British Ed itio n

British Edition

iœ ll
 C opyrightY ear:2007

C opyrightN otice:t)2007,K athiW yldeck.A llrights reserved.

ISBN :978-1-84753-579-5

E dition:British

Printed in:The U nited States ofA m erica

Publisher:Lulu.com
 D edicated to m y grandp arents,
E rnestand M arie Vines,
w ho gave m e a love and resp ect
fortheEnglish language.

A cknow ledeem ents

W ith m any thanks to M arcus Crem onese fordesigning the frontcoverofthisbook.
A s an artistand m edicalillustrator,he can be contacted through his w ebsite at
m .m edicalilluskation.com .au
l
nt
roducti
on Cont
ent
s !
AlphabetSounds
N otm Types
Verb Types
Nouns,VerbsandAdjectives
Adverb Types
CaseofPronouns
Prepositions,Verbsand Pronouns
Conjunctions
Articles
Vocab Gam e//1
Vocab Gam e//2
Vow elLengths
ThatCrazyty 'Guy
PhonicGrid Relay
Simon Says
Know ThatN oun
W ho Am 1?
lW entto the Shopsand ...
AdjectiveorNot?
V erb Triplets
Raceofthe Adverbs
Vocab Victors
PartsofSpeech Bingo
Ready,Set,TakeY ourPositions'
!
A Trip to Town
Quarticles
Category Keyboard
Actverbs
Tick Tock
Person,Number,Gender,Case
Vocab Circle
W hatDid W e See?
ConjugationNoughtsandCrossrs
Punctuation Panic!
Everyday Escapades
W hat'sThatW ord?
N oun W arfare!
Action Story
Guessthe Proverb
W hatType?
W ho Am 1?
How 'sltDone?
W hat'sThat?
CircularStory
Punctuation Relay
M other,Fatherand Baby
CleverClogs
ln the M ood
Phrase orClause?
AnalyseThat!
Gam esResources
OtherBooksand W ebsite Activities
 Introduction

This little book provides teachers and hom e-schooling parents w ith an
assortm ent of fun activities to help teach and practise gram m ar and vocabulary
skills.
M ost ofthe gam es are active and require plenty ofspace.The schoolhall,the
playground or otheropen area w ould be ideal.
A tthe end ofa form allesson,w hen children m ay be getting restless or losing
concentration,these learning activities w illactas a rew ard forhard w ork,or for
keeping restless children's m inds active w hile,atthe sam e tim e,allow ing them
to letoffsteam .
Several gam es are very useful for ESL teachers w ho m ay w ish to practise
vocabulary and listening com prehension w ith their ESL students. A ll of the
gam es require the children to listen and concentrate carefully on w ords and
instructions that the G am es Leader calls out, and children w ho need practice
w ith follow ing instructions,and concentrating on a settask,w illbe strengthened
by these exercises.
Ifchildren do nothave the know ledge required to play a particular gam e,then
the Games Leader (teacher or parent) can give a lesson on the topic before
starting the activity. B y concentrating on the lesson, the children w ill be
rew arded w ith the fun ofa gam e atthe end oftheirefforts.
The directions for quite a few of the gam es in this book involve ççteam ''or
ttgroup''play,butthese instructions can be easily m odified for sm allergroups of
players.Forhome-schooling families ofjusttwo orthree children,where the
directionsfora game use theword ççteam''orttgroup''justsubstitute the word
çtplayer'', so that instead of having, say, three team s com peting against each
other in a race,you w illhave three players racing each other.In a relay w here
each m em ber of a team m ay nm once, ask the individual players in a sm all
group to nm tw o or three tim es instead.W ith m ost of the gam es in this book,
single players can also enjoy the activities with a parent, and instead of
competition between children,these single players can play the gamesjustfor
the sheerpleasure ofhaving f'un and leam ing.
The second half of the book contains signs and answ er sheets that w ill be
needed to play the gam es.Just photocopy the pages as required for the gam es
you choose to play.
The activities are suitable for children betw een the ages ofseven and thirteen.
Therearefifty gamesin all.Havefun and enjoythebook.
Game#1)
AlphabetSounds.
G ive the children tw o or three letters ofthe alphabetto rem em ber,and ask them to
sit in a circle on the floor.Tellthe players thatyou are going to say a w ord,and
that they m ust listen to see if the w ord starts w ith one of their letters.If it does,
they m ustgetup,nm around the circle clockw ise,and try to be the firstto sitback
down in theirplace.The firstone sitling down scores apoint.'l'he children should
keep their ow n scores and atthe end ofthe gam e,see w ho the w inner is.Exam ples
ofw ords thatcould be called outare:
apple,ant,boy,bee,coat,cat,D avid,drum ,egg,elephant,frog,fox,goat,girl,hen,
hill,ink,igloo,jug,Jack,koala,kite,lemon,lion,moon,mother,octopus,ox,pool,
pan, queen, quiet, rain, rabbit, snake, socks, train, tree, uncle, ugly, van, vase,
w hale,w et,X -ray,xylophone,zoo,zebra.

Game #2)
N oun Typ es.
Preparethree signs(from page38 ofthe appendix),each with one ofthesewords:
Com m on,Proper or A bstract.Stick them on three differentw alls ofthe room and
pointthem outto the children.Tellthe players thatyou are going to calloutsom e
nouns,and the children are to decide w hether the w ord is a com m on,proper or
abstract noun.A s soon as they know ,they should run to the correct sign on the
w all.'I'he first child to reach the correct sign w ins a point.Children should keep
their ow n scores to find a w inning player at the end of the gam e. Possible
examplesofw ordsto use could be:

C om m on Pro er A bstract
D esk Jack Love
Chair M r.Brow n Sadness
A nt K orea Hunger
Cup D r.Sm ith H eat
D og Sydney N oise

Game#3)
Verb Tenses:
Sortthe children into pairs and ask each pair to sitdow n on the floor, facing each
other,in a line w ith allthe otherpairs.A sk the players to stretch their legs straight
outw ith feettouching their partner's.Tellthe players thatonce the gam e starts, itis
very im portantforthem to keep theirkneesdow n and theirlegsstilland straight, or
they m ight get trodden on.G ive each pair of players a verb tense, either present,
past,perfectorfuture.
To play the game,read out a simple sentence,or even justsay a verb in a
particulartense.The playersrepresenting thattense m ustgetup and nm dow n to
the end ofthe line,stepping betw een each pair of legs as they go.Then they m ust
run behind their side of the line,back to the other end and then dow n betw een the
legs and back to their places.The first player to sitback in his place w ins a point
for his side of the line.C ontinue the gam e until everyone has nm tw o or three
tim es, and see w hich side of the line has scored the m ost points. Exam ples of
sentencesto calloutcould include:
a) M ary lovesherdad.(Present)
b) Petergoestoschool.(Present)
c) David fellover.(Past)
d) Annajumped ontothechair.(Past)
e) lwillgoto churchon Sunday.(Future)
9 W ehavewritten somestories.(Perfect)
g) Johnlooltshappy.(Present)
h) Sam hasriddenhisbiketotheshops.(Perfect)
i) EmmawenttoJane'shouse.(Past)
j) Adam willflyhiskite.(Future)
k) Ben hasbeen to town.(Perfect)
Game##)
Nouns,VerbsttA4 ectives:
D raw three big circles on the floor w ith chalk.Label one circle çlN oun'',another
one tçverb''and thethird one çiAdjective''.Tellthe children thatyou are going to
say a word and they mustdecideifitisanoun,verb oradjective.Assoon asthey
have decided,they should run and stand inside the correct circle.T' hose w ho go to
the correctcircle,and can titinside it,are safe.Those w ho go to the w rong circle,
or w ho are too late to fit into the right one,are tr ead''. tr ead''players should
stand nextto the G am es Leader and can help by taking t'urns to calloutw ords from
the list.K eep playing untilthe circlescan hold al1the rem aining players.These are
the w inners.W ords forthe listcould include:
N oun V erb A d'ective
C at R un Pretty
Tree Jum Soft
G irl Go R ed
Jenny H ave Five
Tom ls Slow
A ustralia M ake H ot
N ew Y ork Do Sad
M rs.Jones Sw im H appy
Pencil Sing Fast
Noise W ere Quiet

7
Game#5)
Adverb Types.
.
Place the children into three groups and give each group a set of three signs
labelled çt-l-ime'' tçM anner''and çtplace''(from page 39 ofthe appendix).Sitthe
children on the floor,in their groups,in front of you,and tellthem that you are
going to say an adverb (or a sentence with an adverb in it).The players must
decide w hether it is an A dverb of Tim e,M anner or Place,and quickly hold up the
correct sign.The firstgroup show ing the correctsign scores a point.K eep track of
team scores until there is an obvious w inning group. Exam ples of adverb
sentences,w ith adverbsitalicised are:
a) Today lturn nine.(Time)
b) Peterfellover.(Place)
c) You speak quickly.(M anner)
d) lwillcomehomesoon.(Tim e)
e) M rs.Evanstalksquietly.(M anner)
9 Jamesjumpshigh.(Place)
g) Getup andgooutside.(Place)
h) Jackruns/as'/.(M anner)
i) Tomorrow isM onday.(Time)
j) Eatyourdinnerntpw.(Time)
k) llooked down and saw asnake.(Place)
1) Petertalksloudly.tM annerl
Game#6)
Caseofpronouns:
This gam e is especially for ESL pupils. G ive each child tw o signs, one saying
ttRight''and the other saying çiW rong''(gom page 40 ofthe appendix).Sitthe
players on the floor in front of you and tell them that you are going to say som e
sentences containing pronouns. Som etim es the sentences w ill be right, and
som etim es one ofthe pronounsw illbe in the w rong case.The children m ustlisten,
and then hold up one of their signs to show the G am es Leader if the sentence w as
right or w rong. Correct answ ers score a point and each child can keep his ow n
score to find a w inner.Exam ples ofsentences could be:
a)John gaveabookto her.(Right)
b)Thisisshe'sshoe.(W rong)
c)Thatismine.(Right)
d)Hereishim toy.(W rong)
e) Herisatallgirl.(W rong)
9 They arecominghomesoon.(Right)
g) Them arehis.(W rong)
h) Iwentwith he.(W rong)
i) W endygaveusapresent.(Right)
j) Thepen isher.(W rong)
8
Game#7)
P repositions, Verbs (f P ronouns..
D raw three lines across the floorw ith chalk,so thatthe room is divided into thirds.
N am e each third either tçprepositions'' tiv erbs''or ûipronouns''.Tell the children
that you are going to callout a w ord thatw illbe either a preposition,a verb or a
pronoun,and that they m ust decide w hich one it is.A s soon as they know ,they
should run and stand in the correct third of the room .The first child to reach the
correctplace scores a point.Children can keep their ow n seores so that a w inner
can be found atthe end of the gam e.Exam ples of the selected parts of speech
could include:

Preposition V erb Pronoun

ln Sing 1
On Talk They
U nder W alk Us
D ow n Am H im
W ith H as Their
To ls Ours
At C om e M ine
For Slee Y ou

