Next move games resource pack

Games Resource Pack

COVER

© Macmillan Publishers Limited 2014

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Games Resource Pack

Welcome to the Macmillan Next Move Games Resource Pack.
Games are often seen as ‘time fillers’ or a peripheral,
occasional part of classroom life once the ‘real’ learning
has finished. However, the truth is that games can be a
vital part of the lesson providing stimulation, motivation, fun and variety. At the same time, using games in
the classroom needs to be done with care, especially
with larger classes or with children who haven’t played
games in a learning context before. We’ve put together
this Games Resource Pack to help you select, set up and
manage games to achieve positive learning outcomes.

Contents
•

Games in the Primary Classroom.................................................................................................................p3

•

How to Manage Games in the Classroom................................................................................................p5

•

Games Ideas .......................................................................................................................................................p6

•

Using the Macmillan Next Move Games Templates ..............................................................................p9

•

Macmillan Next Move Games Templates ................................................................................................p20

© Macmillan Publishers Limited 2014

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Games Resource Pack
Games in the Primary Classroom
Why should we play games in the classroom?
The advantages that games bring to the English teaching classroom can be divided into three
areas:

Dynamics
Dynamics
Games…
• inject energy and fun into a lesson
• help children contribute with greater confidence – to make a mistake in a game
may seem less serious than a mistake in a normal lesson
• promote different interaction patterns – teacher-child, child-child, child-group,

group-group – and also provide interaction with a genuine purpose and
outcome
• help develop competencies of cooperation, teamwork, problem solving and
autonomy

Language
Language
Games…
• are a good way to recycle and consolidate language
• are often multi-skill activities
• encourage the use of extra English with procedures and instructions (i.e. It’s your
turn! Roll! Go back three squares!)

Variety
Variety
Games…
• can be both something new and exciting, or familiar and welcome
• involve a range of intelligences: movement, tactile materials, visual materials
and an auditory component are common. Logical intelligence, interpersonal
intelligence and linguistic intelligence are frequently utilised during games,
along with other types of intelligence.
• are usually very student-centred. They allow the children to enjoy extended
interaction with their peers and they give the teacher space to observe, assess
and relax!

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Games Resource Pack
When should we use games?
Games can be used at various points in any lesson, but the time to use them should be carefully
planned. Judicious use of games supports three stages of children’s learning:

Supported
Independence (SI)
Dependence (D)
When the language is new
and the children depend
on the teacher for input.

When the children have
a degree of familiarity
with the language and are
ready to experiment in a
safe environment with the
support of their peers and
the teacher.

Independence (I)
When the children are
confident in the language
and are ready to produce
more with less help.

The following parts of a typical lesson plan can incorporate games to support each of the three
learning stages:
• Presentation of new language (D): games at this stage provide the opportunity
to give children extended exposure to the language and build confidence

• Controlled Practice (SI): games help keep children’s motivation high to keep
using and practising the language
• Freer Practice (I): games require the children to interact in a fun, purposeful way
and make use of language to achieve a definite outcome
• Warmers (SI/I): a game is an ideal confidence-building activity to start the lesson
and help children remember and show their knowledge of previously learnt
language
• Fillers (SI/I): when a change of pace is needed, or the main aims of the lesson
have been achieved, the children’s favourite games provide a platform for more
fun production
• Recycling / Review (SI/I): games motivate the children to revisit and gain
confidence in language previously presented and practised
• Reward (D/SI/I): Some groups need the incentive of a reward later in the lesson in
order to remain focused. Sometimes you may simply decide that a game is a just
reward for good work!
© Macmillan Publishers Limited 2014

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Games Resource Pack
How to Manage Games in the Classroom
When playing games in the classroom, try to keep the following points and tips in mind:
✔✔ Simple games often work best with big classes, especially if you have limited
time to explain and play the game.
✔✔ Make sure you know how to play the game before the lesson, and that you are
confident of the rules and how you are going to explain them. You don’t want
to lose the children’s interest before the game has started!
✔✔ Remember that demonstration can be the most effective means of teaching the
game.

