TIMESAVER_MIND_TWISTERS___PUZZLES.pdf

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!.I/NO ïW/SïER5- PUZZLESErGAMES
~".
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Contents
*
Students
1 Classroom
2 Countries
3 The time
4 Calours
5 The calendar
6 Spot the difference
7 Habits
8 The human face
9 Rooms
10 Picture puzzles
11 Smileys
12 Quantities
13 Geography
14 Food and drink
15 Crazy conundrums
with 3
-
12 months of English
alphabet
nouns, adjectives
to
be
ordinal numbers
dates
there is, there are,
how many?
present simple, can
possessives
15
20
20
15
10
15
30
15
30
15
15
15
15
15
15
22
23
24
25
26
27/28
29
30
31
32
33
34
35
36/37
38
there is, there are
following instructions
keyboard characters,
/ooks like
not..enough, too
comparisons
how
much?
how many?
prepositions of place
** Students with 1
-
2 years of English
16 Family members
17 Jail break
18 Coin game
19 Work it out
20 Numbers
21 School bus
22 Guess the object
23 Experiences
24 High numbers
25 Number games
26 Farmer's di lem ma
27 School jokes
male
vs
female
can,
must
can,
must
opinions
must
some, any
it
vs one
superlatives, present perfect
will
imperative
first conditional
can, can't
30
15
15
15
15
15
15
30
30
15
20
20
39
40
41
42
43
44
45
46
47/48
49/50
51
52
loIIICD
ïWISIBIS,
PUZZLESAND GAMES @ MARY GLASGOW MAGAZINES. AN IMPRINTOF SCHOLASTICINe.
M/ND TW/STERS, PUZZLESErGAMES
Contents
~
20
15
15
15
30
20
20
15
15
15
15
53
54
55
56
57
58
59
60
61
62
63
28 Teacherjokes
29 Liftmystery
30 Chatline acronyms
31 Riddles
32 Giving directions
33 Ask the teacher
34 Visual game
35 Horse race
36 Maths
37 Sillymaths
38 Text messaging
present simple, present continuous
present simple
present continuous
present simple
imperative
irregular verbs, past simple, present perfect
following instructions
irregular verbs
first conditional and temporal clauses
quantities
present simple
'.!
39 Loch Ness Monster
40 Night watchman
41 Beastly brainteasers
42 Detectives
43 Hotel mystery
44 Doctor jokes
45 Crackthe code
46 English humour
47 Shoe mystery
48 School facilities
49 Logicgames
50 Alibi
51 Barman
52 Mysteries
53 Manager's dilemma
54 Enigmas
active
/
passive
15
15
20
15
20
20
30
10
20
20
20
20
20
15
30
20
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
past simple, past continuous
following instructions
past simple, past perfect
past simple, past continuous
imperative
present simple, present perfect
past simple, present perfect
present continuous, past simple
should, need, going
to
past simple, past continuous
past simple
past simple, past perfect
can't and
must
for deductions
first conditional
second conditional
MI ND 1WISTERS,
PUZZLES
AND GAMES@
MARY GLASGOW
MAGAZINES,
AN IMPRINT
OF SCHOLASTIC
INe.
MlNfJ lW/STERS,
PUZZlESErGAMES
~
Introduction
Mind Twisters, Puzzles
and
Games
is a selection of
54 activities based on authentic materials. ln fact,
nearly ail the games, puzzles, jokes and riddles are
ones that kids in Britain and the USlove to do
themselves. These materials have been adapted for
your students, to make for amusing and engaging
activities through which they wililearn and revise
their English,and have fun at the same time.
Level:This generally corresponds to the vocabulary
or grammar that most students who have studied for
a particular length of time can be expected to have
covered:
How to use
Mind Twisters, Puzzles
&
Games
The games in this book can be used in a variety of
ways. 50me shorter activities, e.g. of ten minutes
duration, are ideal as warmers at the start of a
lesson or time fillers at the end. Other longer
activities can be used as the basis for a whole lesson
to recycle and practise a recently taught language
point.
Within each activity there are generally two or more
exercises. Most exercises are linked to each other
sequentially, and often one exercise is in preparation
for the next. Consequently, you should always check
your students' answers to one exercise before
proceeding to the next.
The overall activities are not designed to present
grammar points for the first time but to practise
them. 50 make sure you revise any relevant grammar
items beforehand. We have tried to cover a broad
range of grammar items typicallytaught in a
student's first three years of English.
This is a photocopiable book, but you don't always
need to make photocopies; in many cases you can
simply copy the information onto the board.
At the top of each activity there is an indication of
the language pointes), the time to allow for the
activity, and the level.
Language point: This highlights whether particular
grammar items or language points are given practice
in an activity.
