משרד החינוך - דף הבית



centercenterGAMES100+GAMES100+100+ Games List for English Teaching(Compiled by Yael Zekbach)Here is a collection of English learning games.In choosing the right game for your students, please consider:1. The difficulty of the game in relation to the nature of the task, both technologically and linguistically?2. The level of the learner and his preferencesTable of ContentsMovement Games Basic Level 1Intermediate Level 2Advanced Level 2-3Vocabulary GamesBasic Level 7Intermediate Level 8Advanced Level 8-9Speaking GamesBasic Level 3Intermediate Level 3-4Advanced Level 4-5Spelling GamesBasic Level 9-10Intermediate Level 10-11Advanced Level 11-12Reading GamesBasic Level 5-6Intermediate Level 6Advanced Level 6Grammar GamesBasic Level 12Advanced Level 12Writing GamesBasic Level 6Intermediate Level 7Advanced Level 7 Movement GamesBasic LevelVerb Actions. Put students in pairs. One person says 'I'm jumping' and both act the verb. Then the second person says 'I'm waving' and they both do that. 'I'm saying hi!' etc. Students Throw a Ball Around a Circle and each student adds a number, a color, or month of the year.Simon Says. A great game to let off steam. Say 'Simon Says jump up and down', 'hop on one leg', 'freeze', 'walk', 'skip' etc. Students can also be the leaders. They can also practice this in pairs, telling each other to turn around, take a step to the left, take two steps forward, etc.Sing and Act Out 'Heads, Shoulders, Knees and Toes'. Act out the seasons (Summer, Spring, Autumn, Winter), characters (father, mother ) etc.Walk in Different Ways. Slowly, quickly, happily, sadly, noisily, or quietly. For English Speakers one might add: excitedly, carefully, decisively, wonderingly, or nervously. (Teaches adverbs).Learning Names. Each person suggests an action to be performed while saying their name. Then the whole group (in a circle) copies that action while saying the name. Each time you add another name while reviewing all those said so far.Hopscotch. An outside game. Draw a chalk board, with two squares at the bottom level, one in the middle above it, two above that, one above that etc. Write letters in each square, such as 's' and 't' on the first line, 'o' on the second, 'p' and 'n' on the third, 'a' on the next, and 'l' and 'y' on the fourth. Students need to jump from square to square to make words. In this case they could make 'son'; 'stop', 'top', 'ton', 'pay', 'lay', 'not', and 'pot'.Go Hunt. Create a list of things to find, e.g. 'a bag'; 'a name of a food item', 'a piece of headed paper from the secretary', etc. (Or find nouns hidden around the room).Intermediate LevelThrow a Ball to students and ask them to answer questions; spell a word, give a word in the past tense, say a sentence in the present simple, etc.Moving Around. Count students from 1-10, and then a second group of 1-10 (depending on the size of the class). Students need to walk around, find their partner, and sit down. It helps to move the class around and reseat them. Word pairs could be told to each student, written on their forehead, or you can hand out matches of words and pictures. Word pairs could be words with their translation, compound words, opposites, first and family names of famous people, or words and definitions.Word on Each Student's Forehead. Other students describe the word but don't say it out loud, until each student guesses their own hidden word. Use e.g. with words in the past, adjectives, different words connected to the Jewish month, or a person. The student can ask e.g. 'Is it a human?', 'Is it a boy?', 'Is she old?' ,'Is she a teacher?', 'Is she in this school?'Advanced LevelTreasure Hunt. Pre-prepare clues on pieces of paper that you place in envelopes, with each clue leading the students to the next place. When they find the final clue they get a prize.Find Who. Give each student a completion sheet. Find students who have done the things on the sheet, and fill in their names before the sentences. E.G. 'Liora learns the piano', 'Shimon likes to play ball'. Find someone who likes pizza, lives in Jerusalem, plays chess, likes drawing, wants to be a teacher, etc. Walking Outside with the Present Progressive. Take a pencil and paper outside and write sentences in the present progressive about what you see. 'The bird is flying.' 'The man is walking.' 'The bug is crawling.' 'The trees are waving.' 'The teacher is smiling.' etc. Preposition Positions. Place a table and chairs in position, and ask a student to ask another to climb 'over' the table, 'under' the chair, stand 'near' the book, etc. Corners of the Room. Hang 's', 'es', 'ies' endings in different parts of the room, and ask students to run to the correct plural ending. Or, place categories in the corners and they must run to the right category. E.g. 