✔✔ Written instructions on the board (for those who need a little extra time
or respond better to written language) is useful. A written reminder of the
procedural language (It’s your turn, etc.) is also a useful technique and stops the
temptation to fall back into L1.
✔✔ Before you start the game, check the game’s rules with simple Yes/No questions
or two-choice questions: ‘Do you touch the picture or point to it?’ ‘Point!’ /
‘Can you stand up before I say ‘Go’?’ ‘No!’
✔✔ Remember – you don’t always need to be looking for new games. Familiar
favourites form the basis of your games resource, and an occasional new one can
bring some variety.
✔✔ Make sure you have rules in place which can help you govern noise, cooperation
and use of English. If these are built in as part of the game and all of the children
are aware of them, things will run smoother and the game will be more fun!
✔✔ Your application of rules needs to be consistent, or some children’s sense of
competition will lead to a loss of motivation for the game.
✔✔ Remember that not all games need to be competitive. Sometimes it is fun to just
play a game and enjoy the fact that people are doing well!
✔✔ Try to have some kind of reward system for your games. This could be with
points for correct answers, good effort or good use of English. Or small extra
privileges such as being chosen to hand out books or clean the board, to have an
extra turn at the computer or to choose the next game.
✔✔ Having a continuous reward system (such as adding marbles to a large jar for
good effort, or adding smiley faces to a chart for good use of English) can also
be the reward for the whole class for doing well in a game. This encourages the
children to be cooperative, rather than competitive.

© Macmillan Publishers Limited 2014

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Games Resource Pack

Games Ideas
This section contains a selection of games for use in
the classroom, including games which involve moving,
listening, visuals and reading/writing to provide variety
for all types of learners. The games are given a particular
direction or aim below, but they are all adaptable to many
different language areas or objectives. For extra ideas for games
using the Macmillan Next Move Games Templates, go to page 9.

Running Words / Sentences
Aim: To practise vocabulary or short sentences
Level: Levels 1-6
Time: 10-15 minutes
Materials: None
Divide the class into two teams and have them line up in front of the board, at least 2 metres
away. (If you have a large class divide them into four teams and have two teams at a time
playing.) Give a board pen to the first child in each team and draw a line down the middle of
the board.
Running Words version: call out a vocabulary item from a recently studied vocabulary set.
The first child runs to the board and writes the first letter of the word, then runs back and
gives the pen to the next child in his/her team, who runs and writes the second letter, etc.
The round finishes when one team shouts Finished! You can award points for the first to
finish or just have a round of applause before going on to the next vocabulary item.
Running Sentences version: The same as the word version, except you work with short
sentences from a recently studied structure and the children write one word each rather than
one letter.

© Macmillan Publishers Limited 2014

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Games Resource Pack

The Letters Game
Aim: To practise/review written form of vocabulary
Level: Levels 1-6
Time: 15-20 minutes
Materials: You will need envelopes with each letter of the alphabet on a small square of card
or paper. Prepare 1 envelope per 4-5 children.
Hand out an envelope to each group and give them a minute or two to put the letters face
up on the table. They do not need to be put in any order.
Call out items of vocabulary from recent lessons – the groups have to put the letters in the
correct order to make the word. The first group to finish shouts Finished! Check the word
is spelt correctly – if not the game continues. Points can be given for correct words, or just
applause for the winning team.

Change Places
Aim: To practise/review recently studied grammatical structures
Level: 2-6
Time: 10-15 minutes
Materials: None
Make sure that any unoccupied chairs are turned to face the wall. Explain to the children
that you will make statements and if the statement is true for them, they must stand up and
move to a different chair. Give an easy example to start: I like pizza!
After a few rounds led by you, turn another chair to face the wall when the children stand
up to change places. The child left standing then has to give the next instruction and try to

find a place to sit.
This can be limited to particular structures (I like . . . / I ate . . . last night) and the children can
say whatever they think will get everyone to move!

