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of the Japan Exchange and Teaching (JET) Programme (Fukushima)
These games and activities have been collected from various sources: past issues of the Fukushima JET newsletter, games books, various CLAIR and AJET teaching resource guides, and stuff left over from my predecessor. I apologize for not quoting sources, but I collected them in such a hurry when I first got here that I can t find the original sources in most cases. It is safe to assume that I did not come up with all of these games, so please do not give me credit for doing so. You can, however, assume that all mistakes are mine.
1. A and AN Draw a large a and a large an on separate pieces of paper. It is best if these words are written inside amusing animal shapes. Divide the class into two teams. The first child from each team puts their hands on their heads. Show the children a vocabulary flashcard. They both touch (or slam) the a or an . The one to touch the correct paper first gets a point for her team, provided that she says, It s a or It s an correctly. If she makes a mistake, the other child is offered a chance to make the correct sentence. After the class gets the idea, one of the children can hold up the cards instead of the teacher.
2. A-B PAIRWORK Student A is given half of the information and Student B is given the other half. Students have to work together and ask each other questions to fill in the missing information on each of their sheets.
3. ADJECTIVES 1 Write down three adjectives and ask pairs of students to write down as many things they can think of that all three adjectives apply to. For example, big, cold, beautiful might apply to snowman, mountain, Alaska Get students to come up with their own adjectives. See who can get the most number of words.
4. ADJECTIVES 2
Choose some advertisements with big print and not too much writing on them. Number them clearly. Black out two adjectives from each and make a list of the missing words. Before the lesson, post the ads on the walls of the classroom somewhere. Dictate the list of adjectives and tell the students that these are the words that have been blacked out on the walls. The object is to match the adjectives with their ads. Students write the number of the ad that they think that adjective appeared in.
5. ALPHABET 1 Use big cards. Go through the alphabet once in order then mix them up. Introduce the pronunciation of B and V, M and N, and L and R carefully.
6. ALPHABET 2 Use chalk as a baton. Arrange teams behind a line before the blackboard. The first student writes A in her/her team s designated space, then passes the chalk to the next student. The fastest team wins. The Japanese teacher monitors the kids to keep them behind the line. Friends can call out from behind the line to help. Give points for speed and neatness. When the students are confident with A to Z, get them to try Z to A. If some students can write the whole alphabet, pit them against each other. Instead of running to the board, you can try having wheelbarrow races or hopping races. The movement and the competition are important in an elementary school.
7. ALPHABET 3 Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to the side. 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 into two. Distribute the two sets of cards amongst the students. Some of the students may get two cards. The teacher selects a word for spelling. Each team has to spell the word by its members rushing 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 in as 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 can also 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, the students make the sound in order to find the other students who are the same animal. Japanese animal 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 each student, but make sure they don t show it to anyone else. After finding their partners, they can show 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 ), this game 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. The teacher 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 a marker and then back to the starting line giving both the chance to run forward and backwards once.
14. BACK WRITING 1
After reading a text, each student selects about 5 new, difficult or unusual words. In pairs, they write the words one at a time (with their fingers) on their partners backs. The partner guesses the word. Variation: the partner must use the word in a sentence. Books closed makes it a memory game. Books open makes it a scanning activity.
15. BACK WRITING 2 Each row is a team. The last person in each row comes up to the teacher s desk and looks at a flash card. When all students have returned to their seats, the teacher says Start! and the game begins. The students at the end of the row write the word (with their fingers) on the back of the person in front of them. When that person seems to understand the word, they write it on the back of the person in front of them. The person in the front of the row writes the word on the board, then goes to the teacher s desk to look at a different card. Once he has remembered the card, he goes to the back and writes it on the back of the person who used to be at the end of the row. (All the students should move forward one seat while the person at the front of the row is looking at the new card.) The winning team is the one that can write the most (correctly spelled) words on the board.
16. BASEBALL 1 The class is divided into two teams. Four chairs are placed in the shape of a baseball diamond. The AET/JTE proceeds to ask each team member a question which must be answered in a complete sentence. If the correct answer is given, the player moves to first base. If the answer is wrong, the player is out . When the team has three outs the other team comes up to bat.
17. BASEBALL 2 Draw a baseball diamond and a score board on the board. Students, in turn, are at bat and choose how difficult a question to attempt: a single, double, triple, or homerun. If a student answers correctly, s/he moves ahead the appropriate number of bases. The students who are already on base advance the appropriate number of bases. Players who advance to homeplate score a point for their team. If a player answers incorrectly, s/he is out. Once a team makes three outs, the other team is up. This works well with spelling practice because it is fairly easy to compile lists of easy to difficult words.
Note from Steve Mendoza I teach at a Japanese high school, and I have some additional ideas for the game Baseball 2?. It may be a good idea to use playing cards, i.e. ace = single, 2 = double etc. Also the joker card can be an automatic walk, and king can be an automatic strikeout. The cards are put face down and the students pick one
etc. but to try for a two-base hit. One grid is for the students to place his battleships on. Divide the children into two teams and give each team some counters. For example. Students record their own guesses on the grid made for that purpose. 18. The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. the turn passes to the other team. one battleship (taking up 4 connecting squares). etc. he says miss . most students would just pick single each time. 20. Either the rest of the team or the pitching team ask her one or more questions about the card (e. Ships can be placed anywhere on the grid (horizontally. Then put the endings of those sentences in the squares of the first row (for example Japanese a good baseball player a high school student ). If she makes a mistake. (2) The next child on her team draws a card. He is ).). 19. she gets a home run. two cruisers (3 squares) and one submarine (1 square). he says hit and marks that square with a big X . Students must not show their game sheets to other students. 4X4. If she answers the questions successfully. Then the other student makes his own guess. put beginning parts of sentences in the squares of the first column (for example I am . In Japan. Each student gets a game sheet. use a 5 x 5 grid. she can choose to move to second base or try for a three-base hit. BINGO The game board can be any size as long as it is square (3X3. If she makes another correct answer. This adds a more random element to the game. if given the choice. BATTLESHIP Students get into pairs facing one another.g. Each team is allowed three outs before the turn passes to the other team. If the partner has placed a ship in that square. If you are teaching elementary school children the alphabet. (1) The same child can draw more cards. Students then say these sentences to indicate which square on the grid that they are going to guess. He is Japanese . There are various ways of proceeding from here. Students try to sink each other s battleships in this way. On the student s own grid. third column.randomly. but not diagonally). If four different children make correct answers consecutively. vertically. he places various ships . You are . might indicate the square that is in the first row. What is it? What colour is it?). The game sheet includes two grids. she moves her counter to first base. If she gets three more correct. The other grid is for the student to record his guesses on. (3) She can choose not to go to first base. If the partner has not placed a ship there. Students are given the bingo grid and a bunch of words that they are supposed to fill the . which allows the children to fill in almost every letter of the alphabet. The team takes turns at bat. BASEBALL 3 Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it. For example. The student who sinks their partner s entire fleet wins. their team gets a home run. To make the game sheet.
e. rolling again. Give the students about 10 minutes to fill their grids with names. Model the game after a well-known game. For example.g. she must guess who she has caught. If they answer no . the blindfolded child can move and try to catch any of the children. While she is counting. This can also be played with students racing around to make Bingo with the students names themselves. Students interview each other by asking the questions on the grid. BLINDFOLD One of the children is blindfolded and counts to ten. Kenji asks Kanako Do you like to swim? Kanako says Yes. where are you? . Then call out the vocabulary words one by one until someone gets bingo. (If the room is large or the game is played outside. Keep playing until someone gets Bingo. A straight row of students who answered yes makes Bingo. BOARD GAMES Make up a board game for any grammar point. such as Snakes (chutes) and Ladders. students sit down and the teacher calls out the students names. all the other children can move too. or make your own. it may be necessary to restrict the area). I do . Have squares for missing a turn. 23. Then. I m near/in/on/under . Students cannot ask the same person more than one question. getting an extra turn. The blindfolded child then asks the children where they are by saying. Can also be played with vocabulary words. The children answer. T or X ) 21. After any answer. 22. the children have to stop moving immediately. If she catches a child. You can use true/false questions. . Do you like to swim? . get all of the students to sit down and check the answers of the winning students. that child is the next to be blindfolded. Vary the ways to win. questions and answers (i. As soon as she moves. BINGO WITH NAMES Prepare a bingo grid with a question and YES/NO written in each square. Call out words and the students write them on the bingo grid wherever they like. Ask the students who signed their names if they really answered yes to the question. Emi. After a few students call out Bingo.Bingo grid with have more words than spaces once they have finished. the other children can move around the room. students who answer no don t sign anything. On the count of ten. etc. you know that the students haven t been playing correctly. sometimes make it two rows or a special design (e. or whatever target sentence you are currently studying. Are you a good baseball player? . If her guess is correct. or scrambled words or sentences. Students who answer yes sign their names on the sheets. start calling out words or sentences that contain the words. For example. Sometimes make it one row. The blindfolded child can also move. trivia). So Kenji circles Yes underneath the question and Kanako signs her name at the bottom of the square.
