Saturday 26 June 2010

Exclamatory Sentences to Express Compliment or Gratitude.


I live in a beautiful country. I love the country life. Every morning when I get up and open the window, I can hear the little birds sing outside. Today is a fine day. The rain has ceased. The sun shines again. It shines in through the window. I go out and look around. I see that the fields and the hills are green. The flowers and the houses are red. The clouds above are white. Everything looks pleasant. How beautiful the country is!
In exclamatory sentences, we use ‘what’ to describe nouns, and use ‘how’ to describe adjectives and adverbs, as in the following examples.
What a quiet night it is!
How quiet the night is!
What a beautiful country it is!
How beautiful the country is!
What a clever boy he is!
How clever the boy is!
What pretty girls they are!
How beautiful the girls are!
Excuse me, but I was just admiring your bag. It’s really nice.
Oh, thank you.
Could you tell me where you got it? I have been looking for one like that for a long time.
It’s from Sarinah Dept Store.
Oh, thank you very much.
——–
Oh, I love your earrings, they are so beautiful!
Thank you. They’re silver.
I know. Are they Yogya silver?
No, they are Bali silver. I got them in Ubud.
Oh, I see.
——–
Happy birthday, Ed. Wow, what a cool watch you have! Is that a present?
Thanks. Yes, it’s a birthday present from my aunt. She bought it in Singapore.
Lucky you! I wish I had a watch like that.
I hope you’ll get a watch like this on your next birthday.
Expressing Compliments # 2. Author: English Mastery Feb 08






Compliments: Expressing Thanks
Thanks.
Thank you very much.
Thanks a lot.
Thank you for your help.
Thank you for helping me.
Thank you for your assistance.
Thank you for phoning me.
Thank you for assisting me.
Thanks you for your kindness.
Thank you for a prompt reply. (letter, email).
Thank you for listening to me.
Thank you for such a warm welcome.
Thank you for the ride.
Thank you for take me home.
Thank you for such a nice gift.
Thanks a lot for an inspiring book. (after accepting book as gift)
Thank you for your attention. (after giving a presentation)
Thank you for helping me to solve the problems.
Thank you for your financial assistance.
Thank you for spending time with me.
Thank you for showing me the way. (after someone show you the direction).
You are my valentine. (meaning: you are my love/beloved/lover)
Expressing Compliment.
Nice way to express further compliments.
You may use the following sentences after expressing thanks.
You are such a nice boy.
You are such a nice girl.
You are my best friend.
You’ve given me great help.
You’ve help me a lot during my difficult situation.
You are such a wonderful person.
You’ve given me so much help.
You’ve shown me great kindness.
You’ve helped me during my difficult time.
You’ve help me a lot.
You’ve shown me the way to solve my difficult problems.
You’ve spend much of you time with me.
You are a great mom. I love you.
You are a great dad. I love you.
You are a great friend. I love you.
The best compliment of all:
I love you. (Say it earnestly)
Expressing Thanks
Thanks.
Thank you.
Thanks a lot.
I appreciate it.
Thanks for the helping me.
Thanks for your time.
Thanks for your hospitality.
Thanks a lot for your kindness.
Thank you for everthing.
Thank you. I appreciate your friendliness.
Thanks a lot. You’ve been so helpful.
Thank you for the nice gift.
Thanks for such a prompt reply. (When receiving letter or email).
Thank you for your services.
Thank you for your sympathy.
Thank you for your expression of sympathy.
Thank you for the nice gift.
I appreciate your kindness.
I sincerely appreciate your kind helps.
You are so kind during my visit here. Thanks you very much.
Thank you for showing me such a nice place.
Thank you for giving me great solutions to my problems.
Thank you mom. I love you.
Thank you dad. I love you.
Thank you sister. You are so sweet!
Thank you my sweet heart.
Thank you my sweet love!
Thank you my love.
Thank you for the lovely present my dear.
Romantic Compliments for Special Someone.
You are a pretty girl.
You are a nice girl.
You are so nice.
I think you are very beutiful.
You are my valentine.
You are so sweet.
You are so sweet little girl.
You are such an adorable girl.
You are the treasure of my heart.
You are so dear to me.
You are the most important in my life.
You are my valentine.
You are my sweet valentine.
You are my valentine, now and forever.
You are my valentine, and will always be.
You are my sweet valentine, for eternity.
It’s great to have you as by girlfriend.
You are my special friend.
You are so special to me.
How happy I’m to have you as my girlfriend.
I love you sweet heart.
I lave you my sweet heart.
I love you my girl.
I love you my dear.
I love you my baby.
I love you so much, and you know that.
I love you so much, you are always in my mind.
I love you so much, how sweet is my life with you.
I love you so much, how happy I’m to be with you.
Oh, how sweet you are.
Oh, how nice you are.
Oh, how pretty you are.
Oh, how beautiful you are.
Oh, how happy I’m to have you as my special someone.
There is no one else but you alone is my love.

Internet sites for teachers


We should point out that we’ve listed the sites in alphabetical order and only included sites that are specifically for teachers and have been submitted by teachers.


About ESL
http://esl.about.com
About ESL benefits from our alphabetical listing because it appears first in our list. However, it’s quite a challenge to find your way around the site to see what’s on offer so we wouldn’t put it top of our user-friendly list. We also found the ads very intrusive when we visited the site, so we didn’t stay long. We know you like it, though, because you told us so.
Why you like it ...
“It provides a great deal of materials for classroom use, with diversity in interests and topics.”
“Most of the time I use the reading activities because the texts and dialogues are nice. I also use the online tests.”

BBC Learning English
www.bbc.co.uk/worldservice/learningenglish
Part of the BBC World Service site, BBC Learning English is aimed at teachers as well as anyone wanting to improve their English. The site has quizzes, topical audio for listening comprehension, grammar exercises, and worksheets for students and teachers. The Business English section is very useful. Look out for “6-Minute English”, a popular resource available as streaming audio or as a podcast to download with a transcript.
Why you like it ...
“I can find worksheets and MP3 downloads to support my teaching.”
“There’s a huge variety of resources with plenty of video to make things interesting, and pronunciation help which students value.”
“I use some of the quizzes or topics for discussion in my classes, which make students have fun with English.”
“Helps with pronunciation and vocabulary very entertaining.”
“It gives me ideas and I can confidently send my students to the site to work independently.”
“It provides students with good reading material, new vocabulary and excellent podcasts.”

Discovery Puzzlemaker
http://puzzlemaker.discoveryeducation.com
Although not solely for ESL/EFL teachers, this is a very useful tool for creating your own crosswords and other word puzzles for the classroom. Once you’ve created them, print them out or copy and paste them into a text-processing program.
Why you like it ...
“I make criss-cross puzzles with translations of new vocabulary from the current unit of the course book. Students love looking up the words in a dictionary or testing how much they already know.”