© Macmillan Publishers Limited 2014

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Games Resource Pack

Back/Air Writing
Aim: To practise/review vocabulary sets or the alphabet
Level: Suitable for all levels
Time: 10-15 minutes
Materials: None
Invite one child to come to the front of the class and with your finger, write a letter on
his/her back and ask What’s this letter? Make sure you give the example writing big, bold
letters! Repeat with a few more volunteers then put the children in pairs and have them
continue the game.
A level more challenging is to have the children write out whole words on each other’s back.
Show them that they should write one big letter at a time, not a whole word across the
back – this is too small to feel accurately. This version is usually too challenging if you do not
set a vocabulary set or topic first.
An easier and quicker version (but no less fun) is for one child to write the word/letter in the
air for the other to see and guess.

Categories Game
Aim:To practise/review vocabulary sets
Level: Levels 1-6

Time: 10-15 minutes
Materials: Pen and paper for each group of 2-4 children.
Prepare a list of vocabulary sets that the children know with two examples from each set.
Put the children in groups of 2-4. Explain that you will say two words from one vocabulary
set or category – in their group they have to write three more from the same set. When
finished they shout Finished! Check their answers – if they are not in the same vocabulary
set or are incorrectly spelt, say No! Continue! until a group shows you a correct answer. Ask
the winning group what the category was and what other words they wrote. Elicit more
examples from the other groups (they will want to tell you). Call out words from the next
category and the game continues.
Make it clear to the children that they do not need to write the words you call out and they
do not need to write the category!

© Macmillan Publishers Limited 2014

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Games Resource Pack
Using the Macmillan Next Move Games Templates
At the back of this Resource Pack you will find templates for five different games that can be
printed for your classes or laminated for reuse. The templates cover a range of games from
the competitive to the collaborative, and this section gives a starter pack of ideas on how to
use each template in different ways for different levels and aims. Of course there are many
more ways to use each template – it’s all in your head waiting to come out!

Bingo

Origami Template

Hit or Miss Template
A

My grid

B

C

D

E

F

G

H

1

I

J

2
3
4
5
6

7
8
9
10
A

B

C

D

E

F

G

H

1

I

J

My friend’s grid

2
3

4

Folding this template into
a ‘fortune teller’ gives the
children a fun craft activity
followed by a variety of
games to practise vocabulary
and grammar tenses.

5

d 5x5 grids
These 3x3 an
r practising
are perfect fo
well as
numbers, as
ts and
vocabulary se
ctures.
grammar stru

6

The simple grids allow fo
ra
fun guessing game betw
een
two children as they try to
‘hit’ each other’s words.

7

8

9

10

Let’s Go Home

Football

4

5

01
9

72

11

2

9

8

44

7

31

5
4

23

41

42

14

32
51

33

3

04

22

43

12

83

53

2

93

61

EERF

RT

PO

SS

PA

71

!LAOG

13

24

52

6

03

21

62

34

EERF

1

OP

AP

81

AP

SS

PSS

TR

91

TRO

63

02

73

This traditional board ga
me
is adaptable for all levels
. As
children roll a dice and ma
ke
their way back home, there
are lots of opportunities
to
use and practise languag
e.

This football-themed
template will encourage fans
of the game to use English as
they work their way towards
a goal!
© Macmillan Publishers Limited 2014

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Games Resource Pack

Bingo

Templates 1 and 2
ids
These 3x3 and 5x5 gr
ing
are perfect for practis
numbers, as well as
vocabulary sets and
grammar structures.

Aim: To practise vocabulary
Level: 1-6
Time: 15-30 minutes
Materials: Printed template for each child (3x3
or 5x5)
Hand out a printed template to each child and
ask them to write a word from a vocabulary
set (e.g. fruit/relatives/rooms) in each of the
squares. Check the children have filled in their
grids correctly, then call out each word from
the vocabulary set or show a flashcard of it
if you have them (you can mix flashcards and
spoken words in the same game). If the child
has this word he/she crosses it off his/her grid

(ensure the word is still legible for checking).
The first child to complete the grid shouts
Bingo! Ask the child to tell you the words he/
she crossed off to see if there are any mistakes.
The game then continues so others can also
get Bingo! You can add stages to this game by
adding an extra call for ‘corners’ or ‘line’.
Aim: To practise past tense regular and
irregular verbs
Level: 5 and 6
Time: 15-30 minutes
Materials: Printed template for each child (3x3
or 5x5)
Hand out a printed template to each child. On
the board write all the infinitives of the verbs
the children know (regular and irregular).
Each child chooses 9 and writes in the grid – 1
verb per space. Check the children have filled
in their grids correctly, then call out the verbs
in their past tense form. The first child to
complete the grid shouts Bingo! Ask the child
to tell you the words he/she crossed off to
see if there are any mistakes. The game then
continues so others can also get Bingo! You can
add stages to this game by adding an extra call
for ‘corners’ or ‘line’.

