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Presented by Jean Pacheco
Sparta High School
jpacheco44@
Flam Conference
October 25. 2008
TABLE OF CONTENTS
ALPHABET 5
1. TYPEWRITER OR ¡OLÉ! 5
2. ALPHABET RELAY 5
3. FOUR-WAY Tic tac toe.......................................................................................................5
4. CORRECTO O EQUIVOCADO 6
5. ¡JEOPARDY!......................................................................................................................6
COLORS 7
1. LA BRUJA 7
2. WIGGLES 8
CULTURE 9
1. CONOCIMIENTOS 9
2. TIC-TAC-TOE/JEOPARDY (game by Sue Kranz) 9
3. PESCADO 10
4. RUEDA DE FORTUNA 10
5. FúTBOL 10
6. CORRECTO O EQUIVOCABO 10
7. JEOPORDY..………………………………………………………………………………… 10
GEOGRAPHY 11
1. GEOGRAFÍA I 11
2. MATAMOSCOS: GEOGRAFIA II 11
3. PESCADO 11
4. RUEDA DE FORTUNA 11
GRAMMAR 12
1. PANCHO CAMACHO (INDIRECT OBJECT GAME) 12
2. DICE—WRITING A SENTENCE GAME 12
3. JUEGO DE DADOS (ADJECTIVES)………………………………………………………………………………………………… 12
NUMBERS 14
1. EL NÚMERO MISTERIOSO (THE MYSTERY NUMBER) 14
2. NUMBER RELAY 15
3. MATAMOSCAS NUMBER GAME 15
4. NUMBER ACTIVITY 15
5. PLACE VALUE GAME 15
6. PAIRED LEARNING ACTIVITY: ORAL NUMBERS PRACTICE 15
7. TENGO TU NÚMERO 16
8. EL TOTAL 17
9. ¿CUAL ES TU NÚMERO? 17
10. CERDITO 18
11. AUCTION 18
12. FIND YOUR PLACE VALUE 18
13. QUAD 18
14. 4-WAY TIC TAC TOE 18
15. BRAVO I 19
16. BRAVO II 20
TABLE OF CONTENTS
PARTS OF THE BODY 21
1. BODY PARTS GAME (mARCELA GERBER)..................................................................................................21
SPELLING 22
1. TYPEWRITER OR ¡OLÉ! 22
2. TRANSLATION PRACTICE 22
VERBS 23
1. TIC TAC DEDO DE PIE 23
2. ANOTHER VERB GAME WITH DICE 23
3. ESCARGOT 23
4. CARERRA DE VERBOS 23
5. MORE ON VERBS 24
6. VERB RELAYS—CONJUGATION 24
7. A THREE DICE GAME—TENSES 24
8. LA TORTUGA 24
9. TRANSLATION PRACTICE 25
10. BRAVO II……………………………………………………………………………………………………………….24
VOCABULARY 26
1. BLACK BOX (POISON BOX) 26
2. JUEGO DE DADOS – ADJECTIVES 26
3. VOCABULARY REVIEW GAME 27
4. ROCK AND ROLL VOCABULARIO 27
5. A THREE DICE GAME – TENSES 27
6. GO FISH 28
7. EL ESKELETO 28
8. CRAYON WAR 28
9. TRIANGULAR TWIST 28
10. CARAMBA 29
11. PAPAS CALLIENTES 29
12. HOLLYWOOD RHYTHM 29
13. TENER BOX 30
14. SPOONS 30
15. TARJETAS CORRIDAS (RACING CARDS) 31
16. LA COLA 31
17. LA CESTA I 32
18. CESTA II 32
19. MATCH GAME 32
20. OUTBURST 32
21. PASSWORD 33
22. MAGAZINE SCAVENGER HUNT 33
23. SCATEGORIES 34
24. PERCEPCIÓN EXTRA SENSORIAL 34
25. LA PIRÁMIDE EN ESPAÑOL 34
26. GUESS WHO?(QUIÉN ES?)........................................................................................35
27. GANADORES 36
28. TRANSLATION PRACTICE 36
29. BATTLESHIP 36
30. GAME OF CLUE (BOARD GAME) 39
31. TIC-TAC-TOE/ JEOPARDY (Game by Sue Kranz) 40
32. VARIATION OF PICTIONARY 41
TABLE OF CONTENTS
33. FOOTBALL 41
34. CLOTHESPIN GAME 42
35. FOLLOW THE FOOTPRINT 42
36. LA BOMBA 42
37. CHAIR GAME FOR ELEMENTARY STUDENTS 42
38. ME GUSTA, NO ME GUSTA SPORTS GAME 43
39. PEEK AND POKE 43
40. GUESS THE ATTRIBUTE BLOCK 44
41. PASS THE BAG 44
42. POMPELLAN LOCKERS 44
43. CHECKERS 44
44. MAGIC WAND 44
45. WHO AM I? 44
46. TENGO, TENGO…. 45
47. LAS CARRERAS (GOING TO THE RACES 45
48. PANCHO CAMACHO (INDIRECT OBJECT GAME) 45
49. DOMINOES………………………………………………………………………………………………………………………………….45
50. ¿QUÉ ESTÁ EN LOS CALCETINES? 45
51. YELLOW AND GREEN RELAY 45
52. HEART SPILL 46
53. WAR 46
54. TORTILLITAS 46
55. NEED SOMEBODY 46
56. TRIPLE CROWN 46
57. BOOKLET OF VOCABULARY BOARD GAMES FOR PAIRS 46
58. ¿QUÉ HORA ES? 46
59. GANADORES 47
60. LA BRUJA 47
61. HUMAN TIC-TAC-TOE 48
62. DICE—WRITING A SENTENCE GAME 48
63. BOOKLET OF VOCABULARY BOARD GAMES FOR PAIRS 48
64. RUEDA DE FORTUNA 48
65. FúTBOL 48
66. STRETCH THE GATOR 48
67. FISHING GAME……………………………………………………………………………………………………………………………..49
68. FANTASMA VERDE, FANTASMA BLANCA...................……………………………………………………….49
69. PICK A PEANUT………………………………………………………………………………………………………………………….49
70. FOUR CORNERS…………………………………………………………………………………………………………………………49
71. SINK THE SUB……………………………………………………………………………………………………………………………49
72. SEVEN UP……………………………………………………………………………………………………………....................50
73. ¿QUÉ ANIMIMAL ES?................................................................................................50
WRiTING………………………………………………………………………………………………………..51
1. DICE(WRITING A SENTENCE)……………………………………………………………………………………………………………..51
2. GANADORES…………………………………………………………………………………………………………………………………………51
APPENDIX………………………………………………………………………………………………………52
ALPHABET
1. TYPEWRITER OR ¡OLÉ!
Purpose: to practice vocabulary, alphabet, spelling words
Rules for students: repeat-spell—repeat—translate--¡Olé
The students stand to indicate that they are ready to play. The teacher orally says the word in Spanish. The student must repeat the word correctly. The next student in line must say the first letter, the next student the second letter, the next student the third letter, and so forth until the word is spelled. If there is a space in the word it is dropped or the teacher notes it.. If there is an accent the letter must be said with the accent added. If the student gets the letter wrong, then he/she is out and the next student in line must say the correct letter. After the word is spelled, the next student must acknowledge that he or she knows the word is completed, by repeating the word. The next student translates the word into English. And finally, the next student jumps up and shouts íOlé! and is automatically out! It is just the luck of the draw—just the way it is. This goes on until only one student is standing. For this student to be officially the winner, he/she must give the correct answer depending on the sequence of the game. If a student cannot give the right answer, the game is a draw and there are no winners, and so the game ends. . If time permits a new game may be started. If Olé lands on you, you are automatically out, but you get to yell ¡Olé!
2. ALPHABET RELAY
Make two sets of alphabet cards. Make each set a different color. Divide into two teams. Give each team a set of alphabet cards. Call out a word in Spanish and students must arrange themselves in order to spell that word. The team who does so first gets a point. The team with the most points wins.
3. FOUR-WAY TIC TAC TOE
Objective: Vocabulary practice - in this case students are practicing numbers and letters.
This game may be played on an overhead with the entire class participating in teams of 2 or 3. Groups of two or three may also play with one game sheet and different colored paper markers.
The purpose is to place your marker on 4 adjoining boxes. The grid may contain numbers, words, pictures, etc. Teams of individual students take turns calling the number they wish to cover. In this game, blocking the progress of the opposition is just as important as covering one’s own box. In this case the content of the game consists of number 1-100, but you may make it anything that you want. The letters around the side are to reference which “33” or “100” is called and the player wants to cover when the game is played with the whole class on the overhead. If words or pictures are used, the size of the squares needs to be larger. Have students name the row and column by saying the letters in the target language: Fila (row) A, Columna (column) E.
