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 least a small group to play, but you may be able to adapt some of
them for one-on-one settings.

 Find Someone Who... (literate beginner-intermediate, group)

Create a list of characteristics 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 the learners mingle
and get signatures of other learners who fit the descriptions. 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 activity by putting the items on a grid.
 Pictionary (any level, group)
Divide into 2-3 teams and give each a supply of paper if you aren't
using a whiteboard. It's best if each team can sit around a table or
have their own whiteboard space. Tell one member from each team
what item to draw, and on your signal they may begin. The first team
to guess wins a point. Play a fixed number of rounds and the team
with the highest score wins. Notice that in this version, all teams are
working independently at the same time to guess the same word, but
you could take turns with each team. You can also give stickers or
wrapped candy to the person or team guessing correctly if you don't
want to make it competitive with points.
 Scavenger Hunt (any literate level, group)
Divide into teams and hand out a list of items to be collected (a
penny, a stick of gum, a signature, a pine cone, a shoelace, be
creative). Define the searching range (classroom, house, campus,
neighborhood, building). The first team to return with all the items
wins a prize.
 Twenty Questions (intermediate-advanced, individual or group)
Select an object in your mind and let the learners ask up to twenty
questions to guess what it is. Trade places with the winner and let
that learner select an object for the next round.
 Storyline (intermediate-advanced, group)
Divide into groups of 4-6 people. Give everyone a sheet of paper and
ask them to write 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 the group. That person reads the
first sentence and adds one more to it to continue 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 sentence, and passes it along again. When the
pages have passed through the entire group one or two rounds,
everyone unfolds the pages and reads the stories. They are often
hilarious, and this game usually generates contagious laughter.
 Telephone (any level, group)
Divide the group into two teams and have them stand in single file
 lines. Whisper a somewhat complex sentence (according to their
level) into the ear 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
original one wins. In case of a tie, the fastest team wins. Try giving
an easy sentence to start with to build confidence before moving onto
a difficult one. If the game is too hard in the first round, learners will
decide it's no fun.

More ideas may be found on the following pages:

 Sample Edutainment Games

Free samples of lots of games and activity ideas from the 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 appropriate for groups,
adaptable for various levels.
 Ernie's Activity Page
Game ideas for groups, adaptable for various levels.
 Games and Activities for the English 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. Set 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 awarded play
money from all the other players. The amount awarded can vary
dependent on difficulty.

 For example:

 Teacher: This is a ten dollar question. What colour is my shirt?

The student who answers correctly receives $10 from each of the
other players.

 Teacher: This is a twenty dollar question. What time do you eat

lunch?
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 players.

 You can copy the play money supplied (pages 33 and 34 of the book)
and have the students cut them out.


 Fast Games
 You might already know these games but this is the way I use them.

 Last Letter
 ("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 piece 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
thrown to the next student, who continues.

 The sequence may then be (for example):

 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 pitchers in the class!

 Chinese Whispers
 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 (depending on level)
is given.

 The students run back inside, and whisper the "key" to the 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 correctly wins the point for
their team/row.

 Fast Words
 The class is arranged into rows. The first person in each row is given
a piece of chalk. The blackboard is divided into sections. No more
than six teams.

 The teacher calls a letter and the students must write as many words
as they can beginning with that letter, in the allocated time. Their
team-mates can call out hints, 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 most correct words is the winner.

 Word Association
 The teacher starts the game by saying a word, such as "Hotel".

 For example:

 Teacher: Hotel
Student A: Bed
Student B: Room
Student C: Service
Student D: Food
Student 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 student seated is the winner.

 If the association is not obvious, the student is asked to explain the

association.

 Songs/Music Cloze
 Songs are a good way to teach in an "Edutainment" way because
they incorporate all the language skills:

 (1) Listening (to the song)

(2) Reading (following the lyrics 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 repeat. This is done twice.

 (3) The tape is played twice in a row, with the students 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 complete the missing
words.

 (6) The teacher calls out the correct words. The students 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 played, 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 have 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 paper?), so more words must

be recognised.

 The words are folded under for the entire listening while the tape is
played.