Game#8)
Conjunctions:
D ivide the children into three or four team s and give each group a m arkerpen and
som e sheets ofPZPG 'Letthe children in each team choose a ttW riter''to hold the
pen and w rite the required w ords,another child as the <r isplayer''to hold the sign
up for the G am es Leader to see,and the rest ofthe children to be the ttThinkers''.
Tell the players that you are going to say som e sentences, each of w hich w ill
contain aconjunction.TheThinkersmustthink oftheconjunction being used and
tellthe W riter to w rite itdow n.The D isplayer m ustthen grab the sign and show it
clearly to the Gam esLeader.The firstteam with the correctsign displayed scores
a point.K eep score to selecta w inning team .Exam ples ofsentencescould include:
a. M ark ate a sausage and Jenny ate an apple.
b. l should com e butitis raining.
c.Jfyou gotothepool,lwillbethere.
d. A lthough itw as dark,w e couldn'tsleep.
e. D o yourw ork until1tellyou to stop.
f. Peterjumpshigherthan Sam does.
g. W hen you arrive,w e w illgo out.
h. K ate w as sick so she w entto bed.
i. Unless you have a w atch,you w illbe late.
j. W endypainted apicturebecauseshelikespainting.
Game#9)
A rticles..
This gam e is fun for all children,but is especially helpfulto ESL students w ho
often find choosing the correct article very difticult.G ive each child three signs
saying ttthe'' çta''and çtan''(from page 41 ofthe appendix),and sitthe players
dow n in frontof you.Tellthem thatyou are going to say som e sentences w ith the
articlesleftout.ltisthechildren'sjob todecidewhich articleisneeded andthen to
hold up their correct sign.The first child w ith the correct sign up w ins a point.
Find the w inneratthe end ofthe gam e.Sentencesto read outm ightbe:
a) late........egg.(an)
b) Then Iate .......banana.(a)
c) Jillhas........new toy-(a)
d) Pleaseget.........book thatison ..........table.(the)
e) Sam has..........sisterand twobrothers.(a)
9 .........television istooloud.(the)
g) M r.Evansbought..........red car.(a)
h) < atis...........time?(the)
i) Thatisourhouse.ltis.....oldesthousein ....street.(the)
j) You should eat.........orangeevel'y day.(an)
k) Isaw ........littlemouse.(a)
1) David saw .........octopus.(an)
m).........antisonthetable.(an)
n)..........trainwewantedto catch islate.(the)
Game#10)
Vocabulaly #1:
The follow ing tw o gam es can be used to test any vocabulary you like.Justchange
the w ords and categories as you please.These gam es are especially suitable for
ESL students,butcan beenjoyed byal1childrenjustforfun:
Sortthe children into pairs and ask each pairto sitdow n on the floor,facing each
other,in a line w ith allthe other pairs.A sk the players to stretch their legs straight
outw ith feettouching theirpartner's.Tellthe players that once the gam e starts,it
isvery im portantforthem to keep theirkneesdow n and their legs stilland straight,
or they m ightbe trodden on.G ive each pair of players a category, such as Food,
A nim alor Transport.M ore than one pair can belong to the sam e category.
To play the gam e,say a w ord belonging to one of the selected categories.The
players representing that category m ustgetup and nm dow n to the end ofthe line,
stepping betw een each pair oflegs asthey go.Then they m ustnm behind their side
ofthe line,back to the other end and then dow n between the legs and back to their
places.The first player to sitback in hisplace w ins a pointfor his side of the line.
Continue the gam e untileveryone has run tw o or three tim es,and see w hich side of
the line has scored the m ost points. Exam ples of w ords in the above categories
could include those show n ahead:
10
 Food A nim al Trans ort
A pple W olf Car
Tom ato Pig Bus
Chicken C ow Train
Broccoli Shark M otorbike
Sausages Lion Lorry
Plum Platypus Y acht
Potato R abbit Fire engine
G rapes D uck B ike
Cheese Fox R ocket

Game #11)
Vocabulary #2.
.
.
Label the four w alls of the room w ith a different category of vocabulary to be
tested.Forexample:M usicalInstruments,Clothes,Jobs,Landscapes(seepage42
oftheappendix).Tellthe children thatyou are going to say aword and thatthey
m ustrun to the correctw allto show w hich category the w ord belongs to.The first
child to reach the correctw allw ins a point.K eep score to find a w inner.W ords to
include in the above categories could include:
lnstrum ents C lothes Jobs L andsca es
H arp Jum per Electrician B each
V iolin D ress Teacher D esel't
Piano Skirt D octor M ountain
G ong Tie D entist G rassland
Guitar Shirt Carpenter Cliff
D rum Shoes Labourer lsland
Trum pet Trousers Builder Farm land
Bagpipes H at Scientist G lacier

Game #12)
VowelLengths:
R em ind the children that vow els can be pronounced three w ays: short, m edium
and long.(Thereisaphonicslistincluded intheappendix onpage44,forrevision
of these sounds).ln the schoolhall,or outside in the playground,the Games
Leader is to choose three w alls to represent the w ords LO N G , SH O R T and
M EDIUM .Puta sign foreach word up on the walls (from page 43),so thatthe
children know w hich w ay to run.Explain to the children thatyou are going to say
a w ord,and thatthe players m ust listen and think aboutw hetherthe w ord contains
a short,long or m edium vow el.Then the children m ustnm to the correctsign.The
firstchild to reach the correctsign scores a point.K eep playing foraslong as the

11
children areenjoying the game,and atthe end ofit,ask forthechildren'sscores.
See w hich child has the highest score.Tlzree cheers to the w inner.Exam ples of
w ordsthatcould be given are show n below :
LonM vow els Shortvow els M edium V ow els
eye,tie,go,tree,grey,say Jack,cot,log,big,sat,cat hair,m an,bear,
m eat,seat,feet,cute,bake m at,dog,pig,m ug,cup, col'
n,bath,fan,
bike,light,goat,boat,lake sock,dress,cliff,duck,fun ear,care,deer
(Tellthe children thatyou are trusting them to be honestin keeping and giving
theircorrectscores.Cheatsshouldbedisqualified andgiven extrahom ework).
Game#13)
ThatCzwz.p '>''Guy:
Sitthe children in a big circle on the floor,and then go around nam ing every child
aS either a tûc onsonant'', a ttshol'
t i'',a çt ong i''or a tt ong e''.There should be
about a quarter ofeach type on the circle,spread out random ly,or at every fourth
place on the circle.Explain to the players thatyou are going to callouta w ord that
willcontain a G%''in it,eitheratthebeginning oftheword,in themiddleofitorat
the end.The children m ust quickly think w hether the ûty''is acting like a vow elor
a consonant.lfitis acting like a consonant,a1lthe children thathave been labelled
as ttconsonants'' m ust get up and nm around the outside of the circle in a
clockw ise direction and get back to their places as quickly as possible.The first
player hom e scores a point.If the w ord thathas been called outuses the tûy''as a
vow el,the children m ust decide by them selves w hether the ity''is acting like a
itshol'ti'' a tt ong i''or a tt ong e''.Those children labelled w ith the correctvow el
sound m ust getup and dash around the circle and back to theirplaces.The first
one hom e scores a point.lf a player gets up w hen he shouldn'thave, he scores a
negative point,but can keep playing the gam e and try to score positive points to
catch up.Keep playing foraslong asthechildren areenjoying themselves.Atthe
end of the gam e,see w ho has scored the m ostpoints Three cheers to the w inner.
.

Exam ples ofw ords could include those show n below :

C onsonant Long i
yellow ,yak,yacht,yarn cry, fry,dry,m y,
yesterday,Y orkshire by, fly,shy,rhym e
yard,yodel,yell,yeast type, psychologist
year,yaw n,yolk hypotenuse, dyke
Shorti Long e
Egypt,physics,pyjamas baby,lady,cosy
gym nastics,analysis happy,hobby,story
m yth,oxygen,pyram id puppy,study,busy
sym m etrical,system
hym n,rhythm
12
Game 1114)
Phonic GridR elay:
Prepare four sheets of paper (see page 45), each with a grid containing an
assortm entofdifferentphonic groups,like the one show n below :

or ar aw ng ph wh oa ay
oy ai oi nk u..e i..e a..e o..e
oo (short) th (hard) ch sh igh ....y ee ea
..33 ey au er ir ur ear are
oo(long) th tsoftl 1tn ew air ow lazy end ie
N ow ,place the children into four team s and stand them in straightlines,ready for
a relay,atone end ofthe room .A tthe other end ofthe room ,place the grids on the
tloor,in line w ith each team .H and a felt-tipped pen to the firstchild on each team .
Explain to the children thatyou are going to callouta w ord w hich w illcontain one
ofthephonicgroupsshown on theirgrids(e.g.içboat''-@ t%a'').The firstchild on
each team m ustrtm dow n,w rite the w ord nextto the correct phonic group on his
grid,withouttalking,and run back to histeam ,handing the pen to the second in
line.The firstchild should now stand atthe back ofthe line.
A s soon as the first team to com plete their w ord is ready for a new w ord,the
Gam es Leader should call it out.The slow er team s m ust rem em ber the new w ord
w hile they w aitfortheirpens to com e back hom e.The gam e should cany on until
all the children have had a t'ul'n,or until al1 the w ords have been called out.The
w inning team is the one w ith the m ost correct answ ers on theirphonic grid sheets.
Three cheersto the w inners.W ords to be called outcould include:
sport(or),thief(ie),tart(ar),sister(lazy end),photo (ph),whale (wh),today (ay),
coat(oa),now (ow),claw (aw),wing (ng),toy (oy),flute (u..e),moon (long oo),
donkey (ey),brain (ai),soil(oi),pink (nk),hair(air),bul'n (ur),knee (kn),spine
(i..e),gate (a..e),chips (ch),shops(sh),night(igh),book (shortoo),baby (....y),
chew (ew),sauce (au),girl(ir),fel'n (er),this(hard th),near(ear),with (softth),
care(are),tree(ee),seat(ea).
Game#15)
Sim on Says:
This gam e is fun for allchildren,butis especially good practice for ESL children in
vocabulary building and listening com prehension.The G am es Leader takes on the
nam e of ttsim on''for this gam e and calls out com m ands w hich the children m ust
follow ,provided the com m and is begun by Etsim on says''.lf a com m and is given
w ithout ttsim on says''before it and a child perform s the com m and,he is out.The
G am es Leader calls out com m ands quickly,so the children m ust act fast,w ithout
too m uch tim e to think.A sthe players getcaughtout,there w illfinally be only one
player leftas the w inner.Sim on can also give the com m and ççsim on says freeze'',

13
and once said,any further com m and given,even if Sim on says it, m ustbe ignored
untilthe com m and,Etsim on says ungeeze''is given.
e.g.) Simon sayshands on yourheads,Simon says handson yourknees,Simon
saysjump,Iie on thejloor,Simon sayslieon thefloor,Simon saysfreeze,Simon
says stand on your /c# l
. eg,Simon saysstand onyourrightleg,unfkeeze,stand on
b0th legs, Sim on says ungeeze, Sim on says put your hands on your hips, frcczc,
Simon saysto bow,Simon saysto curtsy,putyourhead on theJotpr,Simon says
holdthehand oftheplayernexttoyounputyourfngersinyourears...
(Allthe italicised commandsmustbe ignored,asSimon didn'tsay them,orthey
werefrozen).
Game#16)
K now thatN oun:
Remind the children aboutthe five types of nouns:common (ordinary things),
proper (special names),collective (collections and groups),abstract (ideas and
feelings),genmd (actions ending in jng).Using the signs for the noun types on
pages46& 47,display them on fivedifferentpartsofthehall(orplayground).
Tellthe children thatyou are going to callouta w ord and thatthey have to decide
w hether it is com m on, proper, collective, abstract or genm d. A s soon as the
children have decided, they should nm to the correct sign.H ave a few practice
turns,and then warn the children thatthe lastchild to reach the correctsign w illbe
taken out of the gam e.A lso,any child w ho starts to run to the w rong sign w ill be
taken out of the gam e.These children can help the G am es Leader call out som e
m ore nouns to the children rem aining in play.K eep playing untilthere is only one
player leftin the gam e.This child is the tûN oun Cham pion''!Exam ples to call out
could include:

Com m on Proper C ollective

duck,pen,dog H enry, M ark group,herd,flock
beach,tree,boy A frica,London bunch, fleet,m ob
cup,pig,sky M t.Everest school, pod,pack
film ,book,bird M r.Evans audience, crow d

A bstract G enm d
dream ,beauty nm ning
love,thirst,w ar shopping
sadness,noise reading
danger,peace playing

14
Game #17)
I'
J'/ztpam 1/
Each child is given a m ale or fem ale anim al identity, w hich is unknow n to
them selves,but is show n to the others by a sticker on their forehead.The idea of
this gam e is for the children to discover their identity,w ithout talking,and then to
find their partner and form m ale/ fem ale pairs.To find outw hatanim aland gender
each player is,the children m usthelp each other by looking ateach other's stickers
and then giving clues through actions and anim al noises,but w ithout talking.For
exam ple,for a bull,a child could display tw o big horns on his head.For a cow ,a
child could say ttm oooo''and show herudders.A tthe end ofthe gam e,the children
should be lined up along the hall,w ith cow and bull,fox and vixen,cock and hen,
boarand sow ,and so on,a1lstanding in theirpairs.
Game #18)
1 W entto the Shops and .....
Thisisapronoun game.Draw six big circleson the floor(orground)with chalk.
M ake the circlesbig enough forthe children to be able to stand inside.W rite one of
these pronounsinside each circle:1,you,he,she,it,they.
Tell the children that you are going to the shops to see som eone or buy
something.Ifyou see aboy orman,the children mustjump insidethe ûçhe''circle.
lfyou see a girlorw om an,they m ustchoose the ttshe''circle,and ifyou see several
people,thechildren shouldjump intotheitthey''circle.lfyou buy an item thatisof
neutergender,the tçit''circle w illbe chosen,and ifyou buy a m asculine orfem inine
item ,the children m ustrun to the correct circle.N o points need to be scored,and
no children should getout.Justplay the gam e for fun.To starteach gam e,say:
-
t1w entto the shops and 1saw .....'' or tt1w entto the shops and 1bought...''
Exam ples ofpeople oritem s to be called outcould include:
* 1w entto the shops and l saw ...
M yselfin the m irror,m y reflection in the glass:I
* lw entto the shops and lsaw ...
A 11ofyou children:you
* lw entto the shops and Isaw ...
John,Peter,M r.Sm ith,H enry,D avid,Sim on,M r.Evans,the policem an:he
* 1w entto the shops and Isaw ...
Lots ofpeople,big crow ds,m others and fathers,children and adults:they
@ lw entto the shops and lbought...
Som e fruit,som e m eat,som e m ilk,som e cheese,som e bread,som e butter:it
* 1w entto the shops and Isaw ...
sfary,Jane,A nn,Jenny,M rs.Brow n,the w aitress,the aviatrix,the queen:she
* lw entto the shops and IbouMht...
A bull,a ram ,a drake,a gander,a fox,a stag,a stallion,a billy-goat,a boar:he
@ Iw entto the shops and lbought...
(4 cow ,a sow ,a doe,a hen,a ew e,a nanny-goat,a m are,a vi xen,a goose:she
Game#19)
AsectiveorNot?
N am e each of the four w alls of the room one of the follow ing: noun,pronoun,
descriptive adjectiveand limiting adjective (seepages48 & 49).Tellthechildren
that you are going to call out three w ords. If the three w ords are nouns, the
children mustnm to the ûlN oun W all'' ifthey arepronouns,the children should go
to the tûpronoun W all'',and ifthe wordsare adjectives,the children mustdecide
w hetherto run to the tr escriptive W all''or tt im iting W all''.Ifthe three w ords are
am ixture ofthe partsofspeech,the children should sitdown on the floor.The tirst
child to the correctw alloronto the tloor scores a point.Keep playing foraslong
as the children are having ftm .Then see w ho has scored the m ost points.Three
cheersto the w inner.Exam ples ofw ords and categoriescould include:
N oun Pronoun
cat,dog,rat, he,she,it,
sadness,heat, they,w e,you,
happiness,boy 1,m e,us,them
D escriptive Adiective Lim iting Adiective
pink,yellow ,old,new m any,last,first,few ,
big,little,angry,happy five,enough,seven,
sad,clever,bad,good earlier,m uch,later,

Game#20)
Verb Triplets
U sing page 50 of the appendix,prepare three sheets of lined paper w ith num bers
from 1 to 15 dow n the lefthand m argin.Place the sheets on the floor dow n at one
end of the room .Leave a pencilon top of each sheet for the children's use during
the gam e.N ow , sort the children into three team s. The first team is called the
itA ctions''> the second team is called the çt-l-enses''and the third team is called the
tçstyles''.Stand the team s atthe other end of the room ,in line w ith their sheets k>- .'
paper. G ive each player in the ttA ctions'' team one of the follow ing nam esE
tçD oing''; EtB eing''or içl-laving''* G ive each player in the tç-l-enses''team one of thf'
follow ing nam es:ttpresent''>içpast''and tûFuttlre''*G ive each player in the çûstyles-'
team one of the following names:tçsimple''5tçcontinuous''and ttperfect.t'I'heos
m ay be tw o or three players w ith the sam e nam e in each team ,depending on tbz
numbersofchildren thatareplaying).
N ow ,tellthe children thatto play the gam e,you are going to callouta sentence
The tirst team m ust decide w hether the sentence uses a doing, being or haNinj:
verb.The second team m ust decide w hich tense the sentence is in, and the thtoz'
team m ust decide on the m ain style of tense used.Once each team has m ade :s
decision,the children should send one oftheirplayers down to the other end ofLàe
room to m ark his answ er on the sheetofpaper.O nce the players are back hom e.
 calloutanother sentence,and carry on untilevery playerhasnm atleastonce.At
the end of the gam e,collect the answ er sheets,and see w hich team has the m ost
correctansw ers.Three cheersto the w inners.Sentences to calloutcould include:
1) Thedynamiteblew up.(Doing,past,simple)
2) lfoundthegold.(Doing,past,simple)
3) Jillwillbeskiingnextweek.(Doing,future,continuous)
4) Thehenhaslaidan egg.(Doing,present,perfect)
5)Dan isten yearsold.(Being,present,simple)
6) W herehaveyou been? (Being,present,perfect)
7)1had gonetobed.(Doing,past,perfect)
8)Judywillhavepainted apictureby now.(Doing,future,perfect)
9) Georgehasanew camera.(Having,present,simple)
10)Dadwillbeheretonight.(Being,future,simple)
11)Thecloudsweredriftingacrossthesky.(Doing,past,continuous)
12)Jack isbeinggood today.(Being,present,continuous)
l3)1likebananas.(Doing,present,simple)
14)M ichaelwillgo toFrancenextyear.(Doing,future,simple)
15)Sarahhashad enoughtodrink.(Having,present,perfect)
Game#21)
RaceoftheAdverbs:
Sitthe children dow n on the floor in a big circle,w ith legs crossed,and tellthem
that they are all adverbs.W alking around the circle, give each player an adverb
identity.The firstchild could be an A dverb ofM anner,the second an Adverb of
Time,thethird an Adverb ofPlace,and thefourth an Adverb ofQuantity,and so
on around the circle.
N ow tell the children that you are going to call out a sentence.They m ust a11
listen and w ork outwhattypeofadverb hasbeen used.The children who belong to
thatadverb type m ustthen getup,race around the circle,in a clockw ise direction,
and try to be the firstback to theirplaces.The firstplayer hom e w ins a point.lf a
player gets up w ith the w rong identity,he m ustsitback dow n,uncross one 1eg and
putitstraightout,to show thathe hasm ade a m istake.Thisplayerisnotoutofthe
gam e and can keep playing.lf any playerw ith a leg out gets up atthe w rong tim e
again,he m ustputboth legs straightout.lfthis player m akes a third m istake,he is
ou1 ofthe gam e.K eep playing and 1etthe children gain points,or puttheir legs out,
for as long as the players are having fun.Then find the w inning player.Sentences
could include som e ofthe follow ing:
1) Jillreadsslowly.(M anner)
2)Tim spellsbadly.(M anner)
3)W ecamehomelate.(Time)
4) Look up there.(Place)
5)'I'heweatherisreally cold.(Quantity)

.
k
1
 6) Theywillanivesoon.(Time)
7) ltisextremely hotina sauna.(Quantity)
8) Yesterday wasmy birthday.(Time)
9) Pleasecomehere,Julie.(Place)
10)T'
heearthquakehitsuddenly.(M anner)
l1)'l'
hebirdsin thetreessingsweetly.(M anner)
l2)Go insideand getyourcoat.(Place)
13)Davidwassocoldthathislipsturnedblue.(Quantity)
Game#22)
Vocab Victors:
This gam e is helpfulin practising and testing vocabulary in ESL sm dents,but can
alsobeplayedjustforfunbynativeEnglish speakers.ForgroupsofnativeEnglish
speakers only,use m ore difficult vocabulary to m ake the gam e m ore challenging.
U sing pages 51 & 52 of the appendix, place tive signs around the hall or
playground w ith one ofthe follow ing nam es on each:
W eather & Seasons; Food & Drink; Landscapes; Buildings; H ousehold ltem s

Stand the children in the m iddle of the room and tell them that this gam e is for
'
vocab practice.W hen you call out a w ord,the children are to run to the con-ect
sign to show that they understand w hich category the w ord belongs to.The first
player to the correctsign w ins a point.K eep playing for as long as the children are ;
'
enjoying themselves, andthen findawinner. i
'
j
t
Ii
'
Forgreatercom petition,take the lastplayerto reach the sign,orplayerswho go to i
thewrong sign,outofthe game.Thewinnerwillbe the only playerremaining in iI
thegam e atthe end The players w ho are taken outofthe gam e can help by calling
. !1
.
j
out w ords from the vocab list. The vocab list could look som ething like the i
follow ing:

Weather Food Landscapes BuildinMs Household )

& Seasons & D rink ltem s à
hurricane pizza countryside igloo sink
blizzard orange city w igw am spoon '
rain banana desert m ansion television
snow eggs m ountain skyscraper broom
flood m ilk plain flat saucepan ;
tornado cheese valley castle toilet
w ind sausages island tent oven
storm bread glacier palace w ashing m achine
i
J

1
;
Game#23)
PartsofspeechBingo.
.
Prepare a set of ûtB ingo'' cards for each player, using pages 53 to 59 in the
appendix.Every child should have 2 or 3 of each partof speech to play the gam e.
Y ou m ay w ish to cut the sheets up into separate cards yourself, or if you have
enough scissors,ask the children to cuttheir ow n sheets up into tûparts of speech''
squares.N ow ,ask the children to sorttheir bingo cards into neat little piles for
each partof speech,so that the cards can be easily chosen during the gam e.Tell
the children that you are going to call out a w ord,and that they have to decide
(quietly to themselves, without speaking) to which part of speech the word
belongs.A s soon as they know ,they m ustput the correctpartof speech onto the
floor in front of them . G ive them five seconds to think, before calling out the
correct answ er. The children w ith the right answ er can keep their cards on the
floor.Those w ho have chosen the w rong answ er m ustrem ove them .N ow callout
,

the nextw ord and repeatthe gam e.Carry on untilsom eone has five bingo cards in
a row .This player should calloutttB ingol''and has w on thatround.K eep playing
for as long as the children are having ftm .Exam ples ofparts of speech are show n
below .
Noun Verb Pronoun Adiective Adverb Conjunction
dog do it pretty yesterday and
girl kick she big quickly but
m ouse go him clever slow ly because
school sleep we cold soon although
m other eat us happy happily until
house play them sad in unless
car w ork you tired up if
hen w rite he dangerous dangerously than
city draw they little tom orrow how ever
beach sw im me sm aller out since
This gam e is a greatw ay to practise vocab or gram m ar learntover severallessons,
and should be played often to revise w ork,varying the vocabulary and parts of
speech as further w ork iscovered.

