TCPD VI - 2014

COMPILATION OF GAMES TAKEN FROM DIFFERENT SOURCES

VIVI’S CONTRIBUTION

BATTLESHIP (explanation in class *)

PICK A CARD – GO FISH (*)

YES / NO

"I SPY WITH MY LITTLE EYE.." (*)

LOOK AROUND THE CLASSROOM (*)

TEAPOT (*)

POINTS IN CONTACT (*)

BOARDGAMES (*)

CHAIN GAME (*) with connections

PLAYGROUND GAME: POLICE OFFICERS & THIEVES (*)

FRUIT SALAD (*)

Variation 1
In the same way as fruit salad>> stampede > wild animals
Greengrocer’s > vegetables
Workers
School bag
Typhoon (sea animals)
Variation 2: the teacher calls out an odd one out, for example if they are playing fruit salad, she says:
“CARROT” to confuse them

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PLAYGROUND GAME: CAT & MOUSE

Objective: reflexes, agility, coordination. Song – Expressions Can I have .. here you are

One player is the mouse, another is the cat. The rest stand in a circle holding hands, singing Mary has a little
mouse, little mouse little mouse, it is as white as snow….

The mouse is in the circle, pretends to be eating cheese. The cat is outside the circle. The cat interrupts the
sog and says: Little mouse, little mouse, can I have some cheese, please? The mouse says: yes, here you are.
The cat repeats the question (2 mre times) but this third time the mouse says, “NO” The cat chases the
mouse but the players in the circle try to protect the mouse from the cat by stopping the cat from coming
in or out of the circle. There must be a time limit for the cat to catch the mouse.

PLAYGROUND GAME: REACH THE LINE

You can use any group of words, such as: animals, colors, family members, clothes, different
food, etc.

Hand out 1 flashcard to each student. Have them stand on a line (so that they all see you and
stand on the same starting point). You call out a word, the one who has that flashcard takes a
step forward. Or they can jump the step to advance further.

The winner is the one to get to the finish line first (where you are standing).
Tips: They can have similar cards so the competition gets more exciting.
You can also hand out 2 cards for each student, so they have twice the chance to move
forward.

The game can be played several times by letting them switch their flash cards with their
friends after each round.

CATEGORIES: Warm up – revision game

In groups – mini whiteboards
Write 8 things u can do at school
8 things u mustn’t do at school
10 animals u can see in the wild
10 things u can see in the country
10 things you can eat
6 actions u can do with your legs. Etc

PICASSO DICTATION

2 sts draw on the bb what the T dictates / mini whiteboards

THE WAITER

Language Food – I’d like / can I have…?

Skills Speak - list
Level beginn
Time 15 min
Materials None

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Players sit in a circle. One stands and plays the role of waiter / waitress. Each player has to think of
something to eat / drink or both. The waiter walks round and asks each for the order. He leaves. The
players change their position. When the waiter comes back he has to give each player what he/she
has ordered.

TRUTH & DARE

Language Questions and commands

Skills All
Level Beginners to intermediate
Time 20 / 30 min (the writing can be giving for homework
Materials Piece of card for each learner

The learners should know one another quite well; if they enjoy acting out or are uninhibited so much the
better.
Tip: it is probable best to set the writing for homework before the oral work. Give your sts a card, each st
has to write one or two sentences for each of the two categories. Check that the sentences are acceptable
to you. E.g.

Truth
 Is it true that you are sometimes a party pooper?
 Is it true that you like classical music?

Dare
 I dare you to pretend that you are a dog
 I dare you to sing the barney Song
 I dare you to kiss the teacher that comes right after this class

PRETENDING TO BE

Language Making statements about oneself – adverbs of frequency – like + ing

Skills all
Level Beginners - interm
Time 30 min
Materials Paper – pencil – box or bag

The learners should know one another quite well.

Each learner writes his / her name on a piece of paper you give them. There must be some space below.
Those cards are put into a box or bag and mixed together. Then each student takes a card at random and
writes some sentences about that character, interests, likes, dislikes, habits, e.g.
 I’m very quiet
 I like the English lesson but I never speak
 I often eat my sandwich during the lesson
 I enjoying reading
 I usually come to school in my dad’s car

The st reads aloud those sentences. The class guesses who that person is.

