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For all ages and levels

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!;Card Games,
Online games.:
 r I HAPpy/ HALLOwten

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Annual conference: Seville (Spain)

Hotel Los Lebreros
I ACEIA, the Association of Language Schools
I d Barrea of Andalucia, will be celebrating its annual
I idiurrrasdearrdalao.r TeacherTraining Day for Teachers of English
and Spanish asa Foreign Language.

www.aceia.es

Saturday
17th November limb.
ioff-
CUEDIBA uriecar
PROWNCE

ED1BA Club (Spain)) October 2012 Romero Rodnguez, Maria Isabel Huelva Huelva
Viola Echevarria, Lara Matiafto Cantabrra
The follcmng members of EDIBA Club(Spain)
de la Calzada Fandifto, Ltliana Dijon Asturias
will very soon receive a surpnae gift at their homes.
Fernandez Lopez. Marisa TararicOn Cuenca
p

D %t
ear colleague,
We would like to celebrate the opening of a new school
year. This time we have decided to start it in a playful way
and share with you a wide variety of games for your students to
enjoy and develop their creativity while learning.
Ready at hand, these games will be part of your classes along the
year. They all have an aim and will guide your students to put into
action the vocabulary or grammar topics they are learning or
revising. Adapted and adaptable for all ages and levels, they will be
ready in the classroom to provide a good learning environment.
We hope you find this issue useful!
The Teacher's Magazine team

V STA F F- Editor: Pa tri cia Sa inz Staff writers: Ana N. Martl n Or Marlela Starc. Gerald Ina Salaberry 5erranQ Aurea Obeso. SI I via Gianotti, Sabdri a De Vim, Micaela Beroya, Vivlana Kuh n( Layout and design: Me rio R Madies
Illustrati o n s: Gabriel Corti na, Ferna n d o Cerrudo, Roque Angell cc hio. Ern rn a nueI Chierch i e, Maria no M artin, Victo r 56 nchez ~ Photography: Fe r nando Acu na, La u ra M o nzbn.
LegaiDeposit: M-4U.271-20031 In SPAINPublishedby~ Edlba EuroDa eon. Ll., Acenas 2, oficina L 213224 Po2uelo de Alarcdn[MadfidU Advertise with us: Graciela Rodri guez. Tel,91352 77 1 D,e-rnailz
publiedi bagovej er.corn/ SubdoriptI on contack. Tel.91 352 09 19. s - ma il. su scriIsciones(4-avejer.com I P ra press: J. A. M i sis!P ri n ted kvy* G. Al mw dena,S. L. / CI rcolation: Logi5ta Publkad Ones S.L, Te1.: 9 1665 7158 1
ISIN i606-5ill

pbsI,dby; E i ar
,P Rzymows k eg ,53 02-97W sza wa POLAND;,,b,,,i
EDIBA r p.
Pe fect s o. , CZECH REPU BLIC.

-z
Will

Poland zamowienia@ediba.com I www.ediba.com

Tel.: +225687757
am%. -

All information in our website: www.ediha.com

By e-mail: suscripciones@ovejer.com
By Phone: 913520918 1 hm Half a year subscription(6 issues)470KC I
Contact www,send.cz
By Fax: 91715 58 75 Czech Reoublic