Game Sheet
| |A |B |C |D |E |F |G |H |I |
|8 |10 |1 |7 |3 |9 |5 |2 |15 |30 |
A set of cards may look like above.
Distribute all of the cards to the students. Explain the rules very carefully. The person with 8 at the bottom says “ocho”. The person with 8 at the top calls out their bottom number “diez”.
If everyone does it right, then it should come back to the person who started out with 8 at the bottom. Challenge the students to get them motivated. If they can do it in less than 3 minutes they might get candy, bonus points, or a free homework pass.
5. PLACE VALUE GAME
Students are working in groups of four. One student acts as the teacher and throws the dice and says the number on the dice in the target language. The other students write it in one of their boxes. Once it is written they are not allowed to change it. The students may write one of the numbers in the reject box. It doesn’t count for the number. The idea is to try to place your digits so that you’ll end up with the largest number possible. After the dice have been thrown five times, each student will read their number in the target language. The student having the largest number, who can read it correctly in the target language, gets a point. The student with the greatest number of points is the winner.
6. PAIRED LEARNING ACTIVITY: ORAL NUMBERS PRACTICE
Divide the paper in two parts vertically. Divide the class into groups of two: Partner A and Partner B. Give each partner the portion of the sheet that corresponds with his letter. Give the following instructions to the class:
1. When the number in your column begins with an asterisk, read your number aloud in the target language.
2. If your number does not begin with an asterisk, then listen carefully to your partner reading the number.
3. If you think that your number is the same as the one that you heard, your partner will mark it and say sí.
4. If it sounds different to you, mark no.
5. Partner B will then reads, and both will continue to alternate until the entire list is exhausted or until time is called. Each number should be marked si or no, depending on what the listener hears.
Use this as a timed activity to set a rapid pace. The groups love to see who will finish first.
Cooperative Learning/ Oral Numbers Practice
|Partner A |Partner B |
|Nombre |Si |No |Nombre |Si |No |
|*75-60-00-96 | | |75-60-00-96 | | |
|72-92-56-38 | | |*72-92-56-38 | | |
|*57-12-21-45 | | |57-12-21-45 | | |
|59-23-75-66 | | |*59-23-75-66 | | |
|*59-26-49-77 | | |59-26-49-77 | | |
|72-92-09-27 | | |*72-92-09-27 | | |
|*72-94-80-14 | | |72-94-80-14 | | |
|74-98-44-61 | | |*74-98-44-61 | | |
|*73-18-16-67 | | |73-18-16-57 | | |
|78-21-45-40 | | |*78-21-45-40 | | |
|*79-23-91-55 | | |79-23-91-55 | | |
|77-42-01-55 | | |*77-42-01-55 | | |
7. TENGO TU NÚMERO
Skills: Following directions and commands, selecting appropriate objects, responding appropriately, generating phrases, applying concepts of quantity, recalling and applying vocabulary of past units.
Materials: Sombrero, telephone templates, pencils
Procedure: Have ach student write his/her telephone number on a telephone template, and then put these in a sombrero. Direct each student to take one telephone out of the sombrero; read the number aloud; and other students listen. When a student recognizes his/her number, he/she shouts: “¡Es mío!” (See appendix, page 68)
8. EL TOTAL
Number of players: 2-3
1. tetrahedra dice
Game sheet of 100 boards
Pencils
Scratch Paper
How to Play: The object of the game is to move your marker to or past 100 using the target language to say the numbers.
All players start with their markers on 1.
Take turns rolling the dice. Add the sum of the numbers you roller to the number of the space your marker is on. Give the answer in the target language, then move to that number.
If your marker would land on a space already occupied by another marker, you lose that turn.
The first player to land on or pass 100 is the winner and says: “Yo gano.”
9. ¿CÚAL ES TU NÚMERO?
Purpose: To practice reading numbers up to and including the thousands, to develop a better understanding of the place value in the ones=tens-hundreds, thousands place, to make decisions, and to learn to predict.
Directions:
Make a game board. Glue four small colored index cards unlined on the bottom of each side of the game board. Use small-unlined index cards and write a number in the center of each card. You may 36 number cards, four of each number, zero through nine. Laminate the cards and the game board.
Two to four children may play the game. Each child selects one side of the board. The deck of cards is placed in the center of the board. Each player selects a card from the center and must name it in the target language and then place it in one of the blank spaces: thousands place, hundred place, tens place, or ones place. Play continues with each student having to decide where to place the number card. The object of the game is to create the largest number. When each student has taken four turns, and all of his/her spaces are covered on his/her side of the board, the students each read their number in the target language. The player who has the largest number is awarded 10 points. The first student to reach 100 is the winner. For a variation of this game, instead of four pockets, you could place three pockets in each side. The game would be played in the same way, At the end of three rounds for each player, and then the players would read their numbers in the target language. The person who has the largest number is awarded 10 points, and the student to reach 100 first wins the game.
10. CERDITO
This is a game for two or more players. The goal of the game is to be the first to reach 100. On your turn, roll the dice as many times as you like, saying out loud in the target language the sum each time. When you decide to stop rolling, record the total for that turn and add it to the total from previous turns. THE CATCH: If a 1 comes up on one of the dice, the player’s turn automatically ends and the 0 is recorded for that round. If a one comes up on both dice, the player’s turn ends and the total accumulated so far returns to 0.
11. AUCTION
Give out money from the foreign country…money that has been copied on paper. Each student has the same amount. The teacher shows an item and students bid on the item in the target language. It might be a mystery item where the students do not see them, but it is concealed in a bag. The highest bidder gets that item.
12. FIND YOUR PLACE VALUE
This game is for three players. A dick of cards is needed. Shuffle the deck of cards with tens an face cards removed. The cards are dealt evenly among the players. The players place their cards in a stack facedown in front of them. Each player turns over his/her top three cards. Players arrange his/her cards to make the greatest three digit number possible. Each player reads his/her number aloud in the target language. The player with the greatest number wins all of the cards from the round and places them in a separate pile. The play continues until all of the cards have been used. The player with the most cards at the end wins the game.
13. QUAD
The object of this game is to get four markers in a row in any direction—horizontally, vertically, or diagonally. Cut the Quad cards apart. Each player chooses one card for the game. The player whose last name that begins with the letter closest to M starts the game. Take turns rolling the dice. Find the sum of the two numbers you rolled, and then place a marker on the space containing that sum. If the sum you rolled is not on your card, you lose that turn. The first player to get four markers in a row in any direction is the winner. Exchange Quad cards and play again in the same way.(See appendix, page 63)
14. 4-WAY TIC TAC TOE
Objective: Vocabulary practice - in this case students are practicing numbers and letters.
This game may be played on the overhead with all of the class participating in teams of 2 or 3. Groups of two or three may also play with one game sheet and different colored paper markers.
The purpose is to place your marker on 4 adjoining boxes. The grid may contain numbers, words, pictures, etc. Teams of individual students take turns calling the number they wish to cover. In this game, blocking the progress of the opposition is as important as covering one’s own box. In this case the content of the game consists of number 1-100, but you may make it anything that you wish. The letters around the side are to reference which “33” or “100” is called and the player wishes to cover when the game is played with the whole class on the overhead. If words or pictures are used the size of the squares would need to be larger. Have students name the row and column by saying the letters in the target language: Fila (row) A, Columna (column) E.
Game Board
| |A |B |C |D |
|1 – 15 |16 – 30 |31 – 45 |46 – 6- |61 - 76 |
| | | | | |
| | | | | |
| | |libre | | |
| | | | | |
| | | | | |
16. BRAVO II
This game is played in partners. Each partner will have a different color of ink pen: one red, and the other blue. Students will be given a list of verbs and told what verb tense to use. The list of verbs may be in English and then the students will have to remember the verb in the target language and then give the correct form of it. Students take turns writing a verb form on a white board. If the partner agrees that it is correct, then the student writes it on the game board. The first player to get five in a row says, “¡ Yo gano!