'butcher's, baker's, shoe shop, greengrocer's'. In this case they are given types of food and need to run to the right place.Speaking GamesBasic LevelGuess the Word, Pantomime. Give someone a card with a word to act out, and the team needs to guess the noun, verb etc. Or act out a sentence of their choice.I See With my Little Eye something beginning with ... (the letter that you choose). It must be something that they can see nearby.Start with a Rhythm. Start with clapping hands and legs. In turn, with the beat, students need to name articles of clothing, professions, vegetables, or any group of Meitzav words. Songs Game. Suggest a word, and ask students to find a song with that word in it, or invent one. E.g. suggest a color (or season), and they must find a song with that. Chinese Whispers. Students stand in a line or a circle. The first girl decides on a phrase and whispers it to the girl next to her. She then whispers to the next, until it reaches the last girl, who announces what she heard to the class. Usually it differs from the original, and can be funny. Draw a Zoo with 12 animals, but only 8 cages. In pairs, they plan a zoo, thinking about which animals can live together. They ask questions like 'Can lions live with elephants?' 'Should camels live near hippos?' They should draw the cages, leaving room for paths, a toilet, a restaurant etc. They can explain their choices.Intermediate LevelI'm Thinking of Something in a Named Category: such as a color, animal, profession etc. The teacher or student thinks of a word but only names the category, and the others need to ask 'is it x'? E.g. A student can think of an occupation, and the students can ask him/her 'Are you a _____?', 'Do you work outside/in an office/with your hands?' Twenty Questions. A student thinks of any word, which the class must guess with 20 questions. E.g. 'Is it alive?', 'Is it a person?', 'Is it someone I know?' etc.Yes/No. Children ask each other questions in conversation, but they are not allowed to answer yes or no. If they do, they are out, and are paired with the winner of another pair, until one student remains as the winner. To answer they will need words such as 'definitely', 'of course', 'I think so', 'not really', etc.Repeat Your Sentence. The teacher gives a different sentence to each student, which they need to remember (and silently repeat to themselves). In turn, the teacher asks students to repeat their sentence, and if they can, to repeat others' sentences as well. They get extra points for each sentence remembered.Story Bonanza. Give out five related pictures and the student needs to tell the story in order. Or, hand out 'who, when and where' cards including characters, times and places. The student must invent a story and present it to the class. Taboo. Describe words without using x or y words (words are given on a card). This can also be called My Teacher Says No and certain words cannot be used. E.g. If the subject is school, the words 'teacher', 'student', and 'learn' cannot be used.WH Questions. Ask a student to act out something. This time other students ask questions about what the student is doing using only the WH questions.Show and Tell. Students give a presentation on any topic of their choice. This could be something from home, a country of their choice, something from space, an inventor, something from nature, etc.Going Shopping. Students (or the teacher) draw types of food with a price attached. The students need to ask each other the following: 'I'd like some', 'Have you got any?', 'How much is/are?', 'I'm sorry we haven't any'. Talking in Threes. In front of the class, three students have to make up a sentence, but each child is only allowed to say one word each at a time. (This can also happen in groups.)Who has the Most? Whoever answers the question with the higher number gets the point. E.g. 'Who has more brothers/sisters in the family?' 'Who chose an adjective with the most letters?'I'm Going on Holiday and I will Bring. The teacher opens with this statement but has a particular rule in mind. For example, any words with one syllable are acceptable, while any other words are not. Or perhaps only articles of clothing are allowed. The teacher tells the students which of their items are allowed, until a student correctly guesses the hidden rule, and can join them on holiday. Uncle's Funny House. Students need to draw a funny house, with a fridge in the bedroom, a bed in the kitchen, a camel in the bedroom etc. Ask them what is wrong? 'Why can't the bed be in the kitchen?' Then reply 'You can't sleep in the kitchen.' They can also ask each other, 'What's in your bedroom at home?' Advanced LevelSpeed Chat. Set up an inner and outer circle, with students either seated or standing. A topic is given, and children in the inner circle must talk to their parallel partner in the outer circle. After two minutes, the teacher rings a bell and the students on the outside move around one space. Either they continue the topic, or a new topic is given. Speed Chat with Questions or Cue Cards Students can be given a list of questions to ask one another. They can also be given Cue Cards, which tell them to interview a famous Rav, someone who has been on a desert island, someone from another country, a doctor, etc.Talking Positive. Students are given a theme to talk about. When your thumbs are up they need to talk positively about it. When thumbs are down, they switch to the negative. This can be done in pairs.Hold Debates using agree, disagree, somewhat agree. Pairs can practice before coming to the front of the class to present.Hot Air Balloon Debate. The air has run out, and only one person can remain in the balloon. Students discuss between themselves who deserves to stay and why. They can each be given a different profession or character, real or imagined.Drama Scripts. Students invent their own drama, based on characters of their choice. They write the script themselves with some editing help from the teacher, and then learn the script by heart ready for presentation. Alternatively, you can provide a rubric or pre-prepared play. I've Been Shipwrecked. What Can I take to the Island from the Boat? Each student needs to think of four things they will take with them. Then they get into groups of threes and decide on the most important things they will take as a group. They say 'we're taking', 'we're not taking', and why. E.g. 