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of the Japan Exchange and Teaching (JET) Programme (Fukushima)
These games and activities have been collected from various sources: past issues of the Fukushima JET newsletter, games books, various CLAIR and AJET teaching resource guides, and stuff left over from my predecessor. I apologize for not quoting sources, but I collected them in such a hurry when I first got here that I can t find the original sources in most cases. It is safe to assume that I did not come up with all of these games, so please do not give me credit for doing so. You can, however, assume that all mistakes are mine.
1. A and AN Draw a large a and a large an on separate pieces of paper. It is best if these words are written inside amusing animal shapes. Divide the class into two teams. The first child from each team puts their hands on their heads. Show the children a vocabulary flashcard. They both touch (or slam) the a or an . The one to touch the correct paper first gets a point for her team, provided that she says, It s a or It s an correctly. If she makes a mistake, the other child is offered a chance to make the correct sentence. After the class gets the idea, one of the children can hold up the cards instead of the teacher.
2. A-B PAIRWORK Student A is given half of the information and Student B is given the other half. Students have to work together and ask each other questions to fill in the missing information on each of their sheets.
3. ADJECTIVES 1 Write down three adjectives and ask pairs of students to write down as many things they can think of that all three adjectives apply to. For example, big, cold, beautiful might apply to snowman, mountain, Alaska Get students to come up with their own adjectives. See who can get the most number of words.
4. ADJECTIVES 2
Choose some advertisements with big print and not too much writing on them. Number them clearly. Black out two adjectives from each and make a list of the missing words. Before the lesson, post the ads on the walls of the classroom somewhere. Dictate the list of adjectives and tell the students that these are the words that have been blacked out on the walls. The object is to match the adjectives with their ads. Students write the number of the ad that they think that adjective appeared in.
5. ALPHABET 1 Use big cards. Go through the alphabet once in order then mix them up. Introduce the pronunciation of B and V, M and N, and L and R carefully.
6. ALPHABET 2 Use chalk as a baton. Arrange teams behind a line before the blackboard. The first student writes A in her/her team s designated space, then passes the chalk to the next student. The fastest team wins. The Japanese teacher monitors the kids to keep them behind the line. Friends can call out from behind the line to help. Give points for speed and neatness. When the students are confident with A to Z, get them to try Z to A. If some students can write the whole alphabet, pit them against each other. Instead of running to the board, you can try having wheelbarrow races or hopping races. The movement and the competition are important in an elementary school.
7. ALPHABET 3 Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to the side. The students must make an alphabet line, card to card, from A to Z. Can use to check recognition of capitals and small letters.
8. ALPHABET 4 Make two sets of alphabet cards, each letter about half the size of B4. Divide the class into two. Distribute the two sets of cards amongst the students. Some of the students may get two cards. The teacher selects a word for spelling. Each team has to spell the word by its members rushing to the front and holding up their cards in correct sequence. The fastest team wins.
9. ALT S APARTMENT
Draw an empty apartment on the board. Have students try to guess the contents. Draw them in as they name them. For example, the students could ask, Is there a chair? .
10. ANAGRAMS (WORD SCRAMBLES) 1 Mix up vocabulary words and get the students to unscramble them. Can be played in teams, in pairs, or with the whole class. The team who can unscramble the word (i.e. say it in English) and give its meaning in Japanese gets a point. The team with the most points wins. You can also get the students to spell the words correctly for points.
11. ANIMAL GAME Give each student the name of an animal. After practising the different animal sounds, the students make the sound in order to find the other students who are the same animal. Japanese animal cries (nakigoe) are different from their English counterparts. Explain the sounds using pictures. The kids find the differences amusing. They tend to know dog and mouse (after you mention Mickey). I also used kangaroo with a tch, tch sound. Have a card for each student, but make sure they don t show it to anyone else. After finding their partners, they can show their cards to each other, then the JTE and ALT. Presentation is important as without the preparation of cards and the explanation (i.e. you can t show your card to anyone else ), this game can be a flop. It took some fine tuning before it succeeded.
12. ANYTHING GOES Students try to come up with as many different answers to one question as they can. The teacher asks something like, How many fingers do you have? . The first student will probably say, I have ten fingers. . The next student can say, I have more than nine fingers. The next, I don t have sixteen fingers. . The next, I am an alien, so I have sixty fingers. , etc. Try to get them to use any grammar point that they have ever covered.
13. BACK TO BACK Teams of two stand back to back and hook their arms around each other s arms. Race to a marker and then back to the starting line giving both the chance to run forward and backwards once.
14. BACK WRITING 1
After reading a text, each student selects about 5 new, difficult or unusual words. In pairs, they write the words one at a time (with their fingers) on their partners backs. The partner guesses the word. Variation: the partner must use the word in a sentence. Books closed makes it a memory game. Books open makes it a scanning activity.
15. BACK WRITING 2 Each row is a team. The last person in each row comes up to the teacher s desk and looks at a flash card. When all students have returned to their seats, the teacher says Start! and the game begins. The students at the end of the row write the word (with their fingers) on the back of the person in front of them. When that person seems to understand the word, they write it on the back of the person in front of them. The person in the front of the row writes the word on the board, then goes to the teacher s desk to look at a different card. Once he has remembered the card, he goes to the back and writes it on the back of the person who used to be at the end of the row. (All the students should move forward one seat while the person at the front of the row is looking at the new card.) The winning team is the one that can write the most (correctly spelled) words on the board.
16. BASEBALL 1 The class is divided into two teams. Four chairs are placed in the shape of a baseball diamond. The AET/JTE proceeds to ask each team member a question which must be answered in a complete sentence. If the correct answer is given, the player moves to first base. If the answer is wrong, the player is out . When the team has three outs the other team comes up to bat.
17. BASEBALL 2 Draw a baseball diamond and a score board on the board. Students, in turn, are at bat and choose how difficult a question to attempt: a single, double, triple, or homerun. If a student answers correctly, s/he moves ahead the appropriate number of bases. The students who are already on base advance the appropriate number of bases. Players who advance to homeplate score a point for their team. If a player answers incorrectly, s/he is out. Once a team makes three outs, the other team is up. This works well with spelling practice because it is fairly easy to compile lists of easy to difficult words.
Note from Steve Mendoza I teach at a Japanese high school, and I have some additional ideas for the game Baseball 2?. It may be a good idea to use playing cards, i.e. ace = single, 2 = double etc. Also the joker card can be an automatic walk, and king can be an automatic strikeout. The cards are put face down and the students pick one
For example. vertically. He is ). (3) She can choose not to go to first base. but to try for a two-base hit. Ships can be placed anywhere on the grid (horizontally. 4X4. He is Japanese . etc. Students must not show their game sheets to other students. Students try to sink each other s battleships in this way. To make the game sheet. Students record their own guesses on the grid made for that purpose. One grid is for the students to place his battleships on. if given the choice. 20. If she gets three more correct. There are various ways of proceeding from here. she can choose to move to second base or try for a three-base hit. which allows the children to fill in almost every letter of the alphabet. Students then say these sentences to indicate which square on the grid that they are going to guess. use a 5 x 5 grid. The game sheet includes two grids. the turn passes to the other team. The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. one battleship (taking up 4 connecting squares). most students would just pick single each time. The other grid is for the student to record his guesses on. This adds a more random element to the game. The team takes turns at bat. two cruisers (3 squares) and one submarine (1 square). Students are given the bingo grid and a bunch of words that they are supposed to fill the . their team gets a home run. If the partner has not placed a ship there. What is it? What colour is it?). BINGO The game board can be any size as long as it is square (3X3. If she makes another correct answer. If she makes a mistake.). Divide the children into two teams and give each team some counters. If four different children make correct answers consecutively. In Japan. If she answers the questions successfully. BASEBALL 3 Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it. Then the other student makes his own guess.g. might indicate the square that is in the first row. If the partner has placed a ship in that square. but not diagonally). Each team is allowed three outs before the turn passes to the other team. she moves her counter to first base. 19.randomly. For example. third column. put beginning parts of sentences in the squares of the first column (for example I am . The student who sinks their partner s entire fleet wins. he places various ships . Each student gets a game sheet. BATTLESHIP Students get into pairs facing one another. etc. 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 ). You are . Either the rest of the team or the pitching team ask her one or more questions about the card (e. On the student s own grid. (2) The next child on her team draws a card. (1) The same child can draw more cards. 18. he says miss . he says hit and marks that square with a big X . If you are teaching elementary school children the alphabet. she gets a home run.
all the other children can move too. BOARD GAMES Make up a board game for any grammar point. the blindfolded child can move and try to catch any of the children.Bingo grid with have more words than spaces once they have finished.e. Call out words and the students write them on the bingo grid wherever they like. the other children can move around the room. While she is counting. Do you like to swim? . 22. you know that the students haven t been playing correctly. For example. Students who answer yes sign their names on the sheets. Then call out the vocabulary words one by one until someone gets bingo. trivia). that child is the next to be blindfolded. students sit down and the teacher calls out the students names. If her guess is correct. If they answer no . such as Snakes (chutes) and Ladders.g. Ask the students who signed their names if they really answered yes to the question. or whatever target sentence you are currently studying. rolling again. 23. You can use true/false questions. T or X ) 21. Emi. Are you a good baseball player? . The children answer. A straight row of students who answered yes makes Bingo. or scrambled words or sentences. sometimes make it two rows or a special design (e. she must guess who she has caught. I m near/in/on/under . On the count of ten. Students cannot ask the same person more than one question. Keep playing until someone gets Bingo. . I do . get all of the students to sit down and check the answers of the winning students. Model the game after a well-known game. Kenji asks Kanako Do you like to swim? Kanako says Yes. This can also be played with students racing around to make Bingo with the students names themselves. For example. the children have to stop moving immediately. Have squares for missing a turn. questions and answers (i. where are you? . BLINDFOLD One of the children is blindfolded and counts to ten. etc. it may be necessary to restrict the area). The blindfolded child then asks the children where they are by saying. students who answer no don t sign anything. The blindfolded child can also move. So Kenji circles Yes underneath the question and Kanako signs her name at the bottom of the square. or make your own. As soon as she moves. Students interview each other by asking the questions on the grid. Vary the ways to win. getting an extra turn. If she catches a child. BINGO WITH NAMES Prepare a bingo grid with a question and YES/NO written in each square. Then. (If the room is large or the game is played outside. Can also be played with vocabulary words. After a few students call out Bingo. Sometimes make it one row. start calling out words or sentences that contain the words. Give the students about 10 minutes to fill their grids with names. After any answer.
