r1A0qqw1wrww"w

Jk
s

.W.V
For all ages and levels

"R
!;Card Games,

Online games.:

HAPpy/ HALLOwten

..rF1il

Annual conference: Seville (Spain)

Hotel Los Lebreros
I
I

ACEIA, the Association of Language Schools

of Andalucia, will be celebrating its annual
TeacherTraining Day for Teachers of English
and Spanish asa Foreign Language.

d
Barrea
idiurrrasdearrdalao.r

www.aceia.es

Saturday
17th November

ioff-

limb.

CUEDIBA

ED1BA Club (Spain))

October 2012

The follcmng members of EDIBA Club(Spain)

will very soon receive a surpnae gift at their homes.

PROWNCE
uriecar
Romero Rodnguez, Maria Isabel

Huelva

Viola Echevarria, Lara

Matiafto

Cantabrra

de la Calzada Fandifto, Ltliana

Dijon

Huelva
Asturias

Fernandez Lopez. Marisa

TararicOn

Cuenca

ear colleague,

%t

We would like to celebrate the opening of a new school

year. This time we have decided to start it in a playful way
and share with you a wide variety of games for your students to
enjoy and develop their creativity while learning.
Ready at hand, these games will be part of your classes along the
year. They all have an aim and will guide your students to put into
action the vocabulary or grammar topics they are learning or
revising. Adapted and adaptable for all ages and levels, they will be
ready in the classroom to provide a good learning environment.
We hope you find this issue useful!
Teacher's Magazine team

The

V
ISIN

i606-5ill

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

Pe fect s

EDIBA

pbsI,dby; E

ar

,P Rzymows k eg ,53 02-97W sza wa POLAND;,,b,,,i

o. , CZECH REPU BLIC.

-z
Will

Poland

zamowienia@ediba.com I www.ediba.com

Tel.: +225687757

am%
.

All information in our website: www.ediha.com

By e-mail: suscripciones@ovejer.com
By Phone: 913520918
By Fax: 91715 58 75

hm
Czech Reoublic

Half a year subscription(6 issues)470KC I

Contact www,send.cz

'It

CPMES AND CHILDREN

DEVELOPMENT
Games are crucial for the development of
children. We could consider them as the first
step to the development of creativity with
which it is possible to change attitudes and the
persons environment. Playing games is a
creative activity that allows children to express
themselves. It is through games that children can
create situations and entertain themselves, it is
thanks to playing games that children can create
their own world. It is an extremely serious activity
to which they devote their energy and affection.
Playing games actively contributes to the
development of children's cognitive, affective and
motor areas. It facilitates children the freedom to
imagine, explore and create. It allows and
encourages roles imitation, creation and
representation. Children play making an effort to
understand their social environment and promoting
their social development, since they learn how to
interact with other people, to shore and to smile.
Through play, children are able to understand
proper behaviour, such as turn-taking,
cooperation, sharing and helping others.
Play is not just a simple activity, not at oil. As it
was previously said, it involves every area of a
child's development and therefore it is all the
teachers' responsibility to promote the wellbeing of children through games that allow
them to explore and experience their reality
taking into account individual differences.

,hey are easy, they are fun, they are simple, and they are
varied. People have learnt through games for centuries.
Games are activities with rules, a clear aim and an element
t of fun. They can involve competition, too. What makes them
so handy in the classroom?
They are easy to teach to people of all ages;
They enable students to learn effortlessly;
They help children stay alert and focused;
They boost excitement and enthusiasm;
They promote desirable social behaviour such as waiting turns and
respecting other people;
They footer social interaction in a natural way;
Children react positively to them due to their attractive presentation,
the prospects of fun or the promise of a prize;
They are extremely versatile they can be used as a quick warm-up
before the main part of the lesson, a relief after an intensive period, a
way to round off a class or just as time fillers;
They cater for different learning styles, and even weak students can
succeed;
They provide lots of repetition;
They are frequently easy to be modified to suit our students' needs;
They can last from two minutes to half an hour;
They can be played individually, in small or large groups or with the
whole class;
They come in a wide range of difficulty;
Children exhibit a natural growing enthusiasm to play again;
They are enjoyable for teachers and students alike.
Although the advantages clearly outnumber drawbacks, bear in mind
that playing games in the classroom might have some risks. If the
game has little educational value, students are lust playing for fun and
games turn into profitless time fillers. Competitive games, if played
individually, leave aside weak or slow students. Finally, excitement
levels can become difficult to handle if groups are too big or 100

messy.
In this issue, you will find a wide collection of all-level games
(simulation games, board games and card games among others).

You will also find instructions and practical ideas about their use
and adaptations. Enjoy and have fun!
Practical considerations
Some activities require special sitting arrangements such as U'shape

or sitting in small groups. If it is not possible to move desks, work out

a way to adapt the activity.
9 Demonstrating the game is usually clearer than explaining it. Very

frequently the best option is explaining the aim, showing the

students the cards/photocopies/pictures/board and having a pair

of students play in front of the class.
As demonstrating and learning the game takes time once they
have learned it, have students play it several times. Students
will enjoy it more and more as they get boner at it, and you can
then modify the game by changing options (adding a time
limit, increasing the number of words, enlarging or reducing
the number of students per group, etc.).
Avoid correcting mistakes during the game. The focus should
be on communication and fluency. t necessary, you can
arrange a feedback session to be done later.
Some games can be easily renewed by students You can ask
them to produce their own set of cards, change directions or
develop new variants of the same activity.
During the game the teacher's role is that of a monitor. You
can help with open questions and guide students if they get
stuck. Some games require you to read or guide. Many a time
this can also be done by a student. Walk around, provide
resources, check if they have understood the rules, enjoy
watching them play!

