Magazine Scavenger Hunt.

The teacher creates a list of 10 to 15 items (e.g., places, objects, people) that relate to the academic subject being

reviewed (e.g., a variety of landmarks, commercial products, and popular foods from Texas.) The teacher puts out a

pile of old magazines likely to have pictures of the items being sought. The class is divided into teams of no more

than 5 students. Each team is given a stack of magazines and the teacher-prepared Scavenger Hunt list, and

instructed to find and cut out pictures of as many items from the list as possible within a certain time span (e.g., 20

minutes). At the end of the allotted time, all teams present their pictures to the class. The team who has found the

most items wins.

Password: Academic Edition.

The teacher puts together a list of course-related terms that students should know. (If possible, terms should refer to

persons, concepts, or objects that can be easily described or hinted at using single nouns or adjectives.) Each term is

written onto a small piece of paper and placed into a hat or other container. The class is divided into pairs of students.

The teacher rotates around the room, starting with the closest pair. The teacher draws a slip from the container and

hands it to one of the student.

1. The student reads the word on the slip. If the word seems too difficult, the student can say 'pass' and simply
hand the word to the next pair in line.
2. If the student accepts the word, he or she states to the partner a synonym of the word or another term that is
logically related. (Note: The student may utter only a single one-word clue!)
3. The partner then uses the clue to guess what the original term on the slip of paper might be.
4. If the partner correctly guesses the term, the pair earns a point. If the partner incorrectly guesses the term,
the next pair in line is given the word (and starts steps 1-4 over again).

The game ends when all of the terms have given out. The team that has collected the most points at the close of the

game wins.

Review-Question Bingo.

This game is played according to the traditional Bingo rules but adds a crucial requirement: students who get Bingo

can win only if they and the rest of their team is able successfully to answer a series of review questions.

The teacher makes up Bingo cards for the class. A student Bingo 'card' is made by drawing a grid of five
vertical dividing lines and 5 horizontal dividing lines onto a sheet of paper. (The boxes of the grid should be
about an inch square.) In the first horizontal line, the teacher picks 5 numbers randomly from 1-20 and writes
them into the boxes. Moving to the second line, the teacher selects 5 random numbers from 21 to 40 and
writes them in any order into the boxes. The teacher does the same in the third line with random numbers
from 41 to 60, the fourth line with random numbers from 61 to 80, and the fifth line with random numbers
from 81 to 100.
Next, the teacher cuts a sheet of paper into 100 small squares. Squares are numbered 1 to 100 and are
placed in a hat or other container.
The teacher also prepares a list of 10-20 review questions drawn from academic material covered in the
course. (The teacher should prepare enough review questions for several Bingo games.)
 # Finally, the teacher decides on what to offer as 'prizes' to winning Bingo teams.

Next, students are divided into groups of 4-5 students. Each student is given markers (e.g., scraps of paper) to mark

off Bingo squares, with additional markers available if needed. The teacher is the caller for the game, drawing

numbered squares from the hat and calling them out. When a number is called, students whose cards contain that

number place a marker on it. The first player who has filled in a vertical, horizontal, or diagonal line with markers calls

out "Bingo!" Now the fun starts! Before the student and their team can claim a prize, they must correctly answer five

review questions read off by the teacher. (It is up to the teacher to decide whether the winning student consults other

team members and gives the answers as the team spokesperson or whether any team member can call out an

answer.) If the team misses a single question, the Bingo game continues. When another "BINGO!" is called, the

winning team must again answer a series of new questions before claiming their prizes.

Twenty Questions.

This activity is a variation of the well-known parlor game and works well with small groups or the whole class. The

instructor picks three categories relevant to the academic subject. If, for example, the topic is American history, three

suitable categories might be dates, people, and events. Each student is given a turn to select a topic relevant to their

coursework, which they keep secret. The student starts the questioning off by announcing the category the topic

belongs to (e.g., "I am thinking of anevent.") The group then peppers the student with questions in an attempt to

guess the topic (e.g., "Did the event occur during wartime?") But the student can only answer yes or no to each

question! When members of the group believe that they know the answer, they can call it out an any time ("Is it Pearl

Harbor?"). (Guesses don't count as questions.) Students who make incorrect guesses, though, must drop out for the

rest of the game! The group must use no more than 20 questions to successfully guess the topic in order to win the

game.