'We're taking a torch so we can see at night'. Encourage them to ask for vocabulary words. In groups they can then discuss what they will do when they get there. 'First we'll have breakfast'. 'Then we're going to build a small house'. 'In the afternoon we'll go fishing'.Ask Questions in Person. Students walk around the room and ask any questions that are interesting to them, or questions beginning with 'do you?' Find Something In Common. Sit in pairs and find out about each other. Then decide on one thing you have in common. Then, either share the new thing you learned about your partner with the class, or ask the class to guess what the two of you have in common. E.g. 'You both play the piano'.How Are These Alike? Present nouns with something in common and ask students to find the point of comparison. E.G. A sweater and a blanket (both are used for warmth). A stove and a volcano (both include fire). A plane and a bird (both can fly). Yellow and blue (both are colors).Reading GamesBasic LevelTrace Letters. In pairs, students trace a letter on someone's back and have them guess which letter it is.I Sent a Letter to my Friend with ABC. Children sit in a circle, and the teacher specifies a letter. A child walks around the outer circle while singing the ABC, with one letter counting for each child. When a child in the circle is tapped on the shoulder, they must get up and run as fast as they can back to their space in the circle. They race against the other child, who also tries to run around and sit in the space. Whoever loses must walk around the circle singing ABC again.Capture the Flag. The teacher writes five new vocabulary words, each on a step upwards, towards the flag at the top. Each student needs to read the word correctly to capture the flag.Connect Four. Make a large game board that can be stuck to the board. Each circle has a letter sound that can be chosen by the child. If he reads it correctly, or provides a word with that sound, he may cover the square with his team's color. The team with four in a row wins. Use Crafts or drawing to respond to a story.Intermediate LevelRead to one another, or in groups.Active Reading, by Matching Questions and Answers. Students are given a question or an answer from the text. They must listen out for their question or answer while the text is being read, and raise their hand or call it out at the right moment.Double Duty Y. If Y is a consonant, students should put their thumbs up. If it's a vowel, they should put their thumbs down. Thumbs up include 'yard, yellow, yours, yes, you, young, yet'. Thumbs down include 'story, funny, happy, silly, sunny, family, try, cry, dry, fry, very, pretty, early, many'. Advanced Level Practice your Accents: Each child in turn reads one sentence from a story. They can use any accent they choose, e.g. a British or French accent.Script Reading. A short script can be read using different emotions. For example one person reads it happily, another sadly, another crossly, excitedly, etc.Writing Games Basic LevelBingo. The teacher writes 35 words on the board. Children make a grid of 16 squares in their book (three lines down and three lines across). They choose which words to put in their squares, and the teacher calls out words from the board, ticking them after they have been chosen. The winner is the first one with a line, and then with the whole board. (25 words for a higher level, with 4 lines each way).Laminated Sentences. Print words out and laminate. Have the students make sentences with the word cards. Then they can write the sentences.Consequences. Each girl writes a line and passes the paper onto a friend to complete the next line of the story. Each time the paper is folded over and the last word is repeated on the next line. The stories are opened and read out at the end.Intermediate LevelCategories. Students write the maximum number of words connected to the topic. They are given a group of things with something in common. E.g. 