25. bop . Or. bop. If the person in the middle says bop. BOPPITY. he can call Bullrush which means that all the students have to run from one end of the gym to the other at the same time. bop. The person in the circle must jump into the middle and do a hula dance and the people on either side of the victim must wave their hands from side to side. bop. 2. 3?. bop. The person in the middle must approach one of the people in the centre and say either bop or bop. The person in the circle must put two fingers pointing outwards by his forehead to resemble a Viking ship and the two people on either side must do a rowing action with their arms. he joins the students in the middle.24. 26. If tagged. BOP Students sit in a circle. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another). bop. BROKEN TELEPHONE Someone whispers something to a student. If not tagged. bop . hula dancers. bippity. If everyone has caught on to this. If the person in the middle just says bop . Or. 3. Last person says what s/he hears. The person who makes the mistake must go into the middle. Play this game as quickly as possible. bippity. she can say Hula. she can say Viking ships. 1. CARD GAMES . The person in the circle who this is said to must react by contorting his face to look like an alien. 3?. She can say Aliens. There are one or two students in the middle of the gym. 1. or doesn t say anything when they are supposed to say bop . Message must travel through the class. A student in the middle calls out the name of one of the students at the end. 1. bop. 2. then the person in the circle must say nothing. BOGGLE 4X4 grid with letters. the person in the circle must say bop before the middle person has finished saying bop. BULLRUSH (BRITISH BULLDOG) The students stand at one end of the gym. 28. The people on either side of the alien must hold their hands up to their faces and scream. bippity. hula-like. That student has to run from one end of the gym to the other without being tagged. 27. let the middle person say some different things. bop . One student goes in the middle. BOP. This continues until someone slips and says bop when they are not supposed to. 2.
or answer a question about it. If at the end of one minute the team still hasn t guessed. The other students try to figure out what the verb is. At various stages. and moves her car around the track that number of flashcards. these games can be taught to an English club. but first years in particular really get into it. E.g. Students pick out a verb card then they act out the verb. 29. the JTE raises his/her hand and the students mark with a pencil the part of the text where they think the AET was reading when the JTE s hand went up. the other gets to try to steal the point. says what the number is. The other children try to guess what she is miming by asking. You can also use brief pauses and get them to try to guess where they occurred. When s/he stops on a card.Adapt any card games you know to a grammar point. This game works well for verbs.g. Each child chooses a car (or counter) and places his/her car on the starting line. CIRCLE MIME The children sit in a circle. Old Maid. One child stands in the centre and mimes an occupation/animal. etc. If she makes a mistake. Either make a crash flashcard. Include two or three brightly coloured blank cards in the track and place a starting and finishing line at a convenient part of the track. 32. For example. Also. The AET reads the text at a certain pace. The first child draws a number or throws a dies. etc. CAR RACE Place some flashcards end to end to resemble a race track. Speed. s/he returns the car to its original position. make a sentence about it. He is running. 31. If they guess properly. 30. ask for a full sentence response. she must say what it is. Can also be done with nouns and adjectives. Go Fish. For advanced students. Another way to play is to get the whole team to act out a word so that one of their members can figure out what the word is. Can be played in two teams. The student must move his/her marker to the side of the track and wait out one turn. Crazy Eights. s/he has another turn. give them 90 seconds to do as many cards as they can). CHARADES It s usually best to introduce this game after playing Pictionary a few times. The team has one minute to figure out what their team-mate is trying to act out. Are you ? The rules of the game are as . Decide the number of laps. Yet another way to play is to give one team a limited amount of time to go through as many cards as they can (e. If a child s piece lands on a brightly coloured card. instead of run . CHUNK READING Good for all levels. or say that throwing a 6? on the die will make you crash. the team gets a point.
Or. then say the alphabet. Students go one by one and ask each other Is this your ? They have three chances. (2) If three children s guesses are incorrect. Nobody gets any points. but this can be a good chance to cheat a little and let some of the quieter children ask the questions). a student might ask. get them to do something else for another colour. the children can janken to see who gets to ask first. I m . but stick with about 5 colours. the students can ask each other questions about the missing parts after reading the passage silently. The students read the passage aloud together to fill in the missing parts. Then. Then they must go in front of the class and ask Whose is this? 35. 36. they must clap on the colour orange instead of saying the letter. If more than one child put their hands up. Alternately. Review these colours. the child in the centre has to stop miming immediately. Another child (possibly the one who is sitting to the left of where the child in the centre was originally sitting) changes place with the child who was miming. tell them from now on. If they get good at doing that. Each letter is a different colour. The first student falls down and then says go and then the next student straddles the first student and falls down and says go. each with (different) words missing. (1) Any child can ask the question. If she is correct. This is repeated until the team has reached the end of the gym. For example. CLOZE Make two copies of a passage. When this happens. both she and the child who is miming get a point and they change places. (4) It is probably a good idea for a child who wants to guess to put her hand up first. Get students to close their eyes and take things out of the bag one by one.follows. the teacher (or a child) decides who should ask the question (usually the fastest. she loses one point. COMMANDOES Make up even teams. 33. the whole class asks What are you? and the child who is miming answers. (3) The child in the centre cannot mime something that has already been mimed. COLLECTION Collect one thing from every student and put it into a bag. 34. . Blanks identify the missing words. What is the mother s name? . If her guess is incorrect. COLOURS Draw up an alphabet chart.
Go through the numbers with the students. Students must turn over the cards until they find a match. concentration now begins! . 39. Then. 38. They roll the dice. you can ask students about the cards. If they find a match. The cards are arranged in pairs so that English words match Japanese words. The teacher calls out crows . they have made a match. Team or student with the most cards wins. girls in a line. but later go through the class one by one. . Students must say a member of that category within a time limit (usually within four handclaps). 41. I explain eleven (7-11) and twelve (difficult) for 5th and 6th graders. Then start reading the flashcards. they don t get to keep the cards. The quickest gets a point and the next two students come forward. then the teacher calls out a number between 1 and 6. CONCENTRATION 1 Chant Concentration. get the students to leave the cards overturned. get them to tell you which cards to turn over. or not saying the card. E. CROWS AND CRANES The students make two straight lines. The crows try to catch the cranes before they reach the wall. If the number is 7? for example. The Japanese teacher keeps score. I play boys vs. they can go again. E. Also. If a crane is caught. Any student who does the wrong thing on the special number is out. What is it? What colour is it? Do you like it? If the student answers incorrectly. For beginners. if a student turns over a card that has a matching card already showing. The students must add the dice number with the number the teacher says. COUNTING CARDS Use about 20 flashcards. One line is called crows and the other cranes . The first girl and boy come forward. 40.g.37. The special thing can be shouting. they become a crow and join the crow team (and vice versa). For advanced students. etc. stop and do something special on the seventh card and on any multiple of seven. CONCENTRATION 2 Magnetic cards are put on the board with blank backs. Have a student say a number between one and twenty. Go up three and left two. No hints from team-mates allowed instant penalty. Select a category. Do this in a group at first. DICE GAME Make dice (saikoro) about 10cm x 10cm or larger.g.
As soon as that person realizes that the hanky has been dropped behind him. relating to a difficult person. then a sample solution might be: You are so poor that you must eat macaroni everyday. ERASE A SENTENCE . but at some point. Keep erasing until the students can recite the entire sentence from memory. DUCK. 45. such as: not enough money. DUCK. trying to tag IT. she will tap someone one the head and say goose . if the problem is not enough money and the random word is macaroni . IT is safe and the other person is IT. If IT manages (after two runs around) to get to the vacated place in the circle. ERASE A DIALOGUE Model the dialogue or key sentence. She walks around the outside of the circle and taps people on the head and says duck . After the class picks a problem. It has one long green arm and a short blue arm. The teacher says things like. GOOSE Make a circle and sit down. She walks around the outside of the circle and drops the handkerchief behind someone. 43. and IT walks around the circle once and tags that person on the shoulder. One person is IT.42. DROP THE HANKY Make a circle and sit down. Practise then erase a part of it. For example. that person becomes IT. DRAW THE MONSTER The teacher instructs the students to draw a monster according to his oral directions. he gets up and runs around the circle twice. It has a pointy nose etc. One person is IT and has the hanky (handkerchief). My monster has three heads. DICTIONARY ADVICE Using one or more English dictionaries. 47. etc. If IT drops the hanky and the person doesn t realize it. present some common problems. 44. the future. you open the dictionary at random and pick a word from that page and read it aloud. Good for Let s Read . Write it on the board. Read it line-by-line and have the students repeat it. Compare notes at the end. The goose and IT run opposite ways around the circle and the first person to get back to the vacated spot is safe. 46. The word must be used to give advice on the problem. Have the students repeat replacing the erased bit. The other is IT. She can repeat this as many times as she wants.
however. FAMILY TREES This activity can be used to introduce members of the family (Mike is my brother). 50. use. we play hockey). That might be enough to let them guess the word if the cards are apple. 51. They must fill the chart with the words that you give them.e. The student with the correct version reads the copy aloud. speak. review possessive adjectives (shoyuukaku). Then. then write sentences or read them out to teachers. If she says it incorrectly. cherry . EXPLANARY Show the students several flashcards that they are familiar with. or introduce their partner s. milk . For example. Check the students understanding by listening to them during pair work and ask a few students to tell the whole class about their family.e. Canada. you might need to be more specific if the cards are apple. Get the students to draw their own family trees and explain them to a partner (pair practice). You could make it an assignment and have them include photos. Students are given an empty grid with the names of the countries and verbs already on it. Have a student from the first row try to say the sentence including the first word. FILL IN THE GRID Draw a grid with the names of countries down one side and verbs across the top e. The first student to guess correctly gets to keep the card.Write a target sentence on the board. Tell them to try to remember the cards. India. in Canada. Mairi used this for passive voice i. The student (or row) with the most cards at the end wins. study. include photos. FIND THE MISTAKES Working in pairs. one student has a copy of a passage and the other student has a copy with factual errors.g. strawberry. orange. Hockey is played in Canada. shuffle the cards and start describing the top card without showing it to the students. sun. Draw your own family tree and explain its history. You eat it. You could use flashcards. Then fill in the middle with appropriate answers (i. you could say It s red. Japan. The other student listens and identifies the errors on his/her sheet. Explain and practise new vocabulary words. jet. Read the sentence and ask the students to repeat it. UK and play. if the top card is apple . If the student says it right. Have all of the students stand up. Better still. 48. frog. This game can also be played . Italy. These copies are identifies as correct or not. tomato. Good for building up essential vocabulary. and the possessive s . her row may sit down. eat. banana. Erase one word from the sentence. 49. her row remains standing and a student from the next row tries.
