Play'n' Talk Communicative Games

8/2/2019 Play'n' Talk Communicative Games

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Go:rdana P e t r i : c i \ c



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Communicative Gamesfor

Elementary and Middle School

ESUEFL

.Gordan Petri Ic-

Pro Lingua Associates



Pro Lingua Associates, Publishers

15 Elm Street

Brattlebovo, Vermont 05301USA

Office 802 2577779

Orders 800 366 4775Email [email protected]

SAN 216-0579

A t P ('o L r"ngua ,

o u r o b je ct iv e: IS to Fasie»: O J! approach

to l earmno WId teac.hr'IICjhat w e . cal l

i nt erp la lf , t he .. i nt era ct io n of lanquage

learners and te.a.chus wHh their materials,

with t h . : : . language O J 1 d culture,

and with each other IiI active, creative,

and productive plau.

Copyright © 1997 by Gordana Petricic

ISBN 0-86647 -099-9

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All rights reserved. Except for instructional use as specified below, no part of this publication

may be reproduced or transmitted in any form or by any means, electronic, mechanical, photo-

copying, recording, or other, or stored in an information or retrieval system 'without permission Lin writing from the publisher.

Permission to copy is granted by the publisher as £0110\\'5:

The pages in this book marked as being reproducible

may be photocopied for use with students

working with a tutor or in a classroom.

This book 'was designed and set by Judy Ashkenaz of Total Concept Associates in Brattleboro,Vermont, using Palatine and Helvetica text and FC Kristi display types. The book was printed

and bound by BookCrafters of Fredericksburg, Virginia.

The portraits on pages IS and 27 and the drawings on pages 13,30-31,34,35, and 73 are from the

Corel Gallery Clipart collection, ©1994 by Core l Corpora t ion . The photo on page 55 and the drawings

on pages 19,20,29,54, and 79 are from A r t Explosion 4 0,0 00 I m ag e s, © 1995 by Nova Development

Corporation. The d rawin gs on pages 6 -8 , 2 1, 5 9, 60 , and 8 6 a re from T a s k F o rc e C l i p A r t f o r AU1:ill tosh, 1 £

1994 by New Visi on Techno log ie s Inc . The drawings on pages 47-51, 56, 63 are from Lexicarry, © 1990

Patrick R. Moran, Pro Lingua. TIle photo on page 15 is by Michael Jerald. The drawings on pages

26 and 32 are by Andrew Taos; those on page 37 are by Raymond C Clark.

Printed in the United States of America.First printing 1997. 3000 copies in print.

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Conten t saMe'"

Introduction 1

Part I The Basics 3

I- I Number Buzz 4

1-2 Color Circles 4

1-3 Find the Right Color 5

1-4 Practicing Colors 5

1-5 Color Calls 9

1-6 Yes/No Card 9

1-7 Months of the Year 11

1-8 What's the Tune, M r. Wolf? 111-9 Days of the Week 14

1-10 Think of a Number 14

1-11 Number Snatch 16

1-12 Alphabet Game 16

1-13 Shop and Pay 17

1-14 Name Bingo 17

Part II ccmmuntcatton 23

IT-I Find Someone Who ... 24

II-2 Sound Chains 24II-3 Decode the Messages 25

11-4 Who Am I? 25

II-5 Guess Who? 28

II-6 What Am I Drawing? 28

II-7 Comparison 33

II-8 Pass ItOn 33

II-9 Lines and Circles 36

II-I0 What Do You Think This Is?

Il-ll Your Name in the Hall of Fame

II-12 Your Name and Personality

II-13 What's in the Envelope? 39

II-14 IQ Game 39II-IS Matching Game 40

36

38

38

Part III The Language 41

A. Vocabulary 42

IIIA-I Flies, Flies 42

IIIA-2 Liar 42

IIIA-3 I Spy 43

IIIA-4 Fruit Basket 43

IIIA-5 My Mother Went to Town 44

Contents V



IIIA-6 Memory Game

II1A-7 Lions and TigersIIIA-8 Crossword 52

I lIA -9 Syngo 53

IIIA-IO I See a... 55

llIA-ll Name-Word Box

IIIA-12 Word Building

IILi\ -13 111ink Fast 58

IlV\-14 Let's Travel 58

ilIA-IS Call My Bluff 61

44

46

57

57

B, Verbs 64

lIIB-1 Verb Bakset 64

IlIB-2 Go Home 64

IIlB-3 What If? 69

IlIB-4 Bang! 72

IIIB-5 ed or i l1g 74

llIB-6 Zoo Game 76

lHB-7Name-Verb Box 77

C. Adjectives and Prepositions

IIIC-I Easv as Pie 78

IIIC-2 Twins SO

IlIC-3 Identifying Objects 81

II1C-4 \'!hat Is It? 81IIIC-5 Go Look 82

78

lvT-l Filling the Gaps 84

1V-2 Last Letter Chains 84

IV-.3 Stepping Stones 85

rV-4 Can 1Cross the Street? 87

1\'-5 Spelling Fun 87

A L · 't' d - . · 1I· , "" ....

• mgws Ic an ioprca incex o ; ; : . r

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J nt r oduc i /o l1

Learning a second language is not always enjoyable. Much of the time it is hard work, andin too many situations, the teacher just lectures, the classes are monotonous and boring,

and the students daydream.When Istarted working as a foreign language teacher, I wanted to change from being a

"teacher" to being a learning "facilitator." Initially I was quite frustrated as I struggled to

find a way to change my teaching. I needed to find an activity in which all my students

could fully participate and in which the process of communication and learning would

take place.Keeping the idea of a "fun activity" in mind, I tried introducing new words as a game.

The very instant the word "game" was mentioned, the whole atmosphere in the classroom

changed. Students relaxed and anxiously awaited taking part in the game. Even more in-

teresting was the fact that they really tried their best. It was at this point that I realizedgames can be important pedagogical tools.

The use of games also meant a shift toward more active, student-centered learning.

The focus of the students' attention changed from the teacher to their tasks, and they took

more individual responsibility for their work. This, of course, resulted in a higher degree

ofmotivation and inno time, a friendly competitive situation was created. The end of each

game found students not only more productive, but also smiling.

Although Ihave been working on collecting and designing games for all levels and age

groups for the past twenty years, I have kept in mind that including a game in a lesson

plan is by no means a simple task. There are a few points which must be considered. Garnes

should not be treated as a reward activity, but as an important and integral part of the

learning process. Second, each game should have an objective. For example, if the students

play "Simon Says" the teacher's objective is to practice commands. If they play "Bingo,"the task is to practice the past tense of irregular verbs.

For very young students, games should not last more than ten minutes, and there

should be allowance for physical movement, because at this age it is hard for young stu-

dents to concentrate on something for more than ten minutes, let alone to remain seated. It

is a good idea to have the students seated in a circle for certain games or to divide the

students into groups (not more than five in each group). For older and more advanced

students, games should not last more than twenty minutes.

In game-playing at the beginning level, listening and speaking skills are usually em-

phasized. At the advanced-beginner and intermediate levels all four skills are developed

In addition to linguistic skill development, there are other important advantages to play-

ing games in the classroom: Games promote cooperation and social learning, and they

provide immediate feedback, thus building up students' self confidence.In conclusion, I believe that learning is easier for anyone, young or old, when it en-

gages their "child ego state"-according to Transactional Analysis, that part in all of us

that is childlike, creative, imaginative, and playfuL

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AGE RANGE 6-8

TIME 5 minutes

PURPOSE To learn and practice numbers

MATERIALS NEEDED None

DIRECTIONS

1. The teacher asks all the students to stand up. The teacher then tells them that instead of

every fifth number, they have to say: "BUZZ[".

2. The teacher points very quickly at the students, one after another, and they have to say the

nurn bers in sequence. For example:

Teacher points at A::::A says, "One."

Teacher points at B ::::B says, "Two."Teacher points at C ::::C says, "Three."

Teacher points at 0:::: 0 says, "Four."

Teacher points at E = E says, "Buzz."

3. Ifsomeone forgets to sa)' "Buzz" or gives the \\"ro11g number, they have to s it down, and

they are out of the game.

4. The student who is the last to remain standing is the winner.

The same should be played only with the numbers from I to 20, and it can be repeated two

or three times. Different numbers can be selected JS the "buzz'tnum bers.

A.GE RANGE 5-8

TIM~ 15minutes

PURPOSE To introduce colors

MATERIALS NEEDED 8 circles of dlfterant colors mads from colored paper

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DIRECTIONS

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1. The teacher shows the circles to the students one at the time: "a red circle," "a blue circle."

and 50 on.2. They all repeat the colors after the teacher. This should be done twice.3~ Then the teacher puts all the circles on a flannel board or other suitable surface and tells

the students to tum around.

4. Vlhen their backs are turned the teacher takes off one circle, then tells the students to turn

around and guess which circle is missing.

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The guessing game could be played in another 'va): One student is sent out of the class-

room and another one takes a circle and hides it. When the student comes back in the':

have ten seconds to guess which circle is missing. To keep the group busy, the teacher asks

them to count from 1 ~D 10 in a low voice.

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PART I Ths: Basics ~. ' .1



II1-3 Find the R igh t C olo r

AGE RANGE 5M7

TIME 5 minutesPURPOSE To practice the names of colors


DIRECTIONS

1. The teacher asks the students to stand up.2. Then the teacher tells the students to find an object inthe classroom that is a certain color

and touch it. For example:

To uc h s om e th in g g re en .N ow to uc h so meth in g w hite .

3. If a student touches the wrong color, they have to sit down.

This activity should be done after the students have learned the names of colors.

1 -4 P rac f/c in g C o lo rs

AGE RANGE 6-8

TIME 5-7 minutesPURPOSE To practice the names of colors

MATERIALS NEEDED. Board, chalk, and colored chalk

DIRECTIONS

1. The teacher draws different animals on the board.

2. The students are then asked to come to the board singly or inpairs and color a picture with

colored chalk. Colors should be used inan uncommon combination-for example, a g re en

dog , a p in k cat .3. The teacher has the students talk about the animals they have colored

ALTERNATIVE

Photocopy one of the illustrations on the following page and have the students color the

pictures at their seats.

PART I The Basics 5





II 1-4 P ra ctic in g C o l o rs

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Reproducible Eorclassroom use. Copyright IC1997 Gordana Petrlcic. Pro lingua Associates (800)366-1775. 7


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II 1-5 Color Calls

AGE RANGE 6-8

TIME 5-7 minutes

PURPOSE To practice the names of colors

rAATERIALS NEEDED None

DIRECTIONS

1. The teacher asks a student to call out a color-for example, "White!"

2. Another student sitting to the right of the first student has to name an object which is that

color and can be seen in the classroom-for example, a piece of paper, chalk, a dress, etc.

FOLLOW UP

The teacher can write down the colors as they are being called out and ask for other places

where that particular color could be seen-for example, blue--ocean, sky, water, and so on.

II1 . .6 Yes/No Card

AGE RANGE 5-7

TIME 5 minutes

PURPOSE To check comprehension after learning the names of colors and of

fruits or other objects

MATERIALS NEEDED A card for each student, red on one side and white on the other.

