Grammar and Vocabulary Games for Children

British Ed itio n

British Edition

iœ ll

C opyrightY ear:2007 C opyrightN otice:t)2007,K athiW yldeck.A llrights reserved. ISBN :978-1-84753-579-5 E dition:British

Printed in:The U nited States ofA m erica Publisher:Lulu.com

D edicated to m y grandp arents, E rnestand M arie Vines,

w ho gave m e a love and resp ect

fortheEnglish language.

A cknow ledeem ents W ith m any thanks to M arcus Crem onese fordesigning the frontcoverofthisbook. A s an artistand m edicalillustrator,he can be contacted through his w ebsite at m .m edicalilluskation.com .au

l nt roducti on

Cont ent s

AlphabetSounds N otm Types Verb Types

Nouns,VerbsandAdjectives Adverb Types CaseofPronouns

Prepositions,Verbsand Pronouns

Conjunctions Articles Vocab Gam e//1 Vocab Gam e//2 Vow elLengths

ThatCrazyty 'Guy PhonicGrid Relay Simon Says Know ThatN oun W ho Am 1? lW entto the Shopsand ...

AdjectiveorNot? V erb Triplets Raceofthe Adverbs Vocab Victors PartsofSpeech Bingo Ready,Set,TakeY ourPositions' ! A Trip to Town

Quarticles Category Keyboard Actverbs Tick Tock Person,Number,Gender,Case Vocab Circle W hatDid W e See?

ConjugationNoughtsandCrossrs Punctuation Panic! Everyday Escapades W hat'sThatW ord? N oun W arfare! Action Story Guessthe Proverb W hatType? W ho Am 1? How 'sltDone? W hat'sThat? CircularStory Punctuation Relay M other,Fatherand Baby CleverClogs ln the M ood Phrase orClause? AnalyseThat! Gam esResources OtherBooksand W ebsite Activities

!

Introduction This little book provides teachers and hom e-schooling parents w ith an assortm ent of fun activities to help teach and practise gram m ar and vocabulary skills. M ost ofthe gam es are active and require plenty ofspace.The schoolhall,the playground or otheropen area w ould be ideal.

A tthe end ofa form allesson,w hen children m ay be getting restless or losing concentration,these learning activities w illactas a rew ard forhard w ork,or for keeping restless children's m inds active w hile,atthe sam e tim e,allow ing them to letoffsteam . Several gam es are very useful for ESL teachers w ho m ay w ish to practise vocabulary and listening com prehension w ith their ESL students. A ll of the gam es require the children to listen and concentrate carefully on w ords and instructions that the G am es Leader calls out, and children w ho need practice w ith follow ing instructions,and concentrating on a settask,w illbe strengthened by these exercises. Ifchildren do nothave the know ledge required to play a particular gam e,then

the Games Leader (teacher or parent) can give a lesson on the topic before starting the activity. B y concentrating on the lesson, the children w ill be rew arded w ith the fun ofa gam e atthe end oftheirefforts. The directions for quite a few of the gam es in this book involve ççteam ''or ttgroup''play,butthese instructions can be easily m odified for sm allergroups of

players.Forhome-schooling families ofjusttwo orthree children,where the directionsfora game use theword ççteam''orttgroup''justsubstitute the word çtplayer'', so that instead of having, say, three team s com peting against each other in a race,you w illhave three players racing each other.In a relay w here each m em ber of a team m ay nm once, ask the individual players in a sm all group to nm tw o or three tim es instead.W ith m ost of the gam es in this book,

single players can also enjoy the activities with a parent, and instead of competition between children,these single players can play the gamesjustfor the sheerpleasure ofhaving f'un and leam ing. The second half of the book contains signs and answ er sheets that w ill be needed to play the gam es.Just photocopy the pages as required for the gam es you choose to play.

The activities are suitable for children betw een the ages ofseven and thirteen.

Therearefifty gamesin all.Havefun and enjoythebook.

Game#1)

AlphabetSounds. G ive the children tw o or three letters ofthe alphabetto rem em ber,and ask them to sit in a circle on the floor.Tellthe players thatyou are going to say a w ord,and that they m ust listen to see if the w ord starts w ith one of their letters.If it does, they m ustgetup,nm around the circle clockw ise,and try to be the firstto sitback down in theirplace.The firstone sitling down scores apoint.'l'he children should keep their ow n scores and atthe end ofthe gam e,see w ho the w inner is.Exam ples ofw ords thatcould be called outare: apple,ant,boy,bee,coat,cat,D avid,drum ,egg,elephant,frog,fox,goat,girl,hen,

hill,ink,igloo,jug,Jack,koala,kite,lemon,lion,moon,mother,octopus,ox,pool, pan, queen, quiet, rain, rabbit, snake, socks, train, tree, uncle, ugly, van, vase, w hale,w et,X -ray,xylophone,zoo,zebra.

Game #2) N oun Typ es.

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

Pro er Jack M r.Brow n K orea D r.Sm ith Sydney

A bstract Love Sadness Hunger H eat N oise

Game#3) Verb Tenses: Sortthe children into pairs and ask each pair to sitdow n on the floor, facing each other,in a line w ith allthe otherpairs.A sk the players to stretch their legs straight outw ith feettouching their partner's.Tellthe players thatonce the gam e starts, itis very im portantforthem to keep theirkneesdow n and theirlegsstilland straight, or they m ight get trodden on.G ive each pair of players a verb tense, either present, past,perfectorfuture.

To play the game,read out a simple sentence,or even justsay a verb in a particulartense.The playersrepresenting thattense m ustgetup and nm dow n to

the end ofthe line,stepping betw een each pair of legs as they go.Then they m ust run behind their side of the line,back to the other end and then dow n betw een the legs and back to their places.The first player to sitback in his place w ins a point for his side of the line.C ontinue the gam e until everyone has nm tw o or three tim es, and see w hich side of the line has scored the m ost points. Exam ples of sentencesto calloutcould include:

a) M ary lovesherdad.(Present) b) Petergoestoschool.(Present) c) David fellover.(Past) d) Annajumped ontothechair.(Past) e) lwillgoto churchon Sunday.(Future) 9 W ehavewritten somestories.(Perfect) g) Johnlooltshappy.(Present) h) Sam hasriddenhisbiketotheshops.(Perfect) i) EmmawenttoJane'shouse.(Past) j) Adam willflyhiskite.(Future) k) Ben hasbeen to town.(Perfect) Game##)

Nouns,VerbsttA4 ectives: D raw three big circles on the floor w ith chalk.Label one circle çlN oun'',another

one tçverb''and thethird one çiAdjective''.Tellthe children thatyou are going to say a word and they mustdecideifitisanoun,verb oradjective.Assoon asthey have decided,they should run and stand inside the correct circle.T' hose w ho go to the correctcircle,and can titinside it,are safe.Those w ho go to the w rong circle, or w ho are too late to fit into the right one,are tr ead''. tr ead''players should stand nextto the G am es Leader and can help by taking t'urns to calloutw ords from the list.K eep playing untilthe circlescan hold al1the rem aining players.These are the w inners.W ords forthe listcould include: N oun C at Tree G irl Jenny Tom A ustralia N ew Y ork M rs.Jones Pencil

V erb R un Jum Go H ave ls M ake Do Sw im Sing

A d'ective Pretty Soft R ed Five Slow H ot Sad H appy Fast

Noise

W ere

Quiet 7

Game#5) Adverb Types. . Place the children into three groups and give each group a set of three signs

labelled çt-l-ime'' tçM anner''and çtplace''(from page 39 ofthe appendix).Sitthe children on the floor,in their groups,in front of you,and tellthem that you are

going to say an adverb (or a sentence with an adverb in it).The players must decide w hether it is an A dverb of Tim e,M anner or Place,and quickly hold up the correct sign.The firstgroup show ing the correctsign scores a point.K eep track of team scores until there is an obvious w inning group. Exam ples of adverb sentences,w ith adverbsitalicised are:

a) Today lturn nine.(Time) b) Peterfellover.(Place) c) You speak quickly.(M anner) d) lwillcomehomesoon.(Tim e) e) M rs.Evanstalksquietly.(M anner) 9 Jamesjumpshigh.(Place) g) Getup andgooutside.(Place) h) Jackruns/as'/.(M anner) i) Tomorrow isM onday.(Time) j) Eatyourdinnerntpw.(Time) k) llooked down and saw asnake.(Place) 1) Petertalksloudly.tM annerl Game#6) Caseofpronouns: This gam e is especially for ESL pupils. G ive each child tw o signs, one saying

ttRight''and the other saying çiW rong''(gom page 40 ofthe appendix).Sitthe players on the floor in front of you and tell them that you are going to say som e sentences containing pronouns. Som etim es the sentences w ill be right, and som etim es one ofthe pronounsw illbe in the w rong case.The children m ustlisten, and then hold up one of their signs to show the G am es Leader if the sentence w as right or w rong. Correct answ ers score a point and each child can keep his ow n score to find a w inner.Exam ples ofsentences could be:

a)John gaveabookto her.(Right) b)Thisisshe'sshoe.(W rong) c)Thatismine.(Right) d)Hereishim toy.(W rong) e) Herisatallgirl.(W rong) 9 They arecominghomesoon.(Right) g) Them arehis.(W rong) h) Iwentwith he.(W rong) i) W endygaveusapresent.(Right) j) Thepen isher.(W rong) 8

Game#7)

P repositions, Verbs (f P ronouns. . D raw three lines across the floorw ith chalk,so thatthe room is divided into thirds. N am e each third either tçprepositions'' tiv erbs''or ûipronouns''.Tell the children that you are going to callout a w ord thatw illbe either a preposition,a verb or a pronoun,and that they m ust decide w hich one it is.A s soon as they know ,they should run and stand in the correct third of the room .The first child to reach the correctplace scores a point.Children can keep their ow n seores so that a w inner can be found atthe end of the gam e.Exam ples of the selected parts of speech could include: Preposition ln On U nder D ow n W ith To At For

V erb Sing Talk W alk Am H as ls C om e Slee

Pronoun 1 They Us H im Their Ours M ine Y ou

Game#8) Conjunctions: D ivide the children into three or four team s and give each group a m arkerpen and som e sheets ofPZPG 'Letthe children in each team choose a ttW riter''to hold the pen and w rite the required w ords,another child as the
contain aconjunction.TheThinkersmustthink oftheconjunction being used and tellthe W riter to w rite itdow n.The D isplayer m ustthen grab the sign and show it clearly to the Gam esLeader.The firstteam with the correctsign displayed scores a point.K eep score to selecta w inning team .Exam ples ofsentencescould include: a. M ark ate a sausage and Jenny ate an apple. b. l should com e butitis raining.

c.Jfyou gotothepool,lwillbethere. d. A lthough itw as dark,w e couldn'tsleep. e. D o yourw ork until1tellyou to stop.

f. Peterjumpshigherthan Sam does. g. W hen you arrive,w e w illgo out. h. K ate w as sick so she w entto bed. i. Unless you have a w atch,you w illbe late.

j. W endypainted apicturebecauseshelikespainting.