ELLO
http://elllo.org
ELLO stands for English Listening Lesson Library Online. At this site you can find audio and video clips for classroom use. The site aims to help students learn English in an authentic way by listening to speakers from all over the world.
Why you like it ...
“It provides both teachers and learners with excellent material.”
“I can use material that does not normally appear in textbooks. Using the PC is a more attractive way to motivate learners to do listening practice.”

English and Fun
www.welcometoenglishandfun.com
This is a bilingual site from Argentina that’s packed with photocopiable activities, games, suggestions, tips, songs, comics, flashcards to print out, and much more. In fact, it’s slightly overwhelming when you first enter the site, so take your time to explore.
Why you like it ...
“I often use these vocabulary worksheets for my newcomer/immigrant students and students with special needs.”

ESL Kidstuff
www.eslkidstuff.com
This is a resource website for English language teachers who teach children. The main resources are printable flashcards and worksheets. They also have games, song sheets, and tips for teaching English to children.
Why you like it ...
“This is where I get worksheets and materials for my special-needs students. The ‘Tips for Teachers’ section is also useful.”

ESL Printables
www.eslprintables.com
This is a site where EFL/ESL teachers from around the world can share their lesson plans. You need to register and contribute your own materials to use the site. Each time your work is downloaded you get a point, which you can use to download another teacher’s worksheet or PowerPoint presentation. It’s a fun idea.
Why you like it ...
“There are stacks of worksheets and activities on virtually any vocabulary or grammar topic.”
“It’s extremely useful and entertaining. Teachers download such amusing worksheets that students find them great. You can find all kinds of resources to develop all skills.”
“I download materials here when I need to motivate my students with a very visual but to-the-point worksheet.”
“It gives me the opportunity of checking what other people do and the way they do it.”

Humanising Language Teaching
www.hltmag.co.uk
This impressive archive of articles on various issues related to language teaching and methodology as well as practical exercises is aimed at primary kids, secondary teenagers and adult learners.
Why you like it ...
“This website provides me a lot of fresh ideas about teaching English, and it also provides materials for my teaching.”


Isabel’s ESL Site
www.isabelperez.com
Extremely popular with teachers, especially in Spanish-speaking countries, this site was created by Isabel Pérez Torres, a secondary school teacher in Spain. Since 1996 she has been adding material produced by herself, her students and other teachers. There are lots of Web-based activities as well as songs complete with audio, lyrics and exercises, and pages of interesting links.
Why you like it ...
“It saves a lot of time, plus there are songs that students are interested in.”
“It’s complete, easy to use, and full of good ideas and links to interesting sites. I use it in the classroom with my students and I spend hours browsing through it. I find lots of information and interesting activities.”
“I particularly like the education-portals links section.”

its-online
www.its-online.com
Our gateway to the four Internet sites for teachers and students. At its-teachers you can access the online edition of this magazine as well as articles and activities from past issues. At 3sixty5 there are activities for every day of the year. You’ll find interactive theme-based activities at its-english. And there’s a community site for your students at its-myworld, where they can find pen pals, create their own English home page, and take part in online projects.
Why you like it ...
“So many activities and interesting teaching materials.”
“Thanks to its lesson plans I can take fresh and up-to-date topics into the classroom. My students love it! And the lessons make me (the teacher) look cool!”
“It gives me a lot of resources and tips to improve my teaching skills.”
“It has downloadable lesson plans complete with illustrations or photos to support the lessons.”

OneStopEnglish
www.onestopenglish.com
According to the site, OneStopEnglish has over 450,000 registered users in more than 100 countries around the world and contains over 6,500 resources, including lesson plans, worksheets, audio, video and flash cards. While some material at the site is free, you need a paid subscription to access the whole lot. A one-year subscription currently costs £32. In November, OneStopEnglish is planning a new Young Learner content launch, with the start of the second part of OneStop Phonics, their phonics series for children. Also look out for the “Live from ...” series of authentic podcasts. And while you’re checking out the OneStop site, visit OneStopBlogs (http://blogs.onestopenglish.com), the site that brings together blogs from throughout the English language teaching community.
Why you like it ...
“It’s user-friendly, with lots of lesson plans, warmers, games and methodology articles by top authors such as Scrivener, Harmer, Underhill, etc.”
“It offers ideas and new ways of approaching grammar lessons and/or lexical lessons.”

Six Things
http://sixthings.net
As a regular contributor to iT’s for Teachers, Lindsay Clandfield’s name will already be familiar to readers. Six Things is a collection of miscellany from the world of English language teaching, all presented in list form. Recent entries include “Six famous school report comments”, “Six things about multiple intelligences that you might not know” and “Six classroom activities with mobile/cell phones”.
Why you like it ...
“It has practical ideas I’ve used in class. It also contains information about teacher development, unusual areas of ELT (aviation English), and even some humour.”

Teaching English
www.teachingenglish.org.uk
Teaching English is produced by the British Council with content and editorial support from the British Broadcasting Corporation. All teaching material on the site is free to access. As part of a pilot project, the site also features a variety of teaching materials produced by selected U.K. publishers. If you’re looking for teaching materials and ideas go to “Try”. If you have a question to ask about teaching, go to “Talk”. You can also explore the “Think” and “Transform” sections.
Why you like it ...
“Lots of great links to useful material, resources, and ideas for teaching adults and teenagers.”
“Long list of lesson plans on a variety of interesting themes. Many of the lessons have downloadable audio files.”
“Really clear. Provides theory and practice for different levels.”

TEFL Clips
www.teflclips.com
This site is one of Jamie Keddie's projects, and it won him a 2009 ELTon award. It’s a site dedicated to the possibilities of using YouTube and other video-sharing sites in the classroom. There are lots of videos and activities at the site as well as some tips for teachers who need them. Jamie is about to give the site a new look to make it easier to use, so watch out for new developments. You can also find lesson plans and articles at www.jamiekeddie.com.
Why you like it ...
“It helps me to prepare video-based lessons for my class to fully engage my students into visualised lessons.”
“He asks himself many of the questions I ask myself. But as he is more experienced, he always gets the answer first.”

Many thanks to the teachers who are quoted on this page: Ahlke Saathoff, Aileen Cotter, Alison Miller, Carina Limardo, Carolina García Pere, Charo Pindado, Elena Nogués Meléndez, Ema Coll, Hall Houston, Jackie Robbins, Jose Angel Bañares Perez, Jose Angel Isla, Josep Sala Esquena, Manuela Kelly Calzini, Marina Alfonso, Maria Consuelo Calderón Gómez, María del Mar Edreira Santos, Maria Jose Fernandez Encina, Maria Mesejo, Maria Pia Berti, Michael Dylang, Natacha Carolina Sanchez Romera, Olga Galperin, Patric Fawcett, Paul Michael Ashe, Pham Nhu Cuong, Renato Gil de Sousa Piedade, Rosa Sanchez de Peralta, Rosario Pindado Santos, Silvia Noemi Morquin, Verónica de la Encina, Yao Tongan. Thanks also to everyone else who took part in our survey.

