Games and Activities for ESL Classes January 1, 1997 | Posted by Shaney Collected by Shaney Crawford, Former Participant

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

If the partner has placed a ship in that square. 4X4. one battleship (taking up 4 connecting squares). most students would just pick single each time. If she answers the questions successfully. she moves her counter to first base. For example. she gets a home run. Each student gets a game sheet. One grid is for the students to place his battleships on. There are various ways of proceeding from here. he says miss . etc. the turn passes to the other team. Then the other student makes his own guess. 20. 18. If she gets three more correct. Students try to sink each other s battleships in this way. BATTLESHIP Students get into pairs facing one another. but not diagonally). The other grid is for the student to record his guesses on. Students then say these sentences to indicate which square on the grid that they are going to guess. vertically. He is Japanese . The game sheet includes two grids. You are . This adds a more random element to the game. Students record their own guesses on the grid made for that purpose. which allows the children to fill in almost every letter of the alphabet. but to try for a two-base hit. 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 ). He is ). Divide the children into two teams and give each team some counters. third column. put beginning parts of sentences in the squares of the first column (for example I am .g. Students must not show their game sheets to other students. If you are teaching elementary school children the alphabet. etc. The team takes turns at bat. (1) The same child can draw more cards. 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. BASEBALL 3 Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it.randomly. If the partner has not placed a ship there. The student who sinks their partner s entire fleet wins. might indicate the square that is in the first row. their team gets a home run. For example. he places various ships . On the student s own grid. if given the choice. If four different children make correct answers consecutively. In Japan. To make the game sheet. Either the rest of the team or the pitching team ask her one or more questions about the card (e. use a 5 x 5 grid.). Each team is allowed three outs before the turn passes to the other team. Ships can be placed anywhere on the grid (horizontally. What is it? What colour is it?). If she makes another correct answer. 19. (3) She can choose not to go to first base. (2) The next child on her team draws a card. Students are given the bingo grid and a bunch of words that they are supposed to fill the . The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. he says hit and marks that square with a big X . two cruisers (3 squares) and one submarine (1 square). If she makes a mistake.

Can also be played with vocabulary words. Sometimes make it one row. Have squares for missing a turn. rolling again. trivia). If her guess is correct. she must guess who she has caught. Students cannot ask the same person more than one question. where are you? . Vary the ways to win. BLINDFOLD One of the children is blindfolded and counts to ten. Give the students about 10 minutes to fill their grids with names. such as Snakes (chutes) and Ladders. Call out words and the students write them on the bingo grid wherever they like. questions and answers (i. After any answer. etc. Are you a good baseball player? . As soon as she moves. . For example. So Kenji circles Yes underneath the question and Kanako signs her name at the bottom of the square. Ask the students who signed their names if they really answered yes to the question. On the count of ten. or make your own. The blindfolded child then asks the children where they are by saying. BINGO WITH NAMES Prepare a bingo grid with a question and YES/NO written in each square. the children have to stop moving immediately. 23. Then call out the vocabulary words one by one until someone gets bingo. Do you like to swim? . it may be necessary to restrict the area). that child is the next to be blindfolded.g. While she is counting. Model the game after a well-known game.Bingo grid with have more words than spaces once they have finished. students who answer no don t sign anything. or whatever target sentence you are currently studying. If she catches a child. get all of the students to sit down and check the answers of the winning students. you know that the students haven t been playing correctly. The blindfolded child can also move. This can also be played with students racing around to make Bingo with the students names themselves. the other children can move around the room. or scrambled words or sentences. If they answer no . all the other children can move too. I m near/in/on/under . The children answer. the blindfolded child can move and try to catch any of the children. Emi. Kenji asks Kanako Do you like to swim? Kanako says Yes.e. Then. Keep playing until someone gets Bingo. (If the room is large or the game is played outside. BOARD GAMES Make up a board game for any grammar point. For example. start calling out words or sentences that contain the words. students sit down and the teacher calls out the students names. You can use true/false questions. Students who answer yes sign their names on the sheets. A straight row of students who answered yes makes Bingo. getting an extra turn. sometimes make it two rows or a special design (e. Students interview each other by asking the questions on the grid. T or X ) 21. 22. I do . After a few students call out Bingo.

1. The people on either side of the alien must hold their hands up to their faces and scream. Play this game as quickly as possible. One student goes in the middle. If tagged. Last person says what s/he hears. bippity. 25. She can say Aliens. The person in the middle must approach one of the people in the centre and say either bop or bop. bippity. Or. CARD GAMES . or doesn t say anything when they are supposed to say bop . 1. bippity.24. If everyone has caught on to this. 3. bop . hula-like. There are one or two students in the middle of the gym. A student in the middle calls out the name of one of the students at the end. 26. bop. hula dancers. the person in the circle must say bop before the middle person has finished saying bop. 2. 1. 3?. bop . If the person in the middle says bop. BOP. The person who makes the mistake must go into the middle. bop . BROKEN TELEPHONE Someone whispers something to a student. BULLRUSH (BRITISH BULLDOG) The students stand at one end of the gym. If not tagged. 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. Or. 2. That student has to run from one end of the gym to the other without being tagged. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another). let the middle person say some different things. she can say Viking ships. 2. 28. 3?. bop. she can say Hula. BOGGLE 4X4 grid with letters. 27. Message must travel through the class. This continues until someone slips and says bop when they are not supposed to. The person in the circle who this is said to must react by contorting his face to look like an alien. bop. BOP Students sit in a circle. 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. If the person in the middle just says bop . bop. he joins the students in the middle. 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. BOPPITY. then the person in the circle must say nothing. bop. bop.

The other students try to figure out what the verb is. You can also use brief pauses and get them to try to guess where they occurred. instead of run . Can also be done with nouns and adjectives. CHUNK READING Good for all levels. Crazy Eights. but first years in particular really get into it. she must say what it is. make a sentence about it. Can be played in two teams. or answer a question about it. Speed. 32. says what the number is. 31. If at the end of one minute the team still hasn t guessed. The AET reads the text at a certain pace. If they guess properly. CAR RACE Place some flashcards end to end to resemble a race track. ask for a full sentence response. 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.g. Are you ? The rules of the game are as . Decide the number of laps. Go Fish. At various stages. This game works well for verbs. The student must move his/her marker to the side of the track and wait out one turn. s/he has another turn. 29. 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. s/he returns the car to its original position.g. If a child s piece lands on a brightly coloured card. and moves her car around the track that number of flashcards. 30. 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. E. The team has one minute to figure out what their team-mate is trying to act out. Old Maid. CIRCLE MIME The children sit in a circle. Also. For example. If she makes a mistake. the other gets to try to steal the point. 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. give them 90 seconds to do as many cards as they can). the team gets a point. or say that throwing a 6? on the die will make you crash. etc. these games can be taught to an English club. The first child draws a number or throws a dies. CHARADES It s usually best to introduce this game after playing Pictionary a few times.Adapt any card games you know to a grammar point. Either make a crash flashcard. Each child chooses a car (or counter) and places his/her car on the starting line. The other children try to guess what she is miming by asking. He is running. Students pick out a verb card then they act out the verb. For advanced students. When s/he stops on a card. One child stands in the centre and mimes an occupation/animal. etc.

Alternately. 33. (1) Any child can ask the question. COLOURS Draw up an alphabet chart. Then. .follows. Students go one by one and ask each other Is this your ? They have three chances. then say the alphabet. This is repeated until the team has reached the end of the gym. If more than one child put their hands up. COLLECTION Collect one thing from every student and put it into a bag. the children can janken to see who gets to ask first. Or. What is the mother s name? . the students can ask each other questions about the missing parts after reading the passage silently. they must clap on the colour orange instead of saying the letter. For example. (4) It is probably a good idea for a child who wants to guess to put her hand up first. tell them from now on. The first student falls down and then says go and then the next student straddles the first student and falls down and says go. a student might ask. Then they must go in front of the class and ask Whose is this? 35. 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. If she is correct. COMMANDOES Make up even teams. Blanks identify the missing words. each with (different) words missing. the teacher (or a child) decides who should ask the question (usually the fastest. (3) The child in the centre cannot mime something that has already been mimed. When this happens. I m . If they get good at doing that. but stick with about 5 colours. Get students to close their eyes and take things out of the bag one by one. 36. get them to do something else for another colour. Nobody gets any points. 34. Each letter is a different colour. both she and the child who is miming get a point and they change places. but this can be a good chance to cheat a little and let some of the quieter children ask the questions). CLOZE Make two copies of a passage. If her guess is incorrect. the child in the centre has to stop miming immediately. Review these colours. the whole class asks What are you? and the child who is miming answers. The students read the passage aloud together to fill in the missing parts. (2) If three children s guesses are incorrect. she loses one point.

