Subject Games and Activities

Non-subject games and activities (to be

used outside of curricular lessons;
Breaktime, lunchtime, pre- or post-class;
Or to be inserted into lessons as general
warmers or relaxers
The Laughing Classroom, page 36: An upbeat entrance: Begin your lesson by
playing upbeat music to put the children in a lively mood for lessons.
The Laughing Classroom, page 40: Klutz to the Rescue! The author talks about
using simple magic tricks in class. Could also be used with balloons or juggling, or
origami or hand shadows
The Laughing Classroom, page 47: Student show time! What hidden talents
abound in your classroom? Amaze and inspire one another by having an hour of
student show time once a month (or once a week?). Have children sign up for five- or
ten-minute slots to display any talents they choose. For example, poetry reading,
story reading, singing, dancing, whistling, show and tell, sharing personal stories or
adventures, showing off hobbies or skills.


General-Purpose or multi-use Games (Can
be used for more than one subject, or non-
academic activities)
* Assorted Activities Box: Herbert Kohl, in his book, On Becoming a Teacher, says that he
keeps in class an old salesmans briefcase which he keeps filled with anything that might
interest the children newspaper clippings, photos, magnifying glasses. Other suggestions
might include (harmless) electronic or engineering parts, art materials, magic tricks, puzzles
and jokes, menus and recipes and material samples anything you can catch their curiosity
with!
* Drilling Techniques:
. Brisk drilling: Simple teacher say, class respond. Moves activities along at a rapid pace.
Good for quick review.
. Catchball Drilling/ Point and Say: Students throw a ball among the class. The thrower
states the first part, the catcher the response. This can be used for
practicing virtually any area. Point and Say works just as well without the ball, and its fun
for the students to say each others names (if they know them!)
. Circle Drilling: A good way of drilling lists days of the week, months, alphabet, etc. Simply
recite whatever list you want to practice around the circle. The
game is to increase speed and sureness.
. Clap Drilling: "Clapclapclapclap" goes the whole class. In between each rhythmic clap,
the students, in turn around the circle or in chorus, say whatever item
youre drilling. Good for rhythm. If you want to make it more difficult, have them stand up
if they make a mistake turn it into a process of elimination.
. Milling Drilling: Half the class sits in a circle; the other half stands outside and pairs off.
They practice their language point, whatever it is; then the outer circle
rotates by one (like a mill wheel turning) and they repeat.
* Flashcards:
You can do a variety of these. They make a refreshing change from whiteboards or speech
drilling, and they allow you to use them for giving, taking, finding and
the element of surprise. You can use laminated ones or words scrawled on pieces of paper,
with or without pictures. Here are some ideas:
. Lay cards out and say "Show me/find the X".
. Revealing the card little by little race to see what it is.
. Play happy families (would take some setting up) with different groups foods, jobs, names,
etc.
. Display the cards around the room, and ask "Where is the X?"
. Play "Snap!" with sets of cards.
. Matching up word and picture flashcards.
! Timez Attack Roleplay: Have you ever played the game Timez Attack? It's perfect
for learning times tables, and a free download.
OK - now that the children are familiar with it, we can introduce this game: a roleplay
version of Timez Attack (here, we'll explain adding/subtracting, but it could also be
used for times, shapes and even non-maths subjects.
You will need: a stack of cards - question on one side, answer on the other - divide them
into packs of six or so, and hide them before the start of the game (don't foget where);
an assistant (teaching assistant preferably, but a bright child would work); a monster
mask (optional); a pre-boarded table with Monster and Class; 6 magnets to keep score.
Children and monster start each game with 3 magnets each.
How to play:
Stage 1: puzzle - teacher chooses 1 child and gives him/her clues to find the stack of
cards.
Stage 2: monster - child gives cards to teacher who puts on Monster mask and stands
up.
Stage 3: contest - the teacher holds up one card (question side). Chooses child to
answer. If answer correct, teacher gets knocked back; if answer incorrect, whole class
gets knocked down (see the game to see what this imitates). In either case, one magnet
gets transferred from the loser's table to the winners'.
Stage 4: end - when one table has no magnets, the game is over. Reset the magnets, 3
for each table again. If the monster lost, take off the mask and send a new child to
find the next pack of cards. If the monster won, replay the game until the children win,
recycling difficult cards.
Notes and comments: This game could really be played for any topic, with a little
alteration. Any numeracy topic, and also literacy...science...anything! Also, suggestion -
use one card with three questions on it?
Timez Attack Roleplay Variations:
1. Using it to drill High Frequency Word cards in English: the children all have flashcards to
learn new words. Have each child choose three cards. Make a table for Monster and
Children, and have one magnet for each child. All magnets begin on the Monsters side. The
monster chooses children, who must choose one of their words and say a correct sentence
which includes it. When one child has completed all three cards, a magnet goes to the
children.
* Mind Mapping:
Used to brainstorm ideas on the whiteboard. Write down the central them in the middle and
draw lines and labels branching out from it with ideas about it. An
excellent way to get the students thinking.
* Concept Mapping:
Similar to Mind Maps. Again, there is a central concept and again words related to the
central concept are written around it. This time, though, there are no radiating lines;
instead, draw lines between the different words around the central concept, and along
these lines write connections you can think of. For example, if the central concept is food
you might think of words like fry and refrigerator; and you might draw a line between
these two words and write frying makes food hot, refrigerators make it cold. A very good
exercise to do in both introductions and plenaries, especially when these two are compared.
* Substitution Tables:
Write out a model sentence on the whiteboard to practice a grammar point, then elicit ideas
from the students to substitute in key parts; as follows:
He Is Read ing
" " Listen "
You Are Look "
They " Eat "

