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Games Resource Pack

1© Macmillan Publishers Limited 2013

COVER

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Games Resource Pack


Contents

• Games in the Primary Classroom............................. .................... ................... .................... .................... .....p3

• How to Manage Games in the Classroom............................. ................... .................... .................... ........p5

• Games Ideas .................. .................... ................... .................... .................... ................... .................... ...............p6

• Using the Next Move Games Templates ....................................................................................................p9

• Next Move Games Templates .....................................................................................................................p20

Welcome to the Next Move Games Resource Pack.

Games are often seen as “time fillers” or a peripheral,occasional part of classroom life once the “real” learning

has finished. However, the truth is that games can be a

vital part of the lesson providing stimulation, motiva-

tion, fun, and variety. At the same time, using games in

the classroom needs to be done with care, especially

with larger classes or with children who haven’t played

games in a learning context before. We’ve put together

this Games Resource Pack to help you select, set up, and

manage games to achieve positive learning outcomes.

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Games Resource Pack


Games in the Primary Classroom

Why should we play games in the classroom?

The advantages that games bring to the English teaching classroom can be divided into threeareas:

Dynamics

Games…• inject energy and fun into a lesson

• help children contribute with greater confidence – to make a mistake in a gamemay seem less serious than a mistake in a normal lesson

• promote different interaction patterns – teacher-child, child-child, child-group,group-group – and also provide interaction with a genuine purpose andoutcome

• help develop competencies of cooperation, teamwork, problem solving, andautonomy

Language

Games…

• are a good way to recycle and consolidate language

• are often multi-skill activities

• encourage the use of extra English with procedures and instructions (i.e. It’s yourturn! Roll! Go back three squares!)

Variety

Games…

• can be both something new and exciting, or familiar and welcome• involve a range of intelligences: movement, tactile materials, visual materials,

and an auditory component are common. Logical intelligence, interpersonalintelligence, and linguistic intelligence are frequently utilized during games,along with other types of intelligence.

• are usually very student-centered. They allow the children to enjoy extendedinteraction with their peers, and they give the teacher space to observe, assess,and relax!

Dynamics

Language

Varie ty

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Games Resource Pack


When should we use games?

Games can be used at various points in any lesson, but the time to use them should be carefullyplanned. Judicious use of games supports three stages of children’s learning:

The following parts of a typical lesson plan can incorporate games to support each of the three

learning stages:

• Presentation of new language (D): games at this stage provide the opportunityto give students extended exposure to the language and build confidence

• Controlled Practice (SI): games help keep children’s motivation high to keepusing and practicing the language

• Freer Practice (I): games require the children to interact in a fun, purposeful wayand make use of language to achieve a definite outcome

• Warmers (SI/I): a game is an ideal confidence-building activity to start the lesson,and help children remember and show their knowledge of previously learned

language

• Fillers (SI/I): when a change of pace is needed, or the main aims of the lessonhave been achieved, the children’s favorite games provide a platform for morefun production

• Recycling / Review (SI/I): games motivate the children to revisit and gainconfidence in language previously presented and practiced

• Reward (D/SI/I): Some groups need the incentive of a reward later in the lesson inorder to remain focused. Sometimes you may simply decide that a game is a justreward for good work!

SupportedIndependence (SI)

When the children havea degree of familiarity

with the language and are

ready to experiment in asafe environment with thesupport of their peers and

the teacher.

Independence (I)

When the children areconfident in the language

and are ready to producemore with less help.

Dependence (D)

When the language is newand the children dependon the teacher for input.

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Games Resource Pack


How to Manage Games in the Classroom

When playing games in the classroom, try to keep the following points and tips in mind:

✔ Simple games often work best with big classes, especially if you have limitedtime to explain and play the game.

✔ Make sure you know how to play the game before the lesson, and that you areconfident of the rules and how you are going to explain them. You don’t wantto lose the children’s interest before the game has started!