DIRECTIONS

1. The students are asked to listen carefully to the teacher. Ifwhat the teacher says is true they

should turn their cards white side up. Ifwhat the teacher says is not true, they should turn

the red side up.

2. Those students who turn the wrong side up have to tum in their cards.

3. The winner is the last student who stays in the game.

4. The names of any objects with distinctive colors or other characteristics such as size, tex-

ture, or temperature can be practiced using this activity.

PART I The Basics 9



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Fndt Animals Animals

1. Pears are blue. 1. Dogs are green. 1. Bulls are big.

2 . Cherries are red. 2. Crows are black. 2 . Chipmunks are heavy.

3. Apples are black. " Elephants are pink. 3. Snakes are short.::I.

4. Plums are blue. 4. vVolves are gray. 4. Elephants are small.

5. Strawberries are yellow. 5 . Tigers are orange. 5. Lions are light.

6. Blueberries are red. 6. Blackbirds are w lute. 6. Giraffes are tall.

7. Oranges are white. 7. Rabbits are white. 7. Pigs are thin.'-

S. Pineapples are blue. S . Pigs are blue. S . Mice are tiny.

9 . vVaterme10ns are red. 9 . Cats are purple. 9 . Cats are huge.

10. Grapes are yellow. 10. Mice are yellow. 10. Bears are fat.

l/cgetables

1. Tomatoes are yellow.

2. Stringbeans are white.

3. Cabbage is pink.

4. Pears are zreen,'-'

:J. Carrots are blue.

6. Celerv is green .•1 .....

7. Potatoes are black.

S. Cauliflower is white.',~.

9. Lettuce is green.

10. Pumpkins are purple.

Food

1. 1,rili: is orange.

') Ketc 1"", is red~ - - ; a , - o . J : ' , . . . . - ~

3~ Cheese is greell.~,

4. Yoghurt is purple.o. Popcorn is blue.

6. Choccla te is brown.

"",'Soazhetti j:.; 101;",-l,J. ~ < :: .. , . _ " _ " ' ' ' . J ., . .. ~ _ . . ..- -' _. . . .

S. Butter is yellow,

9. Sugar is white.

10. French fries are oranze.'-'

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1 Re fr i zerators "r<~ f-,a" "".. .1_ ~.__. .... L " _ L ... .. . L"_~.l ~ ,..

2. Pillows are hard.

3. TV's are round.

4. Tablecloths are thin.5. Rugs are flat.

.7. Dishwashers aTE' lkht.

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S Lich tbulbs are ';ni1;~1',~• -0L ~ -- - ~- '-l-'~--'

Q Sheets are thick

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II 1-7 Months of thetear

AGE RANGE: 12-13

TIME: 10 minutesPURPOSE: To practice the names and spellings of the months of the year

MATERIALS NEEDED: Sheets of paper and pencils

DIRECTIONS

1. This activity can be done inpairs, in small groups (3 or 4), or individually.

2. The teacher prepares sheets of paper on which all twelve months are written inrandom

order and scrambled letters (see page 12).3. The students need to write the names of the months properly and write them inorder from

January to December.

4. Whoever completes the task first is the winner.

FOLLOW UP

The teacher can ask students to choose their favorite month and sayar write why they like

that month the best.

AGE RANGE: 5-7

TIME: 10 minutes

PURPOSE: To practice telling timeMATERIALS NEEDED: A picture or mask of a wolf and a watch

DIRECTIONS

1. One student plays the role of M r. Wolf (the teacher gives them a watch and a mask or

picture of a wolf - see page 13).2. Mr. Wolf stands at one end of the classroom with his back turned to the students, who

stand in a group at the far end of the classroom.

3. The students ask in chorus: "What's the time, Mr. Wolf? and M r. Wolf looks at his watch

and answers: "It is one/two/three/four/five o'clock!"

4. Then the students step toward Mr. Wolf accordingly (one to five steps).

5. They can try to take more steps, but Mr. Wolf can tum around before or after counting outthe permitted number of steps and catch them still moving. Then Mr.Wolf says, "It's time!"

and chases the student back to the other end of the classroom, while the others hold their

places. If the student is caught, they are out of the game.

6. The game ends when Oneof the students is able to touch Mr. Wolf.

PART I The Basics II



1 ? 1 1 1 1-7 Mon th s of the Year

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Ii1~8Wha.t's the T IMe ,My.Wolf?

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AGE RANGE 8-10TltviE 10 minutes

PURPOSE To practice tha days of the week

MATERIALS NEEDED Pages of old calendars and dice

DIRECTIONS

1. The teacher brings to class a few pages of different months from old calendars.

2. The students are divided into groups of four. Each group gets a copy of the calendar and

one die.

3. The students in the groups take turns tossing the die on the calendar,

4. Each student must spell the day of the "reek on which the die lands. If the student spells

the day of the week correctly, they get one point. If the day of the week is spelled incor-rectly the student is out. TIle student who gets the largest number of points in 10minutes

wim.

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i(,i~J !)11111(Or a Number-:'l;t,~.

! ; \ ~ ' i~GE RANGE 10-13

. TIME 5-7 minutes

PURPOSE To practice arithmetic

MATERIALS NEEDED Paper and pencil

D IRECT I .ONS.. ,""

1. n 1 ~~each::!rdivides the class into pairs.

')~E:n the teacher 'writes the following instructions on the board:

Think o fa num ber .

Double it.

Add 10.

Divide b y 2.

Subtract th e number lIouJnrsf t lun toht O ')f •• ~.1

Y 1 1 ! l r an sw er is 5.

The teacher needs to point out that it is important that the students follow the order of

instructions written on the board.

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II 1-9 Da~5of the Week.

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December in Vermont

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1 2 3 4 5

6 EULLMDDN 7 8 9 10 11 120

Hanllkkall begills

13 14 15 16 17 18 19

20 NE

O 'OO,'ol 21 22 23 24 25 26

Willter Solstice Christmas Day Boxing Day CA N

27 28 29 30 31 "After the Firs! Snow"A . "cJlpt"/atmhUIJSl tlwild nbarrt1770'

in rltt la-non of GlliljlJrri

in Suuth.t :rrt VtrUllJut

New Year's Ev£

Reproducible for classroom use, Copyrlght © 1997Gordana Petriclc. Pro Lingua Associates (SOD)366-4775.



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I " " 1 , . ~ I V Umber Snatch

AGE RANGE 5-7

TIME 5 minutes

PURPOSE To practice numbers

MATERIALS NEEDED 5-8 small objects (eraser, pencil sharpener, small ball, chalk, pencil,

etc.)

DIRECTIONS

1. The teacher divides the class into t\\70 teams and assigns numbers to the students so that

each s;udent has a number that is also assigned to someone on the opposite team.

2. The teams line up opposite each other (No.1 faces No.1, No.2 faces No. 2, etc).

3. The teacher places an object h..lfway between the two teams so it can easily be snatched.

4. Then the teacher calls out a number, for instance, "Number 10l," and members of bothteams who were assigned No. 10 run to snatch the object.

5. 'Another object is placed in the center and a-new number is-called out.

6. The winner is the team possessing more objects.

AGE RANGE 5-7

TIME 5 minutes

PURPOSE Topractice the names of alphabet lettersrvi,I\TERIALS NEEDED Board and Ch31k

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DIRECTIONS;', , ' j , ' ,

1. ,Beforif4he lesson begins, the teacher writes two sets of the letters of the a1phabct on thc:

board. '

2. The students are divided into two groups.

3~ The11 the teacher calls out a letter of the alphabet, and on e student from each ~~roupruns to

the board and circles the appropriate letter.

4. Next, the students run to the end o r the line. Each student circling the correct letter !'·(C'i'S

one point for their group. At the end of the game (when five minutes are q:), the t,:.!,:,.: i-;,'r

counts the number of points for each g;:oup, and the group with more points wins.

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II1-13 Shop a nd P a~i I(I AGE RANGE 11-13

TIME 15 minutesPURPOSE To practice math and the use of American currency

MATERIALS NEEDED Pictures of different items like clothing, cars, computers, and jewelry,

with prices written on them. Envelopes with play money: $1, $5, $10,

$20, $1D O , and $1,000 bills (see next page).

DIRECTIONS

1. The teacher divides the students into groups of four.2. Each student gets an envelope with paper money (copy one full page of money for each

student).3. Then give each student three items to sell. (Distribute the items randomly from the accom-

panying illustrations.) .4. One by one, each student offers their items for sale and the other three students buy the

items. This can also be done like an auction with the students bidding on the items.

5. While they are paying with their paper money, other members of the group check to see

that the right amount is paid and the right change returned.

AGE RANGE 7-8

TIME 15 minutesPURPOSE To recognize English names

MATERIALS NEEDED As many bingo cards as there are students, 15 small pieces of paper

or 15 buttons for each student

DIRECTIONS

1. The teacher makes a bingo card for each student (copy the format on page 22).

2. On each card the teacher writes the names below in random order, using each name twice.

3. Each student gets a card and 15small pieces of paper or 15buttons to cover the word when

they hear the teacher call out the nicknames of the names they have on their card.4. The teacher calls out each nickname twice.

5. The student who covers a complete row across, down or diagonally shouts, "Bingo!" and

is the winner. ..~

Names Nicknames Names Nicknames

1. Richard Dick, Rich 6. Michael Mike, Mickey2. Robert Bob,Rob 7. Albert Bert, Al3. Elizabeth Beth, Liz 8. Jennifer [en, Jenny4 . William sm . Will 9. Nicholas Nick, Nicky5 . Margaret Meg, Marge 10. Susan StiefSusie

PART I The Basics /7

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I I 1. .13 Shop and P a~

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Reproducible for classroom use. Copyright Ie 1997Gordana Petrick. Pro Lingua Associates (800) 366-1775. /9



1. .13 S h o p and P a~

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II 1-13 Shop and Pa.~

2/eproducible for classroom use. Copyright to 1997 Gordana Petrick. Pro Lingua Assodates (1100)366-4775.

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PART II

CoMMunicat ion

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AGE RANGE 12-13TIME 15 minutes

PURPOSE Asking for information; Practicing lnteractlve fluency

MATERIALS NEEDED As many pieces of paper with written tasks as there are students

DIRECTIONS

1. The teacher gives each student a paper with 'written tasks.

2. All students are given the smi le tasks and are asked to walk around the class for ten min-

utes, asking each other questions to complete the tasks.

3. When the time is UP I the teacher discusses the results with the class.

SUGGESTIONS1. Find someone who sings well.

2. Find someone who speaks French.

3. Find someone \VI10 is good inmath.

4. Find someone who dances well.

5. Find someone who is good in spellinr.

6. Find someone who lives on the fourth floor.

7. Find someone who hates soccer.

8. Find someone who likes to eat fish.

9. Find someone who plays the pinna.

10. Find someone who has been to Paris.

11. Find someone who has never traveled by ship.

12. Find someone who has a pet.

13. Find someone "whois not afraid of mice.

1.:1 Find someone who likes to sail.