AGAINST THE CLOCK

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Language Verbal descriptions, vocabulary review
Skills Speak - list
Level Pre nt
Time 15 min
Materials Word cards or picture cards

Keep a box or bag of vocabulary cards in the classroom. (I usually write out each week's vocabulary words
on index cards at the beginning of a week, then add these to the box as I teach them.) As an end of the
week review or a filler for those last five minutes of class, I select a student, hand him or her the box and
set a time limit of thirty to sixty seconds. This student draws a card from the box, then proceeds to describe
the object, action, emotion, etc. to the class. As soon as the class guesses the word, the student or another
st proceeds to the next card, and so forth. One point is given for each word guessed by the class. If a
student does not know the meaning of a vocabulary word he or she draws, he or she may skip it; however,
one point is deducted for each skipped card. This activity works well as either a team or an individual
exercise.

For added practice, you may randomly ask students to use reviewed words correctly in sentences at the
end of each timed turn.

CLOSE YOUR EYES!

Language Describing physical appearance; asking and responding to questions; visual

discrimination – prepositions
Language used: "Look at ____." "Close your eyes!" colors, shapes, positions, articles of
clothing
Skills Speak - list
Level beginner
Time 5-20 minutes
Materials Possibly a st’s desk with school stuff on it

Choose a student to begin. Tell the student, "Look at Pedro." Allow the student to examine the person or
object for about five seconds, then direct the student, "Close your eyes!" or you blindfold him / her. After
the student's eyes are closed, ask him or her a question about the person or object examined. For example,
you might ask, "What color is Pedro’s T-shirt?" or "Is there a box of crayons on his desk?" “Where is his
rubber?” If the student responds incorrectly, direct him or her to open his or her eyes and inspect the
object for five more seconds. Direct the student to close his or her eyes again and ask another question.
Depending on class size, you may allow students up to three turns. If the student correctly answers the
question, he or she chooses a player as well as a person or object and asks the next question.

CHAIN GAME: I'm going to the supermarket...

Language naming food items, listing items in alphabetical order, identifying initials sounds,
recalling items in a series
Skills Speak - list
Level beginning to lower intermediate
Time 5-15 minutes
Materials none

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Choose a student to begin. This student will say, "I'm going to the supermarket to buy [food item beginning
with "a"]." The next student will then say, "I'm going to the supermarket to buy [food item beginning with
"a" named by first student] and [food item beginning with "b"].

The game continues, with each student recalling all previously mentioned items and adding another item in
alphabetical sequence. If a student misses an item or cannot think of an item to add, he or she is out. The
last remaining student wins.

If the game continues after all letters have been exhausted, students repeat all previously named words,
then add a new word beginning with "a" and continue through the alphabet once more. For example, "I'm
going to the supermarket to buy apples and . . . zebra meat and apple juice . . . "

Note: The letters "q," "x," and "z" may be omitted if you like. Or you may encourage creativity--quiche, a
xylophone-shaped cake, zebra meat, etc...

Variation: It could be in past: I went to the supermarket and bought…

OCCUPATION, PLEASE!

Language identifying and discussing occupations – pres simple

Skills Speak - list
Level beginning to lower intermediate
Time 20 minutes
Materials Flashcards

Prepare flashcards of people engaged in various occupations or just write occupations on cards.

Select student to begin. The student draws a card and must assume that occupation shown. Other students
ask yes/no questions in order to guess occupation. Sample questions might be...
 Do you work inside?
 Do you treat sick people?
 Do you work with children?
 Do you work in an office?
 Do you travel a lotl?

The first student to guess the correct occupation draws the next card.

PHOTOGRAPHIC MEMORY

Language The objective of the game is to review and remember vocabulary.

Skills Writing
Level beginning to intermediate
Time 10 minutes
Materials variety of small items or flashcards (word or picture)
mini whiteboards (optional)

Preparation: Place a variety of small items or flashcards (word or picture) face down on a table. Cover these
with a cloth or towel until the game begins.

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Game: Uncover the objects and allow the players a set amount of time (1-3 minutes, depending on
students' ages) to memorize them. Players may not make any notes about the contents. At the end of the
time, objects are removed or covered again. If players can write, they are asked to list as many of the items
as they can remember (in their notebooks, a sheet of paper or whiteboard. The student with the most
detailed list wins. For recall, one point is awarded. If the student can also use the item in a sentence, a
second point is awarded.