She can say Aliens. bop. bop. bippity. If not tagged. 3?. she can say Viking ships. If the person in the middle says bop. let the middle person say some different things. That student has to run from one end of the gym to the other without being tagged. BOP Students sit in a circle. Play this game as quickly as possible. 25. bop. the person in the circle must say bop before the middle person has finished saying bop. This continues until someone slips and says bop when they are not supposed to. hula dancers. BOPPITY. bop. 1. Message must travel through the class. bippity. CARD GAMES . BULLRUSH (BRITISH BULLDOG) The students stand at one end of the gym. 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. or doesn t say anything when they are supposed to say bop . The person in the circle must jump into the middle and do a hula dance and the people on either side of the victim must wave their hands from side to side. bop . bop. A student in the middle calls out the name of one of the students at the end. then the person in the circle must say nothing. 3?. BOGGLE 4X4 grid with letters. 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. bippity. 26. The person in the circle who this is said to must react by contorting his face to look like an alien. 2. bop . bop . The person in the middle must approach one of the people in the centre and say either bop or bop. 2. Or. 28. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another). 2. Or. If the person in the middle just says bop . The people on either side of the alien must hold their hands up to their faces and scream. One student goes in the middle. hula-like. BOP. Last person says what s/he hears. 27. 3. There are one or two students in the middle of the gym. If tagged.24. If everyone has caught on to this. she can say Hula. The person who makes the mistake must go into the middle. he joins the students in the middle. 1. BROKEN TELEPHONE Someone whispers something to a student. 1. bop.
or say that throwing a 6? on the die will make you crash. You can also use brief pauses and get them to try to guess where they occurred.g. etc. 31. Each child chooses a car (or counter) and places his/her car on the starting line. For example. s/he has another turn. the team gets a point. instead of run . If she makes a mistake. The AET reads the text at a certain pace. CHUNK READING Good for all levels. Also. When s/he stops on a card. Students pick out a verb card then they act out the verb. and moves her car around the track that number of flashcards. s/he returns the car to its original position. The student must move his/her marker to the side of the track and wait out one turn. these games can be taught to an English club. CAR RACE Place some flashcards end to end to resemble a race track. says what the number is. If they guess properly.Adapt any card games you know to a grammar point. etc. Decide the number of laps. He is running. Can also be done with nouns and adjectives. Crazy Eights. If a child s piece lands on a brightly coloured card. Speed. This game works well for verbs. The team has one minute to figure out what their team-mate is trying to act out. E. Can be played in two teams. 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. CIRCLE MIME The children sit in a circle. Are you ? The rules of the game are as . Old Maid. make a sentence about it. give them 90 seconds to do as many cards as they can). she must say what it is. 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. 29. If at the end of one minute the team still hasn t guessed. CHARADES It s usually best to introduce this game after playing Pictionary a few times. the other gets to try to steal the point. 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. 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. Go Fish. At various stages. 32.g. Either make a crash flashcard. or answer a question about it. 30. One child stands in the centre and mimes an occupation/animal. The first child draws a number or throws a dies. ask for a full sentence response. The other children try to guess what she is miming by asking. The other students try to figure out what the verb is. For advanced students. but first years in particular really get into it.
Then. 36. For example. 33. (4) It is probably a good idea for a child who wants to guess to put her hand up first. CLOZE Make two copies of a passage. they must clap on the colour orange instead of saying the letter. get them to do something else for another colour. This is repeated until the team has reached the end of the gym. When this happens. I m . each with (different) words missing. then say the alphabet. . COMMANDOES Make up even teams. Review these colours. COLLECTION Collect one thing from every student and put it into a bag. tell them from now on. Each letter is a different colour. COLOURS Draw up an alphabet chart. The first student falls down and then says go and then the next student straddles the first student and falls down and says go. The students read the passage aloud together to fill in the missing parts. 34. Nobody gets any points. both she and the child who is miming get a point and they change places. (3) The child in the centre cannot mime something that has already been mimed. Get students to close their eyes and take things out of the bag one by one. Students go one by one and ask each other Is this your ? They have three chances. What is the mother s name? . Or. she loses one point. 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. but this can be a good chance to cheat a little and let some of the quieter children ask the questions). the students can ask each other questions about the missing parts after reading the passage silently. but stick with about 5 colours. the child in the centre has to stop miming immediately.follows. Then they must go in front of the class and ask Whose is this? 35. (2) If three children s guesses are incorrect. Alternately. the children can janken to see who gets to ask first. If more than one child put their hands up. If they get good at doing that. a student might ask. Blanks identify the missing words. the whole class asks What are you? and the child who is miming answers. If she is correct. If her guess is incorrect. (1) Any child can ask the question. the teacher (or a child) decides who should ask the question (usually the fastest.
For advanced students. Any student who does the wrong thing on the special number is out. The students must add the dice number with the number the teacher says. they become a crow and join the crow team (and vice versa). Go through the numbers with the students. stop and do something special on the seventh card and on any multiple of seven.g. Select a category. One line is called crows and the other cranes . then the teacher calls out a number between 1 and 6. The cards are arranged in pairs so that English words match Japanese words. The quickest gets a point and the next two students come forward. 38. Also. get the students to leave the cards overturned. The crows try to catch the cranes before they reach the wall. they can go again. CONCENTRATION 2 Magnetic cards are put on the board with blank backs. they have made a match.g. E. etc. Then start reading the flashcards. If a crane is caught. they don t get to keep the cards. E. COUNTING CARDS Use about 20 flashcards. get them to tell you which cards to turn over. CROWS AND CRANES The students make two straight lines. I explain eleven (7-11) and twelve (difficult) for 5th and 6th graders. They roll the dice. The special thing can be shouting. CONCENTRATION 1 Chant Concentration. Students must turn over the cards until they find a match. if a student turns over a card that has a matching card already showing. . What is it? What colour is it? Do you like it? If the student answers incorrectly. but later go through the class one by one.37. I play boys vs. For beginners. If the number is 7? for example. Have a student say a number between one and twenty. No hints from team-mates allowed instant penalty. The teacher calls out crows . Then. Students must say a member of that category within a time limit (usually within four handclaps). 39. The first girl and boy come forward. concentration now begins! . 40. Go up three and left two. If they find a match. DICE GAME Make dice (saikoro) about 10cm x 10cm or larger. girls in a line. or not saying the card. The Japanese teacher keeps score. Team or student with the most cards wins. Do this in a group at first. 41. you can ask students about the cards.
46. GOOSE Make a circle and sit down. and IT walks around the circle once and tags that person on the shoulder. ERASE A DIALOGUE Model the dialogue or key sentence. such as: not enough money. If IT drops the hanky and the person doesn t realize it. She can repeat this as many times as she wants. he gets up and runs around the circle twice. The word must be used to give advice on the problem. but at some point. DUCK. For example. 44. relating to a difficult person. Have the students repeat replacing the erased bit. One person is IT. DROP THE HANKY Make a circle and sit down. 45.42. DUCK. Keep erasing until the students can recite the entire sentence from memory. The other is IT. As soon as that person realizes that the hanky has been dropped behind him. Read it line-by-line and have the students repeat it. She walks around the outside of the circle and taps people on the head and says duck . She walks around the outside of the circle and drops the handkerchief behind someone. if the problem is not enough money and the random word is macaroni . Practise then erase a part of it. DICTIONARY ADVICE Using one or more English dictionaries. If IT manages (after two runs around) to get to the vacated place in the circle. then a sample solution might be: You are so poor that you must eat macaroni everyday. present some common problems. trying to tag IT. My monster has three heads. One person is IT and has the hanky (handkerchief). 43. The goose and IT run opposite ways around the circle and the first person to get back to the vacated spot is safe. 47. The teacher says things like. she will tap someone one the head and say goose . that person becomes IT. etc. IT is safe and the other person is IT. Write it on the board. After the class picks a problem. ERASE A SENTENCE . you open the dictionary at random and pick a word from that page and read it aloud. the future. Good for Let s Read . DRAW THE MONSTER The teacher instructs the students to draw a monster according to his oral directions. It has one long green arm and a short blue arm. It has a pointy nose etc. Compare notes at the end.
