SOURCE: http://iteslj.
org/games/
Acting Adverbs
Level: Easy to Medium
This activity is a great way to introduce the idea of how adverbs affect the way a verb
action is done. Divide the blackboard in two and write as many verbs on one side and
as many adverbs on the other as you can (get the class to come up with them). At this
stage you can also teach how adjectives 'turn into' adverbs by writing down adjectives
e.g. angry, happy, and adding the 'ily'. Then divide the class into two teams and
perhaps give them goofy team names (I find they enjoy giving each other names).
Then get one team to choose a verb and adverb combination and the other team has to
act it out, e.g. talk crazily.
My experience with this activity has been with younger learners where some kind of
reward is offered at the end like stamps or being the first team to leave at the end of
class. You can think of your own reward (or penalty) to motivate your class. It can be
a lot of fun with both the actors and the 'directors' enjoying making fools out of
themselves or watching others make fools of themselves.
Submitted by: Thomas Jackson
Active Brainstorming
Level: Any Level
This activity can be made to fit nearly any level, and works in class sizes of 6 to 40.
The aims are to not only to generate lists of relevant vocabulary around a theme, but
to invigorate the class with a rather noisy and rambunctious activity.
To begin with, the teacher must select three or four vocabulary subcategories within a
theme, for example with a theme of housing/describing rooms, the subcategories
might be things found in a bedroom, a living room, and a kitchen; in a sports theme,
there might be team, individual, and non-competitive sports. Students are then paired
up and asked to generate ideas together for each subcategory, preferably under a time
limit to keep things pacey, much as in any brainstorming exercise. Then pairs should
be grouped into 2,3,or 4 larger teams (depending on class size, logistics, etc.) to
share/compare ideas and lengthen their lists if possible.
Now comes the wild part. The black/whiteboard is divided into sections, one for each
subcategory, and one student from each group is called up and handed a piece of chalk
or a marker of a color assigned to each team. There must be one color per team, eg.
the blue team, the yellow team, and so forth. The designated writers for each team are
not allowed to bring any paper up with them. Instead, their team members must shout
out ideas which can be put under each/any subcategory, including the correct spelling
of same. With all teams shouting at the same time, a seemingly out of control, but
quite enjoyable atmosphere pervades. The object is to be the team with the most
words on the board at the end.
It is best to stop every minute or two and change designated writers so that all can get
a chance. Also, depending on how strict the teacher wishes to be, groups which use L1
might have their entries ereased. It is also a good idea in big classrooms to move the
teams as far away from the board as possible, so as to increase the pandemonium.
Finally, the teacher shouts "Stop!", and the scores for each team are tabulated.
This activity will take between 30 and 50 minutes, has been used successfully with
groups ranging in age from 16 to 65, and would seem to suit younger learners as well.
The only materials required are a rather large board and as many different color
markers or pieces of chalk as there are teams.
Submitted by: P. Bruce Riley
Act Out an Activity
Level: Easy to Medium
This is a game-like activity to teach continous tense.
One student simply acts out some activity (e.g.cooking) and the other students guess
what that student is doing. The student who guesses correctly acts out another
acitvity...
Submitted by: Lucia Liskova
Add a Word
Level: Any Level
Rationale: Students practise grammar and syntax.
Materials: None.
Levels: All levels, though better for more advanced students, because the game is
more fun at a quick pace.
Method: One student begins a sentence by saying only one word. A second student
must say a word which continues the sentence. A third must continue, and so on, until
someone says a word that does not fit syntactically or grammatically. If the sentence
comes to a logical end without error, the next student may say "period" and begin a
new sentence with a new word.
The teacher may suggest a topic to get things started. What the students say may also
be recorded and played back, so the class can discuss the error that stopped the
sentence.
Example:
Teacher: The topic is 'pets'.
First student: "My . . ."
Second student: ". . . dog"
Third student: ". . . has . . ."
Fourth student: ". . . spots . . ."
Fifth student: ". . . brown . . ."
The sentence would stop here. The teacher would ask the students why, hoping
someone explains that the adjective 'brown' normally comes before and not after the
noun 'spots'.
Submitted by Stephen MacDonald
Adding to the Story: OHPs in the Classroom
Level: Any Level
Aim: To give students further practice in expanding paragraphs.