Online audio and podcasts
its-team
If you want to use authentic audio material in your classes or want to listen to English for your own pleasure, then there is a whole world of audio waiting for you on the Internet.
Internet radio is the radio of the future, and the best place to start exploring what it has to offer is at the BBC Radio website. Here you can listen live to all the BBC radio stations, including stations dedicated to music and speech. On Radio 4 you will find news and current affairs programmes as well as drama and entertainment shows. And there's always the BBC World Service. Not only are these radio stations available to listen to live but you can also listen to any programme for up to seven days after it is first broadcast with the "Listen Again" feature.
To listen to the audio you first need to download the BBC iPlayer. When you've downloaded it, choose the U.K. version and you're ready to start listening. The BBC iPlayer is an amazing invention, giving U.K. residents the chance to also watch TV programmes for up to seven days after transmission. Unfortunately, outside the United Kingdom you can access the radio only.
There are thousands of other radio stations out there. You can search for stations at sites such as the Reciva Radio Portal.
If you don't want to listen to Internet radio on your computer, then there are other options. There are more and more Wi-Fi radios available that allow you to play Internet radio. One of these is the Pico Wi-Fi that links to any broadband Wi-Fi connection to stream both live and "listen again" Internet broadcasts. Radio stations are listed alphabetically by country or music type. The advantage of the Pico is that you can take the radio with you (within Wi-Fi range) and don't have to sit at your computer to listen. It also has a rechargeable battery and looks extremely cool.
Another online audio option is podcasts. A podcast is an audio program that you subscribe to. Whenever a new episode is available of your chosen programme it downloads automatically. You can then listen to it on either your computer, or your MP3 player or iPod. Podcasts are amazing because they allow you to download only what you want to listen to and you can listen to it anywhere, including on the bus to work.
The best way to download podcasts is by using iTunes. You don't need to own an Apple iPod to use iTunes. Go to the iTunes site and follow the instructions to download the program. Once it's downloaded look for the podcast directory. You can then search for the podcasts that interest you. Again, there's a lot on offer. The BBC has an excellent daily news podcast, and other stations such as NPR (National Public Radio) in the United States also have a good range of programmes on offer.
Once you have subscribed to your chosen podcast and downloaded the latest programme, you can either listen to it using the iTunes program or transfer it to your MP3 player. The next time you open the iTunes program it will automatically check to see if there's a new episode of the podcast to download.
There are quite a few podcasts related to learning English, and there will no doubt be many more in the near future. The British Council has just created some new LearnEnglish Podcasts Web pages that are free for teachers and students to use. Via these pages, you can listen online, download audio material, subscribe to podcasts and print study materials. There's a whole range of topics to choose from including elementary podcasts, English for work and professionals, audio fun from LearnEnglish Kids, and Science.
And, as with all the audio we've mentioned above, it's all free!
Websites
• Online radio directory
www.reciva.com
• BBC Radio
www.bbc.co.uk/radio
• Pico Wi-Fi (U.K., Spain)
www.revo.co.uk
www.benteq.es
• iTunes
www.apple.com/itunes
• BBC Podcasts
www.bbc.co.uk/radio/podcasts
• NPR Radio
www.npr.org
• British Council podcasts
www.britishcouncil.org/learnenglish-podcasts