 Only after all the listenings are the correct words revealed.

 With a little experience, the teacher will easily be able to adjust to

the level of difficulty required.

 The songs have been chosen for their pronunciation and because they
are familiar to most students.

 Variety in the types of songs, for instance, rock, ballad and so forth,
is supplied.
 The song sheets (lyrics) have been made for the lower levels, and
need to be modified for 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 summer we enjoyed ______________(2)

 Wind and rain and shine

 That umbrella, we employed it

 By ___________________(3) she was mine

**

 Every morning 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 you.

 Came the sun the ice was melting

 No more sheltering ___________________(9)

 _______________________(10) to think that that umbrella led me
to a vow.
(** Chorus)

 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

 Mother 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 the 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, let it be.

 And when the night is ___________(15),

 There is still a ________(16) that shines on me,

 Shine on until ____________(17), let it be.

 I wake up to the sound 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 -------------------------

 will, wisdom, see, Whisper, hour, light, me, parted, speaking words,
tomorrow, answer, living, standing, comes, music, cloudy, people, is,
find

 Edutainment- there's 100 pages of material

that you can use to lighten your teaching load and brighten your classroom,
and more importantly, make your English teaching more effective. No
preparation required, all materials ready to photocopy !




 Following are some games and ideas, I have found " out there
". I like them, hope 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 difference 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

 11 free - flee

 12 ride - lied

 13 fry - fly

 14 river - liver

 0-6 Keep trying 7-8 OK, 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 emotions 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 WITHOUT using
those words.
The rest of the class must guess the emotion and the occupation,
e.g. "Happy Postman," "Frustrated Teacher."etc


 I like to take my ESL "Newcomer" students (middle school) on "mini-

field trips".

 Yesterday we went on a tour of the school store. Before the trip we

practiced saying,
"How much is ...?" and "How much are ...?" Then each student
prepared a question 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 sketch of something they saw
during the mini-field trip. They will turn these sketches into postcards
 on large index cards. Eventually they will each create a photo 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 garden, 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 organize 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 Birthday, Language, Distance from

School, Size of family. Avoid obvious things like physical 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 could have 7 words that start with M, or several
words that are parts of the body.

 In two minutes (let the other teams watch the clock for you), the
student with the paper must try to get one of the students on his/her
team to say as many of the 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 students who all speak the
same language is keeping them from giving hints in their native
tongue. Usually, the other teams are vigilant about policing this for
you, but when they are lazy, 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 call 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 think of three sentences, two are facts and one is a lie.
 One by one, students introduce themselves and say their three
sentences. The rest of the class has to guess which one is a lie.

 It's best for the teacher to go first, not only to provide an example,
but also to let the students know that the teacher is interested in
interacting with them.

 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 with one ravenous shark, underneath
him. When the first incorrect letter is guessed, 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
good 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 the 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 "Learning Log" at the end of each class to help them keep track
of what they've learned throughout the month.

 I think this is important for both teachers and students. 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 students on field trips in the USA. Why not ask your EFL
students to take YOU on a field 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 'show off' their own town, and be the 'expert' on
familiar territory. It also introduces you as the teacher, to places and
facts in and about the town you are living 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 the words made and then either have the students
write sentences with them, or look them up in a dictionary, what
ever.

 My advanced middle school kids are getting really good. They actually
beat me last night!
By the way, it's best if you have the kids play in teams of 3 or 4 so
that they can work together. Have fun!


 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 language with feelings, not

grammar. Sometimes, we share ideas and have a good laugh
together after reading a humourous story.

 Not only to learn language, but also 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 excited 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 correct it.

 Type the written assignments out WITH the errors. Photocopy. Place
students into groups, and give them the papers. As a group let them
correct the errors themselves. They like the interaction, and seem
more interested because it is their own actual work that is being
corrected.

 After this group activity is finished, as a class go over the possible

correct answers together. This is a great activity to do once a week to
get the students able to become their own editors.

 An immense help to me as a language learner has been taking fun
songs (whatever kind you like and is available: classics, drinking
songs, pop songs, opera, show 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 crooning in Haitian; don't try this on the El) or silently following
along and recalling the meaning of the lyrics.