'Things in the Sky', 'Countries', 'Fruits', or 'Vegetables'. They write individually or in teams, with a timer set for three minutes. When the timer is up, pencils are down, and words shared with other teams are crossed off. A point is given for each word no-one else had. Students can also write words that refer to 'living things, taste, smell, words that indicate people, things that can fly' etc.Advanced LevelImaginary Story. Each child in the class gives the next line of the story, which the teacher writes on the board. At the end they can copy the story or write their own. This can also be done orally. Students need to continue themes raised by others.Strawberry Salad. Each child writes a word of their choice and puts it into a hat, writing it on a piece of paper. Then one by one, students take out a word, and have to create a sentence with it, continuing the class story each time.Baskets. Provide baskets of nouns, verbs and adjectives, and ask students to write sentences or stories.Who Am I? Each boy or girl needs to write five sentences about themselves, preferably in a way that will help their friends identify who they are. They hand their sentences to the teacher, who types them up and writes 'Who Am I?' at the end of each child's group of sentences. Students fill in the page by trying to guess their friend's names, and receive a point for each correct guess. At the same time, the boy or girl who wrote the sentences that have been correctly guessed, also receive a point. The boy/girl with the most points wins. Vocabulary GamesBasic LevelUse a Puppet to explain an idea.Color a Picture using the colors that you tell them. Hand out pictures and tell them to 'color the clown's nose in red', 'color the grass green' etc.Draw a Picture of a clothesline. Ask them to hang out the washing by drawing a red sweater in the middle, a pair of yellow socks on the left, and a blue shirt between the socks and the sweater. (Useful for clothes vocabulary and prepositions).What's the Time Mr Wolf? Make sure there is plenty of space for running around. Choose a pupil to be Mr Wolf and tell him to stand in the middle as others walk around him calling 'What's the time Mr Wolf'? He needs to answer with different times. 'E.g. It's half past eight'. When he says 'It's twelve o'clock' he chases the others and tries to catch someone. When he does, they become the next wolf.Reviot. (Or Go Fish.) Excellent fun for phonics and spelling of basic word groups. Each set is a four card set based on a different reading blend, such as ay, ou, ea etc. Each child in turn needs to ask another for a card to try and complete a four card set. He is only allowed to ask for a card if he already holds one of the cards in the set. When another child has the card he asks for, they must give it to him, and when he receives a card he gets another turn. When his set is complete he puts it down, to be counted at the end of the game. Whoever has the most sets is the winner. Capture the Bottle. Children sit in two lines facing each other, and each child is given a fruit, vegetable, or other word. The teacher calls out a word, and the children with that word run forward to grab the bottle or object in the middle. The first child to reach the object wins, and goes back to their place. Dress up in Old Clothes. Bring in four bags of old clothes, each with articles of clothing for different types of weather. When the teacher says 'It's sunny', the children have to find an appropriate hat or T shirt. When it's 'snowy', the group representative needs to wear the scarf, etc.Kim's Game. Put out ten objects or ten flashcards on the board, and then cover or remove them. In turn, they each say which item they remember until a winner is found. Alternatively, they can list them. Whoever remembers the most articles is the winner. I Went to the Shop and Bought. The first child in the circle says what he bought, and the second child repeats what he bought and adds an item of his own, etc. Each child must pay attention and remember all of the food items. Alternatively, the children can remember each other's favorite food.Intermediate LevelSequence These. Give four words that can be sequenced in some way, but mix up the order and ask the students to put them in the correct order. E.g. mouse, dog, cow, elephant (in order of size). Summer, Fall, Winter, Spring (in order of seasons). Legs, body, neck, head (bottom to top).Red Note Green Note. Children hold up a note in response to different statements about a topic. E.g. Is it fact or opinion? Make statements such as 'Plants need sunshine and water to grow', or 'A library is a place to find books'. Here they need to hold up a sign or paper saying 'fact', whereas 'Blue is a nice color' would be 'opinion'. They can also indicate their choice with thumbs up or thumbs down.What's Missing? A child draws a picture on the board and labels it. The other students must remember the picture. One student is asked to leave the room while one part of the picture is wiped. When he returns, he needs to say what is missing from the picture. E.G. 'The back wheel is missing from the car near the traffic lights'.Advanced LevelBananagrams. Use bought tiles or scrabble letters. Each pair creates crosswords with the tiles, until they are given a new tile and need to re-arrange. The first to finish their crossword wins a point each time.Order Order. Prepare flashcards of the months of the year, or any topic. In groups, put the months in order, or ask students to decide together about the order of importance of the ideas or tips you have presented on colored paper. E.g. Different ways of being kind to people. The children must decide as a group 'Which is the most important? Which is next?Getting to Know You. Find adjectives that use the first letter of your name. Go around the class, asking each student to find an adjective for themselves. E.g. Naama is nice or nimble, Hadas is helpful, Pinchas is playful. This can be followed by an acrostic poem, once adjectives have been found for each letter of the name.A Bag or a Box. Place 20 items in a bag, and ask a child to put their hand in and describe what an item feels like. E.g. 