✔ Remember that demonstration can be the most effective means of teaching thegame.

✔ Written instructions on the board (for those who need a little extra time

or respond better to written language) is useful. A written reminder of theprocedural language (It’s your turn, etc.) is also a useful technique and stops thetemptation to fall back into L1.

✔ Before you start the game, check the game’s rules with simple Yes/No questionsor two-choice questions: “Do you touch the picture or point to it?” “Point!” /“Can you stand up before I say ‘Go’?” “No!”

✔ Remember – you don’t always need to be looking for new games. Familiarfavorites form the basis of your games resource, and an occasional new one canbring some variety.

✔ Make sure you have rules in place which can help you govern noise, cooperation,and use of English. If these are built in as part of the game and all of the childrenare aware of them, things will run smoother and the game will be more fun!

✔ Your application of rules needs to be consistent, or some children’s sense ofcompetition will lead to a loss of motivation for the game.

✔ Remember that not all games need to be competitive. Sometimes it is fun to justplay a game and enjoy the fact that people are doing well!

✔ Try to have some kind of reward system for your games. This could be withpoints for correct answers, good effort, or good use of English. Or small extraprivileges such as being chosen to hand out books or clean the board, to have anextra turn at the computer, or to choose the next game.

✔ Having a continuous reward system (such as adding marbles to a large jar forgood effort, or adding smiley faces to a chart for good use of English) can alsobe the reward for the whole class for doing well in a game. This encourages thechildren to be cooperative, rather than competitive.

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Games Resource Pack


Aim: To practice vocabulary or short sentencesLevel: Levels 1-6Time: 10-15 minutesMaterials: None

Divide the class into two teams and have them line up in front of the board, at least 2 meters

away. (If you have a large class divide them into four teams and have two teams at a timeplaying.) Give a board pen to the first child in each team and draw a line down the middle ofthe board.

Running Words version: call out a vocabulary item from a recently studied vocabulary set.The first child runs to the board and writes the first letter of the word, then runs back andgives the pen to the next child in his/her team, who runs and writes the second letter, etc.The round finishes when one team shouts Finished! You can award points for the first tofinish or just have a round of applause before going on to the next vocabulary item.

Running Sentences version: The same as the word version, except you work with shortsentences from a recently studied structure, and the children write one word each rather

than one letter.

Games Ideas

This section contains a selection of games for use inthe classroom, including games which involve moving,listening, visuals, and reading/writing to provide varietyfor all types of learners. The games are given a particulardirection or aim below, but they are all adaptable to manydifferent language areas or objectives. For extra ideas forgames using the Next Move Games Templates, go to page 9.

Running Words / Sen tences

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Games Resource Pack


Aim: To practice/review written form of vocabulary

Level: Levels 1-6Time: 15-20 minutesMaterials: You will need envelopes with each letter of the alphabet on a small square of cardor paper. Prepare 1 envelope per 4-5 students.

Hand out an envelope to each group and give them a minute or two to put the letters faceup on the table. They do not need to be put in any order.

Call out items of vocabulary from recent lessons – the groups have to put the letters in thecorrect order to make the word. The first group to finish shouts Finished! Check the word isspelled correctly – if not the game continues. Points can be given for correct words, or justapplause for the winning team.

Aim: To practice/review recently studied grammatical structuresLevel: 2-6Time: 10-15 minutesMaterials: None

Make sure that any unoccupied chairs are turned to face the wall. Explain to the childrenthat you will make statements, and if the statement is true for them, they must stand up andmove to a different chair. Give an easy example to start: I like pizza!

After a few rounds led by you, turn another chair to face the wall when the children standup to change places. The student left standing then has to give the next instruction and tryto find a place to sit.

This can be limited to particular structures (I like. . . / I ate . . . last night ) and the children cansay whatever they think will get everyone to move!