Game#9) A rticles.. This gam e is fun for all children,but is especially helpfulto ESL students w ho often find choosing the correct article very difticult.G ive each child three signs

saying ttthe'' çta''and çtan''(from page 41 ofthe appendix),and sitthe players dow n in frontof you.Tellthem thatyou are going to say som e sentences w ith the

articlesleftout.ltisthechildren'sjob todecidewhich articleisneeded andthen to hold up their correct sign.The first child w ith the correct sign up w ins a point. Find the w inneratthe end ofthe gam e.Sentencesto read outm ightbe:

a) late........egg.(an) b) Then Iate .......banana.(a) c) Jillhas........new toy-(a) d) Pleaseget.........book thatison ..........table.(the) e) Sam has..........sisterand twobrothers.(a) 9 .........television istooloud.(the) g) M r.Evansbought..........red car.(a) h) < atis...........time?(the) i) Thatisourhouse.ltis.....oldesthousein ....street.(the) j) You should eat.........orangeevel' y day.(an) k) Isaw ........littlemouse.(a) 1) David saw .........octopus.(an) m).........antisonthetable.(an) n)..........trainwewantedto catch islate.(the) Game#10) Vocabulaly #1: The follow ing tw o gam es can be used to test any vocabulary you like.Justchange the w ords and categories as you please.These gam es are especially suitable for

ESL students,butcan beenjoyed byal1childrenjustforfun: Sortthe children into pairs and ask each pairto sitdow n on the floor,facing each other,in a line w ith allthe other pairs.A sk the players to stretch their legs straight outw ith feettouching theirpartner's.Tellthe players that once the gam e starts,it isvery im portantforthem to keep theirkneesdow n and their legs stilland straight, or they m ightbe trodden on.G ive each pair of players a category, such as Food, A nim alor Transport.M ore than one pair can belong to the sam e category. To play the gam e,say a w ord belonging to one of the selected categories.The players representing that category m ustgetup and nm dow n to the end ofthe line, stepping betw een each pair oflegs asthey go.Then they m ustnm behind their side ofthe line,back to the other end and then dow n between the legs and back to their places.The first player to sitback in hisplace w ins a pointfor his side of the line. Continue the gam e untileveryone has run tw o or three tim es,and see w hich side of the line has scored the m ost points. Exam ples of w ords in the above categories could include those show n ahead: 10

Food A pple Tom ato Chicken Broccoli Sausages Plum Potato G rapes Cheese

A nim al W olf Pig C ow Shark Lion Platypus R abbit D uck Fox

Trans ort Car Bus Train M otorbike Lorry Y acht Fire engine B ike R ocket

Game #11) Vocabulary #2. . Label the four w alls of the room w ith a different category of vocabulary to be .

tested.Forexample:M usicalInstruments,Clothes,Jobs,Landscapes(seepage42 oftheappendix).Tellthe children thatyou are going to say aword and thatthey m ustrun to the correctw allto show w hich category the w ord belongs to.The first child to reach the correctw allw ins a point.K eep score to find a w inner.W ords to include in the above categories could include: lnstrum ents H arp V iolin Piano G ong Guitar D rum Trum pet Bagpipes

C lothes Jum per D ress Skirt Tie Shirt Shoes Trousers H at

Jobs Electrician Teacher D octor D entist Carpenter Labourer Builder Scientist

L andsca es B each D esel't M ountain G rassland Cliff lsland Farm land G lacier

Game #12) VowelLengths: R em ind the children that vow els can be pronounced three w ays: short, m edium

and long.(Thereisaphonicslistincluded intheappendix onpage44,forrevision of these sounds).ln the schoolhall,or outside in the playground,the Games Leader is to choose three w alls to represent the w ords LO N G , SH O R T and

M EDIUM .Puta sign foreach word up on the walls (from page 43),so thatthe children know w hich w ay to run.Explain to the children thatyou are going to say a w ord,and thatthe players m ust listen and think aboutw hetherthe w ord contains a short,long or m edium vow el.Then the children m ustnm to the correctsign.The firstchild to reach the correctsign scores a point.K eep playing foraslong as the 11

children areenjoying the game,and atthe end ofit,ask forthechildren'sscores. See w hich child has the highest score.Tlzree cheers to the w inner.Exam ples of w ordsthatcould be given are show n below : LonM vow els eye,tie,go,tree,grey,say m eat,seat,feet,cute,bake bike,light,goat,boat,lake

Shortvow els Jack,cot,log,big,sat,cat m at,dog,pig,m ug,cup, sock,dress,cliff,duck,fun

M edium V ow els hair,m an,bear, col' n,bath,fan, ear,care,deer

(Tellthe children thatyou are trusting them to be honestin keeping and giving theircorrectscores.Cheatsshouldbedisqualified andgiven extrahom ework). Game#13) ThatCzwz.p '>''Guy: Sitthe children in a big circle on the floor,and then go around nam ing every child aS either a tûc onsonant'', a ttshol' t i'',a çt ong i''or a tt ong e''.There should be about a quarter ofeach type on the circle,spread out random ly,or at every fourth place on the circle.Explain to the players thatyou are going to callouta w ord that

willcontain a G%''in it,eitheratthebeginning oftheword,in themiddleofitorat the end.The children m ust quickly think w hether the ûty''is acting like a vow elor a consonant.lfitis acting like a consonant,a1lthe children thathave been labelled as ttconsonants'' m ust get up and nm around the outside of the circle in a clockw ise direction and get back to their places as quickly as possible.The first player hom e scores a point.If the w ord thathas been called outuses the tûy''as a vow el,the children m ust decide by them selves w hether the ity''is acting like a itshol'ti'' a tt ong i''or a tt ong e''.Those children labelled w ith the correctvow el sound m ust getup and dash around the circle and back to theirplaces.The first one hom e scores a point.lf a player gets up w hen he shouldn'thave, he scores a negative point,but can keep playing the gam e and try to score positive points to

catch up.Keep playing foraslong asthechildren areenjoying themselves.Atthe end of the gam e,see w ho has scored the m ostpoints Three cheers to the w inner. Exam ples ofw ords could include those show n below : .

C onsonant yellow ,yak,yacht,yarn yesterday,Y orkshire yard,yodel,yell,yeast year,yaw n,yolk

Long i cry, fry,dry,m y, by, fly,shy,rhym e type, psychologist hypotenuse, dyke

Shorti

Long e

Egypt,physics,pyjamas

baby,lady,cosy

gym nastics,analysis m yth,oxygen,pyram id sym m etrical,system hym n,rhythm

happy,hobby,story puppy,study,busy

12

Game 1114) Phonic GridR elay:

Prepare four sheets of paper (see page 45), each with a grid containing an assortm entofdifferentphonic groups,like the one show n below : or oy

ar ai

aw oi

ng nk

ph u..e

oo (short) th (hard) ch

sh

..33

au

er

oo(long) th tsoftl 1tn

ew

ey

wh i..e

oa a..e

ay o..e

igh

....y

ee

ea

ir

ur

ear

are

air

ow

lazy end ie

N ow ,place the children into four team s and stand them in straightlines,ready for a relay,atone end ofthe room .A tthe other end ofthe room ,place the grids on the tloor,in line w ith each team .H and a felt-tipped pen to the firstchild on each team . Explain to the children thatyou are going to callouta w ord w hich w illcontain one

ofthephonicgroupsshown on theirgrids(e.g.içboat''-@ t%a'').The firstchild on each team m ustrtm dow n,w rite the w ord nextto the correct phonic group on his grid,withouttalking,and run back to histeam ,handing the pen to the second in line.The firstchild should now stand atthe back ofthe line. A s soon as the first team to com plete their w ord is ready for a new w ord,the Gam es Leader should call it out.The slow er team s m ust rem em ber the new w ord w hile they w aitfortheirpens to com e back hom e.The gam e should cany on until all the children have had a t'ul'n,or until al1 the w ords have been called out.The w inning team is the one w ith the m ost correct answ ers on theirphonic grid sheets. Three cheersto the w inners.W ords to be called outcould include:

sport(or),thief(ie),tart(ar),sister(lazy end),photo (ph),whale (wh),today (ay), coat(oa),now (ow),claw (aw),wing (ng),toy (oy),flute (u..e),moon (long oo), donkey (ey),brain (ai),soil(oi),pink (nk),hair(air),bul'n (ur),knee (kn),spine (i..e),gate (a..e),chips (ch),shops(sh),night(igh),book (shortoo),baby (....y), chew (ew),sauce (au),girl(ir),fel'n (er),this(hard th),near(ear),with (softth), care(are),tree(ee),seat(ea). Game#15) Sim on Says: This gam e is fun for allchildren,butis especially good practice for ESL children in vocabulary building and listening com prehension.The G am es Leader takes on the nam e of ttsim on''for this gam e and calls out com m ands w hich the children m ust follow ,provided the com m and is begun by Etsim on says''.lf a com m and is given w ithout ttsim on says''before it and a child perform s the com m and,he is out.The G am es Leader calls out com m ands quickly,so the children m ust act fast,w ithout too m uch tim e to think.A sthe players getcaughtout,there w illfinally be only one player leftas the w inner.Sim on can also give the com m and ççsim on says freeze'', 13

and once said,any further com m and given,even if Sim on says it, m ustbe ignored untilthe com m and,Etsim on says ungeeze''is given.

e.g.) Simon sayshands on yourheads,Simon says handson yourknees,Simon saysjump,Iie on thejloor,Simon sayslieon thefloor,Simon saysfreeze,Simon says stand on your /c# l eg,Simon saysstand onyourrightleg,unfkeeze,stand on b0th legs, Sim on says ungeeze, Sim on says put your hands on your hips, frcczc, Simon saysto bow,Simon saysto curtsy,putyourhead on theJotpr,Simon says holdthehand oftheplayernexttoyounputyourfngersinyourears... (Allthe italicised commandsmustbe ignored,asSimon didn'tsay them,orthey werefrozen). .