g. girls in a line. Select a category. For beginners. 38. One line is called crows and the other cranes . they have made a match. E. if a student turns over a card that has a matching card already showing. If they find a match. Team or student with the most cards wins. etc. E. The teacher calls out crows . If the number is 7? for example. They roll the dice. COUNTING CARDS Use about 20 flashcards. I play boys vs. The first girl and boy come forward. Then start reading the flashcards. Also. they can go again. The crows try to catch the cranes before they reach the wall.g. 41. CONCENTRATION 2 Magnetic cards are put on the board with blank backs. The special thing can be shouting. 40. CROWS AND CRANES The students make two straight lines. Do this in a group at first. Students must say a member of that category within a time limit (usually within four handclaps). they don t get to keep the cards. The Japanese teacher keeps score. The students must add the dice number with the number the teacher says. Go through the numbers with the students. Then. Go up three and left two. I explain eleven (7-11) and twelve (difficult) for 5th and 6th graders. For advanced students.37. The quickest gets a point and the next two students come forward. Students must turn over the cards until they find a match. . then the teacher calls out a number between 1 and 6. Have a student say a number between one and twenty. Any student who does the wrong thing on the special number is out. they become a crow and join the crow team (and vice versa). The cards are arranged in pairs so that English words match Japanese words. 39. If a crane is caught. What is it? What colour is it? Do you like it? If the student answers incorrectly. concentration now begins! . get the students to leave the cards overturned. stop and do something special on the seventh card and on any multiple of seven. you can ask students about the cards. but later go through the class one by one. CONCENTRATION 1 Chant Concentration. DICE GAME Make dice (saikoro) about 10cm x 10cm or larger. or not saying the card. No hints from team-mates allowed instant penalty. get them to tell you which cards to turn over.

but at some point. he gets up and runs around the circle twice. The goose and IT run opposite ways around the circle and the first person to get back to the vacated spot is safe. relating to a difficult person. The word must be used to give advice on the problem. If IT drops the hanky and the person doesn t realize it. It has a pointy nose etc. that person becomes IT. As soon as that person realizes that the hanky has been dropped behind him. the future. One person is IT. The other is IT. if the problem is not enough money and the random word is macaroni . She can repeat this as many times as she wants. such as: not enough money. she will tap someone one the head and say goose . 45. It has one long green arm and a short blue arm. Keep erasing until the students can recite the entire sentence from memory. Compare notes at the end. 47. My monster has three heads. DICTIONARY ADVICE Using one or more English dictionaries. One person is IT and has the hanky (handkerchief). DUCK. She walks around the outside of the circle and taps people on the head and says duck . ERASE A SENTENCE . After the class picks a problem. DRAW THE MONSTER The teacher instructs the students to draw a monster according to his oral directions.42. 44. Practise then erase a part of it. Good for Let s Read . and IT walks around the circle once and tags that person on the shoulder. Read it line-by-line and have the students repeat it. IT is safe and the other person is IT. DUCK. Have the students repeat replacing the erased bit. you open the dictionary at random and pick a word from that page and read it aloud. GOOSE Make a circle and sit down. 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. DROP THE HANKY Make a circle and sit down. 46. etc. present some common problems. 43. The teacher says things like. then a sample solution might be: You are so poor that you must eat macaroni everyday. She walks around the outside of the circle and drops the handkerchief behind someone. Write it on the board. trying to tag IT. For example.

Have all of the students stand up. That might be enough to let them guess the word if the cards are apple. Check the students understanding by listening to them during pair work and ask a few students to tell the whole class about their family. orange. however. milk . Then. They must fill the chart with the words that you give them. and the possessive s . jet. 48. EXPLANARY Show the students several flashcards that they are familiar with. You could make it an assignment and have them include photos. Draw your own family tree and explain its history.e. frog. The student with the correct version reads the copy aloud. 50. in Canada.e. banana. you could say It s red. The other student listens and identifies the errors on his/her sheet. UK and play. review possessive adjectives (shoyuukaku). FAMILY TREES This activity can be used to introduce members of the family (Mike is my brother). Read the sentence and ask the students to repeat it. strawberry. For example. These copies are identifies as correct or not. study. Canada. Mairi used this for passive voice i. her row may sit down. Explain and practise new vocabulary words. Have a student from the first row try to say the sentence including the first word. Get the students to draw their own family trees and explain them to a partner (pair practice). her row remains standing and a student from the next row tries. You eat it. If the student says it right. The student (or row) with the most cards at the end wins.g. 49. The first student to guess correctly gets to keep the card. sun. speak. include photos. eat.Write a target sentence on the board. use. Japan. or introduce their partner s. Students are given an empty grid with the names of the countries and verbs already on it. Italy. one student has a copy of a passage and the other student has a copy with factual errors. shuffle the cards and start describing the top card without showing it to the students. Erase one word from the sentence. India. FIND THE MISTAKES Working in pairs. then write sentences or read them out to teachers. we play hockey). Hockey is played in Canada. Tell them to try to remember the cards. Better still. Good for building up essential vocabulary. If she says it incorrectly. tomato. you might need to be more specific if the cards are apple. cherry . if the top card is apple . This game can also be played . Then fill in the middle with appropriate answers (i. 51. FILL IN THE GRID Draw a grid with the names of countries down one side and verbs across the top e. You could use flashcards.

After a few minutes. if a card says. FIND YOUR MATCH Divide the class into two teams. Japan. FIND SOMEONE WHO Make a list of qualities or actions. you may want one team to stay sitting while the other team stands and walks around. My friend is _____. _____ also works there. Students must find someone who fits those qualities someone who likes natto. This student would have to find her friend Chikako and find other people who like and dislike the same things as her. 53. an answer might be My name is ______. volleyball . 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. and likes and dislikes. Give one team Vocabulary cards and the other team Japanese Meaning cards so that one card goes to each student. wins. one card might say My name is Yumi. In the end. My friend is Chikako. friends names. high school student. ______ also likes ______. To control the chaos. 54.with both readers reading their passages silently and then discussing the content and trying to find the mistakes. When all the members of the group have gathered. the teacher says stop and all of the students sit down. For example.e. The first group to get the prescribed number of members (perhaps five). the student could write down the answers. they must sit down. For example. FIND YOUR PARTNER Prepare a set of cards with different names. Students have to ask each other questions to find out who belongs in the same group as they do. FIND YOUR GROUP Every student is given a card with some information on it. I like pickles and yakisoba. When the teacher says start students from one team try to find the card that corresponds to theirs in the other team. For example. The students in the team that is walking around collects the cards from the students in the team that is sitting. etc. Play again with the opposite teams sitting and standing. Each student holding a matching set of cards scores one point for his team. The team with the most points wins. i. occupations. Find . etc 55. then student must ask others. I work at a _____. 52. I work at a university.

One child. buzz. fins. This game is perfectly suited to Japan because in the UK we used to use newspapers. with 2 points for a win. Yes. The idea is to wave the fan next to the fish and make it move without touching it. 1. 10. FLAP THE FISH 2 Make a starting and finishing line on the floor. fizz. Here it is. etc . Students janken. buzz. 16. and the winner asks. If they can still manage that with ease. 58. fizz. FLAP THE FISH 1 Cut some fish from paper. 11. Move the desks to one side of the room (if you re in a classroom) and divide the students into two teams. 59. I m looking for . You can play this in a relay. 57. twenty-seven . 19. buzz. they must take a card from the fish pond on the teacher s desk. Uchiwa are much better. FIZZ BUZZ The first student in a row starts counting with one . Each child also has a magazine (or uchiwa). or one on one.g. Can be used for vocabulary review. 4. This includes seventeen. For example. if 3 is buzz . buzz. buzz. or the teacher) stands at the finish line. or review of target sentence (Do you have . FISH Give each student 3 or 4 cards and put the remaining cards on the teacher s desk. 9. 5. fizz. 1. 4. 13. Whenever seven should be said. The number seven is unlucky. drawing on gills. It s a race and the first to cross a finishing line (use a skipping rope) wins. That would result in something like. make is so that multiples of fizz and buzz are also unlucky. girls. then 37 is buzzfizz . or make play end when the fish pond runs dry. 10. I want a . Set a time limit. Go fish! If the student gets the card they asked for. 8. or No. 18. students must say fizz . etc . If the student is told to go fish . That number is buzz . 2. Each child draws and cuts out a paper fish and places it on the starting line. one by one. I don t. Then the students ask other students in the class (jankening first to see who will ask who). Please give me ). it s important to mix in an international type game and get the students moving about. holds up flash cards one by one and asks questions about them (e. What is it? What colour . Then get a few uchiwa (Japanese fan with a handle). or boys vs. the next three . If the students get very good at that. 6. 12. and colours. 5. so no one is allowed to say it. Explain the technique of bending your knees. buzz. 16. etc. 3. 8. 2. etc.56. 11. buzz. Although this has nothing to do with learning English. 15. fizz. 14. then ask the same student again. The object of the game is to get as many pairs as possible. The pattern should sound like. try adding another forbidden number. The student with the most pairs wins. the next student says two . fizz. I do. I have used this game with my 1st and 2nd years with great success by pitting the girls against the boys. they keep the pair. Do you have a ~~? The other student replies.