Game#24)
Ready,Set, Take YourPositionsl
Take the children outinto the playground.Look around for a place w here they can
getunderthings,behin4 beside,between,amongst,on,in and overthings such as
tables,benches,playground equipm ent,trees,bushes,and so on.Tellthe children
that w hen you callouta preposition,you are going to turn your back and countto
thirty.D uring this tim e,the children m ustrun and get into the requested position,
som ew here in the playground w ithin yourview .A nyone stillnm ning and notin

19
Game#23)
PartsofspeechBingo.
.
Prepare a set of ttB ingo'' cards for each player, using pages 53 to 59 in the
appendix.Every child should have 2 or 3 ofeach partofspeech to play the gam e.
Y ou m ay w ish to cut the sheets up into separate cards yourself,or if you have
enough scissors,ask the children to cuttheir ow n sheets up into çtparts of speech''
squares.N ow ,ask the children to sorttheir bingo cards into neat little piles for
each pa14 of speech,so that the cards can be easily chosen during the gam e.Tell
the children that you are going to call out a w ord,and that they have to decide
(quietly to them selves, without speaking) to which part of speech the word
belongs.A s soon as they ltnow ,they m ust put the correct partof speech onto the
floor in front of them . G ive them five seconds to think, before calling out the
correct answ er.The children with the right answ er can keep their cards on the
floor.Those w ho have chosen the w rong answ erm ustrem ove them .N ow callout
the nextw ord and repeatthe gam e.C arry on untilsom eone has five bingo cards in
a row .This player should callouttûB ingol''and has w on thatround.K eep playing
for as long as the children are having ftm .Exam ples ofparts of speech are show n
below .

Noun Verb Pronoun Adiective Adverb Conjunction

dog do it pretty yesterday and
girl kick she big quickly but
m ouse go him clever slow ly because
school sleep we cold soon although
m other eat us happy happily until
house play them sad in unless
car w ork you tired up if
hen w rite he dangerous dangerously than
city draw they little tom orrow how ever
beach sw im me sm aller out since
'Fhis gam e is a greatw ay to practise vocab or gram m arlearntover severallessons,
and should be played often to revise w ork,varying the vocabulary and parts of
speech as furtherw ork is covered.

Game1124)
R eady,Set,Take YourP ositionsl
Take the children outinto the playground.Look around for a place w here they can
getunderthings,behin4 beside,between,amongst,on,in and overthingssuch as
tables,benches,playground equipm ent,trees,bushes,and so on.Tellthe children
thatw hen you callouta preposition,you are going to turn your back and countto
thirty.D uring this tim e,the children m ustnm and get into the requested position,
som ew here in the playground w ithin yourview .A nyone stillnm ning and notin

19
position w hen you t'tzrn around, after the count of thirty, scores a penalty point.
Keep playing foraslong asthe children are enjoying them selves.Then see who
has the low estscore.'
rhis player is the w inner.

Game#25)
4 Tr+ to Town.
.. .
Talk aboutthedifferenttypesofshopsin atown,such asthechemist(pharmacist),
baker,butcher,new sagent, superm arket,greengrocer,bank and post office. Talk
about the different item s that can be bought in these shops.A lso tellthe children
w hatservices are offered in a bank orpostoffice.N ow you are ready for the gam e.
Choose several shops and put signs up around the playing area, so that the
children know whateach placerepresents.(Seepages60 & 61oftheappendix for
some shop signs).Then tellthe children thatyou aregoing to calloutan item for
them to buy.They m ustdecide w hich shop w ould sellthe item ,and then run to the
correct location.The firstchild there scores a point.K eep playing untilthere is an
obviousw inner.Shops and item s to buy could include:
G reengrocer Chem ist PostO ffice Superm arket N ew sagent
apples plasters aerogram m es cheese m agazine
potatoes m edicine stam ps m ilk new spaper
cauliflow er perfum e envelopes cereal writing paper
oranges bandage pay a bill eggs pen
tom atoes suncream posta letter rice glue
bananas hair bnzsh enrolto vote soap postcard

Game#26)
Quarticles!
D ivide the hall or playing area into quarters, using chalk to m ark out the
boundaries.W rite the articles in each quarter as show n below :

TH E A

AN NO ARTICLE

Place al1the children in the tiN o A rticle''quarter and tellthem thatyou are going
to callout som e sentences w ith their articles m issing.A s you give a sentence, the
children m ust decide w hatarticle should be used to fillin the blank, and then run
into the correct quarter.The child w ho gets into the correct quarter ftrst, w ins a
point.A ny child w ho runs into the w rong quarter should putone hand on his head

20
and keep itthere.% en the next sentence is given,if the player runs to the right
quarter,he can take hishand offhis head.If he goes to the w rong quarter again,he
should putboth hands on his head.A child is out ofthe gam e ifhe has tw o hands
on his head and goes to a third w rong quarter.K eep playing untilthere is only one
child leftoruntilthere is an obvious w inner.Sentences to use could include:
1) Peterate ......egg.(an)
2) Annacooked .....potato.(a)
3) Jennyhad ......orange.(an)
4) llove....peaches.(no article)
5) ....book overthereismine.(the)
6) Thisismy babybrother.Look at.....big smileonhisface.(the)
7) lloveswimming at.....beach.(the)
8) A1lchildrenlove....holidays.(noarticle)
9) Fathershave.....jobs.(no article)
l0)......Frtzitisdelicious.(noarticle)
11)Pleasegiveme .....apple.(an)
12)Pleasegiveme....applethatisonmy desk.(the)
13)1missed....traintoschool.(the)
14)Doyou have....computer? (a)
l5)lhave ....brown hair.(no article)
16).....seaisrough. (the)
17)....airisclear.(the)
18)M ay lhave....glassofmilk? (a)
19)....glassthatyou gavemedroppedonto thefloor.(the)
20)....book lwasgiven forChristmasisvery interesting.(the)
Game#27)
Category K eyboard..
Sortthe children into pairs and ask each pair to sit dow n on the floor,facing each
pther,in a line w ith allthe otherpairs.A sk the players to stretch their legs straight
E'ut nrith feet touching their partner's. 'l'he players should now be sitting like a
piano keyboard,w ith each pair of legs as the keys.Tellthe players thatonce the
game starts,it is very importantfor them to keep theirknees down and theirlegs
Fcilland straight,or they m ight get trodden on.G ive each pair of players a vocab
:i
a:egory,depending onthewordsyou wantto revise.(Theremaybemorethan one
patrofplayersin thesamecategory).
To play the gam e,callouta w ord from one of the categories. The players in that
ci
a:egol'y m ust get up and nm dow n to the end of the keyboard, stepping betw een
zouh pair of legs as they go.Then they m ustrun behind their side ofthe keyboard,
ryi1:
ck to the otherend and then down between the legsand back to theirplaces The .

7:
7ss: player to sit back in his place wins a point for his side of the keyboard .

Lzc:inue the gam e untileveryone has nm tw o orthree tim es, and see w hich side of

21
the keyboard has scored the m ost points. 'rhis game can be used to test any
vocabulary orgramm arthatneedsto be practised,asw ellasproviding the children
w ith fun and exercise at the sam e tim e. Categories to sort the children into, and
w ordsto callout,could include:
A nim als V erbs C lothes -
School Body
stallion run shirt pencil nose
boar skip sltirt rubber face
m are sleep dress sham ener hand
drake w rite tie exercise book ear
sow sw im shorts classroom thum b
doe drink underwear textbook elbow
fawn eat jumper science finger
kid read scarf history lips
lamb jump gloves geography teeth
ew e go shoes m aths eye
ram is socks English leg
cock have hat pen foot
vixen walk pyjamas teacher arm

Game #28)
Actverbs:
M ake tw o lists,one ofverbs and anotherof adverbs,w hich can easily be acted out
by the children.Then arrange the players facing tow ards you,evenly spread out
around the playing area,so thateach child has enough space to m ové in.Callout
one verb and one adverb from the lists.'I'he children m ustdo their bestto actout
the action ofthe verb in the w ay described by the adverb.Give points forthe best
ormostimaginative actsperformed by the children,orjustplay forthe fun ofit,
withoutscoring points.Examplesofthetw o listscould be:
V erb A dverb
stand still
sit cross-legged
lie quietly
talk quickly
sing sw eetly
shout loudly

)
sneer nastily
sm ile happily
w alk slow ly
sw im w ell
w rite neatly
snore noisily
craw l silently
22
V erb A dverb
look continuously
sit dow n
look up
yaw n now

Game#29)
Tick Tock:
This gam e needs thirteen players per clock.G am es Leaders can occupy any em pty
places on the clock face,ifthere are notquite enough players.For each clock thatis
playing,draw a big circle on the floorw ith chalk,and place num bers one to tw elve
as they appear on the clock face.A lso place a spotin the centre of the clock w here
the hands go. Stand the players on the clock face at each hour, w ith a G am es
Leader orplayer standing on the centre spot.
N ow ,callouta tim e.Startw ith easy tim es atfirst,such as 3 o'clock.The players
standing on the appropriate num bers m ustthen run to sw ap places,w hile the person
on the centre pointm ustt'ry to grab one oftheirplaces before one ofthe tw o others
getsthere.e.g.)For3 o'clock,theplayersatnumber3 and number 12 mustswap
places.lfthey sw ap w ithoutthe centre person grabbing a place,the gam e continues
w ith a new tim e called out,and the sam e centre person m usttry a second tim e.lf,
however,thecentre person succeedsin grabbing a placeon the clock face,theloser
takeshisplace in the centralposition.
A s the gam e progresses,call out half pasts, quarter to's and quarter pasts,and
then move on to five,ten,twenty and twenty five minutes to and past.(M any
children cannot read an analogue clock these days,so it m ay be a good idea to
check tirstand give a quick revision oftime-telling,ifsome are notsure).M ake
sure everyone gets a go.The younger or less able children should be given easier
tim es than the olderor m ore able children.
12.15(aquarterpasttwelve)meansthatplayersat12and 3mustswap places.
5.20(twentypasttive)meansthatplayersat5and4 mustswap places.
8.45(aquartertonine)meansthatplayersat8and 9mustswapplaces.
9.55(fivetoten)meansthatplayersat9and l1mustswap places.
Game1130)
Person,N um ber,G ender,Case.
Splitthe players into three or four team s and sitthem in their groups on the floor.
ln front of each team ,place tw elve playing cards.The cards should have each of
the follow ing w ords w ritten on them , one w ord on each card: 1st,and,grd,sjyjgujar,
plural,masculine,feminine,neuter,common,subjective,objective,possessive(see
page62 oftheappendix).
Tell the players that you are going to say a sentence,and that each team m ust
work out the person,num ber,gender and case of the pronoun in it.Team s m ust