Game#16) K now thatN oun:

Remind the children aboutthe five types of nouns:common (ordinary things), proper (special names),collective (collections and groups),abstract (ideas and feelings),genmd (actions ending in jng).Using the signs for the noun types on pages46& 47,display them on fivedifferentpartsofthehall(orplayground). Tellthe children thatyou are going to callouta w ord and thatthey have to decide w hether it is com m on, proper, collective, abstract or genm d. A s soon as the children have decided, they should nm to the correct sign.H ave a few practice turns,and then warn the children thatthe lastchild to reach the correctsign w illbe taken out of the gam e.A lso,any child w ho starts to run to the w rong sign w ill be taken out of the gam e.These children can help the G am es Leader call out som e m ore nouns to the children rem aining in play.K eep playing untilthere is only one player leftin the gam e.This child is the tûN oun Cham pion''!Exam ples to call out could include: Com m on duck,pen,dog beach,tree,boy cup,pig,sky film ,book,bird

Proper H enry, M ark A frica,London M t.Everest M r.Evans

A bstract dream ,beauty love,thirst,w ar sadness,noise danger,peace

C ollective group,herd,flock bunch, fleet,m ob school, pod,pack audience, crow d G enm d nm ning shopping reading playing

14

Game #17) I' J'/ztpam 1/ Each child is given a m ale or fem ale anim al identity, w hich is unknow n to them selves,but is show n to the others by a sticker on their forehead.The idea of this gam e is for the children to discover their identity,w ithout talking,and then to find their partner and form m ale/ fem ale pairs.To find outw hatanim aland gender each player is,the children m usthelp each other by looking ateach other's stickers and then giving clues through actions and anim al noises,but w ithout talking.For exam ple,for a bull,a child could display tw o big horns on his head.For a cow ,a child could say ttm oooo''and show herudders.A tthe end ofthe gam e,the children should be lined up along the hall,w ith cow and bull,fox and vixen,cock and hen, boarand sow ,and so on,a1lstanding in theirpairs.

Game #18) 1 W entto the Shops and .....

Thisisapronoun game.Draw six big circleson the floor(orground)with chalk. M ake the circlesbig enough forthe children to be able to stand inside.W rite one of these pronounsinside each circle:1,you,he,she,it,they. Tell the children that you are going to the shops to see som eone or buy

something.Ifyou see aboy orman,the children mustjump insidethe ûçhe''circle. lfyou see a girlorw om an,they m ustchoose the ttshe''circle,and ifyou see several

people,thechildren shouldjump intotheitthey''circle.lfyou buy an item thatisof neutergender,the tçit''circle w illbe chosen,and ifyou buy a m asculine orfem inine item ,the children m ustrun to the correct circle.N o points need to be scored,and no children should getout.Justplay the gam e for fun.To starteach gam e,say: t1w entto the shops and 1saw .....'' or tt1w entto the shops and 1bought...'' Exam ples ofpeople oritem s to be called outcould include: * 1w entto the shops and l saw ... M yselfin the m irror,m y reflection in the glass:I * lw entto the shops and lsaw ... A 11ofyou children:you * lw entto the shops and Isaw ... John,Peter,M r.Sm ith,H enry,D avid,Sim on,M r.Evans,the policem an:he * 1w entto the shops and Isaw ... Lots ofpeople,big crow ds,m others and fathers,children and adults:they @ lw entto the shops and lbought... Som e fruit,som e m eat,som e m ilk,som e cheese,som e bread,som e butter:it * 1w entto the shops and Isaw ... sfary,Jane,A nn,Jenny,M rs.Brow n,the w aitress,the aviatrix,the queen:she * lw entto the shops and IbouMht... A bull,a ram ,a drake,a gander,a fox,a stag,a stallion,a billy-goat,a boar:he @ Iw entto the shops and lbought... (4 cow ,a sow ,a doe,a hen,a ew e,a nanny-goat,a m are,a vi xen,a goose:she

Game#19) AsectiveorNot? N am e each of the four w alls of the room one of the follow ing: noun,pronoun,

descriptive adjectiveand limiting adjective (seepages48 & 49).Tellthechildren that you are going to call out three w ords. If the three w ords are nouns, the children mustnm to the ûlN oun W all'' ifthey arepronouns,the children should go

to the tûpronoun W all'',and ifthe wordsare adjectives,the children mustdecide w hetherto run to the tr escriptive W all''or tt im iting W all''.Ifthe three w ords are am ixture ofthe partsofspeech,the children should sitdown on the floor.The tirst child to the correctw alloronto the tloor scores a point.Keep playing foraslong as the children are having ftm .Then see w ho has scored the m ost points.Three cheersto the w inner.Exam ples ofw ords and categoriescould include: N oun

Pronoun

cat,dog,rat, sadness,heat, happiness,boy

he,she,it, they,w e,you, 1,m e,us,them

D escriptive Adiective

Lim iting Adiective

pink,yellow ,old,new big,little,angry,happy sad,clever,bad,good

m any,last,first,few , five,enough,seven, earlier,m uch,later,

Game#20) Verb Triplets U sing page 50 of the appendix,prepare three sheets of lined paper w ith num bers from 1 to 15 dow n the lefthand m argin.Place the sheets on the floor dow n at one end of the room .Leave a pencilon top of each sheet for the children's use during the gam e.N ow , sort the children into three team s. The first team is called the itA ctions''> the second team is called the çt-l-enses''and the third team is called the tçstyles''.Stand the team s atthe other end of the room ,in line w ith their sheets k>.' paper. G ive each player in the ttA ctions'' team one of the follow ing nam esE tçD oing''; EtB eing''or içl-laving''* G ive each player in the tç-l-enses''team one of thf' follow ing nam es:ttpresent''>içpast''and tûFuttlre''*G ive each player in the çûstyles-'

team one of the following names:tçsimple''5tçcontinuous''and ttperfect.t'I'heos m ay be tw o or three players w ith the sam e nam e in each team ,depending on tbz

numbersofchildren thatareplaying). N ow ,tellthe children thatto play the gam e,you are going to callouta sentence The tirst team m ust decide w hether the sentence uses a doing, being or haNinj: verb.The second team m ust decide w hich tense the sentence is in, and the thtoz' team m ust decide on the m ain style of tense used.Once each team has m ade :s decision,the children should send one oftheirplayers down to the other end ofLàe room to m ark his answ er on the sheetofpaper.O nce the players are back hom e.

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calloutanother sentence,and carry on untilevery playerhasnm atleastonce.At the end of the gam e,collect the answ er sheets,and see w hich team has the m ost correctansw ers.Three cheersto the w inners.Sentences to calloutcould include:

1) Thedynamiteblew up.(Doing,past,simple) 2) lfoundthegold.(Doing,past,simple) 3) Jillwillbeskiingnextweek.(Doing,future,continuous) 4) Thehenhaslaidan egg.(Doing,present,perfect) 5)Dan isten yearsold.(Being,present,simple) 6) W herehaveyou been? (Being,present,perfect) 7)1had gonetobed.(Doing,past,perfect) 8)Judywillhavepainted apictureby now.(Doing,future,perfect) 9) Georgehasanew camera.(Having,present,simple) 10)Dadwillbeheretonight.(Being,future,simple) 11)Thecloudsweredriftingacrossthesky.(Doing,past,continuous) 12)Jack isbeinggood today.(Being,present,continuous) l3)1likebananas.(Doing,present,simple) 14)M ichaelwillgo toFrancenextyear.(Doing,future,simple) 15)Sarahhashad enoughtodrink.(Having,present,perfect) Game#21)

RaceoftheAdverbs: Sitthe children dow n on the floor in a big circle,w ith legs crossed,and tellthem that they are all adverbs.W alking around the circle, give each player an adverb identity.The firstchild could be an A dverb ofM anner,the second an Adverb of

Time,thethird an Adverb ofPlace,and thefourth an Adverb ofQuantity,and so on around the circle. N ow tell the children that you are going to call out a sentence.They m ust a11 listen and w ork outwhattypeofadverb hasbeen used.The children who belong to thatadverb type m ustthen getup,race around the circle,in a clockw ise direction, and try to be the firstback to theirplaces.The firstplayer hom e w ins a point.lf a player gets up w ith the w rong identity,he m ustsitback dow n,uncross one 1eg and putitstraightout,to show thathe hasm ade a m istake.Thisplayerisnotoutofthe gam e and can keep playing.lf any playerw ith a leg out gets up atthe w rong tim e again,he m ustputboth legs straightout.lfthis player m akes a third m istake,he is ou1 ofthe gam e.K eep playing and 1etthe children gain points,or puttheir legs out, for as long as the players are having fun.Then find the w inning player.Sentences could include som e ofthe follow ing:

1) Jillreadsslowly.(M anner) 2)Tim spellsbadly.(M anner) 3)W ecamehomelate.(Time) 4) Look up there.(Place) 5)'I' heweatherisreally cold.(Quantity)

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6) Theywillanivesoon.(Time) 7) ltisextremely hotina sauna.(Quantity) 8) Yesterday wasmy birthday.(Time) 9) Pleasecomehere,Julie.(Place)

10)T' heearthquakehitsuddenly.(M anner) l1)'l' hebirdsin thetreessingsweetly.(M anner) l2)Go insideand getyourcoat.(Place) 13)Davidwassocoldthathislipsturnedblue.(Quantity)

Game#22) Vocab Victors: This gam e is helpfulin practising and testing vocabulary in ESL sm dents,but can

alsobeplayedjustforfunbynativeEnglish speakers.ForgroupsofnativeEnglish speakers only,use m ore difficult vocabulary to m ake the gam e m ore challenging. U sing pages 51 & 52 of the appendix, place tive signs around the hall or playground w ith one ofthe follow ing nam es on each: W eather & Seasons; Food & Drink; Landscapes; Buildings; H ousehold ltem s Stand the children in the m iddle of the room and tell them that this gam e is for vocab practice.W hen you call out a w ord,the children are to run to the con-ect sign to show that they understand w hich category the w ord belongs to.The first player to the correctsign w ins a point.K eep playing for as long as the children are

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enjoying themselves, andthen findawinner.

i ' j t

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Forgreatercom petition,take the lastplayerto reach the sign,orplayerswho go to

i

thewrong sign,outofthe game.Thewinnerwillbe the only playerremaining in

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thegam e atthe end The players w ho are taken outofthe gam e can help by calling

!1 j i .