THWIBBLEDY-THWOP

Language vocabulary review – sentence making

Skills List - speak
Level beginning to intermediate
Time 5-20 minutes
Materials Word cards - flashcards

Game: In this simple activity, a player chooses a secret word. The word may be chosen from a list of
vocabulary words on the board, drawn from a basket, or pulled from a file of previous vocabulary words.
The player must then create a sentence which uses the word correctly. In place of the chosen word,
however, the player says, "thwibbledy-thwap."
For example, if the student chose the word "polite," he or she might create the following sentence: "he is
very thwibbledy-thwap. He always says please and thank you"

Any student who believes that he or she knows what word "thwibbledy-thwap" represents should raise his
or her hand. The player or the teacher calls on students in the order in which they raise their hands.

WHO AM I?

Language asking and answering personal questions – present simple

Skills Speak - list
Level upper beginning to intermediate
Time 5-20 minutes
Materials

Flashcards of popular characters. With very young children, you may want to use cartoon characters like
Mickey Mouse, Minnie Mouse, Simba, Nala, Snow White, Donald Duck, and so forth. With older students,
you may choose to use well-known athletes, political leaders, actors and actresses, musicians, and so forth.

Call one student away from group. Show the student a card. (Make sure that the student recognizes the
individual on the card.) The student then stands in front of the class and his or her classmates ask questions
in order to guess who the student is. Students may ask questions like . . .
 Are you male or female?
 Are you a real person or a fictional character?
 Are you a child or an adult?
 How old are you?
 Do you like sports?
 How often are you on television?
 Where do you live?
 Do you make much money?
 Who likes you more, children or adults?

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When a student correctly guesses who the student is, he or she becomes the next mystery person.

YES, NO, MAYBE

Language Yes no questions – pres simple

Skills Speak - list
Level beginning
Time 5-20 minutes
Materials Picture or word cards related to a topic of choice.

Game: Choose a student to begin. Student chooses a word or picture card.

Classmates take turns to ask questions, to which the student responds, "Yes," "No," or "Maybe, or
sometimes."

e.g.If the topic were food and the card chosen were ice cream, a round might go like the following:

A: Do you eat it for breakfast?

B: No.
A: Do children eat it?
B: Not only children.
A: Is it very hot?
B: No.
A: Is it a fruit?
B: No.
A: Is it a vegetable?
B: No.
A: Is it a snack?
B: Yes.
etc...

The student who correctly guesses the word chooses the next card.

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BELEN’S CONTRIBUTION

o Ten minutes games

o ACTION GAMES

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MELODY’S CONTRIBUTION

WHAT’S UP IN THE SKY?

In this example children in their first year of learning English (six to seven-year-olds) in Croatia are playing a
game with their teacher. They have obviously played it before

T: Let’s start. Oh what’s that up in the sky? (Sound surprised) oh my goodness, you know I can see
seven helicopters in the sky

Pps: No, no. Yes, yes…. No…. (Pupils laugh disbelievingly)

T: you don’t believe me. Have a look there. (Gives one pupil a pair of binoculars)

Pps: what can you see?

P: I can see three monkeys (sounds very surprised)

Pps: No, no you can’t (smiling)

P: have a look (gives binoculars to another child)

Pps: what can you see?

P: I can see a spaceship in the sky

Pps: No, no you can’t. Yes? (Sound disbelieving)

DANIEL`S CONTRIBUTION

 POLICE ARTIST: good for revising clothing.

Input material: pictures of people. They should reflect a wide assortment of ages, nationalities, clothing,
hair style, and eye and hair colour.

One student selects a car and describes the person on the card to the rest of the class. Descriptions should
be as detailed as possible. Meanwhile, each student makes a drawing based on the description.

 MULTI-STORIED MOTEL: good for teaching or revising cardinal / ordinal numbers.

Draw a multi-storied hotel on the board. Number each floor.

On a piece of paper write down the number of a floor and keep it out of sight.

Teach the structures: Are you staying on the _______ floor? Teach also: “higher” and “lower”

A student begins by asking: Are you staying on the 15th floor? To which you reply: no, I’m lower/higher. Go
from student to student until one identifies which floor you are staying on. Then, it’s a student’s turn.
He/she writes down secretly the number of the floor where he/she is staying on and the game starts again.
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If students don’t yet know ordinal numbers, teach them the structure: are you on floor number ___ ?

 TENSE BUSTER: good for practicing tenses.

Input material: flashcards containing a picture (e.g. relating to a sport) and words. A student picks a card at
random and makes a sentence that contains the words and is linked to the picture. One of the words
should force the student to choose a certain tense.

 WHAT AM I?

Write random nouns on adhesive tags and stick one on each student’s forehead. They have to walk around
the class asking yes/no questions to find out what/who they are.

 TIC TAC TOE: good for revising general vocabulary, parts of speech and verb form.