23
decide quietly am ongst them selves w hich of their cards should be used, and as
soon as the answ erhas been w orked out,a runner from each team should run w ith
the cards to the G am es Leader.The first one there should show his cards.lf they
are allcorrect,thatteam scores a point.lf the cards are not all correct,the G am es
Leader should check the second team 's cards,and so on,until a w inning team is
found.Repeatthe gam e untila definite w inning team can be chosen.Exam ples of
sentences thatcould be called outare:
1) .GIneedto goto sleep now,''said W endy.(1St,singular,feminine,subjective)
2) Peter and Simon asked,tçCould wc please have a chocolate?''(1St,plural,
masculine,subjective)
3) Don'tbeso stupid,M ary.(2ndunderstood,singular,feminine,subjective)
4) They are so noisy, all those people in the street.(3rd,pIuraj,com m on,
subjective)
5) Thisbookbelongstoher.(3'd,singular,fem inine, objective)
6)Thetrousersarehis.(3rd,singular,m asculine, possessive)
7) Whoseisthisjumper?(3rd,singularrcom m on, possessive)
8) They area11blunt,thesepencils.(3'u,plural,neuter,subjective)
9) The teacher is very happy with you, children. (2nd, p1uraj, com m on,
objective)
10)Itisaveryheavyrock.(3rd,singu1ar,neuter, subjective)
11)Ron liftedtherock and hurthisback.(3rd,singular,m asculine,possessive)
12)Ron shouldn'thavelifted it.(3:d,singular,neuter,objective)
Game#31)
Vocab Circle..
This gam e is especially good for practising vocabulary w ith ESL children,but can
be enjoyed by everm ne.Sitthe children down on the floorin abig circle,and go
around behind the players,giving each child one ofthe follow ing category nam es:
shape,colour,animal,job,body part,school,transport.Tellthe children thatyou
are going to call out a w ord belonging to one of the categories,and that a1l the
children in that category should get up and nm around the circle in a clockw ise
direction and try to be the firstback to theirplace.The firstchild back hom escores
a point.K eep playing until everyone has nm a few tim es and a w inner can be
chosen.W ordsto calloutcould include:
Shape Colour A nim al Job Body Part School Transport
oval pink lion dentist thigh atlas bus
rectangle red tiger doctor calf dictionary ferry
cube black elephant farm er ankle desk pram
octagon grey squirrel builder thum b com puter taxi
triangle orange rabbit firem an elbow w orkbook train
rhom bus brow n hedgehog nurse toenail w hiteboard car
cylinder blue snake teacher knuckle locker van
hexagon green platypus plum ber chest ruler lorry
24
Game#32)
@'/JJ/D id m c See?
Sitthe children on the floorin a big circle and say thatthis is a m em ory and vocab
gam e.A round the circle,the children m ust say:çtl w ent to....and this is w hat l
saw I saw a .....''
For exam ple:&Elw entto the city and this isw hatl saw .l saw a sky scraper.''
Each child has to repeat w hat has already been said, and then think of another
suitable item to add to the list.W hen the children are running out of item s to say,
change to another location,such as the countryside,the school,the hom e,the zoo,
the road,the w orkplace,the sports field,and so on,so that the children can start
thinking ofsuitable w ords in the differentlocations.
A gam e m ight sound like this: çi1 w ent to the city and saw a sky scraper, a
penthouse and a hospital.Then I w entto the zoo and saw a lion,a tiger,a snake
and a rhinoceros.N ext I w ent to the countryside and saw a volcano, a cliff, a
w aterfall,a farm and a cow ...''and so on.

Game#33)
Conjugation Noughtsand Crosses:
Splitthe children up into tw o equalteam s and callone team the içN oughts''and the
otherthe ttcrosses''.G etone team to w ear caps foridentification,orgive players O
orX name tags.(See pages 63 & 64 for these).Then draw a big Noughts and
Crosses grid on the floor w ith chalk,and stand the tw o team s on each side of the
grid,readyto play.Tellthechildren thatthisisaverb conjugation quiz.Each child
w illbe asked a verb question w hen itis his turn.Ifa player gets the answ er right,
he can choose w here to stand on the grid.lf the player gets the answ er w rong,a
player on the other team can try to answ er the question correctly.A s the gam e
progresses,the grid w illstartbeing filled up w ith children.Each team m ust try to
getthree oftheirown playersin arow,justasin Noughtsand Crosses.The first
team to getthree in a row w ins the gam e.The types of questions to ask involve
tslling in the m issing verbs.For exam ple,tellthe children thatyou are going to say
the present sim ple and past sim ple form s of a verb, and they m ust give you the
N rfect tense of that verb.'lhis gam e is extrem ely good practice, especially for
ESL children,in learning how to use verbs correctly.Som e exam ples are show n
below :
PresentSim ple PastSim ple Perfect
go went have.......(gone)
have had have.......(had)
sing sang have.......(sung)
swim swam have.......(swum)
do did have.......(done)
nm ran have.......trunl
write wrote have.......(written)
 Present Sim ple PastSim ple Perfect
ride rode have.......(ridden)
make made have.......(m ade)
cook
'
cooked have.......(cooked)
Jump jumped have.......Uumped)
lie lay have.......(lain)
lay laid have.......(laid)
sleep slept have.......(slept)
dream dreamt have.......(dreamt)
spell spelt have.......(spelt)
drive drove have.......(driven)
lend lent have.......(lent)
can could have.......(been able) k
Game#34)
Punctuation Panicl
Split the children into groups of six,and give each player a punctuation m ark to
pin to his shil't,so that on each team there is a com m a,a fullstop,a question m ark,
an exclamation mark,an apostrophe and a setofquotation marks(seepage 65).
Stand the children in relay form ation,in their team s,atone end of the room .Tell
the players thatyou are going to callouta sentence.Each team m ustdecide w hich
punctuation m ark the sentence contains, and then the relevant player should run
down to the other end ofthe room ,touch the wall,and try to be firsthom e.The
tirst player there,w ho ran correctly, scores a point for his team .lf the sentence
contains m ore than one punctuation m ark,m ore than one player from each team
m ustnm .ln this case,the w inning team forthatround is the one w hose lastplayer
gothom e before the restofthe team s.K eep playing untileveryone hasrun atleast
once,and see w hich team has scored the m ostpoints.Three cheers to the w inners.
Sentencesto calloutcould include:
1) lturnedtwelvetoday (fullstop nms)
. (
)
2) W hat'sthetimeplease? (question mark andapostrophenml
3) Oh mygolly gosh! (exclamation marknms)
4) lboughteggs,bacon,cheeseand milk attheshopstoday.
(commaand fullstop runl k
5) The old woman said, içW hen you get to my age, you feel very wise.
(comma,qpotationmarksandfullstopnml
6) Oh,it'sfreezinginhere! (comma,apostropheand exclamation mark runl
7) W hatateniblestink! (exclamation mark nms)
8) Can you hearthatstrangenoise? (question mark runs)
9) Seoulisaverybig city. (fullstopnms)
10)Haveyou everbeento lndia? (question mark runs)
i
i
Game#35)
Evelyday Escapades:
This gam e is especially for ESL students,and is aim ed at helping them to cope
w ith everyday conversation,so thatthey can buy a train ticketor ask foran item at
the shops. The activity could be played over a three hôur period, and the native
English speakers in the group could help run the gam e along w ith the G am es
Leader.
Set up the hall or playground w ith stalls to represent a greengrocer's shop,
butcher's shop,baker's shop,post office,balzk,cinem a ticket office and railw ay
ticketoffice (see pages 66 & 67 forthese signs).Ask the children to draw and
colour in various fruits,vegetables, cakes and bread, m eats,price tags, cinem a
tickets, train 'tickets, bank w ithdraw al fonns, passport form s, w ater, gas and
electricity bills,stam ps,aerogram m es and play m oney,so that the gam e is m ore
realistic and m ore fun to play.
Place a pencil,the appropriate item s and price tags ateach stallbefore beginning
the gam e,and organise native English speaking students to m an each stall.N ow ,
tell the ESL children that this gam e is to practise conversation in everyday life
situations. Each child should be handed an equal am ount of m oney, plus a
çépassport''to show the places visited.
To startthe gam e,ask the ESL children to go to the various stalls oftheir choice
and buy fruitorbread,go to the bank,geta ticketto the cinem a,catch a train,pay
a bill,or w hatever else they choose to do.Each tim e a child goes to a stall,he m ust
ask clearly, in his best English, for whatever he w ants.The stall holders should
listen to the children'srequests,give them the item s asked for,and politely correct
theirEnglish w here necessary.
Each tim e a stall is visited and the requested item s are asked for,the child's
-ûpassport''should be ticked by the gtallholder.Play m oney should be used to pay
for the item s bought,and if a child nm s outof m oney,he can go to the bank and
w ithdraw m ore,after filling outa w ithdraw alslip correctly.
The gam e can be played untilplayers have visited a11the stalls and had alltheir
passports ticked off,or untilallthe m oney nm s outatthe bank.
The gam e could be repeated on different occasions,changing the types of stalls
to others, such as a bus station, a superm arket, a petrol station, an ice rink, a
bow ling alley,a hardw are shop,and so on.
This gam e is a great w ay for E SL children to build up their confidence w ith
handling real-life situations, and also encourages co-operation and team w ork
w ithin the native English speaking group ofplayers.

