Writing raceCategory: WritingGroup size: From 2 players to medium-sized classLevel: Beginners to intermediateMaterials: Pens or pencils and paperAge: 8 to 12Pace: Wake up

This game is to be played once the students are familiar with the vocabulary and sentences that the teacher wishes to practise.  This game is particularly good for practising specific grammatical points or spelling.

LISTENING GAMEClass size: Small group and

classroom variations

Level: Ideal for beginners to intermediate

Age: 8 to 13

Materials: None required

This game may be used in teaching new vocabulary, teaching grammar or revising large amounts of known words. It is suggested that the teacher stand in a space with the children all around him/her and close to him/her. The children should either be touching the teacher with an outstretched hand, or s/he can tie scarves around you and eachchild holds onto the end of a scarf. The younger children love this kind of prop, but it is optional. Another optional prop is to stand on a square of colored paper. The children must all have one foot on that square. Another way of playing this game is that children should clap their hands when hearing the word, or stand up and the pupil that stands up the last or is the last clapping hands is out for one turn, for example.

You can add great variety to this game by changing the way you say the words. Sometimes you can use a flat monotone for several words and then suddenly say a word with great enthusiasm. This alone can make some children let go of you or stand up even though you did not say the magic word.

For revising vocabulary the teacher should say “the magic word” and when they hear it they must run and the teacher should try to catch them. It is not necessary to start running in the classroom, it is enough if s/he only touches the children.

for example you start to say words such as spring, winter, autumn, sun, rain, etc. When you say, summer, the children must run off and you try and catch one of them.

When dealing with intermediate classes the teacher may revise irregular verbs by asking pupils to recognize the irregular verbs from some regular and irregular verbs. For example, the teacher may say play, climb, read, call and the magic word is read; when they hear the magic word they have to run or stand up or clap hands. The teacher may also ask pupils to say both past forms of this verb.

For marking pupils the teacher may use an oral evaluation or assign marks to the pupils that answered correctly every time.