Draw a nine square grid on the board and fill each bow with one word. Divide the class in half and
designate one as X and the other as 0. The students on each team collaborate in making grammatical
sentences using the vocabulary. When they use a word in a correct sentence, mark either X or 0 over the
word. Three in a row wins!

 SPIN: good for revising vocabulary.

Materials needed: 12 cards and a pencil.

Place the cards face up on a table, as though they were the numbers of a clock and put the pencil in the
middle of the circle. Ask a student to spin it. The pencil will stop at a certain card. The student has to say
what the picture is.

 IN MY BAG THERE IS A… Good for listening and the repetition of a structure, as well as vocabulary
practice. – CHAIN GAME

Say, e.g. In my bag there is a dog. A pupil repeats this last sentence and adds another object, e.g. In my bag
there is a dog and a cat. Another pupil repeats this last sentence and adds another object…

Only let the children use one or two categories e.g. animals and school things.

 BACK-CHAINING: good for teaching basic structures.

Explain in L1 what you are going to do. e.g. We are going to learn how to ask for a sweet.

Start with the last word in the question, and build the question up backwards.

T: please?

Get children to repeat please? Use different voices: whisper, a shout, a high/low voice…

Say the preceding word (sweet). Get children to repeat it a few times. Then, add please (sweet, please?)

Continue like this with the rest of the sentence. Remember to keep a steady rhythm and consistent
intonation. Later in the lesson repeat it.

 RHYMES: good for developing the ear, to teach pronunciation, intonation and stress in a natural
way. So, try and keep your intonation consistent and natural. Do not separate words artificially.
Reinforce the meaning of the words with actions.

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They also teach vocabulary and structures.

Example: “One, two, put on my shoe”

One, two, put on my shoe!

Three, four, open the door!

Five, six, pick up sticks!

Seven, eight, don’t be late!

Nine, ten, a big fat hen!

Teacher mimes and students repeat the words and do the actions.

T: one (put one finger in the air), two (put a second finger in the ait), put my shoe! (mime)

Say the line again and the children repeat them after you with the actions.

Then, add the second line and so forth.

After having repeated the rhyme a few times, leave it alone for a while. Come back to it later in the lesson.

 SONG: SALLY HAS GOT A RED DRESS: Good for teaching has got and names for clothes and to start
learning how to give personal descriptions.

Sally has got a red dress,

A red dress, a red dress,

Sally has got a red dress,

Today, today, today.

Red dress can be changed to other clothes or to words for physical description.

GRACIELA’`S CONTRIBUTION

As I mentioned during the lesson, for me these are not games, but timefillers, icebrakers and useful
strategies to use with your students. This set of copies is very good for vocabulary practice.

Brainstorm round a word

Instructions: Take a word the class has recently learnt and ask them to suggest all the words they can
associate with it. Write all the suggestions on the blackboard. The aim is to create a “sunray” effect around
the main word. You can use this activity individually or in pairs. The central word can be a theme, a concept
or just a word.

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Getting to know someone

Instructions: Ask the students to list three things they like to know about people they have just met (they
can be their own classmates). Working in pairs, each student then chooses one of the areas in the other
student´s list and asks him or her questions about it. This exercise is good for sharing information and
getting to know other students.

If I had a million dollars

This exercise is very good for conditionals practice, and at the same time they can imagine different settings
and expand their vocabulary.

Instructions: Tell your students to imagine that a million dollars is to be won by the person who can think of
the most original thing to do with the money. After sharing their ideas, decide who has won.

It was the way she said it

Instructions: Take one word or a short sentence and ask the students to say it in as many different ways as
possible. You might like to discuss with the students what difference the intonation makes to the meaning
in each case.

My neighbour´s cat

This is perfect for a review of adjectives. First you have to draw a cat on the blackboard. Then introduce
him as your neighbour´s cat. After introducing him, say: “My neighbour´s cat is an awful cat”. Write the
letters of the alphabet next to the cat, and then complete with different adjectives beginning with those
letters.

CHAIN GAME Piling up a sentence

Instructions: Start by telling the students something you like. Then ask a student to recall what you like, and
add a “like” of his or her own. Another student adds a further item and so on. They can practice the use of
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Present Simple and it can help them to improve their memory. The game finishes when the chain is too
long for the students to remember.

CHAIN GAME My father likes apples

Instructions: Players go through the alphabet, thinking of nouns that begin with the letters. Ex: My father
likes apples/books/cats/dolphins, etc… You can play this game as a whole class, or you may divide the class
in teams and use it as a team competition.