CPMES AND CHILDREN
DEVELOPMENT
Games are crucial for the development of
children. We could consider them as the first
step to the development of creativity with
which it is possible to change attitudes and the
persons environment. Playing games is a
creative activity that allows children to express
themselves. It is through games that children can
create situations and entertain themselves, it is
thanks to playing games that children can create
their own world. It is an extremely serious activity
to which they devote their energy and affection.
Playing games actively contributes to the
development of children's cognitive, affective and
motor areas. It facilitates children the freedom to
imagine, explore and create. It allows and
encourages roles imitation, creation and
representation. Children play making an effort to
understand their social environment and promoting
their social development, since they learn how to
interact with other people, to shore and to smile.
Through play, children are able to understand
proper behaviour, such as turn-taking,
cooperation, sharing and helping others.
Play is not just a simple activity, not at oil. As it
was previously said, it involves every area of a
child's development and therefore it is all the
teachers' responsibility to promote the well-
being of children through games that allow
them to explore and experience their reality
taking into account individual differences.
'It
,hey are easy, they are fun, they are simple, and they are
varied. People have learnt through games for centuries.
Games are activities with rules, a clear aim and an element
t of fun. They can involve competition, too. What makes them
so handy in the classroom?
• They are easy to teach to people of all ages;
• They enable students to learn effortlessly;
• They help children stay alert and focused;
• They boost excitement and enthusiasm;
• They promote desirable social behaviour such as waiting turns and
respecting other people;
• They footer social interaction in a natural way;
Children react positively to them due to their attractive presentation,
the prospects of fun or the promise of a prize;
• They are extremely versatile —they can be used as a quick warm-up
before the main part of the lesson, a relief after an intensive period, a
way to round off a class or just as time fillers;
• They cater for different learning styles, and even weak students can
succeed;
• They provide lots of repetition;
• They are frequently easy to be modified to suit our students' needs;
• They can last from two minutes to half an hour;
• They can be played individually, in small or large groups or with the
whole class;
• They come in a wide range of difficulty;
• Children exhibit a natural growing enthusiasm to play again;
• They are enjoyable for teachers and students alike.
Although the advantages clearly outnumber drawbacks, bear in mind
that playing games in the classroom might have some risks. If the
game has little educational value, students are lust playing for fun and
games turn into profitless time fillers. Competitive games, if played
individually, leave aside weak or slow students. Finally, excitement
levels can become difficult to handle if groups are too big or 100
messy.
In this issue, you will find a wide collection of all-level games
(simulation games, board games and card games among others).
You will also find instructions and practical ideas about their use
and adaptations. Enjoy and have fun!
Practical considerations
• Some activities require special sitting arrangements such as U'shape
or sitting in small groups. If it is not possible to move desks, work out
a way to adapt the activity.
9 Demonstrating the game is usually clearer than explaining it. Very
frequently the best option is explaining the aim, showing the
students the cards/photocopies/pictures/board and having a pair
of students play in front of the class.
• As demonstrating and learning the game takes time once they
have learned it, have students play it several times. Students
1IS1TE CORPSE
it is also known as rotating corpse or exquisite cadaver
will enjoy it more and more as they get boner at it, and you can the original cadavre exquis" in French). it is a method of
then modify the game by changing options (adding a time writing that includes all the members of a group (it can be a
limit, increasing the number of words, enlarging or reducing
large group or a small one)
the number of students per group, etc.).
Each participant adds to the composition in a sequence, by
Avoid correcting mistakes during the game. The focus should
writing something previously indicated (a word, a sentence, a
be on communication and fluency. t necessary, you can
complete idea).
arrange a feedback session to be done later.
For example, a student starts writing a sentence and folds the
• Some games can be easily renewed by students You can ask
them to produce their own set of cards, change directions or sheet of paper to cover it. Then the following student writes a
develop new variants of the same activity.
• During the game the teacher's role is that of a monitor. You
can help with open questions and guide students if they get
new sentence without looking at the previous one. After that,
the tame procedure is repeated until all the members of the
group have written their sentence.
•
stuck. Some games require you to read or guide. Many a time Finally, they unfold the sheet and read the story. Students will
this can also be done by a student. Walk around, provide see the creative, fun and interesting result of their cooperative
resources, check if they have understood the rules, enjoy writing.
watching them play! VARIi5 NT Once each student has folded the sheet of paper, they
can write the last word of their sentence as a clue for the next
student.

QAt M Wflhl
1¼N AIM iiI
These games have specific purposes, such as
getting to know each other, (earning how to work
in teams, writing and drawing freely. Bearing in
mind that all games should have a purpose, so
that they are truly useful and productive, these
surely come handy when dealing with small as well
as large groups of students.
 THE MACHINE-'
The aim of this game is to build a big
0 CREAT1NC WORD '' machine by putting together each
Write on the board several words, a phrase, an idiom or - participant's action and then give a
an idea related to a special celebration, e.g.
-416 name to it.
"Independence Day". Ask the students to write as it is a very useful activity
many words as they can out of those words. They to do if students are
cannot add any extra letter. Set a time limit. really active or
when it is
Example: unforgettable. extremely cold
Table, forget, able, unable, get, for, gable, tab, gab, on winter days.
forge, etc. One student simulates
doing a specific
62- activity. The following participant
has to perform another action
related to the activity of their mate.
The third participant will also do
something elm, working together
PLAYING WITH ANIMALS** with the previous ones.
The aim is that students get to know each other at
the beginning of the term. This is a typical game at Total Physical
Have the whole group sit in a circle and lay some Response ITPRt.

pictures of different animals in the middle.