The Le t ters Game

Change Places

T u r n o v e r f

o r m o

g a m e s i d e a

s

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Games Resource Pack


Aim: To practice/review vocabulary sets or the alphabet

Level: Suitable for all levelsTime: 10-15 minutesMaterials: None

Invite one child to come to the front of the class and with your finger, write a letter onhis/her back and ask What’s this letter? Make sure you give the example writing big, boldletters! Repeat with a few more volunteers then put the children in pairs and have themcontinue the game.

A level more challenging is to have the children write out whole words on each other’s backs– show them that they should write one big letter at a time, not a whole word across theback – this is too small to feel accurately. This version is usually too challenging if you do notset a vocabulary set or topic first.

An easier and quicker version (but no less fun) is for one child to write the word/letter in theair for the other to see and guess.

Aim:To practice/review vocabulary sets

Level: Levels 1-6Time: 10-15 minutesMaterials: Pen and paper for each group of 2-4 students.

Prepare a list of vocabulary sets that the students know with two examples from each set.Put the children in groups of 2-4. Explain that you will say two words from one vocabularyset or category – in their group they have to write three more from the same set. Whenfinished they shout Finished! Check their answers – if they are not in the same vocabulary setor are incorrectly spelled, say No! Continue! until a group shows you a correct answer. Askthe winning group what the category was, and what other words they wrote. Elicit moreexamples from the other groups (they will want to tell you). Call out words from the next

category and the game continues.

Make it clear to the children that they do not need to write the words you call out, and theydo not need to write the category!

Bac k /Air Wri ting

Ca tegories Game

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Games Resource Pack


Origami Templa te

Folding this templa te in to

a “for tune teller“ gi ves the

children a fun craf t ac ti vi t y

follo wed b y a varie t y of games to prac tice vocabular y

and grammar tenses.

Bin go

These 3 x3 and 5 x5 grids

are per fec t for prac ticing

numbers, as well as

vocabular y se ts and

grammar s truc tures.

Hit or Miss Template

T he simple grids allow f or a f un guessing game betw een tw o children as they try to “hit” each other’s w ords.

A

1

2

3

4

5

B C D E F G H I J

My fr iend’ s gr id

A

1

2

3

4

5

6

7

8

9

10

B C D E F G H I J My gr id

Using the Next Move Games Templates

At the back of this Resource Pack you will find templates for five different games that can beprinted for your classes or laminated for reuse. The templates cover a range of games fromthe competitive to the collaborative, and this section gives a starter pack of ideas on how touse each template in different ways for different levels and aims. Of course there are manymore ways to use each template – it’s all in your head waiting to come out!

Let’s Go Home

T his traditional board game is adaptable f or all lev els. As children roll a dice and make their w ay back home, there are lots of opportunities to use and practice language.

1

2

3

4

5

6

7

8

9 1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

2 3

2 4

2 5

2 6

2 7 2 8

2 9

3 0

3 1

3 2

3 3

3 4

3 5

3 6 3 7

3 8

3 9

4 0

4 1

4 2

4 3

4 4

4 5

P A S S P O R T

P A S S P O R T

P A S S P O

R T

Soccer

This soccer-themed template

will encourage fans of the

game to use English as they

work their way towards a

goal!

G O A L !

F R E E

F R E E

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Games Resource Pack


Aim: To practice vocabularyLevel: 1-6Time: 15-30 minutesMaterials: Printed template for each child (3x3or 5x5)

Hand out a printed template to each child andask them to write a word from a vocabularyset (e.g. fruit/relatives/rooms) in each of thesquares. Check the children have filled in theirgrids correctly, then call out each word fromthe vocabulary set or show a flashcard of itif you have them (you can mix flashcards andspoken words in the same game). If the child

has this word he/she crosses it off his/her grid(ensure the word is still legible for checking).The first child to complete the grid shoutsBingo! Ask the child to tell you the words he/ she crossed off to see if there are any mistakes.The game then continues so others can alsoget Bingo! You can add stages to this game byadding an extra call for “corners” or “line.”