Japan. etc. FIND YOUR PARTNER Prepare a set of cards with different names. The students in the team that is walking around collects the cards from the students in the team that is sitting. you may want one team to stay sitting while the other team stands and walks around. and likes and dislikes. Are you a high school student? or Are you from Japan? or Are you a member of the volleyball team? Students who answer yes to all three of these questions belong to the same group. _____ also works there. Each student holding a matching set of cards scores one point for his team. i. I work at a _____. Students have to ask each other questions to find out who belongs in the same group as they do. etc 55. wins. they must sit down. The team with the most points wins. an answer might be My name is ______. The first group to get the prescribed number of members (perhaps five). After a few minutes. For example. FIND YOUR GROUP Every student is given a card with some information on it. the teacher says stop and all of the students sit down. Give one team Vocabulary cards and the other team Japanese Meaning cards so that one card goes to each student. if a card says. 54.e. occupations. Play again with the opposite teams sitting and standing. For example. high school student.with both readers reading their passages silently and then discussing the content and trying to find the mistakes. To control the chaos. then student must ask others. When all the members of the group have gathered. friends names. the student could write down the answers. FIND YOUR MATCH Divide the class into two teams. Students must find someone who fits those qualities someone who likes natto. 53. ______ also likes ______. In the end. When the teacher says start students from one team try to find the card that corresponds to theirs in the other team. This student would have to find her friend Chikako and find other people who like and dislike the same things as her. I work at a university. Find . volleyball . My friend is Chikako. FIND SOMEONE WHO Make a list of qualities or actions. My friend is _____. I like pickles and yakisoba. 52. For example. one card might say My name is Yumi.
1. 5. 10. FLAP THE FISH 1 Cut some fish from paper. or boys vs. buzz. one by one. students must say fizz . 12. or one on one. Then the students ask other students in the class (jankening first to see who will ask who). 8. The student with the most pairs wins. 16. This game is perfectly suited to Japan because in the UK we used to use newspapers. fins. if 3 is buzz . the next student says two . 11. 18. 13. Yes. twenty-seven . girls. If the student is told to go fish . fizz. 2. buzz. 57. Go fish! If the student gets the card they asked for. 15. Here it is. If the students get very good at that. so no one is allowed to say it. I m looking for . etc . For example. I have used this game with my 1st and 2nd years with great success by pitting the girls against the boys. I don t. fizz. etc. they keep the pair. make is so that multiples of fizz and buzz are also unlucky. with 2 points for a win. 10. Each child draws and cuts out a paper fish and places it on the starting line. 3. 58. they must take a card from the fish pond on the teacher s desk. fizz. If they can still manage that with ease. 4. 1. then ask the same student again. 59. One child. 4. Then get a few uchiwa (Japanese fan with a handle). Explain the technique of bending your knees. The object of the game is to get as many pairs as possible. The number seven is unlucky. The pattern should sound like. Please give me ). FLAP THE FISH 2 Make a starting and finishing line on the floor.56. What is it? What colour . Each child also has a magazine (or uchiwa). try adding another forbidden number. 19. or the teacher) stands at the finish line. 11. the next three . drawing on gills. buzz. Set a time limit. etc . Move the desks to one side of the room (if you re in a classroom) and divide the students into two teams. Students janken. FISH Give each student 3 or 4 cards and put the remaining cards on the teacher s desk. Although this has nothing to do with learning English. Can be used for vocabulary review. or No. it s important to mix in an international type game and get the students moving about. 5. fizz. holds up flash cards one by one and asks questions about them (e. I want a . 8. 9. or make play end when the fish pond runs dry. That would result in something like. Uchiwa are much better. buzz.g. then 37 is buzzfizz . The idea is to wave the fan next to the fish and make it move without touching it. etc. You can play this in a relay. or review of target sentence (Do you have . This includes seventeen. 2. fizz. I do. That number is buzz . 16. buzz. 6. and the winner asks. and colours. buzz. buzz. FIZZ BUZZ The first student in a row starts counting with one . Whenever seven should be said. It s a race and the first to cross a finishing line (use a skipping rope) wins. Do you have a ~~? The other student replies. 14.
GIVE ME Like show me . Can be played as row race or by the whole class at once. 62. All the apples must switch chairs. making the fish move toward the finishing line. left. mouth. You need visual aids with small kids to get their attention and monitor their understanding. down. and last the words up. the person in the middle can call out sentences like I play volleyball and those students who play volleyball must trade seats. The teacher calls out a name (e. think of some suitable punishment. or team-mates take turns answering and flapping). then use it for whatever in class) 61. The first child to make her fish cross the finishing line is the winner. . 63. right. Students must give you the objects that you ask for.g. If a child answers correctly. and nose. FORTUNE TELLER (in progress) Instructions:(make the origami fortune teller. This game can be played with any vocabulary category or grammatical pattern (I like . stop . apple). 60. The children who are taking part in the race either answer individually directed questions in turn or try to answer the same question first (in this case there should be a judge). Write 4 or 5 fruits on the blackboard. We made eyes. First.is it? What does she do?). Then. FUKUWARAI (PIN THE TAIL ON THE DONKEY) Use the traditional Japanese New Years game fukuwarai and turn it into an easy English game. I play ). there could be a knockout tournament (the winner of each race goes through to the next round) or the game can be played in teams (each winner gets a point for her team. If there are more children than can race at the same time. If a student is in the middle three times. FRUIT BASKET Make a big circle with chairs. Have one less chair than students so there is always one student left standing. For third years. Also. she hits the floor behind her fish with her magazine (or uchiwa). You can also cross-reference the game by using the colours of the fruit. Students give the blindfolded students instructions on where to place the magnet. This student calls out the next fruit. The other students tell him/her where to place the parts of the face. This can also be played with a drawing of a face without a nose and a magnetized picture of a nose. Practise pronunciation then give each student the name of a fruit. you can put circles (like an archery target) around the nose and give more points to children who put the nose exactly on target. blindfold a student. ears. teach the students the parts of the face in English.
baseball. or Are you a basketball player? When Student 1 has figured out which letter Student 2 circles. The teams who raised the I card must write the correct sentence on a piece of paper and hand it in to the teacher. tennis. 1:15. If the sentence is correct. in teams. D. Give the number twos a word to memorize. the teams who raised the C card get points.64. OO means both sentences are right. XX means both sentences are wrong. and the next row will have various clubs (basketball. Students circle one of the letters at the top of the columns. Mary). 67. 2:00). When all of the students have seen one word. 66. etc. The row contain various possibilities and some repetitions. . The sentences can be either correct or incorrect (grammatically). decide whether the sentence is Correct (C) or Incorrect (I) and hold up the appropriate letter on a pre-made card. no points are given. Give each group $500. Students get into teams. Teams that are right win the amount that they bet. Each student has a sheet of paper with a grid on it. C. B. 65. and so on. The students in each group put their heads down except for the number ones. GRAMMAR GAMBLE 1 Make a list of sentence pairs. 1:15. For example. 1:00. the next row will have various names (John. Then get the students to hold up their voting cards. The columns are labelled A. Student 1 asks Student 2 questions. baseball. The winner is the student who needed to ask the least number of questions to find out their partner s choice. Students. Let students decide their order within the group (1 to 6). the team scores a point. Mary. GO TO SLEEP Divide the class into groups. If the sentence is still incorrect. Then tell them to go to sleep and wake up the number twos. For example. Then. or Are you John? . etc. Teams that are wrong lose their bets. GUESS THE COLUMN Students play in pairs. Did you finish lunch at 1:00? . GRAMMAR GAMBLE 2 The teacher writes a sentence on the board. The team with the most money wins. basketball). Think of a sentence and write one word of the sentence for the number ones to memorize. Teams can bet for bonus money if the think they can correct the sentences. If the sentence was correct. get them to consult with the other members of the group to put the sentence together. John. Give each team voting cards. one row will have various times (1:00. XO means one is wrong and one is right. Read the two sentences then ask the students for their bets. they work in pairs to figure out which one their partners circled. Can be played with betting minimums and maximums. Paul. she says Are you D ? Then Student 2 asks Student 1 the questions.
