<?xml version="1.0" encoding="UTF-8"?>
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   <title>Games Reviews</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/" />
   <link rel="self" type="application/atom+xml" href="http://www.eltnews.com/features/games/atom.xml" />
   <id>tag:www.eltnews.com,2009:/features/games//14</id>
   <updated>2009-01-09T10:07:39Z</updated>
   <subtitle>Welcome to my Game Corner. Here I introduce a game for you to use in your classes to help make English come alive.</subtitle>
   <generator uri="http://www.sixapart.com/movabletype/">Movable Type 3.35</generator>

<entry>
   <title>Hedbanz for Kids</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/12/hedbanz_for_kids.html" />
   <id>tag:neu.eltnews.com,2008:/features/games//14.1655</id>
   
   <published>2005-12-01T00:00:00Z</published>
   <updated>2009-01-09T10:07:39Z</updated>
   
   <summary> Hedbanz Directions: Get ready! The fun is about to begin! Hedbanz for Kids is a great, interactive EFL game for Japanese students of all ages. It is also ideal for young-at-heart native English speakers. In short, it is a...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="hedbanz.jpg" src="/features/games/hedbanz.jpg" width="200" height="200" class="pic-right" />Hedbanz Directions:  Get ready! The fun is about to begin!
<p>
Hedbanz for Kids is a great, interactive EFL game for Japanese students
of all ages. It is also ideal for young-at-heart native English
speakers. In short, it is a fun game for English classes at school and
family and friends at home.
<p>
2-6 players can play.
<p>
Suggested Rules for EFL Learners:
<p>

1. Before playing, the teacher or leader should divide the cards into
the following three sections:
<br />
<div class="clear"></div>
<p>
<table width="500" cellpadding="12" cellspacing="0" border="0" style="border:1px solid #cccccc;">
<tr>
<td colspan=3>
<p><b>Animals:</b></td></tr>
<tr><td>
<p>butterfly<br>
cat<br>
cow<br>
duck<br>
elephant<br>

fish<br>
fly<br>
giraffe</td>
<td>
<p>
goat<br>
lion<br>
mouse<br>
orangutan<br>
puppy<br>

parrot<br>
pig<br>
pigeon
</td>
<td>
<p>
rhino<br>
shark<br>
sheep<br>
snail<br>
snake<br>

turkey<br>
wasp<br>
worm</td></tr>

<tr><td colspan=3>
<p><b>Food:</b></td></tr>
<tr><td>
<p>apple<br>
bacon<br>
beans<br>

cake<br>
chicken<br>
chocolate<br>
corn flakes</td>
<td>
<p>
french fries<br>
hamburger<br>
ice cream<br>
ketchup<br>

milk<br>
orange<br>
peas
</td>
<td>
<p>
potato<br>
rice<br>
spinach<br>
sandwich<br>
sausage<br>

spaghetti<br>
tomato</td></tr>

<tr><td colspan=3>
<p><b>Things:</b></td></tr>
<tr><td>
<p>bed<br>
bike<br>
car<br>
cup<br>

chair<br>
drawers<br>
fence</td>
<td>
<p>
hammer<br>
hat<br>
ladder<br>
light bulb<br>
money<br>

pencil<br>
pillow
</td>
<td>
<p>
pitcher<br>
shoe<br>
sock<br>
spoon<br>
table<br>
toaster<br>

t-shirt</td></tr>
</table>
<br />
<p>
2.  Each player puts on a headband, and the teacher or leader places a
card in each player's headband.
<p>
3.  All the players look at each other's cards, which, because they  are
perched on top of everyone's head,  usually stirs giggles from each player.
<p>
4.  The teacher or leader picks up the timer, turns it over and says, "Go!"
<p>
5.  The first player starts asking YES or NO questions. For example,
<blockquote>
<p>
"Am I an animal?<br>
Am I a thing?<br>

Am I a food?<br>
Am I sweet?<br>
Am I red?<br>
Am I a fruit?<br>
Am I a vegetable?"
</blockquote>

<p>
The player asks these questions until he/she guesses the answer or the timer goes out.
<p>
6.  If the student guesses the card before the timer goes out, the
leader inserts another card into the player's headband, and the player
starts asking questions again until the timer goes out.  If the timer
goes out, the player keeps the same card and the next player goes.
<p>
7.	The game continues like this for 10-15 minutes.  At the end of the
game, the student with the most cards wins.

<p>
 *If and when the player is stumped, the other players can give a hint.
This is acceptable as long as it is done in English.
<p>
Hedbanz is FUN for everyone!
]]>
      
   </content>
</entry>
<entry>
   <title>Ladybug Letters</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/10/ladybug_letters.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1690</id>
   
   <published>2005-10-01T00:00:00Z</published>
   <updated>2008-12-16T03:20:43Z</updated>
   
   <summary> Ladybug Letters is a beginner&apos;s ABC puzzle activity game comprised of 26 two-sided pieces. One side is an illustration of a smiling ladybug, and consists of two parts, a capital and small letter. The reverse side is a picture...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="ladybug_letters.jpg" src="/features/games/ladybug_letters.jpg" width="200" height="164" class="pic-right" />
Ladybug Letters is a beginner's ABC puzzle activity game comprised of 26
two-sided pieces.  One side is an illustration of a smiling ladybug,
 and consists of two parts, a capital and small letter.  The reverse side is a
picture of a colorful word beginning with that letter. One child or a small
group can play the game.
<P>
The first way to play is to scatter all the capital puzzle parts on a
surface to the left and scatter all the small letters to the right. Show the
children how to pick up a capital letter on the left, say the letter. "Big
B", for example, and then  search for its mate "small b" on the right.
When a child has found a match, he/she will know it
because the pieces will fit and form a ladybug together.  Letters that do
not correspond will not fit together. This activity continues until all the
ladybugs have been assembled.
<P>
The teacher can then ask for the A-ladybug, then the B-ladybug, the C one,
all the way to Z as the teacher arranges the ladybug letters in ABC order
vertically upon receiving them.  This will help the children in two ways:
first, they will be able to find a letter visually when the teacher asks for
for it; second, they will be able to think in alphabetical order as the
teacher assembles the ABC ladybug letter list in a vertical progression. The
group can then sing "The Alphabet Song" together as the teacher points to
the letters.
<P>
On a final note, the teacher can  ask the students to find the letter their
first name begins with.
<P>

