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Annual conference: Seville (Spain) Hotel Los Lebreros

I ACEIA, the Association of Language Schools I of Andalucia, will be celebrating its annual d Barrea I idiurrrasdearrdalao.r TeacherTraining Day for Teachers of English

and Spanish asa Foreign Language.

www.aceia.es

Saturday 17th November limb.

ioff- CUEDIBA

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PROWNCE

ED1BA Club (Spain)) October 2012 Romero Rodnguez, Maria Isabel Huelva Huelva

Viola Echevarria, Lara Matiafto Cantabrra The follcmng members of EDIBA Club(Spain) de la Calzada Fandifto, Ltliana Dijon Asturias will very soon receive a surpnae gift at their homes.

Fernandez Lopez. Marisa TararicOn Cuenca

p

D 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!

The Teacher's Magazine team

STA F F- Ed itor: Pa tri cia Sa inz Staff writers: Ana N. Ma rtl n Or Marlela Starc. Gerald Ina Salaberry 5 erranQ Aurea Obeso. SI I via Gianotti, Sabdri a De Vim, Micaela Beroya, Vivlana Kuh n ( Layout and design: Me rio R Madies V Illustrati o n s: Gabriel Corti na, Ferna n d o Cerrudo, Roque Angell cc hio. Ern rn a nue I Chierch i e, Maria no M artin, Victo r 56 nchez ~ Photography: Fe r nando Acu n a, La u ra M o nzbn. LegaiDeposit: M-4U.271-20031 In SPAIN Publishedby~ Edlba EuroDa eon. Ll., Acenas 2, oficina L 213224 Po2uelo de Alarcdn [MadfidU Advertise with us: Graciela Rodri g uez. Tel, 91352 77 1 D, e-rnailz

ISIN i606-5ill publiedi bagovej er.corn / Subdoript I on contack. Tel. 91 352 09 19. s - ma il. su scri Isciones(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: Log i5ta Publkad Ones S. L, Te 1.: 9 1665 7158 1

pbsI,dby; E ,P Rzymows kieg ,53 02-97Warszawa POLAND;,,b,,,i EDIBA Perfect sp. o. , CZECH REPU BLIC.

-z Will

a. m%-

Poland zamowienia@ediba.com I www.ediba.com

Tel.: +225687757

All information in our website: www.ediha.com

By e-mail: suscripciones@ovejer.com Half a year subscription (6 issues) 470KC By Phone: 913520918 1 hm I

By Fax: 91715 58 75 Czech Reoublic 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 well-being 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

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students the cards/photocopies/pictures/board and having a pair of students play in front of the class. CORPSE • As demonstrating and learning the game takes time once they have learned it, have students play it several times. Students it is also known as rotating corpse or exquisite cadaver will enjoy it more and more as they get boner at it, and you can the original cadavre exquis" in French). it is a method of then modify the game by changing options (adding a time writing that includes all the members of a group (it can be a limit, increasing the number of words, enlarging or reducing large group or a small one) the number of students per group, etc.).

Each participant adds to the composition in a sequence, by Avoid correcting mistakes during the game. The focus should

1IS1TE

writing something previously indicated (a word, a sentence, a be on communication and fluency. t necessary, you can

complete idea). arrange a feedback session to be done later. • Some games can be easily renewed by students You can ask For example, a student starts writing a sentence and folds the

them to produce their own set of cards, change directions or sheet of paper to cover it. Then the following student writes a

develop new variants of the same activity. new sentence without looking at the previous one. After that,

• During the game the teacher's role is that of a monitor. You the tame procedure is repeated until all the members of the • can help with open questions and guide students if they get group have written their sentence.

stuck. Some games require you to read or guide. Many a time Finally, they unfold the sheet and read the story. Students will

this can also be done by a student. Walk around, provide see the creative, fun and interesting result of their cooperative

resources, check if they have understood the rules, enjoy writing. watching them play! 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 M Wflhl 1¼N AIM iiI

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-' The aim of this game is to build a big machine by putting together each

- participant's action and then give a -416 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!

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.

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

t

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 their choice using the adjectives on the board to describe themselves.

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

techniques, specifically used when working with groups.