Dictionaries
its-team
We asked publishers to send us sample copies of dictionaries they have published in the past 18 months. These are our first impressions of the dictionaries we looked at for different levels and age groups.
The first thing we realised when we started looking at the dictionaries arriving at the iT’s office was just how much they have changed over recent years. Gone are the days when a dictionary offered little more than a definition or a translation of a word. Today’s dictionaries are designed to develop study skills, enrich vocabulary, and turn the task of looking up a word into an adventure and an exploration of the language.
Today’s dictionaries also have a lot to offer the teacher (including lesson plans), so if you’re thinking of using dictionaries in class with your students or want a new dictionary of your own, here are our first impressions of some of the latest titles and editions.
Primary
We’re going to start and end our look at dictionaries with picture dictionaries. Garnet has a new Primary Picture Dictionary that is about to be published in an English/Spanish edition. The pages are big, bright and colourful, and it has been specifically created to appeal to kids around the world. (The copy we looked at was for Arabic speakers.) The book is in two parts: at the beginning are the picture scenes and at the back is the bilingual dictionary, which includes more than 600 key words for Primary. A set of wall sheets is also available for classroom use.
The Larousse Junior comes with a CD (which we didn’t see) that promises activities and songs and gives kids the chance to hear the pronunciation of all the words in the dictionary. The book consists of 22 scenes in which the vocabulary is presented. The central part of the book contains the bilingual dictionary, followed by exercises in the final part.
For the older primary kids there’s the Larousse School dictionary and the Longman Primary Dictionary. They are both bilingual and would appeal to very different types of students and teachers. The strength of the Larousse lies in its clarity and simplicity. The Longman is more ambitious and is the first of the dictionaries we’re looking at to go beyond being just a reference book.
In the Longman’s introduction Mario Herrera writes that the contents of the dictionary “reflect young learners’ interests and the things they may want to express in English (e.g. ¡Cómo mola!) or the things they are likely to come across in English (What a cool jacket!).” It certainly does feel young, and it looks good. It has some fun colour illustrations, and it comes with a CD that includes pronunciation and comprehension exercises.
Secondary
Both of the new dictionaries we looked at for Secondary are excellent. The Oxford Pocket dictionary is very easy to use. It has everything you’d expect to find in a dictionary and more. There’s quite a complete grammar guide in the centre of the book that includes verb conjugations and uses, and information about nouns, punctuation and spelling rules. There are also notes on false friends, telephone language and text language. In the main dictionary sections there are culture notes, and the picture dictionary in the middle has “more to explore” boxes. Note the appearance of that word explore again.
The Longman Pocket Plus is more colourful than the Oxford Pocket and highlights the 2,000 most frequent words in red. This is a really useful feature that makes finding common words much easier. The grammar guide isn’t as extensive, but it does have a useful culture guide at the back that includes information about the education system, and weights and measures for both the United Kingdom and the United States. There’s also a mini phrasebook.
Both dictionaries come with a CD that allows students to hear each word being spoken with both a British and an American accent. There are also interactive exercises on both. On the Oxford CD these include category list translations, crosswords, hangman, pairs, anagrams and word soups. We really enjoyed doing the activities, so hopefully your students will too. The Oxford CD also includes exercises for KET and PET, as well as dictations.
An important feature of these dictionaries is the introduction that includes exercises designed to help students find their way around the dictionary and understand all the different features. It’s easy to start using a dictionary without taking the time to fully investigate and understand its features, so these exercises are particularly useful for a student to work through on their own or with a teacher in class.
So both of these dictionaries get the thumbs-up from the iT’s team in their Spanish editions for ESO and Bachillerato students. In fact, it’s impossible to choose between them because they both have positive features. If you’re a secondary teacher and want to start using dictionaries in class, then take a look at both of these titles and make sure you also check out the CDs to see what they offer.
Advanced
Comparing two dictionaries is difficult enough, but what happens when you have four quality dictionaries in front of you that come from the giants of the publishing world that are Cambridge, Macmillan, Longman and Oxford?
We’re now moving away from the secure bilingual world of secondary education to the monolingual world of the advanced learner (and teacher). These dictionaries don’t need to encourage students to explore English. They have been created for the student with a thirst for new words and the teacher who wants a dictionary they can rely on.
Unfortunately, we don’t have a copy of the latest edition of the Collins COBUILD to look at. It’s a significant dictionary because it was the first to be based entirely on a corpus. In fact COBUILD stands for “Collins Birmingham University International Language Database”, a corpus of texts gathered from British and American newspapers, books, TV programmes and real-life conversations that were analysed to gather information about how the English language is actually used and which words are used most frequently.
The other major dictionaries are now also based on a corpus and make a feature of their own particular lists. The Oxford 3000 is a list of 3,000 words that includes the most frequent words in English but that also “includes words which would fall outside such a list, but which are useful for learning as well as relevant for defining purposes”. In The Oxford Advanced Dictionary all the Oxford 3000 words are highlighted in larger type and given a key symbol.
The Cambridge Advanced Dictionary divides words into three groups: Essential (E) with 4,900 words, Improver (I) with 3,700 words, and Advanced (A) with 3,700 words. The dictionary also claims to show the relative importance of meanings and of individual phrases.
The Macmillan Advanced Dictionary, known affectionately as “the red Mac”, has a star system to indicate the importance of different words. The dictionary claims that it is “a dictionary of spoken as well as written English” and that “if you use it well, you should end up speaking like a native speaker, not a native writer”. It also promises more coverage of English words spoken in other countries than is usually the case, with Australian English, for example, well represented in the word list.
According to a reliable source, the Mac was the first to introduce a different colour to highlight the frequent words. It’s an effective device that is also used by the Longman Dictionary of Contemporary English, which highlights its 2,000 most important words in spoken or written English and labels them as S2 and W2. The dictionary says that the examples in the book are “usually slightly edited versions of real sentences from the corpus” and that “this means the examples are more realistic than in some dictionaries”.
The Mac has a nice feature for words with several meanings. A mini menu at the top of the listing guides the user to the appropriate definition, making it easier to navigate the entries. The Oxford and Longman dictionaries also highlight the different meanings effectively. The Longman has some attractive graphs that show which are the most common words used in a particular context, or which structures are most commonly used with a word. All the dictionaries have boxes that focus on different points of interest. These include common errors, choosing the right word, grammar points, cultural references and collocations. The Longman is perhaps the most comprehensive in its coverage of collocations and includes a further 173,000 collocations on its CD.
The CDs that come with these dictionaries are more than just an add-on. They allow the user to install the complete dictionary on their computer and use it as a reference while they are working in programs such as Word, Internet Explorer or Outlook. Some of them include mini pop-up dictionaries to enable fast access to definitions and other features. They also include exercises, spoken phrases and other resources. Students can record their own voices and compare pronunciation. And on some CDs teachers can find those lesson plans and worksheet ideas that will allow them to make the dictionary an essential component of the English course.
Stocking filler
Finally, a picture dictionary for adults that, together with one of the advanced dictionaries above, would make a very nice Christmas present for a teacher or advanced student. The Larousse Visual Dictionary has more than 20,000 words and 3,600 illustrations. These are the kind of illustrations that show you the inner workings of machines and buildings and then tell you what the different parts are called in five languages (Spanish, English, French, German and Italian). It is a real pleasure to dip into this dictionary and discover vocabulary through pictures. The dictionary is divided into 17 themed sections, and there is a list of all the vocabulary at the back of the book that directs you to the corresponding illustration.
You will find links to all the publishers mentioned in this article below.
• Cambridge University Press (Dictionaries)
• Garnet Education
• Larousse (Spain)
• Longman Dictionaries
• Macmillan Dictionaries
• AskOxford (Oxford University Press)
• Oxford English Dictionary

Over 50 different games arranged by learning style








BY :
DOWNLOAD BY: MARIA MACIAS
AUDITORY ACTIVITIES
Active answering
To review particular question patterns, have the students listen to a question, then run to designated areas in the classroom. For example, one wall can be the "yes" wall and the other the "no" wall. When the students reach the wall, they answer the question in a full sentence (as a group). To encourage all students to answer, the teacher can line everyone up and ask each student the question one by one. If it is not possible to move around the class, the students can stand up and sit down or hold up Yes or No cards.
Pronunciation game
Choose a list of words or phrases that contain sounds that you want to review. Draw 12 boxes on a piece of paper and write one of the words or phrases in each box. Photocopy the page. Put students in pairs and give each pair a copy of the page. Then have the students cut out the words and make flashcards. In pairs, students spread the cards on their desks. Call out a sound, e.g. M! Pairs race to find the word with that sound. The first pair in the class to pick up the correct card and say the word earns one point.
Listen and draw!
Have the students draw six boxes on a piece of paper. The teacher dictates a sentence, e.g. There is a pencil on the table. and the students draw a picture in Box 1 to match the sentence. The teacher circulates around the classroom to see how the students are doing. The teacher continues to dictate individual words or short sentences until the students fill in all of the boxes.
Listen carefully!
This activity is appropriate for the Do you know...? or Bonus pages. Choose an illustration with lots of things happening in it. Show the students the picture and point to various items in it and name them. The students repeat. The teacher then says Listen. Am I right or wrong? If the teacher is wrong, the students say the correct word. For example, the teacher points to a book and says It's a table. The students say No, it's a book. Students can then play this game in small groups, with one student in each group taking the teacher's role.
Mystery guest
Demonstrate this game with a group of students first. Ask for five volunteers to leave the classroom. Out of the students who are left, choose one student to be the "Mystery Guest". The teacher can teach this extra vocabulary. Hang up a large bed sheet and have the Mystery Guest sit behind the sheet so that the students cannot see him/ her. The teacher calls the five students back into the room and has them sit at the front of the classroom with their backs to the class so they can't see who is missing. The five students take turns asking the Mystery Guest questions, e.g. Do you like (English)? The Mystery Guest answers truthfully Yes, I do./ No, I don't. he/she tries to disguise his/her voice. After the five students ask one question each, they guess who the Mystery Guest is, based on the answers. Reveal the guest. Then play another round with a new group of students.
Seven up
Ask seven volunteers to stand at the front of the classroom. Go to six of the volunteers and whisper a word with the same sound, e.g. an initial b, a final t, etc. The teacher gives the seventh volunteer a word with a different sound. All the other students put their heads down on their desks so they can't see. Each of the volunteers quickly and quietly goes to one of the students and whispers his/ her word into that student's ear. Then the volunteers return to the front. The other students raise their heads. The students say what word they heard and guess who whispered it to them. If a student guesses correctly, he/she replaces the volunteer at the front. When all the words have been said, the teacher asks the class to identify the common sound and the word that doesn't belong. The teacher then whispers new words and sounds to the new students at the front and the activity continues.
Hear the difference!
Prepare various sentences, some with final g sounds and some with -ing sounds (see below). Have students listen carefully. The students raise their hands whenever they hear a g sound in the sentences. Some suggested sentences: I am standing on one leg./ I drink my coffee from a big mug in the morning./ I have a cat, but I don't have a dog./ My bag is heavy and my back hurts./ I like exercising in the evening.
Listening circle
This game helps students to review the past-tense form of regular verbs. The teacher and students sit in a circle. The teacher asks the class to listen carefully and has each student make a statement, e.g. I baked a cake (last Monday). After the students have finished making their statements, the teacher asks students questions, e.g. What did (Student 1's name) do (last Monday)? Students answer, e.g. (Student 1's name) baked a cake (last Monday). The teacher checks to see how well students remember what everyone said.
What's that sound?
To review a group of nouns, gather realia, e.g. a tube of toothpaste, a bag of chips, etc. Tell students Close your eyes and listen! Drop one of the items on the floor. Students raise their hands when they want to guess what the item is, e.g. It's a (bag of chips). Then a volunteer can take over the teacher's role. When students have heard each item drop once, a volunteer can try dropping two or three items at the same time for the rest of the class to guess.