Aim: To practice past tense regular and

irregular verbsLevel: 5 and 6Time: 15-30 minutesMaterials: Printed template for each child (3x3or 5x5)

Hand out a printed template to each child. Onthe board write all the infinitives of the verbsthe children know (regular and irregular).Each child chooses 9 and writes in the grid – 1verb per space. Check the children have filled

in their grids correctly, then call out the verbsin their past tense form. The first child tocomplete the grid shouts Bingo! Ask the childto tell you the words he/she crossed off tosee if there are any mistakes. The game thencontinues so others can also get Bingo! You canadd stages to this game by adding an extra callfor “corners” or “line.”

Bingo

Templa tes 1 and 2

These 3x3 and 5x5 grids

are per fec t for prac ticing

numbers, as well as

vocabular y se ts and

grammar s truc tures.

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Games Resource Pack


Aim: To provide a lead-in/gist task for alistening or songLevel: 3-6Time: 10-15 minutesMaterials: Printed template for each child(3x3)

Hand out a printed template to each child.Write on the board 10-12 key words fromthe listening text or the song you are goingto do next. Each child chooses 9 (or youmay choose not to use one line and haveonly 6 spaces) and writes in one word ineach space of the grid. Check the children

have filled in their grids correctly, then playthe audio. The children cross off the wordswhen they hear them. The first child tocomplete the grid shouts Bingo! Ask thechild to tell you the words he/she crossedoff to see if there are any mistakes. Playthe rest of the audio so the other childrencan also get Bingo!

Aim: To practice vocabulary setsLevel: 4-6Time: 15-30 minutesMaterials: Printed template for each child(3x3)

Hand out a printed template to each child.Have the children refer to the vocabularyset you are practicing in the Student’sBook. Each child chooses 9 (or you maychoose not to use one line and have only 6spaces) and writes in his/her grid with oneitem per space. Check the children havefilled in their grids correctly, then call out

definitions of the words (e.g. clothes: Youwear these on your feet over your socksor places: you go here to watch a movie).The children cross off the words when theyhear the correct definition. The first childto complete the grid shouts Bingo! Ask thechild to tell you the words he/she crossedoff to see if there are any mistakes. Thegame then continues so others can also getBingo!

socks T - shir t skir t

sw e at e r sn e ake r s shir t

shor t s shoe s dr e ss

Bingo

Games Resour ce Pack

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Games Resource Pack


T u r n o v e r f

o r m o

g a m e s i d e a

s

Hi t or Miss Templa te

Templa te 3

The simple grids allo w for a

fun guessing game be t ween

t wo children as the y tr y to

“hi t” each o ther’s words.

A

1

2

3

4

5

B C D E F G H I JMy f riend ’s g rid

A

1

2

3

4

5

6

7

8

9

10

B C D E F G H I J

My g rid

Aim: To practice is/are in the + placeLevel: Level 1Time: 20-30 minutesMaterials: Printed template for each child

Hand out a printed template to each child.Write on the board the list of parts of thehouse or places in the town each with anumber 1-10. Have the children write thesenext to the numbers on the top grid. Thendecide with the class for a name to writenext to each letter on the top grid (namesof the children’s classmates are easiest).All children have to write the same places

and names in the same order! Have thechildren color in 6 blocks of squares (4 ina row horizontally or vertically). Theserepresent the ships! There must be oneclear space all around the ships unless theyare in an edge row or column. Check thechildren have filled in their grids correctly,then pair the children and have themplace an open book upright between themto hide the grids. Student A gives a gridreference by using the name and place:

Julio is in the living room / Luis is in the park. If Student B does not have part of aship in that square, then he/she says Miss! and Student A crosses out that square onthe bottom grid. If there is part of a ship,Student B says Hit! and Student A colorsin that square on the bottom grid. Thenit is Student B’s turn to guess. The gamecontinues until one child has found all theships on their partner’s grid.

