ESL Games

Some of these can be used as warm-ups. Most of them can be linked to any lesson
theme or grammatical form you're working on. These games usually require at leas
t a small group to play, but you may be able to adapt some of them for one-on-on
e settings.
y
y
y
y
y
y
Find Someone Who... (literate beginner-intermediate, group) Create a list of cha
racteristics such as "likes chocolate," "has two children," or "can swim." There
should be 10-15 items, and you can relate them to your lesson if you wish. Then
let t he learners mingle and get signatures of other learners who fit the descr
iptions. Make sure they are using appropriate question forms ("likes X" becomes
"Do you like X?") and aren't just pointing to the items on the page. This can be
made into a Bingo acti vity by putting the items on a grid. Pictionary (any lev
el, group) Divide into 2-3 teams and give each a supply of paper if you aren't u
sing a whiteboard. It's best if each team can sit around a table or have their o
wn whiteboard space. Tell one member fr om each team what item to draw, and on y
our signal they may begin. The first team to guess wins a point. Play a fixed nu
mber of rounds and the team with the highest score wins. Notice that in this ver
sion, all teams are working independently at the same ti me to guess the same wo
rd, but you could take turns with each team. You can also give stickers or wrapp
ed candy to the person or team guessing correctly if you don't want to make it c
ompetitive with points. Scavenger Hunt (any literate level, group) Divide into t
eams and hand out a list of items to be collected (a penny, a stick of gum, a si
gnature, a pine cone, a shoelace, be creative). Define the searching range (clas
sroom, house, campus, neighborhood, building). The first team to return with all
the ite ms wins a prize. Twenty Questions (intermediate-advanced, individual or
group) Select an object in your mind and let the learners ask up to twenty ques
tions to guess what it is. Trade places with the winner and let that learner sel
ect an object for the ne xt round. Storyline (intermediate-advanced, group) Divi
de into groups of 4-6 people. Give everyone a sheet of paper and ask them to wri
te the first sentence of a story at the top of the page. It may begin "Once upon
a time..." if they like. Then they pass the page along to the next person in th
e group. That person reads the first sentence and adds one more to it to continu
e the story. Then that person folds the top of the page backwards so only his or
her own single sentence is visible and passes the page to the next person. That
person writes one more sentence, folds the paper back to hide the previous sent
ence, and passes it along again. When the pages have passed through the entire g
roup one or two rounds, everyone unfolds the pages and reads the stories . They
are often hilarious, and this game usually generates contagious laughter. Teleph
one (any level, group) Divide the group into two teams and have them stand in si
ngle file
lines. Whisper a somewhat complex sentence (according to their level) into the e
ar of the first person in each line. Make sure no one else hears. Give the same
sentence to each line. Then each person must whisper it into the ear of the next
person until the end of the line. The last person must either say the sentence
or write it on a whiteboard. The team whose final sentence most resembles the or
iginal one wins. In case of a tie, the fastest team wins. Try giving an easy sen
tence to start with to build confidence before moving onto a difficult one. If t
he game is too hard in the fir st round, learners will decide it's no fun. More
ideas may be found on the following pages:
y
y
y y
y
Sample Edutainment Games Free samples of lots of games and activity ideas from t
he book Edutainment: How to Teach English with Fun and Games (Delta Systems Co.,
1998). Sarah and John's TEFL Pitstop Free games and lesson samples, mostly appr
opriate for groups, adaptable for various levels. Ernie's Activity Page Game ide
as for groups, adaptable for various levels. Games and Activities for the Englis
h as a Second Language Classroom Several game/activity ideas for small or large
groups at various levels. The students always enjoy games where money is used. S
et up a shop and have them make purchases. In small groups I play "Dollar Awards
." The teacher reads out a question. The student who answers it correctly is awa
rded play money from all the other players. The amount awarded can vary dependen
t on difficulty. For example: Teacher: This is a ten dollar question. What colou
r is my shirt? The student who answers correctly receives $10 from each of the o
ther players. Teacher: This is a twenty dollar question. What time do you eat lu
nch? The students must give $20 each to the student who answers correctly. If a
student answers incorrectly they must pay a penalty of $5 to all the other playe
rs. You can copy the play money supplied (pages 33 and 34 of the book) and have
the students cut them out.
y
y y
y
y y y y y y
Fast Games
You might already know these games but this is the way I use them.