Materials Needed: OHP transparencies/pens/ OHP machine
Stage One: Photocopy a background scene on to a transparency. Next, put it up on the
wall next to the white board. Ask students to write down ideas about the place.
Ask the students to predict what is going to happen today in the town,
mountainside,etc....
(Before the class, photocopy onto an OHP different people or animals that can be cut
out and dropped into the scenary or the background)
Next, say "perhaps" to their suggestions and then begin to add a transparency
character to the scene. Elicit from the students information and questions about the
person. Keep adding characters and letting students discuss possibilities and changes
for the story.
After that, in groups ask students to write a story about the scene. Ask them to
describe the environment and atmosphere in the first paragraph and to start to tell the
story thereafter.
When the students complete their stories, pass the papers aroung for other groups to
read and peer edit before asking the original group to tell their story about the
illustration.
Submitted by Christine Canning-Wilson
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Adverbial Charades
Level: Any Level
Each student is given a card with a familiar adverb on it--i.e. quickly, angrily, loudly,
happily. Then the class tells the student to do something so they can guess what
adverb is on the card. They can tell the student to do things in pantomime, like drink a
bowl of soup, or really do it in class, like open a door or take a book from the teacher.
(Can't recall where I read this idea, but it is fun and can be played in teams.)
Submitted by Gail Shuster-Bouskila http://iteslj.org/games/9986.html
Advice
Level: Medium to Difficult
Aims: To practise giving advice and suggestions. To trigger creative
contributions. To generate interaction from a simple raw material.
1 Get a student to say the first sentence below to his neighbour. The
latter makes a suggestion, and goes on to utter the next of my sentences,
and so on.
2 If the students are a bit cold, do the following; get them all to write
down a piece of advice for the first sentence on a page-give them time.
Then, you can go around the class enjoying the wide variety of
contributions which are sure to ensue.
(I actually did the uttering of the sentences, and allowed the students to
propose the advice).
Note: For some sentences you may get really boring answers, devoid of any
thought-get them to modify it, change it a bit, spice it up, use
creativity!
I HAVE A HEADACHE.
I HATE WORKING.
I FEEL SAD.
I WANT TO PROTECT THE ENVIRONMENT.
I LOVE PEOPLE.
I AM ALWAYS LATE.
I KEEP LOSING MY CREDIT CARD.
MY FRIENDS DON'T WANT TO SEE ME.
I HAVE A RED NOSE.
I AM ALWAYS CRASHING MY CAR.
I WOULD LOVE TO MEET SOME PEOPLE.
IT WOULD BE GREAT TO BE RICH.
MY STOMACH IS HUGE
I AM VERY INTELLECTUAL.
MOTHER SAYS I AM ATTRACTIVE.
YOU SHOULD + INFINITIVE
YOU OUGHT TO + INFINITIVE (FORMAL)
IT WOULD BE A GOOD IDEA IF YOU + PAST SIMPLE
IF I WERE YOU, I WOULD ...
YOU HAD BETTER ... + INFINITIVE
YOU WILL HAVE TO + INFINITIVE
IT IS TIME YOU + PAST SIMPLE
WHY DON'T YOU ... + INFINITIVE
YOU COULD ALWAYS ... + INFINITIVE
HAVE YOU THOUGHT ABOUT ... + ING
IMPERATIVES (Don't ... Do ...)
Submitted by Gerard Counihan http://iteslj.org/games/9962.html
Air Write
Level: Any Level
One person "writes" letters, words, numbers, shapes etc: in the air and others guess
what it is. Can be done in pairs, as a group, along a chain.
Can also be played as back-write, that is, writing the letter/word/... on the back of
another and they guess what it is. http://iteslj.org/games/9916.html
Alphabet Liar Game
Level: Any Level
Take a pack of letter cards, mixed up. It is better if it is not a complete alphabet,
and there are some duplicate cards.
Deal all the cards out to the players
Students take it in turns to play cards face down. They must go through the
alphabet, starting from 'A', playing one card face down and saying the letters in
Alphabetical order.
Even if they do not have the card to be played for that turn, they must play any
card and pretend it is the card they said. Say the sequence has gone A,B. The
next player must play a card and say C, even if he has not got an C.
If any player does not believe that someone has played the real card, he can
say: "You're a liar" and turns the card over. If the card has the letter which was
said, the challenger picks up all the cards. If it is not, the liar picks up all the
cards in the pile. The winner is the first one to finish all their cards.