A

1

2

3

4

5

6

7

8

9

10

B C D E F G H I J

My friend’s grid

A

1

2

3

4

5

6

7

8

9

10

B C D E F G H I J

My grid

Games Resource Pack - Template 3

Hit or Miss

living room

kitchen

yard

bedroom

bathroom

park

movie theatre

beach

market

school

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Games Resource Pack


Aim: To practice Yes/No questions, alltensesLevel: Levels 1-6Time: 20-30 minutesMaterials: Printed template for each child.

Follow instructions as in the previousgame, but this time use verbs instead ofparts of the house. Elicit an example of aY/N question in the tense you want themto use. Write it on the board: E.g. DoesMadonna play football? / Did Maria go tothe cinema? To play the game, Student Agives a grid reference by making a Yes/No

question using a name and verb. If StudentB does not have part of a ship in the squarethat the name and verb correspond to,he/she says No, he/she doesn’t/didn’t, etc.and Student A crosses out that square onthe bottom grid. If there is part of a ship,Student B says Yes, he/she does/did, etc.,and Student A crosses out that square onthe bottom grid. Then it is Student B’sturn to guess. The game continues untilone child has found all the ships on their

partner’s grid.

Aim: To practice vocabulary setsLevel: 1-6Time: 20-30 minutesMaterials: Printed template for each child

Hand out a printed template to each child.Write the vocabulary set on the board ordirect the students to the vocabulary lessonin their Student’s Book. Each child chooses6 words and writes them in the top grid – 1letter per space. There needs to be at leastone clear space all around each word (unlessthey are at the edge of the grid). Check thechildren have filled in their grids correctly,

then pair the children and have them placean open book upright between them to hidethe grids. Student A says a grid reference(e.g. F-7 ). If Student B has no letter writtenin that square, then he/she says Miss! andStudent A crosses out that square on thebottom grid. If there is a letter, Student Bsays Hit! and says the letter, which Student Awrites on the bottom grid. Then it is StudentB’s turn to guess. The game continues untilone child has found all the vocabulary items

on their partner’s grid.

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Games Resource Pack


Step 1: fold

Step 2: turn over Step 3: fold

Step 4: fold in half Step 5: open

Origami Templa te

Templa te 4

Folding this templa te in to

a “ for tune teller“ gi ves the

children a fun cra f t ac ti vi t y

follo wed b y a varie t y o f

games to prac tice vocabular y

and grammar tenses.

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Games Resource Pack


Aim: To practice classroom languageLevel: Level 2Time: 20-30 minutesMaterials: Printed template for each child

Hand out a printed template to eachchild. Have the children write numbersbetween 1 and 20 in the 4 small squarecorner spaces of the template – one in eachspace. Have them write classroom objects– one in each of the small triangles eitherside of the corner squares. Now in thefour squares that form the inner part ofthe template, have them write classroom

instructions (e.g. Stand up / Sit down /Clean up / Please don’t shout!). Follow theinstructions as for the previous game, butafter folding instead of choosing a month,the child then chooses an object from theinside flaps and the process is repeated,spelling out the object chosen. Finally thechild chooses another object from theinside flaps and that flap is opened toreveal the instruction, which you tell thechild. Encourage the child to do or mime

that action!

Aim: To practice will for future predictionsLevel: Level 5Time: 20-30 minutesMaterials: Printed template for each child

Hand out a printed template to each child.Have the children write numbers between1 and 30 in the 4 small square cornerspaces of the template – one in each space.Have them write 8 months – one in each ofthe small triangles either side of the cornersquares. Now in the four squares that formthe inner part of the template, have themwrite will future predictions (e.g. You will

be rich! You will marry a monkey! etc.)Turn the template over and show the classhow to fold it into the final shape (if somechildren are ready to do this before others,they can color or decorate their words andquestions). Now demonstrate how to usethe origami shape: ask a child to choosea number on the outside flaps. Open andclose the shape while counting up to thenumber chosen. The child then choosesa month from the inside flaps and the

process is repeated, naming the monthsup to the one chosen. Finally the childchooses another month from the insideflaps and that flap is opened to revealthe prediction, which you tell the child:On (month chosen) (ordinal of numberchosen), you will…! Have the children dothe same with their own origami shapeswith their neighbors and other children inthe class.