* Musical chairs: As with the favourite party game the ring of chairs for the chn to dance around;
sit down at the signal; take one chair away each round so that there is one person out each time and an
eventual winner. But, to use it as a learning/drilling game, choose one teaching point and have the
children sit down when you say it. Here are some examples:
English: Say random letters; children sit down when you say a vowel.
Maths: say numbers; children sit down when you say an odd number / a multiple of 3/4/7, etc.
Other subjects: say random words; children sit down when you say one from a selected topic.
* End-of-class Vocabulary:
At the beginning of the lesson, fence off an area of the board; throughout the lesson, fill it
with new words that come up; and at the end of the lesson, play a
quick game point and say, a quiz, a blackboard race to review these new words.
* Rush Hour:
A fun childrens party game, which can be good for practicing vocabulary, and would work
well as a warmer. Students sit in a circle. One person, without a chair,
stands in the middle. When that person calls a description or item of vocabulary, all the
students to whom it applies stand up and try to find new seats. In the
confusion, the student in the middle also tries to sit down. One person will be left without a
seat to call the next time. Examples could be Everyone with red
clothes, all girls or people with trainers for low levels.
* Guessing the word:
Can be done in pairs, trios, groups or as a class. Very useful for revising vocabulary. There
are a number of ways to do this:
Mime the word.
Gapfill (I go to the restaurant because Im feeling __________.
Describe the word.
* Cut and Paste:
The basic idea is that there are slips of paper with words on them which the students have
to match up. These could be either words and their meanings, or first
and second halves of sentences (or even sentences cut into three or four parts) or one
sentence and a following sentence. You can throw in some mistaken cards
or false leads for more fun. You can either do this with you making the cards, or the
students preparing their own and then mixing them up.
* Blackboard Races:
A number of different games, all based on the idea of writing items to be revised on the
board, and students working in teams, racing each other to eliminate the
most of them.
* Blackboard Quiz: Write the words you want to revise on the board. Split the class into
teams. Read out definitions for the words one at a time, and give a point
to the team whose member guesses the word.
* Blackboard Race: Write words on the board and split the class into two teams. Give the
front member of each team a pen, one red and one black. Call out the
definition and have them race to circle the right word. Once one of them has done so, they
both pass the pens on to the next in their teams.
* Blackboard Writing Race: This time, start off with a blank board. Split the class into two
teams and give the first member of each a pen. Stand them in front of
the board and say a word; they have to race to write it correctly (also works for normal
and IPA alphabets). When the word has been written, rub out the wrong
one and both members pass the pens on.
* Some build, some destroy: I like to introduce this game by building a house of cards, then
knocking it down. The message being that some build (give a team a
marker pen) and some destroy (give the other team a rubber). Say a word, or give a clue for
it. One person from each team looks for it. The first one to find it
either rubs it out or draws a circle around it.
* Personal Blackboard Races: You can also have students do their own races in pairs or small
groups, using a sheet of paper rather than the board. One person
says a word and the other or other two - must point to it.
* Blackboard Relay Races: This game is self-working, with no teacher participation
necessary apart from monitoring, correcting and feedback afterwards.
Write up a load of different words on the board 15 at least and split the class into two
teams. Choose two people from each team. One of them is the
Describer, the other the Finder. The Describers must each describe a word, and the two
Finders each with different-coloured pens must find it and
circle it. The aim of each team is to get as many of the words as possible. As soon as the
Finder has found the word, he takes over as Describer, the old
Describer sits down and a new Finder stands up. In this way, each team can work in a relay
until all the words have been found.
This could also be done as a simpler version if you have the blackboard items as self-
explanatory say, as students correcting grammar mistakes or misspelled
words.
* Word/Picture Race: here, you write up a word on the board and, for each one, a
corresponding image or synonym. Split the class into two teams and give each a different-
coloured pen. They then have a relay race the first person stepping forward, drawing a line
and then passing the pen to the next to see who can match up the most words to their
images. Teacher watches and corrects. At the end, see who drew the most lines (who won)
and check the answers as a class.
* Writing Race. The students form into groups. Each group writes down ten words. Then
one person is chosen from each group and given a marker, and the papers are swapped
between groups. Each group must now get its representative to write down all of the words
as quickly as possible on the board.
* The students could review the vocabulary, choose words they are having trouble with and
write them up for a blackboard race.
* Knock their teeth out! You need a big list of questions about the book you are using (or a
good imagination to come up with some). The possibilities are endless regarding what you use
for questions. So here's the fun part: Draw two big mouths on the whiteboard, giving each
about 8 teeth. If you have a girl team and a boy team, give one some nice lips. Ask individual
team members questions. If they get it RIGHT, you erase one tooth from the OPPONENTS
mouth. It gives the impression they are knocking out the teeth of the other team. This
game is basically Hangman applied to reviewing; and why not? What other gradual-
progression pictures could you use?
A juggler juggling balls (could add instead of taking away!)
Draw sweets and take them away
Eat up each others apples, bananas, ice-creams, etc.
Draw a person for each; then, with each mistake they make, draw a part of something
around them; if they lose, they end up with a large monsters mouth swallowing them. But
make sure you draw the same things at the same rate for each team!
* Queueing up:
Students form up in two lines in front of a board with words on it. They race to finish their
lines (when a person has finished he goes to the back, so the line is finished when the first
person returns to the front). At low levels, just saying a word would be enough. At medium
levels, using the word in a sentence, and at high levels, defining the word. The teacher can
be the judge of how effectively this has been done.
* Magic Ball Review (The Laughing Classroom, page 97):
Tell the children This is a magic ball, which holds all the answers to everything. When you
hold the ball, you will know the answer to any question I ask. Arrange the class in a circle (or
you can split the class up into groups to play the games. Ask a question and throw the ball to
someone to answer. Either have the child throw the ball back to you to ask another question,
or have the child ask a question and throw the ball to someone else for the answer.
* Back to the Board:
The basic game is that one person, sitting in the hotseat, faces the class. Here are some
ways to do it:
. Simple focused conversation: the class can ask the person in the hotseat any question they
like.
. Drama hotseating: the person in the hotseat has to assume a character. The class can
either test it by asking questions, or ask questions to guess it. Good for reviewing stories in
English or History. Could be adapted for other subjects Geography, mathematics, music
. One person sits with his back to the board. The teacher writes up something that the class
can see but the hotseated person cant. Then:
a. The class has to give clues until the hotseated person works out what it is,
b. the class splits into two (or more) teams and the hotseated person asks questions of
each alternately; when he guesses it, the team that last gave him a clue gets a point or (to
make them be more subtle) LOSES a point.
c.
Each team has one thing on the board. The hotseated person asks them questions
alternately and the first team whose thing he guesses gains or loses a point (depending on
whether you want the easy or difficult game).
(d)
The teacher writes a simple sentence on the board, "The book is on the bed." or "My father
is playing with Tim." You tell the students that they are very curious and that they want to
have more details about the sentence. They have to come up with as many questions as they
can think of and you make up the answers as you go. For example; "What color is the book?
Whose book is it? Why is it on the bed? Where is the bed? Who is Tim? Where are they
playing? How old is your father?"
(e)
One person sits in the hotseat; go around the class, with each person asking a question.
(f) Word Lists: This can be done with any of the above methods. The audience helps the
hotseater by giving him lists of words until he gets it. So: Chicken. Farm? No. Beef, pork,
vegetables. Restaurant? No. Trolley, basket Supermarket.
The Wizard (From The Laughing Classroom, page 106):
A fun way to review a subject, and a wonderful alternative to the usual stand-up oral report.
The students must listen carefully and work together as a team.
What happens is this: the children work together in groups of four. One group comes up to
the front of the class and stands shoulder to shoulder. They are now transformed into a
Wizard with four heads but one mind. The teacher and/or class asks The Wizard questions,
and the four children answer speaking in turn, and one word at a time.
* Hangman games:
Classic Hangman:
In this game, one person writes up dashes indicating the number of letters in a word, and
the other players have to guess by saying one letter at a time. Every time they guess a
letter right the writer writes it in the appropriate space (more than once, if the word has
more than one of the same letter). Every time they get it wrong, he draws another part of a
picture of a man being hanged. The students win when they complete (or guess) the word;
they lose if the picture is completed and the man hanged.
Revised Hangman:
Classic Hangman is an old favourite, but there are some ways to make it more fun. The
picture of a man being hanged is a little dull. Instead, try:
. A man walking off a cliff into the shark-infested sea; he takes another step with every
wrong letter (very quick to draw with stick figures).
. A balloon sinking into the (naturally) shark-infested ocean.
. A man sleeping at the bottom of the cliff (identify him as the teacher) while another man
at the top (identify him as one of the students) pushes a big rock onto him. Every wrong
letter means the rock falls a little further.
. A plane crashing into a mountain.
Stand-up Hangman:
Dont draw a picture, just write up the dashes for the word. Every time a person says a
right letter, it gets written in the correct space. Every time somebody says a wrong letter,
though, it gets written on the board and that person has to stand up. This works best in
large classes, because youre going to use people up pretty quickly. In smaller classes you
could do things to make it easier: give them clues, give them two chances (the first time