On the board, write a list of adjectives used to
describe personality: honest, generous, easygoing,
selfish, kind, responsible, caring, etc.
In turns, each student chooses an animal,
introduces it to the class, explains the reason for
t their choice using the adjectives on the board to
CARTOONS
describe themselves. Erase some frames of a cartoon and have the students
complete them with new drawings and dialogues to create
"Playing with animals" and 'Cooperative chairs'ure very wel brand new stories!
techniques, specifically used when working with groups.

' COOPERATIVE CHAIRS 40-

This game aims at developing teamwork. Arrange the tame number of

chairs as number of participants in a circle facing outward. The students
will stand in a circle just outside that one.
I,
Play some music and the students in the circle will walk around the
chairs. When the music stops, everyone must race to sit down in
one of the chairs. Nobody stands as the number of chairs and
students match. Resume the music and take one or two chairs
away. When the music stops again, everybody has to sit down again
so they must help each other to get a seat, sharing it with the their
classmates when necessary.
The cycle is repeated until there are few chairs and it is '
impossible to go on sharing the seats. In this game there are no
losers, but all the participants are invited to reflect on several
aspects.
Once the game is over ask the students:
How did you feel during this game? What do you think the aim
of the game is? Did you like sharing your seat with others?
Explain the importance of cooperation and teamwork.

Ahll-
 !r 1

.'rii
osters I and 2 present three game
boards to work on language contents
and have fun in group or whole-class 4.
4 coniniiiinna ConlplLnst'ltInrv cards •i,e,•

--
with the Irisgisige ccsileuls are presented 's
in the corresponding photocopiable pages. f , -

WONDER WALK
Level: Elementary -I-
Age group: Children

This game will take students on a fantastic trip to

help Little Red Riding Hood getto her grandma's
house while sorting unexpected obstacles on the
way. Find the rules, instructions and cards for this
game on pages Sand 9.

TREASURE ISLAND
Level: Beginner -h
Age group: Children/Adolescents

This game will help students revise different

language topics while they try to get to
Treasure Island after sorting Out serious
hazards on their voyage.
Materials
• The Treasure Island game board on poster 2.
• 2 ship counters. Find them in the same poster (there are two
extra pictures in case you need to replace any missing parts).
• Cards with questions (see page 10).
This game will take young learners on a
• Extra tasks to overcome the hazards on the voyage
space trip to the moon, while dealing
(prepared by the teacher according to your students'special with basic vocabulary.
needs).
Materials
Procedure • The Rocket Race game board and 2
• Divide the class into two teams. rocket counters on poster 2.
Each team should choose its ship. Cards with pictures (see page 11).
Ask one member of a team to pick a card, if the student's
team performs the task or answers the question on the card
successfully, they can move from where their ship is to the Divide the class into two teams.
Each team chooses a rocket.
next buoy )buoys are safe places( until they get toTreasure
Rockets should be placed on the Start.
Island. If they fail to answer correctly, they are exposed to the
Teams take turns to pick a card and
hazards on their way aed have to overcome them. Each hazard
name the object in it. If the answer is
can be faced by solving en extra task related to specifc correct, the rocket takes one step up
language needs which you have prepared beforehand. towards the moon. If the answer is
If students fail to solve the task correctly, they must go back wrong, the rocket goes down. The
to the beginning and start again. winner is the team that reaches the
The (rut team to get to the treasure is the winner. moon first.
 WONDER WALK
RULES
You are walking in the woods and you are headed to Little Red Riding Hoods Grandma's house. Follow the
instructions.
• Form four groups and choose a name for your group (if possible, related to fairy tales).
Start the garneat HOME (1).
Throw the dice and move forwards. If you land or a fairy tale character, read the instructions, pick up a card and follow
the
• instructions.
Do the task on the card.

a) If your answer is correct, disregard the instructions on the square you have landed. So, if it says:
move forwards: you move forwards.
go back ... squares: you do not gobock.
miss a turn: you do not miss aturn.

b) If your answer is wrong, where the instructions say:

move forwards: you do not move forwards.
go back ... squares: go back those squares.
miss a turn:you rains a turn.
The first group to arrive at Little Red Riding Hood's Grandma's house wins the game.
'mn-
IIINSTRUCTIONS
I If you come across famous fairy-tale characters on your way, strange things will happen.

116.Gingerbread Mat tells you an interesting

story. You m issaturn.

2. Little Red Riding Hood throws apples at .Thia Ugly Duckling helps you out by
you. She is jealous because you are telling you a secret shortcut. Move forwards
visit her grandma. Start again. four squares.

3, Sleeping Beauty is obviously sleeping and 21 Cinderella asks you to help her clean all
you stop to have a nap with her. You miss a the rooms in the dwarfs house. Go back two
turn. squares.