' COOPERATIVE CHAIRS 40-

This game aims at developing teamwork. Arrange the tame number of chairs as number of participants in a circle facing outward. The students I, 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-

Iii 6

!r 1 .'rii osters I and 2 present three game boards to work on language contents 4. and have fun in group or whole-class

4 coniniiiinna ConlplLnst'ltInrv cards •i,e,•

with the Irisgisige ccsileuls are presented 's in the corresponding photocopiable pages. f , - -- WONDER WALK Level: Elementary -I-Age 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

Ugly Duckling helps you out by

story. You m issaturn.

2. Little Red Riding Hood throws apples at .Thia telling you a secret shortcut. Move forwards

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

3, Sleeping Beauty is obviously sleeping and 21 Cinderella asks you to help her clean all you stop to have a nap with her. You miss a the rooms in the dwarfs house. Go back two turn. squares.

5.Peterfanfliesoveryou and guides you 23.TheBig Bad Wolf sees that you are really tired and offers you some water and

for sometime. Move forwards three squares, 0 chocolate bars. Move forwards two squares.

1. You ask Pinocchio for directions, he lies to '26. The Three Little Pigs kidnap you to help

- you and you go the wrong way. Go back 'them build their house. After a while, the wolf rescues you and takes you back on your I path. You miss a turn.

three squares

Fairy Godmother promises youa 13. The witch carries you on her broom and horse-drawn carriage to travel faster, you

two squares. r you fly ahead. Move forwards one square. 11 1111wait for a while but it never arrives. Go back

4 T2. Puss is Boots is tap dancing and you stop Sinow White gives you some applesand to watch him.You miss a turn.

1 29. you fall asleep. You miss aturn.

15. The Pied Piper of Hamelin turns his magic 30. Little Red Riding Hood's grandma's onyou.Go back one square. home.

WONDER WALK - CARDS

i. Make a sentence 11. Make a sentence 21. Mention five hobbies using there are. using there is. or free time activities.

2. Finish the sentence 12. Name five jobs 22. How often do you 'Yesterday I...' or professions. go the park?

3. What are you 13. Name five types 23. What was the weather worried about? of TV programmes. like yesterday?

4. Which months 14. What did you have 24. Name five school start with "a"? for lunch yesterday? subjects.

5. What do you usually do 15. Describe your house.

25. What are you in the afternoon? wearing now?

I - -. - 6. What time do you 16. Name five animals 26. Read this number:

have English at school? that live in the desert. 295.

I - --- 7. Mention five animals

i. Can a penguin fly? 27. Mention five means

that eat meat. of transport.

8. What do you do iS. What can 28. Read this number: on Thursday afternoon? a dolphin do? 1,879.

9. How do you come 19. What do you have 29. Mention five members to school? for breakfast? of the family.

4

io. What's the time? 20. Name six shops 30. Name five sports i n the city. that you play with a ball.

-

TREASURE ISLAND CARDS

Spell the word Spell the word Spell the word

WINDOW. YELLOW. JUMPING.

A0, 0

What is the opposite What is the opposite What is the opposite

of LONG? of THIN? of BIG?

Complete the Complete the Complete the

sequence: Tuesday, sequence: Autumn, sequence: January, Wednesday,...

IL Winter,...

JL February,... Jit

Name three Name three Name three

farm animals. junBie animals. aquatic animals.

Correct this sentence: Correct this sentence: Correct this sentence:

I am drinking a He is drinking They are swimmins in sandwich. television. the Barden.

Finish this sentence: Finish this sentence: Finish this sentence:

I always ... for at 7.00, wash my I love stories.

breakfast. face and eat I always... before BoinS

breakfast. to bed.

Mention three Mention three Mention three

colours, school objects. means of transport.

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

(3

What's this?

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Ink

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?

J

What's this? What's this? What's this? What's this?

What's this? What's this? What's this? What's this?

4 4 4 4

WITH #AJq MM MUST CO C)N

have some fun. You can prepare as •

ere is a set of four games that can a be kept separately in CD boxes and ready at hand when it is time to

. dw 10

many copies of them as you need for children to play in groups.

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 N, . - -

small square and one parallelogram. -- .. -- -

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 k

over several rounds or the player who reaches a number of points set beforehand.

See page 13. --

CHARMED PUZZLES

H

See page 12.

CHI CHIAO PAN

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* 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

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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r L 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:

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

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

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

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.

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.