'It's round and flat, big, smooth, or square'. The child doesn't name the item, but encourages the group to guess it from his description. The first child says which guess he thinks is correct, and takes the item out to see if he's right.Spelling GamesBasic LevelMemory Game. Each group prepares their own paper squares with words and pictures; pairs of words, or rhymes, and then plays their own memory game. Alternatively you can laminate games for them.Magic E Memory Game. You can use the following cards; cap cape, cub cube, tub tube, hug huge, cut cute, hat hate, pan pane, bit bite, not note, hop hope, mop mope, etc. Short and Long Vowel Memory Game. Find the matching short or long vowel sounds that don't use magic e, or find words and definitions or pictures. You can use ran rain, led lead, bed bead, fed feed, men mean, did died, sun soon, etcHangman. A pair of students come up to the board and choose a word, (or a word from the spelling list) which they tell the teacher, who writes a number of lines on the board representing the number of letters in the word. Students guess letters, and the two presenting students must ask them 'What letter do you choose? ', 'No, there is no B', etc. For each incorrect guess, they draw a part of the body, until it is complete. Present Tense Hangman. Students choose present tense sentences (or WH questions) instead of words, using a larger number of underlined spaces. A space should be left between each word.Boggle. Draw a grid of 4 by 4 so that you have 16 squares. Write letters in each square, making sure you include at least 6 vowels. Don't include difficult letters such as q or v. The children need to identify as many words as they can with connected letters. The letters may go in any direction, but cannot jump over other letters.A Word Within a Word. Put a long word, or 10-16 letters on the board in any order, and students make words out of the letters. A maximum number of words wins.Match Me. Put pupils in pairs of equal ability. They need to speed read the list of spelling words to each other, five times. They should time each other, with the winner reading the fastest. (This is helpful for sight words, and turns other words into sight words).Pick a Pocket. Create pockets or envelopes with consonant digraphs such as 'sh','ch', 'wh', and 'th'. Ask riddles, such as 'You wear these on your feet', or 'the opposite of fat', and ask students to quickly place the correct words in the correct pockets.Tic Tac Toe. The teacher draws a grid and divides the group into two teams. If group A knows the meaning or spelling of a word correctly they can choose where to put their X, and team B will then place their Y, until a team wins.Spell In Line. Divide the room into two teams, in two lines. Give a spelling word to the first in the line. If they spell it correctly, they go to the back of the line, and their team will have another turn with their next student in line. If he or she misspells the word, it becomes the turn of the other team to spell a word with their first student. It will become the first team's turn again only after someone on the other team misspells a word.Jeopardy. Before asking students to spell a word, they are asked if they want a word worth 100, 200, 300, 400, or 500 points or dollars. The teacher gives a word congruent with the level they have chosen. Harder words are worth more points. Each row can represent a different sound. Spelling Bee with No Outs. Create two spelling bee lines, and points are given to the team members that spell words correctly. Whenever a child misses a word, he goes to the end of his line until he gets another turn.I'm Thinking of a Friend. Identify a student in the class, and say 'I'm thinking of a friend whose name begins with a consonant vowel consonant consonant pattern'. Who is it?A ball with Stickers. The teacher brings a ball with stickers on it. The teacher says a word in English. The student who spells the word or says that word in Hebrew gets the ball and puts one of the stickers on his\her shirt.Mumbo Jumbo. On students' dry erase boards, tell students to choose 6 or 7 letter words and to write in only two or three letters. Students guess letters, and if they are wrong, their opponent answers Mumbo Jumbo.Leave it Out. On the board, write words from the current spelling list, but leave out letters or vowels. Ask students to fill in the missing letters. The Vowel Vendor. Hand out a laminated or plain page with three squares in the middle. The last square has the letter t on it, but the first and middle squares are open, with a paper bookmark inserted in it (from top to bottom) which gives five different letter options. The middle row includes the vowels, while the first row could include b,h,l,m and s. Gently move the columns up and down to create new words with short vowel sounds. E.g. Bat, sat, hat, bet, let, set, bit, hit, lit etc.Tu Bi'Shvat. Children cut small trees out of paper, and receive fruit stickers for the words they have spelled correctly. They can put the fruit pictures on the tree.Intermediate LevelThe Topic of the Day. In three minutes, children have to write as many words they can under a specific heading, to create word awareness. Under houses, the words