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My previous post, Playing Games, Part 1, offered my reasons for playing games in the language classroom and a description of what I feel makes a successful and useful game. This conversation board game is easy to create, but one of the most useful ones I have in my magic bag of teacher supplies. Each student places a marker on start, and then they take turns to role a die and move their marker around the board.
It’s not a game that anyone can “win”—if someone reaches the end of the path, the final square says “go back,” and play reverses.
More complex questions can of course be designed that practice only the past tense, or conditional structures, or certain vocabulary. I’ll close with a look at a blank game board I’ve used for grammar games—this takes more effort to create, but you can also consider having students make your game cards or at least using the game over and over again if you are lucky enough to teach the same class for several terms. This game board, as you can see, has nothing written on the squares other than a few simple game-play instructions not related to language; however, the squares are all painted one of six colors. Really, any type of drill-based language exercise can be put onto cards, where suddenly it becomes fun instead of boring. I was thinking we would actually plan a story before working on this, but her enthusiasm could not be contained. Julie–When I went to the last homeschooling conference I found a vendor who has SUPER cheap art supplies, including make your own books (all sizes, even board books) and they are DIRT cheap! However, what most teachers really want to know is, What are some good games that I can make and use? If the ones in the photos here look a bit beaten up, it’s because I’ve been using them since 1992! I buy the 8- or 12-sided dice from hobby shops to spread students around the board more; if you don’t have access to these, I recommend using two of the traditional six-sided dice.
I generally have students play for 20-30 minutes, but I have never had a group where any player got all the way back to start.


Students get to know one another, and while they are playing, I walk around and listen to them—this is my evaluation of their English level. Each color represents a type of task, and I create a stack of cards with the tasks on them. You needn’t think up all of the exercises yourself, even—copy them out of your class textbook as a review. And I would like to stress again that the use of any game must not only be clear to you, but clear to your students.
For a while, especially as a young teacher, I was reluctant to try too many games with adult classes.
I’m writing about these books because I think they are cool and my daughter loved them.
This is where you'll find the projects that use wire with a few that use some polymer clay or metal clay. The originals are made of heavy cardboard that has been painted and then shellacked; the questions are written with permanent marker. For example, yellow might indicate “spell this word.” If a student lands on yellow, he draws a card and hands it to a fellow player without looking at it, and the other player asks him to spell the word. You should always let a class know why they are doing what they are doing, and when the game is concluded, point out to them what language they practiced and how they practiced it. But as long as you can (and do!) clearly explain why the activity is useful, I find that adults just love a bit of color and variety in their learning tasks. To make them bigger, you can just expand them to A3 and print on 2 sheets of A4 which you then tape together and laminate.
I think the laminating is important, though, or you’ll have to make them again and again.
The day after my daughter received this she was tearing into the box before I was even awake.


This book is all about making rings and covers a wide range of jewelry techniques.TechniquesThe mixture of techniques is probably one of the most unusual elements of this book. These can be adapted to a variety of classroom levels, and I have used them with private students and huge classes alike (though note that in larger classes, students will be playing in groups, and  you will need one set of materials per group).
I have also made color photocopies of the boards and had the copies laminated, so that I can roll them up and travel with them when necessary.
When she feels she has finished, she passes the die to the next student, and play continues. An extremely simple activity, and yet just having the questions in a “game” format makes it more interesting than the standard pair interview presented on a worksheet.
However, if items from Exercise 13 appeared on the backs of cards in a stack—well, you would be surprised at how happily students drill themselves with those items again and again! I’m a strong supporter of not making materials unless you know you can use them more than once. We bought a couple different sizes but I’m saving them for when Lukka is a self-directed writer (as opposed to now, just doing dictation). While the author is well-known for her metal clay skills, she doesn't stick to just metal clay in this book. Blue squares might ask a student to put a sentence in the present tense into the past, and so on. It is actually pretty unusual for a book to cover different techniques like this and instead focusing on the end product - rings - so this could be a good or a bad thing depending on what readers want.
You could assign students in groups to come up with a series of tasks or exercises as homework and then have each color represent a different group’s cards.



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make your own book display stand



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