J 5. Find someone who likes snakes.

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FOLLOW UP

The teacher can have the students write a short description of themselves or their friendsin about 50 words, keeping in mind me topics of their tasks.

AGE RA~..JGE10-13

TIME 5 minutes

PURPOSE Becoming sensitized to sound


DIRECTIONS

1. The teacher pronounces a word, such as hou s e . The last sound heard is / s /.

2. The first student's task is to think oi a word beginning with the sound lsi, such as Sill!.

3~ The chain continues until aword is given which ends in tne sound that cannot be heard in

initial position, 'such as the /nf;/ sound in l·Dwm~-'.4. Then ~~=turien: has to start an.xher chain ..-------- c------ ..,,_ 4 _ . . . ~L_1 r

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II1 1 - 3 Decode the Mes sag e s

AGE RANGE 11-13

TIME 5 minutesPURPOSE A warm-up activity to get the students to interact and to set the

atmosphere for introducing a new lesson

MATERIALS NEEDED Simple drawings representing messages (see page 15).

DIRECTIONS

1. The class is divided into three groups.2. Each group receives 3 to 5 cards with messages that they have to decode and write in their

notebooks (see page 26). They have only five minutes. Anyone caught using their native

language is out of the game.

3. The teacher listens to the groups and notes mistakes but does not correct these mistakes

while the students are accomplishing their tasks. The mistakes could be the basis for anerror correction activity after the lesson.

4. The group that correctly finishes the task first wins.

1 1 - 4 Who A M J ?

AGE RANGE 10-13

TIME 1a-minutes

PURPOSE Asking for information; giving information; aural comprehension

MATERIALS NEEDED As many pieces of paper as there are students

DIRECTIONS

1. The teacher writes names of famous characters on pieces of paper (for example, Mickey

Mouse, Santa Claus, Winnie the Pooh, Peter Pan, the Grinch, Garfield). Adding pictures

adds to the fun and may help with identification for students who know the characters but

by a different name in their country.

2. The names are then attached to each student's back. They don't know who they are.

3. Students have to walk around the class and ask different questions, such as, "Do I write?"

IIAm I in films?" The other students can only answer "Yes!" or "No!"

FOLLOW-UP

After this game the teacher can tell the students to choose a famous character and write a

paragraph about that character.

ALTERNATIVE

Pictures of famous people could also be used. See page 27 for suggestions. It is important

to choose people who at least some of the students will know.

PART 11 Communication 25



._._._._.. ._.____ -'1'

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u .s President Bill Clinton

Actress Star Madonna

Actor Robin Williams

Actress Woo ie Goldber

Princess Diana

Actor Bill Cosby

Talk Show Host Oprah Winfrey

General Colin Powell

27eproducible for classroom use. Copyright © 1997 Gordana Petridc. Pro Lingua Associates ( BOO ) 366 -4775.



j = ' !

~---.---- ..----------------------------------'

AGE RA"JGE 10-13TIME 10 minutes

PURPOSE Aural comprehension; asking yes/no questions

MATERIALS r \ j EEDED Pictures of about to people of the same gender cut from magazines

DIRECTIONS

1. AU the students are seated in a circle. The teacher is sitting in the circle, too.

2. The teacher spreads out severa! pictures on the floor in the middle of the circle, Each pic-ture is labeled with a number or a name,

3. The teacher briefly describes one of the pictures, and everybody takes turns asking qut:;::-

tions and guessing the number or the name of the person. The teacher answers all que>

tions only with "Yes" or "No.1I The student v.ho gets a "No" answer has to wait for ; : 1 ; -1 -

other turn to ask again.

EXAMPLE

Tea ch e r : Tills person is a female. She has brown eyes. She is very athletic. i T li e d c s c ri p tu » :

sh o u ld b e i . . ' e r y gene r a l so ih a ! th e slu den ts h au c to a sk m a/ly q ue stio ns be fo re flI::y g 1 l t " s : = ;! .

r ig h t p ic iu r e.;

Student: A: Is she very old?Teacher: No.Shutwt B: Is she smiling?

Teacher: Yes, she is.

Student. D: (cont i lzues) Is she wearing sneakers?

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TIf·liE 5 minutes

PURPOSE Asr;ing yes/no questions; vocabulary

MATERIALS r > J E E D E D Ohalkboard (~!so saE the following illustration for suggestions), .\ i

DJRECTIOr~s

L Tne teacher starts drawing on :he hoard ..'\.: first tnt: teacher draws just the Eyes and asks the S,·,·-

dents what they think this is FC)ing to be.Thej probably won't guess, 50 the teacher draws a litr.

more until someone guesses or asks to complete the drawing.

2. If a student gU'2Sses correctly, they could be asked to start another drawing on the board.

n-I:I'

SAMPLE QUESTIONS

A re you draw in g _

I s ih is tth a : a ?

PART iJ Ccmrnunicatior; [

- - - 1 ' [i:'



• 11-5 G uess Who

29eproducible for classroom use. Copyright il:) 1997Gordana Petrick. Pro Lingua Associates (800) 366-4775.



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t _ P . _ J J {a. a cat h. a horse C o Grandma d. a glass of lemonade e. < i bush f. an umbrella S. c . house

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I I 1 1 - 7 COMpar - i s on

AGE RANGE 11-13

TIME 5 minutes

PURPOSE Attention-getter; practicing comparison

MATERIALS NEEDED Two pictures each with six items, three of which are the same andthree different. The items may differ in number, COIOf,and size (see

the two possible sets of pictures on pages 34,35).

DIRECTIONS

1. The class is divided into two groups.

2. The instructor shows all students both pictures, labeled A and B.They have two minutes to

look at these pictures.3. After that, the pictures are removed, and the students are given five minutes to discuss the

differences in their groups, and make a list.

4. When the time is up, both groups present their lists and compare with the original.

5. This kind of game can be used as an introduction to many activities (writing sentences,

describing items indetail, grammar-for example, "What did you see?" "What have you

noticed ?").

II 1 - 8 Pas s Jt O n

AGE RANGE 11-;13 ,

TIME 10 minutes

PURPOSE Practicing listening comprehension


DIRECTIONS

1. The class is divided into two groups.

2. Each group chooses a leader.

3. The team leaders come forward and the teacher whispers a message or a task-for ex-ample:

a. Today w e'll fin ish ou r work ea rly and th en w e'll g o see a good movie.

b. Go to my desk, ta ke a gree bo ok a nd pu t it on th e cha ir , th en ta ke a pencil from th e tab le and

give it to me.

4. The leaders go quickly back to their teams and whisper the message to the second player.5. They then whisper it to the next one and so on down the line.

6. The last player runs to the front and repeats the message or completes the task The first todo so correctly wins.

PART II Communication 33



·._---_ .._------

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..--~.--~-".,,-.--~----------_._._-_._--

AGE RANGE 10-12

TIME 10 minutes

PURPOSE A warm-up activity or an attention-getter


L

lDIRECTIONS

1. Each student comes up to the board, one at a time, and is allowed to draw only one circle

or one line that is connected in some way to what is already on the board. (Of course, the

first student is free to draw either a circle or a line anywhere.)

2. ''',Thene\'ery student has had a chance to draw a circle or a line, the teacher initiates a

discussion about the drawings on the board: "What could that be?" Each student is en-couraged to give an in terpretation.

~ ~,co '1 1 f l \ / 117/7 f D o , , I o u · T - ,1 7 ( ' 1 ' 1 i: -)-hi: JS?I T . . ii ", 4 'I V J ._ . .-_ " It" I r I •

AGE RANGE 11-13

_ TIME 5 minutes

,'. PURPOSE An icebreaker or an attention-getter

M_ :,T ER jA L S IIo JEEDED r,Jcne':

:J1RECTJONS

1. The teacher draws on the board a picture like one of the sample drawings on pas~~37.

2. The teacher then asks the students to guess what it is. The teacher CuE give clues such ;.\5:

"It is something you can see in ..."

SAMPLES;

1. A butt-ern}, skipping rope

2_ A giraffe passing by the window

3. A smiling alligator

4. A worm L' 1 a birds beak

J_ A frog swimming

6. !- . seaJ balancing a ball

7. / - 0 , toe in 2 crab's pincher

8. A mouse in Swiss cheese with its tail showing9. A hummingbird taking- a drink

-~ __ ~ ""~" ~ ..n___.._. __ .~.~_ . 1 1 1

. . - ; ? -::;'0 PARTII Communication



II 11-10What D o Y o u ThInk .Th i s ) s ?

1

4

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2

5

8

3

6

9

37e pro du cib le f or c la ss ro om u se . C op yrig ht iC 1 99 7 G ord an n P e trl cl c, P ro L in gu a A sso cia te s ( BO O }3 66 -1 77 5.



_._>_, ~~~

AGE RANGE 12 and older

TIME: 5-7 minutesPURPOSE: To practice conversation; focus on comparing

MATERIALS NEEDED Blank 3x5 cards

DIRECTIONS

1. Each student receives a blank 3x5 card.

2. They write their name and under it the name of a famous person.

3. In small groups of no more than four students, they should introduce themselves to each

other and explain why they have chosen to be the particular celebrity and how they think

they are similar to or different from the celebrity.

[ i l i a H ~ = · i ~ ~ Your Naltrle (2Nd Pe,t"'solial/lL~


TIME 5 minutes

PURPOSE To interact in conversation

MATERIALS NEEDED Blank 3x5 cards

DIRECTIONS

1 . Each student receives a blank 3 ; . . : 5 card.

2. They write their first name or nickname on the card, leaving ample space between lett- .-S.

3. They write one adjective for the first letter of their name. They should write an adjective

that they think describes them, fer example:

1 1

D E B. . .-i~

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D

o

4. The ca rds are then passed around, and other students add adjectives to the first student's name,

FOLLOW-UP

The teacher could give an assignment for each student to write a paragraph about them-

selves or another classmate, using some of the adjectives £rom this game.L

I IL.

PART H Communication

L



i II1 1 - 1 3 What's in the envelope?


TIME 10 minutesPURPOSE To develop descriptive skills and detailed listening comprehension

MATERIALS NEEDED Envelopes with small objects inside

DIRECTIONS

1. The students sit in pairs with their backs to each other.

2. One student from each pair is given an envelope with several small objects in it (e.g., pen-

cil, sharpener, hair pin, eraser).

3. The student removes one of the objects and describes the object to the other student, who,

in turn, must draw it from the description within a two- or three-minute time limit. The

student who is listening and drawing may ask questions, or, if you want to make it more

challenging, they cannot ask questions.

4. When the drawing is complete, the student tries to guess what they have been drawing.

After that, the pair changes roles.

U-14}Q GaMe

AGE RANGE 13-14

TIME 10 minutes

PURPOSE To describe an item's uses with for and to and to guess with yes/no

ques t i ons

MATERIALS NEEDED Paper and pencils

DIRECTIONS

1. The teacher divides the class into groups of 4 and 5 students.

2. The groups are asked to choose an object (e.g., ruler, pin, cup, paper, match).

3. After choosing the object, each group writes 10 things it can be used for. Students should

always start with the least familiar or common use.