could be rooms, walls, bedrooms, kitchens, bathrooms, gardens, and doors.Give the Definition or describe a word, and pick on a student to tell you the correct spelling word from the list. Then they may spell it.If Today is Tuesday. Begin with the first letter of the day, e.g. T for Tuesday, or any other letter, and ask students to review all the words they know that begin with that letter. Alternatively, they need to give words in a particular category, such as countries, verbs, etc.Hang it All. Create a clothesline with T shirts with velcro at the bottom of the T shirts (on the front), and velcro (at the back) of trousers or skirts. T shirt words need to be matched with their counterpart words on trousers or skirts, so that for example the T shirt will say 'Put it ____', or 'It is right ____' and students will need to stick the right trouser words on the T shirt; 'here', 'there', 'their', or 'they're'.Is that Really a Word? Write 'at' on the board, and they need to find words ending in 'at'. Other suitable endings are 'in, it, en, og, all, ack, ug'. Say 'I went to the dictionary and I found 'at'. What did you find?' The team's member says 'I found bat'. When the game is over, they can write the words in their books.Advanced LevelPhoneme Fun. Ask students, 'who can give me two questions that begin with a WH question followed by 'ch', 'sh', or 'th'? When correctly answered, the student can give a new word beginning.Zoom. Guess the hidden point behind a collation of words. E.G. Moshe likes: food (to eat), swimming (to get wet), pools (to swim in), books (to read). In this case all the words include double letters.The Last Letter. Students sit in a circle. A student chooses any word to spell, and the next student chooses a word beginning with its last letter.Using Dice. Throw the dice, and the student needs to spell as many words as the dice number implies. Either the teacher or the student can decide the words. Five Lists on the Wall. Pencils and notebooks remain on the table, and students need to walk up to each word list, remember it, and only then write down the words they remember.Double it. Explain the CVC rule, whereby the final consonant is doubled if you add a suffix that begins with a vowel, such as 'er', 'ed', or 'ing' (but not with a consonant such as 'ment'). Divide them into teams, and write CVC words such as 'big', 'stop', and 'jam' and they must call out 'double it, double it', when the last letter is doubled. Then they write the words with double letters in their pleting Words. Call out the first three letters of a word, and then the students continue to call out letters until a new word is formed. E.g. Say 'Bri' and students can spell 'bright'; 'bring', 'brick', 'brim'. Say 'bl' and they can spell blew, blue, bloom. With weaker students, just give them one letter and they will produce words beginning with the pound Words Game. Each child is given one word that is part of a compound word. (Or each student can be told their word and they must write a flashcard.) One student brings their word to the front and the student with the matching word calls it out and joins their friend in the front. In a class of 20, the following 20 words could be used:AnyDownHeadnoSomeBlackEndHighoneThingBodyEveryInoutTimeBookFieldLightoverUpBoardHandLooksideWalkGrammar GamesBasic LevelBattleships. Draw a grid, with 8 squares across the top and 6 squares down the side. Use present progressive verbs across the top, and the pronouns 'I am', 'you are', 'he is, she is', 'it is, everybody is', 'we are', ' and 'they are,' on the side. Students are placed in pairs, and each student needs to secretly draw six battleships on his grid. (two battleships of three connected squares, two battleships of two squares, and two battleships of one square). Once they have drawn them, they hide their page and ask each other on which square their battleship is hidden. E.g they can ask 'Is it on 'she is drawing'?'. If they have correctly identified a battleship square, their friend will answer 'yes', and they should mark it with a tick on their page, until they have identified all their opponent's battleships. If the answer is no, they should mark the square with an X, so they do not ask it again. Alternatively, write nouns such as 'girls, boys, dogs, apples', or 'cucumbers' across the top. Along the side, you write adjectives, such as 'happy, small, silly' etc. E.g. 'Is it on happy girls?' If it is, they mark that square as a battleship square, until they have discovered all their opponent's battleships. With Questions Battleships, you can write 'am I, are you, is he, isn't she, isn't it, are we, aren't we' etc. across the top, and 'late, excited, bored' etc. across the side. Find Somebody Who. Teach comparatives and superlatives by asking students to 'find somebody who has bigger feet / longer hair / shorter legs / darker eyes / larger ears' etc.Advanced LevelPast Tense Chavrusa. Two students sit facing each other. Student A begins by saying the infinitive of a verb. B responds by saying the word in the past simple. (In high school, A must then give the past participle). Then B chooses a different verb. Points are given for correct formulations of the verb.Enjoy! With thanks to all the contributors! ................
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