You can also get the students to tell you which part of the man to erase if you want to practise the words for body parts and left/right. Good for practising spelling and new vocabulary. get a student to think of a word and take your role. For every correct letter. palms facing downwards and you are all in a circle. The first hand up. 70. HALF AND HALF Students are given half of a sentence and have to find the person with the other half. Target a key sentence/grammar point practised in class. Hanged man is already drawn. A palm on its side = reverse direction. if correct. have a magnetised cut out of the hidoi boy himself. award 1 point. Then they have to read their part of the dialogue in turn. If hung.68. or better still. A palm-down slap on the table = a move in the clockwise direction. A palm-down slap done twice = skip the hand next to your hand. Introduce the game by explaining the hand motions. Anyone who makes a mistake must take their hands out of the game. HANDS DOWN This game can be played on the ground. etc. Each row is a team. The blanks __ __ __ represent words instead of letters. The first student of each row says a letter. Play this really fast. Students compete against each other in rows. One hangman s platform is drawn on the board for each row of students. Students must go to front of class and arrange themselves in order. The last surviving person is the hands down champion! 69. Can be used with boring dialogues. After you ve done a few words. then the next student in the row. 71. HANG HIM Variation on the normal game where the sole purpose is to hang a heinous suspect. Usually played at the end or beginning of a class. gets 3 points to that row. HANGMAN 1 Variation on the normal game. Recommended for 3 year junior high and older. draw a beard on the stick man. HANGMAN 2 Involve competition. If incorrect. anywhere that is flat and big enough to fit all of your buddies. on a table. minus 2 points. . Use chalkboard eraser to erase the parts of the person when someone in the row makes a mistake. Everyone intertwines their hands. 72. Any student can guess the word. one hand.
and they can . Eventually. Set up the classroom. have handles. Students have to put the instructions in the right order. Tell the children how many cards have been hidden. on. are made of wood/paper/glass. doing the dishes. Get the JTE to be A and you are B. team members have to read the question out loud and answer correctly. and a river with two crocodiles. make a noise.g. Get ready to FIGHT IT OUT (the kids crease up laughing when they realize it s only janken). are long and thin. Draw a bridge and demonstrate that it s shaky. work on electricity. D (two teams for each bridge). Two middle rows of desks are needed. next . Use 2 bridges. For example. Students who make it across get 5 points. The first child to write sentences for all of the cards is the winner. Mistakes (e. people enjoy looking at. Yes.g. 76. writing sentences about each card (e. HOW MANY THINGS Students have to write down as many things as they can that fit the description you give. Don t forget to include words like first . HIDDEN CARDS Hide vocabulary flash cards around the room (the game can also be played outside). The shark is under the desk. (e. Divide the class into 4 teams: A. one for each crocodile/teacher. Pretend to be crossing the bridge and meet in the middle. They want to cross the river. or under something. Prepare about 20 questions on slips of paper. 74. The children move around he room with notepads. Children can be disqualified for making too many mistakes or writing too untidily. Second year: past tense practice). Cut the instructions up. Draw Team A on one cliff and Team B on the other. B. while the winner can continue along the bridge. 75. I do are penalized by one point (crocodiles keep a look out!). The loser of the fight has to return. The winner continues. Get the students to push them together to make two bridges. Name the crocodiles after the teachers. Six desks and chairs squashed together make bridge. First year: Are you a banana?. ). INDIANA JONES GAME Draw 2 cliffs.). How many things can you think of that are bigger than you? Other categories: are round. There are always 2 students trying to cross the bridge. It s too far to jump (show unlucky athlete falling to his doom). making sure that they are all clearly in. To cross the bridge. etc. I m not or No. C.g. the loser returns to the back of his/her team. you can use to sit. Put about 4 questions face down on each bridge. then .73. etc. and finally . team members will meet on the bridge and janken. HOW TO Take the instructions for doing something simple (making toast.
INTERVIEW 3 Write the names of famous people or the names of countries on the backs of a set of cards.e. Make up a list of questions that the students must ask each other. Very exciting if you have the energy. Then read through a passage and get them to follow your instructions while you read. The other students give instructions to the person at the blackboard. The other students can see a picture. giving hints for reading and answering questions. Students must listen and take notes. Quiz at the end. he doesn t . Stand up when you hear the end of sentence. 81. INSTRUCTIONS One person stands at the blackboard with their back to the class. Snap your fingers when you hear the EEE sound. It s best if the students can write down a longer answer. i. 78. Each child takes turns to pick up a card and answer questions asked by the other children. and three points for asking a teacher. You can try having team tournaments. Can also be made competitive by giving one point for asking a student of the same sex.keep score. INTERVIEW 1 Can be used with any grammar point. Shuffle these interview cards and place them on a pile face down on the table or floor. One good point is that the students seem to help each other. INTERRUPTIONS Give the students instructions like Clap when you hear a word that starts with S. INTERVIEW 2 JTE and ALT dress up and act out a TV interview. The child with the card takes the role of the person whose name is on the card or the role of the country and answers questions as if she were . No. Leave a blank space after each question so the students can insert the name of the person who they asked. Akihiko doesn t know how to climb mountains rather than. one teacher per bridge. Compare the picture with the blackboard. No. two points for asking the opposite sex. 77. and that person s answer. This game works well to get the students familiar with responding great pattern practice. 80. 79. Remember. Keep changing the slips of paper so the students can t just memorize the questions.
Then call the next card. both players keep their cards. Gather the students around the cards. B must answer truthfully. Colour coding the cards for points makes ties less likely. but more or less can often work better. Next A can guess who B is. The children should first be encouraged to ask questions like What do you do? or Where are you? . etc. Demonstrate this once or twice by calling out a card and hitting it yourself. The students janken to see who asks first. Gail. Then choose two students to begin. Once students are comfortable with the basic game. 82. Then.that person or that country. It s a great way to introduce new vocabulary. Have the students repeat after you. each pair jankens. The game is played by slapping whatever card is called with either hand (or a fly swatter). in that it only requires recognition or even partial recognition of the new material. give it to him/her and pass the turn onto the next student. mow the lawn. James. Between 10 and 20 cards is usually best. In either case. 83. but the person at the front doesn t. you can add the rule that an incorrect response loses a turn. Hannah. After this round. the child at the front asks What do I do? . Peter. An X in the spot means that the person doesn t wash the dishes. JANKEN SHOULDER RACE Students get into pairs and stand up. All playing cards are identical. The winner (A) asks B a question like Do you wash the dishes? B looks at the card and decides whether their person washes the dishes. walk the dog). The winner is the student at the front of the row. the students must change partners. the loser must hold onto the winner s shoulder. etc. an O that they do. This can also be played in reverse where the class knows who the person at the front is. Once a student hits the correct card. The other children must guess who the person or what the country is. First spread out whatever cards you are using face up in front of you. clean the house. If A guesses correctly. JANKEN QUESTION GAME Give each student five playing cards. Play continues in this manner until all of the cards have been correctly identified. If A guesses incorrectly. Then. 84. then say the name of each card as you touch it. This allows you to make . If neither student responds correctly in a reasonable length of time.g. The student with the most cards at the end of a time limit wins. clear the table. Sanjit and wash the dishes. students janken again and the winner asks another question. say stop and touch the card yourself. The grid is filled in with X s and O s X means no and O means yes. Students circle one name on every card and then move around the room looking for an opponent. The loser must say something in English or ask a question. Each playing card is a grid with five names down the side and five actions on the top (e. A can take B s card. When the teacher says start . The pair then find another pair and do the same thing. The game ends when all of the students are in one row. KARUTA (SNAP) 1 Most Japanese children already know this game. Call the first card.
the first student returns to the . numbers. A good idea for a phonics lesson is to use letter-cards and call out words (or use picture cards) students have to slap the first letter. Using wrapping paper rolls. Stop to review when students are stuck. of cards that have been removed. Get a student to draw pictures of people with all of the parts studied. The students must write down what they saw. The other partner goes to sleep during this time. Or. Use word pairs such as park and parku and get the students to circle what they hear. Pit teams against each other. It s bigger than four. KARUTA 2 Spread some flashcards on the table or floor.false calls (e. For advanced students. The successful child says what the card is or makes a sentence using the word or picture on the card (preferably repeated by the whole class). students must hit the drawing on the spot that you call out. The children put their hands on their heads. 85. The successful child calls out another card. KATAKANA READING Read a passage pronouncing some of the words as if they were written in katakana. 86. Then. It s green. time words). you can play a guessing game (e. 88.). For reviewing vocabulary.g. KIMBERLY S GAME Spread out a number of flashcards or real objects. KENDO Review the names of the parts of the body. It s a number. or if one student is much better than the others. After the last card is won. and is especially useful with only a few cards remain in play. Can also be played in pairs. Give students a copy of the passage and ask them to circle words that were pronounced incorrectly. Take over or help if they get stuck. After a few minutes of memorization time. When you call out a card. have the students count their cards and ask them how many they have. take one object or flashcard away and get the students to guess which one is missing. or ask for each card in order. colours. Assign points for each correct answer. One partner looks at the flashcards or objects and tries to memorize them. It s smaller than six. they try to touch or slap their hands on it. Can also be done as a listening exercise without a passage. either have each student say the name of the card as they give it back to you. 87.g. or cards from a previous game). It likes to jump. have the winner of the first round be the caller for the next round.g. Have students repeat after you as you name each one. It s an animal. and the other children try to slap their hands down on it. cover all the cards or objects. Can be used with any vocabulary (e. Then.
g. The person who makes it back first scores a point for their team. ask the students for suggestions of what they remembered. Then gesture to the child on your left and help her make the same sentence with a different adjective (e. Encourage the children to do this with you. Give them around 10 minutes.) 89. K-S s monkey is a good monkey. then list the 90. Write the words on the board as the students suggest them. KOCHO-SENSEI S MONKEY 1 Have a handout with a picture of a monkey. Make the list too long for everyone to remember every word. LEARNING TO DANCE . If more than ten students remembered. Present the list and get the students to try to remember as many as they can. a child is out if she cannot think of an adjective.g. When the time is up. though. When a word is suggested. It is not always appropriate to make the chant competitive. They sit with their legs extended and the soles of their feet touching each other. Kocho-sensei s monkey is alphabet beneath. Then erase the list. past their spot. pairing up with the person who is in the same position in the other line. Students write down the words they can remember. The partner writes down what the other student saw. Kyotosensei s monkey ) and keep the chant going in time to the rhythm. then around everyone to get back to their original spot. find out how many students remembered that word. In the strict version of the game.) Continue around the circle until they get the idea. and then run up the ladder (made by everyone s legs). 92. it is worth 5 points. . (Can be played in teams with the same rules. Then. When the teacher calls a number. 91. Start a chant. If less than ten remembered. On the top write. or does so too slowly. The students then sit down. LADDER Students get in two lines facing each other. Kocho-sensei s monkey is a clever monkey. Student with the most points wins.sleeping partner and tells him what he remembers. KOCHO-SENSEI S MONKEY 2 The children sit in a circle or around a table. it is worth 2 points. Start the chant by referring to a different teacher or student (e. Get a rhythm going by snapping your fingers with your left hand and then with your right hand. each pair is given a number. Can also be played with competition. the pair must get up. Students have to find one adjective for every letter in the alphabet. run around everyone to one end of the line. that word is worth 1 point. If only one person remembers a word. Both lines must contain the same number of people.