Note:
not ail the activities cover a
specific grammar point.
Time: The clock at the top of each activity indicates
the minimum time that activity will take. However,
the actual time will very much depend on your class,
how much they get into the activity, and how
talkative they are. ln any case, you should give students
a time limit for each individual exercise (particularly
for those that require some logical thinking and are
not simply based on reading or grammar).
0
&
~
3 to 12 months
1 to 2 years
2 to 3 years or more
However,students of higher levels above can also do
activities of lower levels. For example, level 3
students can also use level 1 activities. ln fact, nearly
ail the activities can also be used successfullyby even
more
advanced students (i.e. with 4 to 8 years of
English)- they make great time fillers.
Activity titles: The activitytiti es give you a rough
idea of what vocabulary field you can expect and / or
the type of activity(puzzle, riddle,joke, mysterystory).
Vocabulary
Because these are authentic materials, occasionally
the vocabulary may seem quite hard. Where possible,
such vocabulary items have been illustrated. ln any
case, more challenging vocabulary and grammar
items are a good opportunity to get students to
deduce what the meaning might be. They can make
such deductions using their native language.
Alternatively, encourage students to use a bilingual
dictionary. To help you decide which vocabulary
items need to be pre-taught, we have included a
section on the teacher's pages called 'difficult
vocabulary'. The words listed are those found on the
students' pages which we think students at this level
may not be familiar with, and which are essential to
understanding a rubric or which are not illustrated in
the cartoons or pictures.
Skills
This book is designed to encourage students to
practise thei~ oral skills in a fun and non-stressful
context 50, in one way or another, every activity
requires students to speak. What students say to
each other is actually very important in helping to
resolve the problems/ games / puzzles, 50they will be
more motivated than usual to listen to their
classmates and to you too! ln order to understand
how an exercise works, students need to read brief
rubrics and longer brainteasers or stories. ln some
activities a limited amount of writing is also required.
MIND
ïWISTERS,
PUZZLES
AND
GAMES
@~MARY GLASGOW
MAGAZINES,
AN IMPRINT
OF SCHOLASTIC
INe.
M/ND
TW/STERS,
PUZZLES GAMES
Introduction
&
~
Is it important
that
their
names are
Anthony
and
CIeopatra? (no)
Were they
human beings? (no)
Were they
animaIs? (yes)
Were they
fish? (yes)
Were they
in
the bowl?
(yes)
50
something knocked
the bowl
over? (yes)
Was
it
a cat that had come
through
the
window?
(yes)
What the above groups of questions highlight is that
when one line of questioning is apparently
exhausted or seems to be getting nowhere, students
need to think of another possible approach. 50 rather
than thinking in only one direction, students have to
think 'Iaterally'. ln addition, the questions highlight
that a variety of tenses can in fact be used / revised -
in particular, the present simple, past simple and
past perfecto
Be aware that:
Instructions
The instructions on the students' pages are designed to
be clear. However, our advice would be always to give
instructions in the language of your students as they are
of vital importance for the success of these exercises.
Keys
5ince one exercise leads into another, give the key
(solution) to one exercise before beginning the next.
The answers for ail exercises are given in the
corresponding teacher's notes. However in some
cases the answers are visual. These are ail on pages
18-21 and can be photocopied and handed out to
students.
Pair and group work
Most of the activities are designed to be done with
students working together either in pairs or in
groups. Where necessary,the instructions to the
exercises on the teacher's pages indicate how many
people should be in a group. If your class is not easily
divided into, for instance, groups of four, you may
decide to have a group of five or six, or two groups
of three, and divide up any materials as appropriate.
A note
on
lateral-thinking
games
.
.
students may blurt out questions in their own
native language as they will be keen to get the
solution. The way to deal with this is to write the
question in the native language on the board, and
get the student concerned (or other students) to
translate it.
some students may already know the answer. ln
Activities 21, 29,40,42,43,47,
50, 51, 52 and 53 are
adaptations of traditionallateral-thinking
games. ln
such games the 'teacher' gives the 'students' a
situation. For example,
Anthony
and
CIeopatra
are
Iying
dead
in
a
room, with bits of
broken glass
around
them and a
small pool of
water. (Activity 42).
The idea is that the 'students' have to ask the
'teacher' a lot of 'yes / no' questions until they
discover how Anthony and Cleopatra
died.
The
games are called 'Iateral-thinking' because a normal
logical approach isn't necessarily the quickest or
most effective way to reach the answer. ln fact,
Anthony and Cleopatra are not humans at ail but
goldfish! (5ee key on page 14.)
Typical questions (with related 'yes / no' answers)
include:
Did someone poison
them?
(no)
Did
they
kill each
other?
(no)
Did someone kill
them?