y
Last Letter
y y y y y y y y y y y
("Shiritori" in Japanese) (vocabulary/spelling) The last letter of the word must
be the first letter of the next word. You will need a ball, but a screwed up pi
ece of paper is fine. The teacher throws the ball to one student and says a word
, such as "dog". The student must reply with a word starting with "G," such as "
girl". When answered, the ball is thrown back to the teacher and it is then thro
wn to the next student, who continues. The sequence may then be (for example): y
girl, look, king, go, octopus, student ... and so on. You can have the students
throwing to each other. i.e., student A = "Cat," throw to student B = "Today,"
throw to student C = "Yes," etc. Please be warned, you may have some fastball pi
tchers in the class!
y y
Chinese Whispers
y
y
Divide the class into even rows. The last member of each row (at the back of the
class) is taken out of the classroom. A "key" letter, word or sentence (dependi
ng on level) is given. The students run back inside, and whisper the "key" to th
e next student in their row. It is whispered down through the row until the last
member writes it on the board. The first student to write it on the board corre
ctly wins the point for their team/row.
y
Fast Words
y
y
y y y y y
The class is arranged into rows. The first person in each row is given a piece o
f chalk. The blackboard is divided into sections. No more than six teams. The te
acher calls a letter and the students must write as many words as they can begin
ning with that letter, in the allocated time. Their team-mates can call out hint
s, but be warned, this is very noisy. Next, the second member gets the chalk and
goes to the board and the teacher calls out a new letter. The team with the mos
t correct words is the winner.
y
Word Association
y y y
The teacher starts the game by saying a word, such as "Hotel". For example: Teac
her: Hotel Student A: Bed Student B: Room Student C: Service Student D: Food Stu
dent E: Restaurant Student F: Chinese As you can see, any association is ok. If
the student can't answer (5 second limit) he or she must stand up. The last stud
ent seated is the winner. If the association is not obvious, the student is aske
d to explain the association.
y y y
Songs/Music Cloze
Songs are a good way to teach in an "Edutainment" way because they incorporate a
ll the language skills: (1) Listening (to the song) (2) Reading (following the l
yrics to determine the words) (3) Writing (filling in the blanks) (4) Speaking (
singing the song) Lower Level: (1) The song sheet is handed out to the students.
(2) The teacher reads each word (at the bottom of the page) and the students re
peat. This is done twice. (3) The tape is played twice in a row, with the studen
ts trying to fill in the blanks. (4) The students are invited to discuss it with
their classmates for one minute. (5) The song is played again and students comp
lete the missing words. (6) The teacher calls out the correct words. The student
s mark their papers themselves with a red pen, and record their scores. (7) The
students with a perfect score receive a round of applause. (8) The song is playe
d, one last time, with everybody singing. Medium Level: The same system is used.