This game promotes group and individual leadership. If the square is correct (i. Their heads should be next to the feet of their partner. one explorer is set forth to brave the tarp and discover the pattern hidden in it. 93. Go through the pattern slowly. New explorers are encouraged to try their skill at the pattern until one person makes it through to the other side. they try to force their opponent s leg over to the side. the student has to retrace the whole pattern again. Then I ______________. what do we do now? Divide the tarp (using duct tape) into 6×6 squares. and you d always have it for the day when there s 15 minutes left of the class and your teacher says OK. harmonica. The other students are using what they discussed as their communication device or are memorizing the correct and incorrect squares or are gesturing the right square to step on or avoid. a tarp that you d take camping works best. design a similar pattern in a notebook. side by side. they kick their inside leg straight up into the air. the legs are hooked with each other. This activity is best played with 5 to 12 people. Then it ____________. one student on the tarp at a time and no talking. they count to three. and creativity. Once the ten minutes of group planning is up. then they are free to continue to the next step. Emphasize that there is no talking. MADLIBS This is a cloze activity where students must fill in the blanks of a storyline. and mark off a path from one side to the other. Then I said ___________. Make sure to encourage all students. Extra points for creativity. . It was __________. Remember to time the amount of time that is needed to get the entire group across. On each count. The person starts by stepping on a square of their choice. Then it becomes very easy for the remainder of students to all get through the pattern one at a time. the person must backtrack through the pattern the same way that he came. boooo sound) to announce the wrong step. Together. co-operation. The object of the activity is that the sensei has the pattern (the correct squares marked off that are safe to walk on) and the group is given 10 minutes to devise a system to get everyone over to the other side of the tarp in 20 minutes without talking. the sensei uses a signal (a whistle. Gestures are one way to create a system of communication for the group as talking is outlawed. parallel to their partner s leg. 94. hips touching. Steps must be made within the square and must be clearly placed so the sensei and other participants can see where they ve stepped. Remember. An example of this activity could be: This morning. The crazier the better. Then. If their step is incorrect. It said ___________. Using only their leg.e. it matches the sensei s pattern). I saw a _____________. It had many ____________ and ___________. If a mistake has been made. If a mistake is made. but in opposite directions. On three.You need a large tarp or a large sheet of plastic. The child who is able to do this is the winner. LEG WRESTLING Two children of similar size lie on the floor on their backs.
If you really want to spice it up. The third student would say. MEMORY GAME 2 Each row is a team. All of the groups have different patterns (e. The teacher calls out a number. the teacher calls midnight and all the winners run. . Group 1 might have to practise and memorize I get up at Each member of the group picks a different time to memorize. I eat breakfast at . Megumi gets up at 7. After all the students have had time to practise and memorize their sentences. My mother goes to work by . The first student might say. play/sport. or everyone is finished. . The groups are numbered from 1 to 6. Megumi will say. Give each group a pattern to practise and get them to fill in their own answers. If the group rolls its own number. the students in the group just have to say their own sentences. Test their understanding of the grammatical structure that you are working on. use like and the first names of the girls/boys in the class. (Can be used with times number the students from one o clock to twelve o clock. the students would have to say. The winner of that set is the champion.g. If a group rolls a three. then Group 3 must recite their sentences. For example. Select a grammar point to practise. I like sushi. The first student to touch becomes midnight . Offer several incorrect English sentences as options. I get up at 7. So. The group who rolled the die get a point for each correct sentence. I like sushi and tempura and yakisoba. I like sushi and tempura. I like and food ). can cook/food. 97. My brother/sister goes to school). For example.g. My mother s name is . Takehiro gets up at 6:30 . The second student would say. . My sister often watches on TV. 96. My father works for . MIDNIGHT The students stand in a circle and number off from 1 to 5. Good combinations are study/subject. The group who rolled the die have to try to memorize Group 3's information. One group rolls a die. Give a point per correct person. After all the numbers have been called. This continues down the row until either a student forgets what his team-mates like. sing/pop group s song. MULTIPLE CHOICE Make up a test with multiple choice answers. They can t get any points.) 98. The students who are that number run around the circle and into the middle to touch something. the game begins.95. MEMORY GAME 1 Divide the class into 6 groups. The first student in each row must make a sentence using this grammar point and a topic (e. but Takehiro will say I get up at 6:30.
Get students to guess where the music is from. etc. The teacher calls out a number and students have to make a group according to the number called out. MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. For example. Practise counting forwards. 100. Have the students repeat the number. NUMBERS 3 Let the children make groups. Once they are in their groups. and have them repeat after you. having the child or children holding that number hold it up high for all to see. then by 2s. Also. NUMBERS 2 Have the students make a circle. The students left over must sit out (or they can . The game continues until there are only two students left. Get the students to form groups according to how many times you blow a whistle or clap your hands. Every child need not necessarily have a number. and hand out cards with the numbers you want to teach the children. Sit in the circle and call number 1. or 4s. can be used to liven up row race quizzes.99. When the students feel confident. If not all the children have cards. 103. then backwards. NUMBER GROUPS The students walk around a designated area. or what language a song is being sung in. sitting down. NUMBERS 4 This is a game which many Japanese students will know. 101. NUMBERS 1 Use flashcards to teach any group of numbers. Can be made into a quiz or team competition. get them to pass their numbers on at some point. Do the same with all the numbers. then they stand on the side. a child holding an 8-card. must find seven other people to be in his/her group. get them to yell out their number or get them to lay down on the floor and make their number with their bodies (2 or 3 dimensional). call out numbers at random. 104. If a student cannot get into a group. the number of children in each group corresponding to the number card held by one child in the group. 102.
In fact. Get the students to do exactly as you do. 105. then chant some crazy thing and do some crazy action and then get the students to mimic you. Do some crazy paddling actions to show how much you love it. 106. With one finger from one hand. point to and touch the tips of each finger (of the opposite hand) in succession and say: Johnny. Only the teacher knows that that refers to the position of the teacher s arms: one is holding his/her chin. Johnny. When someone catches on. Johnny. The basic idea is that you cough. If they scratch their heads first. Johnny. Scratch your head very discreetly. Arrange some objects on the floor (or draw some lines on the chalkboard) and announce to the class what number your arrangement represents. Johnny. one by one. The Whoops is accomplished by sliding the finger down and up on the inside of the fourth and final finger. That student must respond by saying his number Twenty-seven and another number. Students will just guess randomly at first.face a penalty like having to sing an English song). Get them to go along with you to tell the other students whether they are right or not. The magic of it is that you do the above scenario. One student starts by saying her number and then says another number. Johnny actions. they ve got it. NUMBERS CHAIN Assign every student a number. then say. announce that they are in the Johnny Club and get them to perform the Johnny act. Similar game: Counting 1. WHOOPS. One up. but you fold your hands in your lap discreetly after you finish the final Johnny. Tell your audience to do exactly as you do. he is out of the game. Johnny. so they will be surprised when they are correct. Use numbers from one to ten. I like to canoe. you are arranging your fingers after you finish . or one up. one down means. Can be played with one other person or blooming crowds of admirers. two down . Emphasize the LOVE. Look at how their arms are placed and tell them if they are correct. ONE UP ONE DOWN The teacher starts by stating. Johnny. Your audience will probably be baffled and will repeat the Johnny. The trick is that the number has nothing to do with the objects or the drawing. performing them beyond perfection except for the final act the folding of the hands on your lap! Hints are worthy after ten tries. Similar game: Whoops Johnny. If a student isn t paying attention and doesn t respond when his number is called. Similar game: Canoe-head. some of them will be able to figure out the pattern. Then you tell them if they are correct. Tell the students that they can say two up . most of the students will figure it out. The students try to figure out what one up. Eventually. the other is crossed against his/her chest. it s always worth gallons of giggles. I LOVE to canoe. Each student tries to test out a theory. Your audience of admirers must repeat your actions exactly. Three Twenty-seven . Eventually. but there will always be one or two who just don t get it! This can also be done with the position of the fingers on the right or left hand (not including the thumb): one up. WHOOPS. For example. one down . The only thing that you are looking for is whether they cough at the beginning. Keep going until everyone gets it. Johnny. The Twenty-seven refers to one of the other students in the class. one down . Johnny. Similar game: Wakaranai. three down .
. the student may pass the flag to the student behind. It s usually good to start with simple nouns. When the students are comfortable with this game. raise all four fingers and your thumb. and the correct answer is 4. pick out a picture card that the students are familiar with. PASS THE FLAG Prepare a list of questions. After they guess this one. Then you raise five fingers. then announce that it is four. Don t show it to the students. For example. Can also be used with The English Resource s Pin Pon machine. Students have to try to figure out your game. For example. show them the card. For example. and ask the students to guess what number they represent. Then raise two fingers. Do this again. Similar game: Counting 2. That student then dictates it to the partner. Ask What number is this? The students will probably say five. Show the students the Basic number by raising your right hand and raising some fingers. The first team to guess what their picture is scores a point. give them word cards instead of picture cards to work from. and the correct answer is 2. say Here is the basic number. if the basic number is 3. One member of each pair goes to a copy and remembers as much of it as possible. with four fingers of your right hand extended. the student who guesses correctly gets to draw next. Then you raise two fingers. Adjectives and verbs can be included later. Then you raise four fingers and the answer is 5. then you raise four fingers. The trick is that the number that went before is the real number for the next time. you draw some crazy thing. For example. 109. but the correct answer is two . divide the class into two teams and choose one student from each team to draw first.making your arrangement. Then change your fingers to something else. It may be advisable to keep the score fairly close by giving the team that s ahead a slightly more difficult picture to draw. the correct answer is 3. give a flag to the first person in each row. The first person to raise his/her flag may answer the question. 108. PAIR DICTATION Post copies of a paragraph on the back wall. PICTIONARY To introduce this game. Then raise your fingers again. Give each student a piece of chalk and show each of them a different picture to draw. They continue as long as it takes to dictate the passage. The first team to score 10 points wins. but draw the object on the board and get the students to try to guess what it is. Once they guess correctly. If the answer is correct. Then. The first row to finish wins. then put your hands on your lap. Get it? 107.