© Macmillan Publishers Limited 2014

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Games Resource Pack

Aim: To practise vocabulary sets
Level: 4-6
Time: 15-30 minutes
Materials: Printed template for each child
(3x3)

Aim: To provide a lead-in/gist task for a
listening or song
Level: 3-6
Time: 10-15 minutes
Materials: Printed template for each child
(3x3)

Hand out a printed template to each child.
Have the children refer to the vocabulary
set you are practising in the Pupil’s Book.
Each child chooses 9 (or you may choose
not to use one line and have only 6 spaces)
and writes in his/her grid with one item
per space. Check the children have filled
in their grids correctly, then call out
definitions of the words (e.g. clothes: You
wear these on your feet over your socks or
places: you go here to watch a film). The
children cross off the words when they
hear the correct definition. The first child

to complete the grid shouts Bingo! Ask the
child to tell you the words he/she crossed
off to see if there are any mistakes. The
game then continues so others can also get
Bingo!

Hand out a printed template to each child.
Write on the board 10-12 key words from
the listening text or the song you are going
to do next. Each child chooses 9 (or you
may choose not to use one line and have
only 6 spaces) and writes in one word in
each space of the grid. Check the children
have filled in their grids correctly, then play
the audio. The children cross off the words
when they hear them. The first child to
complete the grid shouts Bingo! Ask the
child to tell you the words he/she crossed
off to see if there are any mistakes. Play
the rest of the audio so the other children
can also get Bingo!

Games Resource Pack
Bingo

© Macmillan Publishers Limited 2014

socks

T-shirt

skirt

sweater

trainers

shirt

shorts

shoes

dress

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Games Resource Pack

Aim: To practise is/are in the + place
Level: Level 1
Time: 20-30 minutes
Materials: Printed template for each child

te
Hit or Miss Templa
C

B

A

My grid

D

F

E

G

H

J

I

1
2
3
4
5

Hand out a printed template to each child.
Write on the board the list of parts of the
house or places in the town each with a
number 1-10. Have the children write these
next to the numbers on the top grid. Then

decide with the class a name to write next
to each letter on the top grid (names of
the children’s classmates are easiest). All
children have to write the same places
and names in the same order! Have the
children colour in 6 blocks of squares (4
in a row horizontally or vertically). These
represent the ships! There must be one
clear space all around the ships unless they
are in an edge row or column. Check the
children have filled in their grids correctly,
then pair the children and have them
place an open book upright between them
to hide the grids. Student A gives a grid
reference by using the name and place:
Julio is in the living room / Luis is in the
park. If Student B does not have part of a
ship in that square, then he/she says Miss!
and Student A crosses out that square on
the bottom grid. If there is part of a ship,
Student B says Hit! and Student A colours
in that square on the bottom grid. Then
it is Student B’s turn to guess. The game
continues until one child has found all the
ships on their partner’s grid.

6
7
8
9

10

A

B

C

D

F

E

G

I

H

J

My friend’s grid

1
2
3
4
5
6

Template 3
w for a
The simple grids allo
tween
fun guessing game be
try to
two children as they
ds.
‘hit’ each other’s wor
7

8

9

10

Games Resource Pack - Template 3
Hit or Miss
A

My grid living room 1

B

C

D

E

F

G

H

I

J

kitchen 2
garden 3
bedroom 4
bathroom 5
park 6
cinema 7
beach 8
market 9
school 10
A

B

C

D

E

F

G

H

I

1

J

My friend’s grid

2
3
4
5
6
7
8
9
10

© Macmillan Publishers Limited 2014

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Games Resource Pack

Aim: To practise Yes/No questions, all
tenses
Level: Levels 1-6
Time: 20-30 minutes
Materials: Printed template for each child.