However, for the first playing the words are folded under, as shown on the song
sheets. Only at the second listening, are the words revealed. Note: You can hav
e a lot of fun seeing what the students come up with, before they are allowed to
see the correct words. Higher Level: : Complete sentences are deleted (liquid p
aper?), so more words mus t be recognised. The words are folded under for the en
tire listening while the tape is played. Only after all the listenings are the c
orrect words revealed. With a little experience, the teacher will easily be able
to adjust to the level of difficulty requ ired. The songs have been chosen for
their pronunciation and because they are familiar to most students. Variety in t
he types of songs, for instance, rock, ballad and so forth, is supplied. The son
g sheets (lyrics) have been made for the lower levels, and need to be modified f
or higher levels. Sample Song: (Name:______________________) "Bus Stop" (1) (The
Hollies) Bus Stop, wet day, she's there, I say, please share my _______________
___(1) Bus stop, bus goes, she stays, Love grows, under my umbrella All that sum
mer we enjoyed ______________(2) Wind and rain and shine
y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y
y y y y y y y y y y y y y y y y
y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y y
That umbrella, we employed it By ___________________(3) she was mine ** Every mo
rning I would see her waiting at the ______________(4) Sometimes she'd shop And
she would show me what she _______ _________________(5) All the people stared As
if we were both quite insane Someday my name and her's are going To be the ____
____________(6) That's the way the whole thing __________________(7) Silly, but
it's _____________________(8) A thinking of a sweet romance Begin and end with y
ou. Came the sun the ice was melting No more sheltering ___________________(9) _
______________________(10) to think that that umbrella led me to a vow. (** Chor
us) Your score__________/10 ------- Fold here, for the first listening at higher
levels ------now, stop, nice, August, true, bought, it, same, umbrella, started
Let It Be (Lennon, McCartney) When I ______ (1) myself in times of trouble Moth
er Mary ________(2) to me Speaking _________(3) of wisdom, let it be. And in my
_______(4) of darkness She ____(5) _________(6) right in front of me ___________
__(7) words of wisdom, let it be. Let it be, let it be. ___________(8) words of
wisdom, let it be And when the broken hearted ___________(9) _________(10) in th
e world agree, There _______(11)be an answer, let it be. For though they may be_
________(12) there is Still a chance that they will _______(13) There will be an
_________(14), let it be. Let it be, let it be. Yeah There will be an answer, l
et it be. And when the night is ___________(15), There is still a ________(16) t
hat shines on me, Shine on until ____________(17), let it be. I wake up to the s
ound of __________(18) Mother Mary comes to ________(19) Speaking words of _____
______(20), let it be. Let it be, let it be. There will be an answer, let it be.
Let it be, let it be, Whisper words of wisdom, let it be Your score_________/20
----------------------- fold line -------------------------
y
will, wisdom, see, Whisper, hour, light, me, parted, speaking words, tomorrow, a
nswer, living, standing, comes, music, cloudy, people, is, find
y
Edutainment- there's 100 pages of material that you can use to lighten your teac
hing load and brighten your classroom, and more importantly, make your English t
eaching more effective. No preparation required, all materials ready to photocop
y !
y y y
y y y y y y y y y y y y y y y y y y y y y y y y y
Following are some games and ideas, I have found " out there ". I like them, hop
e you do too ! These will be updated from time to time, so bookmark, *now* !! L&
R Pronunciation Practice/Especially For Japanese Students (1) Can you hear the d
ifference between ( R ) or ( L ) ? Please circle the word the teacher says. A-B
1 right - light 2 read - lead 3 Paris - palace 4 crime - climb 5 grass - glass 6
arrive - alive 7 correct - collect 8 crowd - cloud 9 pray - play 10 red - led 1
1 free - flee 12 ride - lied 13 fry - fly 14 river - liver 0-6 Keep trying 7-8 O
K, alright, not bad ! 11-13 Very good ! 14= Perfect ! (2) Identify the sentence
your teacher reads. A) 1. Don't touch the grass. 2. Don't touch the glass. B) 1.
I'll correct them. 2. I'll collect them. Oral Charades Write occupations and em
otions on slips of paper: one each per student. Have students draw papers from a
hat (or two) and have them describe the emotion and the job on the papers WITHO
UT using those words. The rest of the class must guess the emotion and the occup
ation, e.g. "Happy Postman," "Frustrated Teacher."etc I like to take my ESL "New
comer" students (middle school) on "mini field trips".
y y
y
y
Yesterday we went on a tour of the school store. Before the trip we practiced sa
ying, "How much is ...?" and "How much are ...?" Then each student prepared a qu
estion for our tour guides, such as "Is the store school open during lunch?" and
"How much are the Snickers?". In addition to asking questions, students did a s
ketch of something they saw during the mini-field trip. They will turn these ske
tches into postcards on large index cards. Eventually they will each create a ph
oto album of their incredible mini-field trips. Upcoming trips include, a local
park, the cafeteria, the gym, the office, my car, a nearby store, a neighbor's g
arden, etc. Also, writing thank you letters to our tour guides is a good follow
up activity. Heres a warm-up exercise to wake up a first or second class meeting
. Have the students line up by alphabetically order. DON'T help them. DON'T orga
nize it. Have the students ask each other their names and figure it out together
(In English). Then you check it. Write the names on the board. Round Two, line
up by Last name, alphabetically. Then check. Other variations. Line up by Birthd
ay, Language, Distance from School, Size of family. Avoid obvious things like ph
ysical size, weight, hair color, etc... Divide the class up into teams. Have one
student on one team come up to the front of the class and give him/her a piece
of paper with about 7 words on it centered around a theme. For example, you coul
d have 7 words that start with M, or several words that are parts of the body. I
n two minutes (let the other teams watch the clock for you), the student with th
e paper must try to get one of the students on his/her team to say as many of th
e words on the list without using the word itself. One point is scored for each
word guessed. The challenge here with a class full of studen ts who all speak th
e same language is keeping them from giving hints in their native tongue. Usuall
y, the other teams are vigilant about policing this for you, but when they are l
azy, you'll have to lay down the law on your own. I can't take credit for coming
up with this idea, it came from a book called ESL Classroom Activities. They ca
ll it "Just a Minute". Hi everyone! This is a simple first-day icebreaker that I
've found works really well, with both small and large classes: The students thi
nk of three sentences, two are facts and one is a lie. One by one, students intr
oduce themselves and say their three sentences. The rest of the class has to gue
ss which one is a lie. It's best for the teacher to go first, not only to provid
e an example, but also to let the students know that the teacher is interested i
n interacting with them.