they get it wrong they stand up; the second time they stand on one leg), etc.
Clues Hangman:
Here is a twist to Hangman that keeps the kids on their toes: Place on the board the
number of blanks for one word (example "police officer"). Then, provide clues about the
word such as appearance, duties, associated accessories, etc... This requires the students
know not only the word but, what it means. Works best with occupations, locations, animals
(when compared with actions words).
Two-team Hangman: Here, split the class into two teams. Each with a picture to lose. Lots of
competitive fun!
* Word Worms:
This is a fun way to revise vocabulary, checking recognition and pronunciation.
You can present the word worm on the board, or on a handout. Write a list of words in the
shape of a worm with no boundaries between each word.
Soitmightlooksomethinglikethiswithafewwigglesforawormyeffect.
Students must then find the words within a time limit. They could work in pairs or
individually.
Once the majority have found all the words, give them a few minutes to practice saying
them, while you monitor and correct any pronunciation errors. Then feedback worm style
around the class; you should be able to take away the handouts!
Next time you teach a new lexical set, get students to make their own word worms for
homework, and use them next lesson!
* Word searches:
. Draw a grid, write answers in some of the squares and fill in the surrounding squares with
nonsense. The students then have to find the answers.
. Either you can make the word searches, or students can make them and then swap them.
. They can do this either with looking for words (in which case, one letter per square) or
looking for sentences (in which case, one word per square).
* Crosswords:
Grids with areas marked off for words. The areas cross over each other, going vertically
and horizontally, and so must be arranged so as to share letters. Clues are written for the
crosswords. As with the Word searches, you can either do these for students to do, or
students can do their own.
* The Secret Word:
Here, the class has to fill in the clues, like a crossword, to find the secret word that runs
through them. Like so:
_ _ _ The second number
_ _ _ _ _ A round red and green fruit
_ _ _ _ When you really, really like somebody
_ _ _ _ _ _ _ _ An animal that lives in Australia and can jump really well.
The words are "two, apple, love, kangaroo"; and the secret word from reading their first
letters downwards is "talk".
* Circle Forfeits:
Write up a sequence of numbers with a number of points of whatever you want to practice
included. The students have to recite it around the circle; anybody who makes a mistake
pays a forfeit - for example, first mistake, stand up. Second mistake, on one leg; third
mistake, out of the game.
Tips: keep the sequence short and the game brisk. Dont let it lag.
Follow-on Cards:
This is a maths game, and works best for maths, since what it basically practices is
remembering facts. However, it could be adapted for other topics. It might work best if
the children make their own; or perhaps you could just write key words on the cards and
have the children make up their own definitions; so if the cards for a history lesson were:
1. King Henry VIII/ Anne Boleyn
2. Anne Boleyn/ Elizabeth I;
3. Elizabeth I/ Queen Mary
The game might go:
1. King Henry/ he married this woman then cut off her head.
2. Anne Boleyn/ this woman was Queen of England after Henry VIII died.
3. Elizabeth I/ this Queen was a Catholic, and had lots of Protestants killed
Bingo:
- The basic game: the children each draw a 3 by 3 grid, and write numbers in it. The
teacher calls out numbers one by one, and the children cross off the ones that are
on their board. The first person to cross off all the numbers shouts Bingo! and
wins the game.
- Notes: the number of squares in the grid can be adjusted; the numbers need to be
within pre-defined limits.
- Numbers bingo: This would usually be maths, of course, but could conceivably be
used in other subjects; perhaps dates in history, or certain numbers in science. The
game can range from the extremely simple (choose 9 numbers, 1-20, which the
teacher will call out at random) to the advanced (practicing calculations choose 9
numbers 1-20, which the teacher will give sums for addition, subtraction,
multiplication, division, fractions, percentages, rounding up or downnumbers bingo
can be adapted to virtually any topic).
- Words bingo: this can be used for almost any subject as well, including maths (names
of shapes, for example, or mathematical functions). In playing words bingo, you
should be careful to set limits on the words they can write down; perhaps have them
choose the words from a list, a poster or an article; or from a clearly-defined set of
words.
Feely-bag: Have a bag full of objects; children put a hand in and try to identify the
objects before taking them out. Lots of applications for lots of subjects.
How many things can you think of that A game that can be adapted for many
subjects. Divide the children into groups and have them write lists. In science, How
many things can you think of that are made of metal/cardboard/wood? At the end,
see which group has the most items.
Spotting the Mistake: Tell a story/read an article/talk to the students about
something, but warn them in advance that youre going to make mistakes, and see if
theyre clever enough to spot them. This should excite them and get them paying
attention. But make sure that if there are any mistakes they miss, you point them
out and dont let them get fossilized!
Invisible Elephant: Perhaps not the most efficient way to review vocabulary, but a
novel and imaginative one that might make the children pay more attention! Tell
them youre going to draw a picture of something, and they have to guess what it is.
Draw the picture in the air, outlining it with one finger in a steady movement around
the edge of the object.
Odd one out: Write up a sequence of words on the board, or just say them aloud.
Have the class tell you which is the odd one out. Useful for discussing classes of
words, in just about any subject.
Selling freezers to Eskimos: A fun, unorthodox way to talk about objects, a game
that can be played in pairs, groups, or as a whole class. For high levels. Give a picture
of something to a child and challenge him to sell it to the class, telling them why
they really, really need it.
The Laughing Classroom, page 38: Back Drawing: Have the children pair off and
stand with Child One with his back to Child Two. The teacher calls out a question,
and Child Two will draw the answer on Child Ones back, using the tip of his finger,
with exaggerated movements and clarity; Child One writes the answer down. After
ten questions, stop and have the children check the answers with the teacher. If
theres time, swap and repeat with ten more questions. A fun way to review material!
The Laughing Classroom, page 46: A Step in the Right Direction: Create a list of
fifty or so review questions. Choose a place in the classroom for you, the teacher, to
begin, and stand there. Ask the children the questions, one by one. For each right
answer, you move forward one pace; for each wrong answer, move backward one pace.
The goal, of course, is to get around the class. Variation: choose a child to move
instead of you (NB could be a good solution if you have one child who is miles
better than the others and always shouting out the right answer).
The Laughing Classroom, page 49: Dream-a-Theme: I believe that imagination
and dreaming are essential aspects of learning that are sadly lacking in our
educational approach today. So, each week in my classroom, we dream a theme that
relates to the world, such as Imagine a world with plenty of food for all, or
Imagine a world where everybody tells the truth, or Imagine a world that raises all
children with great love and care. We write our dream theme for the week on the
board and, when relevant, we relate all discussions and subject matter to the theme.
This has added an element of richness and global perspective to the lessons in ways
that have exceeded my expectations. The idea for this activity was inspired by a
comment by DH Lawrence: If you dont have a dream, how can you have a dream
come true?
The Laughing Classroom, page 95: The Six Thinkers: Adapted from Edward
deBonos Six Thinking Hats. These represent different conversational functions
best used in creating new ideas. You can choose six children to wear them, or have
children put them on whenever they want to say something. You can begin by having
six children put them on and have the whole class follow them in an opening
statement:
1. Blue Hat: The Controller Cross arms and say, We must control
2. Green Hat: The Creator raise a finger and say, Aha! Ive got it!
3. Yellow Hat: The Optimist palms up, say, Lets look on the bright side
4. White Hat: The Objective Thinker point a finger and say, Lets look at the
facts
5. Red Hat: The Feeler put your hand over your heart and say, What I feel is
6. Grey Hat: The Critic shake your head and say, No, no, no
The Laughing Classroom, page 118: Gibberish Interpreter
Two children are chosen. One is a foreign expert on whatever subject you are studying, and
the other is his interpreter. The teacher or children will ask the interpreter a question; the
interpreter will translate it into gibberish; the expert will reply in gibberish; and the
interpreter will translate the answer back to the class.
Alternatively, if the teacher knows a language the children do not, the teacher can be the
expert and speak in that language.
Early in the morning:
Chn sit in a circle. Teacher is postman (initially) postman stands in middle and walks around
as he sings Early in the morning at 8.00, You can hear the postman knock walk steadily to
rhythm, chn can clap. Stop at child you reach when you sing knock. Then sing Up jumps X
to open the door child X jumps up One letter, two letter, three letter, four. (pretend
to hand them letters). Works to get them to recognise rhythm. When they are familiar, you
can get them to be lively postman, etc. Once they know the game, child X can take your
place as the postman.
Match-up Turnover cards: Have two sets of cards, different colours say, red and
blue. On one side, the red cards have questions and the blue answers (or synonyms,
or two things that fit together, or whatever youre practicing). On the other side,
the red cards are numbered 1, 2, 3 and the blue cards a, b, c The game is to turn
all of the cards over 1, 2, 3 a, b, c facing up). Turn over a red card, showing the
question. Children guess which blue card is the answer by saying its letter, and
turning it over to guess. This game works very well when the children compete to
guess the right card say, with cards magnetized on a board and children putting up
hands to guess.
Snap! The traditional game is for two or more players to lay down cards in turn, and
shout Snap! and slap your hand down on them when one card matches the one it has
just been put down on ie, a five of hearts follows a five of spades. Here is a
version even more fun: Play as described, but each player counts as they put the
card down the first player says one, as he puts down the first card, the second
two, and so on. When the number spoken matches the value of the card, say
Snap! To make the game even more challenging, count silently.
SNAP! VARIATIONS:
- Ordinals. Instead of saying Onetwo say Firstsecond
- The game can be played with anything that has a sequence. For example, you could
remove all the odd numbers and count in twos; or play with money flashcards, and
count one pencetwo pencefive pence