You could use flashcards. EXPLANARY Show the students several flashcards that they are familiar with. You could make it an assignment and have them include photos. her row may sit down. jet. 51. Then. sun.e. FILL IN THE GRID Draw a grid with the names of countries down one side and verbs across the top e. India. Have a student from the first row try to say the sentence including the first word. shuffle the cards and start describing the top card without showing it to the students. Draw your own family tree and explain its history.g. strawberry. cherry . FIND THE MISTAKES Working in pairs. 48. Have all of the students stand up. The first student to guess correctly gets to keep the card. Students are given an empty grid with the names of the countries and verbs already on it. review possessive adjectives (shoyuukaku). Then fill in the middle with appropriate answers (i. Hockey is played in Canada. banana. orange. or introduce their partner s.Write a target sentence on the board. use. 50. if the top card is apple . one student has a copy of a passage and the other student has a copy with factual errors. eat. This game can also be played . frog. Read the sentence and ask the students to repeat it. UK and play. That might be enough to let them guess the word if the cards are apple. For example. FAMILY TREES This activity can be used to introduce members of the family (Mike is my brother). The student with the correct version reads the copy aloud. The student (or row) with the most cards at the end wins. Explain and practise new vocabulary words. you might need to be more specific if the cards are apple. 49. speak. include photos. They must fill the chart with the words that you give them. Erase one word from the sentence. Canada. You eat it. study. in Canada. we play hockey). then write sentences or read them out to teachers. Japan. These copies are identifies as correct or not. If the student says it right. Better still. If she says it incorrectly. Check the students understanding by listening to them during pair work and ask a few students to tell the whole class about their family. however. you could say It s red. her row remains standing and a student from the next row tries. tomato. Get the students to draw their own family trees and explain them to a partner (pair practice). and the possessive s . Mairi used this for passive voice i. Italy. milk . Tell them to try to remember the cards.e. The other student listens and identifies the errors on his/her sheet. Good for building up essential vocabulary.
Students must find someone who fits those qualities someone who likes natto. volleyball . Each student holding a matching set of cards scores one point for his team. then student must ask others. you may want one team to stay sitting while the other team stands and walks around.e. 54. For example. The students in the team that is walking around collects the cards from the students in the team that is sitting. high school student. ______ also likes ______. 53. 52. Play again with the opposite teams sitting and standing. 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. Give one team Vocabulary cards and the other team Japanese Meaning cards so that one card goes to each student. For example. After a few minutes. This student would have to find her friend Chikako and find other people who like and dislike the same things as her. To control the chaos. friends names. _____ also works there. Find . FIND YOUR GROUP Every student is given a card with some information on it. Students have to ask each other questions to find out who belongs in the same group as they do. the student could write down the answers. FIND SOMEONE WHO Make a list of qualities or actions. My friend is _____. FIND YOUR PARTNER Prepare a set of cards with different names. etc 55. I work at a university. The first group to get the prescribed number of members (perhaps five). I work at a _____. When all the members of the group have gathered. Japan. occupations. if a card says. they must sit down. I like pickles and yakisoba. FIND YOUR MATCH Divide the class into two teams. For example. and likes and dislikes. In the end. etc. My friend is Chikako. The team with the most points wins. an answer might be My name is ______. When the teacher says start students from one team try to find the card that corresponds to theirs in the other team. i. the teacher says stop and all of the students sit down. wins.with both readers reading their passages silently and then discussing the content and trying to find the mistakes. one card might say My name is Yumi.
they keep the pair. they must take a card from the fish pond on the teacher s desk. 4. 13. 16. 8. Although this has nothing to do with learning English. 5. etc. etc . If the student is told to go fish . 57. or one on one. try adding another forbidden number. drawing on gills. so no one is allowed to say it. buzz. one by one. 9. or No. I do. The object of the game is to get as many pairs as possible. If they can still manage that with ease. Go fish! If the student gets the card they asked for.56. students must say fizz . then ask the same student again. The pattern should sound like. buzz. FLAP THE FISH 2 Make a starting and finishing line on the floor. 11. or review of target sentence (Do you have . buzz. 10. This includes seventeen. 1. etc. Each child draws and cuts out a paper fish and places it on the starting line. FLAP THE FISH 1 Cut some fish from paper. The idea is to wave the fan next to the fish and make it move without touching it. buzz. Set a time limit. 2. What is it? What colour . Whenever seven should be said. the next three . buzz. I m looking for . Please give me ). with 2 points for a win. or the teacher) stands at the finish line. 11. 18. Then the students ask other students in the class (jankening first to see who will ask who). 58. 14. etc . Move the desks to one side of the room (if you re in a classroom) and divide the students into two teams. twenty-seven . fizz. The number seven is unlucky. 15. or make play end when the fish pond runs dry. 10. 16. 8. The student with the most pairs wins. 19. fins. girls. 3. and colours. This game is perfectly suited to Japan because in the UK we used to use newspapers. That number is buzz . fizz. the next student says two . Then get a few uchiwa (Japanese fan with a handle). FIZZ BUZZ The first student in a row starts counting with one . Explain the technique of bending your knees. if 3 is buzz . or boys vs. 4. fizz. Can be used for vocabulary review. and the winner asks. 1. If the students get very good at that. buzz. Here it is. Uchiwa are much better. 59. holds up flash cards one by one and asks questions about them (e. Each child also has a magazine (or uchiwa). FISH Give each student 3 or 4 cards and put the remaining cards on the teacher s desk. it s important to mix in an international type game and get the students moving about. I don t. buzz. 5. I want a . fizz. For example. fizz. You can play this in a relay. It s a race and the first to cross a finishing line (use a skipping rope) wins. Students janken. then 37 is buzzfizz . Yes. I have used this game with my 1st and 2nd years with great success by pitting the girls against the boys. 12. Do you have a ~~? The other student replies. One child. make is so that multiples of fizz and buzz are also unlucky.g. 6. 2. That would result in something like.
she hits the floor behind her fish with her magazine (or uchiwa). apple). and last the words up. The teacher calls out a name (e. Practise pronunciation then give each student the name of a fruit. . or team-mates take turns answering and flapping). 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. teach the students the parts of the face in English. and nose. 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). Students must give you the objects that you ask for. left. FUKUWARAI (PIN THE TAIL ON THE DONKEY) Use the traditional Japanese New Years game fukuwarai and turn it into an easy English game. FRUIT BASKET Make a big circle with chairs. Then.is it? What does she do?). If a student is in the middle three times. Can be played as row race or by the whole class at once. 62. This student calls out the next fruit. I play ). blindfold a student. the person in the middle can call out sentences like I play volleyball and those students who play volleyball must trade seats. All the apples must switch chairs. If a child answers correctly. We made eyes. You need visual aids with small kids to get their attention and monitor their understanding. For third years. stop . right. The first child to make her fish cross the finishing line is the winner. GIVE ME Like show me . down. Also. Students give the blindfolded students instructions on where to place the magnet. 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. FORTUNE TELLER (in progress) Instructions:(make the origami fortune teller. Have one less chair than students so there is always one student left standing. then use it for whatever in class) 61. You can also cross-reference the game by using the colours of the fruit. 63. mouth. This game can be played with any vocabulary category or grammatical pattern (I like . First.g. 60. This can also be played with a drawing of a face without a nose and a magnetized picture of a nose. Write 4 or 5 fruits on the blackboard. ears. making the fish move toward the finishing line. think of some suitable punishment. If there are more children than can race at the same time.
they work in pairs to figure out which one their partners circled. etc. The team with the most money wins. Teams that are right win the amount that they bet. B. 66. If the sentence was correct. or Are you John? . The sentences can be either correct or incorrect (grammatically). GO TO SLEEP Divide the class into groups. The columns are labelled A. the team scores a point. The students in each group put their heads down except for the number ones. and so on. Mary. tennis. Think of a sentence and write one word of the sentence for the number ones to memorize. Students circle one of the letters at the top of the columns. or Are you a basketball player? When Student 1 has figured out which letter Student 2 circles. Then tell them to go to sleep and wake up the number twos. no points are given. Then get the students to hold up their voting cards. Let students decide their order within the group (1 to 6). Give each team voting cards. XO means one is wrong and one is right. Students. etc. For example. Teams that are wrong lose their bets. and the next row will have various clubs (basketball. The row contain various possibilities and some repetitions. Give the number twos a word to memorize. Can be played with betting minimums and maximums. OO means both sentences are right. 2:00). GRAMMAR GAMBLE 2 The teacher writes a sentence on the board. she says Are you D ? Then Student 2 asks Student 1 the questions. If the sentence is correct. If the sentence is still incorrect. GUESS THE COLUMN Students play in pairs. Each student has a sheet of paper with a grid on it. 1:00. XX means both sentences are wrong. Then. The winner is the student who needed to ask the least number of questions to find out their partner s choice. the teams who raised the C card get points. C. John. baseball. 1:15. Did you finish lunch at 1:00? . The teams who raised the I card must write the correct sentence on a piece of paper and hand it in to the teacher. 1:15. Mary). get them to consult with the other members of the group to put the sentence together. 67.64. Students get into teams. basketball). Teams can bet for bonus money if the think they can correct the sentences. one row will have various times (1:00. D. Student 1 asks Student 2 questions. When all of the students have seen one word. GRAMMAR GAMBLE 1 Make a list of sentence pairs. For example. baseball. decide whether the sentence is Correct (C) or Incorrect (I) and hold up the appropriate letter on a pre-made card. Read the two sentences then ask the students for their bets. Give each group $500. Paul. in teams. . the next row will have various names (John. 65.