The second way to play the game involves scattering the pieces at random
with the pictures face-up. The children can then search for the mates to the
pictures and put them together while saying them. After they have all been
assembled, the teacher can ask for the children to name what they have. They
can touch and name the ones they know and ask the teacher to help them with
the names of items they do not know. This way the children get to use the
vocabulary they know and learn new vocabulary as a part of the process.
The teacher can then ask each child which thing he/she likes best. The
teacher can go first and point to, for example, the dog, and say, "I like
dogs."  Then the student to the teacher's left can repeat the same
procedure, pointing to the thing he/she likes best and saying it.
<P>
The visual objects on the back of the cards are:

<UL>
<LI>apple
<LI>baseball
<LI>cat
<LI>dog
<LI>egg
<LI>fish
<LI>goat
<LI>house
<LI>igloo
<LI>jack-in-the-box
<LI>kite
<LI>lion
<LI>monkey

<LI>nest
<LI>octopus
<LI>pie
<LI>queen
<LI>rabbit
<LI>socks
<LI>turtle
<LI>umbrella
<LI>violin
<LI>wagon
<LI>xylophone
<LI>yo-yo
<LI>zebra
</UL>

<P>
Ladybug Letters is an ideal game for beginners as it is a good introduction
to the alphabet, differentiating between capital and small letters,
alphabetizing and increasing vocabulary in a visually, tactile, interesting
way.</p>]]>
      
   </content>
</entry>
<entry>
   <title>What am I? #2</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/09/what_am_i_2.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1691</id>
   
   <published>2005-09-01T00:00:00Z</published>
   <updated>2008-12-16T03:20:22Z</updated>
   
   <summary> What am I? #2 is a follow-up guessing game to the first What Am I?. All EFL students are eager to see who can guess the correct answer first. Wrong answers add to the excitement, and laughter always brightens...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="what_am_i2.jpg" src="/features/games/what_am_i2.jpg" width="200" height="164" class="pic-right" />
What am I? #2 is a follow-up guessing game to the first <a href="/features/games/006.shtml">What Am I?</a>. All EFL
students are eager to see who can guess the correct  answer first.  Wrong
answers add to the excitement, and laughter always brightens the learning
atmosphere.
<p>
These 24 big, colorful and sturdy cards consist of pictures focusing on one
object on one side of the card and easily understandable clues to identify
the picture on the other side.
<p>
Rules:  Set up two teams and make one student the scorekeeper.  The teacher
faces the teams and reads one clue at a time, repeating when necessary.
There are three clues for each picture.  For example, one card reads in the
following way:

<OL>

<LI>I am black and brown.
<LI>Mothers hate me!
<LI>Help! *
</OL>    
<p>
As the teacher reads one clue at a time, team members from both teams  shout
out what they think the object is (without raising their hands).  If they
are wrong, the teacher continues to the next clue until someone guesses it
correctly.  When someone guesses it correctly, the teacher hands the team
the card, and  the scorekeeper gives that team a point; the teacher then
moves on to the next card.
<p>
The teacher can check back with the scorekeeper
from time to time to ask for the tally. "How many points does the Chicago
team have?"  "How many points does the Miami team have?" to which the
scorekeeper would reply.  When all the cards have been used, the team
with the most points wins. (If no one guesses the object, the teacher can
go back and repeat the clues one by one and give additional hints.)
<p>
The vocabulary words in What am I? #2 include:
<blockquote>
<p>
ball, bird, camera, cell phone, cockroach, cookie, door, duck, elephant,
glasses, gloves, guitar, mirror, pencil case, pillow, popcorn, rabbit, soap,
sushi, rainbow, umbrella, wallet, watch and watermelon.
</blockquote>

<p>
The game works well with students from elementary  school level to beginning
adults. 

<p>
As always, the students think winning is the object of the game. But the
teacher knows otherwise. Through this activity, the reading of the clues on
the back of the cards builds listening, reading and reasoning skills in that
the students have to guess the right answer before their opponents do.
Students also learn to listen for "key words" as opposed to listening to and
trying to understand each and every word.  Playing the  game also encourages
students to think in English under pressure, as they lose too much time
translating into Japanese.  Also, What am I? #2 encourages students to guess,
and in so doing, it helps them overcome their fear of making errors.
<p>
Suggested modifications are as follows:   With higher level classes, a
student can be the teacher. Also, to make the game more exciting, the
teacher can give 5 points to the team that guesses the mystery object with
the first clue, 4 points to the team that guesses it with the second clue
and 3 points to the team that guesses it with the third clue.
<p>
Actually, What am I? #2 moves along like a quiz show, and the pace, mood and
stimulation all combine to make it an ideal activity to use at the end of
class for the last ten minutes.  When we play this game at  our school, the
students always walk out of class smiling!
<p>
* P.S.  Did you guess the answer to the above riddle? ... COCKROACH!
	  
]]>
      
   </content>
</entry>
<entry>
   <title>World Kids Flash Cards</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/07/world_kids_flash_cards.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1692</id>
   
   <published>2005-07-01T00:00:00Z</published>
   <updated>2008-12-16T03:20:02Z</updated>
   
   <summary> World Kids Flash Cards are an ideal way to teach English students about the correct English nomenclature for countries, nationalities and languages. Naming the three categories and differentiating between them has always been a major problem for children and...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="world_kids.jpg" src="/features/games/world_kids.jpg" width="164" height="164" class="pic-right" />
World Kids Flash Cards are an ideal way to teach English students about the
correct English nomenclature for countries, nationalities and languages.
Naming the three  categories and differentiating between them has always
been a major problem for children and even adult EFL learners. The cards can
be used for all levels, from elementary school and junior high to high
school, university and adults.
<p>
There are 24 colorfully illustrated cards in total.  Every letter of the
alphabet is represented except for X and W (since there are no countries
beginning with those letters). One capital and one small letter are on the front
of each card, along with the name of the country beginning with that letter
and a delightful illustration of a character or a couple from that country.
All the illustrations have been done by Tim Ernst, Japan's number one
foreign illustrator.
<p>
The back of the cards are really student-friendly, because they list seven
questions about the country along with the answers.
<p>
For the sake of simplicity, I will introduce the "Aa-Australia" card. On the
front is an illustration of a man in a cowboy hat holding a koala bear.  On
the back of the card are the following questions/answers:

<OL>

<LI>What country is he from?<br>
    (He's from Australia.)
<LI>What nationality is he?<br>
    (He's Australian,)
<LI>What do Australians speak?<br>
    (Australians speak English.)
<LI>What is the capital of Australia?<br>
    (The capital of Australia is Canberra.)
<LI>What currency do Australians use?<br>

    (Australians use dollars.)
<LI>Have you ever been to Australia?
<LI>Do you know where Australia is?
</OL>

<p>
The bottom portion of the back of the card has a world map with Australia in
red so the students can easily understand where it is.
<p>
How to play the game:
<p>
<b>Method #1</b><br>
Divide the class into two or four teams depending on group size.
One student is the scorekeeper, and the teacher is the quiz master who shows
the picture  side of the flash card to the groups and asks the questions
from the back of the card.  The first team to answer correctly scores one
point (per question).  The first to reach 25 points wins!

<p>
<b>Method #2</b><br>

Divide the class into pairs.  Give each student one card.  One
student asks his/her partner all the questions on the cards.  The other
student answers.  The student asking the question KNOWS all the answers
because they are listed on the back of the card.  Then the other student
does the same thing with his/her card.  Then have all the pairs of students
pass their  cards forward to the the next pair and repeat the procedure.
<p>
Elementary school students can practice and master the first two questions
and answers. Junior high and high school can work with the first four. High
school, university and adults can ask and answer all the questions on the
cards.
<p>
These cards help students master the English names of countries,
nationalities and languages in an interactive, experiential, meaningful way.]]>
      
   </content>
</entry>
<entry>
   <title>Alphabet Train Puzzle</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/06/alphabet_train_puzzle.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1693</id>
   
   <published>2005-06-01T00:00:00Z</published>
   <updated>2008-12-16T03:19:40Z</updated>
   
   <summary> The Alphabet Train Puzzle is an easy-to-use ABC puzzle, which instantly captures the interest of beginning students, both in preschool and elementary school. Using puzzles in class for a short, cooperative activity is a win-win situation. Why? Youngsters have...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="alphabet_train.jpg" src="/features/games/alphabet_train.jpg" width="200" height="139" class="pic-right" />
The Alphabet Train Puzzle is an easy-to-use ABC puzzle, which instantly
captures the interest of beginning students, both in preschool and elementary
school.  Using puzzles in class for a short, cooperative activity is a
win-win situation.  Why? Youngsters have an innate desire to put things in
order, and  puzzles reach out, beckoning children to  try to assemble the
pieces to make the whole.  Puzzles also facilitate cooperation among the
students. Using this puzzle to learn the ABCs and their corresponding
vocabulary helps plant the seeds of an English base.
<p>
The Alphabet Train puzzle is huge.  Once assembled, it measures over two
meters in length.  This means it is an ideal floor puzzle, which works well
on both tatami or a floor mat.  It can be put together on a table - as long as
it is a long one!  
<p>
The puzzle is illustrated in strong, primary colors. The twenty-six large,
easy-to-handle pieces consist of one capital and small letter along with two
vocabulary words which begin with the corresponding letter.  For example,
the Aa letter reveals a plump, red apple wearing an apron. The Bb letter
shows a smiling bear holding a balloon.
<p>
A good way to play the puzzle is as follows:
<p>

Lay out all the pieces on the floor.  The teacher takes the Aa (apple/apron)
piece to start the  Alphabet Train.  The teacher then asks the children to
find Bb.  The child who does so says Bb and inserts it next to the Aa.  Then
the teachers asks for Cc.  The child who finds it says the letter Cc and
inserts it next to the Bb. This continues until all the letters have been
assembled in order.
<p>
I think it is very important for the teacher to insist that the children take
his/her lead and assemble the puzzle putting the letters in order.  This
accomplishes two things: first, it teaches the children alphabetical order.
And secondly, it fosters group cooperation.
<p>
After the puzzle has been assembled, the teacher can then point to the ABCs
with a pointer (since the puzzle is so long, a pointer really helps).  The
children can recite the ABCs or sing the Alphabet Song with the teacher.
Then the teacher can introduce the two vocabulary  words for each letter.
In addition, the teacher can ask each student to point to the letter their
name begins with.  The teacher can also point to one illustration on the
puzzle and say, "I like DOGS," which is one of the Dd illustrations.  Then
the students, one at a time, can point to the illustration they like.
<p>
When all activities have been completed, the teacher can ask the students to
take the puzzle apart and put everything back in the box.  The students
should do that as a cooperative group.  And once the pieces have been put
back in the box and the top has been placed over the box, a student should
hand the box to the teacher saying, "Here you are," to which the teacher
will reply. "Thank you."
<p>
I mention this final aspect because I am a strong believer in giving the
responsibility of putting games back/away to the children.  It puts them in
control in a positive way. The children in my classes always want to be the
person who gets to hand the game to the teacher and say, "Here you are."]]>
      
   </content>
</entry>
<entry>
   <title>Food Flash Cards</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/05/food_flash_cards.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1694</id>
   
   <published>2005-05-01T00:00:00Z</published>
   <updated>2008-12-16T03:19:16Z</updated>
   
   <summary> This beautifully photographed collection of delicious looking food cards can be used for ALL levels of English classes, from children to beginning adults. The cards help the students name, describe, match and remember food terminology. The deck consists of...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="food_flashcards.jpg" src="/features/games/food_flashcards.jpg" width="157" height="200" class="pic-right" />
This beautifully photographed collection of delicious looking food cards can
be used for ALL levels of English classes, from children to beginning
adults. The cards help the students name, describe, match and remember food
terminology. The deck consists of 31 different types of food.
<p>
The first week, the teacher can focus on one food group, such as the fruit
cards.  I would suggest the teacher placing them on the table face up in
pairs saying the names of the fruit as the children repeat.  Then the
teacher can tell the students to, " Turn them over" and then, "Mix them up."
The teacher can then turn over two cards trying to make a match, after which
the teacher says to the student to the left, "You go," or "Your turn. " The
student to the left goes after the teacher. As the students turn over the
cards, they should say the name of the fruit. The student with the most
pairs of fruit wins.  The students then place all their cards face up and
one by one they  point to the fruit they like best, saying, "I
like........." 
<p>
Suggested language variations are:
<p>
<table width="100%">
<tr>