From Getting the Buggers to Behave, by Sue Cowley: Engaging lessons across the
curriculum
The following are ideas for games guaranteed to grab attention and engage the children.
The scene of the crime:
Can be used in history (examining evidence), English (literature, eg Romeo and Juliet), Drama
(the crime genre), D & T (drawing a plan).
When they children enter the class, they find a crime scene: a roped- or taped-off area
with the scene of the crime in it maybe a chalk outline, a gun, a rope, a handbag with the
contents spilt out. Their task is to examine the scene of the crime, discuss their findings
and, depending on the lesson, draw or write about them. NO TOUCHING (mustnt wipe off
the fingerprints).
The can of dog food:
Can be used for D & T (packaging), Art (designing a label) or Science (analyzing the contents
of the tin).

Ideas for starters
(All of these starters require practically no preparation.)
Five anagram words on the board. I.e. asc sod = sac a dos etc
Write the middle or end of 5 known words i.e. ayo = crayon tyl=stylo.
Write 5 words with a letter missing each. The missing letters could spell another
word, if youre that well organised.
On a known theme (i.e. town) write the first letter of 5 different places.
5 words each with one deliberate mistake in the spelling.
Odd one out i.e chien chat cheval chance
With times, numbers, dates or any other sequences, i.e. ma journe write 5
random on the board for them to put in the right order.
Mime a word they know (exaggerated lip-reading)
Skywrite a word they know (you must write it backwards for them)
Write the first two letters of five words up, and they must match the endings.
Textspeak BB=bb, K7 cassette, LF1=elephant. G HT jai achet.
They have one minute to write as many clothes as possible, colours,
sports,fruit,veg, countries, pets, rooms, hobbies, furniture.
They have one minute to write as many words as they can beginning with.
Writesixorsevenwordstogetherwithoutabreak.
Show them five flashcards, jumble them up, and they must guess which one you
have in front of you.