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. Usually played at the end or beginning of a class. If incorrect. The last surviving person is the hands down champion! 69.68. palms facing downwards and you are all in a circle. Anyone who makes a mistake must take their hands out of the game. HANG HIM Variation on the normal game where the sole purpose is to hang a heinous suspect. Introduce the game by explaining the hand motions. Students must go to front of class and arrange themselves in order. HANDS DOWN This game can be played on the ground. 71. After you ve done a few words. Any student can guess the word. Everyone intertwines their hands. A palm-down slap on the table = a move in the clockwise direction. etc. Use chalkboard eraser to erase the parts of the person when someone in the row makes a mistake. If hung. The first hand up. The first student of each row says a letter. on a table. minus 2 points. Target a key sentence/grammar point practised in class. 70. award 1 point. 72. HANGMAN 2 Involve competition. draw a beard on the stick man. gets 3 points to that row. if correct. For every correct letter. or better still. A palm on its side = reverse direction. Good for practising spelling and new vocabulary. HALF AND HALF Students are given half of a sentence and have to find the person with the other half. then the next student in the row. one hand. Students compete against each other in rows. Can be used with boring dialogues. get a student to think of a word and take your role. have a magnetised cut out of the hidoi boy himself. HANGMAN 1 Variation on the normal game. . Each row is a team. Play this really fast. A palm-down slap done twice = skip the hand next to your hand. The blanks __ __ __ represent words instead of letters. Hanged man is already drawn. Recommended for 3 year junior high and older. anywhere that is flat and big enough to fit all of your buddies. One hangman s platform is drawn on the board for each row of students. Then they have to read their part of the dialogue in turn.
76. people enjoy looking at. Draw Team A on one cliff and Team B on the other. To cross the bridge. on. etc. are made of wood/paper/glass. team members have to read the question out loud and answer correctly. are long and thin. Put about 4 questions face down on each bridge. HIDDEN CARDS Hide vocabulary flash cards around the room (the game can also be played outside). Eventually. D (two teams for each bridge). C. Divide the class into 4 teams: A. How many things can you think of that are bigger than you? Other categories: are round. then . make a noise. Cut the instructions up.). and they can . Prepare about 20 questions on slips of paper. The shark is under the desk.g. Mistakes (e.g. Use 2 bridges. making sure that they are all clearly in. Don t forget to include words like first . one for each crocodile/teacher. ). Children can be disqualified for making too many mistakes or writing too untidily. Tell the children how many cards have been hidden. team members will meet on the bridge and janken. Two middle rows of desks are needed. or under something.73. Name the crocodiles after the teachers. writing sentences about each card (e. Draw a bridge and demonstrate that it s shaky. It s too far to jump (show unlucky athlete falling to his doom). the loser returns to the back of his/her team. Get the JTE to be A and you are B. and a river with two crocodiles. B. HOW MANY THINGS Students have to write down as many things as they can that fit the description you give. next . etc. while the winner can continue along the bridge. doing the dishes. 75. 74. work on electricity. Second year: past tense practice). INDIANA JONES GAME Draw 2 cliffs. The winner continues. Yes. They want to cross the river. I m not or No. Get ready to FIGHT IT OUT (the kids crease up laughing when they realize it s only janken). (e. Pretend to be crossing the bridge and meet in the middle. The loser of the fight has to return. and finally . There are always 2 students trying to cross the bridge. you can use to sit. I do are penalized by one point (crocodiles keep a look out!). Set up the classroom. Get the students to push them together to make two bridges. Students have to put the instructions in the right order. Students who make it across get 5 points. HOW TO Take the instructions for doing something simple (making toast. First year: Are you a banana?. have handles. Six desks and chairs squashed together make bridge. The first child to write sentences for all of the cards is the winner. The children move around he room with notepads. For example.g.
Compare the picture with the blackboard. Then read through a passage and get them to follow your instructions while you read. The other students can see a picture. INSTRUCTIONS One person stands at the blackboard with their back to the class. It s best if the students can write down a longer answer. Remember. i. INTERRUPTIONS Give the students instructions like Clap when you hear a word that starts with S. The other students give instructions to the person at the blackboard. Quiz at the end. No. Snap your fingers when you hear the EEE sound. and that person s answer. he doesn t . You can try having team tournaments. Keep changing the slips of paper so the students can t just memorize the questions. 80. Stand up when you hear the end of sentence. two points for asking the opposite sex. Can also be made competitive by giving one point for asking a student of the same sex. and three points for asking a teacher. Make up a list of questions that the students must ask each other. 81. 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 . 78. giving hints for reading and answering questions. Students must listen and take notes. Very exciting if you have the energy. Akihiko doesn t know how to climb mountains rather than. INTERVIEW 2 JTE and ALT dress up and act out a TV interview. Leave a blank space after each question so the students can insert the name of the person who they asked. Each child takes turns to pick up a card and answer questions asked by the other children. Shuffle these interview cards and place them on a pile face down on the table or floor. INTERVIEW 1 Can be used with any grammar point.keep score. one teacher per bridge. No. One good point is that the students seem to help each other. 77. This game works well to get the students familiar with responding great pattern practice. INTERVIEW 3 Write the names of famous people or the names of countries on the backs of a set of cards. 79.e.
Gather the students around the cards. an O that they do. James. First spread out whatever cards you are using face up in front of you. If A guesses incorrectly. but more or less can often work better. The winner is the student at the front of the row. The students janken to see who asks first. Then choose two students to begin. 84. etc. The loser must say something in English or ask a question. Call the first card. B must answer truthfully. The student with the most cards at the end of a time limit wins. KARUTA (SNAP) 1 Most Japanese children already know this game. give it to him/her and pass the turn onto the next student. JANKEN QUESTION GAME Give each student five playing cards. This can also be played in reverse where the class knows who the person at the front is. Colour coding the cards for points makes ties less likely. Gail. 83. It s a great way to introduce new vocabulary. Sanjit and wash the dishes. in that it only requires recognition or even partial recognition of the new material. A can take B s card. If A guesses correctly. JANKEN SHOULDER RACE Students get into pairs and stand up. the loser must hold onto the winner s shoulder. When the teacher says start . 82. then say the name of each card as you touch it. Peter. Then call the next card. Then. An X in the spot means that the person doesn t wash the dishes.that person or that country. The pair then find another pair and do the same thing. Once students are comfortable with the basic game. the child at the front asks What do I do? . both players keep their cards. Have the students repeat after you. the students must change partners. The game is played by slapping whatever card is called with either hand (or a fly swatter). The children should first be encouraged to ask questions like What do you do? or Where are you? . each pair jankens. Between 10 and 20 cards is usually best. walk the dog). etc. but the person at the front doesn t. If neither student responds correctly in a reasonable length of time. students janken again and the winner asks another question. you can add the rule that an incorrect response loses a turn. In either case. The grid is filled in with X s and O s X means no and O means yes. 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.g. The other children must guess who the person or what the country is. Once a student hits the correct card. Students circle one name on every card and then move around the room looking for an opponent. Next A can guess who B is. The game ends when all of the students are in one row. Each playing card is a grid with five names down the side and five actions on the top (e. Then. clear the table. clean the house. Hannah. mow the lawn. Play continues in this manner until all of the cards have been correctly identified. After this round. All playing cards are identical. This allows you to make . Demonstrate this once or twice by calling out a card and hitting it yourself. say stop and touch the card yourself.
g. Using wrapping paper rolls. KENDO Review the names of the parts of the body.g. numbers. 88.g. time words). Pit teams against each other. have the winner of the first round be the caller for the next round. When you call out a card. The other partner goes to sleep during this time. the first student returns to the . Give students a copy of the passage and ask them to circle words that were pronounced incorrectly. or if one student is much better than the others. It s smaller than six. Then. Can also be played in pairs. KATAKANA READING Read a passage pronouncing some of the words as if they were written in katakana. or ask for each card in order. Take over or help if they get stuck. Then. The children put their hands on their heads. 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). Use word pairs such as park and parku and get the students to circle what they hear. have the students count their cards and ask them how many they have. of cards that have been removed. It likes to jump. either have each student say the name of the card as they give it back to you. they try to touch or slap their hands on it. It s a number. Have students repeat after you as you name each one. students must hit the drawing on the spot that you call out. you can play a guessing game (e. Assign points for each correct answer. KARUTA 2 Spread some flashcards on the table or floor. It s bigger than four. The successful child calls out another card. Can also be done as a listening exercise without a passage. Can be used with any vocabulary (e. The students must write down what they saw. 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. and is especially useful with only a few cards remain in play.). 86. take one object or flashcard away and get the students to guess which one is missing. 87. It s green. For reviewing vocabulary. or cards from a previous game). It s an animal. 85. Stop to review when students are stuck. cover all the cards or objects. One partner looks at the flashcards or objects and tries to memorize them. After the last card is won. Get a student to draw pictures of people with all of the parts studied. and the other children try to slap their hands down on it. After a few minutes of memorization time. For advanced students.false calls (e. colours. Or. KIMBERLY S GAME Spread out a number of flashcards or real objects.