<td>
<P>
<b>For one card</b><br>
This is a pineapple.<br>
These are grapes.<br>
This is a bowl of fruit.<br>
This is a  banana.<br>
This is an orange.<br>
This is an apple.
</td>
<td>

<P>
<b>For the second card</b><br>
This is a pineapple.<br>
These are grapes.<br>
This is a bowl of fruit.<br>
This is a banana too.<br>
This is also an orange.<br>
This is not an apple.
</td>
<td>
<P>

<b>For the pair</b><br>
These are pineapples.<br>
These are grapes.<br>
These are bowls of fruit.<br>
These are bananas.<br>
These are oranges.<br>
This is an apple and a banana.
</td></tr></table>

<P>
Other structures:

<P>
Do you like grapes? Yes, I do.<br>
Do you like grapes? Yes, I do too.<br>
Do you like carrots? No, I don't.<br>
Do you like carrots? No, I don't either.
<P>
The second week, the students can use the same procedure for vegetables, and
the third and fourth week, they can use other sections of the cards.
<P>
The cards included in this Food Flash Card Pack are:
<P>
<b>Fruit</b>: apples, bananas,  grapes, oranges, pineapple, strawberries, a bowl of
fruit
<P>
<b>Vegetables</b>: broccoli, carrots, corn, cucumbers, potato, tomatoes

<P>
<b>Meat &amp; Fish</b>: fish, ham. hamburger, hot dog
<P>
<b>Sweets</b>: birthday cake, cookies and milk, ice cream, popsicle
<P>
<b>Fast Food</b>: french fries, pizza, sandwich
<P>
<b>Meals</b>: breakfast, lunch
<P>
<b>Others</b>: popcorn, bread, cheese, eggs, mushrooms

<P>
The Food Flash Cards are easy to use and play with.  Students are naturally
interested in the English terms because they are already familiar with them
in Japanese.  They learn the English terms quickly, which boosts their
confidence and their ability to interact with their classmates in simple
English.  And everyone gets HUNGRY after playing, the teacher included!]]>
      
   </content>
</entry>
<entry>
   <title>Twister</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/02/twister.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1695</id>
   
   <published>2005-02-01T00:00:00Z</published>
   <updated>2008-12-16T03:18:48Z</updated>
   
   <summary> TWISTER is an old American standard which guarantees to foster uncontrollable laughter and enjoyment by all who play it. The game can and should be modified for Japanese students in the EFL class. The main modification is that one...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="twister.jpg" src="/features/games/twister.jpg" width="200" height="164" class="pic-right" />
TWISTER is an old American standard  which guarantees to foster
uncontrollable laughter and enjoyment by all who play it. The game can and
should be modified for Japanese students in the EFL class. The main
modification is that one player goes at a time since Japanese students are
uncomfortable being in close proximity of others, especially on the TWISTER
Mat.
<p>
The game consists of a direction board with a pointer. There are four areas
on the board: left foot, right foot, left hand and right hand.  Each area
has four colored circles: green, red, yellow and blue.  The TWISTER Mat is
rather large and consists of six rows of green, red, yellow and blue
circles.
<p>
The following format is the way I suggest playing TWISTER in Japan:
<p>
Divide the group into two teams.
<p>

If the class is big, then one student can be the "Scorekeeper," one student
can be the "Directions Announcer," and one student can be the "Direction
Board Turner."  If it is a small class, then the teacher can be all of the
above.
<p>
The TWISTER Mat is placed on the floor. The two teams line up on either
side and the first person from one team stands at the bottom of the mat
without shoes.  The Direction Board Turner hits the pointer which will land
on a right or left hand or foot area. The Direction Announcer will tell the
player to (for example), "Put your left foot on green," if the pointer lands
in the left foot area on the color green.
<p>
The player puts his/her foot on the green circle in the first row.  The
game continues as the Direction Board Turner hits the pointer again and
tells the player to (for example), "Put  your right hand on yellow."  The
player puts his/her right hand on yellow in the second row while  keeping
his/her foot in the green circle in the first row.  The game continues until
the player has reached the last (sixth) row of the mat without falling.  If
the student falls, he/she loses his/her turn.  And the next team gets to go.
<p>
But if the player reaches the sixth row, which can usually be done in a
very contorted position, the teacher should ask three English questions,
such as:  "What is your address?"  "What is your favorite sport?"   "When is
your mother's birthday? "  If the player can answer these questions, under
pressure, in the contorted position, then his/her team gets a point.
<p>
The team with the most points wins.
<p>
The merit of playing TWISTER in English class is manifold.  The students
have to think in English under pressure.  They can easily understand the
directions because the vocabulary is very specific: right, left, hand, foot,
green, red, yellow, and blue.
<p>
Please note girls who are wearing skirts should not play because of the
contorted positions.  I would suggest, instead, letting these students be
the Scorekeeper, Director Board Turner and Direction Board Announcer.
<p>
Please give it a try.  Everyone walks out of class smiling after playing
TWISTER.]]>
      
   </content>
</entry>
<entry>
   <title>Alphabet Bingo</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2005/01/alphabet_bingo.html" />
   <id>tag:neu.eltnews.com,2005:/features/games//14.1696</id>
   
   <published>2005-01-01T00:00:00Z</published>
   <updated>2008-12-16T03:18:30Z</updated>
   
   <summary> Recommended age level: preschool to elementary school Players: up to 36 Content 1 Teacher ABC Answer Key 36 Bingo Mats Letters Cards Bingo Chips Set-up One student should pass out Bingo Mats to all players. Several students should pass...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="alphabet_bingo.jpg" src="/features/games/alphabet_bingo.jpg" width="200" height="164" class="pic-right" />
<b>Recommended age level</b>: preschool to elementary school
<b>Players</b>: up to 36

<p>
<b>Content</b><br>
1 Teacher ABC Answer Key<br>

36 Bingo Mats<br>
Letters Cards<br>
Bingo Chips

<p>
<b>Set-up</b><br>
<OL>
<LI>One student should pass out Bingo Mats to all players.
<LI>Several students should pass out 10 Bingo Chips to all players.
<LI>The teacher sets up the ABC Answer Key on a desk or table.  The set of
ABC Letter Cards is stacked next to the ABC Answer Key.
</OL>