Teacher-Led Version: The teacher version of Twenty Questions is run the same as the student-led version, except

that the teacher selects the topic and fields all questions.

Word Lightning.

Prior to the game, the teacher comes up with a list of topics that relate to the academic subject being reviewed. (As a

simple example, a biology teacher reviewing a unit on ecosystems might select the topics "wetlands", "deserts", and

"mountain regions") For each topic, the teacher also selects a letter of the alphabet. (It is best to select letters like "B"

or "E" that are commonly found at the start of words and to avoid letters such as "X" that are uncommon word-

starters.) Students are divided into teams of 4-5. From the prepared list, the teacher gives the first team an academic

topic and its associated letter. The teacher sets a timer and gives the team 1 minute to call out as many words as

they can that start with the given letter and relate to the topic. The teacher keeps count of the total number of words
called out. (The teacher is sole judge of whether a questionable word is allowed to count as 'relating to the topic'.)
The teacher then gives a new topic and letter to the next team and repeats the process. The game continues until all

teams have had at least one turn. All team scores are posted on the blackboard; the highest-scoring team is declared

the winner.

TIP: Add a real flurry of activity to this game by giving teams their topic and letter and allowing them 60 seconds of

preparation to comb through the text book or course notes to find eligible terms just before they begin the timed 1-

minute call-out period. (Note: During the preparation phase, team members cannot talk to each other or write down

terms that they find. They can only commit terms silently to memory!)

Putting a New Spin on Quizzes

Competitive Quiz Teams & Random Prize Points.

This idea uses the elements of within-team cooperation, between-team competition, and random assignment of prize

points to motivate students. The teacher, as quizmaster, prepares review questions prior to the quiz. Each question

should be based on instructional information previously covered in class and have a brief, unambiguous answer (e.g.,

"What major European battle brought an end to Napoleon I's attempt to return to power in France?"). Divide the class

into two or more teams. Cycle among the teams as you read off the questions. When a question has been read to the

team, the team has 15 seconds to huddle and decide as a group on an answer. The team spokesperson announces

the answer to the quizmaster and roles a die to determine the amount of the team's random prize points. The

quizmaster then tells the team whether their answer is correct.

If the team gives the correct response, the prize points are added to their score. If the team gives the wrong answer,

(a) the prize points are deducted from their score, and (b) other teams can attempt to answer the same question-but

face the possibility of gaining or losing the same number of prize points.

TIPS: Allow students to choose names for their teams. Assign students to draft quiz questions and answers as s a

review exercise and select the best of them for this activity.

Extra-Credit 'Kickoff' Quizzes.

The instructor creates brief (1-3 item) weekly quizzes for students to complete at the start of class. Students are given

a time limit (e.g., 5-10 minutes) to complete the quiz. Quiz questions should be constructed to require that students

recall recent course content in order to answer them correctly. A key to making these quizzes motivating to students

is to count them as extra credit (e.g., students have the option of replacing a single test grade in the course with their

aggregate kickoff quiz grade, etc.). TIPS: If you have students who need extended time to complete the quiz, assign it

as an optional take-home assignment. Invite students to submit their own quiz questions for you to use. Permit

students to consult their textbook and class notes as needed during the quiz (to encourage them to actually use these

materials!) Allow students to work together in small groups to complete the quiz. Individualize quizzes for those
students in your room with special needs by including additional supports (e.g., excerpts from text, additional clues or

hints) to ensure a high probability of success.

Quizzes Developed by Student Teams.