Bravo Game Board
|B |R |A |V |O |
| | | | | |
|YO |TU |EL |NOSOTROS |ELLOS |
| | | | | |
| | | | | |
| | | | | |
| | |libre | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
PARTS OF THE BODY
1. BODY PARTS GAME (Marcela German)
Students will work in groups of four. Each group will need four copies of the face game board, which has been cut up and put into sacks. Each group will also need one copy of the body game cards with the names of the body parts in English. Players take turns drawing the body part cards. If they can say the word correctly in the target language, then they get to draw a face part from the sack. Players will try to be the first one to finish the face. If f the player draws a face part that he/she already has, then he/she puts that face part back in the bag. If the player identifies the body part incorrectly, or he/she cannot name it, then he/she does not get to draw a body part from the bag. If all of the body ;arts and have drawn and there is yet no winner, then the players put all of their body parts not used back in the bag, and continue the game until there is a winner. (See appendix, page 65)
SPELLING
1. TYPEWRITER OR ¡OLÉ!
Purpose: to practice vocabulary, alphabet, spelling words
Rules for students: repeat-spell—repeat—translate--¡Olé
The students stand to indicate that they are ready to play. The teacher orally says the word in Spanish. The student must repeat the word correctly. The next student in line must say the first letter, the next student the second letter, the next student the third letter, and so forth until the word is spelled. If there is a space in the word it is dropped or noted by the teacher. If there is an accent the letter must be said with the accent added. If the student gets the letter wrong, then he/she is out and the next student in line must say the correct letter. After the word is spelled, the next student must acknowledge that he or she knows the word is completed, by repeating the word. The next student translates the word into English. And finally, the next student jumps up and shouts íOlé! and is automatically out! That is just the way it is! This goes on until only one student is standing. For this student to be officially the winner, he/she must give the correct answer depending on the sequence of the game. If a student cannot give the right answer, the game is a draw. If time permits you may start a new game.
2. TRANSLATION PRACTICE
Divide the class into four teams. Give a sentence in English which the teams have to work together to translate into Spanish. After a given amount of time, have all groups write their translations on the board. All correct sentences get one point and the opportunity to shoot for bonus points; incorrect sentences may be corrected as a team for one point, but they do not get any bonus points. Team members must copy the sentence exactly as it appears on the team’s paper, and no changes may be made until the teacher checks it for accuracy.
Bonus Point: Choose a verb in English and give students the subject and they must give the correct form. Bonus points are given for correctly conjugating the verb.
VERBS
1. TIC TAC DEDO DE PIE
Take a Tic Tac toe chart. Put three pronouns at the top and 3 verbs down the side. To get the X or O you have to put the correct form of that verb in the box. If there is a mistake, the other person or team can steal the box.
2. ANOTHER VERB GAME WITH DICE
Divide 3x5 index cards in half and one half, print six subjects (yo, tú, María. etc.) and on the other half print 6 infinitives. Color code your cards to your dice. For example, if you use green and red dice, your subject side will be in red and your infinitive side will be in green. A student rolls the dice and conjugates the verb based on the number on the red and green dice. If a 3 is rolled with the red dice, the subject is ellos and if a 4 is rolled with the green dice, the #4 infinitive which is hacer should be conjugated with the ellos form of hacer. Place the students in groups of at least four. Each student will have a turn at the subject and verb cards.
3. ESCARGOT
This game is played just like Old Maid. There is a deck of 52 cards. One of the cards is the Escargot which does not have a match. The dealer deals out all of the cards to the player. If they have a match, they put them down. HOWEVER IN ORDER TO PUT THE CARDS DOWN, THE PLAYER HAS TO SAY THEIR NAME IN THE TARGET LANGAUGE. Pictures of basic vocabulary may be used, and then the matching word in the target language or two pictures of basic vocabulary may be used.
4. CARERRA DE VERBOS
There are 18 students in my Spanish I class. There are 3 rows with six desks in each row. Have verbs that you want them to learn written in the infinitive form on 2 X 2 index cards. No two verbs should be the same. There should be two or three hard verbs that have a skull and cross bones drawn on one side of them. These are the verbos de Muerto and might be the irregular verbs that you have studied so far. If someone looks at their verbs before the game starts, they are given one of these verbos de Muerte.
The first person in each row has a different verb. The teacher says uno, dos, tres, vayan.
The first person in each row runs to the board and writes the infinitive and the definition.
The next person writes the yo form, then the tú form, then the usted form, the nosotros form, and then the ustedes form. When everyone is seated, that row shouts terminamos.
The first team to finish gets one extra point. When everyone appears to be done, the teacher says, ¿Es todo? The whole team is allowed to fix one mistake. You can either write your own or fix the mistake that is there. Teams get one point for each correct answer. Teams then correct the mistakes together. After that is done, the first person erases the board, and the second person chooses a new card. If the person erasing the board erases their points by mistake, then those points are lost.
5. MORE ON VERBS
Use the verb hablar and make cards in green, white, red. The white cards are the pronouns, the green are the stem HABL, and the red ones are the endings. Students work in groups of two and each group gets a set of cards. After the teacher says: uno, dos, tres vayan, the students arrange the cards in the correct order.
6. VERB RELAYS—CONJUGATION
Divide the class into two teams. Each team has a container filled with infinitives. (Each team has the same verbs.) The first student from each team takes an infinitive (one slip of paper) from the container, runs to the board and conjugates it as quickly as he/she can. The teacher gives them thumbs up or down. If it is correct, the student runs to the back of the room to deposit the word in another container. If it is wrong, the verb is put back in the “pot.” The first student goes to the back of the line and the second student takes over, etc. The first team to complete all the infinitives wins “el premio gordo” which is usually a Chupa Chup or some piece of candy.
7. A THREE DICE GAME—TENSES
This is similar to some of the other dice games played. Students work in pairs and each pair has three dice of different colors. One is for the subjects, the second, and the third for the tense (present, past, future) or a pregunta, oración, or command, etc. You can make this simple for first year students or more complicated for advanced students. Students should not only say their response, but also write it down. Collect their papers afterwards. Give them points on a quiz, participation points, candy, a coupon, etc.
8. LA TORTUGA
This is a fun way to practice verb conjugations. Students work in pairs. They draw a chart. I say a verb like to study. Only one student can write, and the other student tells him/her what to write. The one writing cannot speak. The student writing writes the infinitive above the chart and then the forms of the verb in the chart. If you want to skip vosotros you can put an X in that box. If students want to, they may look at others’ charts, or they may protect their own chart. The teacher checks it and if they are right then they get to draw the body of the turtle. If it is not right, they do not get to draw anything. Go to the second group who completes the turtle if the first group is not right. Round 2 switch who writes. Keep gong until one group has completed the body, head, tail and 4 legs. That pair will then get a piece of candy. This is a good way to practice verbs and at the same time have some fun. You may play this game in any tense.
9. TRANSLATION PRACTICE
Divide the class into four teams. Give a sentence in English and then the teams work to translate the sentence into Spanish. After a given amount of time, have all groups write their translations on the board. All correct sentences get one point and the opportunity to shoot for bonus points; incorrect sentences may be corrected as a team for one point, but they do not get any bonus points. Team members must copy the sentence exactly as it appears on the team’s paper, and no changes may be made until the teacher checks it for accuracy.
The bonus point will have to do with conjugating a verb. Choose a verb in English and give them the subject and they must give the correct form.
VOCABULARY
1. BLACK BOX (POISON BOX)
Get a box and paint it black with skull and crossbones. Inside the box, put little strips of paper with “Punishments: Set a timer (don’t let the kids see how long it is set for) and start. Ask a student a question and if they get it right, move to the next student. If they get it wrong, they hold the box. Keep going around from student to student: They pass the box from one wrong answer to the other, so that you only get to hold the box if you are wrong. When the timer goes off, the student holding the box opens the box, takes out a slip of paper, and follows the directions on the paper. Something that works well is conjugating verbs, saying five articles of clothing, etc. It should be something that does not take much prompting from the teacher. The students raise their hands and take the oath to play right. If a student messes up on purpose, then they don’t get to play any more. Some examples of punishments include:
• Dance around the room with the broom
• Say the pledge in Spanish
• Sing Martenillo in Spanish
• Act out a good bye scene in Spanish
• Do the Bamba
• Write your name in the air with your elbow
• Make the sound of a barnyard animal
• Hop to the door and back to your seat
• Name five Spanish speaking countries
• Walk like a chicken from the door to the file cabinet
• Walk to the principal’s office with both hands in your ears, and say ¡Hola!
If three people lose, then make them all leave the classroom, arm in arm, skipping down the hall while singing, “We’re off to see the Wizard.”
Variation: A variation of this would be to have a white box with questions all over it. This time you hold the box if you are right. Instead of punishments, they could be some type of reward like a free homework pass, 10 extra points, Spanish pencils, etc.
2. JUEGO DE DADOS – ADJECTIVES
Purpose: To practice subject pronouns, the verb ser, and adjective endings.
Put the students in pairs. Use two colored dice - one will represent pronouns and the other will represent adjectives. Write a list of pronouns and subjects on the board:
Example:
(red dice) (yellow dice)
1 yo 1. alto
2. Jorge 2. flaco
3. Ustedes 3. intelligente
4. Tú 4. divertido
5. María 5. viejo
6. Ellas 6. joven
For example, if a student rolls a 6 red, and a 2 yellow. The student would say: Ellas son flacas.
