. ? If the product can be found at that place. or miss small red and blue cards for each group. police station.
OUT AND ABOUT 93 + Photocopiable c © Oxford University Press .
1 Show the children a picture of the cross-section of a house. but you may want to revise the vocabulary quickly before starting to play. ?Are there . 3 Give each child a copy of a grid like this. There is no need for a 'finish': t~.7 on page 142). ? some/any.The aim should be fluency. . or get them to draw one. Room Furniture Name l I AGE GROUP SIZE TI ME MATERIALS PROCEDURE i Photocopiable © Oxford University Press 4 Mix the room cards and give one to each child. pencils and paper.. Other: Matching. basic prepositions:in.. game board can be a square. COMMENTS Variation 1 is quite difficult for children. not accuracy.94 OUT AND ABOUT collects the most products wins. on. house and furniture vocabulary. 2 Give each child a copy of the house cross-section.. under.. guessing game Language: Is there .one many-sided dice. a copy of the cross-section for each child.2 on page 141 and 7. They should be familiar with the names of the rooms and furniture. 7+ 8-16 30-45 minutes One card per child with pictures of the rooms ofa house with furniture and other contents. with interconnecting roads and routes. Set a prearranged number of rounds or a time limit for this variation. 7.7 GAME TYPE AIMS In the house Board or card game. so do not be too strict. This is where the child 'is'. next to. a picture of a cross-section of a house showing all the rooms on the cards (see Worksheets 7. as in Monopoly. The object of the game is to discover which rooms the other children are in.
small self-portraits. Put similar pieces of furniture in several rooms... cardboard (Variation 2) toy money. If the answer is yes.. the other child must answer with There is/There are. with books on a bookshelf. VARIATION 2 7. since the first player will certainly have revealed where most of the other children are.. magazines. using paper. Is there a (table/sink)? Are there (chairs/windows)? 7 Ifthe answer is Yt?s. The children must then ask questions with prepositions such as Is there a cup in the sink? or Are thereflowers on the table? Encourage the children to use some and any in their questions. but not for very long. years old. They also make their own suitcases.. The 5 The children roll a many-sided highest number begins. fingerprints. for example.OUT AND ABOUT 95 dice to decide who starts. coloured pens and pencils. Anna is in the kitchen. Decorate the . for example. he or she calls Full house! and play stops. maths (currency calculations) for Variation 2. the child to the left asks the next question. play continues. or folders. 10 If the child is wrong. W7zat have you got in your suitcase/bag? I've got .. How old are you? I'm . decision-making. apples on a table.8 GAME TYPE AIMS Passport control Role-play game Language: To revise as many phrases as possible. 8+ 4-12 AGE GROUP SIZE TI ME MATERIALS 20+ minutes Paper. for example.. pencils. 8 If the answer is No. VARIATION 1 Make the pictures of each room more complicated.. 6 The first child looks at the picture of the house and asks any other child a question about his or her room. W7zereare you going? I'm going to . etc. etc. for example. Use a folded piece of strong card and either draw in items of clothing. 9 If a child thinks he or she has discovered who is in each room. PREPARATION The children make their own 'passports'. Sam is in the bathroom. Other: Role play and imagination. He or she can ask the same child or another one. or stick in pictures from magazines. The child must then tell the group who is in each room. the child can ask another a question.