LOGICAL ACTIVITIES
Alphabet code
To review the letters A-I, write them on the board and under each letter write the numbers 1-9, e.g. A=1, B=2, etc. Clap quickly a number of times. The students listen and count the claps. Then, they raise their hands and say the letter and sound that corresponds with the number of claps they have heard. If possible, students can also say a word that begins with that letter. If students have trouble remembering their words, the teacher can write them on the board.
Concentration
To review vocabulary, make a flashcard for each word. Write the word on one side of the card and leave the other side blank. Photocopy one set of cards for each student. Demonstrate this activity with one pair of students first. The students put their cards together, shuffle them and spread them out face down. Student 1 turns over two cards. If they match, Student 1 keeps the cards. If they don't match, he/she turns the cards face down again. Then Student 2 takes a turn. Students try to memorize the locations of the different cards. They can play in pairs or small groups.
Word unscramble
This activity can be used to review the days of the week, months or numbers. Give each student a piece of paper and have them write down the days of the week (or whatever group of words you want to review). Then, the students cut apart the words, word by word and letter by letter. The students can either keep each day of the week separate, or to make it more interesting, mix all the letters together. Put students in teams and have them race to see which team can put the words together and back in order the fastest.
Whose is it?
To review possessive pronouns, have students get into small groups. Each group member should put one of their personal items on a table. As students take turns putting their belongings on the table, they tell the class, e.g. It's (my book). It's mine. Everybody tries to remember to whom the items belong. After everything is on the table, Student 1 picks up an item and asks a question, e.g. Whose (book) is this? All the other students answer It's (Student 2's name)'s (book)./ It's his/ hers. The real owner then identifies himself/ herself by saying It's mine. That student then takes a turn choosing an object and asking a question.
Stickman
This is a variation of the popular Hangman game. Choose one word that the students know. Draw the same number of blanks as there are letters in the word on the board. For example, if the word is reading, draw seven blanks. Have one student write the alphabet on the board. Ask another student to choose a letter of the alphabet. If the student chooses a letter that is in the word, the teacher replaces the appropriate blank(s) with the letter and erases the letter from the alphabet list. If the student chooses a letter that is not in the word, the teacher draws one part of a stickman, i.e. the head, the body, the left arm, the right arm, the left leg and finally, the right leg. Then, the next student guesses a letter. The aim is for the students to guess the word before the teacher completes a drawing of a stickman.
I don't believe you
This game reviews the months of the year. Each student needs 12 blank flashcards. Have students write the months, i.e. January to December, on the cards. One side of each card should be blank. Put students in small groups. Each group chooses a dealer who shuffles all the group members' cards together and deals them out so that each student has 12 cards. The students in each group sit in a circle. Student 1 starts the game by laying a card face down and saying January. Student 2, the student on Student 1's right, lays a card face down and says February. The students take turns around the circle laying cards face down, each saying the name of a month in order. If a student doesn't have the correct card, he/she "bluffs" by putting any card face down, then saying the correct month. If any student in the circle thinks another student is bluffing, he/she says I don't believe you. The student who put the card down must turn it face up for everyone to see. If the student told the truth, the student who said I don't believe you. must take the whole pile of cards. If the student was bluffing, he/she must take the whole pile of cards. Play continues until one student runs out of cards.

Variation: This game can also be used to review numbers or days of the week.
Find the rule!
Choose a group of words before the game starts, e.g. family words; countable or uncountable nouns; weather words; final t sound, etc. Have students sit in a circle. The teacher starts the game by saying, e.g. (for the final t sound) I'm going to the park and I'm going to take my (bat). Write the word on the board. Then a student has a turn, e.g. I'm going to the park and I'm going to take... then says a word. The teacher shows whether he/she accepts the student's word by putting a thumb up or down. If the word is accepted, the teacher adds it to the list on the board. Then the teacher takes a turn again, e.g. I'm going to the park and I'm going to take my (parrot). Then he/she adds the word to the list. The teacher doesn't say why, so the students try to guess the rule. When students catch on to what the rule is, they should not say it out loud. The teacher reveals the rule when most students appear to have caught on.
Expensive train
Ask a volunteer to write expensive train on the board in large letters. Then point to the letters s, e and e on the board and say I found "see". Repeat with the word ten. Put students into small groups and give each group paper. Then say How many words can you make in five minutes? Write them down. Give students five minutes to work. Then have each group count the number of words they found. Ask each group to say some of the words on their lists. The teacher or a volunteer can write the words on the board.