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out w ords from the vocab list. The vocab list could look som ething like the follow ing:

Weather

Food

& Seasons hurricane blizzard rain snow flood tornado w ind storm

& D rink pizza orange banana eggs m ilk cheese sausages bread

Landscapes countryside city desert m ountain plain valley island glacier

BuildinMs Household igloo w igw am m ansion skyscraper flat castle tent palace

ltem s sink spoon television broom saucepan toilet oven w ashing m achine

) à

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;

i

J

1 ;

Game#23) PartsofspeechBingo. . Prepare a set of ûtB ingo'' cards for each player, using pages 53 to 59 in the appendix.Every child should have 2 or 3 of each partof speech to play the gam e. Y ou m ay w ish to cut the sheets up into separate cards yourself, or if you have enough scissors,ask the children to cuttheir ow n sheets up into tûparts of speech'' squares.N ow ,ask the children to sorttheir bingo cards into neat little piles for each partof speech,so that the cards can be easily chosen during the gam e.Tell the children that you are going to call out a w ord,and that they have to decide

(quietly to themselves, without speaking) to which part of speech the word belongs.A s soon as they know ,they m ustput the correctpartof speech onto the floor in front of them . G ive them five seconds to think, before calling out the correct answ er. The children w ith the right answ er can keep their cards on the floor.Those w ho have chosen the w rong answ er m ustrem ove them .N ow callout the nextw ord and repeatthe gam e.Carry on untilsom eone has five bingo cards in a row .This player should calloutttB ingol''and has w on thatround.K eep playing for as long as the children are having ftm .Exam ples ofparts of speech are show n below . ,

Noun

Verb

dog girl m ouse school m other house car hen city beach

do kick go sleep eat play w ork w rite draw sw im

Pronoun

Adiective

it she him we us them you he they me

pretty big clever cold happy sad tired dangerous little sm aller

Adverb yesterday quickly slow ly soon happily in up dangerously tom orrow out

Conjunction and but because although until unless if than how ever since

This gam e is a greatw ay to practise vocab or gram m ar learntover severallessons, and should be played often to revise w ork,varying the vocabulary and parts of speech as further w ork iscovered.

Game#24) Ready,Set, Take YourPositionsl Take the children outinto the playground.Look around for a place w here they can

getunderthings,behin4 beside,between,amongst,on,in and overthings such as tables,benches,playground equipm ent,trees,bushes,and so on.Tellthe children that w hen you callouta preposition,you are going to turn your back and countto thirty.D uring this tim e,the children m ustrun and get into the requested position, som ew here in the playground w ithin yourview .A nyone stillnm ning and notin 19

Game#23)

PartsofspeechBingo. . Prepare a set of ttB ingo'' cards for each player, using pages 53 to 59 in the appendix.Every child should have 2 or 3 ofeach partofspeech to play the gam e. Y ou m ay w ish to cut the sheets up into separate cards yourself,or if you have enough scissors,ask the children to cuttheir ow n sheets up into çtparts of speech'' squares.N ow ,ask the children to sorttheir bingo cards into neat little piles for each pa14 of speech,so that the cards can be easily chosen during the gam e.Tell the children that you are going to call out a w ord,and that they have to decide

(quietly to them selves, without speaking) to which part of speech the word belongs.A s soon as they ltnow ,they m ust put the correct partof speech onto the floor in front of them . G ive them five seconds to think, before calling out the correct answ er.The children with the right answ er can keep their cards on the floor.Those w ho have chosen the w rong answ erm ustrem ove them .N ow callout the nextw ord and repeatthe gam e.C arry on untilsom eone has five bingo cards in a row .This player should callouttûB ingol''and has w on thatround.K eep playing for as long as the children are having ftm .Exam ples ofparts of speech are show n below .

Noun

Verb

Pronoun

Adiective

dog girl m ouse school m other house car hen city beach

do kick go sleep eat play w ork w rite draw sw im

it she him we us them you he they me

pretty big clever cold happy sad tired dangerous little sm aller

Adverb yesterday quickly slow ly soon happily in up dangerously tom orrow out

Conjunction and but because although until unless if than how ever since

'Fhis gam e is a greatw ay to practise vocab or gram m arlearntover severallessons, and should be played often to revise w ork,varying the vocabulary and parts of speech as furtherw ork is covered.

Game1124) R eady,Set,Take YourP ositionsl Take the children outinto the playground.Look around for a place w here they can

getunderthings,behin4 beside,between,amongst,on,in and overthingssuch as tables,benches,playground equipm ent,trees,bushes,and so on.Tellthe children thatw hen you callouta preposition,you are going to turn your back and countto thirty.D uring this tim e,the children m ustnm and get into the requested position, som ew here in the playground w ithin yourview .A nyone stillnm ning and notin 19

position w hen you t'tzrn around, after the count of thirty, scores a penalty point.

Keep playing foraslong asthe children are enjoying them selves.Then see who has the low estscore.' rhis player is the w inner.

Game#25) 4 Tr+ to Town. .

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Talk aboutthedifferenttypesofshopsin atown,such asthechemist(pharmacist), baker,butcher,new sagent, superm arket,greengrocer,bank and post office. Talk about the different item s that can be bought in these shops.A lso tellthe children w hatservices are offered in a bank orpostoffice.N ow you are ready for the gam e. Choose several shops and put signs up around the playing area, so that the

children know whateach placerepresents.(Seepages60 & 61oftheappendix for some shop signs).Then tellthe children thatyou aregoing to calloutan item for them to buy.They m ustdecide w hich shop w ould sellthe item ,and then run to the correct location.The firstchild there scores a point.K eep playing untilthere is an obviousw inner.Shops and item s to buy could include: G reengrocer apples potatoes cauliflow er oranges tom atoes bananas

Chem ist plasters m edicine perfum e bandage suncream hair bnzsh

PostO ffice aerogram m es stam ps envelopes pay a bill posta letter enrolto vote

Superm arket N ew sagent cheese m agazine m ilk new spaper cereal writing paper eggs pen rice glue soap postcard

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

TH E

A

AN

NO ARTICLE

Place al1the children in the tiN o A rticle''quarter and tellthem thatyou are going to callout som e sentences w ith their articles m issing.A s you give a sentence, the children m ust decide w hatarticle should be used to fillin the blank, and then run into the correct quarter.The child w ho gets into the correct quarter ftrst, w ins a point.A ny child w ho runs into the w rong quarter should putone hand on his head 20

and keep itthere.% en the next sentence is given,if the player runs to the right quarter,he can take hishand offhis head.If he goes to the w rong quarter again,he should putboth hands on his head.A child is out ofthe gam e ifhe has tw o hands on his head and goes to a third w rong quarter.K eep playing untilthere is only one child leftoruntilthere is an obvious w inner.Sentences to use could include:

1) Peterate ......egg.(an) 2) Annacooked .....potato.(a) 3) Jennyhad ......orange.(an) 4) llove....peaches.(no article) 5) ....book overthereismine.(the) 6) Thisismy babybrother.Look at.....big smileonhisface.(the) 7) lloveswimming at.....beach.(the) 8) A1lchildrenlove....holidays.(noarticle) 9) Fathershave.....jobs.(no article) l0)......Frtzitisdelicious.(noarticle) 11)Pleasegiveme .....apple.(an) 12)Pleasegiveme....applethatisonmy desk.(the) 13)1missed....traintoschool.(the) 14)Doyou have....computer? (a) l5)lhave ....brown hair.(no article) 16).....seaisrough. (the) 17)....airisclear.(the) 18)M ay lhave....glassofmilk? (a) 19)....glassthatyou gavemedroppedonto thefloor.(the) 20)....book lwasgiven forChristmasisvery interesting.(the) Game#27) Category K eyboard.. Sortthe children into pairs and ask each pair to sit dow n on the floor,facing each pther,in a line w ith allthe otherpairs.A sk the players to stretch their legs straight E'ut nrith feet touching their partner's. 'l'he players should now be sitting like a piano keyboard,w ith each pair of legs as the keys.Tellthe players thatonce the game starts,it is very importantfor them to keep theirknees down and theirlegs Fcilland straight,or they m ight get trodden on.G ive each pair of players a vocab

:i a:egory,depending onthewordsyou wantto revise.(Theremaybemorethan one patrofplayersin thesamecategory). To play the gam e,callouta w ord from one of the categories. The players in that ci a:egol'y m ust get up and nm dow n to the end of the keyboard, stepping betw een zouh pair of legs as they go.Then they m ustrun behind their side ofthe keyboard,

ryi 1: ck to the otherend and then down between the legsand back to theirplaces The 7: 7ss: player to sit back in his place wins a point for his side of the keyboard Lzc:inue the gam e untileveryone has nm tw o orthree tim es, and see w hich side of .

.