How many words can you make from these letters?

Write on the blackboard one or two words they have recently learnt, and ask them to form as many words
as possible from that word. You can provide different categories of words such as:

International football – School objects – Dinosaurs – Supermarket – etc.

Noah´s ark

Aim: Children try to guess wich animal is being mimed.

Instructions: Choose two children to be Mr and Mrs Noah. Stand them at the door of the ark. Take half the
class aside and ask them to tell you what animal they are going to be. After choosing, take them back and
give them wives. Do not tell the wives which animals they are.

The game begins: The first couple go to the ark. Mr and Mrs Noah ask the wife: Who are you? The wife
looks at her husband, who mimes the animal, and the wife answers: We are Mr and Mrs Giraffe. If she is
right they both go into the ark. If she is wrong, the boy will have to think of another animal and try again.

Set of copies 7

The games mentions in this set are traditional English games. Most of them are played in the playground.
These games include running ad chasing.

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Please Mr Crocodile

Instructions: The players stand behind one line. One player is Mr Crocodile, and he stands in the middle. He
is in the “river”. Then the players shout: “Please, Mr Crocodile, can we cross the river?” Mr Crocodile
answers: “No, you can´t, unless you are wearing…” (The person picks a colour or a piece of clothing). The
players wearing the chosen colour walk across the river, and the players not wearing that colour run across
the river. If Mr Crocodile touches someone, they are crocodile too.

What´s the time, Mr Wolf?

One player is Mr Wolf. Mr Wolf walks slowly. The players walk slowly towards Mr Wolf and shout, “What´s
the time, M Wolf?” Mr Wolf turns around quiclky and shouts one o´clock (two o´clock. half past six, etc). Mr
Wolf turns around and walks again. The players get nearer and nearer to Mr Wolf. They ask, “What´s the
time, Mr Wolf?” again. If Mr Wolf shouts “Dinner time!” he runs after the players. He tries to touch one of
them. If he touches someone, they are Mr Wolf. The game starts again.

CRISTINA’S CONTRIBUTIONS

1) Listening grid

Aim: To provide active response to new language.

To describe the position of different objects.

Procedure: The children have to mark on a matrix or grid the information read out by the teacher. The
example below is practising prepositions. The teacher has read so far:

“The cup is on the table”.

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“The cat is under the chair”.

“The girl is in front of the tree”.

2) Listen and arrange (I)

The children are asked to arrange a picture according to the information they hear.

Aim: To strengthen understanding by linking it to response.

Language focus: Rooms in the house.

Materials required: Each child needs a sheet of paper showing a house and some slips.

Procedure:

Hand out the sheets to the class.

Make the first statement. E.g. “Kevin is in the bedroom”.
The children put the slip of paper in the right room.
Continue saying different sentences until all the name slips are placed.
Use your board version to check back.

Variation: The same activity may be used to practise the name of places in a city.

3) Listen and arrange (III).

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Language focus: Food.

Materials required: A sheet showing the pictures of food.

Procedure: Hand out the picture sheets.

Give the children a couple of seconds to look at the pictures so that they know what is there.
Read out the first sentence and show that you are looking for the picture which matches. E.g. “You need a
slice of ham, a roll, some lettuce, some butter and some mayonnaise. Is it this picture … (pointing to the
wrong picture) … or this one?”
When the children agree which picture it is, show them that you are going to write the letter alongside 1 on
the sheet.
Read out the next instruction and carry on with the rest, giving them time to find the right picture and write
down the number each time.

Variation: You can use this kind of jumbled pictures to make the kids prepare a shopping list which includes
all the necessary items.

4) Let’s tell a story together! (“The Lion Hunt”).

Aim: Performing the actions mentioned in a story.

Language focus: Prepositions.

Materials required: Any short story which has plenty of repetition and which contains plenty the children
can mime. In the example below, the children can mime while they are sitting in their seats. Before telling
the story, you can draw some relevant pictures on the board.

TEACHER’S WORDS SYMBOLS

We are going on a lion hunt.

Off we go!

First we walk along the path.

Then we go over the bridge.

Next we go up the hill.

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 Then we run down the hill.

Next we walk across the swamp.

Now we walk through the long grass.

Wait a minute, whatever’s this?

It’s got four legs … It’s got a long tail …
It’s got a big head … Help! It’s
a lion … Quick …!
(Now go back the way you came but fast. Point to each drawing as you go).

Through the long grass.