If the student who rolled the dice gets the sentence correct, he/she gets points. (6 +2)
3. VOCABULARY REVIEW GAME
Put students into groups of 4 or 5. Give them a topic and a time limit and see who can make the longest list of words for that category. You may read your list at the end of the time and cross off any words that the other groups read. Each team gets a point for every word that they have left after all groups have read their words. Categories can be things in the classroom or things that are red.
4. ROCK AND ROLL VOCABULARIO
You need two dice of different colors. Students are divided into groups of 4, but each student is playing for himself. A sheet of paper divided into twelve squares and each square is numbered from 1-12. Students each fill is all but the number 1 squares with vocabulary words. They write the words in English. Then they exchange papers. Student A rolls the dice. Let’s say that he gets an 8. He looks at his game board and gives the Spanish equivalent of the word in square 8. If the other three people in the group are satisfied with his/her answer, then he writes his/her initials in the square. The idea is to practice Spanish and also to have their initials in the most squares. Therefore is the same student rolls a 6 on his next turn, then he/she is play off of one of the opponent’s game boards. At the end of the allotted time each play counts his/her initials on the entire group game boards. The one whose initials appear the most is the winner. This game has many possibilities.
5. A THREE DICE GAME – TENSES
This is similar to some of the other dice games played. Students work in pairs and each pair has three dice of different colors. One is for the subjects, the second, and the third for the tense (present, past, future) or a pregunta, oración, or command, etc. You can make this easy for first year students or more difficult for advanced students. Students should not only say their response, but also write it down. Collect their papers afterwards. Give them points on a quiz, participation points, candy, a coupon, etc.
6. GO FISH
The game is for three to four players. Make a deck of 52 cards. Use clip art pictures of vocabulary, or use the Nation Textbook pictures. Five cards are dealt to each player. The player to the dealer’s left starts. The player who asks must already hold one card of that type. If the player who was asked has any cards of that word, he/she must give all of them to the person asking. That player then gets another turn. If a player does not have any cards of that type, he/she says: Pesca. The player then draws the top card of the undealt deck. If the card drawn is the one that was asked for, then he/she keeps it and gets another turn. The player to the left of student, who just asked, is the next one to take his/her turn. The object is to collect a set of four cards. Students must ask in Spanish, ¿Tienes un oso? (or whatever) The game continues until someone has no cards left in their hands.
7. EL ESKELETO
This game is for 2-6 players. It is played like old Maid and Escargot. Its purpose is to practice vocabulary. Shuffle the deck. Deal the cards one at a time until all the cards are dealt. Each player discards all of their pairs face down in front and says their names in the target language. The player to the left of the dealer begins and lays down any pairs that may be formed, saying their name in the target language. One player will be left with the Skeleton and that is the player who looses.
8. CRAYON WAR
This is a good way to review vocabulary that has been covered over a long period of time.
Write vocabulary words in the target language all over the page. Students will work in pairs. Give each member of the pair a different colored crayon. The teacher says a word in English. The first student to find the word in the target language circles it. Then the teacher says the word that should have been circled. Once the teacher says the word in the target language, nobody can circle it. Disputes must be settled by the pairs themselves. The length of time that you want to give this activity will determine how many words are called. After the last word has been called students should total the words for each player. The student with the most words is the winner. You may have to have a tie breaker.
9. TRIANGULAR TWIST
This game could be used to reinforce vocabulary that has already been studied. It could be a learning center for students to go to as they finish written assignments, or it could be a class hands-on activity. In the center triangle along the edges print three vocabulary words in the target language. On the outer three triangles glue a picture of one of the vocabulary words studied. The National Textbook vocabulary pictures are useful for this. Students match the pictures to the vocabulary words. It is best to make all triangles the same color.
10. CARAMBA
This is another good game for reviewing vocabulary. The teacher prepares envelopes with vocabulary words in English. Make one envelope with vocabulary words from the classroom, another with colors numbers, weather, animals, cultural information, basic questions, etc. In each envelope place five cards that say Caramba. Divide the class into two teams. The first team picks an envelope. The teacher draws a word from the envelope and the student says it correctly in the target language. The teacher asks him/her if he/she wants to keep it or pass. If the students says pass, then the play goes to the other team. If the student says, keep it, then that team is asked another word from the envelope. If they get it wrong, the play goes to the other team. If they get it right, they may keep it or pass. If the word caramba is drawn, then all cards from that particular round are put back. At the end count how many cards each team has. The team with the most cards is the winner.
11. PAPAS CALLIENTES
This game can be played in up and down rows or in a circle. The students can be given a category such as animal, clothing, weather, numbers, colors, etc. The first student says a Spanish word and the next student must say the word in English. Each student has only 5 seconds (or any other amount of time that you might set) to answer. If the student does not respond then he/she must stand up and also receives 1 point. The one with the least number of points at the end of the game wins. If a student cannot respond then the next student must give the correct answer or he/she receives a point. The student may sit back down if he responds correct the next time his turn comes around. Another version is to use related words instead of words in one category. For example: plátano, Amarillo; azul, cielo; falda, chica. Each word just has to be related to the preceding word.
12. HOLLYWOOD RHYTHM
Students pat their hands once on their knees, then clap once, then snap their fingers with the right hand and then with the left hand. It can be as fast or slow as necessary. The teacher then establishes the rhythm, using the following as a guide:
“Rit-mo”(snap, snap)
“de Hollywood: (snap, snap)
“nombres de” (snap, snap)
“animals” (snap, snap)
Students will have to come up with a new animal name for each pat/snap rhythm.
Examples:
“gato” (snap, snap)
:”pollo” (snap, snap)
“oveja” (snap, snap)“cerdo” (snap, snap)
13. TENER BOX
Purpose: To have students practice the tener expressions.
Put the following items into a box:
Tener hambre: a plastic plate Tener miedo: plastic snake or big spider
Tener sed: a plastic glass Tener frío: winter scarf
Tener calor: hand-held fan
Tener razón: homework paper which says 2 + 2=4 in large letters
No tener razón: a homework paper which says 2+2=5
Tener cuidado: handmade caution sign on yellow paper
(Take a large square of yellow paper, turn it into a diamond shape and write Peligro across it in big letters)
Tener orgullo: a test graded with 100 or A=+ at the top
Tener verguenza: a test graded with a low grade
Tener prisa: s top watch (like for a race)
Tener exito: a gold medal from the Olympics
Tener Buena suerte: a large pari of toy dice, like the kind on the rear-vew mirror; have two students throw the dice, the one who winds, get a chandy bar; so he/she has good luck
Tener mala suerte: the one who looses has bad luck
Tener ganas de: Give an object that represents something pleasant to do such as a baseball, basketball, cardboard TV
No tener ganas de: A college textbook such as microbiology, anything that looks hard to a student.
14. SPOONS
Some teachers have used this game to review vocabulary for the final and say that the game has really helped. This is a very active game and groups of 4 or 5 are formed. Each group is playing their own game. Each group gets a deck of cards. Each deck has ten different vocabulary words. For each word there are four cards—2 are the pictures, and two are in Spanish. The National Textbook Pictures can be used to make these cards. For example if the vocabulary is table, there are two pictures of table, and two cards that say “la mesa”. The deck, therefore, has 40 cards. (4 cards per word) You will need a spoon for the number of people in the group minus 1. If the group has 5 people, four spoons are needed. Also have little cards with the letters F, U, E, R, A (which means out.)
Objective: When a student has all four matching cards (the two picture cards and the two words in Spanish), he/she takes a spoon, and then the other players who see that a spoon is grabbed, also grab for a spoon. The student without the spoon gets the letter F (on successive turn then the U, E, R, and A.) When the student has all five letters, then he/she is out. But they can keep playing, instead of sitting there.
To Begin Playing: The dealer deals four cards to each person and the leftover cards are placed in the dealers draw pile. The dealer picks up one card from the draw pile and then gives one of his five cards to the player on his left. (A player can never have more than four cards in his/her hand. After discarding, the dealer draws another card and then discards one to the player on his/her left. While this is gong on, the player on the left picks up the dealer’s discard and then discards one of his cards to the player on his left, etc. The drawing and discarding to the left is constantly going on. One doesn’t have to wait until each has a card and discards. When the dealer has used up all of his pile, he takes all of the cards that the 4th. Player (the player on his/her right) has discarded and starts a new pile. Then when someone else gets the four matches, everyone goes for the spoons.
Nobody is ever out. The person with the fewest letters wins a coupon. If there is a tie, then you can have a spoon-off, with two people and one spoon.
You will need about 7 decks of cards - one for each group, and a few extra decks to switch with the teams so that they are not playing with the same words the whole period. Groups should use about four different decks throughout the period. Making the cards can be time consuming, but the game has great value in practicing vocabulary.