1IS1TE CORPSE

M
Wflhl
1N AIM

it is also known as rotating corpse or exquisite cadaver

the original cadavre exquis" in French). it is a method of
writing that includes all the members of a group (it can be a
large group or a small one)
Each participant adds to the composition in a sequence, by
writing something previously indicated (a word, a sentence, a
complete idea).
For example, a student starts writing a sentence and folds the
sheet of paper to cover it. Then the following student writes a
new sentence without looking at the previous one. After that,
the tame procedure is repeated until all the members of the
group have written their sentence.
Finally, they unfold the sheet and read the story. Students will
see the creative, fun and interesting result of their cooperative
writing.
VARIi5 NT Once each student has folded the sheet of paper, they
can write the last word of their sentence as a clue for the next
student.

QAt

These games have specific purposes, such as

getting to know each other, (earning how to work
in teams, writing and drawing freely. Bearing in
mind that all games should have a purpose, so
that they are truly useful and productive, these
surely come handy when dealing with small as well
as large groups of students.

iiI

THE MACHINE-'

0 CREAT1NC WORD

''

Write on the board several words, a phrase, an idiom or

an idea related to a special celebration, e.g.
"Independence Day". Ask the students to write as
many words as they can out of those words. They
cannot add any extra letter. Set a time limit.

-416

Example: unforgettable.
Table, forget, able, unable, get, for, gable, tab, gab,
forge, etc.

62-

PLAYING WITH ANIMALS**

The aim is that students get to know each other at
the beginning of the term.
Have the whole group sit in a circle and lay some
pictures of different animals in the middle.
On the board, write a list of adjectives used to
describe personality: honest, generous, easygoing,
selfish, kind, responsible, caring, etc.
In turns, each student chooses an animal,
introduces it to the class, explains the reason for
t their choice using the adjectives on the board to
describe themselves.

The aim of this game is to build a big

machine by putting together each
participant's action and then give a
name to it.
it is a very useful activity
to do if students are
really active or
when it is
extremely cold
on winter days.
One student simulates
doing a specific
activity. The following participant
has to perform another action
related to the activity of their mate.
The third participant will also do
something elm, working together
with the previous ones.
This is a typical game at Total Physical
Response ITPRt.

CARTOONS
Erase some frames of a cartoon and have the students
complete them with new drawings and dialogues to create
brand new stories!

"Playing with animals" and 'Cooperative chairs'ure very wel

techniques, specifically used when working with groups.
(

' COOPERATIVE CHAIRS

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

Ahll-

40-

I,

'

.'rii

!r

osters I and 2 present three game

boards to work on language contents
and have fun in group or whole-class

4.
i,e,

coniniiiinna ConlplLnst'ltInrv cards

with the Irisgisige ccsileuls are presented

--

in the corresponding photocopiable pages.

's
f

WONDER WALK
Level: Elementary -IAge group: Children

This game will take students on a fantastic trip to

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

TREASURE ISLAND
Level: Beginner -h
Age group: Children/Adolescents
This game will help students revise different
language topics while they try to get to
Treasure Island after sorting Out serious
hazards on their voyage.

Materials
The Treasure Island game board on poster 2.
2 ship counters. Find them in the same poster (there are two
extra pictures in case you need to replace any missing parts).
Cards with questions (see page 10).
Extra tasks to overcome the hazards on the voyage
(prepared by the teacher according to your students'special
needs).

Procedure
Divide the class into two teams.
Each team should choose its ship.
Ask one member of a team to pick a card, if the student's
team performs the task or answers the question on the card
successfully, they can move from where their ship is to the
next buoy )buoys are safe places( until they get toTreasure
Island. If they fail to answer correctly, they are exposed to the
hazards on their way aed have to overcome them. Each hazard
can be faced by solving en extra task related to specifc
language needs which you have prepared beforehand.
If students fail to solve the task correctly, they must go back
to the beginning and start again.
The (rut team to get to the treasure is the winner.

This game will take young learners on a

space trip to the moon, while dealing
with basic vocabulary.

Materials
The Rocket Race game board and 2
rocket counters on poster 2.
Cards with pictures (see page 11).

Divide the class into two teams.

Each team chooses a rocket.
Rockets should be placed on the Start.
Teams take turns to pick a card and
name the object in it. If the answer is
correct, the rocket takes one step up
towards the moon. If the answer is
wrong, the rocket goes down. The
winner is the team that reaches the
moon first.

WONDER WALK
RULES
You are walking in the woods and you are headed to Little Red Riding Hoods Grandma's house. Follow the
instructions.
Form four groups and choose a name for your group (if possible, related to fairy tales).
Start the garneat HOME (1).
Throw the dice and move forwards. If you land or a fairy tale character, read the instructions, pick up a card and follow
the
instructions.
Do the task on the card.

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

The first group to arrive at Little Red Riding Hood's Grandma's house wins the game.
'mn-

IIINSTRUCTIONS
I If you come across famous fairy-tale characters on your way, strange things will happen.
116.Gingerbread Mat tells you an interesting
story. You m issaturn.