Teachers can tap the cooperative and competitive spirit of students at the same time with this activity. (The most

valuable review of instruction occurs as students prepare quiz questions for their classmates!) To prepare, the

teacher first creates a general template for students to follow in preparing a class quiz. (E.g., the quiz must always

contain 5 multiple-choice items and one essay question.) The class is divided into groups of 4-5 students. Each group

is assigned a section of the material covered in the course and directed to prepare a short quiz and answer-key

based on that material. (Groups should of course consult their notes and course text to create the quiz.) When the

student quizzes are ready, the teacher looks them over to be sure that items are 'tough but fair' and that answers are
correct.

Next, groups are paired off. Students in Group 1 in each pair take Group 2's quiz, and vice versa. Students then

grade the quiz they took using the supplied answer key. The teacher permits students who do well on the quiz to

count it as extra credit or toward an 'effort' or class participation grade.

TIPS: Because this activity may take more than one session to complete, teachers will probably want to reserve it to

prepare students for key examinations (e.g., midterms, finals). Collect the best items from each quiz to include in later

student tests or as review questions.

Spicing Up Review: Other Ideas

Classtime Commercials: A Learning Break.

To tap the interest of media-savvy students, the teacher can assign pairs or teams of them to create a 1-3-minute

'commercial' that reviews key instructional content. (Teachers will get probably get the best results in this activity if

they frame the assignment as a specific goal: e.g., "Barry and Susan, your job is to create a TV or radio commercial

that shows the viewer or listener the steps to follow when completing a 2-digit by 2-digit multiplication problem.")

Students should be encouraged to be as creative as their imaginations and available resources permit. (For instance,

students asked to create a commercial about how to compute multiplication problems might decide to convert the

steps of the math operation into a catchy jingle and put it to original music.) Each team then has an opportunity to

present their 'commercials' to the class.

TIPS: Invite other classrooms to attend the premiere performance of your student 'classtime commercials'. Or

volunteer your students present their commercials in other rooms. Encourage students to videotape or audiotape the

best of their commercials and archive them to use in future situations with students who need to review a particular

academic topic.
Learning Fair.

Students are divided into groups. Each group is given an academic topic, concept, or operation and instructed to

work together to construct a brief (e.g., 5-minute) interesting, interactive lesson to teach it. Groups are encouraged to

draw diagrams or use other visual aids as appropriate to illustrate key point(s) of the lesson and to create group

activities to demonstrate that their 'students' have mastered the lesson content. Then the classroom or other school

space is converted into a 'learning fair'. Each group is allocated a table and wall space to set up their lesson. The

class moves from one learning station to another, participating in the short lessons and asking questions. TIP: If

students from other classrooms would benefit from your class's learning fair, you may want to set it up in a convenient

common space (e.g., gymnasium) and invite teachers to bring their students in to take part.

Mystery Stories.

Students love mysteries. Teachers can take advantage of this interest by creating short 'detective-story'-like

narratives that pose a puzzle. To find the solution, students must recall important facts, concepts, and ideas covered

in the course. Here is a sample 'mystery story that could be used in a geography course:
Story: A captain is sailing her freighter in the Pacific Ocean. Ten hours later, she is in the Atlantic Ocean. In getting

from the Pacific to the Atlantic, the boat was lifted 26 meters above sea level. During the entire trip, the boat never left

the water. How was this trip accomplished?

Answer: The boat traveled through the Panama Canal (which lifts boats 26 vertical meters to the level of Lake Gatun-

the Canal's interior waterway-- and back down again).

TIP: Also use mystery stories when introducing a topic to build student interest and activate prior student knowledge

about the topic.

Stump the Teacher.

