Play games with english 2 teachers resource book.pdf

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1: Teachers' Resource Book (Book) by John Series: Heinemann Games S. Dos libros de lecturas Play games with English 2, Heinemann. English teaching. Play games with english 1 teachers resource book macmillan heineman. Thao Nguyen. Loading Preview. Sorry, preview is currently unavailable. You can. 3. Introduction. Beep 2 Teacher's Resource Book offers conversations featuring native English children in a natural It is possible to play both sections .. reading playing computer games drawing dancing listening to music playing football.

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macmillan - play games with english - Free download as PDF File .pdf), Text Play Games With English Teacher's Resource Book 3 (ELT Photocopiables. Play Games With English 2 - Download as PDF File .pdf), Text File .txt) or read English 2 is published together with an accompanying Teachers' Book (ISBN. Play Games With English Book 1 - Free download as PDF File .pdf), Text File . txt) or read online for free. grammar English Puzzles 2 Play Games With English Teacher's Resource Book 3 (ELT Photocopiables Series){h33t}{Allpirate} .

Divide the groups of four into two teams of two, Team A and Team B. An actor works in a theatre. Who wears what for their work? Remember, the pictures should match the personal pronouns, so if there is a picture of a boy, then he, if there is a picture of a girl, she, if there is a picture of an animal, it etc. Double letters Six of the verbs in the list below have double letters. Write the appropriate sentence e.

Once all the cards have been matched, players count up the number of pairsthey have.

The player with the most matched cards is the winner. The same game can be adapted for a variety of lexical sets,for example t Animals etc. Heinemann Publishers, Oxford Ltd 19 9. Each team decides on their name; suggest that they choose thename of an animal. W r i t e the team names up on the board.

Take the list of questions from Sheets 13A and 14A and read these out one by one. The teams take it in turns t o answer the questions. When they answer correctly, give their team a point and write the name of the animal they havegiven on the board for later reference.

Make sure the children realise that many of the questionshave more than one possible answer. If a team cannot answer, this question is then given t o theother team. By the end of the quiz, there should be a list of animal names on the board so thatthe children can refer t o these while they are playing the game.

The sheets should then be cut along the dotted lines on1 3A and 14A t o make double-sided cards. Each team takes a piece of paper and a pencil and draws the body of a giraffe. It is probably easier if you draw an example on the board. Remember this should only be the body, N O T the legs, head etc. The questions should be face up. N o w explain that the aim of the game is t o complete the drawing of the giraffe by answering questions correctly.

The first team t o complete their drawing are the winners. BUT they can only draw a head when they have drawn a neck, and 2 eyes and 2 ears when they have the head! For example, one pupil in Team A has the question What animal eats fish? Team A then turns over the card and on the back they read 4 legs. They may now add the giraffes legs t o their drawing.

The card is then placed under the pile of cards with the question face up and it is now Team Bs turn. Their question reads What animal lives in cold places? Team A accepts the answer.

Team B turns over the card and it reads 2 ears. Team B cannot draw the ears as they still need a neck and a head so the card is placed under the pile and it is Team As turn again. They are the winners. What animal lives in water? They can choose a3 new animal to draw, for example an elephant, and they write the parts of the body on the reverse, e.

Enlarge the four different weather cards and stick them on the board, or copy the picturesdirectly onto the board.

Play Games With English Book 1

Ask the children to say what the weather is like for each of the pictures. Write the appropriate sentence e. Its raining. Talk about the months, seasons or time of year which relate to each type of weather card, tocontextualise them. You can also refer t o the weather on the day they play the game. The children shuffle the cards and deal them out evenly t o each player. They will need three food or drink cards and an Its sunny card to go on the picnic. They should not show their cards to anyone else in the group.

In order to get rid of some of the cards, the children will need t o cheat. Players can only call weather cards. The other children can challenge by calling Cheat. If the child whose turn it is, is in fact cheating, for example he or she has laid down a sandwich card and has called Its raining, then he or she has to pick up all the cards from the centre of the table.

If, however, he or she has been challenged incorrectly, i. O Heinemann Publishprs Oxford Ltd 22 She will want t o keep the Its sunny card, together with three out of the food and drink cards, in order t o go on the picnic.

The game begins and she lays down the orange card face down in the middle of the table and says Its snowing. No-one challenges her so the game continues. Player A, on her next turn lays down an Its snowing card and says Its snowing.

Another player challenges her by saying Cheat, but incorrectly as Player As card was in fact an Its snowing card. The challenger has t o take all the cards from the centre of the table and add them t o the cards already in his o r her hand.

O n Player As next turn he or she tries t o get rid of the extra food card by laying it down and saying Its snowing. If no-one challenges her she will win, as she now has three food cards and an Its sunny card. If he o r she is challenged she will have t o show that she has cheated and pick up all the cards in the centre of the table. When this happens he o r she says Lets go on a picnic!