y y
y y y
y y
y y
y
y y y y y y
y y
y y
Here is a variation on Hangman I have heard called WORD SHARK. Instead of a man
being hung, you can draw a man dangling from a cliff, with the ocean, complete w
ith one ravenous shark, underneath him. When the first incorrect letter is guess
ed, the man begins his descent toward the shark, who, five or six wrong guesses
later, will eat him. Graphically, I find Word Shark to be more interesting than
Hangman. These days, I'm doing full sentences, not just single words. It is a go
od way for beginning classes to Preview grammatical models, one letter at a time
, while still having fun. And, it gives the teacher an incentive to challenge th
e students, because it's fun to draw the stick figure being eaten by the shark.
I have started something new with my class. I have the students fill out a "Lear
ning Log" at the end of each class to help them keep track of what they've learn
ed throughout the month. I think this is important for both teachers and student
s. If the student says he never learned omething in class, a quick look through
the Learning Log might give different information. Also, it s something concrete
that the student can take home as " proof" to themselves that they have and are
) improving their English. This is always good encouragement for them. This idea
is for overseas teachers. We all are familiar with the idea of taking ESL stude
nts on field trips in the USA. Why not ask your EFL students to take YOU on a fi
eld trip? You can have the students work as a team or students can individually
be responsible for a portion of the trip. his gives the students a chance to 'sh
ow off' their own town, and be the 'expert' on familiar territory. It also intro
duces you as the teacher, to places and facts in and about the town you are livi
ng in which you may never have otherwise looked at or realized. I read a couple
of ideas about tic tac toe and Bingo! Remember, bingo can be used for just about
everything: colors, numbers, vocabulary, letters, verbs, occupations, etc. Also
, I play Wheel of Fortune with my elementary school kids that can read. A great
way to review vocabulary and verb tenses that you are studying. Also, if you can
, buy a game of Scrabble (you remember that game you hated as a kid!) It's great
. We play it with our middle school kids and elem. 5 kids once a week. They love
it and their vocabulary is always increasing. You can even make a list of all t
he words made and then either have the students write sentences with them, or lo
ok them up in a dictionary, what ever. My advanced middle school kids are gettin
g really good. They actually beat me last night! By the way, it's best if you ha
ve the kids play in teams of 3 or 4 so that they can work together. Have fun!
y y
y
y y
y
y y
y
y
y
y y
y
y y y
I'm currently teaching EFL class at a bank using self -help books, and found it
is very helpful and rewarding. The book I'm using is "Chicken Soup for the Soul"
by Jack Canfield and Mark Victor Hansen. I believe that students pick up the la
nguage with feelings, not grammar. Sometimes, we share ideas and have a good lau
gh together after reading a humourous story. Not only to learn language, but als
o to have a better understanding about life. It's easier to solicit shy students
to talk. Plant sunflower seeds in your classroom, using peat pots and plastic,
store-bought, greenhouse containers. The kids, mine are 13 and 14, get quite exc
ited and even chip in for the cost. When they get big enough they take them home
and replant them in bigger pots and finally out doors. Next fall they bring in
the heads and you remove seeds for roasting and eating. Great ideas for writing
how to paragraphs. Whenever you have an activity that students write, Do not cor
rect it. Type the written assignments out WITH the errors. Photoc opy. Place stu
dents into groups, and give them the papers. As a group let them correct the err
ors themselves. They like the interaction, and seem more interested because it i
s their own actual work that is being corrected. After this group activity is fi
nished, as a class go over the possible correct answers together. This is a grea
t activity to do once a week to get the students able to become their own editor
s. An immense help to me as a language learner has been taking fun songs (whatev
er kind you like and is available: classics, drinking songs, pop songs, opera, s
how tunes, whatever) in the language I'm learning and transcribing the Lyrics so
I know them. Then I listen to those songs and sing along either aloud (assuming
I'm not in a situation where there's anyone around to be disturbed by me crooni
ng in Haitian; don't try this on the El) or silently following along and recalli
ng the meaning of the lyrics. This won't help much if you're trying to learn Inn
uit, but folks learning English are lucky, i n that wherever they are on Earth,
there's probably tons of English-language music of every kind for them to listen
to. Especially as lyric transcription is sometimes pretty hard, it's sometimes
a worthwhile exercise to lead a class through the lyrics of a song. Now, Madonna
's CD's might not go over great with everyone, but I'm sure everyone in a class
would at least put up with, say, Tony Bennett. "I've got music, I've got rhythm"
, anyone? THIS BOOK IS PERFECT FOR THE ABOVE LESSON !