Y ou w ill mar r y a f ilm st ar !

Games Resour c e Pac k - T emplat e 4

Or ig ami

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Games Resource Pack


Aim: To practice simple present questions andaffirmativesLevel: Level 1-6Time: 20-30 minutesMaterials: Printed template for each group of4-6 children, cut out soccer ball, cards with 10-15 verb phrases (e.g. go to the cinema / eat aburger / play computer games, etc.)

Hand out a printed template to each groupand have them put the verb cards on thespaces around the outside of the soccer field.Have them decide two equal teams and whichgoal they are defending. Toss a coin to see

which team starts. Place the soccer ball in themiddle. One child from the first team to playtakes a verb card which he/she shows to his/ her teammates, but not to the other team. Theother team can ask four questions to find outwhat the phrase is – each time substituting theverb with the word BLUB: Where do you BLUB?How often do you BLUB? Why do you BLUB?When do you BLUB? etc. For each questionthe ball is moved one space nearer the goal.When the last question has been asked (AND

NOT BEFORE!), the guessing team can makethree guesses at the verb phrase. If they guesscorrectly, the goal is saved, and the ball returnsto the middle with no score. If they do notguess correctly, the ball moves to the goal, andit counts as a score for the first team. The ballreturns to the middle and the process is thenrepeated in the other direction. Set a time limitfor the end of the game and ask for the finalscore.

Soccer

Templa te 5

This soccer- themed templa te

will encourage fans o f the

game to use English as the y

work their wa y to wards a

goal!

G O A L ! F

R E E

F R E E

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Games Resource Pack


Aim: To practice vocabulary and/or spellingLevel: Starter - 3Time: 15-20 minutesMaterials: Printed template for each groupof 4-6 children, cut out ball, cards with 20-25 pictures of recently covered vocabularyand/or vocabulary word cards

Set up the game as per the previousexample. One child from the first team toplay takes a card. If it’s a picture card he/ she shows it to the other team and asksWhat’s this? If it’s a word card it is notshown to the other team, and the question

is How do you spell…? (For children atStarter level, use picture cards only.) Forevery correct answer the ball is moved onespace nearer the goal and the same teamplays again. An incorrect answer meansthe teams swap roles and the ball movesin the other direction. If the ball moves allthe way to the goal, it counts as a score forthe team. The ball returns to the middleand the process starts again in the otherdirection. Set a time limit for the end of

the game and ask for the final score.

Aim: To practice verb tenses (affirmative,negative, questions)Level: Level 4-6Time: 20-25 minutesMaterials: Printed template for each groupof 4-6 children, cut out soccer ball, 15-20cards each with an infinitive verb and a + ,– , or Q and the same number of cardswith time phrases – last night / every day /next week, etc.

Set up the game as per the previousexample. One child from the attackingteam takes a verb card and shows

everyone. A child from the defendingteam takes a time phrase card and showseveryone. The attacking team now has 10seconds to decide a complete and correctsentence using the words on both cards. Ifall agree it is correct the ball is moved onespace nearer the goal and the same teamplays again. An incorrect answer meansthe teams swap roles and the ball movesin the other direction. If the ball moves allthe way to the goal, it counts as a score for

the team. The ball returns to the middleand the process starts again in the otherdirection. Set a time limit for the end ofthe game and ask for the final score.