Submitted by: Raquel Fiol http://iteslj.org/games/9900.html
Animals for a Day
Level: Medium to Difficult
Activity A
Show the students a photocopied list of many different animals (mammals,
amphibians ...), and ask them to choose, individually and without speaking,
an animal they would like to be for a day. Give them a minute. Then
(something they won't be expecting), get them to write a few sentences,
once again working alone, about their day, or their thoughts-as the animal
they have chosen. Give them a few minutes.
Needless to say, you will be surprised by the imagination of your students,
many of whom, I believe, love to indulge in moments of escapism-something
us teachers know all about!
For example, I had a group of five female students, three of whom chose to
be dolphins, one an eagle, and the last a bear.
What I got from one girl:
"I am a bear and I live with my friends in a mountain. I am happy, but when
I see a hunter I attack him, but when I see a tourist I shout at him".
A second:
"I am a dolphin, but I am sad because they have put me into a pool, where I
cannot move like before ...".
Activity B
Now, what you can do is get the students to read/tell their story, adding
in extra bits as they go along.
Activity C
Now, you can ask them why they chose this animal, and then go on to pick up
on what they said, expanding it into a session of exchanges between the
students, involving yourself if you feel like it.
Activity D
Get a blank page and draw a circle in the centre. Then, place the words
"animal in captivity" inside the circle. Give each student a copy of the
page and tell them to do an INDIVIDUAL brainstorming exercise on the words
in the circle. That is, get them to draw lines from the circle, each line
leading up to a word or image suggested by the animal's situation. Give
them all a few minutes to do this.
This, we can call a word-map, or even a mind-map.
Next, get each student to read out the ideas that came spontaneously into
their heads as they thought. You can all marvel at the number of
differences-or similarities that arise, and go on to discuss the matter of
captive animals.
Don't forget to question students on why they put in such and such a thing.
Watch out for strange concepts!
Put all the pages together so that the students can somehow see the work
carried out by the rest.
Perhaps now, as a group, they could all focus on the main aspects of
animals in captivity.
You could then move on to debate issues like endangered species, whale
hunting ...
Activity E
(B) TIGERS KILL TOURISTS (B)
Get the students to debate, or role play, the following incident: Two
German pensioners alighted from their car in a Spanish nature park in order
to get a better picture (christ!) of the tigers, who were relaxing in the
shade of a tree at the time. They were, bluntly, torn apart. There were
signs up in many languages warning people to stay in their cars ...
Should the animals be put down?
Should they be in nature reserves in the first place?
Etc
Activity F
Here, you could mention the pros and cons of having a domestic animal-a
pet-at home.
Submitted by Gerard Counihan http://iteslj.org/games/9963.html
Animals, Our Friends
Level: Medium to Difficult
In February of 1998, a Somerset (UK) man was trapped under a fallen van he
had been repairing. As he cried for help and darkness fell it seemed he
would be left there all night; his leg had been caught beneath the wheels.
The area was rather isolated and nobody heard his cries-except a parrot
perched on a caravan in a nearby camp site. The bird mimicked the man's
cries, which is apparently normal behaviour for this type of animal, and
alerted two men working in the area. These reversed the van off the injured
man, who, in the end, only had slight injuries.
Activity A
Have you ever been in a similar situation? Has an animal ever helped you in
some way?
Activity B
Do you think animals are necessary for humans? Why?
Examples:
Company
Protection
Cosmetic testing
...........
...........
Activity C
List the most helpful animals, and why.
Examples:
1 The elephant can transport us and pull trees
2 Dogs keep us company
3 Spiders eat flies
4 Cows give us meat and leather
5 .....................
6 ..........................
Activity D
Negative points associated with animals
1 They bite humans
2 They answer the call of nature anywhere
3 They bark and wake us up at night
4 .............
5 .................
Activity E
Should we use animals to test drugs and cosmetic products on? If your
answer is "no", what way do you suggest instead? Humans? Robots?
Activity F
When you are at home, studying or watching TV, and you see a fly or a
spider, what is your first reaction? Do you normally kill it? Why?
Submitted by Gerard Counihan http://iteslj.org/games/9964.html
Associations Using the Subjunctive Mood
Level: Medium to Difficult
This game is very useful to teach the subjunctive mood.