mouth. Students must give you the objects that you ask for. or team-mates take turns answering and flapping). she hits the floor behind her fish with her magazine (or uchiwa). This game can be played with any vocabulary category or grammatical pattern (I like . 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. Can be played as row race or by the whole class at once. down. 60. First. If a child answers correctly. teach the students the parts of the face in English.is it? What does she do?). This student calls out the next fruit. If a student is in the middle three times. 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). FRUIT BASKET Make a big circle with chairs. GIVE ME Like show me . you can put circles (like an archery target) around the nose and give more points to children who put the nose exactly on target. The other students tell him/her where to place the parts of the face. apple).g. We made eyes. The teacher calls out a name (e. If there are more children than can race at the same time. Practise pronunciation then give each student the name of a fruit. The first child to make her fish cross the finishing line is the winner. Have one less chair than students so there is always one student left standing. Then. think of some suitable punishment. . For third years. 62. then use it for whatever in class) 61. Write 4 or 5 fruits on the blackboard. All the apples must switch chairs. You need visual aids with small kids to get their attention and monitor their understanding. blindfold a student. FORTUNE TELLER (in progress) Instructions:(make the origami fortune teller. I play ). making the fish move toward the finishing line. right. Also. and nose. You can also cross-reference the game by using the colours of the fruit. left. the person in the middle can call out sentences like I play volleyball and those students who play volleyball must trade seats. 63. and last the words up. This can also be played with a drawing of a face without a nose and a magnetized picture of a nose. FUKUWARAI (PIN THE TAIL ON THE DONKEY) Use the traditional Japanese New Years game fukuwarai and turn it into an easy English game. ears. Students give the blindfolded students instructions on where to place the magnet. stop .

and so on. D. XX means both sentences are wrong. If the sentence is correct. Students circle one of the letters at the top of the columns. For example. Did you finish lunch at 1:00? . John. she says Are you D ? Then Student 2 asks Student 1 the questions. 2:00). The teams who raised the I card must write the correct sentence on a piece of paper and hand it in to the teacher. no points are given. 1:00. When all of the students have seen one word. Give each team voting cards. basketball). 65. OO means both sentences are right. C. B. the next row will have various names (John. 67. The columns are labelled A. Students get into teams. baseball. The team with the most money wins. Students. XO means one is wrong and one is right. get them to consult with the other members of the group to put the sentence together. GRAMMAR GAMBLE 2 The teacher writes a sentence on the board. The row contain various possibilities and some repetitions. they work in pairs to figure out which one their partners circled. Each student has a sheet of paper with a grid on it. If the sentence is still incorrect. 1:15. etc. Then get the students to hold up their voting cards. or Are you a basketball player? When Student 1 has figured out which letter Student 2 circles. etc. The winner is the student who needed to ask the least number of questions to find out their partner s choice. If the sentence was correct. the teams who raised the C card get points. Mary. Read the two sentences then ask the students for their bets. Teams that are wrong lose their bets. and the next row will have various clubs (basketball. tennis. the team scores a point. Can be played with betting minimums and maximums. Teams that are right win the amount that they bet. Paul. Then. Give the number twos a word to memorize. The sentences can be either correct or incorrect (grammatically). GUESS THE COLUMN Students play in pairs. For example. 66. GO TO SLEEP Divide the class into groups. decide whether the sentence is Correct (C) or Incorrect (I) and hold up the appropriate letter on a pre-made card. GRAMMAR GAMBLE 1 Make a list of sentence pairs. one row will have various times (1:00. baseball.64. Give each group $500. . Then tell them to go to sleep and wake up the number twos. Teams can bet for bonus money if the think they can correct the sentences. Think of a sentence and write one word of the sentence for the number ones to memorize. Student 1 asks Student 2 questions. 1:15. or Are you John? . Mary). The students in each group put their heads down except for the number ones. Let students decide their order within the group (1 to 6). in teams.

HANDS DOWN This game can be played on the ground. The blanks __ __ __ represent words instead of letters. gets 3 points to that row. Use chalkboard eraser to erase the parts of the person when someone in the row makes a mistake. Usually played at the end or beginning of a class. A palm on its side = reverse direction. The last surviving person is the hands down champion! 69. Students must go to front of class and arrange themselves in order. . get a student to think of a word and take your role. HANG HIM Variation on the normal game where the sole purpose is to hang a heinous suspect. HANGMAN 1 Variation on the normal game. or better still. 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. Any student can guess the word. The first hand up. A palm-down slap on the table = a move in the clockwise direction. Then they have to read their part of the dialogue in turn. one hand. Everyone intertwines their hands. Students compete against each other in rows. HALF AND HALF Students are given half of a sentence and have to find the person with the other half. if correct. Anyone who makes a mistake must take their hands out of the game. etc. One hangman s platform is drawn on the board for each row of students. Recommended for 3 year junior high and older. anywhere that is flat and big enough to fit all of your buddies. Target a key sentence/grammar point practised in class. have a magnetised cut out of the hidoi boy himself. 72. Good for practising spelling and new vocabulary. draw a beard on the stick man. The first student of each row says a letter. palms facing downwards and you are all in a circle. minus 2 points. Hanged man is already drawn. award 1 point. After you ve done a few words. If hung. Play this really fast. HANGMAN 2 Involve competition. 71. A palm-down slap done twice = skip the hand next to your hand. then the next student in the row.68. Each row is a team. Introduce the game by explaining the hand motions. If incorrect. 70. Can be used with boring dialogues. For every correct letter. on a table.

etc. Set up the classroom. Get the JTE to be A and you are B. team members will meet on the bridge and janken. Divide the class into 4 teams: A. They want to cross the river. Two middle rows of desks are needed. The winner continues. Prepare about 20 questions on slips of paper. First year: Are you a banana?.g. D (two teams for each bridge). writing sentences about each card (e. next . There are always 2 students trying to cross the bridge. Get the students to push them together to make two bridges. Put about 4 questions face down on each bridge.73. It s too far to jump (show unlucky athlete falling to his doom). 75. and a river with two crocodiles. 74. To cross the bridge. C. the loser returns to the back of his/her team. team members have to read the question out loud and answer correctly. Draw a bridge and demonstrate that it s shaky. Students who make it across get 5 points. Eventually. Mistakes (e. (e. Don t forget to include words like first . INDIANA JONES GAME Draw 2 cliffs. For example. Six desks and chairs squashed together make bridge. HOW MANY THINGS Students have to write down as many things as they can that fit the description you give. Yes. Tell the children how many cards have been hidden. Draw Team A on one cliff and Team B on the other. making sure that they are all clearly in. The first child to write sentences for all of the cards is the winner. Second year: past tense practice). Use 2 bridges. I do are penalized by one point (crocodiles keep a look out!). Get ready to FIGHT IT OUT (the kids crease up laughing when they realize it s only janken). Name the crocodiles after the teachers. How many things can you think of that are bigger than you? Other categories: are round. are made of wood/paper/glass. make a noise. I m not or No. Pretend to be crossing the bridge and meet in the middle. The shark is under the desk. Cut the instructions up. The children move around he room with notepads. on. and finally . The loser of the fight has to return. work on electricity. HOW TO Take the instructions for doing something simple (making toast. Children can be disqualified for making too many mistakes or writing too untidily. B. or under something. have handles. then .g. people enjoy looking at. HIDDEN CARDS Hide vocabulary flash cards around the room (the game can also be played outside). you can use to sit. while the winner can continue along the bridge. doing the dishes. Students have to put the instructions in the right order. etc. one for each crocodile/teacher.). are long and thin.g. 76. and they can . ).