VISUAL ACTIVITIES
The real me
Young children will really enjoy this art project that reviews the structure I like... and food words. Have the students draw a picture of themselves showing the foods they like, e.g. noodles for hair, candy for earrings, a strawberry for the nose, etc. The students share their pictures with the class and make sentences about what they like, e.g. I like noodles. I like candy. The students can write what they like under their pictures and hang them in the classroom.
Body poster
To review body parts, divide the class into two groups and give each a large piece of paper. Have one boy and one girl lie down on a paper and have the rest of the students draw around their bodies to make posters. The groups label their posters, e.g. This is (Student 1's name)'s mouth. These are (Student 1's name)'s feet., etc. The groups can decorate their posters by coloring in the body parts and clothes. When the students are finished, display the posters on the walls around the classroom. The teacher can use them to ask questions, e.g. What color are (Student 2's name)'s eyes? Is (Student 1's name)'s hair long or short?, etc.
Silent movie
Show a short segment of a cartoon video with the sound turned down. Students should guess what the characters are saying, using their imaginations and the visual cues. The teacher writes the student's ideas on the board, then replays the video segment so students can hear the actual dialog. The teacher then plays another short segment and progresses through the whole video this way.
True or false?
This game works with the Do you know...? and Bonus pages. Prepare a list of true and false statements about things happening in the pictures. The students stand up and look at the picture. The teacher makes true and false statements, e.g. Two girls are playing the guitar. If the statement is true, students say It's true. and sit down. If it's false, students say It's false. and remain standing. Explain that sometimes students stay standing or sitting according to the previous statement. When students get used to the activity, the teacher speeds up.
Photo dictionary
Divide the class into small groups and assign each group a word. Give each group paper and crayons/markers. The groups draw pictures to illustrate their words and then write the word underneath in large letters. Then they cut out their drawings. The teacher has each group pose with their drawings and encourages them to pantomime the word meaning also. For example, for the word farmer, students might pose as if they are digging with shovels or picking vegetables from the ground. The teacher takes photos of each group. The photos can then be put into a photo album to form a picture dictionary and/or laminated and used as flash cards. Keep adding to the dictionary and flash cards as students learn new vocabulary.
Face collage
After introducing emotion words to students, bring old newspapers/magazines and hang eight large pieces of paper on the wall/board. Have volunteers label each one with a feeling word: tired, scared, excited, happy, upset, angry, nervous and sad. Tell the students Let's make a collage for each word. Find as many faces as you can for these words and glue them to the poster! Distribute the magazines and newspapers to the students. They cut out faces, then glue them onto the appropriate paper. While they are working, the teacher circulates around the class and asks questions, e.g. Is he (angry)? Why do you thinks he's (happy)? When the collages are finished, students can use the posters as game boards: they take turns tossing a coin onto a poster. Then they make sentences about the face where the coin landed, e.g. He's (angry) because he (lost his homework). The teacher can then hang up the posters on the wall.
Send me a postcard!
This game helps students to review past-tense verbs. Distribute paper to students. Students make postcards of places they have visited. On one side of a piece of card or paper, they write a sentence, e.g. I went to (Paris). On the other side of the card, they draw some pictures representing what they did on their trip and write sentences, e.g. I painted a picture., I helped a friend., I listened to music., etc. The teacher can provide extra vocabulary if necessary. When students are finished, they stand in a circle, holding their postcards. Play some music. While students are chanting, they pass the postcards around the circle. When the music stops, ask several students Where did you go? Each student answers according to the information on the postcard he/she's holding, e.g. I went to (England). I (painted a picture). Play the music again. Continue until all students have had a chance to speak.
Pass the timer
Choose a picture with lots of things happening in it and show it to the class. Each student should name two items in the illustration. The teacher brings in a timer that ticks and sets it to 30 seconds. Students pass the timer around the class. The student holding the timer when it goes off stands up, points to two items on the picture and names them for the class. Then he/she resets the timer for thirty seconds and continues the game.


KINESTHETIC ACIVITIES
Word gestures
This game can be used with a wide range of vocabulary. Divide the class into groups. Have each group come up with an action to represent a word or phrase. For example, students can pretend to be counting on their fingers for math and looking through an invisible microscope for science. Each group teaches the rest of the class its action. Then the teacher calls out words and students do the actions.
Tableau vivant
To review verbs, divide the class into teams. Give each student a word or phrase which you want to review. Each team makes a tableau, a frozen picture, that involves each team member. The teams take a few minutes to plan their tableaus, then they take turns presenting them to the class. Some students can ask questions, e.g. What's (Student 1's name) doing?, and other students can answer, e.g. She's (crying).
Air drawing
Draw an animal in the air with a finger. Have students guess what it is by asking Is this a (whale)? The teacher answers accordingly Yes, it is./ No, it isn't. Then invite individual students to come to the front of the class to perform the same activity. Students can continue air drawing in pairs or small groups.
Back writing
Students can play this game over and over as they learn the letters of the alphabet. In pairs, have students take turns writing a letter on their partner's back. When writing, the students ask What's this? Their partners try and guess the letter. They can also say a word that begins with that letter.
Feet writing
To practice the letters of the alphabet, have students go to the front of the class and walk in the shape of a particular letter. The class looks on and guesses the letter. The class can also say words that contain the corresponding sound.
What's the magic word?
After teaching students some commands, brainstorm commands with students. Write the commands on the board for reference or have students write them. This is a variation of Simon says. The teacher starts the game by giving commands with the magic word please, e.g. Put your book on the desk, please. Students only follow the commands when the teacher says please at the end of the sentence. If they don't hear the word please, they should not do anything. When students get used to the game, the teacher can ask a volunteer to give commands from the list on the board.
Ooey gooey game
This activity reviews the language What are you going to get at the grocery store? I'm going to get (a bag of chips). and What did you get at the grocery store? I got (a bag of chips). Bring a large box to class and cut three holes in one side. Cover each hole with a piece of cloth or piece of paper and write Store on the box over the holes. Behind each hole, place a bowl containing an item that you have recently taught the students, e.g. a bag of chips, a package of cookies, etc. In one of the bowls, put soap that has been wet for a long time so that it's very slimy. Place the box on a table at the front of the room. Ask students Do you want to go shopping? The teacher chooses a volunteer, then tells the class Ask (Student 1's name), "What are you going to get at the grocery store?" Student 1 should answer according to what he/she wants to get, e.g. I'm going to get a (tube of toothpaste). Then Student 1 puts his/ her hand into one of the holes and feels the item. he/she can't look inside. The class then asks What did you get at the grocery store? and the student answers accordingly I got a (bag of chips). But if Student 1 touches the soap, he/she says I got the ooey gooey! The teacher can explain to the students that the expression ooey gooey refers to something that feels slimy.
What's next?
Put the students into small groups and show them the first panel in one of the Gogo Loves English Conversation page stories. Have them create the same setting as the picture, using desks and chairs, e.g. the park, a store, etc. Each group makes up a short play with a dialog to show what the group thinks will happen next in the story. Then have the students compare their plays with the story on the page.