<p>
<b>Instructions</b><br>

1.  The teacher selects one ABC Letter and says it out loud three times.  If
a student has that letter on his/her Bingo Mat, the student says the letter
out loud and places a Bingo Chip over the letter.  If the student does not
have the letter on his/her Bingo Mat, then the student remains quiet.
(Students should NOT shout out "no",  because the teacher is listening for
the students who have the letter and say the letter.)  If the teacher hears
a student or some students say the correct letter, then the teacher places
that letter over the same letter and selects another card and continues in
the same pattern.
<p>
2.  When a student is waiting for just one more letter to get Bingo, the
student should shout out REACH.  This is a signal to other students and the
teacher that the student is waiting for one final letter to win. Several
students can be at REACH at the same time.  This creates excitement and also
energizes the students to shout out BINGO! very quickly and loudly when they
get the final letter they need.  If two or three students shout out BINGO!,
only ONE can win.  So it has to be the student who is fastest and loudest to
get the attention of the teacher!
<p>
3.  The student who won should now read off the four winning letters from
his/her Bingo Mat.  If they are correct, then that student can now become
the teacher for the next game.
<p>
4.  All students switch their Bingo Mats with students sitting close by.
The winning student is now the teacher and sits where the teacher was
sitting.  That student selects an ABC letter card and says it out loud three
times.  The game continues in the same way.  The real teacher can now walk
about the room and help students play, make comments when they students are
at REACH and encourage students to shout out quickly and loudly when they
get BINGO!
<p>
<b>Educational note*</b><br> 
Alphabet Bingo  not only helps beginning students learn their ABC's from a
visual and aural viewpoint but also encourages children to speak out in a
fun and fast-paced way.]]>
      
   </content>
</entry>
<entry>
   <title>GO HOME</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/12/go_home.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1697</id>
   
   <published>2004-12-01T00:00:00Z</published>
   <updated>2008-12-16T03:18:09Z</updated>
   
   <summary> GO HOME is a game which teaches students how to refer to family members in English. It is a new slant on the old traditional game &quot;Go Fish.&quot; Number of players: 2-7 Level: elementary school to junior high school...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="go_home.jpg" src="/features/games/go_home.jpg" width="200" height="110" class="pic-right" />
<i>GO HOME</i> is a game which teaches  students how to refer to family members in
English. It is a new slant on the old traditional game "Go Fish."
<P>
<b>Number of players</b>: 2-7<br>
<b>Level</b>: elementary school to junior high school<br>

<b>Contents</b>: 40 cards (four each of mother, father, grandmother, grandfather, son,
daughter, sister, brother, baby, family)
<P>
<b>Pregame warm-up</b><br>
Show the students one card from each category and have them
repeat after you.  For example, mother, father, grandmother, grandfather,
son, daughter, sister, brother, baby, family.  Then let the students
practice the question, "Do you have a (family member)?" as you show one card
at a time. 
<P>
<b>Directions</b><br>
The dealer deals each student 5 cards face-down.  The rest of
the cards are placed face-down on the table.  The students then look at
their cards.  The dealer goes first and  asks any student if he/she has a
family member he wants. For example, "Taro, do you have a sister?"  If the
student has the card, he/she says. "Yes, I do."  And the dealer says, "May I
have him/her, please?"  To which the student replies, "Here you are," and
hands the dealer the card. If the student does not have the card, he/she
says "GO HOME." And the dealer will pick a card from the card pile.
<P>
Then the student to the left of the dealer asks any student a question, for
example, "Junko, do you have a grandmother?"  If Junko does not have a
grandmother card in her hand, she says, "No, I don't.  GO HOME."  And the
player picks a card from the card pile.  And the next student goes.  When a
student has two-of-a kind family member, he/she can put the pair down.  When
there are no more cards in the  GO HOME pile, the student can say, "I can't
go home,"  to which the group can reply in unison, "Too bad." This usually
generates chuckles from everyone. The game continues until all of the cards
have been made into sets of two-of-a-kind family members.  The player with
the most sets WINS!  The student with the most sets gives a presentation on
his/her family by saying<br>
<blockquote>
<p>
There are _______people in my family, my mother, my father__________and me.
</blockquote>

<P>
<b>Note to Teachers</b><br>
The students naturally differentiate between genders
because they have to use the correct pronouns for the words.  For example,
"Do you have a brother?  May I have HIM, please?"

<P>
<b>Suggested Questions</b><br>

Do you have a mother?  May I have her?<br>
Do you have a father? May I have him?<br>
Do you have a son?  May I have him?<br>
Do you have a daughter?  May I have her?<br>

Do you have a grandmother? May I have her?<br>
Do you have a grandfather?  May I have him?<br>
Do you have a brother?  May I have him?<br>
Do you have a sister?  May I have her?<br>
Do you have a family?  May I have it?<br>
Do you have a baby?  May I have it?
<P>
<b>English usage</b><br>

Do you have a father?<br>

Yes, I do.<br>
May I have him, please?<br>
Here you are.<br>
Thank you.
<P>
Do you have a grandmother?<br>
No, I don't. Go home.
<P>
Do you have a sister?<br>
Yes, I do.<br>
May I have her please?<br>

Here you are.<br>
Thank you.
<P>
Do you have a brother?<br>
No, I don't. Go home.<br>
I can't go home.<br>
Too bad!
<P>
GO HOME is a fun game which lasts about 7 minutes, a good way to reinforce
family vocabulary and end a class.]]>
      
   </content>
</entry>
<entry>
   <title>Emotional Adjective Flash Cards</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/10/emotional_adjective_flash_card.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1698</id>
   
   <published>2004-10-01T00:00:00Z</published>
   <updated>2008-12-16T03:17:20Z</updated>
   
   <summary> Emotional Adjective Flash Cards are a fun way to teach younger students how to identify emotions and to get older students to describe their emotions and ask each other &quot;touchy-feely&quot; questions. Since the cards are large, the teacher can...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="emotional.gif" src="/features/games/emotional.gif" width="200" height="115" class="pic-right" />
<i>Emotional Adjective Flash Cards</i> are a fun way to teach younger students how
to identify emotions and to get older students to describe their emotions
and ask each other "touchy-feely" questions.  Since the cards are large, the
teacher can hold one card up in the front of a large class, which will be
visible to everyone.
<P>
There are many ways to play with the cards, some of which are as follows:
<P>
<b>Method #1</b><br>