21

the keyboard has scored the m ost points. 'rhis game can be used to test any vocabulary orgramm arthatneedsto be practised,asw ellasproviding the children w ith fun and exercise at the sam e tim e. Categories to sort the children into, and w ordsto callout,could include: School pencil rubber sham ener exercise book classroom textbook

Body nose face hand ear thum b elbow

jumper

science

finger

read

scarf

history

lips

lamb

jump

gloves

geography

teeth

ew e ram cock

go is have

shoes socks hat

m aths English pen

eye leg foot

vixen

walk

pyjamas

teacher

arm

A nim als stallion boar m are drake sow doe

V erbs run skip sleep w rite sw im drink

C lothes shirt sltirt dress tie shorts underwear

fawn

eat

kid

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Game #28)

Actverbs: M ake tw o lists,one ofverbs and anotherof adverbs,w hich can easily be acted out by the children.Then arrange the players facing tow ards you,evenly spread out around the playing area,so thateach child has enough space to m ové in.Callout one verb and one adverb from the lists.'I'he children m ustdo their bestto actout the action ofthe verb in the w ay described by the adverb.Give points forthe best

ormostimaginative actsperformed by the children,orjustplay forthe fun ofit, withoutscoring points.Examplesofthetw o listscould be: V erb stand sit lie talk sing shout sneer sm ile w alk sw im w rite snore craw l

A dverb still cross-legged quietly quickly sw eetly loudly nastily happily slow ly w ell neatly noisily silently 22

)

V erb look sit look

A dverb continuously dow n up

yaw n

now

Game#29) Tick Tock: This gam e needs thirteen players per clock.G am es Leaders can occupy any em pty places on the clock face,ifthere are notquite enough players.For each clock thatis playing,draw a big circle on the floorw ith chalk,and place num bers one to tw elve as they appear on the clock face.A lso place a spotin the centre of the clock w here the hands go. Stand the players on the clock face at each hour, w ith a G am es Leader orplayer standing on the centre spot. N ow ,callouta tim e.Startw ith easy tim es atfirst,such as 3 o'clock.The players standing on the appropriate num bers m ustthen run to sw ap places,w hile the person on the centre pointm ustt' ry to grab one oftheirplaces before one ofthe tw o others

getsthere.e.g.)For3 o'clock,theplayersatnumber3 and number 12 mustswap places.lfthey sw ap w ithoutthe centre person grabbing a place,the gam e continues w ith a new tim e called out,and the sam e centre person m usttry a second tim e.lf, however,thecentre person succeedsin grabbing a placeon the clock face,theloser takeshisplace in the centralposition. A s the gam e progresses,call out half pasts, quarter to's and quarter pasts,and

then move on to five,ten,twenty and twenty five minutes to and past.(M any children cannot read an analogue clock these days,so it m ay be a good idea to

check tirstand give a quick revision oftime-telling,ifsome are notsure).M ake sure everyone gets a go.The younger or less able children should be given easier tim es than the olderor m ore able children.

12.15(aquarterpasttwelve)meansthatplayersat12and 3mustswap places. 5.20(twentypasttive)meansthatplayersat5and4 mustswap places. 8.45(aquartertonine)meansthatplayersat8and 9mustswapplaces. 9.55(fivetoten)meansthatplayersat9and l1mustswap places. Game1130) Person,N um ber,G ender,Case. Splitthe players into three or four team s and sitthem in their groups on the floor. ln front of each team ,place tw elve playing cards.The cards should have each of the follow ing w ords w ritten on them , one w ord on each card: 1st,and,grd,sjyjgujar,

plural,masculine,feminine,neuter,common,subjective,objective,possessive(see page62 oftheappendix). Tell the players that you are going to say a sentence,and that each team m ust work out the person,num ber,gender and case of the pronoun in it.Team s m ust 23

decide quietly am ongst them selves w hich of their cards should be used, and as soon as the answ erhas been w orked out,a runner from each team should run w ith the cards to the G am es Leader.The first one there should show his cards.lf they are allcorrect,thatteam scores a point.lf the cards are not all correct,the G am es Leader should check the second team 's cards,and so on,until a w inning team is found.Repeatthe gam e untila definite w inning team can be chosen.Exam ples of sentences thatcould be called outare:

1) .GIneedto goto sleep now,''said W endy.(1St,singular,feminine,subjective) 2) Peter and Simon asked,tçCould wc please have a chocolate?''(1St,plural, masculine,subjective) 3) Don'tbeso stupid,M ary.(2ndunderstood,singular,feminine,subjective) 4) They are so noisy, all those people in the street.(3rd,pIuraj,com m on, subjective) 5) Thisbookbelongstoher.(3'd,singular,fem inine, objective) 6)Thetrousersarehis.(3rd,singular,m asculine, possessive) 7) Whoseisthisjumper?(3rd,singularrcom m on, possessive) 8) They area11blunt,thesepencils.(3'u,plural,neuter,subjective) 9) The teacher is very happy with you, children. (2nd, p1uraj, com m on, objective) 10)Itisaveryheavyrock.(3rd,singu1ar,neuter, subjective) 11)Ron liftedtherock and hurthisback.(3rd,singular,m asculine,possessive) 12)Ron shouldn'thavelifted it.(3:d,singular,neuter,objective) Game#31) Vocab Circle. . This gam e is especially good for practising vocabulary w ith ESL children,but can

be enjoyed by everm ne.Sitthe children down on the floorin abig circle,and go around behind the players,giving each child one ofthe follow ing category nam es:

shape,colour,animal,job,body part,school,transport.Tellthe children thatyou are going to call out a w ord belonging to one of the categories,and that a1l the children in that category should get up and nm around the circle in a clockw ise direction and try to be the firstback to theirplace.The firstchild back hom escores a point.K eep playing until everyone has nm a few tim es and a w inner can be chosen.W ordsto calloutcould include: Shape oval rectangle cube octagon triangle rhom bus cylinder hexagon

Colour pink red black grey orange brow n blue green

A nim al lion tiger elephant squirrel rabbit hedgehog snake platypus

Job dentist doctor farm er builder firem an nurse teacher plum ber 24

Body Part thigh calf ankle thum b elbow toenail knuckle chest

School Transport atlas bus dictionary ferry desk pram com puter taxi w orkbook train w hiteboard car locker van ruler lorry

Game#32) @' /JJ/D id m c See? Sitthe children on the floorin a big circle and say thatthis is a m em ory and vocab gam e.A round the circle,the children m ust say:çtl w ent to....and this is w hat l saw I saw a .....'' For exam ple:&Elw entto the city and this isw hatl saw .l saw a sky scraper.'' Each child has to repeat w hat has already been said, and then think of another suitable item to add to the list.W hen the children are running out of item s to say, change to another location,such as the countryside,the school,the hom e,the zoo, the road,the w orkplace,the sports field,and so on,so that the children can start thinking ofsuitable w ords in the differentlocations. A gam e m ight sound like this: çi1 w ent to the city and saw a sky scraper, a penthouse and a hospital.Then I w entto the zoo and saw a lion,a tiger,a snake and a rhinoceros.N ext I w ent to the countryside and saw a volcano, a cliff, a w aterfall,a farm and a cow ...''and so on.

Game#33) Conjugation Noughtsand Crosses: Splitthe children up into tw o equalteam s and callone team the içN oughts''and the otherthe ttcrosses''.G etone team to w ear caps foridentification,orgive players O

orX name tags.(See pages 63 & 64 for these).Then draw a big Noughts and Crosses grid on the floor w ith chalk,and stand the tw o team s on each side of the

grid,readyto play.Tellthechildren thatthisisaverb conjugation quiz.Each child w illbe asked a verb question w hen itis his turn.Ifa player gets the answ er right, he can choose w here to stand on the grid.lf the player gets the answ er w rong,a player on the other team can try to answ er the question correctly.A s the gam e progresses,the grid w illstartbeing filled up w ith children.Each team m ust try to

getthree oftheirown playersin arow,justasin Noughtsand Crosses.The first team to getthree in a row w ins the gam e.The types of questions to ask involve tslling in the m issing verbs.For exam ple,tellthe children thatyou are going to say the present sim ple and past sim ple form s of a verb, and they m ust give you the N rfect tense of that verb.'lhis gam e is extrem ely good practice, especially for ESL children,in learning how to use verbs correctly.Som e exam ples are show n below : PresentSim ple

PastSim ple

go have sing swim do nm write

went had sang swam did ran wrote

Perfect

have.......(gone) have.......(had) have.......(sung) have.......(swum) have.......(done) have.......trunl have.......(written)

Present Sim ple

PastSim ple

ride make cook Jump lie lay sleep dream spell drive lend can

rode made cooked jumped lay laid slept dreamt spelt drove lent could

'

Perfect

have.......(ridden) have.......(m ade) have.......(cooked) have.......Uumped) have.......(lain) have.......(laid) have.......(slept) have.......(dreamt) have.......(spelt) have.......(driven) have.......(lent) have.......(been able)

k

Game#34) Punctuation Panicl Split the children into groups of six,and give each player a punctuation m ark to pin to his shil't,so that on each team there is a com m a,a fullstop,a question m ark,

an exclamation mark,an apostrophe and a setofquotation marks(seepage 65). Stand the children in relay form ation,in their team s,atone end of the room .Tell the players thatyou are going to callouta sentence.Each team m ustdecide w hich punctuation m ark the sentence contains, and then the relevant player should run down to the other end ofthe room ,touch the wall,and try to be firsthom e.The tirst player there,w ho ran correctly, scores a point for his team .lf the sentence contains m ore than one punctuation m ark,m ore than one player from each team m ustnm .ln this case,the w inning team forthatround is the one w hose lastplayer gothom e before the restofthe team s.K eep playing untileveryone hasrun atleast once,and see w hich team has scored the m ostpoints.Three cheers to the w inners. Sentencesto calloutcould include:

1) lturnedtwelvetoday (fullstop nms) ( ) 2) W hat'sthetimeplease? (question mark andapostrophenml 3) Oh mygolly gosh! (exclamation marknms) 4) lboughteggs,bacon,cheeseand milk attheshopstoday. (commaand fullstop runl k 5) The old woman said, içW hen you get to my age, you feel very wise. (comma,qpotationmarksandfullstopnml 6) Oh,it'sfreezinginhere! (comma,apostropheand exclamation mark runl 7) W hatateniblestink! (exclamation mark nms) 8) Can you hearthatstrangenoise? (question mark runs) 9) Seoulisaverybig city. (fullstopnms) 10)Haveyou everbeento lndia? (question mark runs) .

i i

Game#35) Evelyday Escapades: This gam e is especially for ESL students,and is aim ed at helping them to cope w ith everyday conversation,so thatthey can buy a train ticketor ask foran item at the shops. The activity could be played over a three hôur period, and the native English speakers in the group could help run the gam e along w ith the G am es Leader. Set up the hall or playground w ith stalls to represent a greengrocer's shop, butcher's shop,baker's shop,post office,balzk,cinem a ticket office and railw ay

ticketoffice (see pages 66 & 67 forthese signs).Ask the children to draw and colour in various fruits,vegetables, cakes and bread, m eats,price tags, cinem a tickets, train 'tickets, bank w ithdraw al fonns, passport form s, w ater, gas and electricity bills,stam ps,aerogram m es and play m oney,so that the gam e is m ore realistic and m ore fun to play. Place a pencil,the appropriate item s and price tags ateach stallbefore beginning the gam e,and organise native English speaking students to m an each stall.N ow , tell the ESL children that this gam e is to practise conversation in everyday life situations. Each child should be handed an equal am ount of m oney, plus a çépassport''to show the places visited. To startthe gam e,ask the ESL children to go to the various stalls oftheir choice and buy fruitorbread,go to the bank,geta ticketto the cinem a,catch a train,pay a bill,or w hatever else they choose to do.Each tim e a child goes to a stall,he m ust ask clearly, in his best English, for whatever he w ants.The stall holders should listen to the children'srequests,give them the item s asked for,and politely correct theirEnglish w here necessary. Each tim e a stall is visited and the requested item s are asked for,the child's -ûpassport''should be ticked by the gtallholder.Play m oney should be used to pay for the item s bought,and if a child nm s outof m oney,he can go to the bank and w ithdraw m ore,after filling outa w ithdraw alslip correctly. The gam e can be played untilplayers have visited a11the stalls and had alltheir passports ticked off,or untilallthe m oney nm s outatthe bank. The gam e could be repeated on different occasions,changing the types of stalls to others, such as a bus station, a superm arket, a petrol station, an ice rink, a bow ling alley,a hardw are shop,and so on. This gam e is a great w ay for E SL children to build up their confidence w ith handling real-life situations, and also encourages co-operation and team w ork w ithin the native English speaking group ofplayers.