Instructors who feel confident of their mastery of an academic subject area can offer to take on all challengers. The
teacher invites students to come up with difficult questions (and matching answers) about a specific topic being

studied. (It is up to the teacher whether students are allowed to base questions only on material drawn from the text

book, or whether they can also venture into other assigned readings, or-if the teacher is really daring--any outside

source for their items.) On regularly scheduled occasions, time is set aside in the classroom schedule for interested

students to read off their questions. The teacher attempts to answer each question off the top of her or his head. If

the teacher answers the question correctly, she or he gets bragging rights; if the student stumps the teacher, though,

he or she wins points or some other reward or incentive (e.g., a 'Get Out of 1 Homework Assignment Free' pass). If

there is disagreement between teacher and student over the correct answer, a peer (student) group can be deputized

on the spot to resolve the dispute (but they have to give a rationale for their decision!)
NOTE: Students should be given common-sense, fair guidelines that they must follow when playing this game: e.g.,

student questions should have answers that are brief (e.g., can be answered in a single short sentence), based on

fact rather than opinion, and do not depend on puns, riddles, or wordplay.

Tour Guide.

In this assignment, students prepare and present an entertaining 'travelogue' that will help the class to experience a

region as if they were tourists traveling through that locale. It can make potentially dull subjects vivid and interesting!

Students are divided into groups. Each group is given a country or geographical region to research on the Internet.

The presenters can spice up their travelogue with maps, sound files, excerpts from explorers' journals, or digital

photos. They may wish to describe road conditions, foods eaten in the region, brief historical highlights, major cities--

any information that will paint a three dimensional portrait of the area.
TIP: This assignment can be adapted to a range of subjects, including history ("Let's take a trip to Rome in the first

century A.D."), literature ("We are going to embark on a tour of the theater district in Elizabethan London!") and even

science ("As our spaceship of tourists approaches the edge of the solar system, the ship's radar begins to pick up the

faint signals of ancient comets floating like sooty snowballs in the Oort Cloud.")

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

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

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

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

Bang Bang

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

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 favourite 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

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

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

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

Pictionary (Game 1) - revamp - Charades (Game 2)

Level: Any Level

Write out series of categories like professions (doctor, bus driver, etc.), animals,
foods, actions (fishing, haircut, etc.) then divide the class into groups of 2. One
student draws and the other guesses. Next turn, the guesser draws and drawer guesses.
This game works best with the arbitrary stop watch (30 seconds). This is designed for
one lesson.

Then for another day take the same categories (or create new ones) and play the same
game except students, this time, act it out (no speaking or noises).
Submitted by: Ell Saunders

Spelling Contest

Level: Any Level

First, if you have a large class you have to divide it in 2 teams. then the teacher says a
word or a sentence depending on the level for the students to spell. Students should
spell these correctly with not even one mistake. The team that has more points is the
winner
Submitted by: Revolle Soyer

What's the Meaning?

Level: Medium to Difficult

You, the teacher, may need a dictionary do this activity.

 Choose a word which is long, difficult, and unknown to the students, a good
word to begin with is: warmonger.
Without using a dictionary, your students write down a definition. (They can
work out the definition in groups of three). Allow them a few minutes to think
and write.
Collect the definitions and read them aloud.
When you have finished reading, they will have to vote which of those is the
correct one. (It doesn't matter if none of them is the correct one)
After they have voted and none of the groups guessed the meaning you read the
correct one aloud.

The idea of this game is to let students be creative and practice writing skills.

Then you can have the students to discuss their writings.