23.TheBig Bad Wolf sees that you are really

5.Peterfanfliesoveryou and guides you
tired and offers you some water and
for sometime. Move forwards three squares, 0 chocolate bars. Move forwards two squares.

r
'26. The Three Little Pigs kidnap you to help
1. You ask Pinocchio for directions, he lies to
'them build their house. After a while, the
- you and you go the wrong way. Go back
wolf rescues you and takes you back on your I
three squares
path. You miss a turn.
Fairy Godmother promises youa
13. The witch carries you on her broom and horse-drawn carriage to travel faster, you
you fly ahead. Move forwards one square. 11 1111wait for a while but it never arrives. Go back
two squares.

1 29. Sinow White gives you some applesand

4 T2. Puss is Boots is tap dancing and you stop
to watch him.You miss a turn. you fall asleep. You miss aturn.

15. The Pied Piper of Hamelin turns his magic 30. Little Red Riding Hood's grandma's
onyou.Go back one square. home.
 WONDER WALK - CARDS

i. Make a sentence 11. Make a sentence 21. Mention five hobbies

using there are. using there is. or free time activities.

2. Finish the sentence 12. Name five jobs 22. How often do you
'Yesterday I...' or professions. go the park?

3. What are you 13. Name five types 23. What was the weather
worried about? of TV programmes. like yesterday?

4. Which months 14. What did you have 24. Name five school
start with "a"? for lunch yesterday? subjects.

5. What do you usually do 25. What are you

15. Describe your house.
in the afternoon? wearing now?

I - -. -
6. What time do you 16. Name five animals 26. Read this number:
have English at school? that live in the desert. 295.

I - ---
7. Mention five animals 27. Mention five means
i. Can a penguin fly?
that eat meat. of transport.

8. What do you do iS. What can 28. Read this number:

on Thursday afternoon? a dolphin do? 1,879.

9. How do you come 19. What do you have 29. Mention five members
to school? for breakfast? of the family.

4
20. Name six shops 30. Name five sports
io. What's the time?
i n the city. that you play with a ball.
-
 TREASURE ISLAND CARDS

Spell the word Spell the word Spell the word

WINDOW. YELLOW. JUMPING.
A0, 0

What is the opposite What is the opposite What is the opposite

of LONG? of THIN? of BIG?

Complete the Complete the Complete the

sequence: Tuesday, sequence: Autumn, sequence: January,
Wednesday,... Winter,... February,...
IL JL
Jit

Name three Name three Name three

farm animals. junBie animals. aquatic animals.

Correct this sentence: Correct this sentence: Correct this sentence:

I am drinking a He is drinking They are swimmins in
sandwich. television. the Barden.

Finish this sentence: Finish this sentence:

Finish this sentence:
at 7.00, wash my I love stories.
I always ... for
face and eat I always... before BoinS
breakfast.
breakfast. to bed.

Mention three Mention three Mention three

colours, school objects. means of transport.

A10.I JL
'- -

ROCKET RACE CARPS

What's this? What's this? What's this? What's this?

zv

2
"
What's this? What's this? What's this? What's this?

000
000
I~F (3 Ink
Ep
What's this? What's this? What's this? What's this?

What's this? What's this? What's this? What's this?

Ip J

What's this? What's this? What's this? What's this?

What's this? What's this? What's this? What's this?

4 4 4 4
WITH #AJq MM
MUST CO C)N
ere is a set of four games that can a
be kept separately in CD boxes and
ready at hand when it is time to
have some fun. You can prepare as •. dw 10
many copies of them as you need for
children to play in groups.

CHI CHIAO PAN

It is the Chinese for tangrams. The game
consists of seven shapes or tans: two large
right triangles, one medium sized right
triangle, two small right triangles, one N,
small square and one parallelogram. -- ..
The tans are used like building blocks
and can teach your students about
geometry, fostering problem solving skills, critical thinking
and spatial rotation skills.
In fact, tangrams are great for very young children who are
just learning how to recognise shapes, bright colours, patterns
and sizes as well as developing fine motor skills and hand-eye
coordination. In turn, kids, teens and adults will find tangrams
a fun game and will be able to enter competitions to see who
can copy a given design the fastest or create a new shape
using their imagination, stimulating creativity and developing
learning skills. They also strengthen memory, focus and
attention.
- -
.- -
-- -
Tell your students that they must arrange the tails so that they
make another shape. The pieces or tans must touch but none
can overlap. Prepare models for your younger students to
copy, for example a rabbit, a dog or a house. They can work in
pairs or in small groups.
Teens and adults can make their own tangrams, put them in a
series and make up a story including the characters they
made.
Photocopy the tans on page 15, make as many sets as you
need and have a wide range of possibilities in a game
everybody will love.
 ..