y y y
y
y y
y
y
y
y
y y
y y y y y y y y y
y y y y y y y y y y y y y y y
Want/Have/Need Tic-Tac-Toe Time Required: About 30 minutes Students' Level of En
glish: Beginner Intermediate Advanced Materials Needed: The attached handout Obj
ective(s): Practice using the words "want," "have," and "need" Procedure: Read t
hrough activity with students and e xplain that they are to fill in the answers
to numbers 1 papers with a partner. Ask partner A to guess partner B's answers b
y using the sentence patterns on the bottom of the handout. If they guess correc
tly, they get to mark "X" on the answer. If they guess incorrectly, they mark a
"0" on the answer. The goal is to get a line of three "X". When they are finishe
d, then partner B tries to guess partner A's answers using the same sentence pat
terns. Want/Have/Need Tic-Tac-Toe Write your answers in any order in the boxes b
elow: Make sure that you only write nouns. 1. Something you want (*). 2. Somethi
ng you have (*). 3. Something you need (*). 4. Something that you had(*), but do
n't have anymore. 5. Something you have (*), but don't have anymore. 6. Somethin
g you don't have (*) and don't want. 7. Something you have (*), but don't need.
8. Something you have (*), but seldom use. 9. Something you have (*) and often u
se. Now exchange papers with your partner. Look at his/her sheet and guess what
the objects are. Use the following: e.g. Something you have(*), but seldom use.
You say: "I'll bet you have *a bicycle*, but seldom use it." e.g. Something you
have (*), but don't want anymore. You say: "I'll bet you have *a toy doll*, but
don't want it anymore." If you guess correctly, put a big X in the square. If yo
u guess wrong, put a big O in the square. Try to get a line of three X's. Object
ive To get students to think about and practice adjective -noun combinations. Le
vel This game works well with all levels. Lower level students can make up simpl
e sentences and higher level students more complex ones. The Game The purpose of
this game is to give students the chance to practice adjective-noun combination
s. Begin by giving them a male or female first name. They must then invent a sen
tence similar to the following: Albert likes awful apes. Betty likes baby boys.
y y y y
y y y y y
y
y y
y y y y y
y y y y
Linda likes little limes. Richard likes roaring racecars. Wendy likes wiggling w
orms. The game should move fast, so you should be prepared with a list of names
to fire at your students. You should go through the list ahead of time to make s
ure that you can think of matching adjective -noun combinations within the vocab
ulary range of your students. It is sometimes helpful to have a large list of al
phabetized adjectives xeroxed off and ready to hand out, especially for lower le
vel students. Following are names for every letter of the alphabet to get you st
arted: Andy, Betty, Carmine, Daniel, Ed, Francis, Grover, Harry, Ingrid, John, K
ris, Linda, Mark, Norman, Orville, Patty, Quentin, Rachel, Sam, Tom, Ursula, Vic
tor, William, Xavier, Yolanda, Zelda. THE PICNIC (For Intermediate to Advanced L
evel Students) This is a simple game that requires students to generate vocabula
ry in English. The class is asked to imagine that they are going on a picnic. Th
eir job is to suggest things to bring along. The teacher says yes or no to each
suggestion. What the students do not know is that the teacher says yes when a st
udent suggests something whose first letter is the same as the first letter of t
he name of the student. The teacher says no if the first letter of the suggested
object and the first letter of the name of the student do not match. For exampl
e: Alicia: I want to bring apples. Teacher: You can bring apples, Alicia . Alici
a can bring apples. What do you want to bring, Marco? Marco: I want to bring a r
adio. Teacher: Sorry, you cannot bring a radio. If students need a hint after a
while you can interject something like: Maria: I want to bring bananas. Teacher:
Sorry, you cannot bring bananas. Why not ask Barbara to bring bananas? Usually
someone figures out the game. Knowing the secret forces them to narrow their sug
gestions to words beginning with the same letter as their name. This activity is
based on an activity by Annalisa Trapani. Post-it note Game Preparation: On sev
eral Post-It notes, write in large letters a single word of recently learned voc
abulary. The activity is easiest with simple nouns, though more advanced student
s can play it with any vocabulary. Method: Students are put into groups of 3 or
4; 1 student is the 'subject' and sits facing the others. Place a Post-It note o
n the forehead of the subject who then 'becomes' that item of vocabulary but, no
t being able to see the note, does not know what they are.