1. Free Conversation - This is one of my favorite class starters for higher level classes
especially those classes that have students who can express their thoughts and ideas
already. It is simply done by starting a question that will lead to more questions that are
relevant or somewhat relevant to the topic and require opinion or just anything a student
can say. It may last from 5-10 minutes depending on how interesting the topic is.
2. Costume Gimmick - Here the teacher may come into the class in a certain costume
say, a clown, a chef, a patient, or whatever and the ball starts rolling.
3. Lost Voice - This time, the teacher doesn't speak. He /she may speak with difficulty
without a voice. Students may ask questions but the teacher just do gestures or write on
the board. This is to encourage students to ask questions .
4. Song and Dance - Using Genki English and Scholar songs your students will surely
enjoy them.
5. Telepathy Game - Here the students are challenged to read the teacher's mind. In
groups, the students try to think of what the teacher thinks. For instance, the teacher
thinks of a fruit. The group discusses and at a signal each leader of the group one at a
time calls out what the teacher thinks. It is amazing. One or two groups can guess the
right answer. To make the game easier, give five choices for student to think of.
6. Mystery Bag - Objects related to the lesson are placed in an opaque bag. The
student puts his/her hand inside and touch the object. Without seeing it, the student
tries to guess its name. The student who can identify the object may get a sticker from
the teacher.
7.WH Time -Here the students ask either who, what, when, where, why, or how
questions which can be answered by fellow student and so on and so forth.
6. Freire Code - Inspired by a Brazilian educator, Paolo Freire. This a thematic
illustration of a situation composed of a lot of scenarios, people, objects, and details.
This is shown to the students. The students say what they see, identify the problem,
and come up with solutions. This is a thought provoking activity I like and will generate a
lot of language from the students.
7. Psychological Tests -Like What's wrong with the picture? What is missing in the
picure? How many faces can you see in the picture, etc.
8. Puppet Talk -Using stuffed toys and dolls, toys, etc. Students invent dialogues of any
kind and share them in class.
9. Show and Tell - Students may take turn in bringing things of their choice - a
collection, a gift, a valued object, etc. Two or three students share in front of the class
each day.
You can try some of these starters. If they fail the first time, don't be discouraged. Give it
another try and the second time you do it I'm sure it will turn out better. Tell you what,
one reason why an activity sometimes plops is because the inst ruction isn't very clear,
thus they couldn't grasp the mechanics well. Remember, our students are foreign or
second language learners. Once they understand it they will surely enjoy it and they will
clamor to have similar activity for the succeeding days.
You can also replicate your own starters and have them patronized by your students.
Would you like to try these starters in your own classes? Tell me later if it worked or not.
Have fun
 1

Pugong bukid, pugong gubat

Kabilugan ng Buwan, Buwan ng Kabilugan

Butiki, bituka, butika

Buwan ng kabilugan, kabilugan ng buwan.

Palakang Kabkab, kumakalabukab, kaka-kalabukab pa lamang,

kumakalabukab na naman.

Sinusi ni Susan ang sisidlan ng sisiw.

pitumput-pitong puting pating

Notebook at aklat, notebook at aklat, notebook at aklat, ...

Bababa ka Ba? Bababa din ako!

10

Kapapansiteria mo pa lang, magpapansiteria ka na naman.

11

Pinaputi ni Tepiterio ang pitong puting putong patong patong.

 12

Ang relo ni Leroy ay rolex.

13

Bumili ako ng bituka ng butiki sa butika.

14

Minimikaniko ni Monico ang makina ng Minica ni Monica.

15

Ang lero ni Leroy ay nagka luray-luray.

16

Pasko, Paksiw, Pasko, Paksiw, Pasko, Paksiw, ...

17

Ako ay biik, ikaw ay baboy!

18

Aklat Pangkatagalugan

19

Minikaniko ni Monico ang makina ni Monica

20

Makati sa Makati, may pari sa Aparri, mahihilo sa Iloilo at may bagio sa Baguio.

21

Betong Tutong alyas "ketong" ang hari ng mga bulutong.

22

pitongput pitong butong puting patani

 23

Ang bra ni Barbara ay nabara

24

Buwaya, Bayawak, ...

25

Sumuso ang sanggol na si Susie sa suso ni Susan na sumuso sa suso.

26

Pitong puting tupa

27

Usong usong isang isang salu-salong nagsisi-usyosohan ang mga aso sa

asosasyon sa Ascuzena.

28

Kalabit ng kalabit si Alabit na may bitbit sa balikat ng kanyang kalapit-kabalikat

kapitbahay.

29

Kakakanan lang sa kangkungan sa may kakahuyan si Ken Ken habang

kumakain ng kakaibang kakanin kahapon.

30

Aba, bababa kaba Baba?

31

Mayamaya'y mamamanhikan si Aman sa mayamang si Maya malamang sa

harap ng maraming mamamayan.

32

Ngipin ang nangangailangen ng ngubngob

 33

Bababa ba? Oo, Bababa