4. Then the groups take turns reading out their list of "uses," stopping after each item to

allow others to guess the name of the object.

SAMPLE LIST

1. Itcould be used for keeping a door shut.2. You can use it for cleaning your fingernails.3. You can use it for a bookmark.

4. You can use it for testing whether a cake is done.

5. You can make models with them.

6. You can use them for making stick figures.

7. You can use one to pick your teeth.

8. You can use them for counting practice.

9. You can use them at a birthday party.

10. You can use it for lighting a fire.

ANSWER Amatch

PARTII Communication 39



-------------._

& y ; ' , : 1 I R " , ·'~! : , i iV \a {~ ch l;"1q G(Uv1e~

AGE RANGE 10-12

TIME' 10 minutes

PURPOSE To explore possible responses and initiate awareness of linguistic

appropriateness

MATERIALS NEEDED One small piece of paper or a 3x5 card for each student

DIRECTIONS

1. The teacher gives each student a card with either a question or a response (one question for

every three or four responses). Sometimes a response can match with more than one ques-

tion.

2. The teacher asks the students to mave around and find other students who ha ve questions

or responses that are matching, and then to form a group.

3. When all the groups have been formed, one student in each group reads aloud their qtles-tion and the others read possible t\:spon.ses.

4. The teacher should discuss the responses with the students to be sure they understand

'when they can and cannot use certain responses.

SAMPLE GAME (12 students)

QUCStiOllS

HOLI . . ' 111 ' 12YOl l?

Responses

I 'm fine.N o t b ad , th an ks .

Do YOH r~a lly uuu tt me to te ii YOIl tuc t ruth?

H ou i do yOll like my ! lew dress? J th in k it 's v e ry n ice .

D(I you rea lly ux mi me to tell YOII th! . ' t ruth?

l /Vh~'do you ask?

YOH call th is a d re ss ?

Wou ld YOII like to go to th e party with me? l't: lo ve to .

W!,y dt1 yo u ask?

l"/ ith Y O I l ? Ne v a .

I'll; sorry, I 'm go ing to v isit my aunt,

- - - - - - - - - - - - - - - - - - - - - . - - - - - - - - ~ ~ ~ - -L . i1 'U / ' •PART it Communication

l

I .



PART III

Th e L a n g u a g e



AGE RANGE 5-7

TIME 5 minutes

PURPOSE To develop au ra l comprehension


DIRECTIONS

1. The teacher tells the students to listen very carefully:

2. First the teacher says an action, repeating it twice--for example, "flies, flies."

3. The teacher says an animal's name, "bird."

4. If the animal can fly, students raise their hands. If the animal cannot fly, they keep their

hands down. In this case, a bird can fly, so they raise their hands. Here are some examples:

Flits, flie s a b ird. Hands should go up.

F lies, f lie s an elephan), Hands should remain down.

Actions Animals

1. walkso . crow (I, 3, 7, 12) pig (I, 5, 11, 15).. Jumps

2. purrs 10. swims hippo (I, io. 11) kangaroo (1,3,9, 11)

3. h o p s 11. runs horse (1,9, m , 11) mouse (I, 3,9, 11, 1-1,15, Hi)

4 . growls 12. pecks alligator (6 1 10) tiger (1, 4, 9, 11),- .

5. squeals 13. barks chicken (1, 9, 11, 11). turtle (1, ·1,9, 11)

6 . crawls 14. squeaks cat (1, 2, 9, 11, 15) h ' (1 ....r; R 0\grass opper I.) /, c., -' /

7. flies 13. digs elephant(l,11) dog (1,4,9,10, 11, 13, 13)

S . sings 16. climbs bird (3 , 7, 8, 11, 12) monkey (1,3/5,9, 11, 16)

AGE RANGE 10-12

TIME 5-7 minutes

PURPOSE To practice wiiting sentences

MATERIALS NEEDED 20 blank cards; 2 cards WithTRUE and LlAR printed on them (total

24 cards)

DIRECTIONS

1. The teacher divides the class into two groups.

2. Each group is given 10 blank cards, one TRUE card and one LLA.R card.

3. They are asked to write 5 true statements and 5 false statements OIl the cards relating to the

unit they are studying.

4. One at a time, one person from each group reads a true or false card to the other group.

:J. If the statement is true, the other group must show the card with the word TRUE, and i f the

statement is false, the card with the word LLA.Rshould be shown. This should be done

quickly.

6. The teacher acts 2. S the judge and keeps score on the board. After five minutes the points

are added and the group \\'ith more points is the winner.

42 PART I l f f o . . The Language: Vocabulary

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AGE RANGE 5-7

TIME 5-10 minutesPURPOSE To practice general vocabulary


DIRECTIONS

1. One student comes to the front of the classroom and says, "I s py with m y l it tl e I ! !J eome t h ing

be gin nin g w ith th e le t te r '8'" (the student sees a bag).

2. Other students try to guess from their seats:

Is it a ba ll? No .

Is it a b ird? No

Is it a bag? Yes!

3. The student who guesses correctly comes to the front of the classroom and continues the

rhyme:

I sp y w ith m y little e ye s om eth in g b eg in nin g w ith a le tte r "c. It (The student sees a clock.)

4. The same procedure continues.

II IIIA-4 F rU f f Baske t

AGE RANGE 5-7

TIME 10 minutes

PURPOSE To review the names of fruit


DIRECTIONS

1. The students are seated in a circle.

2. One student is sent out of the classroom, and one chair is taken out of the circle.

3. The teacher tells the students the name of a fruit-for example, "an orange."

4. The student who was sent outside is called to come in. They have three chances to guess

the name of the fruit. For example, they say, "Is it a plum?" and the students reply, "No!"

5. If they say, "Is it an orange?" all the students have to stand up and quickly find another

chair, The one left without a chair goes out of the classroom.

6. If they do not guess the third time, they say, "Fruit basket," and everybody has to changechairs. Again, the student left without a chair must leave the room.

PART iliA The Language: Vocabulary 43



_____________________________ ._...-~-01..~ _ _1i :~- L

AGE R'!\NGE 9-11TIME 10 minutes

PURPOSE To practice vocabulary and quantifiers


DIRECTIONS

1. The teacher starts the game by giving the students the following sentence:

M y mother u xn ! to tOW I 1 a nd bo ug ht a ba ll.

2. The next student has to repeat the whole sentence and add one more item:

A1 y m oth er 'w en t to fawn and bOHght a ba ll and a p air o f shoes .

3. The student who is not able to repeat the correct sequence of all the words previouslygiven is out of the game.

4. The teacher should start a new sentence after six or seven students have completed sen-

tences.

NOTE

The practice can include numbers, quantifiers, and measure 'words such as:

t7 qua rt o f

n pound o f

IIc,m of

a bag c]s ome

a feu:

a package o f

severa l

a do zen

a 104 of

t1 pa ir of

a jiir of

1 : r . ;~. t~ ,'''' M /1t ~ k [ ~ \ < : · t ; i e~JlIto~ ( _ . . J OJVie

AGE RANGE 11-13

TltviE 5 minutes

PURPOS; : : : To practice vocabulary

r'1iATERIAL3 NEEDED Board and cnalk

DIRECTfONS

1. The students in the class are divided into tV-TO or four groups (depending on the size of

the class).

2. The teacher writes 20 vocabularv items on the board. They can be words that have been. .

studied recently, or you can use one of the lists on the next page.

3. After 2 .H th-o'items have been written. the students have one final rnir.ute to look at thf:' list

on the board, Then they have 3 to 2 minutes as i ' : , group to write down all the items they can

remember.

4. When the time is U?, the teacher calls on each group to read their list. The group that lists

the largest number of items from the list on the board wins.

The words from the list could be used either for writing sentences including those

words or for writing a snort dialogue using some of the words (the teachey could

underline a few},

- - - - - - - - - - - - - - - - - - - - - - - ~ - ~ - - - - - - - - ~-~-------'-.4Ll

J I PART U!A The Lengw.:ge: \-'oc",bui2fY

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1. guitar .2. sa.."'(ophone3. trumpet

4. violin5. trombone6. oboe7. piano8. harp9. base fiddle10. mandolin11. banjo12. French horn13. harmonica14. synthesizer15. cymbals16. tuba17. clarinet18. gong19. organ20. steel drums

1. basehEill2. ice skates3. tennis racquet

4. diving board5. basketball hoop6. roller skates7. canoe8. fishing rod9. hunting knife10. frisbee11. bowling pin12. golf dUD

13. rootball14. bicycle15. horse shoe

16. skis17. volleyball net18. track shoes19. sail boat20. skis

1. baby2. grandfather3. neice4. teenager5. mother6. god father7. cousin8. aunt9. brother10. step sister11. father-in-law12. twin13. great uncle14. ex-wife

15. grandchild16. widower. 17. parent18. in-laws19. bride20. nephew

1. wind2. moonlight3. storm4. ice5. hurricane6. heat wave7. hail8. humidity9. tornado10. snowstorm11. rain12. sunshine13. douds14. weather front

15. clear16. drizzle17. frost18. shower19. fog20. sleet

1. fork2. soup bowl3. table cloth

4. sugar bowl5. platter'6. teaspoon7. knife8. dinner plate9. salad tongs10. butter plate11. glass12. salt shaker13. napkin14. saucer15. teapot

16. pepper grinder17. cup18. serving dish19. coffee mug20. ladle

1. neck2. toe3. thi h4. be~y5. shoulder6. heel7. nose8. elbow9. eyelash10. sale11. thumb12. lip13. forearm14. eyebrow

15. palm16. TOOth17. ear18. chest19. chin20. waist

45eproducible for classroom use. Copyright!O 1997 Gordana Petrick. Pro Lingua Assoclates (800) 366-4nS •

_ ... ~-----. .._._ .. _ ..... _ ------



B~A~71Lions a nd T t'g .q ,rs

AGE RANGE 6-8

TIME 5 minutes

PURPOSE To practice the names of newly learned items or specific lexicaldomains such as animals and vegetables. .


DIRECTIONS J1. The teacher draws or places duplicate pictures of a lexical list, such as "bugs," in two

columns on the board, the same pictures for each group.

2. Then the teacher tells the students to line up in two groups in front of the board.

3. When the teacher calls the name of a bug, the two students standing at the head of the lineshave to run to the board and circle it.