Minimal preparation, maximum effectiveness activities (for teaching
languages, but adaptable to other subjects)

At the end of a lesson - "What word/sentence am I thinking of from the lesson". Do either
from memory or with support. All can participate. Write the one you are thinking of on a
piece of paper in case they accuse you of cheating! Then involve the kids up front.
A sweet for the winner is a great addition to this game...

A mid-lesson game or plenary: Pair noughts and crosses. They each draw a nine box grid with
an English word/picture/first initial of each word in a sentence e.g. jml = je me leve if doing
daily routine. Then working in pairs they have to say a word/sentence in TL to get their
nought/cross in the box. They only let them have it if they are happy with pronunciation!
Each pair has two games to play as every one prepared a grid. Or get them to use a pencil
and they can use the same grid twice!

Listening bingo - use any tape extract. Tell students the topic then they think of 10 words
to do with that topic and write them down. They then listen to the tape and every time they
hear the words they tick them as a tally chart of the frequency of the words. Winner is the
one with most ticks - a chewit sweet for the winner. Brill for predicting what will come up.

You can also use this with pupils preparing mini speaking presentations. Pupils read them out
(with/without support)and the others have chosen 5 words they think will come up and do
the same tally idea.

A-Z on a topic - word and picture for each letter of the alphabet. Prizes for winners.

Create a puzzle page for revision of a topic - swap over and do each others' puzzles...
Slightly better than do a word search then swap!!

Heads down thumbs up. This is the basic version.4 volunteers on floor . rest of class put
heads down on desk. arms crossed under their heads [wish I could draw on this!] hands
making fists with thumbs sticking up and eyes closed . No peeking. Volunteers creep round
room and each pushes down the thumbs of one person. No-one opens eyes till volunteers
return to front [with any luck rest have fallen asleep by this point] Four whose thumbs were
touched stand up and in turn say who they think touched them. [ No-one to say yes or no till
all have said] If they are correct they come out and take place of first four, If not the
original person stays on floor.

Difficult to tie in with languages but if the four on the floor each have a flashcard the
victims could name the object instead of the persons name.

I use heads down thumbs up to build sentences. The 4 pupils at the front are vocab eg une
chambre, un salon, une salle manger and une cuisine. The pupils who are touched on the
thumbs guess who has touched them by saying dans ma maison il y a une cuisine. You could
combine two, or three rooms by having a series of pictures on flashcards and hanging them
around pupils necks with string. Does this make sense?
Also a game with post it notes. Write different jobs on them and stick them to pupils
foreheads without them seeing. Pupils ask partner questions eg je porte un uniforme?
Partner can only respond with oui or non. Pupil has to work out what job is. Its probably
easier to have pre prepared questions for the pupils to use. Good for GCSE jobs.

Strip bingo pupils split a piece of paper into 9 sections and write a different phrase/word
in each section. Teacher repeats words/phrases several times pupils can only tear off the
strip if the word/phrase is at either end of the paper. Winner is pupil with one strip left.
Advantage over normal bingo is that the teacher repeats the words/phrases.
Use a stopwatch to time pupils matching the vocab on linguascope on IWB - fastest wins a
sticker or merit. Pairs on linguascope on IWB. First one to get three pairs wins. Winner
stays on.

When you've introduced vocab play word tennis. Eg Partner A .Dans mon sac il y a une
trousse Partner B adds one then volleys it back eg dans mon sac il y a une trousse et un
cahier. Partner A adds another etc. Pupils score when partner pauses, hesitates repeats
word, or can't remember order. Score as tennis if they know how.

Mallets mallet. Buy an inflatable hammer, or real one for difficult groups. Choose topic eg
colours. Get two pupils to face each other and pretend you are timmy mallet. Pink glasses
and bermuda shorts are a must. Hit pupil on the head with the appropriate force, if they
pause, hesitate, repeat word or stray from topic area completely.

the word tennis game also works for questions and answers and gives them the opportunity
to practice making questions up......

If you have a PALE system [don't know if this has different names but it is those fixed to
the wall tape recorders round the classroom] pupils make their own "speaking clock"
recordings which they then hand to another pupil to listen to and write answers

when you have marked one pupils' work hand over the red pen and send him/ her to mark the
next . cascading round the class.......

Buy a shoe bag and call it sac magique. Get pupils to close eyes and hide things in it.
Classroom objects, flashcards etc. Pupils guess what is in your sac magique and have to
make sentence up with word.
Dictionary Race: 5 / 10 minutes to find as many words relating to the current topic - prize
for the person with the most - then brainstorm them all onto a flipchart/the board so
everyone has a wider vocab list!

Stand up Bingo. Get pupils to write down 3 words from the vocabulary that you have been
teaching that lesson. They then stand up ready and sit down as soon as any one of the words
on their list has been called out by you. The aim is to not have any of their words read out
thereby being the last one standing. It's a great plenary.
Odd one out. Easy for you to put together, good to give to pupils to make up to reinforce
vocab, excellent starter or plenary.
Get them to scramble up 5 new words they've learnt from the lesson for a partner to
unscramble.

Fruit Salad (takes about 25 mins) - play with 4 different phrases or 4 questions/answers.
Can do knock out round.

Chef d'orchestre (chanting and class changes line upon a previously agreed on signal from
one child; 2 'detectives' who had been outside when the signal and person was decided upon
have to work out who is changing the line...)
When you have lost your starter (like I did today) do a quick test of vocab / sentences from
last lesson. You say the English/French and they write the French/English. Then go through
on board together - points for each correct word in a sentence makes them not as scared to
write the TL from memory.

Write a blank for each word in a sentence. Give the last word and work backwards - pupils
guess what the word is. Makes them really think about word order especially for past tense
and any opinion sentence.