Variation of this game - more thinking skills. You can take categories of words: foods, songs, countries, people, greeting, questions, etc. Each card has one word in the target langue: apple, bread, mea, egg; or blue, red, yellow, white; or 10, 20, 35, 40; Instead of having the FUERA letters, you may simply say that the person who ends up without the spoon loses the round. All other players get 1 point. The player who ends up with the most points is the winner.
15. TARJETAS CORRIDAS (RACING CARDS)
Make a set A and a set B cards. They should be matching cards. Put the picture of an item on the back of each card A and also both the matching item on the back of card B. Examples: put the same color on each set of cards, the same letter, the same classroom object, the same food, etc. Give each student a card. Make a set of calling cards like in Bingo that include 2 or 3 of each item on the student cards. You might want to make a set of cards that show the numbers, or the letters. This would be a good activity for the students at the beginning of the year as they are learning numbers and colors.
To begin playing you may ask several review questions, and then pause to give everyone time to think of the answers. Then say one of the words on the cards. The two students having that card will race to give the correct answer. Students will be on either the A or the B team. To receive a point the student must say what team they are on in the target language. If a student calls out an answer out of turn, take 1 point from their team.
The teacher may call a card 2 or 3 times during the game.
16. LA COLA
The object of this game is to review vocabulary that has been previously taught/
This game is like the old game “Go to the head of the class.” Put students with a partner if there are more than 10 students. Each student or pair of students chooses a card. If the correct answer is given, they stay where they are in the line. If the incorrect answer is given, they must go to the back of the line. To make it more fun and so that the best in the class don’t always win, there are some cards that say “A la Cola. If one of these cards is selected, the student or pair of students go to the end of the line. Play is continued until all words are selected. The teacher may put the word cards in a stack and the student will pull one out of the stack..
17. LA CESTA I
This game can be used before a major test. The class is divided into two teams. The first person on the first team is asked to translate a vocabulary word, conjugate a verb, answer a question, etc. If the student gets it right, he she gets to throw tennis ball into the wastebasket from a marked line. If the team member cannot answer, then the other team has a chance to give the correct answer. If you do not want to have a tennis ball bouncing all over the room, the next activity may work for you. Variations include a 12 ft. line for 3 points; translate the conjugated verb for double points.
18. CESTA II
Instead of using a tennis ball for this game, use small plastic plates in different colors; red, yellow, blue. On each plate glue a vocabulary picture. If the students know the vocabulary word they say it in the target language and they get one point. If they get it correct, they get to try to throw the paper plate (like a Frisbee) into the garbage can. If it lands into the garbage can, then they get an additional point.
19. MATCH GAME
The class is divided into two teams. Every student has a white board. The teams are lined up in two rows. Have the first student from team A to the front of the room and sit in a chair facing the class. Ask a vocabulary word such as name something in the classroom and the students on team A each write a response n the target language, Then everyone holds up their white board. Everyone on team A who matches the player from team A gets a point. Do the same for team B.
For every matched answer the team receives a point.
20. OUTBURST
At the top of a large index cards, give a category in the target language. Under the category heading list 10 items using vocabulary that students should know. For example, you could give as categories: numbers, colors, Spanish speaking countries, classroom, masculine nouns (not proper names); feminine nouns (not proper names); names of boys, names of girls; numbers; bedroom, irregular verbs, past times, clothing, capitals, foods, animals, subjects, calendar, weather, etc.
OUTBURST (CONT’D)
Números:
15
8
20
73
23
50
90
100
60
You will need at least 25 playing cards for a class of 30. Divide students into pairs and give each pair a card and a vis-à-vis marker. When the teacher says go, student A read the category out loud to his partner, but does not show him the card. Student B had 45 seconds to try to name all 10 items listed within that category. Student B must name them in the target language. Student A crosses off the items as they are named. At the end of 35 seconds the teacher says stop. Student B gets one point for each item that he/she names. Student A wipes the laminated card clean with a paper towel then passes his card to another team who is across the room from them.
21. PASSWORD
This can be used well with a first year class when they have a lot of vocabulary…maybe about mid year. Divide into two teams. One person from each team comes to the front of the room and sits facing the class. Show the password to the two students. For example, toronja. Team 1 gives the clue—fruta then team I gives an answer. If the team member guesses right, he/she gets 5 points. Team 2 gives another clue: amarilla. This time it is worth 4 points if the team answers correctly. The point value drops with each clue, and you keep gong back and forth from Team I to Team II until someone guesses it correctly or until it is no longer worth points. Then two new people come up and sit in the chair and you give them another word. This time, the other team starts first.
22. MAGAZINE SCAVENGER HUNT
The teacher prepares a list of about 30 items in the target language. Divide into groups of 4-5 students and give each group a list of the items. Give each group a sheet of butcher paper, a couple of bottles of glue, a couple of pairs of scissors, and 7-8 magazines. Students have about 30 minutes to find as many of the items that they can and glue them down on the sheet of paper. Things such as a red car, hands, a black cat, something that starts with c, a grandmother, a number greater than 50, fruit, food that people don’t like, one large nose, etc. Put this list in the target language.
23. SCATEGORIES
This game is played very much like Outburst. Down the left hand side of a sheet of paper, list 10-13 categories. Divide the class into groups of 4-5 players. For first year classes, just have them write a word in the category. For second year classes, choose a letter and all of the words that the students write down in the target language, must begin with that letter. It is simply too hard for first year students to write down words beginning with a specific letter. For example if the topics are countries, colors, numbers, classroom a first year student may write down Puerto Rico, rojo, 15, reloj. Whereas if a second year student has a specific letter and it is C, he or she might write down Costas Rica, café, cinco, cuaderno. At the end of three minutes, the teacher says stop. One group reads what they have in the target language. If none of the other groups have the same answer, Group I circles that answer and earns a point. If another group has the same answer, they must cross it off of their group list. Teams receive points for answers that are original and not duplicated by the other group.
24. PERCEPCIÓN EXTRA SENSORIAL
Put the students in small groups of 4-5 players. Each group is given a white board and a marker. Ask a question in Spanish, give a category, or give a sentence to complete. .Each group comes up with their answer. You may decide not to count spelling. All groups show their answers at the same time. I already have written down my answer. If the groups match me, they get a point. The team with the most points is the winner.
25. LA PIRÁMIDE EN ESPAÑOL
Play in small groups of 4. Then each group has two teams. Each group has 10 envelopes. Each envelope has a different category on it. Categories may include things in the kitchen, famous Hispanic Americans, animals, numbers. The envelopes are placed face up on their desk tops to form a pyramid. You may decide to use library envelopes because they are smaller or you may use library envelopes and number them from 1-10 and then stack them. Inside each envelope is a list of 7 words that fit that category.
The first team chooses a category. The first team starts talking and one of the two players tries to guess the vocabulary words. The teacher may set a timer for half a minute. When the time is up, the score is tallied and team 2 takes a turn. Teams receive one point for every word they got correct. Any English used receives no point for that word. You may decide to use 8 envelopes instead of 10 so that each student gets the same amount of talking time. You also may decide to give first year students one minute to try and guess the words rather than half a minute. A different member of the team gives clues in each round.
LA PIRÁMIDE EN ESPAÑOL (cont’d)
Final Round: The team with the most points chooses two players to participate in the final round. Students sit facing one another. The clue giver is also given a card showing the categories. He/she has 1-2 minutes to list items that are given on the first category at the bottom left of the pyramid. A player may pass on a category and come back to it later. Three easier categories at the bottom of the pyramid are work 1 or 10 points: (animals, colors, and numbers. More difficult categories in the center o the pyramid are worth 5-25 points. One difficult category at the top of the pyramid is worth 20-50 points. With beginning students the categories can be as simple as object.
Variations:
1. The teacher decides on six categories such as things to eat, colors, parts of the body, numbers.
2. Make a pyramid shaped board. Arrange the categories with three on the bottom row, then two on the next row, and one at the top
3. Choose four players and divide them into teams of two.
4. Arrange the teams so that their members sit and face each other. The player giving the clues needs to see the board, while the other player faces away.
5. Reveal the clues 1 at a time to the clue giver. The other player faces away. The team has 30 second to correct guess all 6 categories.
6. Advance play when the other team guesses the correct categories until that team reaches the top and winds the round.
7. Repeat play with the other team through three founds. Then determine the winner by adding the number of categories correctly guessed and how fast the guesses took place. The winner can play a bonus round and can take on challengers.
26. GUESS WHO? (¿QUIÉN ES?)
Divide the class into groups of 4. . Give each group a “Guess Who” game board.. Each group is divided into two teams. Each team is to choose a mysterious person and the other team tries to guess who it is. Team members will take turns asking questions of the other team. Record the other team’s answers here. If they say “no” to a question, then write “no.” If they say “yes” to a question, then write “sí.” Be sure and give the Spanish number of the question so that other players can locate the question easily and record the answer. Record the other team’s mystery person.