Teacher shows one card at a time to the class, and students name the
adjectives. This serves as an introduction to the new vocabulary.
<P>
<b>Method #2</b><br>
Teacher shows the card to one designated student who will act the card out.
The teacher then asks the class,  "How does he feel?"  The student facially
pantomimes the adjective, using the appropriate body language.  The first
student (or team) to guess it correctly wins the card. The student (or
team) that accumulates the most cards is the winner.
<P>
<b>Method #3</b><br>
Teacher asks the class the questions, depending on the students' level, on
the back of the card, and the class answers. For example, these are the
questions on the SHY card:

<P>
<b>SHY</b><br>
1. How does she feel?<br>
    She feels shy.<br>

2. How did she feel yesterday?<br>
     She felt shy.<br>
3. How will she feel tomorrow?<br>
     She will feel shy.<br>
4. What kind of person is she?<br>
    She is  a shy person.<br>
5. Do you know anyone who is shy?<br>

    _____________________________________.<br>
6. Do you sometimes feel shy?<br>
    _____________________________________.<br>
7. What makes you feel shy?<br>
    _____________________________________.<br>
8. Is being shy good or bad?<br>
    I think it's___________.<br>

9. Why? <br>
     Because______________________________________.<br>
10. How do you spell SHY?<br>
    S-H-Y<br>
11. Please use SHY in a sentence.<br>
    __________________________________________.<br>
*Sometimes substitute feel  with look, seem or appear.
<P>

<b>Method #4</b><br>
Divide class into pairs.  Give each student one card. Elementary school
students can hide their card, say the word, and ask their partner to act out
the word.  This usually generates lots of laughter; then they can switch.
Older students can ask all the questions on the card while their partners
answer; after which, they can switch. When finished,  have all pairs pass
their two cards forward and receive the next two cards and repeat procedure.
<P>
*Note:  Lower level students should just ask the first three or four
questions. After mastering those grammatical constructions, they can advance
towards the more difficult questions.  Higher level students can try the
variations as suggested at the bottom of the cards.
<P>
The emotional adjectives introduced in this set are as follows:
<blockquote>
<P>
happy, sad, angry, bored, lonely, nervous, proud, surprised, worried, tired,
relaxed, sleepy, kind, scared, scary, jealous, embarrassed, sorry,  excited,
affectionate, confused, frustrated, confident and shy.
</blockquote>
<P>
These useful emotional adjective flash cards trigger genuine English
interaction in a natural and enjoyable way.  Teachers can eventually sit
back and watch the students speak to each other in structured English while
enjoying themselves.
<P>
Do you feel happy right now?  What usually makes you happy?]]>
      
   </content>
</entry>
<entry>
   <title>The Ramen Game</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/09/the_ramen_game.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1699</id>
   
   <published>2004-09-01T00:00:00Z</published>
   <updated>2008-12-16T03:44:12Z</updated>
   
   <summary> The Ramen Game is an English game that has been especially created for Japanese students to interact with each other about food in English during class. From two to eight players can play. The contents consist of eight Ramen...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="ramen.jpg" src="/features/games/ramen.jpg" width="200" height="164" class="pic-right" />
<i>The Ramen Game</i> is an English game that has been especially created for
Japanese students to interact with each other about food in English during
class. From two to eight players can play.
<p>
The contents consist of eight Ramen Boards which picture the eight basic
Ramen  ingredients along with their corresponding Ramen Ingredient Cards,
which are:  noodles, soup, green onions, eggs, mushrooms, sesame seeds, bean
sprouts and pork.
<p>
The hungriest student goes first.  This can be determined by asking all the
players the following questions:
<p>

"What time did you eat lunch today?"<br>
"What did you eat?"
<p>
The teacher can ask these questions or a student can. The students can then review what others ate and when.
The teacher can offer language support by using such phrases as, "What did
Taro eat for lunch today?" "What did Sumire eat?"  "What time did Jun each
lunch?"
<P>
The person who ate lunch the earliest or the least goes first.
This is determined by a group consensus with the support of the teacher
using the questions outlined above.

<p>
Directions:

<OL>
<LI>The teacher passes out a Ramen Board to each student, saying, "Here you
are." To which the student replies, "Thank you."
<LI>The Ingredient Cards are placed face-down in front of the players.
<LI>The hungriest student goes first and picks up a Ramen ingredient. He
says the name of the ingredient and takes it for his Ramen Board. But before
he can place it on his board, he has to ask a food-related question to
another player.  If he can do that and receive an answer in English, then
and only then, does he place the Ingredient Card on his Ramen Board over the
same ingredient.  (He only has one chance.)
<LI>The student to his left selects an Ingredient Card and uses the same
procedure.
<LI>The game continues in this way. If and when a player has covered some of
the ingredients on his board, he will pick up an Ingredient Card that he
does not need. When he doesn't need a card, he places it back face-down and
says, "I don't need it."
<LI>When a student has collected seven ingredients, he says, "Ramen Reach!"
which signals to the other players that he can win on his next play.
<LI>The student who fills up his Ramen Board first says Ramen! and wins.

</OL>

<P>
Possible phrases to use for English interaction among the students are:

<UL>
<LI>What time did you eat lunch today?
<LI>What did you eat?
<LI>Are you hungry?
<LI>Do you like Ramen?
<LI>What is your favorite Ramen?
<LI>Do you like garlic?
<LI>Do you like green onions?
<LI>Do you like noodles?
<LI>Do you like ginger?
<LI>Do you like sesame seeds?
<LI>Do you like pork?
<LI>Do you slurp when you eat Ramen?