Game#36) I1'/ltz/'s That W ord? Prepare nine signs w ith the follow ing parts of speech w ritten on them : noun,

pronoun,adjective,verb,adverb,preposition,conjunction,interjection,article(see 27

pages 68 & 69). Stick the nine signs in various places around the room or playground,and pointthem outforthe playersto see.lfnecessary,give the players a quick rem inder of the function of each of the parts of speech,before starting the gam e.Explain to the players that you are going to call out a w ord,and that they m ustdecide whatpartof speech the word is,w ithoutcalling outto the others.As soon as they ltnow the answ er,they m ust nm to the correct sign.'I' he last one to reach the sign is out, after a few practice nm s.Exam ples of w ords and parts of speech could be: W ords donkey,A frica,piano eat,sm ile,craw l

PartofSpeech noun verb

W ow!Blimey!Gosh!

Interjection

under,am ongst,in,at

preposition

because,until,and,but pretty,stupid,small

conjunction adjective

quickly,really,soon him ,everyone,it,she a,an,the

adverb pronoun article

i

1

Game 1137) Noun Watfare! Prepare a list of com m on and abstract nouns. Rem ind the players of the four different types of nouns: com m on,proper,collective and abstract.M ake sure the children know that a com m on noun is the nam e of som ething that can be seen or touched, whereas an abstract noun is the nam e of som ething that is not seen or touched,but is a feeling or idea.N ow splitthe group into tw o team s.One team is the Common N ouns and theotheristheAbstractNouns.Stand theteam sagainstthe w alls atopposite ends ofthe hall.Tellthem thatthe w allbehind them istheirH om e Base.Explain thatw hen you callouta w ord,the players m ustdecide w hether itis a com m on noun, an abstract noun, or not a noun at all.lf the w ord is a com m on noun,then the Com m on N oun team can take one step fonvards.lf the w ord is an abstractnoun,the A bstractN ouns can m ove forw ards one step,and if the w ord is not a noun at all,the players m ust stay still.If a player m oves w hen he shouldn't

have,thatplayermustjoin theotherteam .Asthegameprogresses,the Commons

and theAbstracts w illgetcloser and closertogether.W hen the team sare only tw o m etres apart,call out tW ttackl'' and the Com m on N ouns m ust chase the A bstract N ouns and try to catch them before they reach their H om e Base. A ny A bstract @

Nounsthatarecaughtmustjoin theCommonNoun team.Repeatthegame,butthis tim e,tellthe A bstractN ouns that w hen you calloutçiA ttackl''7itw illbe their turn to chase the Com m on N ouns back to H om e Base.K eep playing the gam e for as

long asthe children areenjoying it.ExamplesofCommon Nouns,AbstractNouns andN on-Nounscould be:

: 28 i

Com m on

A bstract

N on-N oun

apple,chair,jet

beauty,rage

through,she

horse,cam et,car pencil,hospital pillow ,tom ato dog,girl,ant,bed

anger,headache fear,kindness education,love governm ent

the,speak,to and,because but,under,them if,on,at,he

Game1138) A ction ksf /t?r.,p.' Prepare an action story to read to the children,oruse the one show n below .Rem ind the children about verbs,telling them that they are m ainly action w ords. Sit the children on the floorand tellthem thatyou are going to read them a shortstory,and that w henever you say a verb,they can actout the action.A n exam ple ofa sim ple story could be: Lastnight l wtzx so tired.l keptyaw ning and stretching,untilfinally,l decided to

have ashower,puton my pyjamas,clean my teeth andgo to bed.Although 1wtz,s tired,ittook a w hile to go to sleep.Firstm y shoulderached,after thatlcould hear m y Ueartpounding in m y ears,and then lgota sudden cram p in m y leg.Butfinally

Idr#ed offinto tt-l-he Land ofNod''.Isnored loudly,then tossed and turned and then started to dream .A tfirstldream ta beautifuldream .1w as'skiing dow n a soft, sm ooth, snow y m ountain, w eaving in and out of the fir trees, doing perfectly

formed,round turns.I almostfeltas iflwcrcJlying.Then suddenly,my dream turned into a nightm are.B ehind each fir tree lurked a m ediaevalknightin arm our, holding a cross-bow loaded w ith a sharp arrow .Each bow wtzx aim ed atm y head or

chest,and although Iwtz,strying toskiasfastaslcould,1justcouldn'tescapethe evil stares of these knights. Suddenly 1 heard one of them call in a loud voice, Eilkeady''.N extcam e the order to aim ,and as lskied behind a tree,the com m and to

hre wtu shouted atthe top ofthe knight'slungs.Onehundred arrowspierced my flesh,and 1/c//thetearing pain ofevery oneofthem .Some wentthrough my heart and lungs,others wcn/ through m y ears,eyes and throat,and som e went into m y

back and stom ach.And then 1 wtz. sfalling,in slow motion,face down,into the snow . N othing but blackness. N o m ore pain. Pure silence, and then a terrible ringing in m y ears.It wtz. s m y alarm clock.O h no!Itw tzusm orning.Tim e to gc/up and go to w ork,and 1 hadn 't rested all night.1 wtzs: exhausted from m y horrible nightm are!

Game#39) G uess the Proverb: Prepare various proverbs from page 70 of the appendix.Talk aboutproverbs to the players,telling them thatthey notonly teach a lesson aboutlife,butalso add colour to our language,and are a partof our linguistic heritage.G ive som e exam ples of proverbs and explain their m eaning to the children. G ive som e m ore exam ples 29

jnsjde w hole sentencesand see ifthechildren can work outwhatthey meantrom lbeircontext.N ow you areready toplay the gam e. Splitthe playersup into groups ofthreeto five children and hand outa different proverb,on a slip of paper,to each grOuP.A sk the groups to plan a m im e for their pm icular proverb,so thatthey can ad it outin front ofthe others.The on-lookers can have three tries at guessing w hich proverb each m im e refers to.W hichever group guesses correctly w ins a point.If they can also explain clearly w hat the

proverb actually means,they can score another point.The group thathasjust m im ed the correctly guessed proverb also scores a point.lf no-one can guess the proverb,the actorsshould state whatthe proverb is,and then explain whatitm eans to the onlookers.If the explanation is correct,the group scores itselfa point.K eep playing until every group has m im ed its proverbs. Finally see w hich group has scored the m ostpoints.These are the Proverb Champions.Examples ofproverbs could include som e ofthose show n below : Proverb A bsence m akes the heartgrow fonder. A bird in the hand isw orth t'wo in the bush.

A drow ning m an w illclutch at a straw .

A stitch in tim e savesnine.

A w atched potneverboils.

B eggars can'tbe choosers.

Better late than never.

B irds ofa feather tlock together.

Curiosity killed the cat.

D on'tputa11youreggsinto one basket.

M eaning W hen som eone isaw ay,you like them m ore. W hatyou actually have isw orth m ore than som ething you m ight be able to get. Som eone in serioustrouble w ill try anything to save him self. M end som ething that'sbroken straightaw ay,before itgets w orse and isharderto fix. Ifyou stand around waiting for som ething to happen,itw illseem to take forever. Poorpeople can'tbe fussy about the thingsthey are given. lt'sbetterto do som ething,even ifit's done late,than notto do it atall. People w ho are sim ilar m ake friends w ith each other. Being too curious and nosey can getyou into trouble. D on'tputa1lyour savings in one place,or directal1your hopes in one direction,because if som ething goesw rong,you m ight lose the lot.

Proverb D on'tcountyourchickensbefore they hatch.

D on'tcross the bridge untilyou com e to it. Em pty vessels m ake the m ostsound. Every cloud has a silverlining.

Forbidden sw eetstaste sw eetest. Letnotthe potcallthe kettle black. Letsleeping dogslie. People w ho live in glass houses shouldn'tthrow stones.

M eaning D on'tdepend on som ething w hich you don'tyethave. D on'tw orry aboutthings w hich you can'tyetdo anything about. lgnorantpeople talk the m ost. There's alw ays som ething good in evérything. W e like doing thingsthatw e're notsupposed to do. D on'tcriticise others forthings you do yourself. D on'tstirup trouble w hen allis going w ell. D on'tcriticise othersw hen you have faults yourself.

Game##Y W hatType? Prepare four signs from pages 71 & 72, and stick them on the four w alls of the room :statem ent,qpestion,com m apd,exclam ation. Revise the four differenttypesofsentences with the players,and rem ind them of the correct punctuation to use for each type.Pointout the four signs on the w alls and tellthe children you are going to read outa variety ofsentencesto classify.A s

soon astheplayersknow whattypeofsentencehasjustbeen read,they mustrun to the appropriate sign.The firstplayer to the sign scores a point.K eep playing for as long as the children are having f' un,and then find a w inner.Exam ples of sentences could include:

Idon'tlikehotweather. (statement) Bequietwhile1speaktoyou. (command) B'hat'sthetime,please? (question) Ohno!l'vemissedthebus! (exclamation) Elephantsareveryintelligent. (statement) skee lephantsveryintelligent? (question) Goandfeedtheelephants. (command) Elephantslivein lndiaandAfrica.(statement) GoodgrieflThere'san elephantinmy garden! (exclamation) -

Game#.4p W ho am 1/ Talk about som e fam ous books,film s,television show s and nursery rhym es and + en discuss som e of the w ell-know n characters in them .N ow ask the players to think aboutone oftheir ow n favourite,scariest,funniest or nastiest characters,and

getthem to think up som e clues they could tellthe others to help them guess w hich character is on their m ind.Letthe children take it in turns to give their clues to the other players, and see how m any characters can be guessed correctly.A dvise the players not to m ake the clues too easy or too difficult,and not to pick a character that the other players m ight not know . A set of clues m ight be given in the follow ing w ay: lam an English schoolboy. lw ear glasses. l go to a brilliantschool. M y bestfriend hasred hair. 1'm handy w ith a w and. W ho am 1?