Play Games With English 2

O Heinemann Publishere Oxford Ltd Tellthe class that you like a certain number of these and they have to find out which ones they are byasking e. D o you like oranges? They can then count up the number of Yes answers. An X indicates that they do not like the item of food and a tick d indicates that they do. The children should not show their sheets to anyone else in the class. Once they have done this they form pairs and tell their partner how many things they like.

Each child now takes it in turn to ask his or her partner about different food or drink items, e. Do you like? The first child to guess all the things that their opponent likes is the winner.

O Heinemann Publiskers Oxford Ltd You can use anything as treasure e. There is a lot ofpreparation involved in this game as each clue for each group has t o be hidden carefully in aspecific place. However, if you can afford the preparation time you will find it a useful game inwhich the children will participate enthusiastically. I t is advisable t o do the game when there isenough free time before the class starts and when the classroom is empty for example, the firstlesson in the morning, after break etc.

Play a short guessing game.


Give the children something t o hide. Cover your eyes while they hideit in the classroom. Ask e. Is it in the cupboard? You have twenty questions t o find out where it is.

The children can only answer Y s o r No. Take Group A sentence 2 Go to the teachers table. Look for more information. Put the matchbox next t o a window. Take Group A crossword puzzle and put it somewhere on the teachers table. This could be underneath a book etc. Take Group A Break the code and put it in a dictionary. Leave the dictionary either in its usual place o r somewhere visible. Finally, take the treasure and put it in a bag outside the door of the classroom in the corridor.

Group B Colour code all Group Bs clues and their treasure with a blue mark. Take Group B sentence 2 Look at the windows in the classroom for more information. Leave the matchbox under the board. Take Group B crossword puzzle and stick it on o r just below one of the windows. Take Group B Break the code and put it under a pair of scissors somewhere in the classroom. Finally, hide the treasure in a cupboard. O Heinernann Publisher3 Oxford Ltd 25 Group C Colour code all Group Cs clues and their treasure with a green mark.

Take Group C sentence 2 Look for a dictionary under the teachers table for more information. Place the matchbox next t o the door. Take Group C crossword puzzle and put it in a dictionary. Leave the dictionary under your table. Take Group C Break the code and put it behind o r under a photograph. Finally, hide the treasure under a bag.

Take Group D sentence 2 Look for your teachers coat or jacket. Look in a pocket for more information. Leave the matchbox in the bin. Take Group D crossword puzzle and put it in your coat o r jacket pocket.

English play resource with book.pdf games 2 teachers

Leave the coat o r jacket in its usual place. Take Group D Break the code and put it in a pencil case. Leave the pencil case on the teachers table. Finally, hide the treasure under a pile of books.

Take Group E sentence 2 Look for a poster with more information. Place the matchbox under the teachers table. Take Group E crossword puzzle and pat it behind a poster so that you can just see part of it.

Take Group E Break the code and put it on a coat peg. Finally, hide the treasure under a spare table in the room. Divide the class into five groups and tell them their colours. They then follow these instructions in order t ofind the next clue which will then lead them on t o another clue and so on.

They must only touchtreasure o r clues which are colour coded with their groups colour. Each group has five clues intotal. After they have solved the five clues, they will find the treasure. The code breaker canbe found on page 3 I. Crossword keyA B C D EI hundred; I cheese; I apple; I parrot; I watch;2 train; 2 watch; 2 shoe; 2 keys; 2 shoe;3 scarf; 3 bin; 3 foot; 3 hundred; 3 tail;4 teeth; 4 six; 4 throw; 4 watch; 4 throw;5 tail; 5 shoe; 5 gloves; 5 hair; 5 elephant;6 shoe; 6 gloves; 6 orange; 6 leg; 6 cheese;7 cinema; 7 run; 7 arm; 7 scarf; 7 egg;8 peas; 8 keys; 8 hair; 8 arm; Clue coat peg.

Clue photograph. Clue pencil case. O Heinemann Publishere 0xford Ltd 26 You may wish t o make the game shorter by cutting down the number of squares andthe number of battleships used.

The same game can be played using a grid of a minimum of 4 x 4squares. OR Ask them time questions about school, for example, What time do w start our English lessons?

These can be drawn anywhere they like on the grid, but remember to explain that the battleships are not allowed t o touch each other and cannot be drawn diagonally. The children should not let Fl each other see where they draw their battleships. I Children play in pairs. Each person must try t o find out where his or her partners battleships are, using the dayltime references.

For example, Child A might say Monday: Ten past two. Child B looks for the row Monday and the clock Ten past two and finds the box where these two points meet on the grid. If Child B does not have anything in this square he or she says missed. If the box is part of a larger battleship he or she says hit and marks the square Child A has asked about.

