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• Natalia Fonzo

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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.

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www.aceia.es

Saturday 17th November

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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

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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

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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.

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All information in our website: www.ediha.com By e-mail: [email protected] By Phone: 913520918 By Fax: 91715 58 75

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Half a year subscription(6 issues)470KC I Contact www,send.cz

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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

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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.

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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.

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THE MACHINE-'

0 CREAT1NC WORD

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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.

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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.

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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.

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osters I and 2 present three game boards to work on language contents and have fun in group or whole-class

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coniniiiinna ConlplLnst'ltInrv cards with the Irisgisige ccsileuls are presented

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in the corresponding photocopiable pages.

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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,

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1. You ask Pinocchio for directions, he lies to you and you go the wrong way. Go back three squares

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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.

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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?

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16. Name five animals that live in the desert.

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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.

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26. Read this number:

--27. Mention five means of transport.

28. Read this number: 1,879.

29.

Mention five members of the family.

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30. Name five sports that you play with a ball.

TREASURE ISLAND CARDS

Spell the word WINDOW.

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Spell the word YELLOW.

Spell the word JUMPING.

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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,...

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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,

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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.

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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.

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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.

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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.

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-CHARMED PUZZLES

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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.

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

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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.

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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

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Strange historic jobs

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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

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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

4

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

4

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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

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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.

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

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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.

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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

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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/

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• 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. -

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ENCUSH 4 KIDS

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ESL GALAXY

http;f/www.english-

http://www.esl

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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:

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• 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:

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• 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:

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• 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.

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

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

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