34. ¿Tiene:: does he/she have….?
35. ¿Tiene sombrero? (hat)
36. ¿Tine gafas? (glasses)
37. ¿Tiene nariz grande? (big nose)
38. ¿Tine cejas grandes? (big eyebrows)
39. ¿Tiene mejillas rosadas? (rosy cheeks)
40. ¿Tien pelo rizado? (curly hair)
41. ¿Tiene boca grande? (big mouth)
42. ¿Tiene bigote? (moustache)
43. Es? Is he/she?
44. ¿Es mujer? (woman)
45. ¿Es homebre? (man)
46. ¿Es joven? (young)
GUESS WHO? (cont’d)
47. ¿Es viejo? (old)
48. ¿Es calvo? (bald)
49. ¿Es rubio? (blond)
50. ¿Es Moreno? (brunette)
51. ¿Es pelirojo? (redhead)
52. ¿Es peliblanco (white-haired)
53. ¿Sonreía? (smiling)
54. ¿Lleva arêtes? (wearing earrings)
55. ¿Tiene barba? (beard)
la persona misteriosa es _______________________________________.
27. GANADORES
The class is divided into 2 teams. One person from each team goes to the board. The teacher says something in English, and the students must translate it into the target language and write it correctly. Then they must pronounce it correctly in order to receive the points. The team with the most points wins.
28. TRANSLATION PRACTICE
Divide the class into four teams. Give a sentence in English and then the teams work to translate the sentence to Spanish. After a given amount of time, have all groups write their translations on the board. All correct sentences get one point and the opportunity to shoot for bonus points; incorrect sentences may be corrected as a team for one point, but they do not get any bonus points. Team members must copy the sentence exactly as it appears on the team’s paper, and no changes may be made until the teacher checks it for accuracy.
The bonus point will have to do with conjugating a verb. Choose a verb in English and give them the subject and they must give the correct form.
29. BATTLESHIP
Battleship is a game that has been around for some time and there are many variations of it. There are four ships of different size:
X = submarine
X X = crucero
XXX = buque de Guerra
XXXX = portavióm
The players try to sink the opponent’s ships:
hit = pegado
miss = echado
sunk = hundido
¡Mi _______________ está hundido!
BATTLESHIP (cont’d)
Each player has an activity sheets. There is a grid; Going across you may have the numbers 1-15 and going down the alphabet A-Z.
Vaiation: Using the grid, the ships or words may be place horizontally, vertically, or diagonally. Player A calls out the coordinates of his shot, such as A4 in the target language. Player B response with pegado or echado. Player A needs to mark his own grid accordingly so that he knows where he was hit and miss. If a player scores a hit, he gets to continue with another shot.
Game Grid
| |1 |2 |3 |4 |5 |
|Coronel Mostaza | |La llave | |El Pasillo | |
|Profesor Ciruela | |El Cuchillo | |La Sala | |
|Señor Verde | |El Candelabro | |El Comedor | |
|Señorita Roja | |El Revolver | |La Cocina | |
|Señora Blanca | |La Cuerda | |El Salon de Baile | |
|Señora Pave Eeal | |La Tuberia | |El Jardin Botanico | |
| | | | |La Biblioteca | |
| | | | |El Estudio | |
GAME OF CLUE (cont’d)
Variation: You may make a larger set of pictures and lay with one side of the class against the other. I remove the three cards that form the secret sentence without revealing them. I have the two sides of the room turn their desks and face each other, and the students take turns. You may also make and show a mistake card to a team if they have formed an incorrect sentence, which would result in no clue for that turn.
30. TIC-TAC-TOE/ JEOPARDY (Game by Sue Kranz)
A replica of a football field, a miniature football, miniature goal posts, a pair of dice, and a set of questions is needed. Your football field might be elaborate or simply of a sheet of paper.
Object: To score downs and a touchdown by correctly answering questions in the target language or by conjugating verbs correctly.
Rules: Divide the class into equal teams and determine by a roll of the die, which team goes first. Also decide which way each team is going on the field and how long they will play. The ball is placed on the fifty yard line and the goalposts in the end zones. The teacher asks a question or gives the first player a verb and a subject. If the student answers correctly, he/she rolls the dice. This team gets to move ten years for each amount of difference between the two numbers on the dice. Example: If one dice has five and the other two, that is a difference of 3. So they get to move the ball 30 years toward their goal. If the numbers on the two dice are the same, the ball stays on the same yard line, and the play continues with the same team, but a new player.
Play continues in this way until the team scores or is incorrect. If the team scores, they flip the ball for the extra point, and they play starts again with the ball on the fifty yard line and the other team getting a question to answer, etc.
If the original team is incorrect, the question goes to the other team. This is considered a fumble. If the other team is correct they gain possession of the ball, but do not get to roll it. Play continues on that team until they score or are incorrect. If they answer the fumbled ball incorrectly, then the original team maintains possession on the same yard line, but does not roll.
Play continues in this way for the amount of time that was \determined or all the questions have been asked. Winners receive whatever prize the teacher wants to give them: extra credit, candy, free prize, homework pass.
31. VARIATION OF PICTIONARY
You can use those colored plastic game markers for this game. Have a set of index cards and on each index card put three vocabulary words in the target language. Scrap papers is needed to draw on. One word is circled in red, one in blue, and one is not circled. The students are in groups of five and they compete individually. The first player takes a card, selects a word, and draws the word for the other players When someone guesses the word in the target language, the student who drew and the guesser both get a marker of the color that corresponds with the word. The next drawer is the person to the left of the previous drawer. The winner is the person who collects two markers of each color. Two chips of one color may be exchanged for one chip of another color. When one group has gone through their entire card, they exchange with another group. You might want to set a time limit one minute to identify the picture in the target language.
32. FOOTBALL
A replica of a football field, a miniature football, miniature goal posts, a pair of dice, and a set of questions is needed. Your football field might be elaborate or simply of a sheet of paper.
Object: To score downs and a touchdown by correctly answering questions in the target language or by conjugating verbs correctly.
Rules: Divide the class into equal teams and determine by a roll of the die, which team goes first. Also decide which way each team is going on the field and how long they will play. The ball is placed on the fifty yard line and the goalposts in the end zones. The teacher asks a question or gives the first player a verb and a subject. If the student answers correctly, he/she rolls the dice. This team gets to move ten years for each amount of difference between the two numbers on the dice. Example: If one dice has five and the other two, that is a difference of 3. So they get to move the ball 30 years toward their goal. If the numbers on the two dice are the same, the ball stays on the same yard line, and the play continues with the same team, but a new player.
Play continues in this way until the team scores or is incorrect. If the team scores, they flip the ball for the extra point, and they play starts again with the ball on the fifty yard line and the other team getting a question to answer, etc.
If the original team is incorrect, the question goes to the other team. This is considered a fumble. If the other team is correct they gain possession of the ball, but do not get to roll it. Play continues on that team until they score or are incorrect. If they answer the fumbled ball incorrectly, then the original team maintains possession on the same yard line, but does not roll.
Play continues in this way for the amount of time that was \determined or all the questions have been asked. Winners receive whatever prize the teacher wants to give them: extra credit, candy, free prize, homework pass.(See appendix, page 70)
33. CLOTHESPIN GAME
Place a clothesline across the front of the room and put several clothespins on it. Divide the classroom into two teams, and give each team a handful of clothing from magazines or paper dolls. Each person gets at least two pieces of clothing and each team has the same clothing. This is important in order for the game to work. The teacher calls out the name of an article in the target language. The student from each team who has that article must rush the clothesline and try to be the first to pin it there. The game continues is this way until all the articles of clothing have been called. The team that pins the clothes on the clothesline first gets a point. The team with the most points wins the game. This game can be played toward the end of class.
34. FOLLOW THE FOOTPRINT
For those of you who are elementary this is a game that works very well. Print out several copies of a footprint on colored cardstock. On each footprint either have a picture or write a word in the target language. A picture works best with elementary students. Place the footprints in the circle. The students stand outside the circle. The teacher puts on music. Then the music stops, and the students stop where they are, pick up a footprint, and identify the word or picture in the target language. If the student is right, he/she gets to keep the word. The teacher may put more pictures or words down each round. At the end of the activity, the student with the most words is the winner.
(See appendix, page 54)
35. LA BOMBA
You may review trivia facts or vocabulary from the chapter. Make the number of flash cards that you have students in the class. On the back on the flash card, put a point value anywhere from -6 through + 6. The class is divided into two teams, and each person on each team will have to pick a number flashcards before the game is over. When each person picks a number, I read a random trivia question or vocabulary word, but never show the point value on the back of the card. They have 30 second as a team to discuss the answer then report it to me. If the answer is wrong, the other team gets to answer. Whoever gets the answer right gets whatever the points are on the back of the flash card…so even if your answer is right, you may lose points. I also have number cards in the mix of the flashcards. If you get the number and answer correctly, you double your points, but a wrong answer can mean that you lose your whole pot.