4. One group is called the LIONS and the other one the TIGERS. The teacher keeps a recordof all points scored. The group with the most pointswins,

]

NOTE

The illustrations on the following five pages can be copied, enlarged! and pasted on indexcards. Source: Lex ica rrv , Patrick Moran, Pro Lingua Associates. 1

AO D JT IO I-J AL L IS T S AVAILABLE IN LEX/CARRY'

Vegetables Peop l e Fish and Other Sea Life

1. tomato 1. teacher 1. shark

2 . potato 2 . soldier 2. swordfish3. n

mechanic " squidreen peas ..i. . :1•

4. cabbaze 4 . doctor 4. dolphin1

5 . lettuce ::l. cashier 5. eel6. carrot 6. carpenter 6 . lobster7 . cauliflower 7 . hairdresser 7. crab8 . string beans 8. artist S . starfish9 . celery 9 . painter 9 . octupus10. onion 10. baker 10. whale

Domestic A..uimals Musical Instruments Tools

1. dog 1. piano 1. hammer2 . eilt 2. guitar 2 . saw3. " accordion

.. ,shovelouse .:1. ;j•

4 . cow A banjo 4. rake, . .S . pig :l. violin 5. axe

6 . hen 6 . drum 6 . screwd river7. horse 7. saxophone

, . . ,wrench.

s. turkey 8 . harmonica 8 . pliers9 . sheep 9 . trumpet 0 drill.

10. donkey 10. harp 10. sandpaper

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AGE RANGE 12-"14Tlfv'lE 15 minutes

PURPOSE To practice vocabulary and spellingMATERIALS NEEDED None

DIRECTIONS

1. The teacher writes a long word on the board.

2. The students are then asked to come up to the board and write in new words vertically andhorizontally; following the rules of crossword puzzles.

3. This can be done as a two-team competition.

SUGGESTIONYou can llse names of cities, countries, or other geographic areas.

1. MASSi~,CHUSETTS

2. MISSISSIPPI

3. SOUTHDPXOTA

4. C,'\UFORNIA

5. PE:I'~NSYLVANIA

6. \f'/ASHINGTOf'-j

7, F;HODEISLAND

8. CONNECTICUT

9. ~'~:=WHAf\11PSHIRE

10. NORTHC/,ROLlf'..J/-\ .

1. ,L\FGHP.~NIST/\N

2 II, 7:-R q/'IJ iJ f 'J. r tr_ '-- tUrt J \~

3. B.~\f\lGLAOESH

4. fJOMINIC,6J,IREPUBLIC5. MADAGASC,fl,R

6. MICRONESLA.

7. NETHERLAr'~DS

8. PHILIPPINES

9. SIERRALEONE

10. TURKMENISTAN

NOTE

1. INDIAI\JAPOLlS

2. CLEVELAI\lD

3. SANTAMONICA

4, Sf\NFR,llJ,]CISCO

5. LOS,L\NGELES

6. BIFiMfNGHAM

7. Mlr··4NEp.,POLlS

8. V\'ASHJt'-lGTONDC

9. CIi\JC!Nf\J/~TI

10, Sf.\LTLA!(ECrTY

t. A~\!TAFiCTICA

2, C/~RfBBE,.6J~

3 LJ i'~~., •'(t-.4 J .• ir'/~.'"·\I__A r : - \ 0

4, SCi\HDfr\lAVIA5. M!DOLEE.~ST

6. NORTH.4.TLANTIC

7. EI\!GUSHCHp~Nf\lEL

8. MEDiTERRANEAN

9. TIERRADELFUEGO

10. GALAPAGOSISL.t;NDS

i'

"hire out compound names as.:. single word, e . , s : , . NE'vVHAIv'lPSHIRE.



[

IIIA-10} See a ...

AGE RANGE 8-10

TIME 5-7 minutesPURPOSE To practice vocabulary

MATERIALS NEEDED A large picture with many details"

DIRECTIONS

1. The teacher places the picture so that all the students can see it clearly.

2. The students are asked to write down as many objects as they can from the picture in one

minute.3. Then they take turns reading their lists. As they name an object correctly, the teacher gives

a point for each object. The student who scores the greatest number of points is the winner.

An alternative way to score is to give a point only for an object that nobody else listed. For

example, a student reads, "helicopter," and three others say, "Got it!" No point. But ifnobody says, "Got it!" the reader scores a point.

FOLLOW-UP

The teacher can choose 10 objects from the picture and ask the students to write sentences

or a short paragraph using the names of those objects. This activity should take about 5

minutes. Then the students can read their papers aloud.

*NOTE

A useful source is Lex ica rr f : 25 Wa ll C h a rts , by Patrick Moran, Pro Lingua Associates.

PART iliA The Language: Vocabulary 55



---



.

.