Get a rhythm going by snapping your fingers with your left hand and then with your right hand. find out how many students remembered that word. or does so too slowly. Start a chant. The person who makes it back first scores a point for their team. Then erase the list. It is not always appropriate to make the chant competitive. They sit with their legs extended and the soles of their feet touching each other. Present the list and get the students to try to remember as many as they can. LADDER Students get in two lines facing each other. that word is worth 1 point. When a word is suggested. KOCHO-SENSEI S MONKEY 1 Have a handout with a picture of a monkey. When the teacher calls a number. If less than ten remembered. though.g. On the top write. then list the 90. If more than ten students remembered.) Continue around the circle until they get the idea. Give them around 10 minutes. Student with the most points wins. and then run up the ladder (made by everyone s legs). KOCHO-SENSEI S MONKEY 2 The children sit in a circle or around a table. Both lines must contain the same number of people. it is worth 2 points.g. The students then sit down. In the strict version of the game. Students write down the words they can remember. K-S s monkey is a good monkey. a child is out if she cannot think of an adjective. LEARNING TO DANCE . Encourage the children to do this with you. the pair must get up. each pair is given a number. Make the list too long for everyone to remember every word. Kyotosensei s monkey ) and keep the chant going in time to the rhythm. 92. . When the time is up.sleeping partner and tells him what he remembers. 91. Kocho-sensei s monkey is alphabet beneath. run around everyone to one end of the line. Can also be played with competition. ask the students for suggestions of what they remembered. Kocho-sensei s monkey is a clever monkey. Start the chant by referring to a different teacher or student (e. it is worth 5 points. If only one person remembers a word. pairing up with the person who is in the same position in the other line.) 89. The partner writes down what the other student saw. Write the words on the board as the students suggest them. past their spot. Students have to find one adjective for every letter in the alphabet. (Can be played in teams with the same rules. Then gesture to the child on your left and help her make the same sentence with a different adjective (e. Then. then around everyone to get back to their original spot.
Then I said ___________.e. design a similar pattern in a notebook. This game promotes group and individual leadership. 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. It had many ____________ and ___________. the student has to retrace the whole pattern again. It said ___________. . Their heads should be next to the feet of their partner. On three. and creativity.You need a large tarp or a large sheet of plastic. 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. side by side. it matches the sensei s pattern). Remember. If a mistake has been made. Once the ten minutes of group planning is up. New explorers are encouraged to try their skill at the pattern until one person makes it through to the other side. boooo sound) to announce the wrong step. the person must backtrack through the pattern the same way that he came. Steps must be made within the square and must be clearly placed so the sensei and other participants can see where they ve stepped. one student on the tarp at a time and no talking. harmonica. Remember to time the amount of time that is needed to get the entire group across. The child who is able to do this is the winner. they count to three. It was __________. Gestures are one way to create a system of communication for the group as talking is outlawed. a tarp that you d take camping works best. I saw a _____________. Using only their leg. MADLIBS This is a cloze activity where students must fill in the blanks of a storyline. This activity is best played with 5 to 12 people. Then I ______________. Make sure to encourage all students. If a mistake is made. If their step is incorrect. the sensei uses a signal (a whistle. Together. On each count. the legs are hooked with each other. and mark off a path from one side to the other. 93. but in opposite directions. one explorer is set forth to brave the tarp and discover the pattern hidden in it. then they are free to continue to the next step. parallel to their partner s leg. Go through the pattern slowly. LEG WRESTLING Two children of similar size lie on the floor on their backs. and you d always have it for the day when there s 15 minutes left of the class and your teacher says OK. If the square is correct (i. Extra points for creativity. The person starts by stepping on a square of their choice. Then it becomes very easy for the remainder of students to all get through the pattern one at a time. The crazier the better. what do we do now? Divide the tarp (using duct tape) into 6×6 squares. An example of this activity could be: This morning. they try to force their opponent s leg over to the side. co-operation. hips touching. they kick their inside leg straight up into the air. 94. Emphasize that there is no talking. Then it ____________.
The first student in each row must make a sentence using this grammar point and a topic (e. the students in the group just have to say their own sentences. The winner of that set is the champion. the students would have to say. I like sushi and tempura and yakisoba. They can t get any points. Megumi gets up at 7. I like sushi and tempura. MEMORY GAME 1 Divide the class into 6 groups. The group who rolled the die get a point for each correct sentence. Megumi will say.) 98. 96. The first student to touch becomes midnight . For example. One group rolls a die. the teacher calls midnight and all the winners run. For example. If the group rolls its own number. My mother s name is . Offer several incorrect English sentences as options. (Can be used with times number the students from one o clock to twelve o clock. Give each group a pattern to practise and get them to fill in their own answers. can cook/food. Group 1 might have to practise and memorize I get up at Each member of the group picks a different time to memorize. use like and the first names of the girls/boys in the class. The group who rolled the die have to try to memorize Group 3's information.g. MIDNIGHT The students stand in a circle and number off from 1 to 5. Takehiro gets up at 6:30 . the game begins. The teacher calls out a number. . The groups are numbered from 1 to 6. Good combinations are study/subject. play/sport. The third student would say. MULTIPLE CHOICE Make up a test with multiple choice answers. . The second student would say. but Takehiro will say I get up at 6:30. After all the numbers have been called. All of the groups have different patterns (e. or everyone is finished.95. Test their understanding of the grammatical structure that you are working on. My brother/sister goes to school). I get up at 7. . The first student might say. My mother goes to work by . If you really want to spice it up. I eat breakfast at . MEMORY GAME 2 Each row is a team. sing/pop group s song.g. I like and food ). After all the students have had time to practise and memorize their sentences. Give a point per correct person. So. If a group rolls a three. I like sushi. My father works for . Select a grammar point to practise. The students who are that number run around the circle and into the middle to touch something. My sister often watches on TV. This continues down the row until either a student forgets what his team-mates like. then Group 3 must recite their sentences. 97.
having the child or children holding that number hold it up high for all to see. The teacher calls out a number and students have to make a group according to the number called out. Once they are in their groups. Get the students to form groups according to how many times you blow a whistle or clap your hands. NUMBERS 4 This is a game which many Japanese students will know.99. NUMBER GROUPS The students walk around a designated area. Every child need not necessarily have a number. Can be made into a quiz or team competition. can be used to liven up row race quizzes. For example. sitting down. The students left over must sit out (or they can . Also. then backwards. 101. call out numbers at random. get them to pass their numbers on at some point. or what language a song is being sung in. NUMBERS 1 Use flashcards to teach any group of numbers. and hand out cards with the numbers you want to teach the children. Have the students repeat the number. or 4s. NUMBERS 3 Let the children make groups. Practise counting forwards. must find seven other people to be in his/her group. NUMBERS 2 Have the students make a circle. Do the same with all the numbers. MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. 103. the number of children in each group corresponding to the number card held by one child in the group. The game continues until there are only two students left. a child holding an 8-card. etc. 102. 104. then they stand on the side. 100. Sit in the circle and call number 1. When the students feel confident. If a student cannot get into a group. then by 2s. Get students to guess where the music is from. If not all the children have cards. and have them repeat after you. 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).
Students will just guess randomly at first. Get them to go along with you to tell the other students whether they are right or not. The only thing that you are looking for is whether they cough at the beginning. Your audience will probably be baffled and will repeat the Johnny. but you fold your hands in your lap discreetly after you finish the final Johnny. one down . 105. Eventually. point to and touch the tips of each finger (of the opposite hand) in succession and say: Johnny. Keep going until everyone gets it. you are arranging your fingers after you finish . Eventually. Look at how their arms are placed and tell them if they are correct. three down . Johnny. Tell your audience to do exactly as you do. In fact. Arrange some objects on the floor (or draw some lines on the chalkboard) and announce to the class what number your arrangement represents. Johnny. two down . one by one. Johnny. The magic of it is that you do the above scenario. Use numbers from one to ten. he is out of the game. then say. The basic idea is that you cough. they ve got it. Can be played with one other person or blooming crowds of admirers. Johnny. Get the students to do exactly as you do. One student starts by saying her number and then says another number. I LOVE to canoe. then chant some crazy thing and do some crazy action and then get the students to mimic you. I like to canoe. announce that they are in the Johnny Club and get them to perform the Johnny act. Then you tell them if they are correct. Your audience of admirers must repeat your actions exactly. If they scratch their heads first. Johnny actions. Each student tries to test out a theory. the other is crossed against his/her chest.face a penalty like having to sing an English song). one down means. With one finger from one hand. Similar game: Counting 1. Johnny. Three Twenty-seven . Only the teacher knows that that refers to the position of the teacher s arms: one is holding his/her chin. or one up. WHOOPS. If a student isn t paying attention and doesn t respond when his number is called. Johnny. WHOOPS. The students try to figure out what one up. 106. Johnny. The Twenty-seven refers to one of the other students in the class. most of the students will figure it out. That student must respond by saying his number Twenty-seven and another number. Scratch your head very discreetly. so they will be surprised when they are correct. one down . Similar game: Wakaranai. When someone catches on. Similar game: Whoops Johnny. performing them beyond perfection except for the final act the folding of the hands on your lap! Hints are worthy after ten tries. One up. The trick is that the number has nothing to do with the objects or the drawing. For example. ONE UP ONE DOWN The teacher starts by stating. Tell the students that they can say two up . Johnny. Similar game: Canoe-head. 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. NUMBERS CHAIN Assign every student a number. The Whoops is accomplished by sliding the finger down and up on the inside of the fourth and final finger. it s always worth gallons of giggles. Do some crazy paddling actions to show how much you love it. some of them will be able to figure out the pattern. Emphasize the LOVE.