Game#36)
I1'/ltz/'s That W ord?
Prepare nine signs w ith the follow ing parts of speech w ritten on them : noun,
pronoun,adjective,verb,adverb,preposition,conjunction,interjection,article(see

27
pages 68 & 69). Stick the nine signs in various places around the room or
playground,and pointthem outforthe playersto see.lfnecessary,give the players
a quick rem inder of the function of each of the parts of speech,before starting the
gam e.Explain to the players that you are going to call out a w ord,and that they
m ustdecide whatpartof speech the word is,w ithoutcalling outto the others.As
soon as they ltnow the answ er,they m ust nm to the correct sign.'I' he last one to
reach the sign is out, after a few practice nm s.Exam ples of w ords and parts of
speech could be:
W ords PartofSpeech
donkey,A frica,piano noun
eat,sm ile,craw l verb
W ow!Blimey!Gosh! Interjection
under,am ongst,in,at preposition
because,until,and,but conjunction
pretty,stupid,small adjective
quickly,really,soon adverb
i
him ,everyone,it,she pronoun 1
a,an,the article

Game 1137)
Noun Watfare!
Prepare a list of com m on and abstract nouns. Rem ind the players of the four
different types of nouns: com m on,proper,collective and abstract.M ake sure the
children know that a com m on noun is the nam e of som ething that can be seen or
touched, whereas an abstract noun is the nam e of som ething that is not seen or
touched,but is a feeling or idea.N ow splitthe group into tw o team s.One team is
the Common N ouns and theotheristheAbstractNouns.Stand theteam sagainstthe
w alls atopposite ends ofthe hall.Tellthem thatthe w allbehind them istheirH om e
Base.Explain thatw hen you callouta w ord,the players m ustdecide w hether itis a
com m on noun, an abstract noun, or not a noun at all.lf the w ord is a com m on
noun,then the Com m on N oun team can take one step fonvards.lf the w ord is an
abstractnoun,the A bstractN ouns can m ove forw ards one step,and if the w ord is
not a noun at all,the players m ust stay still.If a player m oves w hen he shouldn't
have,thatplayermustjoin theotherteam .Asthegameprogresses,the Commons
and theAbstracts w illgetcloser and closertogether.W hen the team sare only tw o
m etres apart,call out tW ttackl'' and the Com m on N ouns m ust chase the A bstract
N ouns and try to catch them before they reach their H om e Base. A ny A bstract @
Nounsthatarecaughtmustjoin theCommonNoun team.Repeatthegame,butthis
tim e,tellthe A bstractN ouns that w hen you calloutçiA ttackl''7itw illbe their turn
to chase the Com m on N ouns back to H om e Base.K eep playing the gam e for as
long asthe children areenjoying it.ExamplesofCommon Nouns,AbstractNouns
andN on-Nounscould be: :

28
i
Com m on A bstract N on-N oun
apple,chair,jet beauty,rage through,she
horse,cam et,car anger,headache the,speak,to
pencil,hospital fear,kindness and,because
pillow ,tom ato education,love but,under,them
dog,girl,ant,bed governm ent if,on,at,he

Game1138)
A ction ksf
/t?r.,p.'
Prepare an action story to read to the children,oruse the one show n below .Rem ind
the children about verbs,telling them that they are m ainly action w ords. Sit the
children on the floorand tellthem thatyou are going to read them a shortstory,and
that w henever you say a verb,they can actout the action.A n exam ple ofa sim ple
story could be:
Lastnight l wtzx so tired.l keptyaw ning and stretching,untilfinally,l decided to
have ashower,puton my pyjamas,clean my teeth andgo to bed.Although 1wtz,s
tired,ittook a w hile to go to sleep.Firstm y shoulderached,after thatlcould hear
m y Ueartpounding in m y ears,and then lgota sudden cram p in m y leg.Butfinally
Idr#ed offinto tt-l-he Land ofNod''.Isnored loudly,then tossed and turned and
then started to dream .A tfirstldream ta beautifuldream .1w as'skiing dow n a soft,
sm ooth, snow y m ountain, w eaving in and out of the fir trees, doing perfectly
formed,round turns.I almostfeltas iflwcrcJlying.Then suddenly,my dream
turned into a nightm are.B ehind each fir tree lurked a m ediaevalknightin arm our,
holding a cross-bow loaded w ith a sharp arrow .Each bow wtzx aim ed atm y head or
chest,and although Iwtz,strying toskiasfastaslcould,1justcouldn'tescapethe
evil stares of these knights. Suddenly 1 heard one of them call in a loud voice,
Eilkeady''.N extcam e the order to aim ,and as lskied behind a tree,the com m and to
hre wtu shouted atthe top ofthe knight'slungs.Onehundred arrowspierced my
flesh,and 1/c//thetearing pain ofevery oneofthem .Some wentthrough my heart
and lungs,others wcn/ through m y ears,eyes and throat,and som e went into m y
back and stom ach.And then 1 wtz.
sfalling,in slow motion,face down,into the
snow . N othing but blackness. N o m ore pain. Pure silence, and then a terrible
ringing in m y ears.It wtz.
s m y alarm clock.O h no!Itw tzusm orning.Tim e to gc/up
and go to w ork,and 1 hadn 't rested all night.1 wtzs: exhausted from m y horrible
nightm are!

Game#39)
G uess the Proverb:
Prepare various proverbs from page 70 of the appendix.Talk aboutproverbs to the
players,telling them thatthey notonly teach a lesson aboutlife,butalso add colour
to our language,and are a partof our linguistic heritage.G ive som e exam ples of
proverbs and explain their m eaning to the children. G ive som e m ore exam ples

29
jnsjde w hole sentencesand see ifthechildren can work outwhatthey meantrom
lbeircontext.N ow you areready toplay the gam e.
Splitthe playersup into groups ofthreeto five children and hand outa different
proverb,on a slip of paper,to each grOuP.A sk the groups to plan a m im e for their
pm icular proverb,so thatthey can ad it outin front ofthe others.The on-lookers
can have three tries at guessing w hich proverb each m im e refers to.W hichever
group guesses correctly w ins a point.If they can also explain clearly w hat the
proverb actually means,they can score another point.The group thathasjust
m im ed the correctly guessed proverb also scores a point.lf no-one can guess the
proverb,the actorsshould state whatthe proverb is,and then explain whatitm eans
to the onlookers.If the explanation is correct,the group scores itselfa point.K eep
playing until every group has m im ed its proverbs. Finally see w hich group has
scored the m ostpoints.These are the Proverb Champions.Examples ofproverbs
could include som e ofthose show n below :
Proverb M eaning
A bsence m akes the heartgrow fonder. W hen som eone isaw ay,you like
them m ore.
A bird in the hand isw orth t'wo in the bush. W hatyou actually have isw orth
m ore than som ething you m ight
be able to get.
A drow ning m an w illclutch at a straw . Som eone in serioustrouble w ill
try anything to save him self.
A stitch in tim e savesnine. M end som ething that'sbroken
straightaw ay,before itgets
w orse and isharderto fix.
A w atched potneverboils. Ifyou stand around waiting for
som ething to happen,itw illseem
to take forever.
B eggars can'tbe choosers. Poorpeople can'tbe fussy about
the thingsthey are given.
Better late than never. lt'sbetterto do som ething,even
ifit's done late,than notto do it
atall.
B irds ofa feather tlock together. People w ho are sim ilar m ake
friends w ith each other.
Curiosity killed the cat. Being too curious and nosey can
getyou into trouble.
D on'tputa11youreggsinto one basket. D on'tputa1lyour savings in one
place,or directal1your hopes in
one direction,because if
som ething goesw rong,you m ight
lose the lot.
Proverb
D on'tcountyourchickensbefore they hatch.
D on'tcross the bridge untilyou com e to it.
Em pty vessels m ake the m ostsound.
Every cloud has a silverlining.
Forbidden sw eetstaste sw eetest.
Letnotthe potcallthe kettle black.
Letsleeping dogslie.
People w ho live in glass houses
shouldn'tthrow stones.
M eaning
D on'tdepend on som ething
w hich you don'tyethave.
D on'tw orry aboutthings w hich
you can'tyetdo anything about.
lgnorantpeople talk the m ost.
There's alw ays som ething good
in evérything.
W e like doing thingsthatw e're
notsupposed to do.
D on'tcriticise others forthings
you do yourself.
D on'tstirup trouble w hen allis
going w ell.
D on'tcriticise othersw hen you
have faults yourself.

Game##Y
W hatType?
Prepare four signs from pages 71 & 72, and stick them on the four w alls of the
room :statem ent,qpestion,com m apd,exclam ation.
Revise the four differenttypesofsentences with the players,and rem ind them of
the correct punctuation to use for each type.Pointout the four signs on the w alls
and tellthe children you are going to read outa variety ofsentencesto classify.A s
soon astheplayersknow whattypeofsentencehasjustbeen read,they mustrun to
the appropriate sign.The firstplayer to the sign scores a point.K eep playing for as
long as the children are having f'
un,and then find a w inner.Exam ples of sentences
could include:
Idon'tlikehotweather. (statement)
Bequietwhile1speaktoyou. (command)
B'hat'sthetime,please? (question)
Ohno!l'vemissedthebus! (exclamation)
Elephantsareveryintelligent. (statement)
skee
- lephantsveryintelligent? (question)
Goandfeedtheelephants. (command)
Elephantslivein lndiaandAfrica.(statement)
GoodgrieflThere'san elephantinmy garden! (exclamation)

Game#.4p
W ho am 1/
Talk about som e fam ous books,film s,television show s and nursery rhym es and
+ en discuss som e of the w ell-know n characters in them .N ow ask the players to
think aboutone oftheir ow n favourite,scariest,funniest or nastiest characters,and
getthem to think up som e clues they could tellthe others to help them guess w hich
character is on their m ind.Letthe children take it in turns to give their clues to the
other players, and see how m any characters can be guessed correctly.A dvise the
players not to m ake the clues too easy or too difficult,and not to pick a character
that the other players m ight not know . A set of clues m ight be given in the
follow ing w ay:
lam an English schoolboy.
lw ear glasses.
l go to a brilliantschool.
M y bestfriend hasred hair.
1'm handy w ith a w and.
W ho am 1?
(Answer:Harly Potter)
Othercharacterscould include:
Indiana Jones,Superm an,M ario,O liver Tw ist,lnspector G adget,Sherlock H olm es,
Batm an, H um pty D um pty, Jack Sprat, Peter Peter Pum pkin Eater, Little M iss
M uffet,the H obbit,D onald D uck,or any w ell-know n character that is fashionable
atthe tim e.

Game##J)
H ow 's ltD one?
Prepare a setofverb cards,each w ith a differentaction to be m im ed.A lso m ake a
setofadverb cardstelling how theaction shouldbedone(seepages73 & 74).
N ow , sit the children on a big circle draw n on the hall floor, or outside on the
ground,and rem ind the players aboutthe function ofverbs,telling them thatverbs
can be Eidoing, being or having'' w ords. Say that this gam e concentrates on the
ttdoing''words.Thenrevisethejob ofadverbs,reminding thechildrenthat:
AdverbsofTimetellwhen an actionisdone:e.g.)soon,yesterday,later,now.
Adverbsofplacetellwhereanaction isdone:e.g.)up,on,over,back,here,there.
AdverbsofM annertellhow an action isdone:e.g.)quickly,fast,dangerously.
Say thatthisgame willconcentrate on adverbs of manner.Show the children the I
i
two pilesofcardsin thecentre ofthe circle and tellthem thatone isaverb pile and
the otherisan adverb pile.To play the gam e,theplayersmusttake itin tul'nsto go
to the centre ofthe circle,pick up the top card from each pile,and then actoutthe .
action,in the m anner described,for the others to guess.lfthe actor needs to m ove
to another partof the room ,or needs another player to help w ith the action,thatis
fine.W hoever guesses the action correctly w ins a point,as doesthe actor for doing
the action clearly.Cany on untileveryone has had a go,and see w ho has the m ost i !
points.Alternatively,don'tfusswith scores;just1ettheonewho guessestheaction
correctly have the next turn as the actor for his rew ard. Exam ples of verbs and
adverbs could include: i
p

32
Verb A dverb V erb Adverb
Talk quickly Stam p angrily
R un slow ly W hisper secretively
Snore loudly A sk politely
Sm ile sw eetly Sleep soundly
A ct strangely Step carefully
N ag continuously Cry sadly

Gam e #4J,I
W hat's That?
Prepare ashopping bag containing variousobjects.Sitthechildren in asemi-circle
so they can see w hatever gets pulled out ofthe bag.Tellthe children thatan A lien
hasrecently arrived f'
rom anotherplanet,andthathehascollected abag ofobjects
which are totally strangeto him .He wantsto show the studentswhathe'scollected,
and hewillask aperson ofhischoiceto describethepum oseofthe object.W hen
asked,the student should be carefulto give a good,sim ple butaccurate description
oftheobjectand itsuse,sothattheAlienwillunderstand.
To startthe gam e,pick an A lien from the players and ask him to sitin frontofthe
semi-circlewith thebag ofobjects.Ask theAlien to pick outjustoneobject,show
itto the students,and choose one ofthem to explain the item 's use. M ake sure the
Alien asks a differentperson each tim e he pulls som ething out of the bag, so that
everyonegetsatul'n to speak.Objectscould include item slike these:pencil,peg,
ball,chocolate,w aterpistol,egg,can ofdrink,cam era,glove,book, cap,radio,CD
disk,sponge,box oftissues,fork,spoon,bow l,m obile phone, clock.
N .B .D o notallow the children to use slang or sloppy language.Encourage them to
express them selves w ell by being concise and specific W ords like itthing''and
.
'
tstuff'should be avoided.