<LI>When do you like to eat Ramen?
<LI>Which Ramen ingredient do you like the best?
<LI>How many bowls of Ramen can you eat?
<LI>Can you make Ramen?
<LI>Which you prefer, Ramen or Udon?
</UL>

<P>
These questions consist of language they can use in other food-related
situations.  So learning how to play The Ramen Game is a win-win situation
for everyone. The only set-back is everyone gets hungry playing!
]]>
      
   </content>
</entry>
<entry>
   <title>The Gesture Game</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/06/the_gesture_game.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1700</id>
   
   <published>2004-06-01T00:00:00Z</published>
   <updated>2008-12-16T03:43:55Z</updated>
   
   <summary> The Gesture Game is a simple English game which is ideal for small or big group competitions for elementary school classes and up. Students have fun laughing at each other and trying to guess in English what is on...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="gestures.gif" src="/features/games/gestures.gif" width="203" height="180" class="pic-right" />
<i>The Gesture Game</i> is a simple English game which is ideal for small or big
group competitions for elementary school classes and up.  Students have fun
laughing at each other and trying to guess in English what is on the Gesture
Game  picture card.  There are two sets of gesture cards, one easier
(junior) and one more difficult (senior).
<P>
The class is divided into two teams. The teacher selects two students, one
to  be the "gesturer" for the game and the other to be the score-keeper.
<P>
The teacher shows the "gesturing" student the card.  The student gestures or
acts out the card without making any sounds. The first team to guess  the
word receives the card and the score-keeper gives that team a point.  The
team with the most cards at the end of the game wins.
<P>

After the students have guessed all the junior (yellow) cards, they can try
the senior (purple) cards. The most difficult gesture cards are "snowman"
and "curry rice." The ones that gets the most laughs are "washing machine,"
"spider," "helicopter"  and  "cockroach"!
<P>
(To begin with, the teacher should ask an outgoing and active student to act
out the cards.  After the game has been played several times, the teacher
can ask more docile students to give it a try.)

<P class="cent">
<table cellpadding="5">
<tr>
<td colspan="2">
<P>
The 24 words in the<br>yellow junior set are:
</td>
<td colspan="2">
<P>
The 24 words in the<br>purple senior set are:
</td>
</tr>

<tr>
<td width="100" valign="top">
<P>
airplane<br>
baby<br>
bear<br>
bird<br>
boy<br>
cap<br>
car<br>

cat<br>
duck<br>
drums<br>
fish<br>
girl
</td>
<td width="100" valign="top">
<P>
monkey<br>
pencil<br>
pig<br>

rabbit<br>
robot<br>
shoes<br>
snake<br>
spider<br>
teapot<br>
TV game<br>
watch<br>
yo-yo

</td>
<td width="100" valign="top">
<P>
belt<br>
bicycle<br>
cake<br>
cockroach<br>
computer<br>
curry rice<br>
eraser<br>

fan<br>
grapes<br>
helicopter<br>
jump rope<br>
iron<br>
</td>
<td width="100" valign="top">
<P>
motorcycle<br>
newspaper<br>

spaghetti<br>
scotch tape<br>
snowman<br>
washing machine<br>
teacher<br>
trombone<br>
TV<br>
udon<br>
violin<br>

watermelon
</td>
</tr>
</table>

<P>
One of the merits of The Gesture Game, along with vocabulary expansion, is
that it forces the students to think in English quickly.  Also, by virtue of
its format, it encourages students to guess and NOT be afraid of making a
mistake.  This is an excellent exercise for Japanese students who tend to
hesitate since the only way to win  points for teams is to shout out one's
guess before someone else does.
<P>
It's always fun for everyone!]]>
      
   </content>
</entry>
<entry>
   <title>Little Letters</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/05/little_letters.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1701</id>
   
   <published>2004-05-01T00:00:00Z</published>
   <updated>2008-12-16T03:43:35Z</updated>
   
   <summary> Little Letters consists of 26 colorful wooden lower-case letters which snugly fit into an equally colorful wooden jigsaw picture, beginning with the same letter. Only the correct letter will fit into its corresponding picture. Children are naturally curious to...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="little_letters.gif" src="/features/games/little_letters.gif" width="200" height="143" class="pic-right" />
<i>Little Letters</i> consists of 26 colorful wooden lower-case letters which
snugly fit into an equally colorful wooden jigsaw picture, beginning with
the same letter.  Only the correct letter will fit into its corresponding
picture.  Children are naturally curious to see how many letters they can
find the correct illustration for.
<P>
<b>Set-up</b><br>
The teacher/parent takes the letters and illustrations out of the
wooden box and lays them out on the table, all mixed up, with the letters
and illustrations face-up.
<P>

<b>Method of Play</b><br>
The students sit around the table or on the floor. When the
teacher says "Go!", the students try to match/assemble as many letters and
corresponding illustrations as they can.  When all have been assembled, the
teacher asks the students to put their sets (letter and illustration) into
ABC order.
<P>
Then the teacher asks for the A-set.  The student with the A-set hands it
to the teacher and says, "A-apple," and the teacher lines it up facing the
students.  The teacher then asks for the B-set and the student with the
B-set hands it to the teacher and says, "B-book." The teacher then places
the B-set below the A-set.  The teacher then asks for the C-set and it
continues as such until all the Little Letter sets have been lined up
vertically, with the A-set on the top and the Z-set on the bottom.
<P>
The teacher and the students can then say in unison all the letters, initial
letter sounds and the corresponding words.  At the end the teacher can
select one set she/he especially likes. For example, "I like dogs." Next, the
student to the left selects another set and says, "I like..."  This
continues until all the students have selected a set they like.
<P>
At the conclusion, the students take one set at a time and place the set in
the box saying the letter and the word. All the sets fit snugly into the
Little Letters wooden box.  This is always a fun  challenge because they
have to be assembled a certain way to fit in perfectly.
<P>
The vocabulary learned via Little Letters is as follows:

<P class="cent">
<table cellpadding="5">
<tr>
<td valign="top">
<P>
a-apple<br>

b-ball<br>
c-cat<br>
d-dog
</td>
<td valign="top">
<P>
e-elephant<br>
f-fish<br>
g-gorilla<br>
h-hammer
</td>
<td valign="top">

<P>
i-insect<br>
j-jellyfish<br>
k-kite<br>
l-lion
</td>
<td valign="top">
<P>
m-monkey<br>
n-newspaper<br>
o-octopus<br>

p-piano
</td>
<td valign="top">
<P>
q-queen<br>
r-rabbit<br>
s-strawberry<br>
t-tiger<br>
u-umbrella
</td>
<td valign="top">
<P>
v-violin<br>

w-whale<br>
x-x-ray<br>
y-yo-yo<br>
z-zebra
</tr>
</table>

<P>
Little Letters is a good hands-on activity which enables children to "touch"
English through their eyes and fingertips.]]>
      