(no,
not
exactly)
Is
the glass
relevant? (yes)
Was the glass
from
a vase?
(no)
Was
it from
a bowl?
(yes)
Did
the bowl have water
in it? (yes)
Did it
have
anything else in it? (yes)
Were they the
real Anthony
and
CIeopatra from
history? (no)
this case, form groups with one person who
already knows the answer plus three or four (or
however many is necessary)who don't know the
answer. 50 instead of students asking you the
questions, they ask the student who already knows
the answer. You will need to monitor the groups
closelyto check they are actually doing the exercise
in English!
Thistraditional way of doing these games is the best
if you have a group of students who are willing to
ask a lot of questions (and it is indeed the most
successfulway we know of to practise the
interrogative form in English,as students are
motivated to ask questions to get the solution). The
more of these games students do, the quicker and
the better they will get at them - and we guarantee
that the vast majority of students will love them.
However we have given an alternative presentation,
which is less demanding of the students (e.g. by
providing the questions students need, by giving
them visual clues). We suggest you try the approach
given in this book first, and then move on to the
traditional approach with any other lateral-thinking
games you may find (there are over a hundred on
various websites).
,!
iAnna Southern
and
Adrian Wallwork
MIND TWISTERS.
PUZZLES
AND GAMES @ MARY GLASGOW MAGAZINES, AN IMPRINT OF SCHOLASTICINe.
!.UN!J nVISTERS,
PUZZLES
Er GAMES
=>
Teacher's otes
N
Question: Where are you usually at five o'dock?
Answer: l'm in bed.
1 Classroom
1 Individual work
Difficultvocabulary: rhyme
Students do the exercisealone. Then choose particular
students to read out the whole row to checktheir
pronunciation.
Key: a) Q, b) J, c) 0, d) R, e) V
2 Class work
Difficult vocabulary: aloud
3 Individual
4 Individual
work
work
2 Individuàl
or pair work
Difficult vocabulary: reflect, mirror
Key: b) a quarter past nine
or
nine fifteen, c) five to nine
or
eight fifty-five, d) six o'dock, e) ten past five
or
five
te n, f) twenty five past four
or
four twenty-five, g) a
quarter to two
or
one forty-five
3 Group work
Difficult vocabulary: solve, brainteaser, take, strike
(v),
how long
This exercise requires simple maths. Allow no more than
five minutes to solve it and then explain the solution on
the board.
Key: 66 seconds. Between the first and sixth strokes, there
are five intervals of time, and it takes 30 seconds to cover
those five intervals. This means that the interval between
two consecutive strokes is six seconds. Between the first
stroke and the twelfth, there are 11 intervals. Therefore it
takes the dock 66 seconds.
You might want to suggest some lexical sets. Just give
students one or two examples in each category, the others
they can think of for themselves. Examples:
home: kitchen, sitting room
sport: football, skiing
family members: brother, aunt
colours: black, blue
numbers: five, thirteen
4 Colours
Equipment:
1 Pair work
coloured pens for ail students
2 Countries
1 Group work
Key: b) Japan, c) Greece, d) Poland, e) Germany, t) Spain
2 Individual
work
Difficult vocabulary: least
If you are teaching a higher-Ievel dass, choose one or two
items to discuss as a whole dass, getting students to give
reasons for their choices.
2 Individual
work
Key: b) Japanese, c) Greek, d) Polish, e) German,
t) Spanish
3 Individual
work then pair work
Difficult vocabulary: row
If students don't have coloured pens, skip this and move
on to Exercise 3.
It doesn't matter how bad students are at drawing; in fact
the worse they are, the more fun they are likely to have
with this exercise. If some students have difficulty
thinking of countries to draw, suggest: Italy, Australia,
Argentina, India, Great Britain.
4 Individual
work then pair work
3 Individual work
Make it competitive by seeing who can do it the fastest.
Key:There are two possiblesolutions.The Xsshould
not
go in the
1) red, blue and pink boxes
2) brown, blue and purple boxes
See page 18.
Difficult vocabulary: dangerous, population
With good groups they can ask each other questions, e.g.
Student A: What countries do you want to visit?
Student B: 1want to visit ....
Extension
Studentscanwritedownthe nationalities
languages of the
/
countries chosen in Exercise3.
5 The calendar
1 Individual
or pair work
When they have finished, they can ask each other the
final three questions, e.g. When is your birthday?
Key: b) May, c) January, June, July, d) August.
e) September, f) March, April, g) December, h) October,
November
3 The time
1 Individual and pair work
Once students have done the exercise,they can ask each
other the questions, e.g.
, iWI5TERS. UZZlES
P
ANDGAMES
@MARY
GLASGOW
MAGAZINES.
ANIMPRINT FSCHOLASTIC
O
INC.

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