Point: Minimum level: Game type: Approximate time: Complex sound maze rhyming words intermediate a path-finding puzzle for students working individually (or in pairs) 20 minutes Preparation Make 2 copy ofthe maze for each member ofthe class. Conducting the game 1 Give each student a maze. (The game could also be played in pais.) 2 Explain that the object of the game is to find a path trom the entrance inthe tp ltt sie of ‘the grid to the exit in the bottom right 3 Write on the boad the letters ae, i, oand uand elicit how they ate pronounced in reciting the alphabet, ie eu, fs, a, foul, ju. Ask students to find an example of a word containing each ofthe sounds 4 You can only move from one box to anather if one of the two words in each box shares the same vowel sound. It does nat mater it you use the upper or the lower word inthe box 55 You can mave fram one square to the next horizontally or vertically, yt not diagonally 66 When students have finished, check the route together. 7 It your students are familar with phonetic script, ask them to transcribe the words in the correct path, perhaps for homework Key ‘The Correct path is: _meet - eat/do - new - you - tworsocks - box/no - toe - know/what - got/come ~ ‘mumisee - me/wait - late - eightvear - hear/bring - sing/put - foot/good - wood/pen - ‘meniprety - cityinalr -there/eye ~ my/your - four/ight - kite/car - arene - nine Follow-up Ask students to identity any speling patterns in the words in the maze. They might identity for each sound a spelling consisting of two written vowels and another with a final silent eas inthe following examples: ev = paid, same /i:/- need, scene /au/-te, five Joo - boat, woke ju: - view, use Making your own versions Yu tay vat aks your a eins ofthe raze wi vocabulary fom your cure. Te do this, construct apa of words that have sounds in common in adjacent squares om en to txt Then fil inthe remaining squares wth other words. Make sure that these dstractrs Go nt contln sounds which ean be fund in squares adjacent he path. ‘grid of hexagons could equally well be used and an example is included here which Concentrates on rhyming words, ey feet, heal, meet, neat, seat. This maze is suitable for pre-intermediate students,do cage red black E meet | eat a skirt J you a it A square give Y hat Y day Y two YY box is Ay white dad A socks no brown down his Y sit Y bad Y toe caren ie go A | a tall Aa many page ball Y wait Y mum got YY know se me A see A, come AL What game 1 late Y fat Y red Y live Y way match | shirt look A vellow book door meen eight 1 bring YY sing 1 feet cat A ear 1 here 1 put A, clocks sad 1 pretty 1 wood Y foot TY knee YY z00 encil men pen aA good hand a leg city Y shoe Y four Y kite Y are hair lazy right car A fine blue Y there Y your ‘Y battoon Y who “Yimornin captain eye my blouse night nine new + 81D Memory pairs Procedure ~ Divide the students into pairs or small groups and give each one a set of cards. Ask'the students to shulfle the cards and place them face down on the desk without looking at them, — Explain that the students need to take turns to turn over the cards, The aim is to find a pair of cards that are spelt differently but sound the same, eg, wait and weight. = In order to win the pair, a student must cover the words and correctly spell each one (the other students in the group rmust judge this and ask you if they are unsure). If they are successful, they keep the cards and have another go. If they are unsuccessful, they must turn both cards back over and. let the next person have their turn ~ The student with the most cards at the end is the winner.Memory pairs 3hs ie2 Scrambled limericks Jake Allsop Level: Intermediate Target group: Young adult / Adult 7 Communicative interaction, using the ability to recognise rhythm, thyme and meaning in order to reconstruct a piece of verse Preparation: — Copy and cut up the cards on page 52. Optional: Copy the limerick example handout on page 53 - one for each student. This is an act four limericks. ry based on reconstructing Key Limerick 1 There was an old man with a beard Who said its jyst as | feared Two crows and a hen (or Two gulls and a wren) Two gulls and a wren (or Two crows and a hen) Have all built their nesis in my beard imerick 2 There was a young man of Devizes Whose ears were of two different sizes One was so small twas no use at all But the other was large and won prizes erick 3 There once was a Duchess of Bray And you might be surprised when I say That in spite of her station And good education She always spelled CAT with a K Limerick 4 There was a young man of Rangoon Who went up in a hot-air balloon He ascended so far He bumped into a star Then came back and sat on the moon Method Before you start (if required) 1. Before you start, make sure the students understand the limerick form, i.e. the five-line verse with the rhyming pattern A-A-B-B-A. Give out the Limerick example handout. Read through Example 1, namely: There once was a cat from Saint Ives, Who jumped in a box full of knives. It cut off its toes, Its ears and its nose. Now it has only EIGHT lives. 2. If the phenomenon of rhyming seems difficult, go through Example 2 on the handout. It may also be necessary also to explain that English poetry is stress- timed, not syllable-timed, i.e. the number of syllables in parallel lines of verse may vary, but the stress pattern remains the same. The words should be used in the following order: more, knock, for, mind, tomb, unwind, treats, unable, seats The structure of the game 1 Give each student one of the cards. (If there are fewer than twenty students, some students will have to have two cards.) 2 Explain that there are four scrambled limericks to be reconstructed. Each limerick consists of five lines and each card is a line from one of the four limericks. 3. The ones receiving the first lines (which start with There was...) are Captains. Each Captain approaches other students one at a time. If s/he finds a line belonging to his/her limerick, s/he adds the line and the student providing the line part becomes part of his/her ‘team’, 4 The first Captain to complete a limerick and a team (him/herself + four) wins. NOTE: If a student has two cards, s/he should only show one on each visit by a Captain.There was an old man with a beard It was no use at all Whose ears were of two different sizes Then came back and sat on the moon That in spite of her station There was a young man of Devizes He bumped into a star There once was a Duchess of Bray Who went up in a hot-air balloon She always spelled CAT with a K Two crows and a hen Who said it’s just as | feared He ascended so far There was a young man of Rangoon One was so small And good education And you might be surprised when | say But the other was large and won prizes Two gulls and a wren Have all built their nests in my beardExample 1 There once was a cat from Saint Ives, Who jumped in a box full of knives. It cut off its toes, Its ears and its nose. Now it has only EIGHT lives. Example 2 Fill in the missing words in the limericks below. Choose from the following: for knock mind more seats tomb treats unable unwind Asnail came and begged at my door, So | threw him five miles, maybe | was in for a shock Ten years later — a ! It was him saying, “What was that ” An old mummy thought, “It’s a bind: | suppose that it’s all in my But there’s not enough room In an Egyptian For a guy to relax and y | like to eat lots of fried meats, And junk food and chocolate So now Pm To sit at the table Unless | am using two !