NOUGHTS AND CROSSES

This is a game known by many names such as 'crosses
and zeros' or 'tic tac toe'. Anyway, it is a board game,
much simpler than chess but also involves strategy. It is
played on a 3x3 grid of squares, nine squares in all.
One player has crosses and the other has noughts. The
first player who succeeds in getting three of their
symbols in one line is the winner, that is to say, they
have to occupy three consecutive spares horizontally,
diagonally or vertically.
You can make the grid with a square of cardboard and
some mask tape to divide it in nine squares; and the noughts
and crosses with a cork thinly sliced. You need six pieces.
Mark three of them with noughts and with crosses the other
three. You may choose to paint them in two different colours.
According to their age and level of proficiency, the students
can just play the game using strategy or YOII can add a level
of difficulty having them answer a question which involves a
subject they are studying, describe a picture or an action
they are performing before being able to make
their move.

CHARMED PUZZLES
Puzzles in general are about keeping our minds
fit. Through fun, children get a kind of
satisfaction when they are solved and also learn
how to take things to their completion as well as
social skills if they are done cooperatively.
When children play with puzzles they can develop hand-eye
coordination and vocabulary. They also build spatial perception,
literacy skills and improve memory skills.
Photocopy the puzzle on page 14 as many times as sets you
need. If your students are very young, you may want to give
them a puzzle with larger pieces. Then, you can enlarge the
image and prepare three different puzzles cutting Out each
scene. Just colour each one of them in bright colours and store
them in separate CD boxes.
For children and teens, give a photocopy to each group and ask
them to colour the scenes. You can enrich the task by giving
instructions on the colours they should paint the broom, the
cauldron, the frog, the witch's hat, shoes, dress, etc. Once
finished, have the students cut the pieces out, shuffle them and
put hands and minds to work

WE SPEAK DOMINOES
Dominoes is an ideal game to play with kids; the rules are simple
and they will learn to count and recognise patterns.
You will need 28 rectangles of cardboard. Paint or stick dots to
represent numbers. The children will have to Count the dots
aloud while playing. As a variant you may choose dots and
numbers written in words or colours instead of numbers.
If two players participate, each one will have to select seven
UWIIUIUCI:VVIL11 more than LWO players, each psayer chooses use

dominoes. The remaining dominoes are used as a draw pile.

Before playing, decide with your students who she winner
will be, that is, the player who accumulated more points k
over several rounds or the player who reaches a number of
points set beforehand.
See page 13.
--

CHARMED PUZZLES

H
 See page 12.