Very exciting if you have the energy. 77. INSTRUCTIONS One person stands at the blackboard with their back to the class. This game works well to get the students familiar with responding great pattern practice. Quiz at the end. INTERRUPTIONS Give the students instructions like Clap when you hear a word that starts with S. Make up a list of questions that the students must ask each other. and that person s answer. one teacher per bridge. Stand up when you hear the end of sentence. One good point is that the students seem to help each other. 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 . The other students can see a picture. he doesn t . No. Snap your fingers when you hear the EEE sound. Students must listen and take notes. 81. Each child takes turns to pick up a card and answer questions asked by the other children. Keep changing the slips of paper so the students can t just memorize the questions. Akihiko doesn t know how to climb mountains rather than. It s best if the students can write down a longer answer. Shuffle these interview cards and place them on a pile face down on the table or floor.keep score. giving hints for reading and answering questions.e. INTERVIEW 1 Can be used with any grammar point. No. 79. INTERVIEW 3 Write the names of famous people or the names of countries on the backs of a set of cards. INTERVIEW 2 JTE and ALT dress up and act out a TV interview. The other students give instructions to the person at the blackboard. Compare the picture with the blackboard. Then read through a passage and get them to follow your instructions while you read. and three points for asking a teacher. Remember. Leave a blank space after each question so the students can insert the name of the person who they asked. Can also be made competitive by giving one point for asking a student of the same sex. two points for asking the opposite sex. i. You can try having team tournaments. 78. 80.

but more or less can often work better. Once students are comfortable with the basic game. A can take B s card. the students must change partners. James. The loser must say something in English or ask a question. Demonstrate this once or twice by calling out a card and hitting it yourself. The students janken to see who asks first. Peter. The game ends when all of the students are in one row. In either case. All playing cards are identical. Then. 84. give it to him/her and pass the turn onto the next student. mow the lawn. KARUTA (SNAP) 1 Most Japanese children already know this game. students janken again and the winner asks another question. but the person at the front doesn t. Sanjit and wash the dishes. 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. The winner is the student at the front of the row. etc. Gather the students around the cards. The grid is filled in with X s and O s X means no and O means yes. Then. If neither student responds correctly in a reasonable length of time. Once a student hits the correct card. then say the name of each card as you touch it. Call the first card. in that it only requires recognition or even partial recognition of the new material. Have the students repeat after you. JANKEN QUESTION GAME Give each student five playing cards. etc. First spread out whatever cards you are using face up in front of you. Then call the next card. say stop and touch the card yourself. walk the dog). both players keep their cards. Next A can guess who B is. This can also be played in reverse where the class knows who the person at the front is. This allows you to make . Gail. JANKEN SHOULDER RACE Students get into pairs and stand up. After this round. An X in the spot means that the person doesn t wash the dishes. an O that they do. 82. If A guesses correctly. Hannah. each pair jankens. B must answer truthfully. The children should first be encouraged to ask questions like What do you do? or Where are you? . 83. It s a great way to introduce new vocabulary. clean the house. If A guesses incorrectly. Then choose two students to begin. Colour coding the cards for points makes ties less likely. The game is played by slapping whatever card is called with either hand (or a fly swatter). The pair then find another pair and do the same thing. the child at the front asks What do I do? . When the teacher says start . Between 10 and 20 cards is usually best. Each playing card is a grid with five names down the side and five actions on the top (e. The student with the most cards at the end of a time limit wins.that person or that country. the loser must hold onto the winner s shoulder. you can add the rule that an incorrect response loses a turn. Students circle one name on every card and then move around the room looking for an opponent. Play continues in this manner until all of the cards have been correctly identified.g. clear the table. The other children must guess who the person or what the country is.

Or.).g. 88. Take over or help if they get stuck. Get a student to draw pictures of people with all of the parts studied. KARUTA 2 Spread some flashcards on the table or floor.g. or if one student is much better than the others. either have each student say the name of the card as they give it back to you. or cards from a previous game). It s a number. After the last card is won. Using wrapping paper rolls. you can play a guessing game (e. It likes to jump. It s an animal. of cards that have been removed. time words). One partner looks at the flashcards or objects and tries to memorize them. Then. For advanced students. When you call out a card. Give students a copy of the passage and ask them to circle words that were pronounced incorrectly. The students must write down what they saw. Use word pairs such as park and parku and get the students to circle what they hear. and is especially useful with only a few cards remain in play. KENDO Review the names of the parts of the body. numbers. 87. 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. cover all the cards or objects. 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). and the other children try to slap their hands down on it. 85. The successful child calls out another card. Pit teams against each other. The children put their hands on their heads. Can also be done as a listening exercise without a passage.g. colours. Stop to review when students are stuck. For reviewing vocabulary. KIMBERLY S GAME Spread out a number of flashcards or real objects. KATAKANA READING Read a passage pronouncing some of the words as if they were written in katakana. take one object or flashcard away and get the students to guess which one is missing. 86. have the winner of the first round be the caller for the next round. they try to touch or slap their hands on it. The other partner goes to sleep during this time. It s smaller than six. have the students count their cards and ask them how many they have. Can also be played in pairs. Then. Have students repeat after you as you name each one. the first student returns to the . Assign points for each correct answer. It s bigger than four. or ask for each card in order. After a few minutes of memorization time.false calls (e. students must hit the drawing on the spot that you call out. It s green. Can be used with any vocabulary (e.

each pair is given a number.g. find out how many students remembered that word.g. Write the words on the board as the students suggest them.) 89. Students write down the words they can remember. Encourage the children to do this with you. In the strict version of the game. it is worth 2 points. Then gesture to the child on your left and help her make the same sentence with a different adjective (e. though. pairing up with the person who is in the same position in the other line. run around everyone to one end of the line. K-S s monkey is a good monkey. then list the 90. When the teacher calls a number. The partner writes down what the other student saw. Then. the pair must get up. Start a chant. If more than ten students remembered. Then erase the list. or does so too slowly. LADDER Students get in two lines facing each other. past their spot. If only one person remembers a word. KOCHO-SENSEI S MONKEY 1 Have a handout with a picture of a monkey. Present the list and get the students to try to remember as many as they can. (Can be played in teams with the same rules. Get a rhythm going by snapping your fingers with your left hand and then with your right hand. When a word is suggested. LEARNING TO DANCE . Student with the most points wins. When the time is up. Kocho-sensei s monkey is alphabet beneath. Give them around 10 minutes. then around everyone to get back to their original spot. Kocho-sensei s monkey is a clever monkey. . KOCHO-SENSEI S MONKEY 2 The children sit in a circle or around a table. The person who makes it back first scores a point for their team. On the top write. They sit with their legs extended and the soles of their feet touching each other. Both lines must contain the same number of people.sleeping partner and tells him what he remembers. If less than ten remembered. ask the students for suggestions of what they remembered. 91. Make the list too long for everyone to remember every word. 92. It is not always appropriate to make the chant competitive. Students have to find one adjective for every letter in the alphabet. it is worth 5 points. Start the chant by referring to a different teacher or student (e. Can also be played with competition. and then run up the ladder (made by everyone s legs). The students then sit down. that word is worth 1 point. Kyotosensei s monkey ) and keep the chant going in time to the rhythm. a child is out if she cannot think of an adjective.) Continue around the circle until they get the idea.

If the square is correct (i. Go through the pattern slowly. . Extra points for creativity. This activity is best played with 5 to 12 people. Gestures are one way to create a system of communication for the group as talking is outlawed. one explorer is set forth to brave the tarp and discover the pattern hidden in it. the legs are hooked with each other. This game promotes group and individual leadership. then they are free to continue to the next step. design a similar pattern in a notebook. harmonica. and creativity. Using only their leg. 94. co-operation.e. It was __________. parallel to their partner s leg. An example of this activity could be: This morning. If a mistake has been made. the sensei uses a signal (a whistle. they count to three. but in opposite directions. The crazier the better. 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. Then. what do we do now? Divide the tarp (using duct tape) into 6×6 squares. Emphasize that there is no talking. MADLIBS This is a cloze activity where students must fill in the blanks of a storyline. Their heads should be next to the feet of their partner. Once the ten minutes of group planning is up. It had many ____________ and ___________. Remember to time the amount of time that is needed to get the entire group across. a tarp that you d take camping works best. On three. 93.You need a large tarp or a large sheet of plastic. boooo sound) to announce the wrong step. Then I ______________. It said ___________. side by side. Together. one student on the tarp at a time and no talking. Then it ____________. New explorers are encouraged to try their skill at the pattern until one person makes it through to the other side. they kick their inside leg straight up into the air. LEG WRESTLING Two children of similar size lie on the floor on their backs. hips touching. the student has to retrace the whole pattern again. If their step is incorrect. and you d always have it for the day when there s 15 minutes left of the class and your teacher says OK. the person must backtrack through the pattern the same way that he came. they try to force their opponent s leg over to the side. If a mistake is made. Then I said ___________. 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. Then it becomes very easy for the remainder of students to all get through the pattern one at a time. 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. The person starts by stepping on a square of their choice. Make sure to encourage all students. The child who is able to do this is the winner. I saw a _____________. On each count. it matches the sensei s pattern). and mark off a path from one side to the other.