   </content>
</entry>
<entry>
   <title>My First Words Scrabble</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/04/my_first_words_scrabble.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1702</id>
   
   <published>2004-04-01T00:00:00Z</published>
   <updated>2008-12-16T03:43:15Z</updated>
   
   <summary> My First Words Scrabble is a thought-provoking game for elementary school students with an emphasis on learning new vocabulary and simple spelling principles. This unique game introduces the students to these basic English principles while enabling them to make...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="myfirstwordsscrabble.jpg" src="/features/games/myfirstwordsscrabble.jpg" width="200" height="164" class="pic-right" />
<i>My First Words Scrabble</i> is  a thought-provoking game for elementary school
students with an emphasis on learning new vocabulary and simple spelling
principles.  This unique game introduces the students to these basic English
principles while enabling them to make their own decisions concerning
word-building in an enjoyable and interesting way.
<P>
The cards to the game were developed in conjunction with a Montessori
nursery school according to Montessori guidelines.  The merits of the
Montessori system with <i>My First Words Scrabble</i> means that the game is
designed so that children  not only touch English with their hands but also
immediately know if they have chosen the right letter for any word on the
cards because the shape and color of the background will guide the child. In
other words, the teacher or the parent does not need to tell the children what
to do; the game encourages the players to be proactive.

<P>
There are 15 spelling cards arranged in categories, such as school, home,
farm, outside, long/short vowels, blends, etc. There are four levels of
difficulty, so all students should start with the first level, which
consists of the farm, school, outside and
in my home cards.  Players look at a picture on the spelling card and try to
insert the color tile letters which only fit into the correct spelling
sequence. Since all the tiles are color-coded and the spelling activities
are self-correcting, the child can "discover" how to spell naturally and enjoyably.
<P>
After the child has
accomplished this task, the teacher can then read the word, after which the
child can repeat.  The teacher can also ask the child, "Please spell CAT" or
"How do you spell CAT?" and the child can look at the letters and spell the
word for the teacher.  With higher level students, or with small groups, the
students can ask each other the questions.
<P>
The parent or teacher can select words from level one and review them in
class lessons. Once they have been mastered, the children can move to the
next level.  With <i>My First Words Scrabble</i>, the students not only learn to
read and spell the 60 most basic words in the English language but also
learn basic phonics spelling principles in a natural and fun way. They can
learn how to "sound out" words with the help of the parent or teacher.
<P>
Some of the words the children learn how to construct are as follows:
<P>
Animals:  cat, hen, pig, fox
<P>                 
School:  pen, bat, drum, six
<P>
Outside:  sun, web, rod, frog
<P>

Kitchen:  bun, milk, pot, jug
<P>
Body:  foot, lips, back, hand
<P>
Transport:  car, ship, van, bike
<P>
Short Vowels:  tap, fan, leg, shed, van, zip, dog, sock, fork, cow, mug,
bush
<P>
Long Vowels:  bone, cake, pea, leaf, bowl, lion, gold, nose, beak
<P>
<i>My First Words Scrabble</i> is appropriate for small classes or private and
semi-private lessons with young children.  It is a novel game in that it
empowers students to learn how to spell and read words independently with
very little adult supervision.]]>
      
   </content>
</entry>
<entry>
   <title>Parts of the Body Puzzle</title>
   <link rel="alternate" type="text/html" href="http://www.eltnews.com/features/games/2004/02/parts_of_the_body_puzzle.html" />
   <id>tag:neu.eltnews.com,2004:/features/games//14.1703</id>
   
   <published>2004-02-01T00:00:00Z</published>
   <updated>2008-12-16T03:42:58Z</updated>
   
   <summary> Assembling puzzles is a great hands-on activity which always automatically captures the interest of young learners. Perhaps this has something to do with their sense of curiosity in wanting to put things in order, along with the suspense of...</summary>
   <author>
      <name>ELT News Editor</name>
      
   </author>
   
   
   <content type="html" xml:lang="en" xml:base="http://www.eltnews.com/features/games/">
      <![CDATA[<p>
<img alt="body_parts.gif" src="/features/games/body_parts.gif" width="200" height="146" class="pic-right" />
Assembling puzzles is a great hands-on activity which always automatically
captures the interest of young learners.  Perhaps this has something to do
with their sense of curiosity in wanting to put things in order, along with
the suspense of seeing who can find and assemble what. Since puzzles need no
explanation, talented English teachers can use them to their advantage.
Also because puzzles are generally assembled with the participants gathered
in a circle, they are a great vehicle to promote group cooperation and
camaraderie.
<P>
I would like to introduce to you an item called "Parts of the Body Puzzle."
The sturdy and colorful puzzle is a healthy 92 by 61 centimeters, which
means it takes up a good amount of space, which enables all the students to
touch and assemble it.  It  consists of 24 large and easy-to-manage pieces.
It portrays and has the English to coincide with 21 body parts, which is a
pretty hefty vocabulary for young learners. The body parts focused on from
head to toes are:  eye, ear, nose, mouth, hair, head, neck, shoulder, chest,
waist,  arm,  elbow, wrist, hand, fingers, thigh, knee,  leg, ankle foot and
toes.  In addition to the puzzle, a FREE, large, color poster is included.
This poster also measures 92 by 61 centimeters.
<P>
I would suggest first displaying the poster to the students and  pointing
out the body parts you would like to teach with a pointer or ruler. Focusing
on one part of the body for one lesson, like the head, which contains six
classifications, is a good policy. The students can repeat after the
teacher.  And the teacher can ask the students to point to that body part on
a class doll or on their own bodies.  Next, the teacher can assemble the
students around a big table or a tatami mat and have them put the puzzle
together.  The teacher should encourage the students to visually depend on
the poster as a base.
<P>
After the students have assembled the puzzle, the teacher can ask them to
point to the (head) parts taught earlier in the lesson. In conclusion, the
class can sing "Head and Shoulders" together following the teacher's lead.
<P>

Puzzles are a superlative teaching tool because young learners are attracted
to the tactile appeal of the pieces. A wonderful sense of intimacy is
promoted as the participants huddle in a circle  around the item. And of
course, children are fascinated  seeing the puzzle take shape, as well as
satisfied in seeing it completed.]]>
      
   </content>
</entry>

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