Then say. 111. The first teacher is the psychic. Open the door.g. Is it a pencil? The psychic teacher says yes . Please touch the door. 113. beds. Each team is given a copy of the pictures. I don t like Y.). 114. Then. or time each row. The word must be a noun. divide the students into teams. Please open the door. Next student says I like Y. pencil).g. Is it a door? Is it a person? Is it a computer? .). but s/he now knows that the next word will be the right word. You can try to use visual clues also. Please stand up. The last child to carry out an instruction can also be eliminated. the clue word is something that is black. in the game Black Magic . QUESTION WORDS . animals. Then. the non-psychic teacher asks the psychic teacher questions like. and indicate that they should carry out the instruction. Students will get a kick out of trying to guess how you are doing it. PLEASE Give some instructions to the children (e. Continue playing the game. etc. I don t like Z. Indicate that they shouldn t move. Go around the room. Alternately. The other teacher comes in and makes a big show about reading everyone s mind. the nonpsychic teacher asks about something that has four legs: Is it a cow? The psychic teacher says no . Mime or gesture to help them guess what to do. table. That teacher leaves the room while the students give the other teacher a word for the first teacher to guess (e. Review the story with the children. 112. PSYCHIC You must have two teachers for this game (which shouldn t be too hard to get). Children can be eliminated from the game if they make a mistake. POSITIVE-NEGATIVE RACE First student says I like X. Give an instruction without using the word please (e. The students must arrange the pictures in the correct order and then write a sentence that describes the action of the picture. such as looking at a prearranged spot.g. Four-legged things are the clue: desks.110. Time the whole class and race against the other classes. Please open your books. Then. For example. The psychic teacher says no . The children can then take turns giving similar instructions to the rest of the class. the teacher can say sentences from the story and the first team to hold up the correct picture wins a point for their team. They carry out the instructions that are preceded by please but must not move if there is no please . This game can be played many ways with many different things being the clue word. PICTURE ASSOCIATION Draw various pictures that illustrate a Let s Read story.
translation. Divide the sheet into four parts. The children circle which question words the sentence answers. Then. 117. list the basic question words. One team asks someone on the other team a question. adjectives. MADONNA plays pachinko on Tuesdays. the sentence could be. For example. In the case of the Madonna sentence. and Unscramble the Sentences. Also. Madonna plays pachinko on Tuesdays . the student gets a point for the team. 118. Other categories: sports. Then. Give half of the questions to one team and half to the other. If the students are advanced enough. QUIZ BOWL Make up 60 or so questions based on material already covered. the teacher might first say. QUICKIE WORD GAME Groups of students write down as many Christmas words as they can think of. etc. and when. Then. a correct answer to the two intonations of the Madonna sentence would be a (1) above who and a (2) above what . Answer the Question. The students write a number above the question words to indicate which reading answered which questions. Madonna plays PACHINKO on Tuesdays. Students can also add their own questions to the ones that you give them. If it is wrong. RACE AGAINST TIME Make a worksheet that has three types of problems. Below the sentences. she might say. the school. what when. make a sheet with 10 or so sentences that answer some of those questions. Get the students to work in smaller teams within the teams to find out the answers to the questions. the asking team gets a point. QUIZ Give the students a pop quiz on contemporary culture. putting different stresses on the words each time. if your three types of problems are Translation. get them to make up the questions that can be answered by reading the sentences in different ways (What does Madonna play on Tuesdays?) 115. For example. Then. The questions can be comprehension questions./Ms. food words. school words. fill-in-the-blank. If it is right. . make sure the students know the meanings of basic question words: who. For example. The teacher reads the sentence. you get a chance to ask the question. and how. 116. where. or vocabulary. what. . stage a contest between the two teams. the children would circle who. Then. Group with the most words left wins. For example. you can add in an element of the unknown by adding in questions like Let Mr. ~ ask the other team a question. cross out words which the other groups have thought of.First. your country. This game can also be used to develop good listening skills. Divide the class into two teams. etc.
Or. RELAY GAME . the student shows his/her partner. then the student can return and try again. The cards are shown. Check the answers. Each team lines up in front of one of the teachers. they can move on to the next section. Once finished. Stick the first half of the paper (the questions) somewhere in the classroom. This game is good for review. Each teacher holds ten cards. If their answers are all okay. either questions on one and answers on another. the teacher calls next and the next student in line attempts to read the same word. questions. 119. The first team to correctly read all ten words wins. READING WORDS GAME Two teams play against each other. preferably a corner. If it is forgotten. Or. READ AND DRAW Read the passage and draw a picture. The student must read the word aloud. Students who complete all four sections get a prize. The teams not in play should sit and watch the game being played. Continue until all sentences. 122. or mispronounces a word. If a student cannot read a word. After they finish one section. who then runs over to the B sheet and tries to match and memorize the answer. READ AND RUN Practise sentence structure. 121. or whatever. misreads. This can be the whole activity. read a passage and draw a comic strip to show the progression of the story. to each student in the team. One student runs over to the first half paper and memorizes a sentence from the sheet and returns to his/her desk. Get students into pairs. One of the teachers says go to start the game. question/answer drill and dialogue memorisation. all jumbled up. 120. The students must complete each section. or answers the question. Even dialogue/statements followed by a natural continuation are OK. two groups can combine pictures to make another story. That student returns and concludes the sentence. and the other half (the answers) on the opposite side. are complete or the time runs out.then divide your worksheet into four parts and make the fourth section a mixture of all three types. one by one. Remember that the students cannot carry their sheets to the corners of the room to copy the sentences down. Write on two separate sheets of paper. or the final strip can be used to play further games where students cut out the strip and ask other students to put it back in order. Then the memorized piece is written down. or the start of one sentence on one and the end on the other. the bring their sheet to a teacher to be checked.
ROLL THE BLOCKS Stick selected common nouns on the six sides of one block. Teacher asks them a question. That student must say the word. The winning team is the group to make the most correct sentences within the time limit. To make this game competitive. that person s column has to stand. student could ask teacher question. On another block. Good questions: Show me . the row must stand up. use the same word. students could come to blackboard. If the first row doesn t make a mistake. Several reading cards are made up. in the same way. Each student in her row must repeat the word. Spell Also. Continue like this until all of the rows have had a chance to go. use a new word. Have two students come to the board and stand facing it with chalk of a different colour. you can have a secret list on paper in front of you. the teacher can state that the rows that remain seated after the first round are the winners. If any student makes a pronunciation error. Return to the rows that are standing and give them a new word. RINGO Write a selection of about 15 random words or numbers on the board. Goes on ad infinitum. etc. 124. The last student gives the Japanese meaning as well. When you call out the words. they take turns to roll the blocks and make a sentence using the words shown on the blocks. When the teacher yells stop. When there is only one person left in the row. Include difficult pairs. with the second row. Within a set time limit. so the students don t try to horde the good ones and get rid of the bad ones. If the first row makes a mistake. If a student responds correctly. 123. At the end. Or. stick verbs or pronouns. Name . they get to sit down. ROW RACE 2 Show the first person in the first row a flash card. or articles. 126. Each group has a set of these two blocks. 125. (Or you can write the point value on the back of each card. There can only be one circle (ring) around a word. any team who has a card loses 10 points.) Use whatever grammar point you want on the card. Students have to read the card then pass it to the next person in the row. like 13 and 30. The person at the end of the row hands it across to the next row etc. or if the last student can t give the Japanese meaning. the students must circle the one they ve heard. the student with the most number of rings wins.Students are in six rows. ROW RACE 1 Students in front row stand up. Do this until all of the rows are seated. .
SCISSORS. This continues until the last person in the row has been asked. ROW TAG Two students form a row by holding hands. Teacher calls out a category and each student in the row must write one word that corresponds to the category (e. 129. The game continues until all students have been tagged. If tagged. For example: Is this your ? plus the name of the thing on the card. SECRET NUMBERS GAME Students are assigned numbers randomly. The last person replies and then takes the card up to the teacher and asks Is this your ? The teacher replies and tells the last student to turn the next card over on the first student s desk. They run around a designated area where the student on one end of the row tries to tag another student. the students don t have to rely on speed (which they don t have). The first student picks up a card and asks a question about the card. name in romaji). 131. 128. The first row to finish all cards wins.g. The students are then divided into two teams. Finish with a prize. If the number belongs to someone on Team 2. PAPER. ROW RACE 3 All students remain seated. The students must try to keep their number a secret. The second student replies Yes. then that person must move to Team 1. ROW RELAY Each row is given a sheet of paper. Can either run once through the row or have a time limit and let the paper go down the row as many times as they can manage. 130. It s important to have a closed-in space to play this in so that. that student joins onto the end of the row and in turn tags another. animals. Place five picture cards (use any nouns covered so far) on the desk of the first student in each row. but can trap their prey. day of the week. The .127. If the student from Team 1 calls out a number that belongs to someone on her on team. This is repeated until all cards have been used up. it is or No. A student from Team 1 calls out a number. it isn t and proceeds to ask the third person. ROCK (JANKENPON) Teach the students how to play this game in English. then that someone must move to Team 2. as the row gets longer. The students say their numbers in front of the class and the other students try to remember everyone s numer.