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Games Resource Pack


Aim: To revise recently studied languageLevel: Level 3-6Time: 25 minutesMaterials: Printed template for each group of3 or 4 children, 20 sentence cards for correctionper group, dice (one per group)

Hand out a printed template to each groupand a set of correction cards (each correctioncard has a sentence on it that the childrenhave studied – they should be approximatelyhalf correct and half with a mistake). Placethe correction cards face down next to thetemplate. The first child rolls the die and moves

a counter forward from the starter square. Ifhe/she stops on a blank square, he/she takesa correction card, reads it to the group, andsays if it’s correct or not. If the group membersagree, the child moves his/her counter forwardto the next suitcase square. If the group doesnot agree he/she moves the counter back tothe nearest suitcase square. If he/she stopson a transportation square, move forwardas follows: bus – 1 square; train – 2 squares;boat – 3 squares; submarine – 4 squares; hot

air balloon – 5 squares; helicopter – 6 squares!If he/she stops on a suitcase square, the childmust say the item missing from that image, orhe/she goes back to the square he/she movedfrom. The next child then rolls the die and thegame continues. The game finishes when thefirst child reaches the Home square at the endof the board.

Le t’s Go Home

Templa te 6

This tradi tional board game

is adap table for all le vels. As

children roll a dice and make

their wa y back home, there

are lo ts o f oppor tuni ties to

use and prac tice language.

1

2

3

4

5

6

7

8

9 1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

2 0

2 1

2 2

2 3

2 4

2 5

2 6

2 7 2 8

2 9

3 0

3 1

3 2

3 3

3 4

3 5

3 6 3 7

3 8

3 9

4 0

4 1

4 2

4 3

4 4

4 5

P A S S P O R T

P A S S P O R T

P A S S P

O R T

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Games Resource Pack


Aim: To practice questions and answersLevel: Level 1-6Time: 25 minutesMaterials: Printed template for each groupof 3 or 4 children; 20 question cards pergroup, dice (one per group)

Hand out a printed template to eachgroup and a set of question cards (eachcard has a question on it for children toanswer based on recently studied areas).Place the question cards face down nextto the template. The first child rolls thedie and moves a counter forward from

the starter square. If he/she stops on ablank square, one of the other groupmembers takes a card and asks the playerthe question on it. If the groups agreesthat the player gave an appropriate andcorrect answer, he/she moves the counterforward to the next suitcase square. If not,he/she moves back to the nearest suitcasesquare. For instructions on suitcase andtransportation squares, see the previousgame explanation. The next child then rolls

the die and the game continues. The gamefinishes when the first child reaches theHome square at the end of the board.

Aim: To practice verb formsLevel: Level 2-6Time: 25 minutesMaterials: Printed template for each groupof 3 or 4 children; 15 verb cards per group,6 affirmative/negative/question cards pergroup, dice (one per group)

Hand out a printed template to eachgroup, a set of verb cards (each card withan infinitive verb the children are familiarwith) and a set of Aff/Neg/Q cards (eachcard has on it the words Affirmative,Negative, or Question – 2 of each). Place

the question cards and Aff/Neg/Q cardsface down next to the template. The firstchild rolls the die and moves a counterforward from the starter square. If he/shestops on a blank square, he/she takes averb card and Aff/Neg/Q card and showsthem to the group. He/she must then makea short sentence using that verb in theform on the card. If the groups accepts thesentence, the player moves the counterforward to the next suitcase square. If not,

he/she moves back to the nearest suitcasesquare. For instructions on suitcase andtransportation squares, see the first gameexplanation. The next child then rolls thedie and the game continues. The gamefinishes when the first child reaches theHome square at the end of the board.

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ocopiable © Macmillan Publishers Limited 2013

Bingo

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ocopiable © Macmillan Publishers Limited 2013

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Photocopiable © Macmillan Publishers Limited 2013

Hit or Miss

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My friend’s grid

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My grid

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Origami

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Soccer

GOAL!

FREEFREE

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Let’s Go Home

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Documents

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