You are on page 1of 6

Random sentence

\
-

Each groups are given piece of paper
The groups must create sentence which will be divided into words by words
The sentences are given to another group
Every person in the group must hold the random words , then they have to
make row to complete the random words given into become good sentences

First Ice breaking Games
Getting to know
You will need :

Ball/ something to throw

How to play :
1. The Mentor stands in the middle of the circle holding the ball
2. The ball is thrown to the participants
3. The participants who get the bal must introuduce the following questions
- Name
- Nickname
- Birth place and birthdate
- Age
- Height & weight
- Faculty
- Hobby

Second Ice breaking Games
The Mute Organization:
You Will Need:

Nothing

How To:
1. Announce to all the teens to make a queue by their birth date. But the catch
here is that they cannot talk.
2. Once the players have lined up, ask them their birthdays.
3. You can play the same game with the height, birthday month or shoe size.
4. Variation:

5. For example. the next one is supposed to say a word that is related to the first one in some way. This continues till the last person concludes it. "Stars". Ask random or funny questions without hurting anyone's feelings -. Now. "Universe" and so on. Give each teen a number and tell them to arrange themselves in the numerical order without talking to each other. Let the members talk to different people asking them about their hobbies. says three to four lines and ends it 'suddenly'. › Storytelling Session: You can also play a story game where one person starts a story. It's All Relative The class forms a circle. Ask the group members to mingle amongst themselves for not more than 2 minutes. "Sky". the fourth one says. the third one says.something like "what was the last thing you ate?" or "what is the weirdest thing you have ever eaten?". Now everyone has to answer the questions written on the sheet that they get. › Mingle-Mingle: This game is something like speed dating. favorite cartoon character or animation movie and sports they play (or the . Shuffle the sheets of paper and randomly pass the sheets of paper around. interests. The game will improve the communication skills within the teens. › Two Truths and a Lie: Another creative icebreaker game is to ask everyone to write and tell 3 things about themselves -. A quick icebreaker to deal with this is to ask the group to write 3 questions each that they would like to ask each other. "Solar System". And the third one says a word related to the second one. Neither can they hold up the fingers. The first student starts by saying any random word that comes to his/her mind. The piece of paper should be submitted to the coordinator to confirm if the lie was detected correctly or not.one of which should be a lie -. › Question & Answer Session: Most people fear the initial part where they have to introduce themselves. the first student says. But do not prohibit them from using or making up their sign language or sublanguage. 6. the second one says.and let others try to catch the lie. The next person continues the story and stops it after three to four lines.

etc. For example: If I had a million dollars. *  You might want to require follow-up questions when someone says. They ask a question based on the sentence (Did you…? Have you…? etc. Make the sentences funny. they write that person’s name on the paper.). then pigs would start flying.. say "mingle" and shift to another person. etc. They get one more sentence from you and continue. “No. past tenses: place you visited. They find a partner .” ABC race Preparation: none Language focus: Various. When they find someone who can answer yes. present perfect: things you have done.sportsperson(s) they admire). They cut or tear all the sentences apart and give them to you.” they find a new partner. Students stand and circulate. They should not get their own sentence. *  Note that you can make this activity focus on a particular language function or form simply by specifying the topic of the sentences (e.   Each student takes out a blank piece of paper and folds it into four squares. › If and Then: In this game.g. Be careful not to write hurtful or mean sentences. Examples: . Mix the squares up and give one to each person. 3. Randomly pick people from each group and ask them to combine the "if" and "then" and read it aloud.) What to do: 1. *  Note that they don’t have to find the person who wrote the sentence. split the group into two and ask one group to write a sentence starting with 'If' and the other group with "Then". “Yes. DIY FSW (Do-It-Yourself Find Someone Who) Preparation: none (but you might want to supply the paper so no one’s sentences can be identified by the color of the paper. They put it away. just someone who can say “yes” to the item. they write a true sentence about themselves. future: your plans and dreams. 2. When the timer rings after 2 minutes. One each square. If the person says.

I’ll bring the (bananas) . For example. Then we’re going to visit Bangkok . 5. The stand and face each other. 2. Write the target structure on the board.  The other partner says the target sentence (If you bring the apples. tell the students that they are going on a picnic. Explains the situation and the task. Students work in pairs. That sentence includes the second item from the previous sentence (bananas) and a new item that starts with “c” (If you bring the bananas. 4. You have a baseball . all the way to Z).1st conditional (ABC picnic): If you bring the (apples) . you might want to leave out the letter “X” – no one takes a xylophone to a picnic.) and slaps the first partner’s hands.) We’re going to go to (Australia) . Nouns: I have an album .  They continue until they get to Z. “Going to” future (Trip around the world. palms up. one that starts with B. *  Actually. This is an “ABC picnic” which means they have to take one thing that starts with every letter of the alphabet – one think that starts with A.) and slaps the partners hands. etc. circulate and give hints to pairs who are stuck on difficult letters (Q [quiche. 6. One partner holds his hands in front of him. *  As they play. I’ll bring the chocolate. zebra meat] Line-up .  The first partner says the next sentence. U [umbrellas] Z [zucchini. for the first conditional. I’ll bring the bananas. 3. What to do: 1. or they could bring the queen – no one said they could only bring food].

You will say a series of commands.g. They think of at least three different groupings. In you don’t say “Simon says” before the command. Language focus: imperatives (command forms) Preparation: none What to do: 1. Get the other students to guess what meaning behind the order is. give them suggestions to get started..g. sets of two groups join together. Again. The other members guess. birthdays (January – December). Each group demonstrates their line-ups for the other group. Start with something easy (hair length: shortest to longest). for Japanese/Chinese students.. the groups join with different groups and continue. Ideas: who lives nearest to farthest from school. Have them stand in the correct order.Language focus: comparative adjectives What to do: 1. 2. .   Explain the game.  When they have finished. it works very well for adults and for language learning if you play it in small groups rather than the full class – more language practice that way – and if the person who makes a mistake becomes the next “Simon” instead of being out of the game. the will think of different ways they could line up. Then they change.  Students work in groups of 4-5. ‘Stand up. If Simon says them (e. *  If some groups are having difficulty. Demonstrate with something less obvious (number of letters in the students’ names).  When they have their ideas.  Explain that. the others guess. number of strokes in the characters in their names. Simon says This is common kids’ game. “Simon says.’”) they should do them. they should not do it. in groups. Point out that “Simon” is a man’s name. got their driver’s license). 3. 6. 4. However. 5. Demonstrate with 4-5 students. how long since they did something (e.

“Mari says…” This is especially useful early in the course when they are still learning each other’s names. Brainstorm the kind of verbs useful for the game and write them on the board. Point to the door.g.” When someone makes a mistake. close. . preceding each with “Simon says”: Stand up. stand up. (e. point. sit down.. put. Put your book under your chair. divide the class into groups of 4-5.2.) Elicit by showing the motions. One person in each group is “it. touch. 3.  Once they understand the game. 4. Use commands like the following. open. etc.. Demonstrate with the full class. etc.” They continue. When someone makes a mistake (does an action that Simon didn’t say. (Optional). Variation: Instead of “Simon” students can use their own names. Touch your desk. that person becomes “it. that person becomes “it” and gives the next group of instructions.