G am e ##4,)
CircularS/t?ry'.
Draw a big circle on the floor or ground and sit the children on it. Tell them that
you are going to starttelling them a story,but thatthey have to take turns around
the circle to develop and then finish it.The story should be w ell-told, and include
an introduction, a detailed developm ent, an exciting clim ax and a w ell-rounded
conclusion.Every child should add tw o or three sentences,keeping the structure of
the story in m ind.The story should be nearing the end by the tim e the laststudent's
tul'n is reached,so that he can give a conclusion to the story. The Leader should
open the introduction w ith som ething like the follow ing:
'-
M any years ago,in a land faraw ay,there lived a clever m agician w ho could travel
through tim e and space...''

33
 !
Game ##JI
P unctuation Relay:
D ivide the players into equalteam s,and stand them in relay fashion up at one end
ofthehall.Placeapencilandnumbered answersheets(seepages75& 76)down at
the other end,in line with each team .Revise the use ofal1the punctuation m arks
known to the age group thatisplaying,and then you areready to play the gam e.
Tellthe players thatyou are going to read outa sentence,and the players atthe
f'
ront of the relay lines should decide w hich punctuation should be used in that
sentence,withoutthe help of their team members.They should then nm down to
their answ er sheets, and w rite out the w hole sentence, com plete w ith correct
punctuation.M ake sure thatPlayers //1 puttheir answ ers at//1 on the answ er sheet,
and so on.'I'
he players cannot ask you to repeat the sentence,so everyone m ustbe
quiet and concentrate.A t the end of the gam e,collect and m ark the answ er sheets
and announce the w inning team .A n exam ple of a perfectly done answ er sheet
could look som ething like the one shown below :
# Punctuation
1)How old areyou?
2) Janehasred hair.
3) Here'salistofthingsforyou to buy:eggs,tomatoes,potatoes,mushroom s,
cheese,bread,m ilk.
4) Goodnessgraciousme!
5) lsthatthetime?l'm late!
6) ttGood workl''theteachersaidtoPaul.
7) lfixedthewoman'sshoes.
8) John fixedthewom en'sshoes.
9) Therewerethreeboys.Ifixed alltheboys'shoes.
10)Theghostwhispered,çtl'vecometo scareyoul''
11)lsaw çt-f'
heLord oftheRings''atthecinema.
12)Dickens'novelsarelongerthan Ol-well's.
13)W ho'sgotwhoseshoes?
14)Therearetheircars,parkedoutsidethehousewherethey'restaying.
15)Dad said,ttpleaseputouttherubbishbin.''
16)It'syourturnto wash thedishes.
17)Thecatlicked itssorepaw.
18)Therewereoystersandcheeseonthetable;lhadtheoysters.
19)Do theexerciseon fractions1 .42)andthen writeyouressay.
20)1heardM rs.Brownyelling-shehasatenibletemper-andthen cups
and saucers started flying!

34
 G am e f/a/6)
.

M other,Father and Baby:

Place five signs from page 77 around the hall w ith the follow ing anim al nam es:
horse,cow ,sheep,goat,pig.A lso,w ith chalk,draw five long lines across the hall
floor that the children can stand along.O n each of these lines put the follow ing
anim alnam es from page 78:sw an,deer,fox,duck,goose.
Tellthe children thatthere is often a com m on nam e thatapplies to a certain type
ofanim al,and also m ore specific nam es thatrefer to the m other,father and baby of
thatparticular anim al.For exam ple:cat is the com m on nam e,w hile tom catrefers
to the father,catrefersto the m other,and kitten refers to the baby.
N ow point out the various signs on the w alls and floor around the hall and
explain thatw hen you callouta particular anim alnam e,the children should rtm to
the appropriate sign.For exam ple,if drake is called out,then the players m ust run
to the duck sign,as drake refersto a fatherduck.
The firstplayer to reach the correct spotw ins a point,and the lastplayer to reach
it should puthis hands on his head for the nextturn.A ny players w ho run to the
w rong place before going to the correct spot should also put their hands on their
heads for the next turn.A tthe end ofthe gam e,see w ho has the m ost points,and
also see w ho hasn't had to put their hands on their heads during the gam e.These
(
.
are the w inning players.The listbelow m ay be helpful:
t
j Com m on N am e M otIzer Father B ab
horse m are stallion foal
cow cow bull calf
sheep ew e ram lam b
1
goat nanny-goat billy-goat kid
ig sow boar piglet
: sw an sw an cob cygnet
r deer doe stag faw n
fox vixen fox cub
duck duck drake duckling
) eoose goose gander gosling

j Game//#7)
F
i
clever Clogs.
.
Teach theolderchildren thegrammaticalconceptsofmood,voice,noun,adjectival
and adverbialphrases and clauses,plus sim ple,com pound and com plex sentences.
S Once they are confidentw ith these structures, give them each a sheetfrom page 79
. and tellthem thatw hen you calloutone ofthe concepts,they should constructtheir
: on'n exampleofsuch a sentence.Forexample:a)Active Pbjcc:Iwentto thepark.
blSllbjunctive M ood:1 wish lwere able to fly.c)Noun Phrase:Playing sport
' keepsyou fit.d)ComplexSentence.
r .1wenttosleep because1wtau
ssotired.
e?.jkectivalClause:M r.Brown,whoturned onehundredyesterday,isverykind.
I
;
Game#W&
lh the M ood:
Teach or revise the four m oods used in English sentences:indicative,im perative,
interrogative and subjunctive.Then divide theplayersinto two equal-sized teams,
and ask them to sitdow n on the floor in two straightlines,facing each other,w ith
feettouching in the m iddle.Each pair of playersw ith feettouching should now be
given a m ood to rem em ber as their ow n identity. Tell the players that once the
gam e starts,it is very im pol-tant for them to keep their knees down and their legs
stilland straight,orthey m ightgettrodden on.
To play the gam e,call out a sentence for the children to identify.Players should
quietly w ork outthe m ood of the sentence forthem selves,and once registered,the
children with that identity should getup and nm down to the front of the line,
stepping betw een each pair of legs as they go.Then they m ust run behind their
team m em bers,back to the other end ofthe line and dow n betw een the legs,to their
places.The firstplayer to sitback in his place w ins a pointfor his team .Continue
the gam e untileveryone has nm tw o orthree tim es,and see w hich team has scored
them ostpoints.Sentencestoidentify could include:
1) lwokeup onenightandmetthe-1-00th Fairy.(Indicative)
2) W hatdidyou askher?(Interrogative)
3) laskedherwhatshedidwith a11theteeth shecollected.(lndicative)
4) tEf)o back to sleep'',sheordered.(lmperative)
5) 1wishIwerea- 1-00thFairy.(Subjunctive)
6) M akeyourbed and polish yourshoesbeforebreakfast.(lmperative)
7)Haveyoudonea11yourhomework?(lnterrogative)
8) ltisnecessarythatyou behereby 8o'clocktomorrow .(Subjunctive)
9) David looked asthoughhewerecompletelylostinthemist.(Subjunctive)
10)Grammarteachesyou tothink clearly and logically.(lndicative)
11)Do youknow whatagenmd is?(Interrogative)
12)Pleasemakemeacup oftea,Jack.(Imperative)

Game#W.
$
Phrase or Clause?
R em ind the children of the difference betw een plzrases and clauses,and revise tbe
types:adjectival,adverbialandnoun.Then draw twobig circlesonthegroundwii
chalk, and w rite GGp hrase''in one and GGclause''in the other.M ake each one big
enough for m ost,but not all,of the children to stand in.Sit the children dow n tncl
the ground,cross-legged and facing aw ay from the circles.Tellthem thatwhen yoz
call out a group of w ords, they m ust w ork out quietly to them selves w hether E iz
contains a phrase or a clause.A s soon as the players know the answ er,they shoiI l.
ki1
' ..
getup and stand inside the correct circle.A ny players w ho are too slow to fit777*,1)1
the circle gain a penalty point,but can keep playing.Play for ten rounds and fu ll
see w ho has the low est score.This player w ins the gam e.Exam ples of g'roups
wordsto calloutcould include:
 1) atthebeach (Phrase)
2)when itrained (Clause)
3)who istop oftheclass(Clause)
4)tobeornottobe(Phrase)
5)because1saidso(Clause)
6)talking loudly (Phrase)
7) attheendoftherainbow (Phrase)
8) thatyou shouldcomewith me(Clause)
9) being clever(Phrase)
10)wherenobody would findthem (Clause)
11)with asausageon top tphrasel
l2)heputasausageon top (Clause)
13)whom 1metyesterday (Clause)
14)with an evilgrin (Phrase)
Game#50)
A nalyse Thatl
Revise sentence types,rem inding the children of the difference betw een a sim ple,
com pound and com plex sentence.N ow ,sitthe players dow n in a big circle on the
floor and hand a footballto one ofthem .Tellthe playersthatyou are going to say a
sentence,and once it is said,the ball should be passed around the circle from one
player to the next. W hile the ball is m oving, the children should be quietly
analysing the sentence so that w hen you say ttstop'',w hoever is holding the ball
m ust be ready to tell you the answ er.lf the player is correct, he scores a point.
Keep playing untileveryone has analysed two or three sentences.Check the scores
to see w ho has done the best.This is the A nalyst Superior!Exam ples of sentence
types to analyse could include:
1) lhaveabeautiful,golden labrador.(Simple)
2) HisnameisM onty andhehasjustturned eight.(Compound)
3) Heisagentle,obedient,intelligentcreature.(Simple)
4) Hefollowsmeevelywherebecausehelovesme.(Complex)
5) llovehim too.(Simple)
6) Do you haveadog?(Simple)
7) Iusedto haveapetrat,beforelgotM onty.(Complex)
8) Shewasthecutest,sweetest,littledumpling ofarodent.(Simple)
9) Rats are very loving and intelligentpets,and they like to keep themselves
spotlessly clean.(Compound)
10)Didyouknow thataratwon iipetoftheYear''lastyear?(Complex)
11)Looking after a pethelps children to become caring and considerate of
others,andalso givesthem afaithfulfriend toplay with.(Compound)
12)lflcouldn'thaveapet,lifewouldn'tbequitethesame.(Complex)
 Gam es R esources..
On the following pagesare someusefulresourcemaierialsforthe gamesin this
book.Photocopy the sheetsneeded,ready forthe gam esthatyou chooseto play.