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-that-sound-like-a-joke! • 8strange historicjsbs: http:!!www.weirdworm.conVt-strsnge-histurir- iabs!

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

~*_24

- y

Strange historic jobs

. Whipping Boy. A person who was assigned toayoung I 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.)

S. Gymnasiarch: I t was an official in Ancient Greece who

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.)

Dog Whipper:Achurch official who, in the 16th

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.)

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

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

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.)

Knocker-up: Th e person who walked around the

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

4

to sting h m, so that after they latch onto his skin, he 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 sucks them up through a straw and deposits them into

specimen jars for further studies. (Note: Mosquitoes are coconuts before they fall. (Note: Falling coconuts can

required by scientists who are trying to find the cure of inflict massive head injuries, or even kill people

malaria.) beneath them.)

Chicken Sexer:The person who checks the sex of

4 chicks mostly n large commercial hatcheries. (Note:

They usually have different feeding programs. The Egg Breaker. The person who manuallysepa rates the

females are well-nourished since they will be sold to egg whites and yolks in food service industries, and

lay eggs. A few males would be fattened for the meat, keeps an eye out for spoiled eggs.

and the rest would most probably be killed to reduce

/ breeding costs.) 1*4

f .

* . * VA ,' . ''

/ /.'/4\J , \ 1• \ / \/ "/ \/

25 A -

ARE THESE REAL JOBS? CARDS

Word:

Lame:

Definition:

~M

Score: Who voted for it?

Word: Name:

Definition:

Score: Who voted for it?

I

ft

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.

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

Among the variety of resources this site it offers, you will find a section called r Tools. Under Tools, you can find a Word Search Maker and a Crossword Puzzle Generator.

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).

resr.iaxs i

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.

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 hrtp:llwww.manythings.srcj/

This site offers a collection of on-line 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 TYPES OF GAMES

• Adjectives for People 'Click the letters in the • Adverbs of Time correct order

Animals Hangman • Bank • Baseball Spelling and typing

'Body 'Word drop

'Building and Places 'Every other letter • Car Parts (US) First and last • City 'Guess the word 'Classroom 'Catch the spelling 'Clothes 'Colours 'Word web

•Cooking 'Speed word spelling

'Days of the Week 'Match words 'Desserts 'Word search puzzle 'Dinner Table 'No vowels

Family Members 'Fruit

'No consonants

'Geography 'Bones hangman

'House 'Scrambled word 'Months 'Numbers 'Restaurant

Tools 'Transportation 'Vegetables 'Weather

ELTCAMES http://eltgames.com/

This site offers a hundred printable grammar games classified into different levels:

• Elementary • Pre-intermediate • Intermediate • Upper-Intermediate

-

• 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.

• 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.

• 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/esl- gamesfindenhtm

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:

• Vocabulary games. On-line crossword games and doze games to test understanding of English words. All the games presented in this section include answers.

• Grammar games. On-line games for practising past, present and future tenses. All the games presented in this section include answers.

• Pronunciation games. On-line rhyming pairs, matching and ed pronunciation matching games to practise pronunciation.

All the games presented in this section include answers.

ENCUSH 4 KIDS http;f/www.english-

4kids.cornfyames.htnsl

In the Fun Games section, you will find a long list of games and ideas to BEE 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 r' --------

-

seventeen communicative games and the rules or instructions on how to play them:

• 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

ESL GALAXY u .zrv --

http://www.esl . -

ga axy.com/wordsearch.btm

This website presents different ?

resources for ELT. In the section Word search, 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 sssr. min

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 for students and

i1

teachers to use:

• 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.

I' II

Level: Beginners --,

Age: Children

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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• ,, .......... .. ..............

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11 The boys jacket: ......................................................... B) The boy's shoes: .........................................................

21 The girls jacket' ......................................................... q The girls shoes. ..........................................................

21 The boy's trousers: ................................................... . 101 The sky'.......................................................................

41 The girls trousers: .................................................... 111 The grass'....................................................................

Si The boys hat . ........................................................ ..... 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,

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

At school or at home the purpose is to

a thorough education.

DIGITHL A

EDIBA Digital offers the possibilit

motivating young CLUR1?J'S to

their needs of fecwn" and expfo through educational digital activitiE

mo LQo1i y o u r s Luxfo-Lts learning

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