(Answer:Harly Potter) Othercharacterscould include: Indiana Jones,Superm an,M ario,O liver Tw ist,lnspector G adget,Sherlock H olm es, Batm an, H um pty D um pty, Jack Sprat, Peter Peter Pum pkin Eater, Little M iss M uffet,the H obbit,D onald D uck,or any w ell-know n character that is fashionable atthe tim e.

Game##J) H ow ' s ltD one? Prepare a setofverb cards,each w ith a differentaction to be m im ed.A lso m ake a

setofadverb cardstelling how theaction shouldbedone(seepages73 & 74). N ow , sit the children on a big circle draw n on the hall floor, or outside on the ground,and rem ind the players aboutthe function ofverbs,telling them thatverbs can be Eidoing, being or having'' w ords. Say that this gam e concentrates on the

ttdoing''words.Thenrevisethejob ofadverbs,reminding thechildrenthat: AdverbsofTimetellwhen an actionisdone:e.g.)soon,yesterday,later,now. Adverbsofplacetellwhereanaction isdone:e.g.)up,on,over,back,here,there. AdverbsofM annertellhow an action isdone:e.g.)quickly,fast,dangerously. Say thatthisgame willconcentrate on adverbs of manner.Show the children the I i

two pilesofcardsin thecentre ofthe circle and tellthem thatone isaverb pile and the otherisan adverb pile.To play the gam e,theplayersmusttake itin tul'nsto go to the centre ofthe circle,pick up the top card from each pile,and then actoutthe . action,in the m anner described,for the others to guess.lfthe actor needs to m ove to another partof the room ,or needs another player to help w ith the action,thatis fine.W hoever guesses the action correctly w ins a point,as doesthe actor for doing the action clearly.Cany on untileveryone has had a go,and see w ho has the m ost i !

points.Alternatively,don'tfusswith scores;just1ettheonewho guessestheaction

correctly have the next turn as the actor for his rew ard. Exam ples of verbs and adverbs could include: i p

32

Verb Talk R un Snore Sm ile A ct N ag

A dverb quickly slow ly loudly sw eetly strangely continuously

V erb Stam p W hisper A sk Sleep Step Cry

Adverb angrily secretively politely soundly carefully sadly

Gam e #4J,I

W hat's That?

Prepare ashopping bag containing variousobjects.Sitthechildren in asemi-circle so they can see w hatever gets pulled out ofthe bag.Tellthe children thatan A lien

hasrecently arrived f' rom anotherplanet,andthathehascollected abag ofobjects which are totally strangeto him .He wantsto show the studentswhathe'scollected,

and hewillask aperson ofhischoiceto describethepum oseofthe object.W hen asked,the student should be carefulto give a good,sim ple butaccurate description

oftheobjectand itsuse,sothattheAlienwillunderstand. To startthe gam e,pick an A lien from the players and ask him to sitin frontofthe

semi-circlewith thebag ofobjects.Ask theAlien to pick outjustoneobject,show itto the students,and choose one ofthem to explain the item 's use. M ake sure the Alien asks a differentperson each tim e he pulls som ething out of the bag, so that

everyonegetsatul'n to speak.Objectscould include item slike these:pencil,peg, ball,chocolate,w aterpistol,egg,can ofdrink,cam era,glove,book, cap,radio,CD disk,sponge,box oftissues,fork,spoon,bow l,m obile phone, clock. N .B .D o notallow the children to use slang or sloppy language.Encourage them to express them selves w ell by being concise and specific W ords like itthing''and ' tstuff'should be avoided. .

G am e ##4,)

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

33

! Game ##JI

P unctuation Relay: D ivide the players into equalteam s,and stand them in relay fashion up at one end

ofthehall.Placeapencilandnumbered answersheets(seepages75& 76)down at the other end,in line with each team .Revise the use ofal1the punctuation m arks known to the age group thatisplaying,and then you areready to play the gam e. Tellthe players thatyou are going to read outa sentence,and the players atthe f' ront of the relay lines should decide w hich punctuation should be used in that

sentence,withoutthe help of their team members.They should then nm down to their answ er sheets, and w rite out the w hole sentence, com plete w ith correct punctuation.M ake sure thatPlayers //1 puttheir answ ers at//1 on the answ er sheet, and so on.'I' he players cannot ask you to repeat the sentence,so everyone m ustbe quiet and concentrate.A t the end of the gam e,collect and m ark the answ er sheets and announce the w inning team .A n exam ple of a perfectly done answ er sheet could look som ething like the one shown below : #

Punctuation

1)How old areyou? 2) Janehasred hair. 3) Here'salistofthingsforyou to buy:eggs,tomatoes,potatoes,mushroom s, cheese,bread,m ilk.

4) Goodnessgraciousme! 5) lsthatthetime?l'm late! 6) ttGood workl''theteachersaidtoPaul. 7) lfixedthewoman'sshoes. 8) John fixedthewom en'sshoes. 9) Therewerethreeboys.Ifixed alltheboys'shoes. 10)Theghostwhispered,çtl'vecometo scareyoul'' 11)lsaw çt-f' heLord oftheRings''atthecinema. 12)Dickens'novelsarelongerthan Ol-well's. 13)W ho'sgotwhoseshoes? 14)Therearetheircars,parkedoutsidethehousewherethey'restaying. 15)Dad said,ttpleaseputouttherubbishbin.'' 16)It'syourturnto wash thedishes. 17)Thecatlicked itssorepaw. 18)Therewereoystersandcheeseonthetable;lhadtheoysters. 19)Do theexerciseon fractions1 .42)andthen writeyouressay. 20)1heardM rs.Brownyelling-shehasatenibletemper-andthen cups and saucers started flying!

34

G am e f/a/6) .

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

( .

t j

Com m on N am e

M otIzer

Father

B ab

)

horse cow sheep goat ig sw an deer fox duck eoose

m are cow ew e nanny-goat sow sw an doe vixen duck goose

stallion bull ram billy-goat boar cob stag fox drake gander

foal calf lam b kid piglet cygnet faw n cub duckling gosling

j

Game//#7)

1

: r

F i

clever Clogs. .

Teach theolderchildren thegrammaticalconceptsofmood,voice,noun,adjectival S .

:

and adverbialphrases and clauses,plus sim ple,com pound and com plex sentences. Once they are confidentw ith these structures, give them each a sheetfrom page 79 and tellthem thatw hen you calloutone ofthe concepts,they should constructtheir

on'n exampleofsuch a sentence.Forexample:a)Active Pbjcc:Iwentto thepark. blSllbjunctive M ood:1 wish lwere able to fly.c)Noun Phrase:Playing sport ' keepsyou fit.d)ComplexSentence. r .1wenttosleep because1wtau ssotired. e?.jkectivalClause:M r.Brown,whoturned onehundredyesterday,isverykind. I ;

Game#W& lh the M ood: Teach or revise the four m oods used in English sentences:indicative,im perative,

interrogative and subjunctive.Then divide theplayersinto two equal-sized teams, and ask them to sitdow n on the floor in two straightlines,facing each other,w ith feettouching in the m iddle.Each pair of playersw ith feettouching should now be given a m ood to rem em ber as their ow n identity. Tell the players that once the gam e starts,it is very im pol-tant for them to keep their knees down and their legs stilland straight,orthey m ightgettrodden on. To play the gam e,call out a sentence for the children to identify.Players should quietly w ork outthe m ood of the sentence forthem selves,and once registered,the children with that identity should getup and nm down to the front of the line, stepping betw een each pair of legs as they go.Then they m ust run behind their team m em bers,back to the other end ofthe line and dow n betw een the legs,to their places.The firstplayer to sitback in his place w ins a pointfor his team .Continue the gam e untileveryone has nm tw o orthree tim es,and see w hich team has scored them ostpoints.Sentencestoidentify could include:

1) lwokeup onenightandmetthe-1-00th Fairy.(Indicative) 2) W hatdidyou askher?(Interrogative) 3) laskedherwhatshedidwith a11theteeth shecollected.(lndicative) 4) tEf)o back to sleep'',sheordered.(lmperative) 5) 1wishIwerea1-00thFairy.(Subjunctive) 6) M akeyourbed and polish yourshoesbeforebreakfast.(lmperative) 7)Haveyoudonea11yourhomework?(lnterrogative) 8) ltisnecessarythatyou behereby 8o'clocktomorrow .(Subjunctive) 9) David looked asthoughhewerecompletelylostinthemist.(Subjunctive) 10)Grammarteachesyou tothink clearly and logically.(lndicative) 11)Do youknow whatagenmd is?(Interrogative) 12)Pleasemakemeacup oftea,Jack.(Imperative) Game#W. $ Phrase or Clause? R em ind the children of the difference betw een plzrases and clauses,and revise tbe

types:adjectival,adverbialandnoun.Then draw twobig circlesonthegroundwii chalk, and w rite GGp hrase''in one and GGclause''in the other.M ake each one big enough for m ost,but not all,of the children to stand in.Sit the children dow n tncl the ground,cross-legged and facing aw ay from the circles.Tellthem thatwhen yoz call out a group of w ords, they m ust w ork out quietly to them selves w hether E iz contains a phrase or a clause.A s soon as the players know the answ er,they shoiI l. ki1 getup and stand inside the correct circle.A ny players w ho are too slow to fit777*,1) 1 the circle gain a penalty point,but can keep playing.Play for ten rounds and fu ll see w ho has the low est score.This player w ins the gam e.Exam ples of g' roups wordsto calloutcould include: '

..