CHI CHIAO PAN

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*H ere is a traditional card game that has been
turned into a useful resource to learn or revise
varied grammatical and lexical topics.
.* This game can be played by up to six students per
group. Copy and cut up one set for each group. If
there are fewer students in the group, reduce the number of
cards bearing in mind you must have the same amount of
cards in both parts of the set to make a match.
You will need a deck of cards per group (four cards for each
student) made with the items presented on photocopiable
pages 17 to 23.
0-14A ! I
Example: Phrasal verbs (see page 17)
This game is played in groups. Each student in the group
holds four cards. Half the cards have a phrasal verb and the
other half, a definition. The aim is to match each phrasal verb
with its definition. Shuffle the cards, deal them out equally
and put one card face up on the table. Each student has a look
at the card and tries to find a match with the cards they have.
Once the student finds the match, they place the phrasal verb
card on the table with the definition card on the right. If there
are no matches, students take turns to move cards around
stating how many and which way, e.g. ltvci cords to the left,
one card to the right, etc. The winner is the first student who
gets rid of the four cards.
Variation
The cards presented on pages 18 to 23 focus on other language
contents to cater for your different teaching needs: antonyms,
synonyms, lexical fields and conditional sentences.
Additionally, you can make your own cards with the language
contents of your preference: prefixes, verb tenses, phonetics, etc.
MAKE SENSE
PINS
DD UP
DISCOVER /
23 can be easilyassembled by simply
detaching the pages, laminating them on
both sides and cutting out the 1 inclivid ual
cards. The reverse of each card shows the
special patterns that identify each set.
In case you want to make more than one
copy of each set, you will have to photocopy
pasting them so that the identifying pattern
is shown an the back.
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 rL ets have fun with job definitions, and learn some
interesting and odd facts. Currently, there is a
'famous board game in the market called Bleff. It is
the well-known dictionary game". In this article you
will find an adaptation of the game to play with definitions of
jobs from the past or funny and strange jobs from the present.
You can choose the category you like the most, or even adapt
it to any other topic you are dealing with in your own
classrooms. First things first, here you can see the rules:
You will need
1.A timer
2. Word cards with definitions (see page 15)
3 Writing Cards (see page 16).
Who wins?
The winner is the person with the most amounts of points at
the end of the game or the first one to obtain a certain number
of points (e.g. 15 points).
How to play
1. The students should agree on who would be the coordinator
for the first round. Then, the student with the highest score
becomes the coordinator in the next round, and an on.
2 The coordinator lakes the first word card from the set and
reads if. The real of the players should not see its content.
3. S/he reads the word aloud, but not the definition.
4. Once the coordinator starts the timer, the real of the players
will have a minute and a half to write a definition for the word
given in their writing card.
S. If the player does not know the meaning of that word, they
should invent a definition that sounds convincing.
b. The coordinator collects all the answers and reads them
~*_24
aloud, including the correct definition (the one s/he got on the
word card), without mentioning who wrote each.
I. In turns, each player should vote on which definition they
believe is the correct one. The coordinator writes the name of
each of the players in the card of the definition they voted for.
3. After everyone has voted, the coordinator reads the correct
definition. Scores are checked and points are assigned to each
player:
1 point for each vole given to the definitions each of the
players wrote. (This is why definitions should sound
convincing. Players should try to mislead the other players In
vote for their definition).
2 points for each player that votes for the right definition.
3 points for each player whose definition is correct.
3 points for the coordinator only if no player chooses the
right definition.
Notes
a. tithe coordinator receives a definition that is correct, s/he
does not read it aloud. S/he leaves it aside, assigning 3 points to
the player, and reads it at the end of the round. The game goes
on normally; the correct definition is omitted and the player who
wrote it does not take part in the voting.
b. If the coordinator receives more than one correct definition,
the round is cancelled so s/he chooses a new card. Nonetheless,
the players whose definitions were correct get 3 points.
References
• 7jobo that sound like ajske: http://www.weirdwsrmcsm/7-jobs-that-
sound-like-a-joke!
• 8strange historicjsbs: http:!!www.weirdworm.conVt-strsnge-histurir-
iabs!
Wikipedia: httpJ!en.wikipedis.org!wikVWikipedia:Psrtada
 - y
Strange historic jobs

. Whipping Boy. A person who was assigned toayoung I

prince and was punished in his place when the prince
misbehaved. (Note: The monarchs blood line was
considered divine, so teachers and caretakers couldn't
punish the young prince. The prince and the whipping
boy grew up together and therefore, became friends.
Seeing a friend being whipped for something that he
had done wrong would be I ikely to ensure that the
prince would not make the saran mistake again.)
Dog Whipper:Achurch official who, in the 16th
Century, was in charge of removing unruly dogs from a
church or church grounds during services. (Note: This
job was necessary because at the time, there used to
be hordes of stray dogs waiting for food gathered
around churches, and It was common for household
dogs to accompany or follow their owners to church.)

S. Gymnasiarch: I t was an official in Ancient Greece who

was in charge of keeping order and discipline in the
gymnasium, and sometimes financed heavy expenses
from his own purse. (IN oteThey sometimes
accomplished some odd tasks, such usclean up the
athletes by pourng ol over their bodies and scraping
them clean.)
Urinatores: The word' urnator"is Latin for diver, which
means that urinatores were divers. (NotwThey were
the first amphibious unit used by the Roman army
whenever it was necessary to send underwater soldiers
to sabotage ships.)

Funeral Clown: In Ancient Rome t hei nob was to dress

Knocker-up: Th e person who walked around the
up as the dead person, wearing a clay mask and dance
streets in England and Ireland during the early days of
around making sad jokes. (Note: It was believed that
the industria I revolution with a long stick and knock on
the angry spirits of the underworld would be pleased if
people's windows to wake them up. (Note: Of course,
the living made fun of the dead, turning the funeral
there were no alarm clocks at thus me.)
into a joyous event.)

Current jobs that sound like a joke

4
Coconut Safety Engineer. The person who goes
Mosquito Gatherer. A person who allows mosquitoes
around private properties, like hotels and resorts, and
to sting h m, so that after they latch onto his skin, he
when the coconuts in the palms are mature, climbs the
sucks them up through a straw and deposits them into
trees which tower up to 60 feet high, and picks the
specimen jars for further studies. (Note: Mosquitoes are
coconuts before they fall. (Note: Falling coconuts can
required by scientists who are trying to find the cure of
inflict massive head injuries, or even kill people
malaria.)
beneath them.)