COM M ON

PR O PE R

A B ST M CT
(Game#2,x1)
T im e M anner P lace

T im e M anner P lace

T im e M anner P lace

T im e M anner P lace
(Game#5,x 1)
R IG H T

W RONG

(Game#6, 1perplayer)

40
 A

A n

T he
(Game#9,1perplayer)

41
ln stru m en ts

C loth es

J ob s

L an d scap es
(Game//1l,x1)

42

1
 L on g

S h ort

M ed iu m

(Game#12,x1)
Sound Phonic G roup E xam ples
Shol'ta a catshatsback
M edium a a iam ,fan,sand
Long a a..e gate,gam e,snake
ai rain,m ail,m aid
ay day,play,stay
ei/eigh vein,w eight.neighbour
Shorte e bed,gem ,peg
ea headshealthsbread
M edium e air hair,stairs,fair
are m are,care,dare
ere there,w here
ear bearspear
Long e ee tree,bee,feet
ea seat,heat,team
ie thief,belief
y baby,sorl'y,lady
ey maoney.maonkey
Shorti i w inslip.hit
M edium i ear ear,fear,dear
eer queersdeer.steer
Long i i..e tim e,bike,lie
ig/igh sign,thigh,light
y dry,cry,spy
ei/eiMh either.height
Shorto o fox,lot,dog
a w as.w atch.w ant 1
M edium o or/ore horse,stol'y,m ore
)
oor door,poor,tloor
au/augh sauce,fault,daughter ;
aw claw ,saw ,aw ful
al talk,w alk,ball,tall
ough thought.brought i
Long o o..e bone,hom e,toe
oa boat,goat,coal r
ow w indow ,grow ,show
o Mo tom ato.piano ;
.

(Game//12,x1) !
(
i

44
!
'

or ar aw ng ph wh oa ay

oy ai oi nk u.-e i..e a.-e o..e

I
!
I
I
I

I
i oo t1, ch sh igh ... . y ee ea
(short) (hard)

@*y ey au er ir ur ear are

i .
!
S

oo th kn ew air ow Iazy ie
I
;l
:
4long) (soft) end
$ 4
)
h
!
)
i
q I
)I
i

t
.
(Game//14; x4)
:
45
COM M ON
N OUN

PR O PE R
N OUN

A B ST R A C T
N O
(Game# 16, x1)
C O L L E C T IV E
N OUN

G ERU N D

(Game# 16,x1)

47
 N O UN

PR O N O U N

(Game# 19, x1)

48
 D E S C R IP T IV E
A D JE C T IV E

L IM IT IN G
'

JE T IV E

1
(Game# 19,x1)
:
49
1
2
3
4
5
6
7
8
9

10 t
11
I

12
13
l

(Game#20, x3)
50
 W EA TH ER
and SE A SO N S

F O O D and
D R IN K

(Game#22, x1)
i
i
L A N D SC A P E S

B U IL D IN G S

H O U SE H O L D
IT E M S
(Game#22,x1)
n ou n n ou n noun n ou n n ou n

noun noun n ou n n ou n n ou n

n ou n n ou n n ou n n ou n n ou n

n Ou n n ou n n Ou n n ou n n ou n

n ou n n ou n n ou n n ou n n ou n

(Game# 23,1sheetper8players)

53
 ,

1
Pronoun Pronoun Pronoun Pronoun Pronoun

Pronoun Pronoun Pronoun Pronoun Pfonoun

Pronoun Pronoun Pronoun Pronoun Pronoun

Pronoun Pronoun Pronoun Pronoun Pronoun

Pronoun Pronoun Pronoun Pronoun Pronoun

(Game#23,1sheetper8players)

54
verb verb verb verb verb

verb verb verb verb verb

verb verb verb verb verb

verb verb verb verb verb

verb verb verb verb verb

(Game#23, 1sheetper8players)
 :q
'

I
!

'.

adverb adverb adverb adverb adverb

adverb adverb adverb adverb adverb

adverb adverb adverb adverb adverb

adverb adverb adverb adverb adverb

adverb adverb adverb adverb adverb

(Game#23, 1sheetper8players)
 adjective adjective adjective adjective adjective

adjective adjective adjective adjective adjective

;adjective adjective adjective adjective adjective

adjective adjective adjective adjective adjective

!
.

adjective adjective adjective adjective adjective

!
.

'
j

(Game#23, 1sheetper8players)
'

conjunction conjunction conjunction conjunction conjunction

conjunction conjunction conjunction conjunction conjunction

l
(

conjunction conjunction conjunction conjunction conjunction

conjunction conjunction conjunction conjunction conjunction

conjunction conjunction conjunction conjunction conjunction

(Game#23, 1sheetper8players) ;
i
l
1
58 1
4
preposition preposition preposition preposition preposition

preposition preposition preposition preposition preposition

preposition preposition preposition preposition preposition

preposition preposition preposition preposition preposition

preposition preposition preposition preposition preposition

(Game#23,1sheetper8players,optional)

59
 G R EEN
G R O CER

C H E M IST

P O ST O F F IC E

(Game#25,x1)

60
 SU P E R
M A RK ET

N E W SA G E N T

(Game#25,x1)
' 1st 2 nd 3 rd

Singular P lural M asculine

F em inine N euter C om m on

Subjective O bjective Possessive

(Game//30,1sheetperteam)

62
O O O

O O O

O O O

O O O

(Game#33,x1)
 !

X X X

X X X
I

X X 1X
X X t
i
pX

(Game#33,x1)

64
 F U L L ST O P F U L L ST O P

COM M A COM M A

5 5

Q UESTIO N Q UESTIO N
M ARK M ARK
? ?

E X C L A M A T IO N E X C L A M A T IO N
M ARK M ARK
! !

Q U O TA TIO N Q U O TA TIO N
M ARK S M ARK S
ii 5: ii 99
@@@@@@ @@@*@@

(Game#34, x4)

65
R A IL W A Y T IC K E T
O F F IC E

C IN E M A T IC K E T S

P O ST O F F IC E

(Game# 35,x1)

66
)
I
 BA N K

BAK ER

BU TCH ER

G R EEN G R O CER

(Game#35, x1)
 N OUN

V ER B

A D JE C T IV E
(Game# 36,x1)

68
 A D V ER B

PR O N O U N

C O N JU N C T IO N

(Game#36, x1)

69
'

A bsence m akes the D on't put alIyour

heart grow fonder. eggs into one basket.
D on 't count your C uriosity killed the
chickens before they cat.
hatch.
D on't cross the bridge B irds of a feather
until you com e to it. n ock together.
E m pty vessels m ake B etter Iate than never.
the m ost sound.
E very cloud has a B eggars can't be
!silver Iining. choosers.
1Forbidden sw eets A w atched pot never
)t
aste sw eetest. boils.
l

L et not the pot call A stitch in tim e saves

the kettle black. nine.
L et sleeping dogs lie. A bird in the hand is
w orth tw o in the l
bush. (
A drow ning m an w ill P eople w ho live in 1
clutch at a straw. glass houses shouldn 't 7
throw stones.

(Game#39,x1)
P R E P O SIT IO N

IN T E R JE C T IO N

A R T IC L E

ST A T E M E N T
(Game#40, x1)
Q U ESTIO N

COM M AN D

E X C L A M A T IO N
(Game#40,x1)
TA LK ST A M P

RUN W H ISP E R

SN O R E A SK

SM IL E SL E E P

ACT ST E P

NAG CRY

(Game#42,x1)

73
 Q U IC K LY A N G R ILY

SL O W L Y SE C R E T W E L Y

LO UDLY P O L IT E L Y

SW E E T L Y SO U N D L Y

ST R A N G E L Y C A R E FU L L Y

C O N T IN U O U SL Y SA D L Y

(Game#42,x1)
1)

2)

3) -

4)

5)

6)

7)

8)

9)

l0)

(Game//45,xnumberofteamsin game)

75
11)

12)

l3)

15)

16)

17)

l9)

20)

(Game#45,xnumberofteamsingame)

76
 H O R SE

CO W

SH E E P

G OA T

P lG
! (Game//46, x 1)

i
SSV A N

D EER

FO X

DU CK

G O O SE
(Game//46,x1)

78
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
(Game#47,x1sheetperplayer)

79
 Other#/479 Published by theAuthor..

* AllYou Need to Know AboutGram m ar

* 5 , (
ExcelEssentialSkillsforGrades
-
10),PascalPress,Australia, 2003
* Evelyday Spelling and Gramm
A ustralia 2003 ar,(Blake'sGoGuides), PmscalPress,
,
* EnglishforEveryone, #0//> 1 tf 2, Lulu.com ,U S.A .,2007
* Gam .

esforFun,FitnessandLearning, Lulu.com , U .S.A .,2007

Fun,Fitness andLearning Web

site:m vfunntnesslegrnint.com
Check outthe author'swebsite forregularly updated ideason
* Gam esand Hom e schoolers'Activities
- :
* Topics forW riting Practice
@ GeneralKnowledgeQuizzes
@ OtherBooksby theAuthor

80
 AbouttheAuthMr:
KathiW yldeck llyesin Sydney,Australia.She has
hqd broad exprrlencein both theartsand
sclences,worklng athospityljand univeqsitiesas
abiologicaltechniciyn in cllnlcalendocrlnology
.;i-:ttl
.
;ss
-. t,)Iyyt,,,#
,
and m oleculargenrtlcsresearch,and m ore
,. recently as an Engllsh tutor,and author9f;ve
:
y) ,.
,).
',,
ztyls
r gram m arbooks.As a m otherofthree actlveboys,
i2
''
t ;ïï,'
,
1*' shehysspentadecadeasa Cub ScoutLeader,
organlsing gym esprogram m esforgroupspf
enyrgetiy chlldren,aswellashom e-schoohng her
thlrd chlld.She runs a w ebsite ofgam es and
learning activitiesatFww.ftm fitnesslearning.com ,
which isupdated w eelcly.Herreq eationallnterestsoverthyyears
haveipcluded stlrfing,hiking,alplne and cross-country skilng,
skydiu ng,hot-alrballooning,astronom x,histo!y and world trpvel.
She regardsthe fun and gam esinvolyed ln rearlng and edttcatm g her
qwn children,herCubsand herEngllsh pupilsasthehighllghtsofher
llfe.
Aboutthe Book:
''Gram m arand Vocabulary Gam esfor Children''isa resource book for
teachers and hom e-schooling parentsw ho w antto m ake their
children'sgram m aland vocabulary lessonsfun.Gram m ar,
punctuation,phonlcs,vocabulary and proverbsare a1lpresented in
thefolp off1% activegam es.Attheend ofaform allesson,these
activitlescan be given asa rew ard forhard w ork, orto reinforcrthe
topicjustsm died.Forrestlesschildrenwhoneedtostretch thelrlegs
and 1etoffsteam beforethey knuckle down to furtherwork,the gam es
presented in thisbook prou dethe perfectsolution.Severalofthe
vocabulary gam esare designed to help ESL students to practise their
new w ords,and allthe gam es encourage children to listen,
concentrate and stay focused on the tppic ofstudy.The activities are
aim ed at7 to 13 yearolds.Gram m arlessons and vocabulary building
w illneverbeboring w hen children are offered the gam esin thisbook .

---

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