Aim: To practise vocabulary sets
Level: 1-6
Time: 20-30 minutes
Materials: Printed template for each child

Follow instructions as in the previous
game, but this time use verbs instead of
parts of the house. Elicit an example of a
Y/N question in the tense you want them
to use. Write it on the board: E.g. Does
Madonna play football? / Did Maria go to
the cinema? To play the game, Student A
gives a grid reference by making a Yes/No
question using a name and verb. If Student
B does not have part of a ship in the square
that the name and verb correspond to,
he/she says No, he/she doesn’t/didn’t, etc.
and Student A crosses out that square on
the bottom grid. If there is part of a ship,
Student B says Yes, he/she does/did, etc.,
and Student A crosses out that square on
the bottom grid. Then it is Student B’s

turn to guess. The game continues until
one child has found all the ships on their
partner’s grid.

Hand out a printed template to each child.
Write the vocabulary set on the board or
direct the students to the vocabulary lesson
in their Pupil’s Book. Each child chooses 6
words and writes them in the top grid – 1
letter per space. There needs to be at least
one clear space all around each word (unless
they are at the edge of the grid). Check the
children have filled in their grids correctly,
then pair the children and have them place
an open book upright between them to hide
the grids. Student A says a grid reference
(e.g. F-7). If Student B has no letter written
in that square, then he/she says Miss! and
Student A crosses out that square on the
bottom grid. If there is a letter, Student B
says Hit! and says the letter, which Student A
writes on the bottom grid. Then it is Student
B’s turn to guess. The game continues until
one child has found all the vocabulary items
on their partner’s grid.

© Macmillan Publishers Limited 2014

13

Games Resource Pack

Origami Template

Step 1: fold

Template 4
into
Folding this template
the
s
a ‘fortune teller’ give
tivity
children a fun craft ac
of
followed by a variety
bulary
ca
vo
games to practise
and grammar tenses.
Step 2: turn over

Step 3: fold

Step 4: fold in half

© Macmillan Publishers Limited 2014

Step 5: open

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Games Resource Pack

Aim: To practise will for future predictions
Level: Level 5
Time: 20-30 minutes
Materials: Printed template for each child

Aim: To practise classroom language
Level: Level 2
Time: 20-30 minutes
Materials: Printed template for each child

Hand out a printed template to each child.
Have the children write numbers between
1 and 30 in the 4 small square corner
spaces of the template – one in each space.
Have them write 8 months – one in each of
the small triangles either side of the corner
squares. Now in the four squares that
form the inner part of the template, have
them write will future predictions (e.g.
You will be rich! etc.) Turn the template
over and show the class how to fold it into
the final shape (if some children are ready
to do this before others, they can colour

or decorate their words and questions).
Now demonstrate how to use the origami
shape: ask a child to choose a number on
the outside flaps. Open and close the shape
while counting up to the number chosen.
The child then chooses a month from the
inside flaps and the process is repeated,
naming the months up to the one chosen.
Finally the child chooses another month
from the inside flaps and that flap is
opened to reveal the prediction, which you
tell the child: On (month chosen) (ordinal
of number chosen), you will …! Have
the children do the same with their own
origami shapes with their neighbours and
other children in the class.

Hand out a printed template to each
child. Have the children write numbers
between 1 and 20 in the 4 small square
corner spaces of the template – one in each
space. Have them write classroom objects
– one in each of the small triangles either
side of the corner squares. Now in the
four squares that form the inner part of
the template, have them write classroom
instructions (e.g. Stand up / Sit down /
Clean up / Please don’t shout!). Follow the
instructions as for the previous game, but
after folding instead of choosing a month,

the child then chooses an object from the
inside flaps and the process is repeated,
spelling out the object chosen. Finally the
child chooses another object from the
inside flaps and that flap is opened to
reveal the instruction, which you tell the
child. Encourage the child to do or mime
that action!