2. Little Red Riding Hood throws apples at

you. She is jealous because you are
visit her grandma. Start again.

.Thia Ugly Duckling helps you out by

telling you a secret shortcut. Move forwards
four squares.

3, Sleeping Beauty is obviously sleeping and

you stop to have a nap with her. You miss a
turn.

21 Cinderella asks you to help her clean all

the rooms in the dwarfs house. Go back two
squares.

5.Peterfanfliesoveryou and guides you

for sometime. Move forwards three squares,

r
-

1. You ask Pinocchio for directions, he lies to

you and you go the wrong way. Go back
three squares

23.TheBig Bad Wolf sees that you are really

tired and offers you some water and
chocolate bars. Move forwards two squares.
'26. The Three Little Pigs kidnap you to help
'them build their house. After a while, the
wolf rescues you and takes you back on your
path. You miss a turn.

Fairy Godmother promises youa

13. The witch carries you on her broom and
horse-drawn carriage to travel faster, you
you fly ahead. Move forwards one square. 11 1111wait for a while but it never arrives. Go back
two squares.

T2. Puss is Boots is tap dancing and you stop

1 29. Sinow White gives you some applesand

to watch him.You miss a turn.

you fall asleep. You miss aturn.

15. The Pied Piper of Hamelin turns his magic

onyou.Go back one square.

30. Little Red Riding Hood's grandma's

home.

WONDER WALK - CARDS

i. Make a sentence
using there are.

11. Make a sentence

using there is.

21. Mention five hobbies

or free time activities.

2. Finish the sentence

'Yesterday I...'

12. Name five jobs

or professions.

22. How often do you

go the park?

3. What are you

worried about?

13. Name five types

of TV programmes.

23. What was the weather

like yesterday?

4. Which months
start with "a"?

14. What did you have

for lunch yesterday?

24. Name five school

subjects.

5. What do you usually do

in the afternoon?

15. Describe your house.

25. What are you

wearing now?

I
6. What time do you
have English at school?

-.

16. Name five animals

that live in the desert.

295.

7. Mention five animals

that eat meat.

i. Can a penguin fly?

8. What do you do
on Thursday afternoon?

iS. What can

a dolphin do?

9. How do you come

19. What do you have

to school?

for breakfast?

io. What's the time?

20. Name six shops

i n the city.

26. Read this number:

--27. Mention five means

of transport.

28. Read this number:

1,879.

29.

Mention five members

of the family.

30. Name five sports

that you play with a ball.

TREASURE ISLAND CARDS

Spell the word

WINDOW.

A0,

Spell the word

YELLOW.

Spell the word

JUMPING.

What is the opposite

of LONG?

What is the opposite

of THIN?

What is the opposite

of BIG?

Complete the
sequence: Tuesday,
Wednesday,...

Complete the
sequence: Autumn,
Winter,...

Complete the
sequence: January,
February,...

IL

JL

Jit

Name three
aquatic animals.

Name three
farm animals.

Name three
junBie animals.

Correct this sentence:

I am drinking a

Correct this sentence:

Correct this sentence:

He is drinking
television.

They are swimmins in

the Barden.

Finish this sentence:

at 7.00, wash my
face and eat
breakfast.

Finish this sentence:

I love stories.
I always... before BoinS
to bed.

Mention three
school objects.

Mention three
means of transport.

sandwich.

Finish this sentence:

I always ... for
breakfast.

Mention three
colours,

A10

.I

JL

'-

ROCKET RACE CARPS

What's this?

What's this?

What's this?

What's this?

zv
2
"
What's this?

What's this?

What's this?

000
000

I~F
Ep

(3

Ink

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

Ip

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

What's this?

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

. dw 10

CHI CHIAO PAN

It is the Chinese for tangrams. The game
consists of seven shapes or tans: two large
right triangles, one medium sized right
triangle, two small right triangles, one
small square and one parallelogram.

N,

--

..

The tans are used like building blocks

and can teach your students about
geometry, fostering problem solving skills, critical thinking
and spatial rotation skills.
In fact, tangrams are great for very young children who are
just learning how to recognise shapes, bright colours, patterns
and sizes as well as developing fine motor skills and hand-eye
coordination. In turn, kids, teens and adults will find tangrams
a fun game and will be able to enter competitions to see who
can copy a given design the fastest or create a new shape
using their imagination, stimulating creativity and developing
learning skills. They also strengthen memory, focus and
attention.

.-

-- -

Tell your students that they must arrange the tails so that they
make another shape. The pieces or tans must touch but none
can overlap. Prepare models for your younger students to
copy, for example a rabbit, a dog or a house. They can work in
pairs or in small groups.
Teens and adults can make their own tangrams, put them in a
series and make up a story including the characters they
made.
Photocopy the tans on page 15, make as many sets as you
need and have a wide range of possibilities in a game
everybody will love.

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

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

WE SPEAK DOMINOES
Dominoes is an ideal game to play with kids; the rules are simple
and they will learn to count and recognise patterns.
You will need 28 rectangles of cardboard. Paint or stick dots to
represent numbers. The children will have to Count the dots
aloud while playing. As a variant you may choose dots and
numbers written in words or colours instead of numbers.
If two players participate, each one will have to select seven
UWIIUIUCI:VVIL11 more than LWO players, each psayer chooses use
dominoes. The remaining dominoes are used as a draw pile.
Before playing, decide with your students who she winner
will be, that is, the player who accumulated more points
over several rounds or the player who reaches a number of
points set beforehand.