y y y
y y y y y y y y
y y y y y y y
y y y
y y y y y
To find out they must ask the other students in the group who can answer with re
asonably helpful replies. The activity is best played with a class who know each
other well. The teacher should be responsible for distributing the items of voc
abulary as sometimes discretion should be shown in assigning vocabulary to stude
nts. It is a fun activity ideal for a few minutes at the end of a lesson. This i
s for teaching Mr and Ms,He, She , likes, doesn't like and where do you live?...
It is best for early beginers usually 12 to 13 year old junior high school. Stu
dents interview their classmates. Students have been taught to answer " I like .
........." , " I don't like ........ " and "I live in .............." It sounds
a bit unnatural, but it practises the vocab they should know,( and they like it!
) Feel free to print out this worksheet. Interview Game ( Part One ) Interview
your classmates and fill in the blanks. (You may need to ask their name first! )
* = sport, animal, food, music (Q) Excuse me Mr/Ms............................,
what * .....................do you like? (A)........................ OK, what *
......................... don't you like? (A)..............................I see
, where do you live? (A)........................ Thank you. (Q) Excuse me Mr/Ms.
..........................., what *...................... do you like? (A)......
................ OK, what * .........................don't you like? (A)........
......................I see, where do you live? (A)........................ Than
k you (Q) Excuse me Mr/Ms............................, what * ..................
.. do you like? (A)........................ OK, what *.........................
don't you like? (A)..............................I see, where do you live? (A)..
...................... Thank you. SCORE Boy/Boy 1 point, Girl/Girl 1 point, Boy/
Girl 2 points, Girl/Boy2 points Student/ Teacher 3 points Your Score............
............./ 7 Part Two Complete these sentences, then stand up and tell the c
lass ! Mr/Ms............................likes..........................He/She do
esn't like ................................and He/She lives in .................
.....................! Mr/Ms............................likes...................
.......He/She doesn't like ................................and He/She lives in .
.....................................!
y
y y y y
y y y
y y y
y y y y y y y
y
y y y y y y y
y
y
y
y y y y y y y y y y y y y y y y y y y y y y
Clothing Race Purpose: Practice the names of clothing items Materials Needed: Tw
o sets of clothing items, a judge for each team. Students are divided into teams
of 4 or 5 members. Two teams compete against each other at a time. Each team li
nes up by a pile of clothes. When the teachers says "Go!" the first person in li
ne, puts on a clothing item, says what it is and then takes it off and hands it
the next person. That person puts it on, says what it is and hands it the team m
ember behind him. While this is going on, the first person grabs another item, p
uts it on, says what it is and takes it off, handing it to the person behind her
/him. When the last person on the team has put on all the clothes, said what the
y are and put them back in a pile, that round is over. The team who is faster, a
dvances to the semi -finals or final round to compete against another team in th
e class (if the class has more than 2 teams). The judges can be students who are
on teams not currently participating or student helpers.
CH or SH ? Time to drive some of your hispanic students crazy. Follow the proced
ures above. 1.chair --- share 2.cheap --- sheep 3.cheat --- sheet 4.cheered ---
sheered 5.shin --- chin 6.chines --- shines 7.chirt --- shirt 8.chip --- ship 9.
shuck --- chuck Here are some sentence sets with the same vocabulary. Some of th
em test the bounds of metaphor.;-) Follow the same procedure as above: 1.I like
to chair at a meeting. --- I like to share at a meeting. 2.He thought the cheese
was cheap. --- He thought the cheese was sheep. 3.The cheat failed the strength
test. --- The sheet failed the strength test. 4.The crowded cheered when she be
gan walking. --- The crowded sheered when she began walking. 5.I hurt my shin. -
-- I hurt my chin. 6.We are finished when the bell chines. --- We are finished w
hen the bell shines.
y y y y y y y y
7.The geologist brought a chirt. --- The geologist brought a shirt. 8.The engine
ers made a better chip. --- The engineers made a better ship. 9.Shuck some of th
e new corn. --- Chuck some of the new corn.
Back to Edutainment Home Page
y
If you would like me to e-mail you another set of similar lesson ideas, (with an
other "plug" for the book of course ;-)) Just click below and include the level
you teach. y Ian Hewitt