All your students take part in this game. One of the students goes out of the room. All
the rest think of one student (he or she should be present). The student who went out
of the room comes in and asks "If this person were a vegetable (fruit, sweet, animal,
car, nature, flower, city etc) what vegetable ( fruit, sweet, animal etc) would he be?"
One of the students answers in a full sentence: "If he were an animal he would be a
dog" for instance
After some questions and answers the student who is asking the questions should
guess who it is and the game begins again with another student going out of the room.
Submitted by L.Voronina http://iteslj.org/games/9944.html
Bad Fruit: A Shoppers' Nightmare
Level: Easy to Medium
This is an oral communication activity appropriate for EFL learners in
elementary/primary school. (It's optimal for grades 3-6). This game is designed for
practicing "shopping" dialogues and vocabulary.
Materials: "produce" and play money.
Object of Game: To accumulate as many products as possible.
Students are divided into clerks and shoppers.
The clerks set up "stands" to allow easy access for all shoppers (e.g. around the
outsides of the room with their backs to the wall).
The shoppers are given a set amount of money* (e.g. dollars, euros, pounds,
etc.) and begin at a stand where there is an open space.
Students shop, trying to accumulate as many items as possible (each item is 1
unit of currency).
Periodically, the instructor will say "stop" (a bell or other device may be
needed to attract attention in some cultural and classroom contexts) and call out
a name of one of the products. Students with that product must then put ALL
their products in a basket at the front of the room. The remaining students
continue shopping. Students who had to dump their products must begin again
from scratch (with fewer units of currency).
The student with the most products at the end wins.
Students then switch roles.
*It is recommended giving students as much money as possible since students who
run out can no longer participate.
Alternative play for more advanced students: Clerks set the price of items.
Shoppers have the option of negotiating the price. There are two winners in this
version: The shopper who accumulates the most products and the clerk who makes the
most money.
Submitted by: Mike Yough http://iteslj.org/games/9867.html
Ball Game
Level: Any Level
Students stand up in a circle around the teacher. A ball is tossed to a student and the
teacher asks a question, e.g.: "Say a color". The student then responds and throws the
ball back to the teacher.The teacher then throws the ball to another student and asks
another question. For higher levels, you can ask such questions like "Give me the past
participle of an irregular verb". This is a fast game, and it is great for reviewing
vocabulary.
Submitted by: Ashraf Abu Ghazal http://iteslj.org/games/9904.html
Bang Bang - A Vocabulary Game
Level: Easy
Divide the group into two teams. Explain that they are cowboys and they are involved
in a duel. One student from each team comes to the front. Get them to pretend to draw
their pistols. Say "how do you say..." and a word in their mother tongue. The first
child to give the answer and then "bang bang", pretending to shoot his opponent is the
winner. He remains standing and the other one sits down. I give 1 point for the right
answer and 5 extra points if they manage to "kill" 4 opponents in a row.
Editor's Note: Instead of saying the word in the students' mother tongue, it would be
possible to use a picture or to say a definition ("What do you call the large gray
animal with a long nose?")
Submitted by: Liz http://iteslj.org/games/9870.html
Battle Ships - A Vocabulary Game
Level: Easy to Medium
Preparation:
Divide the students in to groups of four or five. Then ask the student to make the
name for their ships for example with the names of animals, cities, movie stars or let
them find their own favorite names.
Ask them to choose the Captain and the Shooter. The captain's duty is to memorize
his ship's name, so he can reply if somebody call his ship's name. The shooter's duty is
to memorize the names of the ships of 'their enemies', so he can shoot them by calling
their ship's name.
Activity:
Arrange all the captains in a circle, the ships' crews must line up behind their captains.
The shooter is the last crew member in line.
The teacher must decide a lexical area of vocabulary, this vocabulary will be used to
defend their ships from the attacks. Every students (except the shooters) must find
their own words. The lexical area for example, "Four Legged Animals". Give the
students 1-2 minutes to find as many possible words as they can and memorize them.
Start the game by calling a ship's name, for example the ship name is "THE
CALIFORNIAN". The captain of THE CALIFORNIAN must reply with a word from
the lexical area given, for example he says "TIGER" followed by his crews behind
him one by one, "COW"; "SHEEP" until it is the shooter turns and he calls out the
name of another ship and the captain of the ship called must reply and his crews must
do the same thing. No word can be repeated.