MUSICAL ACTIVITIES
Head, shoulders, knees and toes!
Review the song Head, shoulders, knees and toes. After singing the song with actions, the students drop one of the key words each subsequent time but continue to do the actions. For example, the second time through the song, students sing (silence), shoulders, knees and toes. The third time, they sing (silence), (silence), knees and toes. The fourth time, they sing (silence), (silence), (silence) and toes., etc.
Feel the music!
This activity can be used to talk about weather, emotions or even colors. Bring in several selections of classical music, such as Vivaldi's The Four Seasons. Play some music and say This music makes me think it's (sunny). Draw a quick sketch on the board, then ask What do you think? Explain that students should think about the weather described in the music. Distribute paper to students to draw quick sketches. Then play a different piece of music and have students draw quick sketches about the weather described in the music. Invite volunteers to show their pictures to the class and describe the weather, e.g. I think it's (windy).
Welcome maestro!
This is an extension activity for any song. Divide the class into two or more groups. Choose a song that the students know well and assign each group different lines from the song. Start singing with groups only singing their assigned lines. The teacher acts as the conductor to cue the students when to start singing. he/she can speed up and slow down the tempo for fun.
Music video
After teaching students one of the songs from Gogo Loves English, say Let's make a music video! and have the students make up actions to go with the song. Encourage students to be creative: some students could do a simple dance while others pretend to be the band and others can be the actors. If there's access to a video camera, the teacher can film the class singing the song with actions.
Turn down the music!
After teaching students one of the songs from Gogo Loves English, have students pretend that they are singing a song on TV. The teacher sits and pretends to watch them on TV. When the teacher turns on the TV with an imaginary remote control, students begin singing. When the teacher turns the TV off, students continue singing the song silently in their heads. When the teacher suddenly turns the TV back on, students start singing out loud again.
Name that song!
Divide the class into two to four teams. Play three notes from a song on the piano and have students guess the song. The team that guesses correctly gets three points. If no one guesses correctly, play five notes from the same song for two points. If no one guesses correctly, play a line from the song for one point. Have the winning team sing the whole song for an extra point. If a piano is not available, play short sections of the song on the CD/cassette.
Lip synching
Model lip synching a song (silently mouthing the words) without playing any music. Ask the class to guess the song. Have each student choose a song. Give students time to check the words and practice lip synching. Put students in pairs, sitting face-to-face. S1 lip synchs his/her song. S2 watches and tries to guess the song. When S2 guesses correctly, the partners switch roles.
Follow the leader
Send two students out of the room. Have the rest of the students stand in a circle and choose a student to be the leader. The students practice singing and trying to follow the leader's movements without looking directly at him/her. Invite the two students back into the room and have them stand in the middle of the circle. The rest of the class start singing and copying the leader's movements. The pair try to find who the leader is. Once they have found the leader, choose another two students. The new students leave the room and the procedure is repeated.
Creative recycling
Review the song What are these? Then have students invent new objects by combining two vocabulary words they have previously learned, e.g. a rocket hotel, an apple-teacher, etc. Have the students draw pictures of their inventions and label them. As students present their inventions, the class alters the lyrics of the song by singing What is it? Presenters answer by including the names of their inventions in the lyrics, e.g. It's a rocket hotel, hotel.

INTERPERSONAL ACTIVITIES
Whisper down the line
Have the class stand in two or more lines. The teacher whispers a question, e.g. Can you read? to the first student in line 1 and another question, e.g. Can you sing? to the first student in line 2. When the teacher says Go!, Student 1 in both lines whispers the sentence to Student 2, Student 2 whispers to Student 3 and so on, until the sentence reaches the end of the line. The last student from each line asks the teacher the question and he/she answers accordingly. The students keep playing, changing the questions.
Birthday line
Ask the students to arrange themselves in a line in order of their birthdays from January to December. Students walk around the class and ask each other When's your birthday? For example, if Student 1's birthday is October 22nd and Student 2's birthday is November 18th, Student 2 stands behind Student 1 in the line. Then Student 2 asks Student 3 When's your birthday? Student 3 answers, e.g. My birthday's November 4th. Then Student 3 stands between Student 1 and Student 2. The students try to complete the line as quickly as possible.
Sentence puzzles
Choose one sentence that the students have recently learned. Write out the words in a mixed up order on the board. Students work in pairs to find the correct order to make a complete sentence, then they raise their hands and tell the rest of the class or write the sentence in the correct order on the board. Repeat with other sentences.
Original calendar
Divide the class into 12 groups and assign each group a month. (In a small class, make two groups and assign six months each.) Give each group a large sheet of paper to make a calendar for their month(s). The teacher could show a local or an English calendar for reference. Have students write out the ordinal numbers for dates, e.g. 1st, 2nd, 3rd.... When they finish making the calendar, students walk around the classroom asking questions to find out whose birthday is in that month. Have students write those students' names on the calendar. The teacher can put the months together to make a one-year calendar. Keep this calendar for learning/reviewing past tense, future tense or holidays.
Snowman craft activity
Make a paper doll of a snowman to show students and say Let's make paper dolls! Put students in pairs and distribute some materials, e.g. paper, scissors, glue, crayons, yarn, buttons, sticks, etc. While students are working, the teacher asks individual students about the body parts, e.g. What's this? Show me his (arms)., etc. As students work, the teacher encourages students to talk to each other, e.g. Do you want to make his eyes?
Describing posters
Put students in small groups. Distribute newspapers/magazines and several sheets of paper to each group. Brainstorm adjectives on the board: big, old, etc. Each student cuts out pictures of various items for each word, e.g. a picture of a mouse for small, etc. Then the groups collect all their pictures for one of the words, e.g. big, and glue them on the top half of the paper. In the bottom half of each sheet, they write down several sentences about their pictures, e.g. The (giraffe) is bigger than the (dog). The (airplane) is bigger than the (giraffe). Students follow the same steps for each word. Then each group puts all the papers together to make a book. Distribute extra paper to make book covers.
Classroom scavenger hunt
On the board, write a list of 6-8 things you want students to find in the classroom, e.g. Find the biggest thing in the room. Find the smallest thing in the room. Find the oldest person in the room. Find the tallest student., etc. Put students into several groups. Give the groups five minutes to look around the room and ask each other questions to find the answers. When the time is up, give groups a few minutes to write down the answers. Then have each group list their answers on the board. If groups have different answers, encourage group members to show their items to the class to decide who's right.
TV commercial
Put students into pairs to create TV commercials and say We're going to make TV commercials! Demonstrate by playing both roles, e.g. A: Hi (Sally). How are you? B: I (feel sick). A: What's the matter? B: (Hold your head.) I have a (headache). A: (Hold up a bottle of aspirin.) That's too bad. You should take Best Aspirin. Then have students brainstorm for other products to advertise, e.g. tissues, toothpaste, cough drops, etc. Provide extra vocabulary if necessary. Then give students time to prepare their commercials. Have pairs perform their TV commercials for the class. Film or tape record the students' commercials if possible.
Are you a shopping pro?
Bring in a some items familiar to the students. Put the actual prices on the items using tape or Post-it® Notes but hidden from the students. Place the items at the front of the room and divide students into two teams. The teacher asks How much is this? and holds up one of the items. Team A makes a guess and the teacher or a volunteer writes the amount on the board. Team B then guesses and the amount is written on the board. Then, the teacher reveals the real price. The team who guessed closest to the actual price gets a point and play continues with a new item.