I like sushi and tempura and yakisoba. If the group rolls its own number. My sister often watches on TV. the teacher calls midnight and all the winners run. My mother goes to work by . Offer several incorrect English sentences as options. . 96. (Can be used with times number the students from one o clock to twelve o clock. play/sport.) 98. The first student in each row must make a sentence using this grammar point and a topic (e. can cook/food. Test their understanding of the grammatical structure that you are working on. After all the numbers have been called. They can t get any points. use like and the first names of the girls/boys in the class. Takehiro gets up at 6:30 . The winner of that set is the champion. My brother/sister goes to school). MEMORY GAME 1 Divide the class into 6 groups. The groups are numbered from 1 to 6. . Select a grammar point to practise. If a group rolls a three. The first student might say. I like and food ). My father works for . My mother s name is . the students would have to say. but Takehiro will say I get up at 6:30. MULTIPLE CHOICE Make up a test with multiple choice answers. 97. Give each group a pattern to practise and get them to fill in their own answers. then Group 3 must recite their sentences. Group 1 might have to practise and memorize I get up at Each member of the group picks a different time to memorize. Give a point per correct person. I like sushi and tempura. the game begins. For example. sing/pop group s song. MEMORY GAME 2 Each row is a team. If you really want to spice it up. Megumi will say. I like sushi. Megumi gets up at 7. The students who are that number run around the circle and into the middle to touch something. One group rolls a die. All of the groups have different patterns (e.95. The second student would say. The third student would say. So. The teacher calls out a number. The group who rolled the die get a point for each correct sentence. I get up at 7. or everyone is finished. Good combinations are study/subject. The group who rolled the die have to try to memorize Group 3's information. After all the students have had time to practise and memorize their sentences. This continues down the row until either a student forgets what his team-mates like. For example. I eat breakfast at . . The first student to touch becomes midnight .g. the students in the group just have to say their own sentences.g. MIDNIGHT The students stand in a circle and number off from 1 to 5.

etc. Get the students to form groups according to how many times you blow a whistle or clap your hands. When the students feel confident. The game continues until there are only two students left. and hand out cards with the numbers you want to teach the children. then backwards. NUMBER GROUPS The students walk around a designated area. Every child need not necessarily have a number. Practise counting forwards. or what language a song is being sung in. and have them repeat after you. sitting down. Get students to guess where the music is from. If a student cannot get into a group. Have the students repeat the number. having the child or children holding that number hold it up high for all to see. NUMBERS 1 Use flashcards to teach any group of numbers. then they stand on the side. call out numbers at random. MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. get them to pass their numbers on at some point. 100. If not all the children have cards. can be used to liven up row race quizzes. NUMBERS 3 Let the children make groups. 102. Do the same with all the numbers. Once they are in their groups. Sit in the circle and call number 1. Can be made into a quiz or team competition. The students left over must sit out (or they can . 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). 101. Also. NUMBERS 4 This is a game which many Japanese students will know. must find seven other people to be in his/her group. a child holding an 8-card. or 4s. the number of children in each group corresponding to the number card held by one child in the group. NUMBERS 2 Have the students make a circle. For example. The teacher calls out a number and students have to make a group according to the number called out. then by 2s. 103. 104.99.

most of the students will figure it out. Similar game: Counting 1. In fact. Johnny. The magic of it is that you do the above scenario. The only thing that you are looking for is whether they cough at the beginning. Get them to go along with you to tell the other students whether they are right or not. The students try to figure out what one up. point to and touch the tips of each finger (of the opposite hand) in succession and say: Johnny. some of them will be able to figure out the pattern. but you fold your hands in your lap discreetly after you finish the final Johnny. Arrange some objects on the floor (or draw some lines on the chalkboard) and announce to the class what number your arrangement represents. Eventually.face a penalty like having to sing an English song). one down . Emphasize the LOVE. Johnny. three down . Do some crazy paddling actions to show how much you love it. announce that they are in the Johnny Club and get them to perform the Johnny act. One student starts by saying her number and then says another number. Can be played with one other person or blooming crowds of admirers. Three Twenty-seven . then say. performing them beyond perfection except for the final act the folding of the hands on your lap! Hints are worthy after ten tries. When someone catches on. the other is crossed against his/her chest. The trick is that the number has nothing to do with the objects or the drawing. The basic idea is that you cough. Keep going until everyone gets it. Only the teacher knows that that refers to the position of the teacher s arms: one is holding his/her chin. so they will be surprised when they are correct. Each student tries to test out a theory. I like to canoe. Use numbers from one to ten. 106. Similar game: Canoe-head. Students will just guess randomly at first. Similar game: Wakaranai. I LOVE to canoe. Your audience will probably be baffled and will repeat the Johnny. NUMBERS CHAIN Assign every student a number. WHOOPS. one down means. 105. Tell the students that they can say two up . Your audience of admirers must repeat your actions exactly. If they scratch their heads first. That student must respond by saying his number Twenty-seven and another number. he is out of the game. they ve got it. Eventually. you are arranging your fingers after you finish . If a student isn t paying attention and doesn t respond when his number is called. The Whoops is accomplished by sliding the finger down and up on the inside of the fourth and final finger. Look at how their arms are placed and tell them if they are correct. ONE UP ONE DOWN The teacher starts by stating. then chant some crazy thing and do some crazy action and then get the students to mimic you. The Twenty-seven refers to one of the other students in the class. Scratch your head very discreetly. Johnny. Johnny. Similar game: Whoops Johnny. One up. one down . Tell your audience to do exactly as you do. For example. Johnny. two down . Johnny. Get the students to do exactly as you do. With one finger from one hand. it s always worth gallons of giggles. Johnny actions. one by one. Johnny. Then you tell them if they are correct. or one up. 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. Johnny. WHOOPS.

PAIR DICTATION Post copies of a paragraph on the back wall. and the correct answer is 2. give a flag to the first person in each row. The first person to raise his/her flag may answer the question. Then raise your fingers again. PASS THE FLAG Prepare a list of questions. then put your hands on your lap. They continue as long as it takes to dictate the passage. Once they guess correctly. but the correct answer is two . For example. For example. The trick is that the number that went before is the real number for the next time. Show the students the Basic number by raising your right hand and raising some fingers. say Here is the basic number. It s usually good to start with simple nouns. Get it? 107. Don t show it to the students. the student may pass the flag to the student behind. the correct answer is 3. It may be advisable to keep the score fairly close by giving the team that s ahead a slightly more difficult picture to draw. Can also be used with The English Resource s Pin Pon machine. Do this again. raise all four fingers and your thumb. Then you raise two fingers. Then you raise four fingers and the answer is 5. and the correct answer is 4. then announce that it is four. but draw the object on the board and get the students to try to guess what it is. you draw some crazy thing. and ask the students to guess what number they represent.making your arrangement. The first team to score 10 points wins. The first team to guess what their picture is scores a point. PICTIONARY To introduce this game. For example. After they guess this one. One member of each pair goes to a copy and remembers as much of it as possible. Similar game: Counting 2. Then. When the students are comfortable with this game. pick out a picture card that the students are familiar with. show them the card. Ask What number is this? The students will probably say five. 109. Then change your fingers to something else. Give each student a piece of chalk and show each of them a different picture to draw. divide the class into two teams and choose one student from each team to draw first. The first row to finish wins. Adjectives and verbs can be included later. 108. . the student who guesses correctly gets to draw next. if the basic number is 3. Then raise two fingers. If the answer is correct. That student then dictates it to the partner. then you raise four fingers. give them word cards instead of picture cards to work from. with four fingers of your right hand extended. For example. Students have to try to figure out your game. Then you raise five fingers.

112. or time each row. Then say. They carry out the instructions that are preceded by please but must not move if there is no please . PLEASE Give some instructions to the children (e. Please touch the door.). but s/he now knows that the next word will be the right word. Please open your books. 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. Is it a pencil? The psychic teacher says yes . The children can then take turns giving similar instructions to the rest of the class. Then. Please open the door. 114. The last child to carry out an instruction can also be eliminated. etc. the clue word is something that is black. The word must be a noun. Is it a door? Is it a person? Is it a computer? . Go around the room. Then. Indicate that they shouldn t move. QUESTION WORDS . beds. Then. That teacher leaves the room while the students give the other teacher a word for the first teacher to guess (e. Time the whole class and race against the other classes. Review the story with the children.110. Four-legged things are the clue: desks. PSYCHIC You must have two teachers for this game (which shouldn t be too hard to get). in the game Black Magic . table.). such as looking at a prearranged spot.g. Please stand up. The psychic teacher says no .g. The students must arrange the pictures in the correct order and then write a sentence that describes the action of the picture. Next student says I like Y. animals. For example. This game can be played many ways with many different things being the clue word. Students will get a kick out of trying to guess how you are doing it. 113. You can try to use visual clues also. Children can be eliminated from the game if they make a mistake. pencil). Open the door. Give an instruction without using the word please (e. I don t like Y. I don t like Z. Continue playing the game. Alternately. 111.g. PICTURE ASSOCIATION Draw various pictures that illustrate a Let s Read story. divide the students into teams. the teacher can say sentences from the story and the first team to hold up the correct picture wins a point for their team. the non-psychic teacher asks the psychic teacher questions like. POSITIVE-NEGATIVE RACE First student says I like X. Each team is given a copy of the pictures. and indicate that they should carry out the instruction. The first teacher is the psychic. The other teacher comes in and makes a big show about reading everyone s mind.