n

~~~"'-----------------

II IIIA...4 Ler's T rave!

Reproducible for classroom use. Copyright Q 1997 Gordana Petrlclc, Pro Lingua Associates (600) 366-4775. 59



" "---~-~-...~~-~---.-----------------------------------------------i;;

EL l HU j \.,~ 14 L e - t ' 5 Travel

I~/j,~ . .f

" ' ' 1'.! ' , · 1I

L L

r' , . . .l'!

.._.~~

I I

[ : 1 :

c ;·1 ,

},} ,

L o r i

uII

L~

L

I!L



II IIIA -1 4 L e.t'sTr a v e !

Reproducible for classroom use. Copyright il:l1997Gordana Petrick. Pro Lingua Assoclates (BOO)3664775. 59



----------------------------1- 'I---.---~----,.-,,-- ' .. . _ _ ._ ~

-r "~n ·,r/J L 1.1 - r /, U !l:~'"~'7 e : i . 5 r ave

- - - - - - -

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1 ;;

,;

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l



ill HIA-15 Let's Travel

Difficult

1. cartel

Definition

1. A noun. A business association, often controlling

prices. H e worked fo r a h uge o il ca r te l.

2. observe 2. A verb. To see or notice something, often by careful

studying. Ihave observed th is s trang e b ehav io r

se ve ra l tim es.

3. nautical 3. An adjective. Related to sailing, ships, or navigation.

A nau tica l m ile is 1,872 meters .

4. utopia 4. A noun. An ideal or perfect society. W e don 't live in

a u to pia .

5. spinster 5. Anoun. An older, unmarried woman. A lth ou gh sh e w as

a sp in ster , th ere w ere a lw ays m any ch ildren a rou nd h er .

6 . squall 6. A noun. A sudden, violent, and windy rainstorm.

W e were in th e m iddle o f th e la ke w hen th e squa ll h it u s .

7. decipher 7. A verb. To translate a message that is in code or

difficult to understand. I cou ld n o t dec iph er h er

handwr i t ing .

8. status 8. A noun. The condition or position of something.

H e changed h is s ta tu s to a fu ll-tim e studen t.

9. ramble 9. A verb. To travel around without any special goal.

H e ramb led ac ro ss th e co un try in an o ld, red Ford .

10. polyglot 10. A noun. A person who speaks several languages.

She kn ew many co un tr ies and lang uag es - a rea l

polyglo t .

Reproducible for classroom use. Copyright!i:! 1997Gordana Petrldc. Pro Ltngua Associates (BOO)366-1775. 63



·. _ _ . _ - - ~-.--------"-"-"---"-'

~

- - - - - - - - - - - - - - - - - - - - ~ ~

r -L

rrj'L

AGE RANGE 12-13

TIME 5 minutes

PURPOSE To practice irregular pest tense forms

MATERIALS NEEDED Small pieces of paper (one-halt an index card)

I:I·

I I

DIRECTIOf\lS

1. The teacher makes a set of cards (see page 65). There are 15-20 verbs in both present and

past tense forms (15-20 pairs) and one IT card.

2. TI1ec lass is divided into two grGups, and the teacher gives the cards with the present tense

to one group and the cards with the past tense to the other group. Both groups are seated

in a row, ["cing each other.

3. One student gets the IT card and stands between the t\VQ rows, As the teacher says the

infinitive of a verb, the students holding the card with the present and past tense of the

same verb call out their verbs and have to change places. The student holding the IT card

tries to get a seat as well. The student who is left without the 5€2t gets the IT card.

Ii

u..

I,

\1

[r . A . ; · c · _ ~..r__;..·•·... . .. : f n Ii ) ; , " ' 7 t"\\ C ·O j 10/ 1 1 " ,". < '0 1 ~ i, -r ' r:.~ 4" :" ) ' - t " 1 - , . 1 '

" j, ~,-"••' ,r..". . i~'"

AGE R/I.I'JGE 12-13TlfviE 10 minutes

PURPOSE To practice u~;jng verbs in sentences

MATERIALS NEEDED A big piece of paper as a game board and 2 few tokens (see pages

66 to 68 for c . sample board, blank board, and suggested verb lists)

DIRECTlor'~s

1. The paper with the. game board : s placed in front of the students on .1 large table.

') Th I is divided i Ell k" - .'-.. e c aS5 15divi eu 111totwo teams. acn team C100ses a to .en ann puts It on one o~ ~l"i'-':

GO scuares. ..3. In turn, the players move one sPdce and say the verb.4. Then they must make a correct sentence using that verb. If they are unable to do this, tlh:'Y

must move one step back.

c. Players continue to take turns until one team reaches HOME.

!',lOTE

The teacher can ask the students to use only past tense or present perfect asp'~ct forms in

their sentences.

FOLLOW-UP

The students can write the sentences that were spoken in the game.

:O '-_ ..__ " ..__~ _~ _ _ " '" "__ ' l ; . . l; i_.,._. ._:.1__~.~_~,......,~_.,__....__..__........



~

m IIIA..15 Let'S Trave!

Difficult Definition

1. A noun. A business association, often controlling

prices. H e w orked fo r a h ug e o il ca r te l.

1. cartel

2. observe 2. A verb. To see or notice something, often by careful

studying. I h a ve ob served th is s tra ng e b eha v io r

se ve ra l tim es .

3. nautical 3. An adjective. Related to sailing, ships, or navigation.

A nau tica l m ile is 1,872 meter s .

4. utopia 4. A noun. An ideal or perfect society. W e don 't liv e in

a u to pia .

5. spinster 5. Anoun. An older,unmarried woman. A ltlw ug h sh e w as

a sp in s te r , th e re w ere a lw ays m an y ch ildren a round her .

6. squall 6. A noun. A sudden, violent, and windy rainstorm.

W e w ere in th e m iddle o f th e la ke w hen th e squa ll h it u s .

7. decipher 7. Averb. To translate a message that is in code or

difficult to understand. I co u ld n o t dec ip h er h er

handwr i t i ng .

8. status 8. A noun. The condition or position of something.

H e chang ed h is s ta tu s to a f ull- tim e s tu de nt.

9. ramble 9. A verb. To travel around without any special goal.

H e ram bled a cro ss th e couniru in a n o ld , red F ord.

10. polyglot 10. A noun. A person who speaks several languages.

Sh e kn ew many coun tr ie s a nd la ng uag es - a rea l

po lyg lo t .

R ep ro du cib le f or c lassro om u se. C op yrig ht 1 0 1'1 '1 7 Go rd an a P etric lc, P ro lln gu a A sso ciates ( BO O )3 66 -1 77 5. 63

Ii;:~I



AGE RANGE 12-13

TIME 5 minutes

PURPOSE To practice irregular past tense forms

MATERIALS NEEDED Small pieces of paper (one-half an index card)

DIRECTIONS

1. The teacher makes a set of cards (see page 65). There are 15-20 verbs in both present and

past tense forms (15-20 pairs) and one IT card.

2. The class is divided into two groups, am} the teacher gives the cards with the present tens,;

to or,' group and the cards with the past tense to the other group. Both groups are 5cated

in a row, facing each other.

3. One student gets the IT card and stands between the two rows. As the teacher says the

infinitive of a verb, the students holding the card with the presl'nt and past tense of th~:

same verb call out their verbs and have to change places. The student holding the IT caro

tries to get a seat as well. The student who is left without the SCJt gets the rr card.

AGE RANGE 12-13Tll'/iE

PURPOSE

MATERIALS NEEDED

10 minutes

To practice using verbs in sentences

A big piece of paper as a game beard and a few tokens (sse pags . s

66 to 68 for a sample board, blank board, and SUggS3lE·j verb IL:;;s]

DIRECTIONS

1. The naper with the carne board is placed in front of the students on ;! large fable.

2. The .~la·S5is divided'-L'1to two teams. Each team chOOSeS L 'i token ;:.r!d Fut~ it on C\;.: ur:'CO squares.

3. In turn, the players move one space and say the verb.4. Then they must make a correct sentence using that verb. If they en: unable to de :\ tl~ . : h·~·\

must move one step back.

::1. Players continue to take turns until one team reaches HOME.

NOTE

The teacher can ask the students to use only past tense or present perfect aspect r'c,r;l1:' i,;

their sentences.

TIlE: students can write the sentences that were spoken in the ga.-n:~.

~--------'''''''''~-__''''__-----'_''--~''''-~--'------_ _ .-

.. .-~" '..--..-



g 1118-2 Go H O M e

67eprodudble for classroom use. Copyright 101997 Gordana Petrlcic, Pro Llngua Associates (800) 366-1775.



~ IUB-2 Go H O M e .

Suggested Easy Regular Verbs to usc with Go Heine"

accept dance kiss pull stopadd dare l ....zh plan study,. t'ot

agree decide learn play talk.

discover like point tasterrive

ask dream listen promise thank

belong dIOD live prove touch. : . .

believe enJoy look remember try

call enter love return turn

carry fill many save use

change finish move serve T.V2.it

close help need share walk

cook hope open show want

count include order smoke watch..

start wishover JOIn pass).

c"-v kill txick stay wnrxJ r .

E a s y Irregular VerI]5 to use tuith. Go Hom e "

become drive have make-t

SH~E'Di.

begin eat hear mean 8!',(",-,1-lJ - ,~>.-

break fall hit meet 51JCnd/ . :.

hold " 'ririz feed pay EF,:z?all.o

b uil.d reel hurt put stand

buy f;cht k e e p•J

"-,:,1 L TIllE: S·tA!1.I"t_1

catch c: d kr101Y rise t~ jT: :~rn

come .L""'··O'e-;' lay S2Y teachLWl.b ~

cost forcive lead see t.r-.11iJ·-o .., t·'::!..l

cut o-nt lave senethink··--

dio' gIve let SEt understand:;,

draw crow lie SHlg l\7~2'2r--

drink hang lose sit write

Diffic u lt V e rb s to u sc 7_L 'ithGo H om e

entertain arrariae create rely resent.J

erase crumble d 'L~ request c . ,I c :T l a I " . .I.Ll <" . .~ \ .1 : ; ;

- ttend assist deliver e m b r a c e satisrvi.l·

ps'-pP descendf- .!: - •

supply neaotiate

_ _ c : : . _

arrenrot ~ - 'J

~:q:lf l is ts o . f C l : ~ y : t 'ords n~ ' [ ~~t~ i [ 'c t i 'i fc~·(pn t i H ' ~51~- ;rC{i1-F: '~rJ!C; 'h- : ,~1\·..~,·.~ is : it; Tl~- S 1 _ f · , · l i ; ;~:e l1anr lP r: !.~h~Si· '- :~ : ~ : : - = - : : C / . 7 : - ' ;- 1 iI I B . . . ... ._ ~ - . . ... .. , . .._ _ .. ... .. " .. . , _ .. ... ..J .......... __ ....._.._._,._.__, __ ..._v_•....._......,~...... •....,......""',-+'-0

.- - -f : : . lC

1

'l,c~,~



II1 1 1 8 . . 2 Go H O M e

\ ::

67eproducible for c lassroom use. C opyright © ] 9 97 G ordana Petrldc, P ro L in gu a A sso ci ate s ( BO O )3 66 -4 77 5.



. . . . .-.----...~~---------------------------------------

/ ,.~

j:

I,~

IU8-2 Go HOM e i

1 -uggested Easy Rcgulnr Verbs to use with Go Home"

accept dance ' . pull stop< .158

add dare b;,ugh plan study

agree decide 1:.=;2.[11. play talk

arrive discover like point taste

ask dream I', promise thanksten

belong drop live r"o--o touch...l ' \ci~_

believe enjoy look remember try

call enter love return turn

carry fill Inarry save use

change f .1

moverc.>l~-.:.~ waitnIS.l1 i.:},__ ~ L:.

close help1

share walki2ec!:.

cook hope open show want

count • 1 ' order smoke Y\~-'" encruo e •r: L .&.

covers join pass start wish

kIll• t

c!..~y workry pICK ; : t .! -4 .

i1 _

[:"

iL

is :.~

'_

E a sy Irreg u l a r V erb s to u se 'w ith Go Home> : '

become d....t - . : 'T '~ 1 - ~'-(-l E12keL .I ;. . ., . _ i"'- V _

begin e a ~7 hear mean

brea~ fau 1 1 • t. meet1L

bzintf feed h Id pay- - ' - - f..O \.,..~

build feel hurt put.. tl

b uy fight keen ride._~ }"

catch fir.d kr .....T 1T rIse.......+.:.L : 1 " ' 0 :

come fon~'2t Ia .. say,- a.)

cost forzive 122,d see-J"J·O' t" · . .. .. .

cut get leave send. . .dia gl\~e let set.o

draw grow 'ne SIner-: : : ;

drink hang lose sit

sleep

sr-eak'''' ~_.C 4 .\..t,

snendt

r:' '1r"'''''c1r r : _ c,a - ; . .. . ..

stand

-! ",1.'.:1'-1 ......\..-

think

un ders t i ::::1d

Difficult Vcr lJS to use with Go Home

1 1'

arrange create relv resentntertain

erase crumble drift reuuest calculateJ.

attend assist deliver embrace satisfv

escaos descend

i.' ,

5 ! _ ! " n!Jl v nE:goti:;t~.. . aL!ernpI .J..':" ... '-

. . . . .~



m 1 1 1 8 - 3 Wha.t )f ?

Sample Questions and Answers for What If?

Set One Set Two

1. VVhatwould you do if 1. I would tell it another joke.

you found a mummy inyour car.

2. What would you do if

you got lost in the city?

2. I would try to stay awake.


forgot your homework?

3. I would run for my life.


your dog started laughing?

4. I would invite it to breakfast.


you met a unicorn?

5. I would snore.


you fell asleep in class?

6. I would take it to MacDonalds.

c:

7. VVhatwould you do if 7. I would find a police officer.

you were introduced to a tiger?

8. VVhatwould you do if you

dreamed of a vampire?

8. I would tell my teacher.

Reproducible for classroom use. Copyright 1\:11997Gordana Petrlclc. Pro Lingua Associates (800) 366-4nS. 7/