then put your hands on your lap. Don t show it to the students. Similar game: Counting 2. show them the card. the student who guesses correctly gets to draw next. if the basic number is 3. . Get it? 107. It s usually good to start with simple nouns. give them word cards instead of picture cards to work from. with four fingers of your right hand extended. The first row to finish wins. For example. Students have to try to figure out your game. PICTIONARY To introduce this game. and the correct answer is 2. 108. Once they guess correctly. and the correct answer is 4. the student may pass the flag to the student behind. Show the students the Basic number by raising your right hand and raising some fingers. Then change your fingers to something else. One member of each pair goes to a copy and remembers as much of it as possible. PAIR DICTATION Post copies of a paragraph on the back wall.making your arrangement. After they guess this one. Then you raise five fingers. Give each student a piece of chalk and show each of them a different picture to draw. Adjectives and verbs can be included later. PASS THE FLAG Prepare a list of questions. give a flag to the first person in each row. Then you raise two fingers. then you raise four fingers. The trick is that the number that went before is the real number for the next time. Then raise your fingers again. Do this again. They continue as long as it takes to dictate the passage. Then you raise four fingers and the answer is 5. but draw the object on the board and get the students to try to guess what it is. For example. For example. raise all four fingers and your thumb. you draw some crazy thing. That student then dictates it to the partner. pick out a picture card that the students are familiar with. but the correct answer is two . say Here is the basic number. divide the class into two teams and choose one student from each team to draw first. The first person to raise his/her flag may answer the question. Then raise two fingers. 109. For example. When the students are comfortable with this game. and ask the students to guess what number they represent. Can also be used with The English Resource s Pin Pon machine. The first team to guess what their picture is scores a point. 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. then announce that it is four. Ask What number is this? The students will probably say five. Then. The first team to score 10 points wins. If the answer is correct.
but s/he now knows that the next word will be the right word. Then. You can try to use visual clues also. Mime or gesture to help them guess what to do. Open the door. Then.). Four-legged things are the clue: desks. such as looking at a prearranged spot. the clue word is something that is black. Give an instruction without using the word please (e.g.110. PLEASE Give some instructions to the children (e.g.). Next student says I like Y. The children can then take turns giving similar instructions to the rest of the class. divide the students into teams. Indicate that they shouldn t move. Please open the door. 112. Students will get a kick out of trying to guess how you are doing it. That teacher leaves the room while the students give the other teacher a word for the first teacher to guess (e. the teacher can say sentences from the story and the first team to hold up the correct picture wins a point for their team. 113. 111. Go around the room. PICTURE ASSOCIATION Draw various pictures that illustrate a Let s Read story. the non-psychic teacher asks the psychic teacher questions like. animals. Each team is given a copy of the pictures. The students must arrange the pictures in the correct order and then write a sentence that describes the action of the picture. This game can be played many ways with many different things being the clue word. Please touch the door. QUESTION WORDS . Then. The word must be a noun. Then say. PSYCHIC You must have two teachers for this game (which shouldn t be too hard to get). The other teacher comes in and makes a big show about reading everyone s mind. I don t like Y. etc. POSITIVE-NEGATIVE RACE First student says I like X. I don t like Z. The psychic teacher says no . Is it a pencil? The psychic teacher says yes . Please open your books. They carry out the instructions that are preceded by please but must not move if there is no please . Children can be eliminated from the game if they make a mistake. the nonpsychic teacher asks about something that has four legs: Is it a cow? The psychic teacher says no . Time the whole class and race against the other classes. 114. beds. For example. The last child to carry out an instruction can also be eliminated. and indicate that they should carry out the instruction. Continue playing the game. or time each row. The first teacher is the psychic. Is it a door? Is it a person? Is it a computer? . in the game Black Magic . Please stand up. Review the story with the children. pencil). Alternately.g. table.
In the case of the Madonna sentence. . make a sheet with 10 or so sentences that answer some of those questions. school words. Give half of the questions to one team and half to the other. Then. adjectives. the school. and Unscramble the Sentences. stage a contest between the two teams. The children circle which question words the sentence answers. you can add in an element of the unknown by adding in questions like Let Mr. The questions can be comprehension questions. MADONNA plays pachinko on Tuesdays. This game can also be used to develop good listening skills. If it is wrong./Ms. what when. etc. Madonna plays pachinko on Tuesdays . . the children would circle who. QUIZ Give the students a pop quiz on contemporary culture. For example. The students write a number above the question words to indicate which reading answered which questions. Madonna plays PACHINKO on Tuesdays. Other categories: sports. Below the sentences. food words. the asking team gets a point. etc. she might say. If it is right. putting different stresses on the words each time. the sentence could be. If the students are advanced enough. RACE AGAINST TIME Make a worksheet that has three types of problems. if your three types of problems are Translation. fill-in-the-blank. Then. Group with the most words left wins. Divide the sheet into four parts. list the basic question words. Answer the Question. For example. and when. and how. The teacher reads the sentence. translation. the teacher might first say. where. a correct answer to the two intonations of the Madonna sentence would be a (1) above who and a (2) above what . the student gets a point for the team. cross out words which the other groups have thought of. QUICKIE WORD GAME Groups of students write down as many Christmas words as they can think of. Get the students to work in smaller teams within the teams to find out the answers to the questions. QUIZ BOWL Make up 60 or so questions based on material already covered. Also. what. Then. Then. your country. Divide the class into two teams. 116. or vocabulary. 117. 118.First. Students can also add their own questions to the ones that you give them. get them to make up the questions that can be answered by reading the sentences in different ways (What does Madonna play on Tuesdays?) 115. For example. ~ ask the other team a question. One team asks someone on the other team a question. Then. make sure the students know the meanings of basic question words: who. For example. you get a chance to ask the question.
Each teacher holds ten cards. read a passage and draw a comic strip to show the progression of the story. 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. This can be the whole activity. all jumbled up. Stick the first half of the paper (the questions) somewhere in the classroom. The students must complete each section. 119. question/answer drill and dialogue memorisation. the teacher calls next and the next student in line attempts to read the same word. RELAY GAME . READ AND DRAW Read the passage and draw a picture. One student runs over to the first half paper and memorizes a sentence from the sheet and returns to his/her desk. one by one. READ AND RUN Practise sentence structure. Students who complete all four sections get a prize. they can move on to the next section. Each team lines up in front of one of the teachers. This game is good for review. READING WORDS GAME Two teams play against each other. Remember that the students cannot carry their sheets to the corners of the room to copy the sentences down. 120. two groups can combine pictures to make another story. who then runs over to the B sheet and tries to match and memorize the answer. Or. Even dialogue/statements followed by a natural continuation are OK. Write on two separate sheets of paper. misreads. questions. and the other half (the answers) on the opposite side. 121. are complete or the time runs out. The teams not in play should sit and watch the game being played. then the student can return and try again. That student returns and concludes the sentence. If their answers are all okay. or mispronounces a word. the bring their sheet to a teacher to be checked. Check the answers. or the start of one sentence on one and the end on the other. The student must read the word aloud. If a student cannot read a word. either questions on one and answers on another. If it is forgotten. 122. Get students into pairs.then divide your worksheet into four parts and make the fourth section a mixture of all three types. the student shows his/her partner. Continue until all sentences. After they finish one section. Then the memorized piece is written down. Once finished. The first team to correctly read all ten words wins. to each student in the team. One of the teachers says go to start the game. preferably a corner. or whatever. or answers the question. The cards are shown. Or.
The winning team is the group to make the most correct sentences within the time limit. 125. ROW RACE 2 Show the first person in the first row a flash card. Good questions: Show me . or articles. 124. that person s column has to stand. with the second row. in the same way. ROW RACE 1 Students in front row stand up. so the students don t try to horde the good ones and get rid of the bad ones. student could ask teacher question. . If a student responds correctly. use a new word. When there is only one person left in the row. If the first row doesn t make a mistake. Spell Also. Continue like this until all of the rows have had a chance to go. At the end. When the teacher yells stop. the student with the most number of rings wins. If the first row makes a mistake. the students must circle the one they ve heard. they get to sit down. like 13 and 30. stick verbs or pronouns. they take turns to roll the blocks and make a sentence using the words shown on the blocks. or if the last student can t give the Japanese meaning. RINGO Write a selection of about 15 random words or numbers on the board. 126.Students are in six rows. any team who has a card loses 10 points. If any student makes a pronunciation error. Within a set time limit. On another block. Several reading cards are made up. Include difficult pairs. Each student in her row must repeat the word. you can have a secret list on paper in front of you. Teacher asks them a question. etc. Name . Have two students come to the board and stand facing it with chalk of a different colour. the teacher can state that the rows that remain seated after the first round are the winners. Return to the rows that are standing and give them a new word. Goes on ad infinitum. When you call out the words. There can only be one circle (ring) around a word. The last student gives the Japanese meaning as well. To make this game competitive. students could come to blackboard. ROLL THE BLOCKS Stick selected common nouns on the six sides of one block. Or. 123. Do this until all of the rows are seated. Students have to read the card then pass it to the next person in the row. the row must stand up. Each group has a set of these two blocks.) Use whatever grammar point you want on the card. The person at the end of the row hands it across to the next row etc. That student must say the word. use the same word. (Or you can write the point value on the back of each card.
130. animals.127. A student from Team 1 calls out a number. Place five picture cards (use any nouns covered so far) on the desk of the first student in each row. SCISSORS. 128. name in romaji). If tagged. 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. that student joins onto the end of the row and in turn tags another. It s important to have a closed-in space to play this in so that. it isn t and proceeds to ask the third person. Teacher calls out a category and each student in the row must write one word that corresponds to the category (e. it is or No. ROW TAG Two students form a row by holding hands. but can trap their prey. the students don t have to rely on speed (which they don t have). This is repeated until all cards have been used up. The first row to finish all cards wins. The . then that someone must move to Team 2. The first student picks up a card and asks a question about the card. 131. They run around a designated area where the student on one end of the row tries to tag another student. ROW RELAY Each row is given a sheet of paper. 129. This continues until the last person in the row has been asked. 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. as the row gets longer. For example: Is this your ? plus the name of the thing on the card. SECRET NUMBERS GAME Students are assigned numbers randomly. ROCK (JANKENPON) Teach the students how to play this game in English. The students are then divided into two teams. Finish with a prize. PAPER. day of the week. If the student from Team 1 calls out a number that belongs to someone on her on team. The students must try to keep their number a secret. The second student replies Yes. If the number belongs to someone on Team 2. ROW RACE 3 All students remain seated. The students say their numbers in front of the class and the other students try to remember everyone s numer. The game continues until all students have been tagged.g. then that person must move to Team 1.