Chicken Sexer:The person who checks the sex of

chicks mostly n large commercial hatcheries. (Note:
4 They usually have different feeding programs. The Egg Breaker. The person who manuallysepa rates the
females are well-nourished since they will be sold to egg whites and yolks in food service industries, and
lay eggs. A few males would be fattened for the meat, keeps an eye out for spoiled eggs.
and the rest would most probably be killed to reduce
breeding costs.) 1*4
/

f .
* . * VA ,' . ''
/ /.'/4\J , \ 1• \ / \/ "/
\/

- 25 A
 ARE THESE REAL JOBS? CARDS

Word: Word: Name:

Lame:

Definition: Definition:

~M

Score: Who voted for it? Score: Who voted for it?

I
 ft
he Internet offers a wide variety of
possibilities to exploit games in the
t English classroom. In order to make games
really work for your classes always try to
identify the language skills or language content you want
to teach, present, practise or revise.
Next, you will find a selection of some pages that provide
a variety of ideas to use games in your classes.
A TO Z TEACHER STUFF
http://www.atozteacherstuff.com/
resr.iaxs i
DEfl( S SITES
E55OiE555
http://www.dltk-kids.com/
In the Prirttableo section, this site offers the .
possibility to customise Bingo Cards. You
may select the type of card (3x3, 4x4, 5x5
the theme (seasons, holidays, numbers,
body parts, animals, etc.), the colour (black
and white or colour), the vocabulary
(words or pictures) and the title. You may print different cards
and the call Out sheet.
You may wish to print the bingo cards and the call out sheet
on some cardboard and to laminate them so that they last for
any games.

Among the variety of resources this site it

offers, you will find a section called r
Tools. Under Tools, you can find a Word ESL CAMES WORLD
Search Maker and a Crossword Puzzle
Generator. http:J/www.eslgamesworld.com/

I) Word Search Maker. You can create your own printable This site offers a wide variety of
word search worksheets. You can customise the title of the interactive games, printable games, ..
puzzle, the list of words you wish to include, the size and Powerpoint games and templates (to
shape of the grid, font style, lowercase or uppercase letters, build customised games) such as:
and word placement, among others.
2) Crossword Puzzle Generator. You can make your own
• Snakes and Ladders
• Hangman
• Spelling
--'- -
printable crossword puzzle. You can give your crossword
puzzle a name and make a list of the answers and clues you • Wheel of Fortune
wish to include (e.g. banana: yellow and curved fruit). • Memory games
• Sequencing
• Matching
• Picture Quizzes
MANY THINGS
hrtp:llwww.manythings.srcj/ • Crossword Puzzles. More than two hundred options
divided into categories: puzzles with images as hints:
This site offers a collection of on-
special English words; commonly heard pmserba; special
line games to revise vocabulary.
English verbs and antonyrns/opposrtes.
You may find the following
options: • Matching Quizzes. In this case words are to be paired by
dragging them one next to the other. There are several
• Vocabulary Lists with Games and Puzzles. In this section, vocabulary items such as opposites, prefixes, verbs, nouns,
students may study a set of words and then choose a game or
the rime, among others.
they may choose the type of game they want to play and then
select the set of words. In any case, they will find the • Games with pictures. In this section words and pictures
following options: are matched. There are seven games for each theme. The
proposed games are: Find 1, Find 2, Matching, Eyes,
VOCABULARY LISTS TYPES OF GAMES Arrows, Pairs and Memory. The sets of words are related to
Animals, Wild Animals, Animals in Water, Insects and
• Adjectives for People 'Click the letters in the
Bugs, Food and Drink, Vegetables, Spores, the House, Things
• Adverbs of Time correct order People Wear, Transportation and Communication, Verbs,
Animals Hangman
• Bank Tools, Adjectives, Buildings, Shapes.
Spelling and typing
• Baseball • Word-based Games. This section presents three types of
'Body 'Word drop
games: Jig Words (matching words), MatchWords
'Building and Places 'Every other letter
(concentration game of word pairs or memory test) and
• Car Parts (US) First and last
• City Speed Words (spelling game). The sets of words include
'Guess the word
'Classroom irregular Plurals, Prefixes, Homonyms, Opposites, Past
'Catch the spelling Tenses, Male and Female, Nationalities, Cardinal and
'Clothes
'Colours 'Word web Ordinal Numbers, Animals and their Babies, American and
•Cooking 'Speed word spelling British English, Verbs and Nouns.
'Days of the Week 'Match words
'Desserts 'Word search puzzle
'Dinner Table 'No vowels
Family Members
'No consonants
'Fruit
'Geography 'Bones hangman
'House 'Scrambled word
'Months
'Numbers
'Restaurant
Tools ENCUSH CLUB
'Transportation htrp://www.englishclsb.com/esl-
'Vegetables gamesfindenhtm
'Weather
Inside EnglishClub.rom you will find
a section called ESL Games. In this '
section there are lots of on-line games
ELTCAMES grouped under three different categories:
http://eltgames.com/
• Vocabulary games. On-line crossword games and doze
This site offers a hundred printable grammar games to test understanding of English words. All the games
games classified into different levels: presented in this section include answers.
• Elementary • Grammar games. On-line games for practising past, present
• Pre-intermediate and future tenses. All the games presented in this section
• Intermediate include answers.
• Upper-Intermediate
• Pronunciation games. On-line rhyming pairs, matching and
ed pronunciation matching games to practise pronunciation.
All the games presented in this section include answers.
-
 u .zrv --
ENCUSH 4 KIDS ESL GALAXY
http;f/www.english- http://www.esl . -
4kids.cornfyames.htnsl ga axy.com/wordsearch.btm