36. CHAIR GAME FOR ELEMENTARY STUDENTS
This game works well with all elementary students. I have successfully used it with pre-school and kindergarten. One student sits in a chair facing the class. The teacher stands directly behind the student, and holds a set of flash cards: colors, numbers, animals, or whatever the class has been working on. The teacher will say in the target language: I am thinking of a color, what color is it (or whatever the category is). The student will guess a color and then the class will either say, “Sí es rojo”orr “no, no es rojo.” The student will guess again, “¿Es azul?” The class will answer, “Sí es azul,” or “no, no es azul.”
The student will get three tries to guess the flash card held up. If on the third try, he/she has not guessed it, he/she turned around and then says in the target language what it was.
37. ME GUSTA, NO ME GUSTA SPORTS GAME
Vocabulary: Variety of sports, I like/don’t like to play
Number die
“Me gusta, no me gusta:
Players move from start to finish by first rolling the number die. They move their game piece counting the spaces in the target language. If they land on an activity/sport, they like they say me gusta, no me gusta and say the appropriate sentence “I like to, or I don tot like to” in the target language. Then it is the next person’s turn. If a player lands on a question mark, they must draw a card and follow the directions. The directions are in the TL, but you may provide translations on a separate sheet.
“Like/don’t like” die—Use a wood cube about 1 inch and put a smiling face on three sides and a frowning face on three sides.
Use the following directions on all of the cards or select about six cards an make two or three copies of each of the six cards.
Estás candado. Pierda un turno.
Acabas de ganar un juego. Adelante dos espacios.
Has pasado demasiado tiempo con el ordenador. Detrás 3 espacios.
Has caído. Regresa al principio.
Date prisa. Adelante dos espacios.
Juega al fútubol. Tira de Nuevo.
Detrás 4 espacios.
Tienes una piedra en tu zapato. ¡Pierde un turno!
¡Véte al fin!
¡Tu ganas!
Adelante tres espacios.
Adelante o detrás al beísbol.
Adelante un espacio.
Sports figures for game boards were ordered from the following web site:
38. PEEK AND POKE
Print the flower pattern on cardstock with rubber cement various pictures on the front of the flower. Use a hole punch to punch a hole near each picture. On the back of the flower (opposite the hole by each picture), write the word in the target language. Use hot glue to glue a tongue depressor to the flower for the stem. Students get in pairs. One student takes a pencil, says the name of the picture in the target language, and pokes his or her pencil through the hole. The partner of the student checks him or her to see if he/she is correct.
(See appendix , page67).
39. GUESS THE ATTRIBUTE BLOCK
You need one set of attribute blocks. Students try to guess the attribute block that you are thinking of. (Good game for sizes, colors, and shapes) Students ask in the target language questions such as: Is it small? Is it yellow? Is it thick? Does it have four sides? Are the sides all equal?
40. PASS THE BAG
Students sit in a circle and have a gift bag with pictures items. Teacher begins to play music. When the music stops whoever is holding the bag, draws a picture and names it in the target language.
41. POMPELLAN LOCKERS
Each person gets 1 index card with three numbers on it. One side has the numbers written on blue cards, and the other side has the numbers written on yellow cards. When a number is called, the person from each side having that number, run to the board as quickly as possible and write the vocabulary word on the board. With younger students, you may simply have them say the answer. All cards must be handed out so if someone is absent, someone has to have two cards. Students never know what number will be called so they have to pay attention. If fewer students are in the class, set up the cars with the correct even number for the class.(See appendix, page 64)
42. CHECKERS
The easiest way is to duplicate thirty or forty outlines for checkerboards. However, regular checkerboards work very well. In the squares where the checkers are to be placed and moved, print each word right side up and upside down, so that both players can read it. The children play checkers in the usual way, but they must be able to give the word in the target language or they cannot move into that space.
43. MAGIC WAND
The teacher places picture cards in different places in the room. One child is the fairy and has the magic want. He touches a picture and says its name in the target language. He then gives the want do another child, who touches a new card and says its name, then touches what the first person say. You try to see how long you can go without breaking down.
44. WHO AM I?
Give five students a picture from vocabulary studies (animals, jobs, classroom objects, food, and colors). Put the pictures in a folder. The class takes turns asking questions to guess the pictures, i.e.,. ¿Tienes un animal? ¿Tienes un color? Then they try to guess.
45. TENGO, TENGO….
Put an object in a bag and say, Tengo, tengo, tengo, tengo un objecto escondido. The students guess the object in the bag. The one who guesses gets to pick the next object and hold the bag.
46. LAS CARRERAS (GOING TO THE RACES
Use the race car game board. Each student has a small car. Students roll the die and draw a picture card. They give the name of the item in the target language. If they can’t give the name of the item they cannot move. The first student to finish wins the race.(See appendix, page 61)
47. PANCHO CAMACHO (INDIRECT OBJECT GAME)
To practice food and a variety of direct object pronouns, put big pictures of various foods on the cue cards. Start off with, “Pancho Camacho come (good.” The person with that food responds, “Pancho no (DO pronouns) come. Come (another food.). Etc.
48. DOMINOES
Divide index cards into rectangles of 2 X 4 inches. Divide each of these in half. Draw a black line down the center of each domino. Glue pictures with the tops pointing toward the center black line. Check to see that your domino games will play out from the first to the last card regardless of which arid is played first. Put a picture on half of the card, and a word on the other half.
49. ¿QUÉ ESTÁ EN LOS CALCETINES?
Put ten items in ten different socks. Staple shut. Put a number on each sock. Students take off their shoes. Pass the socks around from student to student without touching with your hands. Students attempt to identify the objects in the target language. When students have written down what they think is in each sock, open the socks up to see.
50. YELLOW AND GREEN RELAY
This game is a relay. Divide your group into two or more teams. Each team will have a stack of yellow and green cards. The yellow cards will be given to the person in the front of the relay line and the green cards will be given to the person at the end of the relay line. The object of the game is to get the yellow cards to the back of the line and the green cards to the front of the line. This is done by passing the cards overhead from player to player. Each player must identify the picture in the target language. The first team to achieve the switch wins the game. This is an excellent game for older children who need reinforcement in order to master vocabulary.
51. HEART SPILL
Cover a Pringle can with contact paper. Cut out small hearts and glue a vocabulary picture on each. Leave one side of each hart blank. Place a timer with the Pringle can along with the hearts. Player one shakes the can and dumps the hearts onto the floor or table. The player turns the egg timer over. Player one identifies the pictures that re turned face up only. Any face-up vocabulary can be answered by the second player after the three minute time limit is up. The player’s score is the number of correctly answered problems. Continue the game until one player reaches 50 points.
52. WAR
Glue a vocabulary picture on each card in a deck. Each player turns over a card. The player with the highest number shown wins those cards if he/she can identify the picture in the target language. The player with the most cards wins.
53. TORTILLITAS
Tortillitas, tortillitas,
Tortillitas para papa.
Tortillitas, tortillitas,
Tortillitas para mama.
Tortillitas de salvado
Para papá que está enojado;
Tortillitas de manteca
Para mama que está contenta..
54. NEED SOMEBODY
Freddie;s Foolies: Overhead Transparency Games
55. TRIPLE CROWN
Freddie’s Folliers: Guide to Fun Spanish
56. BOOKLET OF VOCABULARY BOARD GAMES FOR PAIRS
Juegos de Vocabulario para aprender español by Catherine Bédard and Lisa Haughom
57. ¿QUÉ HORA ES?
This game is for 4-5 players. Students throw dice, and draw a time card. If they get the time right, they get to stay on the space. The player to get to the end first wins the game.(See appendix, page 74)
You may use clocks from the time generator worksheet web site:
58. GANADORES
The class is divided into 2 teams. One person from each team goes to the board. The teacher says something in English, and the students must translate it into the target language and write it correctly. Then they must pronounce it correctly in order to receive the points. The team with the most points wins.
59. LA BRUJA
This game originated from Dawn Smith of Arkansas. The National Textbook Backline masters were used to make the game cards.
This is a good game to practice clothing and colors. Its emphasis is on agreement of adjectives with nouns. It is played just like Crazy Eights.