1) atthebeach (Phrase) 2)when itrained (Clause) 3)who istop oftheclass(Clause) 4)tobeornottobe(Phrase) 5)because1saidso(Clause) 6)talking loudly (Phrase) 7) attheendoftherainbow (Phrase) 8) thatyou shouldcomewith me(Clause) 9) being clever(Phrase) 10)wherenobody would findthem (Clause) 11)with asausageon top tphrasel l2)heputasausageon top (Clause) 13)whom 1metyesterday (Clause) 14)with an evilgrin (Phrase) Game#50) A nalyse Thatl Revise sentence types,rem inding the children of the difference betw een a sim ple, com pound and com plex sentence.N ow ,sitthe players dow n in a big circle on the floor and hand a footballto one ofthem .Tellthe playersthatyou are going to say a sentence,and once it is said,the ball should be passed around the circle from one player to the next. W hile the ball is m oving, the children should be quietly analysing the sentence so that w hen you say ttstop'',w hoever is holding the ball m ust be ready to tell you the answ er.lf the player is correct, he scores a point. Keep playing untileveryone has analysed two or three sentences.Check the scores to see w ho has done the best.This is the A nalyst Superior!Exam ples of sentence types to analyse could include:

1) lhaveabeautiful,golden labrador.(Simple) 2) HisnameisM onty andhehasjustturned eight.(Compound) 3) Heisagentle,obedient,intelligentcreature.(Simple) 4) Hefollowsmeevelywherebecausehelovesme.(Complex) 5) llovehim too.(Simple) 6) Do you haveadog?(Simple) 7) Iusedto haveapetrat,beforelgotM onty.(Complex) 8) Shewasthecutest,sweetest,littledumpling ofarodent.(Simple) 9) Rats are very loving and intelligentpets,and they like to keep themselves spotlessly clean.(Compound) 10)Didyouknow thataratwon iipetoftheYear''lastyear?(Complex) 11)Looking after a pethelps children to become caring and considerate of others,andalso givesthem afaithfulfriend toplay with.(Compound) 12)lflcouldn'thaveapet,lifewouldn'tbequitethesame.(Complex)

Gam es R esources..

On the following pagesare someusefulresourcemaierialsforthe gamesin this book.Photocopy the sheetsneeded,ready forthe gam esthatyou chooseto play.

COM M ON

PR O PE R

A B ST M (Game#2,x1)

CT

T im e

M anner

P lace

T im e

M anner

P lace

T im e

M anner

P lace

T im e

M anner

P lace

(Game#5,x 1)

R IG H T

W RONG

(Game#6, 1perplayer)

40

A

A n

T he (Game#9,1perplayer) 41

ln stru m en ts

C loth es

J ob s

L an d scap es (Game//1l,x1) 42

1

L on g

S h ort M ed iu m

(Game#12,x1)

Sound Shol'ta

Phonic G roup a

M edium a

a

Long a

a..e ai ay ei/eigh e ea air are ere ear ee ea ie y ey i ear eer i..e ig/igh y ei/eiMh o a or/ore oor au/augh aw al ough o..e oa ow o

Shorte M edium e

Long e

Shorti M edium i Long i

Shorto M edium o

Long o

E xam ples catshatsback

iam ,fan,sand gate,gam e,snake rain,m ail,m aid day,play,stay vein,w eight.neighbour bed,gem ,peg headshealthsbread hair,stairs,fair m are,care,dare there,w here bearspear tree,bee,feet seat,heat,team thief,belief baby,sorl'y,lady maoney.maonkey w inslip.hit ear,fear,dear queersdeer.steer tim e,bike,lie sign,thigh,light dry,cry,spy either.height fox,lot,dog w as.w atch.w ant horse,stol'y,m ore door,poor,tloor sauce,fault,daughter claw ,saw ,aw ful talk,w alk,ball,tall thought.brought bone,hom e,toe boat,goat,coal w indow ,grow ,show Mo tom ato.piano .

(Game//12,x1)

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C O L L E C T IV E N OUN

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(Game# 16,x1)

47

N O UN

PR O N O U N

(Game# 19, x1) 48

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

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JE

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1

(Game# 19,x1) :

49

1 2

3 4 5

6 7 8 9

10

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(Game#20, x3) 50

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and SE A SO N S

F O O D and D R IN K (Game#22, x1) i

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L A N D SC A P E S

B U IL D IN G S

H O U SE H O L D

IT E M S (Game#22,x1)

n ou n

n ou n

noun

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(Game# 23,1sheetper8players) 53

,

1 Pronoun

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(Game#23,1sheetper8players)

54

verb

verb

verb

verb

verb

verb

verb

verb

verb

verb

verb

verb

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verb

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(Game#23, 1sheetper8players)

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(Game#23, 1sheetper8players)

adjective adjective adjective adjective adjective

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(Game#23, 1sheetper8players)

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conjunction conjunction conjunction conjunction conjunction

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conjunction conjunction conjunction conjunction conjunction

conjunction conjunction conjunction conjunction conjunction

(Game#23, 1sheetper8players)

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1

58

1

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preposition

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preposition

preposition

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(Game#23,1sheetper8players,optional)

59

G R EEN G R O CER C H E M IST

P O ST O F F IC E (Game#25,x1) 60

SU P E R M A RK ET

N E W SA G E N T

(Game#25,x1)

' 1st

2 nd

3 rd

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P lural M asculine

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(Game//30,1sheetperteam)

62

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64

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5

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(Game#34, x4)

65

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

C IN E M A T IC K E T S

P O ST O F F IC E

(Game# 35,x1)

66

)

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(Game#35, x1)

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68

A D V ER B

PR O N O U N

C O N JU N C T IO N (Game#36, x1)

69

'

A bsence m akes the heart grow fonder.

D on't put alIyour eggs into one basket.

D on 't count your chickens before they hatch.

C uriosity killed the cat.

D on't cross the bridge B irds of a feather until you com e to it. n ock together. E m pty vessels m ake the m ost sound.

B etter Iate than never.

E very cloud has a

B eggars can't be

!silver Iining.

choosers.

1Forbidden sw eets )t aste sw eetest.

A w atched pot never boils.

l

L et not the pot call the kettle black.

A stitch in tim e saves nine.

L et sleeping dogs lie. A bird in the hand is

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bush.

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A drow ning m an w ill P eople w ho live in 1 clutch at a straw glass houses shouldn 't 7 .

throw stones. (Game#39,x1)

P R E P O SIT IO N IN T E R JE C T IO N

A R T IC L E

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

Q U ESTIO N COM M AN D

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TA LK

ST A M P

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(Game#42,x1)

73

Q U IC K LY

A N G R ILY

SL O W L Y

SE C R E T W E L Y

LO UDLY

P O L IT E L Y

SW E E T L Y

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ST R A N G E L Y

C A R E FU L L Y

C O N T IN U O U SL Y

SA D L Y

(Game#42,x1)

1) 2)

3) 4)

5) 6) 7) 8) 9)

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(Game//45,xnumberofteamsin game)

75

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(Game#45,xnumberofteamsingame)

76

H O R SE CO W SH E E P

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(Game//46, x 1)

SSV A N D EER

FO X

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G O O SE (Game//46,x1) 78

1

2 3 4 5

6 7

8 9

10 11 12

13 14

15 (Game#47,x1sheetperplayer) 79

Other#/479 Published by theAuthor.. * AllYou Need to Know AboutGram m ar

* 5

, ( ExcelEssentialSkillsforGrades 10),PascalPress,Australia, 2003 * Evelyday Spelling and Gramm ar,(Blake'sGoGuides), PmscalPress, A ustralia 2003 -

,

* EnglishforEveryone, #0//> 1 tf 2, Lulu.com ,U S.A .,2007 esforFun,FitnessandLearning, Lulu.com , U .S.A .,2007

* Gam

.

Fun,Fitness andLearning Web site:m

vfunntnesslegrnint.com

Check outthe author'swebsite forregularly updated ideason * Gam esand Hom e schoolers'Activities : * Topics forW riting Practice -

@ GeneralKnowledgeQuizzes @ OtherBooksby theAuthor

80

.;i-:ttl t,)Iyyt,,,# ,.

AbouttheAuthMr: KathiW yldeck llyesin Sydney,Australia.She has hqd broad exprrlencein both theartsand sclences,worklng athospityljand univeqsitiesas abiologicaltechniciyn in cllnlcalendocrlnology and m oleculargenrtlcsresearch,and m ore recently as an Engllsh tutor,and author9f;ve

: y) ,. ,). ',, ztyls r

gram m arbooks.As a m otherofthree actlveboys,

.

-.

;ss

,

i2 '' t ;ïï,' 1*' ,

shehysspentadecadeasa Cub ScoutLeader, organlsing gym esprogram m esforgroupspf enyrgetiy chlldren,aswellashom e-schoohng her thlrd chlld.She runs a w ebsite ofgam es and

learning activitiesatFww.ftm fitnesslearning.com , which isupdated w eelcly.Herreq eationallnterestsoverthyyears haveipcluded stlrfing,hiking,alplne and cross-country skilng, skydiu ng,hot-alrballooning,astronom x,histo!y and world trpvel. She regardsthe fun and gam esinvolyed ln rearlng and edttcatm g her qwn children,herCubsand herEngllsh pupilsasthehighllghtsofher llfe.

Aboutthe Book: ''Gram m arand Vocabulary Gam esfor Children''isa resource book for teachers and hom e-schooling parentsw ho w antto m ake their

children'sgram m aland vocabulary lessonsfun.Gram m ar, punctuation,phonlcs,vocabulary and proverbsare a1lpresented in

thefolp off1% activegam es.Attheend ofaform allesson,these

activitlescan be given asa rew ard forhard w ork, orto reinforcrthe

topicjustsm died.Forrestlesschildrenwhoneedtostretch thelrlegs

and 1etoffsteam beforethey knuckle down to furtherwork,the gam es

presented in thisbook prou dethe perfectsolution.Severalofthe vocabulary gam esare designed to help ESL students to practise their new w ords,and allthe gam es encourage children to listen, concentrate and stay focused on the tppic ofstudy.The activities are aim ed at7 to 13 yearolds.Gram m arlessons and vocabulary building w illneverbeboring w hen children are offered the gam esin thisbook

.

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iD:eeG oo w vgw mlt,llz.com

I l 1L t I 1 I 1l 1 f l I r l 1j l I 1f J I ' f I j I 1 l 1 I 1 I 1 I

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