--- -----,-----__. _ _ .._ - - _ ... _ _ .._-,--------------_._--,-._-- ... -----


PURPOSE To practice the use of the past tense forms of irregular verbs

MATERIALS NEEDED One BANG! card (see page XX) and 10 small pieces of paper or

buttons for each student

r:

I"

DIRECTIONSi:

1. The teacher makes a BANG! card for each student. On each card the teacher writes 12

verbs in the past tense. Each card has a different combination of verbs from among a list of24 or more.

2. A card is given to each student. The students also get 12pieces of paper or buttons to cover

the verb when the teacher says the verb.3. The teacher slowly reads through the list in random order.

4. The student who first covers all the verbs says, "Bang!" and is the winner,

I

NOTE

TIle teacher can also say the verbs in the present tense.

S;'U"iPLE LISTS'-

Easier Moderate ll'fore D~O'ic! ( l t

1. BEGAN

2. EECArvfE3. BOUGHT

4. C"~!'vl.L:

5. DID

6. ATE

r, F01.n,:D

8. FORCOT

9. FOUGHT

10. GOT

11. HELD

1. BROKE

2. BUILT

1. BROUGHT

') BE/\T:'. COST

4 : . C.A.VCI-:T

5. CHOS::::

6_ D UO VE

~ DR E" ..r

~:~.FED

4. CUT

J. DRANK

6. FELL

7. FLE VV

8 . F E.LT

9. \\'ENT 9. G R;:: \V

]0 . HlT

u. HURT

10. G~-\\lE

1 1 . r :~~.\T E12. K>~EW13. Len

1 <1 L Ei- 'T

15. krET

16. n.r17_ F.~p.D

18. RODE

19. S~>H

20. S_!.JD

21. SPOKE

22. TOL.D

23. U>JDERSTOOD

24. THREV\i

12 . HLll<~~

13, LAY

1-:' LAID

13. ME~.f';T

1,:·, PArD

17. ROSE

18. SP R E ..c.D

19_ SL EP T

20. SET

21. STUCK

22, TAUGHT

13. lCErT

P LOST

15. LET

16. M.A.DE

17. Rt..N

18. SA\V19. SAN-G

: W . STOOD

21. SPENT'1 , TOOK

23. THOUGHT

24. V\'ROTE~3~TORE

.... _ - _ . _ .. -



m I 1 1 1 8 - 3 What v r

Sample Questions and Ansuiers for What If?

Set One Set Two

1. What would you do if 1. would tell it another joke.

you found amummy inyour car.

'2. What would you do if 2. would try to stay awake.

you got lost in the city?

3. What would you do if 3. would run for my life.

forgot your homework?

4. 'Whatwould you do.if

your dog started laughing?


you met a unicorn?

6. vThatwould you do if

you fell asleep in class?

4. would invite it to breakfast.

5. would snore.

6. would take it to MacDonalds.

r

7. What would you do if 7. would find a police officer.

you were introduced to a tiger?

8. What would you do ifyou 8. would tell my teacher.

dreamed of a vampire?

7/eproducible for classroom use. Copyright 01997 Gordana Petrick. Pro Llng'u" Assoclntes (BOO)66-17i5.

- - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - ~ - - -- - - - - - - - - - - ~



,, , . , , , . , . . . . . . . . . , , , , , , 1

"~-~~~,{)7:'<:i~~;'

",r~L


PURPOSE To practice the use of the past tense forms of irregular verbs

MATERIALS NEEDED One BAhJG! card (see page XX) and 10 small pieces of paper or

buttons for each student

DIRECTIONS

1. The teacher makes a BANG! card for each student. On each card the teacher wrif~s 12

verbs inthe past tense. Each card has a different combination of verbs {rom among a list of

24 or more.

2. A card is given to each student. The students also get 12pieces of paper or buttons to cover

the verb 'when the teacher says the verb.3. The teacher slowly reads through the list in random order.

4. The student who first covers all the verbs says, "Bang!" and is the winner,

NOTE

The teacher can also say the verbs in the present [e115e.

SAfV!PLE LISTS

Easier Moderate Afore' o ( [ ( fcui t

1. EEGP.N 1 . BROKE 1 . BROLCHT

') BECAME 2. BUILT 1. BEAT3. EOUGHT '" BLEW 3. COSTJ.

4. Cli. ['.IE 4 . CUT 4. CAUCHT5. DID :J. DK~NK :: CI-IO::~:-:

6 . "ATE 6 . FELL 6 . DRO\:~

7 FC)Ul',m /. FLEIV l DRE\\'

s. FOnGOT p FELT 8. FEC~.

9 . FOUGI-rr Q VVENT o GF~F-" , \ '. .J.

10. GOT 10. G'Vc 10. HiT-\ ; _.

11. HELD -;1 H .. : ._ \ rE 11 . HUKT. !- . .. .

12. I-lEAJ~D .!.~. 1<:\IE\\~ 12, HU>K~

13. }~:ErT ', LED 1~ LAY1.). -_."

14. LOST J . . . ; . U:rT 14. L A I L · ' )

15. LET 13. l\rET 15. I\'lEA>~T

16. l\iADE 16. rUT 16. rAID

17. Ri'~N 17. READ 1 7 . ROSE

18. S..; \\7 1 3 . RODE IS . SPRL·\D

19. SANG F:' 5f!,-, :T 19. SLEPT

20. STOOD 20. S'~J.ID 20. SET

21. SPEl'!T 21. SPOKE ?- STUCK1.

'1" TOOIC " ' ' ' ' 1 TOLD 22. TAUC;HT. . : - . - : . . .

23. THOUGI-IT '":I~ UNDERSTOOD ')~ TOP. : :._;. _.:1.

24. ,'\lEOTE 24. lrlRE"\V '1,1 VlOf~E. . . . _ ..

....--*__ ..._~I_ .w.~ ..................-,...,.~----,...,.-

' + - • - , ~~

'ccccccc • r "lL



f ~

II 1118-4B a n g !

Reproducible for classroom use. Copyright 101997 Gordana Petrlclc. Pro Lingua Associates (800) 366-4nS. 73



AGE RANGE 11-13TII·IiE 5 minutes

PURPOSE To practice verb endings in the present, present continuous, and

past tense and verb participles

MATERIALS NEEDED Two large pieces of paper with the same text (see the samples on

this and the next page)

01RECTIO~JS

1. The teacher divides the class into two groups and gives each group a paper with a text and

blanks after the verbs.

2. In5 minutes, students have to put the endings in the right places. They will use only illg,

ed, or nothing.3. The group that finishes with the most correct answers wins.

FOLLOW-UP

The teacher can ask the students to copy the text.

1.

'Yesterday while we were play_ TOIn fell_ down and

hurt __ his knee. ' - l v e call __ his mother but she was out.

Torn said __ that he want __ to go on play__ with us and

that his knee didn't hurt __ any more. Vve went back to the

playground and continue_ to play ball.

2.

Jane and Sue decide __ to go out to lunch. Jane want __ to

eat atWendy'S and Sue at McDonald's. V\T}l.enhey couldn't

agree_ they ask_ Sam to help them choose_ the res-

taurant. Not know __ what to say, Sam said, " V V 1 1 Y " don't

you go__ to Ponderosa?" The girls thank __ Sam and went

to lunch at Ponderosa.- - - - - - - - . . . . . - - . . - - , ~ - - , ~ . . . . ~ _ . ~ ~ . . . . . . . 1 ' . _ _

- I

/ .;- PART InS 1'h2 Language: Veres

----------~----------------- ----"', .....



II1 1 1 8 - 5 i f 1 r d . o r ed

, . ,0.

Mike took_ his dog for a walk. While they were pass_

the old barn, they heard_ a strange noise. Mike's dog

stop_ and sniff_. Mike went slowly behind his dog all

the way to the door.After push_ the old door, he saw_

two eyes inthe dark. Mike switch_ on the light and guess

what he saw-a scare_ rabbit look_ at them.

4 .

Return_ home from school, Julie stop_ at the bakery.

She always stoP_"_ there tobuy her favorite blueberry muf-

fins. TodayMr.Paddon wasnot in. Sheknock_ at the door

but no one answer_. Julie try_ once again. Still no an-

swer. All of a sudden Mr.Paddon appear_ hold_ a big

basket offreshlybake_ muffins. See_ Juliesadly look_

at his close_ store, Mr. Paddon gave_ her the biggest

muffin she had ever seen. Julie thank_ Mr. Paddon and

·walk_ home happily.

The sample texts on this and the preceding page are reproducible for classroom usc. Copyright '" 1997 Gordana Petrlctc , 75

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PURPOSE To practice the names of animals; verbs has and canMATERIALS f'IEEDED 3 sets of flash cards: At s, C

DIRECTIONS

1. On the first set of cards (At the teacher writes names of animals. On the second set of cards

(8) are various activities (verbs) that animals do. On the third set of cards (c) various parts

of animal bodies are written.

2. The students are asked to pick up a card from sets (/I.) and (B), respectively, if the intention

is to practice the verb cal-for example:

Sd (A) Set (B)

bear tly

3. The question would be: "Can a bear fly?" The class would reply: "1'.]0, it can't!"

4. If the teacher wants to practice hn<'c/l l l ls, then the students are asked to pick up cards from

sets (A) and (C), thus getting possible questions such as:

Set (11) Set (B)

elephant fins

5. Th:2question would be: "Does an elephant have tins?" The class would repl y:"l\Jo, it doesn't."

C l i o } (B) {C}

Animals Verbs Characteristics

:1 . monkey climb long arms

2. lion growl mane

·:3. z<:bra run stripes

4 -. m ou se squeak long tail

5. k?::1g?roo jump pouch

6 . bird tlv feathers~

fish swim scaies.

S . S b Z d · 1 ~ attack big jaws

9 . bear eat. C;'1\'.'5

10. Se~i play fins

II. horse graze hoof1:;. rabbit hop long ears

13. snake cra\vl no!eg:s

14.. squirrel collect nuts beautiful tail

15. beaver build a dam sharp teeth>

16. dog pIa:, Frisbee coila

17. cat purr whiskers

IS. fox hunt bushy tall

19. ' ' 1 ' 0 1 £ howl strong teeth

20. lamb eat grass wool

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-. ' -i~ P/~IRTW E ; The Language: \ferbr.~

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1 1 1 8 - 7 NaM e-Verb Box

AGE RANGE 11-13

TIME 10 minutesPURPOSE To introduce or review the form and meanlnq of certain verbs in the

past tense

MATERIALS NEEDED Board and chalk.

J DIRECTIONS

; 1. The teacher draws a table similar to that of a Bingo game on the board.

2. The name of one student is written across the top to give initial letters, and a few linguistic

i categories are written down the side of the box (see the sample game below).

3. The task of the students is to find verbs that begin with the given letters.

4. The activity can be conducted with the whole group working together, calling out words,

or on slips of paper in groups of no more than 4 students each.

FOLLOW-UP

The students can be assigned to use the verbs from the box in sentences.

SAMPLEGAME

Name T H 0 M A S

Simple Verb take have open make assist stop

Past Tense took had opened made assisted stopped

Synonym own create help end

Antonym leave lack close destroy go

PART IIIB The Language; Verbs 77



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a ~ ~ c ' " c.~ E a su a s P ie

AGE RANGE 12-13

TIME 10 minutes

PURPOSE To practice the comparison of adjectives using as ... as

MATERIALS NEEDED A game board drawn on a large piece of paper (see page 78)

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[DIRECTIONS

1. The teacher draws the game board and puts it up so that all the students can look at it.

2. Then the teacher points to the first oval, says an adjective (consult the list below), and asks

a student to make a comparison (see sample game) as quickly as they can (1S seconds).

3. If the student is successful, the teacher makes that student's mark in the oval. If the student

is unable to make a comparison, or makes an incorrect comparison, they have to 111O\'C

back to the "start" space, the empty plate.

4. 111estudent who reaches "The Pie" first is the winner.

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FOLLOW-UP

The teacher can ask the students to use their comparisons in full sentences.

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SUGGESTIONS

Easier

1. tall

; ; 2 . tiny

3. huncrv'_ .

4. strong'5 . new

6 . fast 1 1 . dry 16. busy

7 . poor 12. clean 17. lazvS, rich 13. old 18. stupid

9 . sad 14. hot 19. pretty10. wet 15. e a s y 20. ugly

More Difficult

1. alone

2. cool

6 . afraid 11. bad 16. cold

7 . dark 12. dead 17. deeDJ

8, free 13. fresh IS. good

9 . great H. happy 19. \Vl112

10. young 15. mean 20. real

3 . famous

4. gladJ. large. . .

]1.[0 st Difficu 1t

1. safe

2. clear6 . bright 11. certain 16. real7 . complete 11. fuli 17. heavvS. pleasant 13. quiet IS. simple9. true 1 4 . common 19. WIse

10. wonderful 15. foreign 20. important

3. modern

4. straight

5. plain

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COMPARISONS

As fast as a rabbit

As diligent as an ant

As busy as a bee

As clumsy as a .bear

As devoted as a dog

As cunning as a fox

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79Reproducible for classroom use, Copyright (I:) 1997 Gcrdnne Petridc. Pro Lingua Associates (800) 36&-4775,

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AGE RANGE 12 and olderTIME 10 minutes

PURPOSE To practice the comparative and superlative forms of adjectives

MATERIALS NEEDED Board, chalk, two slips of paper, pencil

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DIRECTIONS

1. The teacher writes 8 to 10 adjectives on the board.

2. The class goes through the list, giving the comparative and superlative forms of the adjec-

tives.

3. All the students write down the adjectives.