There are four colors of cards: blue, yellow, red, and green. There are 12 items of clothing and each is colored. In the four different colors, for example there are four pairs of shoes, one in each of the four colors. And there are four witches in the deck; one witch is blue, another witch is yellow, and another is red, and the last witch is green. There are 52 cards in all. The game is played just like crazy eights. Each player is dealt eight cards. The rest of the cards are turned over in a stack. One card is face up and this is the discard pile. Each player discards a card which matches the previous card. The card can be the clothing item or the same color. The name of the clothing item and the color is said in the target language as it is discarded. The player may play a witch is he/she does not have a matching card. For example, if the student has a red witch, he/she may say bruja roja. The next student must play with a red card. If a student does not have a red card, or a witch card, then he/she must draw until one is drawn. If the student has a witch, then the witch can then be used to change to another color. Again say in the target language what color it is being changed to. For example if I have a skirt or a green card, but he/she has una bruja azul, he may lay it down and say, “Bruja azul” and the next player then must lay down a blue card. If the student does not have a blue card or a witch, then he/she must draw until one is drawn. The first player to run out of cards is the winner.
It is a good idea to have four or five decks of these cards. Then the students can be divided into small groups to play. Each deck of cards should be colored coded on a different color of index cards, and should be labeled on the back 1 A, 1B, 1 C, 1 D.
[pic]
60. HUMAN TIC-TAC-TOE
Take a large piece of vinyl and divide it into 9 equal squares. Use colored tape to divide it into squares. Make a set of about five 0 cards and five X cards. Use the tic-tac-toe game on the floor of your classroom and play it just like a regular tic-tac-toe game. Put vocabulary pictures or objects in each square. Students take turns coming up, pointing to the vocabulary item, and saying its name in Spanish. If they say it correctly, they get to stand on the square and hold either the X or O cards. Have all students face the class. If a team gets three in a row, then they win.
61. DICE—WRITING A SENTENCE GAME
Purpose – use in irregular verb practice
You need two very big cubes that are made up to look like dice (movable cubes that can be purchased from P.E. source). On one print dots in red, and on the other print dots in black. Divide the class into three or four teams, each with 3-4 members - one team plays against the other. They have to decide who will be responsible for writing the sentence and must choose a different person each time. Then the teacher writes on the board a list of pronouns in red (6) and a list of verbs in black (6). Each team gets a turn to throw the dice. After the dice is thrown, the students have to compare the number of each dice with the list on the board, use the correct pronoun and the verb according to the colors and make up a sentence using those words with a minimum number of words as shown on the dice.
Example: 5 Red=ellos, ellas 2 black=ir
In this case the students have to write a sentence using these cues and the sentence must have 7 words. The teacher needs to be accessible to the teams so that they all have the same chance to reach me to show me their sentences. The team that has no mistakes in spelling, grammar, or vocabulary is the one who gets the point. The goal is to win at least five points.
62. BOOKLET OF VOCABULARY BOARD GAMES FOR PAIRS
Juegos de Vocabulario para aprender español by Catherine Bédard and Lisa Haughom
63. RUEDA DE FORTUNA
Vamos a Jugar by Michael Anderson
64. FúTBOL
Vamos a Jugar by Michael Anderson
65. STRETCH THE GATOR
The class is divided into two teams. The first player of team A comes up, picks a card, and names it in the target language. If he/she says it correctly, it is added to the Allie-Gator. Then the first player of the next team comes up. The team with the longest alligator wins.(See appendix, page 59)
66. FISHING GAME
Duplicate the template found in the appendix. Use various colors of cardstock. Paste a vocabulary picture on each. Laminate. Put a paper clip on each fish. Put the fish in a plastic fishing pond and have the class stand around. Take a dosel stick and attach a magnet to it with a piece of yarn. Students take turns passing the fishing pole around and name the vocabulary word. The student with the most fishin is the winner. You may have two or three fishing ponds so that the students can be more active. This is a game that the younger children love. (See appendix, page 58)
67. FANTASMA VERDE, FANTASMA BLANCA
Divide the class into two teams for this game. One team will be green ghosts and one team will be white ghosts. Put vocabulary words on each ghost and distribute one to each placer. The teacher gives the word in the target langauge. Each student holding the correct ghost comes to the front of the room. The first student to reach the front of the room wins a point for his/her team.(See appendix, page 57)
68. PICK A PEANUT
Following the instructions given in the appendix for making the elephant on a bleach container. Put a vocabulary word or pictures on each peanut. Students work in partners. The student picks a peanut and gives the name of the picture in the target language. If he/she gets it right, then he/she gets to put it in the container. The student with the most peanuts wins. You should make two elephant containers.(See appendix, page 55)
69. FOUR CORNERS
Have four or more designated spots around the room, with signs up. One person sits with his/her eyes closed. You can count to five and it is then when the kids move to one of the locations. The person with their eyes closed, calls out one of the seasons or other category of words, and everyone standing up in that area must sit down You repeat this until only one person is standing and the person is the winner.
70. SINK THE SUB
This is a good game for elementary students. It may be used as a center. Print the submarine pattern found in the appensix on cardstock. Put a picture from the Nacional Textbook Vocabulary pictures o9n each submarine. Laminate. Take two lartge coffee cans and cover with blue contact paper. Two students at a time play this game. They take turns drawing a submarine out of a paper sack. If they say the word correctly in the target language, then they get to sink the sub in their coffee can. The placer with the most submarines at the end of the game wins.(See appendix, page 71)
71. SEVEN UP
This is another good game for elementary students. Choose seven students to each hold a vocabulary picture in front of them. The other students put their heads down and thumbs up. Each of the seven students touch one of the students’ thumb, and they put their thumbs down when touched. Then the teacher says “stand up” in the target language. The seven students who were touched each get three guesses to try and figure out who touched them. For example, if the students standing had pictures of un gato, un cerdo, un perro, un mono, un caballo, un pollo, y un serpiente, the first students who guesses may say: “¿Eres el caballo?” If the student holding the horse did not touch him/her, the student will answer. “No, soy el caballo.” Then they might ask, “¿Eres el cerdo?” If the student guesses correctly within three guesses, then he/she goes and takes the place of the person holding the animal. Elementary students really like this game.
73. ¿QUÉ ANIMAL ES?
Use the snake game board and place an animal picture in each section. This game is for 4-5 players. Students throw dice and name the animal in the target language. The one to finish first is the winner. In order to win, you have to throw the exact number of spaces needed.(See appendix, page 72)
WRITING
1. DICE – WRITING A SENTENCE GAME
I have two very big cubes that I have made up to look like dice. They are movable cubs that I got from some P.E. source. On one I have printed the dots in red, and on the other I have printed the dots in black. I can use them in irregular verb games. I divide the class into three or four teams, each with 3-4 members. We play one team against the other. They have to tell me who is responsible for writing the sentence. It cannot be the same person each time. Then on the board I write a list of pronouns in red (6) and a list of verbs in black (6). Each team has a chance to throw the dice. What they have to do with the number of each dice is to look at the list on the board and take the correct pronoun and the verb according to the colors; and to come up with a sentence and the minimum number of words is given by the dice.
Example: 5 Red=ellos, ellas 2 black=ir
In this case they have to write a sentence using these cues and the sentence must have 7 words. I need to stay in the middle of the teams so that they all have the same chance to reach me to show me their sentence. The team that has no mistakes in spelling, grammar, or vocabulary is the one who gets the point. The goal is to win at least five points.
2. GANADORES
The class is divided into 2 teams. One person from each team goes to the board. The teacher says something in English, and the students must translate it into the target language and write it correctly. Then they must pronounce it correctly in order to receive the points. The team with the most points wins.
APPENDIX
Games that can be purchased and use in the foreign language classroom…………………….53
Follow the Footprint…….…………………………………………………………………….54
Pick a Peanut….………………………………………………………………………………55
Fantasma Verde, Fantasma Blanca…………………………………………………………..57
Fishing Game.................……………………………………………………………………...58
Stretch the Gator……………………………………………………………………………...59
Las Carreras……...…………………………………………………………………………...61
Quad …………………………………………………………………………………………63
Pompellan Lockers……...…………………………………………………………………...64
Body Parts Game……...…………………………………………………………………….65
Pescado……………..……………………………………………………………………….66
Peek and Poke ……...………………………………………………………………………67
Tengo tu Número….………………………………………………………………………..68
Battleship Game …………………………………………………………………………...69
Football…………….……………...………………………………………………………..70
Sink the Sub………………………………………………………………………………...71
¿Qué Animal Es? ………………………………………………………………………72
¿Qué Hora Es?.......…………………………………………………………………………74
Both Teacher Discovery and Carlex have some very good products that can be used in the foreign language classroom. They are:
TEACHER DISCOVERY:
1. JG22 Geography Football of Spanish-speaking Countries
2. JG126 Chitchén Itzá Game Without Whiteboard
CARLEX:
1. Sólo Cinco Preguntas
2. Spanish: Cooperative Learning & Multiple Intelligences Activities
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