There is a time limit and the paper keeps going up and down the row until time is up. Can be played as a whole class. Goes to end of row then hand in to teacher. Each row gets a piece of paper. All students stand and the shiritori goes around the class. Students try to put the sentence back in the right order. 132.e. Give each student in the row some cards that are a part of a sentence. Award points according to the fastest. Students who do it in the time limit stay standing. 5 seconds). 136. The first person writes one word. SENTENCE SCRAMBLE Scramble up the words in a sentence. students who miss it must sit down. Give the first person in each row a sheet of paper with the row s number on it. hand > door > red > desk There is a time limit (e. 134. the next person writes the next word. It will take at least one period to write the letters. but not signing their names. Students write the letter. or in pairs. In the second period. SENTENCE GAME Each row is a team. SHIRITORI A student is given a word. The student must think of a word that begins with the same letter that the first word ended with i.teams try to have the most players by the end of the game. Teachers check the answers and award prizes for the most number of words (with no spelling mistakes). Can also be done on paper. SECRET PEN FRIEND Students are given the name of a classmate to whom they must write a letter. so each set of cards has 2 or 3 sentences. 135. Good with English Resource s Bomb . in teams. 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). 133. SENTENCE FORMATION Write three words on the board (Masato/tall/family). Students have to make sentences. The first student writes a word then passes to the next person in the row.g. students ask each other questions in order to find out who their secret pen friend is. You may want to use sentences that are structured similarly. then shout out the first word of a sentence. describing themselves. This can .
SHOUT Introduce or review a set of flashcards by having students repeat them after you. 140. then the students must not do the action. objects (give me a pen). 137. Then divide the students into teams and ask the students to identify a card. (You decide the balance. You can also play two individuals against each other. Any student who does the action is out of the game. etc. Good idea to say that they must use at least three sentences. This gives you the chance to match students more evenly and give the shy or slow students more of a chance to participate. . then the second person says a two-syllable word. The first person to identify the card wins the card for their team. Make sure they all use English at least for the prices. Each group tries to buy their things at the lowest price. If the teacher says Sensei says before an instruction. call out the commands.g. 141. 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). SIMON SAYS (SENSEI SAYS) Students must follow the teacher s instructions. 139. so they may start discounting. 138. Touch the RED card. For example. SHOW AND TELL Students are asked to bring a photo or an object to class and describe it in front of the class. the third a three-syllable word. the students must do whatever the sensei says. students have to sit down (or something) to show that they are not doing what the command was. actions (turn around). Give shoppers a list of things to buy (different lists for each group). If the teacher doesn t say Sensei says first.) Give shopkeepers a kind of shop (e. The first person must say a one-syllable word. They make up their own prices. Some stores (such as grocery stores and convenience stores) will sell some of the same things. or Simon says touch the red card. and the fourth a one-syllable word again. place a card of a different colour. fishmonger) and a list of things to sell. Can also be played in teams. If there is no Simon says at the beginning.also be done with syllables. Then. On each desk in a row. SNAKE READING . SHOPPING GAME Divide the class into shopkeepers and shoppers. The first team with all of its members following the command wins a point. Use parts of the body (touch your nose).
3. The all place their rockets on the same flash card to start. The winner is the child who controls the most cards after a fixed amount of time or number of turns. 4. After the challenger answers the question. SPACE RACE Arrange flash cards on a table or on the floor in the shape of a race track. they have to read. The janken winner places her marker on the card. as the previous person to read again. each child adding one more item to the list. It is best if these questions or cards target language from previous lessons. the two janken to see whose counter will stay. 3 (clap hands) 2. or I m going to eat a hamburger and an apple. Throw the ball to one of the children. Most of the kids should know the tune anyway. make a sentence or answer a question about the card. If you make up your own tune. 6. help her repeat what you say and encourage her to add some additional thing she wants to do (e. the kids will probably be lost. 2. ). If there are too many children. Give each of the children a set of counters and one rocket (or something to represent a rocket) all of the same colour. 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. Make sure the students try to read in a loud voice. One sentence per student. 5. If another child s counter is on the card. I want to go home and watch television and listen to music. 6. 3. ) The activity continues in the same way. 3. 7 (students walk seven steps in one direction) 2. Insert cards to represent the sun and a black hole.g. 4. The child then throws the ball to another child who repeats what she said and adds another idea (e. up and down the rows. 143. the child whose turn it is challenges her for the card. 4. 142. If the next person doesn t hear. 6. SONG: 1. she does not have to perform a language task. Start at one side of the class and wind your way to the other. 3 (slap knees) 2. When they land on one of the cards. 144. 3. 7 (walk seven steps in the other direction) 2.g. they can play in pairs or teams. I want to go home and watch television. 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. 4. 5. . When a child lands on a card she already controls. The song goes like this: 2. they place one of their counters on the card. they have to answer a question from the teacher or identify a card before they can move again. The children take turns to throw two dice and move their rockets around the race track. 6. When they land on the sun or black hole. 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! . 5. This encourages listening and concentration as no one wants to be caught out. 7 Students stand in a circle holding hands.This makes a change from random chorus or individual reading. 5.
have students work in teams to present a full story. 147. To make it more difficult. The teacher asks a question 2 times. and you or JTE as final judge. If they get it wrong. the teacher says Go! and the students look at the text and try to find the answers. Have bronze. Can also be used with words and sentences.145. Shout out a word which does not have the same letter in it. SPELLING BEE Students line up at the back and the front of the classroom. 150. or when there are no more students in one of the lines). 146. Award points according to the fastest. One student has the question/answer sheet and acts as a quiz-master. 149. Last student standing wins. Teacher calls out a word (no double letters) and the students race to spell it. SPELLING SPRINT . have them do it in groups of 3 or 4. 148. silver and gold prizes. Repeat for the best three teams. Once the students understand the game. ask for the spelling and the meaning in Japanese. Use two or three students as judges. they must sit down. For longer passages. Can also be played with the whole class standing. Students stay standing if they get the words right or sit down if they make a mistake. SPEECH CONTEST Stage a pretend speech contest. they go to the back of the line. SPELLING GAME 2 Each row is a team. with the teams competing to find the right answers. SPEED READING Students open their books to the reading and lay the books face down on their desks. 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. SPELLING GAME 1 Each row is given all of the letters of the alphabet on cards. Each student is given a question. This game can also be played in teams. so each student gets about 3 or 4 cards. Students spell out the word by standing up within their row. If they get it right. Give each row a whole alphabet on cards. When everyone understands.
Students come to the board. 151. Make teams consisting of as many people as there are sentence strips. 154. The students must arrange themselves in the right order by saying their sentences to each other. We are strong! after each of them. Each student gets one sentence and memorizes it. . strong) and find a gesture (or facial expression) which you all feel indicates that adjective. All make the gestures together and call out. or another student or teacher) using the pattern She s from I think she likes and . This can also be done with one student making a sculpture out of another student while the music is playing.g. Stop the game to show the children how to mime various adjectives. first person to answer correctly scores a point for their team. If you give each team a different passage. Then ask the child on your left to try to guess who she is. they have to stand completely still or else they are eliminated from the game. the class tries to guess what word the sculptor was thinking of. you can finish by getting the class to recite the whole passage. All the children stand up and dance or move around to some lively music. they have to stand completely still making the appropriate gesture (and possibly shouting out. let the students place the orders etc. STATUES Play the traditional game of statues. When the music stops. Call out an adjective (e. The sculpture must indicate some sort of feeling or emotion or adjective. etc. We are ). This game can also be played in teams. 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. teacher calls out a word. nine points with the second guess. Students work in pairs and try to put the sentences in the correct order. If it is a restaurant. When the music stops. Then. Play the game again calling out different adjectives each time the children dance around. Scramble the strips. 152. sports personality. STRIP STORY Cut a passage into single sentence strips. STORE Open a pretend store in the classroom. The children take turns to guess who the person is (perhaps getting 10 points for being correct with the first guess.) It may sometimes be a good idea to give other information like her age and where she lives. 153. SUPERSTARS Describe some person who all the children know (perhaps a singer.
