Friends can call out from behind the line to help. Give points for speed and neatness. Whenthe students are confident with A to Z, get them to try Z to A. If some students can write thewhole alphabet, pit them against each other. Instead of running to the board, you can tryhaving wheelbarrow races or hopping races. The movement and the competition are importantin an elementary school.
7. ALPHABET 3
Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to theside. The students must make an alphabet line, card to card, from A to Z. Can use to check recognition of capitals and small letters.
8. ALPHABET 4
Make two sets of alphabet cards, each letter about half the size of B4. Divide the class intotwo. Distribute the two sets of cards amongst the students. Some of the students may get twocards. The teacher selects a word for spelling. Each team has to spell the word by its membersrushing to the front and holding up their cards in correct sequence. The fastest team wins.
9. ALT’S APARTMENT
Draw an empty apartment on the board. Have students try to guess the contents. Draw them inas they name them. For example, the students could ask, “Is there a chair?”.
10. ANAGRAMS (WORD SCRAMBLES) 1
Mix up vocabulary words and get the students to unscramble them. Can be played in teams, in pairs, or with the whole class. The team who can unscramble the word (i.e. say it in English)and give its meaning in Japanese gets a point. The team with the most points wins. You canalso get the students to spell the words correctly for points.
11. ANIMAL GAME
Give each student the name of an animal. After practising the different animal sounds, thestudents make the sound in order to find the other students who are the same animal. Japaneseanimal cries (nakigoe) are different from their English counterparts. Explain the sounds using pictures. The kids find the differences amusing. They tend to know ‘dog’ and ‘mouse’ (after you mention Mickey). I also used ‘kangaroo’ with a ‘tch, tch’ sound. Have a card for eachstudent, but make sure they don’t show it to anyone else. After finding their partners, they canshow their cards to each other, then the JTE and ALT. Presentation is important as without the preparation of cards and the explanation (i.e. “you can’t show your card to anyone else”), thisgame can be a flop. It took some fine tuning before it succeeded.
12. ANYTHING GOES
Students try to come up with as many different answers to one question as they can. Theteacher asks something like, “How many fingers do you have?”. The first student will probably say, “I have ten fingers.”. The next student can say, “I have more than nine fingers.”The next, “I don’t have sixteen fingers.”. The next, “I am an alien, so I have sixty fingers.”,etc. Try to get them to use any grammar point that they have ever covered.
13. BACK TO BACK
Teams of two stand back to back and hook their arms around each other’s arms. Race to amarker and then back to the starting line giving both the chance to run forward and backwardsonce.