Rowdy class... dictation.
Queen Victoria: One pupil at front with back to class. Teacher indicates one of class to say
" Je m'appelle la reine Victoria" in a disguised voice ... object is to guess speaker t=retain
place on floor [ more linguistic value if teacher hands over cue card to be read aloud - but
defeats purpose of this thread ..... and sometimes we just need a bit of fun]


Language Brain Trust : 4 pupils on floor . rest of class must ask each in turn a language or
cultural question. If correct person stays on floor , if not questioner takes place[limit
number of questions on football] 4 still on floor at exact moment bell rings gain points,
sweets etc.

Statues : useful for verbs Teacher calls out an action Pupils must get into statue pose of
that action and hold it without moving, giggling etc till next action is called or sit down

What's missing : read out a list of days of the week, animals, colours. Reread list omitting
one

Zoo :If you have a big room and pupils can sit in a circle sit them with one fewer chairs than
pupils . One pupil in centre calls out "Je porte des chaussettes blanches" "J'ai trois freres"
etc All those with white socks/three brothers must swap seats while one from centre tries
to get one of their chairs. If they call zoo everyone changes seats.
Put flashcards on floor. Send a pupil outside. Agree a flashcard with class. Invite pupil in.
Class whisper in unison the word then get slowly louder till pupil picks up right card. Can time
each pupil an quickest is winner.



Moving Dictation
You dictate a text, they write a sentence and then pass their exercise book to another pupil
who then continues to write the next sentence... After as many sentences as you want, show
them the text on OHP, IWB, using Data Projector or direct them to the page in their
textbooks. They then have to correct the mistakes. Great for German - capitals for nouns.
They are also more willing to mark other people's work.


Tongue Twister
Write a tongue twister on the board, ask them to work out what it means using dictionaries,
and then ask for 2/3 repetitions. Normally has plenty of volunteers.

Word Recall
Not very exciting, but useful - give the pupils the topic or idea (price, size..), and they have
to think of as many words as they can, which you then go through with them on the board
after. Can turn it into a competition.

Word categories
Give pupils A4 paper/card, ask them to fold it into 9. Write the topic in each box, and then
when you call out a word in TL, they have to write it in the correct box.

Same as above - but a game: write the topics on the board, name the two pupils playing each
other and say the TL word. First pupil to name the topic that that belongs to wins a point
for their team. Could be combined with the above exercise.

Aural Dominoes
See Resource Bank (made by someone else. Can also be handwritten onto card - only takes
5/10 minutes to prepare.
A great way of introducing new vocab or practicing old vocab.

Headlines
Have pictures on the board (from internet on IWB or projector) and they have to write a
headline for it.
Write the names of the people involved in recent news and the headlines in TL next to it
but muddled up - they have to match them.

blockbusters - create a grid with lots of hexagons. Copy to OHT. Write numbers on with an
OHT pen. Then use as and when necessary to reinforce vocab/fill time etc. The students
choose a number and you give them a question based on the topic you have done. First across
the board (or down) is the winner.

Snowball. thirty secs to write as many topic words down by themselves. 1 min to work with a
partner, two mins to work with their table. Then go round the class, table by table. Write
the words on the board. Any words written down by more than one table do not count. Any
unique words get a point. Table with the most points win.

Pass the parcel
Pass a ball/object around the class to music when the music stops ask who is holding the
object a question.

Famous person
Ask the students for the name of a celebrity. Write it on the board. See who can find a
word in the TL for each letter - no resources allowed

Word combs
They write their names down then find an adjective for each letter of their name.

starters:
1. GIMME 5 - say "donnez-moi 5 animaux/5 verbes irrguliers au pass compos/ 5 opinions
ngatives/5 alternatifs pour 'trs' etc. etc. Works with any year group.
2. Write a word on the board from a recent topic eg croissant. pupils suggest a sentence
containing the word, for which you award a score out of 10 for their impressiveness. Vary
generosity of your mark scheme dep on ability of group.
3. "clear the board" - write up 20 or so words or phrases randomly all over your board. Set
the clock. They then put up their hand, saying one of the words/phrases and its translation.
If correct you rub it out. Penalty of 10 seconds if anyone calls out. They try to beat their
own previous class record each time you play.
4. PASSEZ LA BOMBE - buy a kitchen timer. Get a small box (empty Neutradol packaging
box is ideal)and paint it black and write "ATTENTION-BOMBE!!! on it. Put the timer in the
box. When you play, set the timer for between 1-2 mins, put into box and say a question
you've covered recently which can have many different answers. ive bomb to first pupil, who
can pass it on when they've said an answer. Whoever is holding the bomb when it goes off
has to do a forfeit, like saying 20-1 backwards in French.

Writing
1.Write a sentence on the board such as (Yr 7) "Dans ma trousse j'ai un stylo et une
gomme." Underline un stylo and une gomme. They have 2 mins to write as many sentences as
they can, substituting different items. individuals read their suggestions. Anyone with same
sentence crosses it out. People left with sentences no one else has win a sweet.

Very simple - at the end of the lesson, get two kids up the front, you say the English, the
first kid to say the foreign word wins and the loser sits down, to be replaced by another kid.
The person left standing when the bell goes is officially king or queen of the class.
Sometimes I let to joke run on and call kids 'prince' and 'princess' as well, I did like it the
other day when they called me 'Goddess'!







Best game ever! Can be applied to all topics and levels! BEAT THE TEACHER!
Example with numbers.

Write down numbers on the board (I use flashcards a lot for this game)
Point at a number and say what it is. Kids repeat. Then you try to trick them and you say
something that is not correct. Kids have to stay completely quiet. If they were quiet: one
point for them. If you managed to trick them ie they repeated robotically what you said
without thinking: point for you. We go to ten but I refuse to carry on if I have five and they
have not had even a point (this is to stop any of the little trouble makers to repeat the
number and hijack the game! Only happened once)

There are some more ideas over on the MFLE from Scottish teachers:

http://www.ltscotland.org.uk/mfle/creativeteaching/gamesandwarmups/index.asp


Snooker. Two teams alternately answer a starter (red ball) question (an easy one). Then give
a category (e.g. pets, shops, colours, furniture, personal pronouns, etre verbs, verbs
beginning with 'p' etc), and after 5 seconds deliberation they have to decide which 'colour'
(yellow = 2, black = 7 etc). They then have a set time to name that number of items. If they
fail the other team has the chance to claim the points. Getting 6 on a 'black' = nul points.