It is especially good to practise irregular verbs and tenses. TAJIMA TOWN Turn the classroom into a town with the desks representing different locations in the town. Get the students to direct other students around the room. present (ans: he is). TANGLE . For example. and comparatives (bigger) and superlatives (biggest). have all of the students stand up. so if the student gives the wrong answer or hesitates for more than a few seconds. Students go around the room asking the other students if they like the person in the picture. 159. 158. giving each student a subject word or words (I. For example. Go down the row . If the student gives the wrong answer. A tally is taken at the end of the class. The student must answer by giving the correct version of the verb you are practising (I am. Takeo and Hisae. You can always play another round to give those students who sat down an extra chance. The students who remain standing at the end of the game are the survivors . SURVIVAL This is a game to practise grammar structures.155. have them sit down. you can play a third round where the students don t know what they will get ahead of time. Each student has one picture and a sheet with a space for the picture and a yes/no column. Then. He is . or cannot remember the correct one. if you want to review the present tense form or the word be . past (ans: They were). SURVEY 2 Bring in picture of famous people from Japan and around the world. 156. You are. SURVEY 1 Make a survey using what and who and when. we. . Junko. 157. or They. You may have to use the Japanese words for present and past to start off with. he or she must sit down. have them practise I am. she ). This game is best played very quickly. we are. The student who answers must sign in the yes or no column. etc. If you play one round of the present tense of to be then another round of the past tense of to be .). you can say He. Junko is. Have all of the students practice the structure first. Make up signs to go on the desks. Compile the results and make a graph for the class. Students can ask where certain locations are or they can be directed to a mystery location. etc.
get one of the students to call out directions. Each person then extends an arm into the middle of the circle and grips whichever hand they come into contact with. The first child on the other team does the same. Gradually withdraw from the activity until you are only vaguely looking in the direction of the object you say. Then. If there are not many objects which the children can see. TRANSLATION 2 . Anyone who touches or points to the wrong thing is out. 162. 160. When all hands are linked. touch or point to the object with the whole class until they get the idea. and the correct cards for the other team are placed vertically. or the team with the most points. If all the children perform the action correctly. 164. make a sentence about it. Let s have a thumb war. Points are given for any line of three cards. Eventually. two. The first child on one team points to any card and tries to say what it is. Make it a race for points. place vocabulary flashcards around the room. they try to pin their opponent s thumb under their own thumb. for example Touch this book . They chant One. or answer a question about it (perhaps asked by the other team). TIC TAC TOE Divide the class into two teams and place some flashcards on the board in a square grid. TRANSLATION 1 Teacher says words in Japanese and students must translate them into English. 163.Everyone in a group stands in a circle with their eyes closed. the whole team repeats what was said and the card is turned over. TOUCH AND POINT Call out an instruction. As you do so. 1 translation = one point. the other hand is brought in. eyes are opened and the group must disentangle itself without anyone letting go of their partners. The winner is either the first team to get a complete line of cards. THUMB WARS Students grip each other s hands so that their thumbs are on top. three. The correct cards for one team are turned over and placed horizontally. 161. If s/he is correct. When everyone has a partner. four. the last child is out.
TREASURE HUNT Draw a treasure island map on a piece of paper then draw a grid (e. gold = +10 points. He translates the next word. I say Japanese and the students must answer in English. The sharks can only be in the sea squares. I usually give 1 point for each correct answer. many. You can really confuse them sometimes by repeating the same word which may have two meanings (e. it s a free-for-all with anyone in the class having a chance. I ll up it to 2 or 3 points. a lot of] or hayai [early. Taking turns. Reading version: Hand out copies of the map with the words or sentences already on the map. then dictate words or sentences that they must write in each of the squares. Reading and writing version: Hand out copies of the maps to each of the students. but the others can be anywhere. Write or draw gold. If one row has five students and the rest six. TRANSLATION 3 Keep a list of the new words and phrases that the students have learned so far in Japanese and English. and so on. Points are awarded either to individuals or teams. 167. The card gets handed to the next person in the row to continue translating. diamonds.Give students a page of something printed in Japanese. fast]). the fifth student gets a second chance. Five or so minutes at the end of class is all you need for this.g. 165. If no one knows. TRANSLATION 4 Prepare cards that have 5 English words on them or 5 Japanese words. Using each row as a team. In rows. It is also possible to give 1 point for all the other squares. The student who finishes the last word brings the card up to the teacher and takes another one. sharks.g. takusan-no [a large number of. diamonds = +5. If a child reads correctly. Get them to translate any words that they can into English. The fastest hand raised gets first crack at the answer. She translates the first word on the card and writes it down on her team s paper. For example. She hands the card and the paper back to the person behind her. The teacher has a copy of the map that the children must not see. monsters = -5. and monsters in some of the squares. 166. The first person in the row goes to the teacher s desk and picks up a card. 168. If none of the 6 students can answer. Give them points for every word that they translate. students compete to finish the most translation cards. TV guide pages work well. TRUE OR FALSE . sharks = -3. the students say a number and read what is written in a square. The team that translates the most cards within the time limit wins. she gets any positive or negative points that are in the square. I pit the first student of each row against one another and so on down the rows. 4×4) on top of it.
Clip a picture to the back of each student they should not see their own picture. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand. 173. You can make it more challenging by giving each student a class list and getting them to check off each student that they ask. you can discuss the appropriateness of the person s object to their own personality. WHAT AM I? Students stand in a circle. Get the students to try. Students guess which one is right as a group and place their group vote. Divide the class into groups and give each group a true card and a false card students vote for the answer. Each row is given three number cards (1. 174. 171.2. WEATHER REPORTER Make up map and weather possibilities. They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are. After they have figured it out. Points for the right answer (or you can use fake money). The teacher can only say yes or no in response to the questions. then do a weather report. 170. 172. The teacher asks a question with three answers.3). after the activity. VOTE Rows of students work as a team. If you have advanced learners. they keep circulating to help others find out what they are. They can only ask a student one question. TUMMY RUB. 169. 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. WHAT ARE YOU DOING? .Make a quiz with true or false answers (or correct/incorrect) and test their grammar. They must not tell each other what picture is on their backs.
Make the guessing student reply to the greeting (e.g.) After a couple . what are you doing? The partner must then act out this action and at the same time. This can be used for various greetings and statements. WHO AM I? A student stands at the front of the class facing the blackboard. 175. Good morning (name). 176. Compare notes later. 179. For example. Who am I? . 178. What is this? The students will probably answer It s a pen. Good morning (name). The differences. To play this in a game. The student at the front has to guess who said it. or a chair. WHAT S THIS? Get an ordinary object. expressive voice. I m jumping rope. and mime what it really is. The students must talk about the pictures without showing each other their copies. Then the partner acts that out. WHICH PICTURE? Give students a reading passage with 2 to 5 pictures on the bottom. like a pen. WHAT S WRONG WITH THIS PICTURE? Have two different copies of a picture. Students write the paragraph. They discuss and write down the differences. can be missing or extra objects. say another action for their partner to perform (e. inserting any appropriate adjective. leave out the adjectives. whistle when there should be an adjective. Get them to guess what it is. Dictate the passage. A student in the class stands up and says. what are you doing?). give points for using adjectives that no one else used.g. This game encourages students to speak in a loud. Label one picture as correct and one as incorrect. for example. WHISTLE DICTATION Select a passage that has a lot of whatever grammar point you want to focus on (e. Instead. or an airplane. or different positioning of objects (e. pretend to use it as a toothbrush. Then tell them that it s not. One person starts by saying an action: I m walking on stilts.This game is to be played in pairs.g. in the other it is under the table). Get them to read the passage then guess which picture goes with the passage. etc. Play as quickly as possible.g. in one picture a box is on a table. 177. and ask the students. When you read. adjectives). Arrange the students in pairs and give one student the correct version and the other the incorrect version.
See how many points they can get in the time limit. she moves the counter back in the opposite direction. Show the first student of a row a card (e. The row with the most (correct and correctly spelled) words wins. This game can be played in groups of two or three. When her counter lands on a card. involve the teacher. WORD RACE First student from each row comes to the board. If a student wants to s/he can say pass . You ll find that the person who usually can t identify the voices that well is the teacher. Give the question to them at the beginning of class or assign it for homework. Students who come up with the best/most outrageous answers win a prize. she looks for the corresponding word card and places it on top of the picture. Students must write down all the words they can think of that begin with that letter. The winner is the first child to cover all her cards. 182. Teacher calls time s up after about 10 seconds. write).g.g. That student has to say a sentence with that word in it (e. Teacher calls out a letter. she throws again until she has covered all the cards. award a point. WORD INTO SENTENCE RACE Each row is a team. an axe. Each child plays individually. the ~~ could be a monkey. For each correct sentence. The written cards are mixed together and placed nearby. Each child places a counter on the nearest card. (Use a stop watch. 181. Give them a different letter. Second students come up. When she reaches an end. WHY? Ask the students questions like: Why have you got ~~ in your bag? For example. 180. Finally. Each child places a set of picture cards in a column in front of her.) Give each row a word and they have to make a sentence out of it within a time limit. WORDS AND PICTURES Give each of the children one set of picture flashcards and one set of words which corresponds to the flashcards. suggest that the students alter their voices. If she has already covered the card. The throws a die and moves her counter the appropriate number of cards. (This can also . Use words from the last few lessons and put them on cards.) The next student is shown another card and so on until time runs out. 183. Give each row about 1 or 2 minutes.of times. I write a letter. but the children in the group take turns to throw the die. Kocho-sensei. Best to give them some time to think about this one. Each child has a column of cards in front of her in the same way.
for example.) 184. if the answer is no. so the child has to try to remember the position of the word cards. In their answers. 185. Give a prize to the student who lasts the longest. If the answer is yes.be played with the word cards upside down. 187. Students must find the words. It is possible to give points for each correct guess. WORD SEARCH Make a list of words and hide them in a grid of letters. but the game can also be played without competition. give the students the present tense and tell them to look for the past tense. the child can guess the name of the animal by asking. The child who guesses correctly then thinks of a different animal and the other children try to guess what it is. students must NOT use yes or no. The children take turns asking yes/no questions like. Are you a ? But. Get each one to explain their sentence. YES/NO 1 Teachers ask students yes/no questions. YES/NO 2 One child thinks of an animal and the other children try to figure out what it is. 186. To make it more difficult. the next child asks a yes/no question. Do you have four legs? or Are you bigger than a dog? . YOU RE THE TEACHER Give each student a sentence to either correct or say that it is OK. .