See page 13.

-CHARMED PUZZLES

See page 12.

CHI CHIAO PAN

'

11. 04 IqNWF

.
CHAIR

SHIRT

BOOT

CANDLE

SAILBOAT

Pr

AS
ROOSTER

KANGARoo

HORSE

WATERING CAN

*H

ere is a traditional card game that has been

turned into a useful resource to learn or revise
varied grammatical and lexical topics.
This game can be played by up to six students per
.*
group. Copy and cut up one set for each group. If
there are fewer students in the group, reduce the number of
cards bearing in mind you must have the same amount of
cards in both parts of the set to make a match.
You will need a deck of cards per group (four cards for each
student) made with the items presented on photocopiable
pages 17 to 23.

0-14A ! I
Example: Phrasal verbs (see page 17)
This game is played in groups. Each student in the group
holds four cards. Half the cards have a phrasal verb and the
other half, a definition. The aim is to match each phrasal verb

with its definition. Shuffle the cards, deal them out equally
and put one card face up on the table. Each student has a look
at the card and tries to find a match with the cards they have.
Once the student finds the match, they place the phrasal verb
card on the table with the definition card on the right. If there
are no matches, students take turns to move cards around
stating how many and which way, e.g. ltvci cords to the left,
one card to the right, etc. The winner is the first student who
gets rid of the four cards.
Variation
The cards presented on pages 18 to 23 focus on other language
contents to cater for your different teaching needs: antonyms,
synonyms, lexical fields and conditional sentences.
Additionally, you can make your own cards with the language
contents of your preference: prefixes, verb tenses, phonetics, etc.

MAKE SENSE

PINS
DD UP
DISCOVER /

23 can be easilyassembled by simply

detaching the pages, laminating them on
both sides and cutting out the 1 inclivid ual
cards. The reverse of each card shows the
special patterns that identify each set.
In case you want to make more than one
copy of each set, you will have to photocopy
pasting them so that the identifying pattern
is shown an the back.

wJ

- .
..

.+...
+

**
''

..
.

., .

_&_.

....*

--

:::::
...+
..
..

..

.
. .+..$

. *

...

::::
...+
4*
.

...

....
.

.-,
4.

:::::

..
4*4

4.,+

4.4.

4
..
4.

. ...
44

* *4*,*4*(
4....

.....
4A* *

4..
+!4.

..*+..
+

..

..:.:.:.4

..
44

Nj-

..

4.4.

...

4.

....

..

..
*1*
444
44

-' ...

4P

v;

A4

.)

.. q'..
'

PAP

VA

%
-

4P
, .
.

do

.
.
I

s4S

4 4
41'

t_,

4.'

..'

w*

S-

40
PAP

imp

4?:

4/

Ak

f.

Al

4 4
40

4.

A V

Fe
AL

--

S4 4

4 4

- .,
-

A. V

S I

 .....

- ._ .

....

..

..

.....

.....

AI

* .4'. .
4'.

...

..

...,

..
....

-4

...

.....

...

I...
I...

I....

:::::
...

.
-

I..

.1'

I...

I..

:::::

..

__.t...

I,...
...

..4.

..
-

...

I....

I+I

...

.1.I.

..
-

4.,.

...

..
4..
4$1
40
I.,..

...

...

I....
I..

*.**.**
I....
I....
4 . I.
...
4.

:.:.:.:.:

1.I
.1I+

I..

*..
I...

.,...

....
.

4I

...

.1..
.......4..

.....

...

:.:.:.:.

.1*44'

I...,
..
++*

.-

3,

..

....

:.:.:.:.

3 -

4*434

..

404

I.44
1+l
$44.4
t4*4
4,4
4,..
4...
4+*

4401*44

...

$+$

I.....
40

*44.*

...

.4...
443*44+44

40

44.4
4..
44
'4....
....
4...

4l*+

.4

4+4l
4...
4*..

10
41&

401

4*.

...

*4...

.4.

4.4..

4.+.*

4*104

....

...

41

44p
14.
46 4b

.+l.44

I....

44.

....

4**
4.*

16

4*4*4

.
.4
I..

4*+
4.4.
4
4*.I

I..

4*,
1*44

14
:::.

40 0

40

4.4.4
40

4*434344444

40 40 10

4*40
4 .4
.0

....

.'...
......

_.._..

4*44

*....

4f,
....4.
.
4.
1
.
4.
4.*
.1*4.1+4.
_*._...

 44
4.

EP
V

...

4
4..

.
i.
40

40
-p

,+&+

1*4

!9.94.

...

VV
VV
Q
+

..

4.

:::::

4.

.
4..

4..

+4+

'

40

44
4
4*
4..
44
...

444*444

+4+Ak

444
.
44

VV

V
Ab

441

. *

,#.
...

v v

_*&


..

S...

-,
I

S
I S

S.