© Macmillan Publishers Limited 2014

Games Resource Pac

k - Template 4

Origami

You will marry
a film star!

15


Games Resource Pack

Football

EERF

© Macmillan Publishers Limited 2014

!LAOG

EERF

Template 5
This football-themed
age fans
template will encour
glish as
of the game to use En
towards
they work their way
a goal!

Aim: To practise present simple questions and
affirmatives
Level: Level 1-6
Time: 20-30 minutes
Materials: Printed template for each group of
4-6 children, cut out football, cards with 1015 verb phrases (e.g. go to the cinema / eat a
burger / play computer games, etc.)
Hand out a printed template to each group
and have them put the verb cards on the spaces
around the outside of the football field. Have
them decide two equal teams and which goal
they are defending. Toss a coin to see which
team starts. Place the football in the middle.
One child from the first team to play takes
a verb card which he/she shows to his/her

teammates, but not to the other team. The
other team can ask four questions to find out
what the phrase is – each time substituting the
verb with the word BLUB: Where do you BLUB?
How often do you BLUB? Why do you BLUB?
When do you BLUB? etc. For each question
the ball is moved one space nearer the goal.
When the last question has been asked (AND
NOT BEFORE!), the guessing team can make
three guesses at the verb phrase. If they guess
correctly, the goal is saved, and the ball returns
to the middle with no score. If they do not
guess correctly, the ball moves to the goal, and
it counts as a score for the first team. The ball
returns to the middle and the process is then
repeated in the other direction. Set a time limit
for the end of the game and ask for the final
score.

16


Games Resource Pack

Aim: To practise vocabulary and/or spelling
Level: Starter - 3
Time: 15-20 minutes
Materials: Printed template for each group
of 4-6 children, cut out football, cards
with 20-25 pictures of recently covered

vocabulary and/or vocabulary word cards

Aim: To practise verb tenses (affirmative,
negative, questions)
Level: Level 4-6
Time: 20-25 minutes
Materials: Printed template for each group
of 4-6 children, cut out football, 15-20
cards each with an infinitive verb and a + ,
– , or Q and the same number of cards
with time phrases – last night / every day /
next week, etc.

Set up the game as per the previous
example. One child from the first team to
play takes a card. If it’s a picture card he/
she shows it to the other team and asks
What’s this? If it’s a word card it is not
shown to the other team, and the question
is How do you spell …? (For children at
Starter level, use picture cards only.) For
every correct answer the ball is moved one
space nearer the goal and the same team
plays again. An incorrect answer means
the teams swap roles and the ball moves
in the other direction. If the ball moves all
the way to the goal, it counts as a score for
the team. The ball returns to the middle
and the process starts again in the other
direction. Set a time limit for the end of

the game and ask for the final score.

© Macmillan Publishers Limited 2014

Set up the game as per the previous
example. One child from the attacking
team takes a verb card and shows
everyone. A child from the defending
team takes a time phrase card and shows
everyone. The attacking team now has 10
seconds to decide a complete and correct
sentence using the words on both cards. If
all agree it is correct the ball is moved one
space nearer the goal and the same team
plays again. An incorrect answer means
the teams swap roles and the ball moves
in the other direction. If the ball moves all
the way to the goal, it counts as a score for
the team. The ball returns to the middle
and the process starts again in the other
direction. Set a time limit for the end of
the game and ask for the final score.

17


Games Resource Pack

Let’s Go Home

21

31

4

41

5

42

TR
OP
SS
A
P

61

1
TROP
SSAP

73

63

TRO

91

PSS

AP

8

1

2

0

83

53

12

93

43

2

22

33

3

32

04

71

14

51

9
13

52

24

23

8

6

34

03

62

2

72

7

44

82

9

11

54

01

Aim: To revise recently studied language
Level: Level 3-6
Time: 25 minutes
Materials: Printed template for each group of
3 or 4 children, 20 sentence cards for correction
per group, dice (one per group)

Template 6
game
This traditional board
vels. As

is adaptable for all le
d make
children roll a dice an
there
their way back home,
ties to
are lots of opportuni
uage.
use and practise lang