SENTENCE GAME Each row is a team. Can also be done on paper. Give each student in the row some cards that are a part of a sentence. 135. All students stand and the shiritori goes around the class. In the second period.g. Teachers check the answers and award prizes for the most number of words (with no spelling mistakes). describing themselves. or in pairs. 134. You may want to use sentences that are structured similarly. Give the first person in each row a sheet of paper with the row s number on it. SECRET PEN FRIEND Students are given the name of a classmate to whom they must write a letter. The student must think of a word that begins with the same letter that the first word ended with i. then shout out the first word of a sentence. students ask each other questions in order to find out who their secret pen friend is. the next person writes the next word. This can . The end comes either when the teacher declares the game finished or when one team has all the players (or a set number of players). The first person writes one word. 132. SENTENCE SCRAMBLE Scramble up the words in a sentence. The first student writes a word then passes to the next person in the row. Award points according to the fastest. SENTENCE FORMATION Write three words on the board (Masato/tall/family). 5 seconds). students who miss it must sit down.e. Goes to end of row then hand in to teacher. 136. Students try to put the sentence back in the right order. Students write the letter. Students who do it in the time limit stay standing. Each row gets a piece of paper. There is a time limit and the paper keeps going up and down the row until time is up. in teams. Students have to make sentences. Can be played as a whole class. SHIRITORI A student is given a word.teams try to have the most players by the end of the game. Good with English Resource s Bomb . but not signing their names. so each set of cards has 2 or 3 sentences. It will take at least one period to write the letters. 133. hand > door > red > desk There is a time limit (e.
SNAKE READING . Touch the RED card. 137. so they may start discounting. The first person to identify the card wins the card for their team. then the second person says a two-syllable word. or Simon says touch the red card. The first person must say a one-syllable word. For example. Any student who does the action is out of the game. 139. Then. Use parts of the body (touch your nose). the students must do whatever the sensei says. If there is no Simon says at the beginning.g. Make sure they all use English at least for the prices.also be done with syllables. call out the commands. 141. objects (give me a pen). The first team with all of its members following the command wins a point. . 140. then the students must not do the action. They make up their own prices. Can also be played in teams. Some stores (such as grocery stores and convenience stores) will sell some of the same things. Give shoppers a list of things to buy (different lists for each group). the third a three-syllable word. place a card of a different colour. Then divide the students into teams and ask the students to identify a card. (You decide the balance. Good idea to say that they must use at least three sentences. SHOUT Introduce or review a set of flashcards by having students repeat them after you. SHOPPING GAME Divide the class into shopkeepers and shoppers. 138. If the teacher says Sensei says before an instruction. fishmonger) and a list of things to sell. SHOW AND TELL Students are asked to bring a photo or an object to class and describe it in front of the class. SIMON SAYS (SENSEI SAYS) Students must follow the teacher s instructions. This gives you the chance to match students more evenly and give the shy or slow students more of a chance to participate. You can also play two individuals against each other. etc. students have to sit down (or something) to show that they are not doing what the command was. Can be made more difficult by including body parts (touch the BLUE card with your ELBOW) or other classroom objects (Simon says put a pen on the YELLOW card). Each group tries to buy their things at the lowest price. If the teacher doesn t say Sensei says first.) Give shopkeepers a kind of shop (e. On each desk in a row. actions (turn around). and the fourth a one-syllable word again.
6. up and down the rows. It is best if these questions or cards target language from previous lessons. When a child lands on a card she already controls. 6. If there are too many children. Throw the ball to one of the children. If another child s counter is on the card. SONG: 1. The winner is the child who controls the most cards after a fixed amount of time or number of turns. Most of the kids should know the tune anyway. . she does not have to perform a language task. 3.This makes a change from random chorus or individual reading. as the previous person to read again. I want to go home and watch television. After the challenger answers the question. 7 (walk seven steps in the other direction) 2. the kids will probably be lost. When they land on one of the cards. they place one of their counters on the card. The children take turns to throw two dice and move their rockets around the race track. The song goes like this: 2. Insert cards to represent the sun and a black hole. 3 (slap knees) 2. 4.g. ). Make sure the students try to read in a loud voice. 2.g. 3. 4. they have to answer a question from the teacher or identify a card before they can move again. If the next person doesn t hear. 5. I want to go home and watch television and listen to music. This encourages listening and concentration as no one wants to be caught out. each child adding one more item to the list. 3. The child then throws the ball to another child who repeats what she said and adds another idea (e. 4. If the card they land on (except for the sun or black hole) has no counter on it and if they successfully perform the language task prompted by the card. The janken winner places her marker on the card. make a sentence or answer a question about the card. the child whose turn it is challenges her for the card. Give each of the children a set of counters and one rocket (or something to represent a rocket) all of the same colour. 144. 3 (clap hands) 2. 5. 7 Students stand in a circle holding hands. 143. they have to read. or I m going to eat a hamburger and an apple. When they land on the sun or black hole. The all place their rockets on the same flash card to start. 142. the two janken to see whose counter will stay. One sentence per student. Start at one side of the class and wind your way to the other. 5. 6. 3. 6. help her repeat what you say and encourage her to add some additional thing she wants to do (e. SPACE RACE Arrange flash cards on a table or on the floor in the shape of a race track. 7 (students walk seven steps in one direction) 2. If you make up your own tune. they can play in pairs or teams. 5. ) The activity continues in the same way. 7 (clap hands of the students on either side) This song appears on the TV show Eigo de Asobu so ask someone what the tune is. 4. SNOWBALL Hold a soft ball in front of you and say dramatically something like I want to go home! or I m going to eat a hamburger! .
SPELLING SPRINT . with the teams competing to find the right answers. To make it more difficult. 146. or when there are no more students in one of the lines). the teacher says Go! and the students look at the text and try to find the answers. 149. have students work in teams to present a full story. SPELLING GAME 1 Each row is given all of the letters of the alphabet on cards. Shout out a word which does not have the same letter in it. Teacher calls out a word (no double letters) and the students race to spell it. 150. Last student standing wins. so each student gets about 3 or 4 cards. If they get it wrong. silver and gold prizes. The winning team is the one with the most players left in the line at the end of the game (which is whenever you get sick of playing. Can also be played with the whole class standing. SPEED READING Students open their books to the reading and lay the books face down on their desks. Repeat for the best three teams. Students spell out the word by standing up within their row. and you or JTE as final judge. they go to the back of the line. When everyone understands. Each student is given a question. One student has the question/answer sheet and acts as a quiz-master. For longer passages. If they get it right. This game can also be played in teams. The teacher asks a question 2 times. SPELLING BEE Students line up at the back and the front of the classroom. Students stay standing if they get the words right or sit down if they make a mistake. Have bronze.145. SPELLING GAME 2 Each row is a team. ask for the spelling and the meaning in Japanese. Award points according to the fastest. 147. Give each row a whole alphabet on cards. Use two or three students as judges. have them do it in groups of 3 or 4. they must sit down. Can also be used with words and sentences. SPEECH CONTEST Stage a pretend speech contest. 148. Once the students understand the game.
The students must arrange themselves in the right order by saying their sentences to each other. When the music stops. or another student or teacher) using the pattern She s from I think she likes and . etc. they have to stand completely still making the appropriate gesture (and possibly shouting out. Students work in pairs and try to put the sentences in the correct order. All the children stand up and dance or move around to some lively music. If it is a restaurant. the class tries to guess what word the sculptor was thinking of. nine points with the second guess. Stop the game to show the children how to mime various adjectives. . Play the game again calling out different adjectives each time the children dance around. This game can also be played in teams. If you give each team a different passage. STORE Open a pretend store in the classroom. The child who guesses correctly then describes another well-known person for the other children to guess the child on the left is always the first to guess. The sculpture must indicate some sort of feeling or emotion or adjective. When the music stops. Call out an adjective (e. Then.Students come to the board. The children take turns to guess who the person is (perhaps getting 10 points for being correct with the first guess.) It may sometimes be a good idea to give other information like her age and where she lives. 151. teacher calls out a word. STATUES Play the traditional game of statues. All make the gestures together and call out.g. This can also be done with one student making a sculpture out of another student while the music is playing. first person to answer correctly scores a point for their team. they have to stand completely still or else they are eliminated from the game. 153. Make teams consisting of as many people as there are sentence strips. SUPERSTARS Describe some person who all the children know (perhaps a singer. We are strong! after each of them. sports personality. 154. strong) and find a gesture (or facial expression) which you all feel indicates that adjective. STRIP STORY Cut a passage into single sentence strips. Scramble the strips. Then ask the child on your left to try to guess who she is. you can finish by getting the class to recite the whole passage. We are ). 152. let the students place the orders etc. Each student gets one sentence and memorizes it.