Also love doing vocab cards with GCSE students - they make them - a phrase in French on
one side and nothing on the other. Once you have taught them about 8-10 phrases they make
the mini cards and then put their initials in little letters in a corner. They then play in pairs.
They scramble up the cards and hold them in their hands. They put one card down and the
fastest to say it in English gets to keep the card. If they both say it at the same time then
they put it to one side and the first person to win the next one gets them both.

You give them about 5 minutes or so to play and then they count to see who has the more
cards and they win. They then sort out the cards so they get their own back (that's why
they did the initials) and find another partner.

After a bit they write the English down on the other side of their cards and do it the other
way round (Eng-Fr), which is obviously more difficult. They can also check they are correct
with the cards if they disagree by turning them over.

Very high-level of excitement always playing this game!
Gunfight: All pupils stand up with their backs to a partner, side on to the teacher, hands
clasped to make a 'gun'. Teachers calls out a rapid fire of words/short phrases and pupils
call out translation and point their 'gun' at the teacher. They can keep a tally of correct
answers on their hand. Shows you where strengths / weaknesses of vocab are. Pupils could
make gunfight lists for extension homework.



Poker test: Pupils number 1-10 as per vocab test. Teacher calls out question. Pupils put hand
up if they either know the answer or are going to pretend to know the answer and bluff. If
they don't know the answer and aren't going to pretend - they put a cross next to the
relevant number on their sheet. Teacher chooses pupil to answer question - if he answers
correctly - everyone with their hands up gets the point (whether they knew answer or not!!).
If he gets the answer wrong/didn't know it - he loses all previously accumulated points.
Teacher then chooses another pupil and if he then gets it right - the rest with hands up get
the point. And so it continues... So it is a gamble whether they put hand up and risk their
points if they don't really know the answer!! Kids would be so rubbish at poker cos you can
so tell who is bluffing!!
This game has a name, but I can't remember it. You need a metre stick to act as a rifle. To
start the game write a word on a piece of paper, fold it and hide it from the class. Walk
around the room, point the stick at a pupil and shout. Halte qui va l? Pupil responds with Je
m'appelle....... Teacher then asks for le mot de passe. If pupil doesn't say the word you have
on the paper shout non BANG! If they correctly identify the password, the pupil is given the
metre stick and does the same thing. Reveal the password when correct. Ask pupil to make a
sentence with the word in it for extension. Obviously narrow the words down to a specific
topic or you may be there a while.

Les Animaux Bizarres. Pupils draw a pet with parts of different animals. Eg head of a rabbit,
body of a snake and the tail of a fish. Pupils make up name for pet eg UN LAPSERROUGE.
Ask pupils to describe pets when finished.

Ideas for starters

(All of these starters require practically no preparation.)
1. Five anagram words on the board. I.e. asc sod = sac a dos etc
2. Write the middle or end of 5 known words i.e. ayo = crayon tyl=stylo.
3. Write 5 words with a letter missing each. The missing letters could spell another word, if
youre that well organised.
4. On a known theme (i.e. town) write the first letter of 5 different places.
5. 5 words each with one deliberate mistake in the spelling.
6. Odd one out i.e chien chat cheval chance
7. With times, numbers, dates or any other sequences, i.e. ma journe write 5 random on the
board for them to put in the right order.
8. Mime a word they know (exaggerated lip-reading)
9. Skywrite a word they know (you must write it backwards for them)
10. Write the first two letters of five words up, and they must match the endings.
11. Text speak BB=bb, K7 cassette, LF1=elephant. G HT jai achet.
12. They have one minute to write as many clothes as possible, colours, sports,fruit,veg,
countries, pets, rooms, hobbies, furniture.
13. They have one minute to write as many words as they can beginning with.
14. Writesixorsevenwordstogetherwithoutabreak.
15. Show them five flashcards, jumble them up, and they must guess which one you have in
front of you.

my fave plenary is the hot seat, pick a pupil they take the seat and students can ask them 5
questions related to the lesson. we usually do this in the TL. great because it's all about
them!

for speaking practice with year 10 and 11, play your own version of that yes/no game. pupils
have to answer questions about a certain topic for 30-60 seconds without giving yes or no as
an answer. (based on game show but can't remember the name)works very well for getting
them to manipulate the verb and turn questions around.

kind of similar idea they have to present about certain without using key basic words e.g.
shopping but no mention of the supermarket or shopping centre, it gets them broadening
their vocab and gives them the chance to be really creative with language.

verbal pictionary: students describe item in TL and a volunteer had to draw representation
on board.

to consolidate gender with yr 7 I like the line game (need big room or moveable furniture
for this) get students in big line (I do girls then boys and playoff after) explain one
direction is masc. objects one is fem objects. then call out vocab e.g. estuche= masc so jump
left etc. lose when go wrong way and then have eventual champion.

My lot love pronunciation competitions- I make a big over the top fuss about mistakes (hay
in Spanish pronounced as it looks etc) they love the drama and get v.competitive - is all boys
though. They also love memory games- can you remember all these new vocab words (in a
specific order or not) in 30 seconds for example. Word tennis is the other one- haven't
actually read through the thread so apologies for any overlap- there are a few variations on
this one- not exactly a new one I know. Get one of the kids to choose a theme (eg:food) and
get a representative from each team (class is always split into 2 for games)to name a word
from that topic in turn. If they hesitate, repeat or mess up a word they' drop' the ball and
then the point goes to the other team.

Has anyone mentioned the one where you write the initial letter of each word in a sentence:

jsaen= je suis alle en ville
jabuc = j'ai bu un coca/un cafe
etc

for classes who are struggling to build a paragraph, this sort of modelling works well.

My idea is mini-whiteboards. Once you get the initial stuff sorted out - boards, rubbers,
pens, one of each in a plastic wallet you can bring it out for a really nice active 10-15
minutes where you tell them what to write, they hold it up, and you get feedback on every
single individual. Takes virtually no time to write it into a lesson plan.