I I

I
.
I
I S

I I
*
S
Ico
IS
I
I

I1
I
SI
II
-.
SI
-- .
S
I
.1 I 4I
I
S
IS

S I
I
S
S I

-.'-.
I
I
IS.
I .
II
I5 I
I
4 S SC
S
I
I
I
I
I
S
I
II
S
I
0 0 I
0

I
..I
I I

--

555
IlIl
5
5151
IllS
SI ll
IIS
S
SIll
1.hj0I0
1111
...
1511
IllS'

1111
SIII
SIS
...
I...
.t
II..
II
IoIo
I...
SIll
III.
15115
1111
IIII(
1I
1I1I1I.
I...
SI...
IS..
55551
5
51511
ISIS
IllS
ISIS
SIlI
ISIS
51111
I...
11151
1.11
11151
1111
ISIIS
1III.
I
1 I 1 I 1. 4
1111
Ills
ISIS
5555
111*
SIll
SIll
Ill.,....
Ill

5s
I
III.
11551
IllS
1511
SIll
15 54
IllS!
1554
IllS
.1151
1111I
IIlI
11111
115 .111
11154
1111
11151
1111
11114
IllS
sI4

S
I

I I
5
5
4
I I
I I
S
I

IISI
SIll

5555
.0....
IllS
IIl 0
SIll
0 0 0 0

II...
.1.1
.l..
....

I
I S
I

I I
I

I5

I I

I
I I I

I I
I I
S
I
)
I I
.1.S
I I
1 I
I S
S

.
II

I
.
.
II
II
S
I- II
4

-.

iz
w

ISI

1151
lII

1151
SIll
1511
1.11
11111
111 0
1115 1
.0.1.1.0.
555!
IIIII

5555!
SIllS
ISIS!
SlII
1515!
lI

1511
iIISC
1111
S55

IIII
i
e 0
IlSl
15511
51511
55515
S...
ISIS
11111
ISIS
SI
IS.I.

III.'
I....
II..'
IS...
III.'
- 55151
11111
SSISS
SIII
55555
111I
S....
1.
1.
1.
0.!
1551
1555 5
.1111
I...
11511
1511
11111
1111
ISISI
III.
11151
11111
15111
11111
51151
11
- 11111
11
5 15 1 1 1
- 11111
15111
15511
SI..
55551
ss
1I
1S5 I5I
11511
1111
11111
Ills
1111
ISII
*
55
51151
11111
.0.1.0.1.1
1.111
15515
11111
- S55511
I IlIlI SI

SlSi
SIllS
55551
55515
...i
SIllS

-
--

1
-47
I
SI
I
S.
II
IS I
S S I
I
II
I
I
SI I
*I
II
IS I
IIISI
S
S III
I I e
.--'--.-'-*
I
SI I
I
ISI
SI
S
IS IS
I5 5 I4
I
.I
I I
.
I
IS I
SI
IIII
IIII
IIS IS
5 I
0 S0 I
0

.01..0.01.

S.

55
5
.55 0*1
.5
SS
05
SS
5

I
.1
SS 54
SS
5

ss

S.

-,

tL.
55

SI

5. 54
S5
SI
SI
SI
0
0
555 54
II 4
554
..

S
ISS 554
55 55
S...
00
50
5.
0

55

S
55. I
5 I
55
of

ISS 004
SS S
55
55
IS
55
I S
555 55
5 5
55
SI
55
S
S
.S 55 S 54
.flI-U555'
55
55
55
55
555 It5 5'
S.
55
IS
SI

I
555 51IS 54
S5
S
as
ss
5.5 1414
SS S
_-t* -USI
SI
SI
S
0
s
55 5
S.
IS
55
S5
SSS IS
50
55
5
55
5
5
SSS S
55

55

SI
50

S
S
S 551 555
S II IS
S
SI

'
-

.
- .
.
-

.
.

i 55
S
S
S SI 555
I SI 55
as
.
S
I
I 555 III
4 55 II
SS
55
5
55

555 55.
55 5
55
55
55

5
5
S 555 SS
50
55
SI
55
S
S
5.5 SSS
SSS
55 S
55
55
IS
S
555 000
0
0
55
5
:
5 555 SSS
5 55 5
55
IS
55
55
00. 555
S. SS
S 55 55
05
55
SS
IS
5S 555
5 SS
55
55
SI
55
0
555 555
SI S
55
..
S

SS. ISS
S. 55
5 55
55
5.
555 S55
SS IS
55
55 5-'
55
IS
5
5
555555
SS S.
II 55
55
I.
S
I
I 554 555
4 0
55
SS S.
55
S.
55
55
4
555 555
II IS
55
S5
55
50
I S
555 SSS
S SS
SS
55
IS
55
-:555 SSS
S IS
In
SI
SI '
55
IS
0
0
5.5
55 55
II 54
55
55
455 155
55
SI
SS
SI
I 5
SS 555
S5 IS

.5 55 . S
SS
S5
5S i
S
.S.
IS ;
S S 55
IS
55
- - 55
50
40
55
05
IS
S
S
S
I
S IS4
S 555 SS
45554
55555
. SI
.5
SS
.
IS
55
S.
4 IS 64
S I555
IS I
.55

55

U...
-U
54 55

$S.
54

IS
5.

55
IS

S
555 IS
5 I'
50
.

S
555 SS
S5 5
4
St
5
55
514 55
. 5.
55
5
55
55

5
S.. IS'
IS
50
55
55
S.

I
.4555
555:

55 505
S
IS
SI
555 554
55 4
. II

:
:
055 55
IS 5
5
.5

55
555 04:
S 54
_ tt_ fl
SI '

.
5
55

S S.
4.55

S.. 0046
5S
SS

S5S 555
IS
IS
SI
55
50
I
S
5 III
SII
S
55

IS

SI

_..