Students can also add their own questions to the ones that you give them. MADONNA plays pachinko on Tuesdays. The students write a number above the question words to indicate which reading answered which questions. Other categories: sports. In the case of the Madonna sentence. and Unscramble the Sentences. RACE AGAINST TIME Make a worksheet that has three types of problems. QUICKIE WORD GAME Groups of students write down as many Christmas words as they can think of. Divide the sheet into four parts. stage a contest between the two teams. she might say. For example. or vocabulary. make a sheet with 10 or so sentences that answer some of those questions. Madonna plays pachinko on Tuesdays . the asking team gets a point. you can add in an element of the unknown by adding in questions like Let Mr. QUIZ Give the students a pop quiz on contemporary culture. where. Give half of the questions to one team and half to the other. Then. school words. QUIZ BOWL Make up 60 or so questions based on material already covered. Then. 118. 116. what when. For example. One team asks someone on the other team a question. what. and when. Divide the class into two teams. Also. ~ ask the other team a question. . Then. list the basic question words. fill-in-the-blank. This game can also be used to develop good listening skills. the school. food words. cross out words which the other groups have thought of. Madonna plays PACHINKO on Tuesdays. you get a chance to ask the question. translation. the student gets a point for the team. a correct answer to the two intonations of the Madonna sentence would be a (1) above who and a (2) above what . Group with the most words left wins. etc. if your three types of problems are Translation. 117. the sentence could be. etc. your country. Answer the Question./Ms. 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. make sure the students know the meanings of basic question words: who.First. the teacher might first say. The teacher reads the sentence. adjectives. The questions can be comprehension questions. The children circle which question words the sentence answers. putting different stresses on the words each time. If it is right. For example. the children would circle who. Below the sentences. For example. Then. Get the students to work in smaller teams within the teams to find out the answers to the questions. and how. If it is wrong. If the students are advanced enough. Then. .

Remember that the students cannot carry their sheets to the corners of the room to copy the sentences down. one by one. read a passage and draw a comic strip to show the progression of the story. or whatever. Each team lines up in front of one of the teachers. who then runs over to the B sheet and tries to match and memorize the answer. either questions on one and answers on another. The student must read the word aloud. Stick the first half of the paper (the questions) somewhere in the classroom. or answers the question. question/answer drill and dialogue memorisation. If a student cannot read a word. Even dialogue/statements followed by a natural continuation are OK. then the student can return and try again. Once finished. Each teacher holds ten cards. Check the answers. questions. misreads. the teacher calls next and the next student in line attempts to read the same word. Or. READ AND RUN Practise sentence structure. If it is forgotten. RELAY GAME . 121. That student returns and concludes the sentence. 120. or the start of one sentence on one and the end on the other. READING WORDS GAME Two teams play against each other. two groups can combine pictures to make another story. they can move on to the next section. 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. The cards are shown. the student shows his/her partner. are complete or the time runs out. to each student in the team.then divide your worksheet into four parts and make the fourth section a mixture of all three types. and the other half (the answers) on the opposite side. The first team to correctly read all ten words wins. Students who complete all four sections get a prize. The teams not in play should sit and watch the game being played. Or. 122. Continue until all sentences. preferably a corner. or mispronounces a word. READ AND DRAW Read the passage and draw a picture. the bring their sheet to a teacher to be checked. This can be the whole activity. After they finish one section. all jumbled up. The students must complete each section. One student runs over to the first half paper and memorizes a sentence from the sheet and returns to his/her desk. One of the teachers says go to start the game. If their answers are all okay. 119. Write on two separate sheets of paper. Get students into pairs. This game is good for review.

If a student responds correctly. so the students don t try to horde the good ones and get rid of the bad ones. student could ask teacher question. To make this game competitive. The person at the end of the row hands it across to the next row etc. Continue like this until all of the rows have had a chance to go. Goes on ad infinitum. use the same word. Students have to read the card then pass it to the next person in the row. use a new word. 124. Within a set time limit. If the first row makes a mistake. that person s column has to stand. (Or you can write the point value on the back of each card. the teacher can state that the rows that remain seated after the first round are the winners. ROLL THE BLOCKS Stick selected common nouns on the six sides of one block. At the end. Teacher asks them a question. ROW RACE 1 Students in front row stand up. The last student gives the Japanese meaning as well. stick verbs or pronouns. with the second row. the student with the most number of rings wins. 125. When you call out the words. Spell Also. There can only be one circle (ring) around a word. students could come to blackboard. Include difficult pairs. Each student in her row must repeat the word. they take turns to roll the blocks and make a sentence using the words shown on the blocks.) Use whatever grammar point you want on the card. . Return to the rows that are standing and give them a new word. or articles. RINGO Write a selection of about 15 random words or numbers on the board. When the teacher yells stop. in the same way. 123. Do this until all of the rows are seated. 126. If any student makes a pronunciation error. etc. the students must circle the one they ve heard. any team who has a card loses 10 points. Each group has a set of these two blocks. Good questions: Show me . the row must stand up. If the first row doesn t make a mistake. Name .Students are in six rows. or if the last student can t give the Japanese meaning. On another block. Several reading cards are made up. Have two students come to the board and stand facing it with chalk of a different colour. ROW RACE 2 Show the first person in the first row a flash card. When there is only one person left in the row. like 13 and 30. The winning team is the group to make the most correct sentences within the time limit. That student must say the word. Or. you can have a secret list on paper in front of you. they get to sit down.

127. If tagged. The students are then divided into two teams. the students don t have to rely on speed (which they don t have). It s important to have a closed-in space to play this in so that. SCISSORS. 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. 128. The first row to finish all cards wins. They run around a designated area where the student on one end of the row tries to tag another student. but can trap their prey. then that person must move to Team 1. 129. name in romaji). then that someone must move to Team 2. ROW TAG Two students form a row by holding hands. For example: Is this your ? plus the name of the thing on the card. ROW RACE 3 All students remain seated. ROW RELAY Each row is given a sheet of paper. The first student picks up a card and asks a question about the card. The students must try to keep their number a secret. If the student from Team 1 calls out a number that belongs to someone on her on team. The game continues until all students have been tagged. If the number belongs to someone on Team 2. The . Place five picture cards (use any nouns covered so far) on the desk of the first student in each row. it is or No. as the row gets longer. it isn t and proceeds to ask the third person. 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. PAPER. The second student replies Yes.g. The students say their numbers in front of the class and the other students try to remember everyone s numer. 130. ROCK (JANKENPON) Teach the students how to play this game in English. Teacher calls out a category and each student in the row must write one word that corresponds to the category (e. Finish with a prize. This is repeated until all cards have been used up. This continues until the last person in the row has been asked. SECRET NUMBERS GAME Students are assigned numbers randomly. that student joins onto the end of the row and in turn tags another. animals. A student from Team 1 calls out a number. 131. day of the week.