If the captain is late to reply (more than 2 seconds) or his crew can not say the words
or a word repeated or the shooter shoots the wrong ship (his own ship or the ship that
has already been sunk) the ship is sunk, and the crew members can join the crew of
another ship.
The teacher can change the lexical area for the next round.
In the last round there will be two big groups battling to be the winner.
Submitted by: Agung Listyawan http://iteslj.org/games/9872.html
Betting / Auction
Level: Any Level
CLASS SIZE: 40
PREPARATION
Prepare a worksheet with 20 or so sentences using grammar points you have
recently taught. 2/3 of the sentences should include a grammatical mistake.
Make fake money, it is more realistic if you use the currency of whichever
country they are living in.
PART ONE
Divide the students into teams of 5 or so.
The students then have 10 minutes to study the worksheet and decide and mark
which sentences are correct (0) or incorrect (X).
PART TWO
Each team receives a set amount of money.
The instructor(s) reads one sentence (select sentences from the list in random
order).
The instructor begins to auction off the sentence. The students should try to buy
only the correct sentences. The students bid and the instructor sells to the
highest bidder. (This is really fun!)
The instructor tells whether or not the sentence is correct.
IF the sentence is correct the team wins the amount which they bought if for. If
it is incorrect the team looses the amount which they bought it for. ANY team
may win the lost money buy stating the incorrect sentence correctly. (YOU
WILL BE SHOCKED TO SEE EVEN THE QUIET STUDENTS
SCREAMING FOR YOUR ATTENTION).
IF the sentence is CORRECT and NO ONE bids on it, ALL TEAMS must pay
a fine.
After all the sentences have been read the team with the most money wins!
The students seem to really enjoy this game!
Submitted by Trish in Japan http://iteslj.org/games/9946.html
Bingo - A Variation
Level: Any Level
Instead of making the cards yourself, have your students make them.
1. Get a set of review quesitons from your classes text book or trivia type stuff
that they should know. Make sure the questions cover a variety of grammar
points that you have studied.
2. Give each student a blank bingo grid.
3. Get the students to fill in the bingo grid with the proper answers to the
questions.
4. Go over the answers just to make sure every one has got it right etc...
5. Now start the bingo game, except instead of reading off the answers, read the
questions. this gets them thinking listening and writting/reading (three out of
the 4 ain't all bad eh?)
http://iteslj.org/games/9939.html
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Bingo with Irregular Verbs
Level: Easy
The teacher prepares a 5x5 grid with 25 irregular verbs in the past tense in each
square. Make enough variations of these grids so each student has one that is slightly
(or very) different.
The teacher then calls out the verbs in their present tense form until a student gets five
in a diagonal or horizontal row. Bingo!
While it may seem time-consuming to make the grids, they can be used over and over.
This game is received very enthusiastically because often, students are already
familiar with it. It is great as a warmup activity and can have many variations (past-
participle, time of day, vocabulary)
Submitted by Sharon Stokoe http://iteslj.org/games/9984.html
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Can You Find What Is Different?
Level: Easy
Ask a volunteer to go out of the classroom. While the student is out of the room, the
other students change their sweaters, shoes, coats and so on. Bring the student who
went out of the classroom back inside. He/she has to guess the differences (speaking
in English, of course.)
Submitted by: Raquel Fiol http://iteslj.org/games/9892.html
Career Letters
Level: Medium to Difficult
My high school students have enjoyed this activity very much. It helps them think
about more possibilities for a future career and is a great writing activity. They also
learn how to write a business letter by writing a real letter.
Many ESL students have limited knowledge of career possibilities. Far too many
think only in terms of becoming a mechanic or a secretary. So first you discuss with
them some of the opportunities they have.
Students choose a career field and then write a letter to a school requesting
information about that field. It could be anything from astronomer (local or out-of-
town university) to electrician (technical institute) to travel agent (yes, there are travel
agency schools!)
You help them perfect the letters and mail them out. When they get a reply, share it
with the class.
Submitted by Dale Garratt http://iteslj.org/games/9976.html
Catching up on your ABC's
Level: Any Level
This game is short and simple. Write the alphabet on the board. Throw a bean bag to
someone and say a word begining with the letter A. This person must catch the bean
bag, say a word begining with the letter B and then throw it to another person This
third person says a word begining with the leter C and so on.