.5 5 -

55

.5
50
S
S
55 555
II 14
:
.. .
I S
555
55 .14
t
S
55
.5
5
0 St
5
5
05
*
55
55
5
5
555 S..
S.
55
5"
SI
IS
S
S
544 55,
IS 0 cli
IS 54
50
55
S
SS
555 S14
55 54
S
5.
: :
555 5514
a
54
-.
55
SS
SI
5
555
555
44 IS
5
55
II
IS
55

.
.

55
5
55
55
SS

45 *
55
55
05

S
S
S 1.1
SS S4
55
I

55S 5.4
SS 55
59
55
55
55
555 554
55 II
of
as
I S
555 SIS
- - - -,
S
4 55
55
55
SS 554
55 54
5
55
55
55
5
S
555 5514
IS 54
54
50
55
55
I S
SSS SS
IS 55
5
54
.5
5555 SI
555 554
SI 54
55
54
55
SI
S
S
.55 5514
1
St
II SI
55
55
555 SIt
S. St
.
..

-.

.
.

.
-

- -.
- -

.
- -

555
55

SS.
55

05
S
55
55
S
S
SS 555
II 55
55
00
..
S
S
555 555
55 55

55 IS
55
05
55
SI
555 SS
55 IS

55
IS
55
5
5
555 SS.
5 IS
. S5
SI 55
S
S
400 551
55 55
55 SS
55
5
45
*1
S56 555
5 St
S
5
:
:
I0. 555
51 55
55
S
55
55
S 555 555
55 55
SI S.
05
SI
55
55
SSS 555
II IS
SI
SI
55
54
555 SSS
55 S.
5555 .04
S
S
SS IS
55 5
55 55
55
55 Do 4
55. 555
S IS SS
55
55
55
55
S
S
.55 555
5 55 5S
55
.
55
55
S
S
S SS SS
S 55 55
5
0
I. s
55
55
555 555
55 5
55
SI
55
50
S
S
555 55
II 55
55
54
55
50
555 SSS
S -IS S.
ft_ ,_
SI
s
5.
55
I 555 055
'4 II 55
55
5.
35
II
SSS 555
II 55
45
55
5
5
I 55 5
55 55

rL

aloud, including the correct definition (the one s/he got on the
word card), without mentioning who wrote each.

You will need

1.A timer
2. Word cards with definitions (see page 15)
3 Writing Cards (see page 16).

3. After everyone has voted, the coordinator reads the correct

definition. Scores are checked and points are assigned to each
player:
1 point for each vole given to the definitions each of the
players wrote. (This is why definitions should sound
convincing. Players should try to mislead the other players In
vote for their definition).
2 points for each player that votes for the right definition.
3 points for each player whose definition is correct.
3 points for the coordinator only if no player chooses the
right definition.

~*_24

ets have fun with job definitions, and learn some

interesting and odd facts. Currently, there is a
'famous board game in the market called Bleff. It is
the well-known dictionary game". In this article you
will find an adaptation of the game to play with definitions of
jobs from the past or funny and strange jobs from the present.
You can choose the category you like the most, or even adapt
it to any other topic you are dealing with in your own
classrooms. First things first, here you can see the rules:

Who wins?
The winner is the person with the most amounts of points at
the end of the game or the first one to obtain a certain number
of points (e.g. 15 points).
How to play
1. The students should agree on who would be the coordinator
for the first round. Then, the student with the highest score
becomes the coordinator in the next round, and an on.
2 The coordinator lakes the first word card from the set and
reads if. The real of the players should not see its content.
3. S/he reads the word aloud, but not the definition.
4. Once the coordinator starts the timer, the real of the players
will have a minute and a half to write a definition for the word
given in their writing card.
S. If the player does not know the meaning of that word, they
should invent a definition that sounds convincing.
b. The coordinator collects all the answers and reads them

I. In turns, each player should vote on which definition they

believe is the correct one. The coordinator writes the name of
each of the players in the card of the definition they voted for.

Notes
a. tithe coordinator receives a definition that is correct, s/he
does not read it aloud. S/he leaves it aside, assigning 3 points to
the player, and reads it at the end of the round. The game goes
on normally; the correct definition is omitted and the player who
wrote it does not take part in the voting.
b. If the coordinator receives more than one correct definition,
the round is cancelled so s/he chooses a new card. Nonetheless,
the players whose definitions were correct get 3 points.
References
7jobo that sound like ajske: http://www.weirdwsrmcsm/7-jobs-thatsound-like-a-joke!
8strange historicjsbs: http:!!www.weirdworm.conVt-strsnge-histurir-

iabs!
Wikipedia: httpJ!en.wikipedis.org!wikVWikipedia:Psrtada

Strange historic jobs

Whipping Boy. A person who was assigned toayoung

Dog Whipper:Achurch official who, in the 16th

prince and was punished in his place when the prince

misbehaved. (Note: The monarchs blood line was
considered divine, so teachers and caretakers couldn't
punish the young prince. The prince and the whipping
boy grew up together and therefore, became friends.
Seeing a friend being whipped for something that he
had done wrong would be I ikely to ensure that the
prince would not make the saran mistake again.)

Century, was in charge of removing unruly dogs from a

church or church grounds during services. (Note: This
job was necessary because at the time, there used to
be hordes of stray dogs waiting for food gathered
around churches, and It was common for household
dogs to accompany or follow their owners to church.)