4. Then the teacher asks for two volunteers to be the "twins" and leave the classroom for a

few minutes.5. Outside the classroom, the "twins" decide on the description of themselves and one other

brother or sister, using the adjectives that are on the list. 'TIley should not take any notes.

6. In the meantime, the class is divided inlo two groups.

7. When the "twins" are called to return to the class, each group separately questions one of

the "twins" in a different corner of the room so that the "twins" cannot hC,H each other,

For example, "Who is smarter, you or your twin? ,\iho is the smartest in your Iarnly?"

Notice that some answers can be "the same." For example, "Who 1 5 taller?" "We <Ire the

same height."

8. The two groups write down their answers, and after about five minutes the descriptions

are read aloud and compared.

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SUGGESTED UST OF ADJECTIVES1. lazy 5. sloppy 9 . beautiful 13. loud 17. friendlv

2. old 6 . smart 10. neat 1~ quiet 1S. healthy.,

vounz 7. helpful 11. skinny 15. rich P slowJ . • a . ",.

A tall S . honest 12. fa t 16. runnv 20. strong" .

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IIIIIC-3 }deJ1f l f~/ng O b _ iecfs

AGE RANGE 11-13

TIME 5-10 minutesPURPOSE To practice the comparative form of adjectives

MATERIALSNEEDED None

DIRECTIONS

1. The teacher thinks of an object in the classroom (for example, the teacher's desk) and gives

a sentence in which the object is compared to another one in the classroom-for example,

"It is b ig g er t ha n my chair."2. The students can ask questions such as: "Is it smaller than the floor?" or "Is it higher than

your chair?"3. After three questions the students must guess. If they don't guess right, the game starts

from the beginning. It is usually a good idea to write a few adjectives on the board.

SUGGESTED ADJECTIVES

1. long 5. short 9. small 13. old 17. flat

2. nice 6. old 10. big 14. useful 18. smooth

3. wide 7. narrow 11. expensive 15. ugly 19. colorful

4. hard 8. soft 12. light 16. heavy 20. portable

!IIC..4 Wha t }s J t?


TIME 10minutesPURPOSE To ask comparison questions

MATERIALSNEEDED Board and chalk

DIRECTIONS

1. The teacher writes a list of objects on the board: po s tc a rd, r e fr ig e ra to r , p enc il , f o o tba ll , f lowe r

p o t, p la te , c up , and 50 on.

2. Then the class is divided into three groups: A, B, and C.

3. Students in group A are instructed to work together quietly and write down the name of

one of the objects.4. Students ingroups Band C take turns trying to guess what the object is by asking ques-

tions which refer to the list and which can be answered with "Y es" o r "N o." All questions

should be comparative-for example, "Is it heavier than the plate?" "yVould I use it as

often as I use the refrigerator?"

SUGGESTED LISTOF OBJECTS:

1. postcard 6. plate 1 1 . cooking pot 16. lipstick2. refrigerator 7. cup 12. ruler 17. mug3 . pencil S. match 1 3 . computer 18. bat4. football 9. TV set 14. shoe 19. bag

5. flower pot 10. book 15. glove 20. comb

PART m e The Language: Adjectives and Prepositions B /

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AGE RA[\JGE 6-7TIME 10 minutes

PURPOSE To give and follow directions using prepositions

MATERIALS NEEDED A few small objects: buttons, paper clips, etc.

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DIRECTIONS

1. A student is sent out of the classroom.

2. A small object is hidden in an inconspicuous place.

3. The student is called back in. Their task is to find the hidden object, listening carefully to

and following the instructions given by other members of the class. The student does not

ask questions.

4. Each student gives one instruction, for example:

Siudeni A: INaik forward six steps!

Student B: Walk to the left!

Student C: Stop!

Student D:Look under the desk!

!ii_

5. The student giving the instructions cannot correct or change. If the student who is follow-

ing the instruction doesn not perform correctly, the next instructor must try to get thew,

back on track.

6. When the student finds the object, they must identify it, describe its location and tell hov,

they found it.

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PART IV

S p e J J l n g



AGE RAj\lGE 9-11TIME 5-10 minutes

PURPOSE To practice spelling

MATERIALS NEEDED A slip of paper and a pencil

DIRECTIONS

1. Each student writes the names of 10 objects dearly visible in the classroom, but leaving

out a few letters. For example, they could leave out the first two and last two letters of th.~

word ca l endar : lend __

2. Each student exchanges their slip of paper with another student.

3. The aim of the game is to fill in the missing letters as quickly as possible. As soon as ii

student finishes writing in the missing letters, they return the slip to its owner, Vii::.

counts up the number of correctly completed words. You may want to put a time Iimir -

all. this step.

4. The student who has the largest number of correctly spelled words in the shortest time

'ivins.

AGE RJ1.NGE 10-13

TIME 5 minutes

PURPOSE To practice spellingMATERIALS NEEDED Board and chalk

DIRECTIONS

1. The teacher ·..rites a word on the board, reads it aloud and underlines the last IetteI-f",·

example, bread.

2. The students are asked to continue the chain bv wririnn ten words that becin with t!<,

underlined last letter of the previous word-for ~'xample: brca t i Qc .7LI ia l l- ll o t~ g gg . .

3 4 Student ! T L a y have only' one minute to complete their lists,

4. Finally. the students read their lists to each other in. sillc:H \:~roups fer, checicinz.~ _" 0

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IV-3 stepPing Stones

AGE RANGE 8-13

TIME 10minutesPURPOSE To practice spelling

MATERIALS NEEDED A big piece of paper and a marker or a board and chalk

DIRECTIONS

1. The class is divided into two groups.2. The teacher draws a river on the blackboard and/ or hands out the sketch on the next page.

The task is to cross the river on the stepping stones by spelling a word correctly.

3. One by one, the group members step on a stone and the teacher gives them a word to spell .

4. If the word is spelled correctly, it is written on the stepping stone. If it is spelled incorrectly

it is not written and the team makes no progress. Each team gets the same number of

chances.5. The first group to cross the river and reach the other side is the winner.

FOLLOW-UP

The teacher can ask the students to use the words insentences.

SUGGESTIONS FOR SPELLING WORDS

Easy Tricky

1. river L receive

2. coat 2. struggle

3. rock 3. building

4. sky 4. cactus

5. paper 5. daughter

6. room 6. friend

7 . flower 7 . question

8. cloud 8. synonym

9. rain 9. guess

10. dog 10. miracle

11. cat 11. subtract

12. mouse 12. healthy13. chair 13. league

14. table 14. neighbor

15. door 15. people

16. window 16. success

17. help 17. certain

18. win 18. continue

19. open 19. beautiful

20. write 20. foreign

PART IV The Written Language B5



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IV-4 C an } C r-o ss th e S tr -e e t?

AGE RANGE 11-13

TIME 10 minutesPURPOSE To practice spelling

MATERIALS NEEDED Board and chalk

DIRECTIONS

1. The teacher draws two traffic lights on two sides of the board.

2. The teacher thinks of a word and indicates the number of letters in the word by putting

dashes on the board between the two traffic lights. For example, the teacher might think of

the word dic t ionarv and put as many dashes as there are letters in the word: 0 ______ 0.

3. The class is divided into two groups. Members of each group guess in turn, asking the

following question: "Is there a letter 0 in it?"4. If there is a letter D in the word, the teacher writes it in the appropriate place in the word:

0 .If a letter is mentioned which is not in the word the teacher

writes it at the bottom of the board and crosses it out.

5. The group that completes the word or guesses the word first wins.

SUGGESTION

The teacher could prepare the following list of words:

1. condition 6 . orchestra 11. similarity 16. occupation

2. recommend 7. attendance 12. difference 17. understanding3. discovery 8. graduation 13. encourage 18. government

4. apartment 9 . cooperation 14. declaration 19. announcement5. direction 1 0 . dictionary 15. assessment 20. entertainmen t

IV..5 Spel l ing F u n

AGE RANGE 8-11

TIME 5 minutes

PURPOSE To practice the alphabet and oral spelling

MATERIALS NEEDED Two sets of small paper squares to be cut aut; on each square there

is a letter of the alphabet (see page74).

DIRECTIONS

1.

2 ..,. :> •

4.

The students are divided into two groups.

Each group receives a set of letters.

In five minutes each group has to make as many words as possible from the given letters .The group that makes the most words wins.

FOLLOW-UP

After playing this game, the teacher can write all the words on the blackboard and ask thestudents to use them in simple sentences.

PART IV The Written Language B 7

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ADJECTIVES -ING SPELLING

Your Name and Personality, 38 IQGame, 39Crossword, 52

Easy as Pie, 78 . Ed or lng , 74 Filling the Gaps, 84

Twins,80Last Letter Chains, 84

Identifying Objects, 81 MODAL CANStepping Stones, 85

What Is It? 81Can I Cross the Street? 87

IQGame,39 Spelling Fun, 87

ALPHABETZoo Game, 76

Alphabet Game, 16SUPERLATIVE

Spelling Fun, 87MONEY Twins, 80

Shop and Pay. 17

ANIMALS SYNONYMS

Practicing Colors,S MONTHS Syngo,53

Flies, Flies, 42 Months of the Year, 11Zoo Game, 76

TIMENAMES What's the Time, lvlr. Wolf? 11

COLORSName Bingo, 17

Color Circles, 4

Find the Right Color, 5 TRAVEL

Practicing Colors, 5 NOUNS Let's Travel, 58

Color Calls, 9 Think Fast, 58

Yes/No Card, 9 Call My Bluff, 61 VERBS

COMPARISONThink Fast, 58

NUMBERS Call My Bluff, 61Comparison, 33 Number Buzz, 4 Verb Basket, 64

Your Name in the Hall of Fame, 38 What's the TIme,lvlr. Wolf? 11 Go Home, 64Easy as Pie, 78 Think of a Number, 14 Bang!,72Twins, 80 Number Snatch, 16 Ed or lng, 74Identifying Objects, 81 Shop and Pay, 17 Name- Verb Box, 77

What Is It? 81 My Mother Went to Town, 44

VOCABULARY (GENERAL )CONDITIONALS PAST TENSE I SeeA ... ,55

What If? 69Verb Basket, 64

Name-Word Box, 57

Bang! 72Word Building, 57

DAYS OF THE WEEK Ed or lng , 74Days of the Week, 14 Name-Verb Box, 77 WH QUESTIONS

Find Someone Who, 24

DESCRIBING THINGS PREPOSITIONSWhat's in the Envelope? 39

Go Look, 82 WRITINGLiar, 42

FRUIT PRONUNCIATIONYes/No Card, 9

Sound Chains, 24 YES/NO QUESTIONSFruit Basket, 43

Yes/No Card, 9

QUANTIFIERSWho AmI? 25

TO HAVE Guess Who, 28

Zoo Game, 76 My Mother Went to Town, 44 What am I Drawing? 28

What's in the Envelope? 39

IMPERATIVEI Spy, 43

Fruit Basket, 43

Go Look,82

Index 89

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Othe r Mater ia l s frOl!;1P ro L in gu a. appropriate fo r

e ! e l V 1 e l 1 1 : a Y L j an d m iddle SC/100/ chi ldren:

Reading and speaking:

Story Cards: North American Indian Tales c01 1 /p i le dby S u sannah J . Clark

Story Cards: Aesop's Fables co mp iled by Ra ym on d C . Clark

Story Cards: The Tales of Nasreddin Hodja comFiled by Raymond C . Clark

Reading and Vocabulary:

American Holidays: Exploring Traditions, Customs and Backgrounds b y B ar ba ra

K lebano to an d Sara Fischer

Potluck: Exploring American Foods and Meals b y R aym on d C . Clark

V\Theelsand Wings: Exploring the World of Transportation and Travel b y Raymond

and Susann ah . C la rk

Zodiac: Exploring Human Qualities and Characteristics by J \l la ry R id dle M o or e

Operations in English: 55 Natural and Logical Sequences for Language Acquistion

by Gay le Nelson and Thoma s lVil1tel 'S

Conversation Strategies: Pair and Small Group Activities for Developing

Communicative Competence by David Kehe and P e g g J J Dustin K ehe.

Vvriting:'\-"!riting Inspirations: A Fundex of Individualized "YVritingActivities by Ar lene Ivuircu»

Games:

Solo, Duo, Trio: Puzzles and Games for Building English Language Skills

by Richard Yorkey

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Documents

Play'n' Talk Communicative Games