 This won't help much if you're trying to learn Innuit, but folks
learning English are lucky, in 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 !



 Want/Have/Need Tic-Tac-Toe

 Time Required: About 30 minutes

 Students' Level of English: Beginner Intermediate Advanced

 Materials Needed: The attached handout

 Objective(s):

 Practice using the words "want," "have," and "need"

 Procedure:

 Read through activity with students and explain that they are to fill in
the answers to numbers 1 papers with a partner.

 Ask partner A to guess partner B's answers by using the sentence

patterns on the bottom of the handout. If they guess correctly, 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 finished, then partner B tries to guess partner A's
answers using the same sentence patterns.

 Want/Have/Need Tic-Tac-Toe

 Write your answers in any order in the boxes below:

 Make sure that you only write nouns.

 1. Something you want (*).

 2. Something you have (*).

 3. Something you need (*).

 4. Something that you had(*), but don't have anymore.

 5. Something you have (*), but don't have anymore.

 6. Something 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 use.

 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 you guess wrong,
put a big O in the square.
Try to get a line of three X's.


 Objective

 To get students to think about and practice adjective-noun

combinations.

 Level

 This game works well with all levels. Lower level students can make
up simple 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 combinations. Begin by giving them a male or female
first name. They must then invent a sentence similar to the following:

 Albert likes awful apes.

 Betty likes baby boys.

 Linda likes little limes.

 Richard likes roaring racecars.

 Wendy likes wiggling worms.

 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 sure that you
can think of matching adjective-noun combinations within the
vocabulary range of your students.

 It is sometimes helpful to have a large list of alphabetized adjectives

xeroxed off and ready to hand out,

 especially for lower level students.

 Following are names for every letter of the alphabet to get you
started:

 Andy, Betty, Carmine, Daniel, Ed, Francis, Grover, Harry, Ingrid,

John, Kris, Linda, Mark, Norman, Orville, Patty, Quentin, Rachel,
Sam, Tom, Ursula, Victor, William, Xavier, Yolanda, Zelda.


 THE PICNIC (For Intermediate to Advanced Level Students)

 This is a simple game that requires students to generate vocabulary

in English. The class is asked to imagine that they are going on a
picnic. Their 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 student suggests something whose first
letter is the same as the first letter of the 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 example:

 Alicia: I want to bring apples.

 Teacher: You can bring apples, Alicia. Alicia can bring apples. What
do you want to bring, Marco?

 Marco: I want to bring a radio.

 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 suggestions 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 several Post-It notes, write in

large letters a single word of recently learned vocabulary.

 The activity is easiest with simple nouns, though more advanced

students 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 on the forehead of the subject who then

'becomes' that item of vocabulary but,

 not being able to see the note, does not know what they are.

 To find out they must ask the other students in the group who can
answer with reasonably 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

vocabulary as sometimes discretion should be shown in assigning
vocabulary to students.

 It is a fun activity ideal for a few minutes at the end of a lesson.



 This is 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.

 Students 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)........................

 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)........................

 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 class !

 Mr/Ms............................likes..........................He/She doesn't
like ................................and He/She lives
in ......................................!
 Mr/Ms............................likes..........................He/She doesn't
like ................................and He/She lives
in ......................................!


 Clothing Race

 Purpose: Practice the names of clothing items

 Materials Needed: Two 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 lines up by a pile of clothes. When the teachers

says "Go!" the first person in line, 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 member behind him.

 While this is going on, the first person grabs another item,
puts 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 they are and put them back in a pile, that round is
over.

 The team who is faster, advances to the semi-finals or final

round to compete against another team in the 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

procedures 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 them 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 began 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
when the bell shines.

 7.The geologist brought a chirt. --- The geologist brought a

shirt.

 8.The engineers made a better chip. --- The engineers made a

better ship.

 9.Shuck some of the new corn. --- Chuck some of the new
corn.




 Back to Edutainment Home Page



 If you would like me to e-mail you another set of similar
lesson ideas, (with another "plug" for the book of course ;-))
Just click below and include the level you teach.

 Ian Hewitt