Gymnasiarch: I t was an official in Ancient Greece who

S.

Urinatores: The word' urnator"is Latin for diver, which

was in charge of keeping order and discipline in the

gymnasium, and sometimes financed heavy expenses
from his own purse. (IN oteThey sometimes
accomplished some odd tasks, such usclean up the
athletes by pourng ol over their bodies and scraping
them clean.)

means that urinatores were divers. (NotwThey were

the first amphibious unit used by the Roman army
whenever it was necessary to send underwater soldiers
to sabotage ships.)

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

Knocker-up: Th e person who walked around the

up as the dead person, wearing a clay mask and dance

around making sad jokes. (Note: It was believed that
the angry spirits of the underworld would be pleased if
the living made fun of the dead, turning the funeral
into a joyous event.)

streets in England and Ireland during the early days of

the industria I revolution with a long stick and knock on
people's windows to wake them up. (Note: Of course,
there were no alarm clocks at thus me.)

Current jobs that sound like a joke

Coconut Safety Engineer. The person who goes

Mosquito Gatherer. A person who allows mosquitoes

around private properties, like hotels and resorts, and

when the coconuts in the palms are mature, climbs the
trees which tower up to 60 feet high, and picks the
coconuts before they fall. (Note: Falling coconuts can
inflict massive head injuries, or even kill people
beneath them.)

to sting h m, so that after they latch onto his skin, he

sucks them up through a straw and deposits them into
specimen jars for further studies. (Note: Mosquitoes are
required by scientists who are trying to find the cure of
malaria.)

Chicken Sexer:The person who checks the sex of

chicks mostly n large commercial hatcheries. (Note:

They usually have different feeding programs. The
females are well-nourished since they will be sold to
lay eggs. A few males would be fattened for the meat,
and the rest would most probably be killed to reduce
breeding costs.)

Egg Breaker. The person who manuallysepa rates the

egg whites and yolks in food service industries, and
keeps an eye out for spoiled eggs.
1*4

f
VA ,' .

* . *

/.'/4\J

''
\/

\/

"/
25

ARE THESE REAL JOBS? CARDS

Word:

Word:

Name:

Lame:
Definition:

Definition:

~M

Score:

Who voted for it?

Score:

Who voted for it?

ft

resr.iaxs
he Internet offers a wide variety of
possibilities to exploit games in the
t English classroom. In order to make games
really work for your classes always try to
identify the language skills or language content you want
to teach, present, practise or revise.
Next, you will find a selection of some pages that provide
a variety of ideas to use games in your classes.

DEfl( S SITES
http://www.dltk-kids.com/

E55OiE555

In the Prirttableo section, this site offers the

.
possibility to customise Bingo Cards. You
may select the type of card (3x3, 4x4, 5x5
the theme (seasons, holidays, numbers,
body parts, animals, etc.), the colour (black
and white or colour), the vocabulary
(words or pictures) and the title. You may print different cards
and the call Out sheet.
You may wish to print the bingo cards and the call out sheet
on some cardboard and to laminate them so that they last for
any games.

A TO Z TEACHER STUFF
http://www.atozteacherstuff.com/

Among the variety of resources this site

offers, you will find a section called
Tools. Under Tools, you can find a Word
Search Maker and a Crossword Puzzle
Generator.

it

I) Word Search Maker. You can create your own printable

word search worksheets. You can customise the title of the
puzzle, the list of words you wish to include, the size and
shape of the grid, font style, lowercase or uppercase letters,
and word placement, among others.
2) Crossword Puzzle Generator. You can make your own
printable crossword puzzle. You can give your crossword
puzzle a name and make a list of the answers and clues you
wish to include (e.g. banana: yellow and curved fruit).

ESL CAMES WORLD

http:J/www.eslgamesworld.com/

This site offers a wide variety of

interactive games, printable games,
Powerpoint games and templates (to
build customised games) such as:
Snakes and Ladders
Hangman
Spelling
Wheel of Fortune
Memory games
Sequencing
Matching
Picture Quizzes

..

--'-

MANY THINGS
Crossword Puzzles. More than two hundred options
divided into categories: puzzles with images as hints:
special English words; commonly heard pmserba; special
English verbs and antonyrns/opposrtes.

hrtp:llwww.manythings.srcj/
This site offers a collection of online games to revise vocabulary.
You may find the following
options:
Vocabulary Lists with Games and Puzzles. In this section,
students may study a set of words and then choose a game or
they may choose the type of game they want to play and then
select the set of words. In any case, they will find the
following options:
VOCABULARY LISTS
Adjectives for People
Adverbs of Time
Animals
Bank
Baseball
'Body
'Building and Places
Car Parts (US)
City
'Classroom
'Clothes
'Colours
Cooking
'Days of the Week
'Desserts
'Dinner Table
Family Members
'Fruit
'Geography
'House
'Months
'Numbers
'Restaurant
Tools
'Transportation
'Vegetables
'Weather

TYPES OF GAMES
'Click the letters in the
correct order
Hangman
Spelling and typing
'Word drop
'Every other letter
First and last
'Guess the word
'Catch the spelling
'Word web
'Speed word spelling
'Match words
'Word search puzzle
'No vowels
'No consonants
'Bones hangman
'Scrambled word

Games with pictures. In this section words and pictures

are matched. There are seven games for each theme. The
proposed games are: Find 1, Find 2, Matching, Eyes,
Arrows, Pairs and Memory. The sets of words are related to
Animals, Wild Animals, Animals in Water, Insects and
Bugs, Food and Drink, Vegetables, Spores, the House, Things
People Wear, Transportation and Communication, Verbs,
Tools, Adjectives, Buildings, Shapes.
Word-based Games. This section presents three types of
games: Jig Words (matching words), MatchWords
(concentration game of word pairs or memory test) and
Speed Words (spelling game). The sets of words include
irregular Plurals, Prefixes, Homonyms, Opposites, Past
Tenses, Male and Female, Nationalities, Cardinal and
Ordinal Numbers, Animals and their Babies, American and
British English, Verbs and Nouns.