132. describing themselves.e. 134.teams try to have the most players by the end of the game. SENTENCE SCRAMBLE Scramble up the words in a sentence. SHIRITORI A student is given a word. This can .g. Students try to put the sentence back in the right order. The first person writes one word. It will take at least one period to write the letters. then shout out the first word of a sentence. Give the first person in each row a sheet of paper with the row s number on it. Students write the letter. There is a time limit and the paper keeps going up and down the row until time is up. 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). Can be played as a whole class. All students stand and the shiritori goes around the class. Students have to make sentences. Students who do it in the time limit stay standing. the next person writes the next word. but not signing their names. students ask each other questions in order to find out who their secret pen friend is. Teachers check the answers and award prizes for the most number of words (with no spelling mistakes). Award points according to the fastest. The student must think of a word that begins with the same letter that the first word ended with i. Give each student in the row some cards that are a part of a sentence. Can also be done on paper. In the second period. hand > door > red > desk There is a time limit (e. so each set of cards has 2 or 3 sentences. The first student writes a word then passes to the next person in the row. students who miss it must sit down. 5 seconds). You may want to use sentences that are structured similarly. Each row gets a piece of paper. SENTENCE GAME Each row is a team. 133. in teams. Goes to end of row then hand in to teacher. 136. 135. Good with English Resource s Bomb . SENTENCE FORMATION Write three words on the board (Masato/tall/family). SECRET PEN FRIEND Students are given the name of a classmate to whom they must write a letter. or in pairs.

place a card of a different colour. . 139. If the teacher doesn t say Sensei says first. This gives you the chance to match students more evenly and give the shy or slow students more of a chance to participate. and the fourth a one-syllable word again. 141. Use parts of the body (touch your nose). SIMON SAYS (SENSEI SAYS) Students must follow the teacher s instructions. etc. call out the commands. Some stores (such as grocery stores and convenience stores) will sell some of the same things. fishmonger) and a list of things to sell.g. Any student who does the action is out of the game. the students must do whatever the sensei says. 137. actions (turn around). You can also play two individuals against each other. 138. then the second person says a two-syllable word. students have to sit down (or something) to show that they are not doing what the command was. Can also be played in teams. Then. If the teacher says Sensei says before an instruction. For example. Good idea to say that they must use at least three sentences. The first person must say a one-syllable word.also be done with syllables. SHOUT Introduce or review a set of flashcards by having students repeat them after you. The first person to identify the card wins the card for their team. Each group tries to buy their things at the lowest price. SHOW AND TELL Students are asked to bring a photo or an object to class and describe it in front of the class. If there is no Simon says at the beginning. 140. Then divide the students into teams and ask the students to identify a card. so they may start discounting. SHOPPING GAME Divide the class into shopkeepers and shoppers. Give shoppers a list of things to buy (different lists for each group). SNAKE READING . On each desk in a row. Make sure they all use English at least for the prices. the third a three-syllable word. or Simon says touch the red card. Touch the RED card.) Give shopkeepers a kind of shop (e. (You decide the balance. 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). The first team with all of its members following the command wins a point. They make up their own prices. objects (give me a pen). then the students must not do the action.

144. I want to go home and watch television and listen to music. make a sentence or answer a question about the card. 5. The song goes like this: 2. The janken winner places her marker on the card. they have to answer a question from the teacher or identify a card before they can move again. ). up and down the rows. as the previous person to read again.g. 5. .g. When a child lands on a card she already controls. she does not have to perform a language task. 3. When they land on the sun or black hole. 6. I want to go home and watch television. 4. 6. 6. One sentence per student. After the challenger answers the question. When they land on one of the cards. 7 (walk seven steps in the other direction) 2. they can play in pairs or teams. 7 (students walk seven steps in one direction) 2. The winner is the child who controls the most cards after a fixed amount of time or number of turns. they place one of their counters on the card. 6. 5. each child adding one more item to the list. 3. This encourages listening and concentration as no one wants to be caught out. the kids will probably be lost. 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. If you make up your own tune. SONG: 1. 3. help her repeat what you say and encourage her to add some additional thing she wants to do (e. ) The activity continues in the same way. 142. SPACE RACE Arrange flash cards on a table or on the floor in the shape of a race track. the child whose turn it is challenges her for the card. Make sure the students try to read in a loud voice. 4. Most of the kids should know the tune anyway. 4. If there are too many children. It is best if these questions or cards target language from previous lessons. 4. 3. Give each of the children a set of counters and one rocket (or something to represent a rocket) all of the same colour. they have to read. the two janken to see whose counter will stay. 5. The children take turns to throw two dice and move their rockets around the race track. or I m going to eat a hamburger and an apple.This makes a change from random chorus or individual reading. The all place their rockets on the same flash card to start. Start at one side of the class and wind your way to the other. 3 (slap knees) 2. 7 Students stand in a circle holding hands. 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! . If another child s counter is on the card. Insert cards to represent the sun and a black hole. 3 (clap hands) 2. The child then throws the ball to another child who repeats what she said and adds another idea (e. Throw the ball to one of the children. 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. 143. If the next person doesn t hear. 2.

silver and gold prizes. so each student gets about 3 or 4 cards. Once the students understand the game. have students work in teams to present a full story. Students spell out the word by standing up within their row. If they get it right. Last student standing wins. Give each row a whole alphabet on cards. SPELLING BEE Students line up at the back and the front of the classroom. One student has the question/answer sheet and acts as a quiz-master. Teacher calls out a word (no double letters) and the students race to spell it. When everyone understands. they go to the back of the line. Can also be played with the whole class standing. with the teams competing to find the right answers. Shout out a word which does not have the same letter in it. Can also be used with words and sentences.145. Repeat for the best three teams. SPELLING GAME 2 Each row is a team. Use two or three students as judges. they must sit down. Award points according to the fastest. 146. 147. This game can also be played in teams. 150. SPELLING SPRINT . The teacher asks a question 2 times. and you or JTE as final judge. ask for the spelling and the meaning in Japanese. If they get it wrong. Each student is given a question. 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. 148. have them do it in groups of 3 or 4. SPEED READING Students open their books to the reading and lay the books face down on their desks. 149. To make it more difficult. SPEECH CONTEST Stage a pretend speech contest. or when there are no more students in one of the lines). For longer passages. Students stay standing if they get the words right or sit down if they make a mistake. the teacher says Go! and the students look at the text and try to find the answers. Have bronze. SPELLING GAME 1 Each row is given all of the letters of the alphabet on cards.

The students must arrange themselves in the right order by saying their sentences to each other. The children take turns to guess who the person is (perhaps getting 10 points for being correct with the first guess.Students come to the board. SUPERSTARS Describe some person who all the children know (perhaps a singer. 152. Play the game again calling out different adjectives each time the children dance around. teacher calls out a word. they have to stand completely still or else they are eliminated from the game. If you give each team a different passage. Then ask the child on your left to try to guess who she is. Each student gets one sentence and memorizes it. . 151. All the children stand up and dance or move around to some lively music.) It may sometimes be a good idea to give other information like her age and where she lives. let the students place the orders etc. Call out an adjective (e.g. STRIP STORY Cut a passage into single sentence strips. 154. or another student or teacher) using the pattern She s from I think she likes and . When the music stops. nine points with the second guess. When the music stops. If it is a restaurant. 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. Make teams consisting of as many people as there are sentence strips. We are ). STORE Open a pretend store in the classroom. We are strong! after each of them. strong) and find a gesture (or facial expression) which you all feel indicates that adjective. This game can also be played in teams. Then. 153. STATUES Play the traditional game of statues. the class tries to guess what word the sculptor was thinking of. sports personality. This can also be done with one student making a sculpture out of another student while the music is playing. you can finish by getting the class to recite the whole passage. All make the gestures together and call out. Stop the game to show the children how to mime various adjectives. etc. first person to answer correctly scores a point for their team. The sculpture must indicate some sort of feeling or emotion or adjective. Students work in pairs and try to put the sentences in the correct order. Scramble the strips. they have to stand completely still making the appropriate gesture (and possibly shouting out.

have them sit down. we. SURVIVAL This is a game to practise grammar structures. etc. 157. she ). SURVEY 1 Make a survey using what and who and when. you can say He. The student must answer by giving the correct version of the verb you are practising (I am. Students go around the room asking the other students if they like the person in the picture.). present (ans: he is). past (ans: They were). You may have to use the Japanese words for present and past to start off with. The student who answers must sign in the yes or no column. Have all of the students practice the structure first. 159. Compile the results and make a graph for the class. Takeo and Hisae. Get the students to direct other students around the room. so if the student gives the wrong answer or hesitates for more than a few seconds. It is especially good to practise irregular verbs and tenses. Junko is. have them practise I am. have all of the students stand up. if you want to review the present tense form or the word be . etc. we are. The students who remain standing at the end of the game are the survivors . Go down the row . For example. Students can ask where certain locations are or they can be directed to a mystery location. He is .155. giving each student a subject word or words (I. TAJIMA TOWN Turn the classroom into a town with the desks representing different locations in the town. Junko. and comparatives (bigger) and superlatives (biggest). You are. TANGLE . or They. . or cannot remember the correct one. he or she must sit down. 156. A tally is taken at the end of the class. Each student has one picture and a sheet with a space for the picture and a yes/no column. For example. SURVEY 2 Bring in picture of famous people from Japan and around the world. If the student gives the wrong answer. You can always play another round to give those students who sat down an extra chance. Make up signs to go on the desks. If you play one round of the present tense of to be then another round of the past tense of to be . Then. 158. you can play a third round where the students don t know what they will get ahead of time. This game is best played very quickly.