© Macmillan Publishers Limited 2014

Hand out a printed template to each group
and a set of correction cards (each correction
card has a sentence on it that the children
have studied – they should be approximately
half correct and half with a mistake). Place
the correction cards face down next to the
template. The first child rolls the die and moves
a counter forward from the starter square. If
he/she stops on a blank square, he/she takes
a correction card, reads it to the group and
says if it’s correct or not. If the group members
agree, the child moves his/her counter forward
to the next suitcase square. If the group does
not agree he/she moves the counter back to
the nearest suitcase square. If he/she stops on
a transport square, move forward as follows:
bus – 1 square; train – 2 squares; boat – 3
squares; submarine – 4 squares; hot air balloon

– 5 squares; helicopter – 6 squares! If he/she
stops on a suitcase square, the child must say
the item missing from that image, or he/she
goes back to the square he/she moved from.
The next child then rolls the die and the game
continues. The game finishes when the first
child reaches the Home square at the end of
the board.

18


Games Resource Pack

Aim: To practise verb forms
Level: Level 2-6
Time: 25 minutes
Materials: Printed template for each group
of 3 or 4 children; 15 verb cards per group,
6 affirmative/negative/question cards per
group, dice (one per group)

Aim: To practise questions and answers
Level: Level 1-6
Time: 25 minutes
Materials: Printed template for each group
of 3 or 4 children; 20 question cards per
group, dice (one per group)
Hand out a printed template to each
group and a set of question cards (each

card has a question on it for children to
answer based on recently studied areas).
Place the question cards face down next
to the template. The first child rolls the
die and moves a counter forward from
the starter square. If he/she stops on a
blank square, one of the other group
members takes a card and asks the player
the question on it. If the groups agrees
that the player gave an appropriate and
correct answer, he/she moves the counter
forward to the next suitcase square. If not,
he/she moves back to the nearest suitcase
square. For instructions on suitcase and
transport squares, see the previous game
explanation. The next child then rolls the
die and the game continues. The game
finishes when the first child reaches the
Home square at the end of the board.

© Macmillan Publishers Limited 2014

Hand out a printed template to each
group, a set of verb cards (each card with
an infinitive verb the children are familiar
with) and a set of Aff/Neg/Q cards (each
card has on it the words Affirmative,
Negative or Question – 2 of each). Place
the question cards and Aff/Neg/Q cards
face down next to the template. The first

child rolls the die and moves a counter
forward from the starter square. If he/she
stops on a blank square, he/she takes a
verb card and Aff/Neg/Q card and shows
them to the group. He/she must then make
a short sentence using that verb in the
form on the card. If the groups accepts the
sentence, the player moves the counter
forward to the next suitcase square. If
not, he/she moves back to the nearest
suitcase square. For instructions on suitcase
and transport squares, see the first game
explanation. The next child then rolls the
die and the game continues. The game
finishes when the first child reaches the
Home square at the end of the board.

19


Games Resource Pack - Template 1
Bingo

Photocopiable © Macmillan Publishers Limited 2014


Games Resource Pack - Template 2

Photocopiable © Macmillan Publishers Limited 2014

Games Resource Pack - Template 3
Hit or Miss

A

My grid

B

C

D

E

F

G

H

1
2
3
4
5
6
7
8

9
10

A

B

C

D

E

1
2
3
4
5
6
7
8
9
10

Photocopiable © Macmillan Publishers Limited 2014

F

G

H

I

J

My friend’s grid

I

J


Games Resource Pack - Template 4
Origami

Photocopiable © Macmillan Publishers Limited 2014


Games Resource Pack - Template 5
Football
GOAL!

FREE

Photocopiable © Macmillan Publishers Limited 2014

FREE

Games Resource Pack - Template 6
Let’s Go Home
PA

1

8

3

2

7

4

T

POR

PASS

6

5

T

OR

P
SS

9
10

14

13

12

16

17

1

RT

PO

SS

PA

11

15

8
19

2

0

23

22

21

25

24

26
27

28

2

33

9

30

31

34

35

32

36

37
38

45
39

Photocopiable © Macmillan Publishers Limited 2014

40

41

42

43

44