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INTRAPERSONAL ACTIVITIES

My dictionary
Have students make books showing all the English words they know. The teacher can show students how to make a book. Fold a sheet of paper and cut it in half. Fold those two pieces of paper again and staple the spine. The teacher gives students paper and has them follow the instructions. The teacher should do the stapling for all the students. Prepare some blank label stickers with the key vocabulary on them if necessary. Students can draw the pictures at home or in class.
Family album
Have the students make family albums, either drawing pictures of their family members or pasting photos on the pages. Depending on the students' levels, they can either write single words, e.g. mother, father, sister, brother or complete sentences: She's my mother. He's my father. Students can read their books to the class or to their partners and take them home to show to their parents.
New Year's resolution
To review the future tense, give each student an index card. Explain that on New Year's Day, many people write down the things they want to do in that year. Have them write their New Year's resolutions using I'm going to_____. The teacher writes his/ her New Year's resolution, e.g. I'm going to (exercise)., as an example. Students can write more than one sentence. Collect the cards and put them on the classroom wall as a display. The teacher can keep the cards, to ask students if they are keeping to their resolution, e.g. (Student 1's name), you said you were going to (exercise). Are you (exercising)?
Diary
Help students use past-tense verbs they know. Distribute paper to students. Have students write a diary entry about what they did the previous day. Help students get started by writing Yesterday was a busy day. on the board. Tell students to write in the rest. Ask students to write at least five sentences. Circulate around the classroom while students are writing and talk with students about their days and what they did. Provide extra vocabulary on the board if necessary.
When I smell this, I feel...
This activity reviews emotion words. Bring in various items that have different smells: lotions, perfumes, herbs, spices, food, shampoos, etc. (Make sure that students don't have allergies to any of the items.) Close your eyes and hold one item under your nose. Then say When I smell this, I feel (tired). Write the sentence on the board. Blindfold students one at a time and place smells under their noses. Then ask students How does this smell make you feel? Individual students answer, e.g. I feel (scared).
Option: The teacher can teach students the sentence structure When I smell this, I feel (happy).
Scrapbook
To review past-tense verbs, bring some personal photographs, postcards and other personal mementos to class. Show the items to the students and talk about them, e.g. This is my family last Christmas. I got a lot of presents!, etc. Put the items on the board and write sentences below. Then say Let's make a scrapbook! Have students bring their own photos and other mementos to class. Give each student some strong paper/cardboard. The students glue/tape the items to the paper and write sentences about them. They show their papers to each other in small groups. Then the teacher can bind the paper together with ribbon to make a class scrapbook.
You can also use these games as a break between reading or writing activities, as quick way to refocus students who are getting restless or as a reward for good behavior.
The best "quickie game" is one that doesn't require much preparation or special materials. Here are some of my favorites from the Gogo Loves English Teacher's Books:
• Whisper down the alley
Divide the students into equal teams and have each team form a line facing the front of the room. Go to the student at the front of each line and whisper a word or sentence. When the teacher says Go! the student at the front of each row turns around and whispers the word/sentence to the next person in line. Then that student passes the word on to the next student and so on. As soon as the word/sentence reaches the last student in line, he/she races to the front to repeat the word/sentence to the teacher. The first team to finish is the winner.
Variation: In a small class, have the students stand in a circle. The last person to hear the word/sentence then repeats what he/she hears out loud.
• Feet writing
Demonstrate this activity first. Clear a space at the front of the classroom so all students can see the floor. Ask students What letter is this? Then walk in the shape of a letter of the alphabet. The students guess, e.g. It's an S! It's an A!, etc. Then ask a volunteer to come to the front of the room and walk in the shape of another letter for the rest of the students to guess.
• Things in the classroom
This game can be used to review adjectives, comparatives and superlatives. Put Ss into small groups. Each group chooses an item in the classroom to describe. Then each person in the group makes up a sentence about the item, e.g. It's (smaller) than a desk. It's (blue). It's the (biggest) thing on the bookshelf., etc. When groups are ready, they take turns saying their sentences. The rest of the class tries to guess the item by asking questions, e.g. Is it the dictionary? Is it the box?
Variation: Students can describe people instead of objects, e.g. His/her hair is shorter than (S1's name)'s hair. His/her bag is bigger than (S1's name)'s bag., etc.
• Who's talking?
After students have learned several different question-and-answer exchanges, put them into pairs and have them create their own exchanges. Then, invite two or three pairs to stand at the front of the class. The rest of the students put their heads down on their desks so they cannot see. The teacher points to one pair at the front. The two students perform their exchange. They can perform it any way they choose: disguising their voices, speaking slowly or quickly, etc. When they are finished, the other students raise their heads and try to guess which pair performed the exchange.
• Air drawing
Demonstrate this game first. Draw an animal in the air with your index finger. The students watch carefully and try to guess which animal it is, e.g. Is it a (whale)? The first student to guess correctly then takes a turn at the front to draw an animal for the other students to guess.
• Read my lips
Choose several words or sentences and review them with your students. Then the teacher mouths one of the words or sentences without sound. The teacher asks the students What am I saying? The students try to guess the word/sentence. Then have students take turns standing at the front of the room and mouthing words/sentences for the rest of the class to guess.
• Fruit basket
This is a great game to review sets of words, such as colors, animals, fruit, numbers, clothing, etc. Have the students sit in a circle. Assign each student a word. Start with only two or three words, e.g. "apple", "banana" and "peach". Then the teacher stands in the middle and calls out one of the words, e.g. Banana! All the students with that word get up and run to exchange places in the circle. At the same time, the teacher runs to take a seat, so that one student is left standing. Then that student stands in the middle, calls out one of the words and tries to take a seat as the other students run to change places. Once in a while, the person in the middle calls out Fruit basket! Then everyone in the circle runs to change places.
• Who's the biggest?
This game reviews superlatives. Invite three students to stand at the front of the room. The teacher tells the three students Make yourselves big. I want to see who is the biggest. The students can try to make themselves look big by standing on their tiptoes, reaching their arms out, etc. Then the teacher asks the class Who's the biggest, (S1's name), (S2's name) or (S3's name)? Have the class vote. Then the teacher asks three new students to stand at the front and make themselves as small as possible. Have the class vote on which student is the smallest. Continue the game with other words, e.g. "tallest", "shortest", "happiest", "oldest", "fastest", etc.

To celebrate the World Cup in South Africa



To celebrate the World Cup in South Africa students read about South Africa and plan a month's holiday in South Africa.

let students do the webquest in pairs. Alternatively they can do it for homework. All the information can be found at : www.southafrica.net