ENCUSH CLUB
htrp://www.englishclsb.com/eslgamesfindenhtm
Inside EnglishClub.rom you will find
a section called ESL Games. In this
section there are lots of on-line games
grouped under three different categories:

ELTCAMES
http://eltgames.com/

'

Vocabulary games. On-line crossword games and doze

games to test understanding of English words. All the games
presented in this section include answers.

This site offers a hundred printable grammar

games classified into different levels:

Matching Quizzes. In this case words are to be paired by

dragging them one next to the other. There are several
vocabulary items such as opposites, prefixes, verbs, nouns,
the rime, among others.

Grammar games. On-line games for practising past, present

and future tenses. All the games presented in this section
include answers.

Elementary
Pre-intermediate
Intermediate
Upper-Intermediate

Pronunciation games. On-line rhyming pairs, matching and

ed pronunciation matching games to practise pronunciation.
All the games presented in this section include answers.
-

u .zrv

ENCUSH 4 KIDS

--

ESL GALAXY

http;f/www.english-

http://www.esl

4kids.cornfyames.htnsl

ga axy.com/wordsearch.btm

In the Fun Games section, you will

find a long list of games and ideas to
put into practice in your classroom.
The first section offers several links
connected to ESL Games World
webpage. The second section called
ESL Communicative Games for
Ctetssmssm Learning presents a list of
seventeen communicative games and
the rules or instructions on how to
play them:

BEE

r' --------

Hot seal
What's this?
Mallet Mallet
Chinese Whispers
Miming Games
Fly Swatting
Steal, Swap, Bust and Number Card Came
Get Rich or Die Trying
Freeze or Stop Ball Game
Hop and Say + Rocks, Paper and Scissors
Talking Volleyball
Dice Game
Word Association Game
Number Game
Guessing Game
Swap Seats
Musical Chairs
Furthermore, you will find a shorter section called Reading
WritingjSpeltfn.g Games which offers a list of nine
communicative games to practise reading and writing skills.
These also include the instructions on how to play:
Running Dictation
Running Dictation for Large Classes and Young Learners'
Classes
I spy something...
Memory or Concentration Game
Spelling Relay
Word searching games
Mallet Mallet
Chopstick Relay
* Spelling Bee

This website presents different

resources for ELT. In the section
Wordsearch, there is a list of 64
printable word search puzzles
divided according to two levels:

---

Beginner
Medium/Higher
By clicking on the desired puzzle, a PDF file opens and it is
ready to be printed and used!
JE Va/S i-o"l

TEFL GAMES
http://www.teflgaMeS.COM/gaMe5.html

In this site you will find

interactive games ESL games for
the classroom, online quizzes
and tots of printable quiz
questions in graded sets.
The menu presents a list of
possibilities for students and
teachers to use:

sssr.

min
-.

-.

i1

Interactive games. Matching

opposites, Matching
synonyms, Phrasal verbs, General knowledge, Mystery
matches.
Card Games. Matching Cards (opposites: phrasal verbs).
Classic Games. 20 questions, Hot Seat.
Miming Games. Beginner, intermediate, advanced.
Quiz Games. Mastermind, Team Quiz, Quiz Show, Heads
or Tails, Quick Quiz.
General Questions. General Knowledge, Word Up
Questions.

www.educa-ciencia.es

*We install it at your school in 50 minutes.

King and regular sized domes.
No recordings: only live sessions.

--,
Age: Children

Level: Beginners

AUTUMN TIME
A) Complete the sentences with the colours you want. Then exchange the page with a classmate and
colour the picture according to the instructions.

fl

jI

LL

7 () J

lrI

I'

II

71"

i'\V4V
(I

,,

.......... ..

..............

LIIII
11 The boys jacket: .........................................................
21 The girls jacket' .........................................................
21 The boy's trousers: ....................................................
41 The girls trousers: ....................................................
Si The boys hat . .............................................................

B) The boy's shoes: .........................................................

q The girls shoes...........................................................
101 The sky'.......................................................................
111 The grass'....................................................................
121 The buildings'...........................................................

6) The girl's hat: ..............................................................

131 The trees: ................................ ....................................

1) The boys scarf: ...... ........... .........................................

141 The leaves..................................................................

B) Can you describe the picture? Make sentences,

.................................................................................................

mo

LQo1i

y o u r s Luxfo-Lts learning

EDIBA Digital offers the possibilit

motivating young

CLUR1?J'S to

their needs of fecwn" and expfo

through educational digital activitiE
At school or at home the purpose is to
a thorough education.

DIGITHL

Educational

Go to www.edibadigital.com and try the demo activities!

multimedia resources