When Child A has guessed the location of the whole of one battleship, Child B says sunk. When either player guesses anything correctly either hit or sunk they take their turn again. Extra ideas The same game can be used to praaise other language areas, for example I Pronunciation practice Use wordswith difficult sounds as reference points, for example this: INumbers In the traditionalgame, numbers are used as reference points along one side and letters of the alphabet along the other.

In the form in which it appears here, the game can only be used with classes of a 1minimum of twelve children four children are customers and eight are shopkeepers. If you havefewer children in the class then omit one of the shopping lists and cross off the corresponding six Iitems on Sheet Ask the children t oname t w o o r three items that you can buy in each shop.

Write all of the items from Sheet 23 onthe board and ask the class t o group them according t o where they can be bought. There are 24 items in total. As the children finish drawing, you can place each picture with the correct shop, for example the picture of a T-shirt is placed under the shop front The Colour Clothes Shop etc. Ask the children t o look at their shopping lists and check that they understand all the words.

They should not show their shopping lists t o the other teams. Each team then decides, very quietly, in what kind of shop they can buy each item. Give each group a shop and the corresponding pictures drawn by the children.

Ask the shopkeepers t o fold their shops in the following way: Make sure each team of customers has a pencil. The teams of customers have t o buy all the items on their shopping lists as fast as possible. The first team t o present their shopping list t o the teacher with all the items marked with the correct prices together with the six corresponding pictures is the winner.

If one of the shop- keepers reply Yes, Ihave, the customers ask the price How much is itlare they? The shop- keepers say the price and the customers note this down in the space provided on their shopping lists.

The shopkeepers then hand over the picture of the product. If the answer is No, Ihavent, the customers move on t o another shop. They cannot visit shops separately. This ensures that the children speak in English while playing the game.

2 english book.pdf play with games teachers resource

In this way all of the children take their turn in being customers and shop- keepers. Extra ideas Different items can be introduced into the game as long as the changes are made on all four sheets. Heinemann Publishers Qxford Ltd 29 Introducing oneself and meeting others. Spelling names and addresses. Enough copies o f Sheet 25 page 75 for each child t o have at least one card.

A blank piece of paper for each child. Part I: Meeting others in the class: Breaking the code: The alphabet and numbers. Whats your name? How old are you? Where do you live? My names.. I Aim of the game: To break the code and find o u t which person in the class is from Earth. Detective Z Z Z is worried. She knows that someonefrom Earth has arrived in secret but she doesnt know who he o r she is.

The class is going t o helpher find out by breaking a special code. The first part of the activity will involve the children introducing themselves t o each other andnoting down other childrens names and addresses. I t is important that these are noted accuratelyas they are the clues for solving the problem.

The second part of the activity will involve givingthe class the code and solving the mystery. Call out the letters o f the 3alphabet.

macmillan - play games with english 2.pdf

If any children have that letter in their name they should stand up. Letters can either becalled in alphabetical order o r at random.

You can ask one o r t w o children t o be callers and callo u t the letters in their name, in order o r at random. If you wish you can do a survey by writingup the letters on the board and writing the number of children who have that particular letter intheir name next t o the letter.

Let the children count so that they also get practice in using thenumbers. You can repeat cards o r give a I different one t o each child. They 4 then take it in turns t o stand up and introduce themselves t o the other children in their. My address is.. Each child writes down all the information I about at least t w o of the other people in their group spelling o u t their name and address. I You may prefer t o set a time limit for this part of the activity.

They also need t o make sure that everyones details have been noted down by someone. I W r i t e the following code on the board and ask the children t o help you.

Begin by writing and I saying the alphabet aloud so that the children join in. Part 2 Breaking the codeI The children now proceed t o work out the total for each person they have met, including their own name cards in the following way.

Teachers with english play resource book.pdf games 2

It is probably useful t o show them how one name card works by writing it all up on the board. N o w the class tries t o work out what all the children who live on ZZZ Land have in common. All the cards total except for one: This card totals Wendy is therefore the exception and she is the person from Earth.

Buy Play Games With English: Play games of Memory, Bingo or Dominoes to practise recognising and using body part vocabulary in speech. Heinemann Children's Games: Teacher's Resources Book,. Or whether you're at your wit's end on how to deal with a large and unruly class — this book offers ideas and help. Be at different stages in their acquisition of English, a variety of 2. Mon premier blog. Topic based Country 9. Other Thomas Nelson and Sons Ltd, A collection of games and activities for elementary students of English.

Perfect photocopiable material for busy teachers. The games make use of a variety of techniques. Variety is important in language teaching, and a succession of games based on the same principles, though exciting and novel at first, would soon pall. Cambridge University Press,