The correct cards for one team are turned over and placed horizontally. 164. two. 162. The first child on one team points to any card and tries to say what it is. four. get one of the students to call out directions. the other hand is brought in. As you do so. Points are given for any line of three cards. Let s have a thumb war. they try to pin their opponent s thumb under their own thumb. The winner is either the first team to get a complete line of cards. TOUCH AND POINT Call out an instruction. THUMB WARS Students grip each other s hands so that their thumbs are on top. Each person then extends an arm into the middle of the circle and grips whichever hand they come into contact with. the whole team repeats what was said and the card is turned over. three. TRANSLATION 1 Teacher says words in Japanese and students must translate them into English. or answer a question about it (perhaps asked by the other team). Then. 1 translation = one point. Make it a race for points. 160. for example Touch this book . eyes are opened and the group must disentangle itself without anyone letting go of their partners. When everyone has a partner. the last child is out. 163. TIC TAC TOE Divide the class into two teams and place some flashcards on the board in a square grid. Gradually withdraw from the activity until you are only vaguely looking in the direction of the object you say. The first child on the other team does the same. Eventually. If all the children perform the action correctly. When all hands are linked. TRANSLATION 2 . and the correct cards for the other team are placed vertically. place vocabulary flashcards around the room. If s/he is correct.Everyone in a group stands in a circle with their eyes closed. If there are not many objects which the children can see. or the team with the most points. touch or point to the object with the whole class until they get the idea. They chant One. 161. Anyone who touches or points to the wrong thing is out. make a sentence about it.

4×4) on top of it. 166. and so on. TREASURE HUNT Draw a treasure island map on a piece of paper then draw a grid (e. The card gets handed to the next person in the row to continue translating. For example. takusan-no [a large number of. Give them points for every word that they translate. The fastest hand raised gets first crack at the answer. Taking turns.Give students a page of something printed in Japanese. I say Japanese and the students must answer in English. If a child reads correctly. diamonds.g. If none of the 6 students can answer. Get them to translate any words that they can into English. If no one knows.g. a lot of] or hayai [early. many. Reading and writing version: Hand out copies of the maps to each of the students. diamonds = +5. monsters = -5. I usually give 1 point for each correct answer. Points are awarded either to individuals or teams. The teacher has a copy of the map that the children must not see. She hands the card and the paper back to the person behind her. TRANSLATION 3 Keep a list of the new words and phrases that the students have learned so far in Japanese and English. sharks. I ll up it to 2 or 3 points. students compete to finish the most translation cards. TV guide pages work well. gold = +10 points. it s a free-for-all with anyone in the class having a chance. The first person in the row goes to the teacher s desk and picks up a card. the fifth student gets a second chance. It is also possible to give 1 point for all the other squares. I pit the first student of each row against one another and so on down the rows. sharks = -3. 165. Write or draw gold. but the others can be anywhere. The sharks can only be in the sea squares. the students say a number and read what is written in a square. 168. He translates the next word. and monsters in some of the squares. TRANSLATION 4 Prepare cards that have 5 English words on them or 5 Japanese words. fast]). then dictate words or sentences that they must write in each of the squares. Reading version: Hand out copies of the map with the words or sentences already on the map. If one row has five students and the rest six. She translates the first word on the card and writes it down on her team s paper. In rows. Five or so minutes at the end of class is all you need for this. The team that translates the most cards within the time limit wins. she gets any positive or negative points that are in the square. TRUE OR FALSE . You can really confuse them sometimes by repeating the same word which may have two meanings (e. Using each row as a team. 167. The student who finishes the last word brings the card up to the teacher and takes another one.

Each row is given three number cards (1. WHAT AM I? Students stand in a circle. TUMMY RUB. VOTE Rows of students work as a team. They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are. WEATHER REPORTER Make up map and weather possibilities. 170. They must not tell each other what picture is on their backs. The teacher asks a question with three answers. Students guess which one is right as a group and place their group vote.2. Get the students to try. Divide the class into groups and give each group a true card and a false card students vote for the answer. After they have figured it out. Points for the right answer (or you can use fake money). they keep circulating to help others find out what they are.Make a quiz with true or false answers (or correct/incorrect) and test their grammar. 174. then do a weather report. They can only ask a student one question. 172. 169.3). Clip a picture to the back of each student they should not see their own picture. after the activity. you can discuss the appropriateness of the person s object to their own personality. The teacher can only say yes or no in response to the questions. 171. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand. You can make it more challenging by giving each student a class list and getting them to check off each student that they ask. 173. WHAT ARE YOU DOING? . If you have advanced learners. 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.

One person starts by saying an action: I m walking on stilts. Instead. expressive voice. 177. WHICH PICTURE? Give students a reading passage with 2 to 5 pictures on the bottom. Label one picture as correct and one as incorrect. leave out the adjectives.g. whistle when there should be an adjective. in the other it is under the table). or an airplane. The student at the front has to guess who said it.g. They discuss and write down the differences. A student in the class stands up and says. 179. or different positioning of objects (e. Play as quickly as possible. When you read. for example. 175. The students must talk about the pictures without showing each other their copies. I m jumping rope. give points for using adjectives that no one else used. WHAT S WRONG WITH THIS PICTURE? Have two different copies of a picture. can be missing or extra objects. Then tell them that it s not. Good morning (name). WHISTLE DICTATION Select a passage that has a lot of whatever grammar point you want to focus on (e. Good morning (name).This game is to be played in pairs. WHAT S THIS? Get an ordinary object.g. like a pen. etc. and mime what it really is. This game encourages students to speak in a loud. adjectives). Students write the paragraph. what are you doing? The partner must then act out this action and at the same time. pretend to use it as a toothbrush. Get them to read the passage then guess which picture goes with the passage. inserting any appropriate adjective. Who am I? .) After a couple . Dictate the passage. Get them to guess what it is. Then the partner acts that out. Compare notes later. This can be used for various greetings and statements. what are you doing?). in one picture a box is on a table. Make the guessing student reply to the greeting (e.g. What is this? The students will probably answer It s a pen. To play this in a game. For example. WHO AM I? A student stands at the front of the class facing the blackboard. Arrange the students in pairs and give one student the correct version and the other the incorrect version. 178. or a chair. The differences. 176. and ask the students. say another action for their partner to perform (e.

(This can also .of times. WORD RACE First student from each row comes to the board. When she reaches an end. Use words from the last few lessons and put them on cards. Each child places a counter on the nearest card. involve the teacher. Best to give them some time to think about this one. she moves the counter back in the opposite direction. Give the question to them at the beginning of class or assign it for homework. WORDS AND PICTURES Give each of the children one set of picture flashcards and one set of words which corresponds to the flashcards. Students who come up with the best/most outrageous answers win a prize.g. When her counter lands on a card. Second students come up. For each correct sentence. See how many points they can get in the time limit. This game can be played in groups of two or three. Give each row about 1 or 2 minutes. The written cards are mixed together and placed nearby. The throws a die and moves her counter the appropriate number of cards. she throws again until she has covered all the cards.g. the ~~ could be a monkey. You ll find that the person who usually can t identify the voices that well is the teacher. award a point. 181. 182. Finally. an axe. That student has to say a sentence with that word in it (e. she looks for the corresponding word card and places it on top of the picture. Give them a different letter. I write a letter. (Use a stop watch. 183. Each child plays individually. Each child has a column of cards in front of her in the same way. The row with the most (correct and correctly spelled) words wins. Students must write down all the words they can think of that begin with that letter. but the children in the group take turns to throw the die. Show the first student of a row a card (e. If she has already covered the card. Teacher calls out a letter. WORD INTO SENTENCE RACE Each row is a team. Each child places a set of picture cards in a column in front of her. Teacher calls time s up after about 10 seconds.) The next student is shown another card and so on until time runs out. suggest that the students alter their voices. WHY? Ask the students questions like: Why have you got ~~ in your bag? For example. Kocho-sensei. If a student wants to s/he can say pass . 180. write).) Give each row a word and they have to make a sentence out of it within a time limit. The winner is the first child to cover all her cards.

the next child asks a yes/no question. give the students the present tense and tell them to look for the past tense. so the child has to try to remember the position of the word cards. The children take turns asking yes/no questions like. To make it more difficult. YES/NO 1 Teachers ask students yes/no questions. Students must find the words. WORD SEARCH Make a list of words and hide them in a grid of letters. The child who guesses correctly then thinks of a different animal and the other children try to guess what it is. for example. If the answer is yes. students must NOT use yes or no. the child can guess the name of the animal by asking. 185. if the answer is no. Are you a ? But. Give a prize to the student who lasts the longest. In their answers. Do you have four legs? or Are you bigger than a dog? .be played with the word cards upside down. YOU RE THE TEACHER Give each student a sentence to either correct or say that it is OK.) 184. 186. . It is possible to give points for each correct guess. but the game can also be played without competition. Get each one to explain their sentence. 187. YES/NO 2 One child thinks of an animal and the other children try to figure out what it is.

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