Obviously the game is meant to be played fast. If played with higher level students
you may not want to write the alphabet on the board. There are many ways to change
the game to make it adaptable to your level of students.
Submitted by: Adam in China http://iteslj.org/games/9880.html
Chain Spelling (Shiri-tori)
Level: Easy to Medium
The teacher gives a word and asks a student to spell it, and then a second student
should say a word beginning with the last letter of the word given. The game
continues until someone makes a mistake, that is, to pronounce the word incorrectly,
misspell it or come up with a word that has been said already, then he/she is out. The
last one remaining in the game is the winner.
This game can be made difficult by limiting the words to a certain category, e.g.. food,
tools, or nouns, verbs, etc.
Submitted by: Huang Shufang http://iteslj.org/games/9870.html
Describing Appearances & Characteristics of People
Level: Easy to Medium (Low to low intermediate)
Each student is then give one sheet of paper. One student sits at the front of a room.
He/she describes a person and the rest of the class draws the person being described.
It is more interesting if the person being described is known by everyone. Once the
student has finished describing that person then he/she reveals who it is and each
student shows his/her drawing. The laughter from this is hilarious as the impressions
tend to make the character in question look funny.
It is a good idea to encourage students to ask the interviewee student questions about
who they are describing.
Submitted by: Darrell http://iteslj.org/games/9873.html
What's the Question?
Level: Any Level
Type of Activity: listening and speaking
Purpose: review question forms previously studied in class
Procedure:
Form two teams (three will work, but two seems to add just the right amount of competitive
tension).
Explain the game, with a few examples of answers in search of questions. Ask,
'What's the question?', and get students to correctly say the corresponding questions
for your answer.
Have two players--one from each team--come to the front. Style it like a game show if
you like, with the students standing side-by-side. If you have access to bells or
buzzers, it's even more fun.
Next, read an answer to a question and say, 'What's the question?' The fastest player to
respond wins a point for her/his team. New contestants come to the front for a new
round.
Rationale: This game forces the students to think backwards a little, so they must
provide a grammatically perfect question. All too often, they are used to answering
rather than asking questions, so this is challenging and useful as review.
Submitted by: Tim http://iteslj.org/games/9868.html
Toilet Paper Icebreaker
Level: Any Level
This activity is used as a "getting to know you", icebreaker on the first day of class.
1. Teacher takes the toilet paper roll and takes several squares of toilet paper, then
hands the roll of toilet paper to a student. The teacher tells the student to take
some, more than three.
2. After everybody in the class has some paper, we count the squares we have,
then we have to tell that many things about ourselves, in English.
This activity works well with substitute teachers also.
The toilet paper is such an attention getter.
Submitted by: Linda LeBlanc http://iteslj.org/games/9869.html
Sentence Race
Level: Any Level
A good game for large classes and for reviewing vocabulary lessons.
1. Prepare a list of review vocabulary words.
2. Write each word on two small pieces of paper. That means writing the word
twice, once on each paper.
3. Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
4. Divide the class into 2 teams. get them to make creative team names.
5. Distribute each list of words to both teams. every student on each team should
have a paper. Both teams have the same words.
6. When you call a word, 2 students should stand up, one from each team. The
students must then run to the blackboard and race to write a sentence using
their word.
The winner is the one with a correct and clearly written sentence.
This is always a hit with kids. For more advanced students, use tougher words.
Submitted by: Thomas D. J-B http://iteslj.org/games/9874.html
Paper Airplane Game
Level: Any Level
Draw a target (with points - like a dart board) on the white board or use a cardboard
box in the middle of the room. Then, students make paper airplanes and launch them
after they answer your question in the form of a sentence. I don't except my
beginners/low intermediate students to form complete sentence so I help them to form
correct sentences. To my surprise they will repeat the sentence several times (while
I'm helping them) just so they can throw their airplane. For beginner and low
intermediate classes, I recommend formulating questions that lead to 1 or 2 types of
answers. This allows for better memorization. For example, use CAN/WILL questions
and write the beginning part of the answer on the board "I can/will...". I recommend
giving a prize to make the target points mean something, thus peaking their interest.
Submitted by: Ell Saunders http://iteslj.org/games/9875.html
