![]() That person looks at the card and decides to keep it or not, passing one card to the person on his/her right.The dealer passes 1 card (either the one from the pile or one from his/her hand) to the person on his/her right.The dealer picks up the top card, looks at it, and decides to keep or pass it.Place all remaining cards in a face-down pile next to the dealer.Players look at their own cards but no one else’s. Place the spoons in the center of the group, using one less spoon than the number of people in the group.The player left without a spoon gains a letter. After one player has taken a spoon, all other players race to grab a spoon as well. The first player to do so takes a spoon from the center of the table (it is allowable, even encouraged, to be sneaky about doing so, taking the spoon and continuing to play). Object: Try to be the first player to collect four cards that match the goal for the round. It is not necessary for the spoons to match or be fancy (they’re going to get bent–hence the banning from using my grandmother’s), but they should be similar in size. You can get a set of new metal spoons fairly cheaply from most retailers or used ones from Salvation Army, Good Will, or garage sales. I can tell you from much experience (my cousins and I were banned from using my grandmother’s spoons and tried almost every alternative there is) the plastic will break, and sharp edges will result. It is possible to use plastic spoons, but I highly recommend against this. You’ll need one fewer than the total number of people in each group, so if you have 28 students in seven groups of four students each, you’ll need a total of 21 spoons. If you play the original version of the game, besides the cards, which you can download at the end of this post, you will need spoons. You could also play a mixed-goal game in which students can collect four cards meeting any one of the three goals. lower-case form of four consecutive letters.upper-case form of four consecutive letters.upper- and lower-case form of two consecutive letters.The object of this version is to collect four cards that match one of several different goals: The cards for Upper- Lower-Case Alphabet Order Spoons were the easiest to create yet, and you can download them for yourself at the end of the post. I’ve since adapted the concept, and my students and I use the general idea of the original game to practice singular-plural-collective nouns, compound words, open compound words, final -s/-es pronunciation, and regular past tense -d/-ed pronunciation. My cousins and I used to play this game at every family gathering, and it usually resulted in minor bloodshed as we grappled for the remaining spoons. The object of the game is to be the first to collect four-of-a-kind and grab a spoon, or at least to not be the one without a spoon after someone else collects the necessary cards. If you’re not familiar with the card game Spoons, it is a relatively simple game played with a standard deck of 52 playing cards and one less spoon than the number of players. I first introduced the game in my post entitled Collective Noun Spoons in April of 2021. I’m really not sure why it took so long for me to think of it–Spoons is most definitely a game best played with older students. It was while preparing a lesson plan for students such as this that I was first struck with the inspiration for Upper- Lower-Case Alphabet Order Spoons. Thankfully, most of my students already have a good grasp of the English alphabet, both lower- and upper-case, when they arrive in my classroom, but every so often, I get a student who doesn’t even know the names of the letters in his/her own name. Things I’ve long struggled with finding practice activities for that weren’t too childish is the alphabet. ![]() For my part, I do try to create games and activities that practice basic English skills/concepts in as grown-up a fashion as possible, but I’m still amazed at how excited my adult students get at some of my more out-of-the-box and seemingly childish ideas (such as Sliding Sorts and Compound Clash).
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