Ghosts : go round class . or get them to gently throw soft ball[!] to next person . each must
add one word to make a sensible sentence anyone who cannot add another word loses a life .
3 lives and you are a ghost . you can also challenge the person before if you think their
answer does not make sense in that case they lose a life . but if they can justify it you do ..
good for a small class or group who are reluctant to talk......

as ghost above but you add one letter at a time and the object is not to end a word.......

mixed up spelling ........ teacher says letters in a word at random . class must guess word e.g.
hiearc

Group game : each person has 5 paperclips to start with . One person begins a presentation
on self, school etc Other members of group must interrupt with relevant questions If
speaker can answer straight away questioner hands over paperclip [or sweets if it is not
healthy eating week] If speaker cannot answer the questioner gets paperclip from speaker.

In advance prepare a coded alphabet a=1,b=2,c=3 [maybe you can hold it in your head! I
can't!] Say numbers to class they have to convert into word ... without a crib ... you will be
amazed at how they can do it and boys especially love the challenge eg 3,1,8,9,5,23

Ah yes - mini-whiteboards. Brill for all kinds of activities when you want all the class to join
in.

10 pictures lettered a-j.
T says a sentence in past/pres/future linked to one or more of pictures.
P writes both correct letter and arrow to indicate tense: backwards arrow = past etc.

Great for tense practice.
With any text:
find all the nouns (verbs, past participles, infinitives, words to do with food etc)

read in pairs and peer assess accent / intonation

do paired dictation - one sentence each

stick it to wall and do running dictation

find the vocab - you choose 10 English translations of words in the text and tell them all to
find word number one (ie the word in the text for ....). In groups they find it and bring it to
you whereupon you whisper the number 2. Winner is first to 10.

You read the text but change words. They underline words that you changed. Challenge
them to say how many you changed (make some hard). Offer a house point for those that
get the right number.

Translate the text out loud in pairs.

Not with a text but ace for numbers: write a list of about 15 random numbers on the board
e.g. 12, 186, 98, etc. (Even works at AS if you make the numbers more challenging). In pairs
/ small groups time each other reading the list in TL. Find the two quickest in the class (or
quickest boy and quickest girl if you want it to be really competitive) and challenge them to
a play off at the front.

Very similar with photocopied text and coloured pencils. Circle cognates green, positive
opinion phrases blue etc. You could ask for words with acute/grave accents. The list goes on.

draw a word snake on the board (or worksheet) with hidden infinitives. Pupils come to the
board and circle them. You can then ask questions like ; regular/irregular, past participle,
sentence in the past/present/future incorporating that verb etc.

Been using the activit de glisser-dposer
on linguastars to practice the crossover Foundation/Higher question. Get them to cross out
the words along the top that don't fit. Ask them why they don't fit. Narrow list down and
ask them to choose answer and justify reason. They will hopefully come up with things like
infinitive after modal verb, plural, past participle etc.

for those who don't have mini white boards: On the first day you issue new exercise books
get pupils to write on the centre double pages in HUGE letters Oui/Ja etc on one page and
NON/Nein on the other page.
Then when you want to do a quick listening read out some true/false sentences and get them
all to hold up the correct page - instant feedback on who has understood and all must
listen.........











Miscellaneous games, puzzles, etc.
* Tongue Twisters:
* She sells seashells on the seashore
The shells that she sells are seashells, Im sure.
* How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
IF a woodchuck could chuck wood, itd chuck
As much as a woodchuck could.
* Red leather, yellow leather.
* The sixth sheiks sixth sheeps sick.
* Mrs. Smiths Fish Sauce Shop.
* Eleven benevolent elephants.
* Beths birthday is on the third Thursday.
* Seven wet vets went to Venice.
* Usual Asian confusion
* Theophilus Sistle, the Thistle Sifter, sifted a sieve full of unsifted thistles.
* Once upon a barren moor
There lived a bear, also a boar
The bear could not bear the boar
The bear thought the boar a bore
Until the bear could bear no more
That boar that bored him on the moor
And so one morn he bored the bore
The boar will bore no more.


DVD activities:
* Discussion:
Watch a part of a film, and then use it as a starting point for a discussion.
* Prediction:
Watch part of a film. Whats going to happen next? Why do you think so? You could do this
as:
Discussion
Acting out
Or saying the next line.
* Imitation:
Use the film to provide a model for speaking. With scripts and/or subtitles, have the
students practice saying the lines, imitating the inflections of the actors.
* Description:
Have the students narrate the film, telling you whats happening. This is particularly useful
for practicing the present simple and present continuous.
* Novel:
Read (or, for homework or as a writing task, write) the description of a section of the film.
If youre doing it in class as a speaking exercise, you can freeze the film on an evocative still.
* Acting:
The students can act out what happened in the film; or they can watch part of it then act
out the rest (here, dont give them too much planning time a mixture of planning and
improvisation works well).
* Exercises to do with videos:
. Do a ten-question true-false exercise before watching a video, to see who manages to get
the most questions right. This gets them all involved in watching the video and paying close
attention. Make sure they write the whole word "true" or "false" out, as they are quite easy
to change!
. Give the students a handout of questions, multiple-choice or fill-in-the-gaps, which has to
be completed while or after (or even before) watching the video.


Board Games
* Noughts and Crosses:
The basic idea is that you write letters or words or tenses along the vertical and horizontal
axes, and the teams have to shout out combinations of these as coordinates to place their
marks. So, for instance, write a, e, o on the vertical and t, r, b on the horizontal. A player
who wanted to put his mark three across and one down would have to say a word like "otter"
or "out" to do so.
* Battleships:
Much like noughts and crosses; the students shoot their shots by using coordinates. Could
do conjugations on one side and verbs on the other, or different words to be put into the
same sentence. Be a bit difficult to do the four boards required. Perhaps the class could
play against the teacher, or perhaps two groups could play against each other using A3
paper; or perhaps students could play against each other in pairs.
Of course, this is only a problem if you want the full, classic, two-boards-per-player version.
Perhaps you could just have the class playing against the teacher, who doesnt fire back.



Resources:
Suggested Links:
http://www.teachingideas.co.uk/more/index.htm

Clip art: A wide selection of free clipart here:
http://www.abcteach.com/directory/clip_art/

MATHS (SOME ALSO GENERAL)
http://www.uk.knowledgebox.com/

http://www.mathsisfun.com/

http://www.primarygames.co.uk/

http://www.raisingstandardsinmathematics.com/
Code: 2602

http://www.thebigbus.com/

http://www.cleo.net.uk/

http://www.andrewjeffrey.co.uk/freegifts.asp

http://www.wirral-mbc.gov.uk/maths/




MR JENNINGS
http://www.mrjennings.co.uk/





Bibliography:
* The Laughing Classroom Loomans and Kolberg, 1993