In the Fun Games section, you will
find a long list of games and ideas to
put into practice in your classroom.
The first section offers several links
connected to ESL Games World
webpage. The second section called
ESL Communicative Games for
Ctetssmssm Learning presents a list of
seventeen communicative games and
the rules or instructions on how to
play them:
This website presents different ?
BEE resources for ELT. In the section
Wordsearch, there is a list of 64
printable word search puzzles ---
divided according to two levels:
• Beginner
- • Medium/Higher
r' --------
By clicking on the desired puzzle, a PDF file opens and it is
ready to be printed and used!
JE Va/S i-o"l

• Hot seal
• What's this?
• Mallet Mallet
• Chinese Whispers
• Miming Games
• Fly Swatting
• Steal, Swap, Bust and Number Card Came TEFL GAMES
• Get Rich or Die Trying
http://www.teflgaMeS.COM/gaMe5.html min sssr.
• Freeze or Stop Ball Game
• Hop and Say + Rocks, Paper and Scissors In this site you will find -. .
• Talking Volleyball interactive games ESL games for
• Dice Game the classroom, online quizzes -.
• Word Association Game and tots of printable quiz
• Number Game questions in graded sets.
• Guessing Game
The menu presents a list of i1
• Swap Seats
possibilities for students and
• Musical Chairs
teachers to use:
Furthermore, you will find a shorter section called Reading
• Interactive games. Matching
WritingjSpeltfn.g Games which offers a list of nine
opposites, Matching
communicative games to practise reading and writing skills.
synonyms, Phrasal verbs, General knowledge, Mystery
These also include the instructions on how to play:
matches.
• Running Dictation
• Card Games. Matching Cards (opposites: phrasal verbs).
• Running Dictation for Large Classes and Young Learners'
Classes • Classic Games. 20 questions, Hot Seat.
• I spy something...
• Miming Games. Beginner, intermediate, advanced.
• Memory or Concentration Game
• Spelling Relay • Quiz Games. Mastermind, Team Quiz, Quiz Show, Heads
• Word searching games or Tails, Quick Quiz.
• Mallet Mallet
• General Questions. General Knowledge, Word Up
• Chopstick Relay
Questions.
* Spelling Bee

*We install it at your school in 50 minutes.

King and regular sized domes.
www.educa-ciencia.es No recordings: only live sessions.
 --,
Level: Beginners Age: Children
AUTUMN TIME
A) Complete the sentences with the colours you want. Then exchange the page with a classmate and
colour the picture according to the instructions.

jI fl
LL
7 () J /
71"
lrI

I' i'\V4V
II (I

• ,, .......... .. ..............

LIIII •

11 The boys jacket: ......................................................... B) The boy's shoes: .........................................................

21 The girls jacket' .........................................................
21 The boy's trousers: ....................................................
41 The girls trousers: ....................................................
Si The boys hat . .............................................................
6) The girl's hat: ..............................................................
1) The boys scarf: ...... ........... .........................................
q The girls shoes...........................................................
101 The sky'.......................................................................
111 The grass'....................................................................
121 The buildings'...........................................................
131 The trees: ................................ ....................................
141 The leaves..................................................................

B) Can you describe the picture? Make sentences,

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