Across the swamp.
Up the hill.
Down the hill.
Over the bridge.
Along the path.
Home! Hooray!

Now, sit down yourself and tell the story again, this time with the actions as follows. Get the
children to copy the actions and do each one with you before you move on to the next stage.

TEACHER’S WORDS TEACHER’S ACTIONS

We are going on a lion hunt.

Off we go!!

First we walk along the path. Make walking noises on your knees
with your hands.
Then we go over the bridge. Walk in such a way that you make a hollow
sound.
Next we walk across the swamp. Make squelchy noises and lift your hands as
if lifting them from something sticky.

The story continues and the kids mime all the actions mentioned by the teacher.

Variation: The story may be turned into pairwork with all the children taking turns to tell their partner the
story while they both do the actions.

5) Guess what I’ve got on my promptcard.

Aim: Asking questions about the weather.

Language focus: The weather.

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Materials required: A set of drawings representing different weather words.

Procedure: Collect the promptcards into a pile and give it to one child who holds them so that the other
children cannot see which card is on the top of the pile.

Start the guessing yourself, so that you provide a model for the children to follow. E.g.

Teacher: Is it raining?

Child with cards: No.

Teacher: Is the sun shining?

Child with cards: No.

Teacher (to the rest of the class): Guess!

Another child: Is it snowing?

When someone guesses correctly, another child is allowed to choose a card and you start the process
again.

6) Interviewing grids

Aim: Interviewing other students as regards their likes and dislikes.

Material required: Interviewing grid.

Language focus: Likes and dislikes.

Procedure: Draw the chart on the board. Include the picture of animals and the name of several students in
the classroom.
Ask one of the kids if he likes cats (“Do you like cats?”). If the students’ answer is affirmative you tick the
proper place. If it is not, you write a cross.
Explain the pupils that they will have to move round the classroom in order to ask six classmates whether
they like the animals in the grid or not.

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Variation: You may also prepare a grid designed in such a way that the kids’ ask their partners the date of
their birthday, the number of brother or sisters they have got, their favourite food and so on.

7) Find someone who has the same card.

Aim: Asking questions about likes and dislikes.

Material required: A set of cards for a topic you are practising (animals, food, clothes, toys).

Procedure: Give each student a photocopy similar to the one included above. He has to find someone else
in the room whose card of pictures is the same as the one he himself has been given. All the cards are
based on the same group of items, but the exact selection on any one card only matches one other card.
Before starting the game, explain the kids what to do by following these instructions:
Take two pairs of cards from the pack.
Keep one card youself. Give the other three cards to three children, keeping a mental note of which child
has the card that matches yours.
Make a statement about your card saying: “I like hamsters. Do you?”.
If the child you are addressing also has a hamster on his card, he will reply “Yes, I do”.
Carry on asking until it is clear that your two cards do not match.
Then ask the next child. Leave the third child who has your card till last, by which time the class will have
got the idea that you are looking for the matching card.

STIRRERS

1) “The Washing Line Game”: It is designed to provide physically active listening practice

Language focus: Clothes and colours.

Procedure: At the front of the room, have two boxes, each containing identical sets of the items you want
to practise. Besides, get two children to hold a short length of rope between them as a washing
line.

Divide the class into two teams and get a representative of each team to come to the front.

Ask for an item from one of the boxes. E.g. “Please bring me a blue sock”.

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The two representatives search their boxes to identify and take out the object concerned. The first one to
hang it on the line is the winner and that team scores a point.

Variation: Each child draws his own washing line in his binder. He draws and colours each item according to
the instructions said by the teacher. E.g. “ I have got a blue sock, a green shirt, a red pair of trousers …”.

GAMES IN WHICH ENGLISH IS CONNECTED TO OTHER SUBJECTS

8) The fortune teller

Aim: Adding numbers.

Material required: A sheet of paper turned into a fortune teller.

Procedure: Give the kids step-by-step instructions to prepare a fortune teller. E.g. “Fold your paper like this.
Press hard with your thumb. Open it again …”

Once they have designed it, they individually choose eight numbers and write them on the flaps.

They make up eight sums with the numbers between 1 and 50 (according to the level).

The kids choose a partner to work with.

The teacher shows them what to do by using a volunteer from the class.

T: Say a number.

C: Three.

(Makes 3 moves with the fortune teller, counting). One, two, three.

T: Choose a number.

(The child chooses one of the numbers now revealed by the fortune teller).

C: Five.

T: What is five plus two?

C: Seven

T: Yes.

When the children have got the idea, let them get up and test their friends

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