Go down the row . etc. have them practise I am. he or she must sit down. It is especially good to practise irregular verbs and tenses.). This game is best played very quickly. and comparatives (bigger) and superlatives (biggest). You may have to use the Japanese words for present and past to start off with. etc. Takeo and Hisae. For example. past (ans: They were). we. The student who answers must sign in the yes or no column. have all of the students stand up. 158. SURVIVAL This is a game to practise grammar structures. Have all of the students practice the structure first. so if the student gives the wrong answer or hesitates for more than a few seconds. Get the students to direct other students around the room. TAJIMA TOWN Turn the classroom into a town with the desks representing different locations in the town. you can play a third round where the students don t know what they will get ahead of time. Compile the results and make a graph for the class. Junko is. Students go around the room asking the other students if they like the person in the picture. If the student gives the wrong answer. TANGLE . . If you play one round of the present tense of to be then another round of the past tense of to be . you can say He. 157. present (ans: he is). The student must answer by giving the correct version of the verb you are practising (I am. or cannot remember the correct one. or They. Each student has one picture and a sheet with a space for the picture and a yes/no column. she ). SURVEY 2 Bring in picture of famous people from Japan and around the world. we are. if you want to review the present tense form or the word be . Then. Make up signs to go on the desks. He is . The students who remain standing at the end of the game are the survivors . Students can ask where certain locations are or they can be directed to a mystery location. You can always play another round to give those students who sat down an extra chance. SURVEY 1 Make a survey using what and who and when. You are. 156. have them sit down.155. Junko. For example. 159. A tally is taken at the end of the class. giving each student a subject word or words (I.
eyes are opened and the group must disentangle itself without anyone letting go of their partners. four. 161. Anyone who touches or points to the wrong thing is out. TIC TAC TOE Divide the class into two teams and place some flashcards on the board in a square grid. THUMB WARS Students grip each other s hands so that their thumbs are on top. Make it a race for points. or the team with the most points. and the correct cards for the other team are placed vertically. They chant One. the other hand is brought in. As you do so. Gradually withdraw from the activity until you are only vaguely looking in the direction of the object you say. 163. The correct cards for one team are turned over and placed horizontally. 160. When everyone has a partner. Eventually. TOUCH AND POINT Call out an instruction. touch or point to the object with the whole class until they get the idea. 1 translation = one point. The first child on one team points to any card and tries to say what it is. Let s have a thumb war. 162. they try to pin their opponent s thumb under their own thumb. place vocabulary flashcards around the room. make a sentence about it. 164. the last child is out. If all the children perform the action correctly. The winner is either the first team to get a complete line of cards. Each person then extends an arm into the middle of the circle and grips whichever hand they come into contact with. Points are given for any line of three cards. Then. or answer a question about it (perhaps asked by the other team). TRANSLATION 1 Teacher says words in Japanese and students must translate them into English. get one of the students to call out directions.Everyone in a group stands in a circle with their eyes closed. If there are not many objects which the children can see. TRANSLATION 2 . two. for example Touch this book . When all hands are linked. three. the whole team repeats what was said and the card is turned over. If s/he is correct. The first child on the other team does the same.
165. monsters = -5. Taking turns. The team that translates the most cards within the time limit wins. diamonds = +5. it s a free-for-all with anyone in the class having a chance. She hands the card and the paper back to the person behind her. The fastest hand raised gets first crack at the answer. He translates the next word. sharks = -3. Get them to translate any words that they can into English. the fifth student gets a second chance. 4×4) on top of it. then dictate words or sentences that they must write in each of the squares. It is also possible to give 1 point for all the other squares. 167. In rows. Give them points for every word that they translate. Five or so minutes at the end of class is all you need for this. For example. TV guide pages work well. If no one knows. diamonds. but the others can be anywhere. many. Points are awarded either to individuals or teams. If one row has five students and the rest six. TRANSLATION 4 Prepare cards that have 5 English words on them or 5 Japanese words. The sharks can only be in the sea squares.g. a lot of] or hayai [early. The first person in the row goes to the teacher s desk and picks up a card. and so on.Give students a page of something printed in Japanese. Reading version: Hand out copies of the map with the words or sentences already on the map. sharks. 168. fast]). and monsters in some of the squares. If none of the 6 students can answer. The card gets handed to the next person in the row to continue translating. Reading and writing version: Hand out copies of the maps to each of the students. the students say a number and read what is written in a square. I ll up it to 2 or 3 points. If a child reads correctly. takusan-no [a large number of. I say Japanese and the students must answer in English. The teacher has a copy of the map that the children must not see. I pit the first student of each row against one another and so on down the rows. Using each row as a team.g. The student who finishes the last word brings the card up to the teacher and takes another one. TRUE OR FALSE . she gets any positive or negative points that are in the square. You can really confuse them sometimes by repeating the same word which may have two meanings (e. Write or draw gold. 166. She translates the first word on the card and writes it down on her team s paper. gold = +10 points. students compete to finish the most translation cards. TREASURE HUNT Draw a treasure island map on a piece of paper then draw a grid (e. I usually give 1 point for each correct answer. TRANSLATION 3 Keep a list of the new words and phrases that the students have learned so far in Japanese and English.
172. After they have figured it out. WHAT ARE YOU DOING? . They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are. Divide the class into groups and give each group a true card and a false card students vote for the answer. you can discuss the appropriateness of the person s object to their own personality.Make a quiz with true or false answers (or correct/incorrect) and test their grammar. then do a weather report. Points for the right answer (or you can use fake money). after the activity. VOTE Rows of students work as a team. 169. Students guess which one is right as a group and place their group vote. 173. 171. Each row is given three number cards (1. 174. You can make it more challenging by giving each student a class list and getting them to check off each student that they ask. WHAT AM I? Students stand in a circle. The teacher can only say yes or no in response to the questions.3).2. they keep circulating to help others find out what they are. TUMMY RUB. WEATHER REPORTER Make up map and weather possibilities. 170. Clip a picture to the back of each student they should not see their own picture. They can only ask a student one question. TWENTY QUESTIONS The teacher thinks of something and the students have 20 opportunities to ask the teacher a yes/no question to try to figure out what it is. The teacher asks a question with three answers. They must not tell each other what picture is on their backs. Get the students to try. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand. If you have advanced learners.
Dictate the passage. can be missing or extra objects. WHAT S THIS? Get an ordinary object. Students write the paragraph. and ask the students. Get them to guess what it is. in one picture a box is on a table. 179. whistle when there should be an adjective. 175. WHICH PICTURE? Give students a reading passage with 2 to 5 pictures on the bottom. A student in the class stands up and says. Instead. or an airplane. The differences. Then tell them that it s not. what are you doing?). They discuss and write down the differences. Label one picture as correct and one as incorrect. Good morning (name). One person starts by saying an action: I m walking on stilts. adjectives).g. etc. When you read.g. give points for using adjectives that no one else used. Then the partner acts that out. Good morning (name). and mime what it really is. WHO AM I? A student stands at the front of the class facing the blackboard. Get them to read the passage then guess which picture goes with the passage. For example. WHAT S WRONG WITH THIS PICTURE? Have two different copies of a picture.g. leave out the adjectives. 176.g. 178. for example. Arrange the students in pairs and give one student the correct version and the other the incorrect version. WHISTLE DICTATION Select a passage that has a lot of whatever grammar point you want to focus on (e. Compare notes later. expressive voice. To play this in a game. inserting any appropriate adjective. say another action for their partner to perform (e. The students must talk about the pictures without showing each other their copies.) After a couple . or different positioning of objects (e. I m jumping rope. Play as quickly as possible. This game encourages students to speak in a loud. This can be used for various greetings and statements. pretend to use it as a toothbrush. in the other it is under the table). What is this? The students will probably answer It s a pen. like a pen.This game is to be played in pairs. what are you doing? The partner must then act out this action and at the same time. or a chair. Make the guessing student reply to the greeting (e. The student at the front has to guess who said it. Who am I? . 177.
) The next student is shown another card and so on until time runs out. (This can also . Second students come up. When her counter lands on a card. suggest that the students alter their voices. That student has to say a sentence with that word in it (e. Give the question to them at the beginning of class or assign it for homework. but the children in the group take turns to throw the die. I write a letter. Show the first student of a row a card (e. Each child has a column of cards in front of her in the same way. the ~~ could be a monkey. 182.g. WORDS AND PICTURES Give each of the children one set of picture flashcards and one set of words which corresponds to the flashcards. If a student wants to s/he can say pass . Each child plays individually. Give each row about 1 or 2 minutes. 180. If she has already covered the card.g. Give them a different letter. When she reaches an end. This game can be played in groups of two or three. Teacher calls out a letter. she looks for the corresponding word card and places it on top of the picture. Kocho-sensei.of times. Each child places a counter on the nearest card. Best to give them some time to think about this one. she moves the counter back in the opposite direction. involve the teacher. Teacher calls time s up after about 10 seconds. 181. award a point. an axe. Students must write down all the words they can think of that begin with that letter. (Use a stop watch. Finally. 183. The row with the most (correct and correctly spelled) words wins. Each child places a set of picture cards in a column in front of her. The written cards are mixed together and placed nearby. WORD RACE First student from each row comes to the board. write). You ll find that the person who usually can t identify the voices that well is the teacher. See how many points they can get in the time limit.) Give each row a word and they have to make a sentence out of it within a time limit. The throws a die and moves her counter the appropriate number of cards. Students who come up with the best/most outrageous answers win a prize. WHY? Ask the students questions like: Why have you got ~~ in your bag? For example. The winner is the first child to cover all her cards. she throws again until she has covered all the cards. Use words from the last few lessons and put them on cards. For each correct sentence. WORD INTO SENTENCE RACE Each row is a team.
if the answer is no. In their answers. so the child has to try to remember the position of the word cards. give the students the present tense and tell them to look for the past tense. for example. Students must find the words. WORD SEARCH Make a list of words and hide them in a grid of letters. the child can guess the name of the animal by asking. 185. YOU RE THE TEACHER Give each student a sentence to either correct or say that it is OK. Get each one to explain their sentence.) 184.be played with the word cards upside down. It is possible to give points for each correct guess. Do you have four legs? or Are you bigger than a dog? . YES/NO 2 One child thinks of an animal and the other children try to figure out what it is. The child who guesses correctly then thinks of a different animal and the other children try to guess what it is. Are you a ? But. 186. 187. To make it more difficult. The children take turns asking yes/no questions like. students must NOT use yes or no. . If the answer is yes. but the game can also be played without competition. Give a prize to the student who lasts the longest. YES/NO 1 Teachers ask students yes/no questions. the next child asks a yes/no question.
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