Games and Activities for ESL Classes January 1, 1997 | Posted by Shaney Collected by Shaney Crawford, Former Participant
of the Japan Exchange and Teaching (JET) Programme (Fukushima)
These games and activities have been collected from various sources: past issues of the Fukushima JET newsletter, games books, various CLAIR and AJET teaching resource guides, and stuff left over from my predecessor. I apologize for not quoting sources, but I collected them in such a hurry when I first got here that I can t find the original sources in most cases. It is safe to assume that I did not come up with all of these games, so please do not give me credit for doing so. You can, however, assume that all mistakes are mine.
1. A and AN Draw a large a and a large an on separate pieces of paper. It is best if these words are written inside amusing animal shapes. Divide the class into two teams. The first child from each team puts their hands on their heads. Show the children a vocabulary flashcard. They both touch (or slam) the a or an . The one to touch the correct paper first gets a point for her team, provided that she says, It s a or It s an correctly. If she makes a mistake, the other child is offered a chance to make the correct sentence. After the class gets the idea, one of the children can hold up the cards instead of the teacher.
2. A-B PAIRWORK Student A is given half of the information and Student B is given the other half. Students have to work together and ask each other questions to fill in the missing information on each of their sheets.
3. ADJECTIVES 1 Write down three adjectives and ask pairs of students to write down as many things they can think of that all three adjectives apply to. For example, big, cold, beautiful might apply to snowman, mountain, Alaska Get students to come up with their own adjectives. See who can get the most number of words.
4. ADJECTIVES 2
Choose some advertisements with big print and not too much writing on them. Number them clearly. Black out two adjectives from each and make a list of the missing words. Before the lesson, post the ads on the walls of the classroom somewhere. Dictate the list of adjectives and tell the students that these are the words that have been blacked out on the walls. The object is to match the adjectives with their ads. Students write the number of the ad that they think that adjective appeared in.
5. ALPHABET 1 Use big cards. Go through the alphabet once in order then mix them up. Introduce the pronunciation of B and V, M and N, and L and R carefully.
6. ALPHABET 2 Use chalk as a baton. Arrange teams behind a line before the blackboard. The first student writes A in her/her team s designated space, then passes the chalk to the next student. The fastest team wins. The Japanese teacher monitors the kids to keep them behind the line. Friends can call out from behind the line to help. Give points for speed and neatness. When the students are confident with A to Z, get them to try Z to A. If some students can write the whole alphabet, pit them against each other. Instead of running to the board, you can try having wheelbarrow races or hopping races. The movement and the competition are important in an elementary school.
7. ALPHABET 3 Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to the side. The students must make an alphabet line, card to card, from A to Z. Can use to check recognition of capitals and small letters.
8. ALPHABET 4 Make two sets of alphabet cards, each letter about half the size of B4. Divide the class into two. Distribute the two sets of cards amongst the students. Some of the students may get two cards. The teacher selects a word for spelling. Each team has to spell the word by its members rushing to the front and holding up their cards in correct sequence. The fastest team wins.
9. ALT S APARTMENT
Draw an empty apartment on the board. Have students try to guess the contents. Draw them in as they name them. For example, the students could ask, Is there a chair? .
10. ANAGRAMS (WORD SCRAMBLES) 1 Mix up vocabulary words and get the students to unscramble them. Can be played in teams, in pairs, or with the whole class. The team who can unscramble the word (i.e. say it in English) and give its meaning in Japanese gets a point. The team with the most points wins. You can also get the students to spell the words correctly for points.
11. ANIMAL GAME Give each student the name of an animal. After practising the different animal sounds, the students make the sound in order to find the other students who are the same animal. Japanese animal cries (nakigoe) are different from their English counterparts. Explain the sounds using pictures. The kids find the differences amusing. They tend to know dog and mouse (after you mention Mickey). I also used kangaroo with a tch, tch sound. Have a card for each student, but make sure they don t show it to anyone else. After finding their partners, they can show their cards to each other, then the JTE and ALT. Presentation is important as without the preparation of cards and the explanation (i.e. you can t show your card to anyone else ), this game can be a flop. It took some fine tuning before it succeeded.
12. ANYTHING GOES Students try to come up with as many different answers to one question as they can. The teacher asks something like, How many fingers do you have? . The first student will probably say, I have ten fingers. . The next student can say, I have more than nine fingers. The next, I don t have sixteen fingers. . The next, I am an alien, so I have sixty fingers. , etc. Try to get them to use any grammar point that they have ever covered.
13. BACK TO BACK Teams of two stand back to back and hook their arms around each other s arms. Race to a marker and then back to the starting line giving both the chance to run forward and backwards once.
14. BACK WRITING 1
After reading a text, each student selects about 5 new, difficult or unusual words. In pairs, they write the words one at a time (with their fingers) on their partners backs. The partner guesses the word. Variation: the partner must use the word in a sentence. Books closed makes it a memory game. Books open makes it a scanning activity.
15. BACK WRITING 2 Each row is a team. The last person in each row comes up to the teacher s desk and looks at a flash card. When all students have returned to their seats, the teacher says Start! and the game begins. The students at the end of the row write the word (with their fingers) on the back of the person in front of them. When that person seems to understand the word, they write it on the back of the person in front of them. The person in the front of the row writes the word on the board, then goes to the teacher s desk to look at a different card. Once he has remembered the card, he goes to the back and writes it on the back of the person who used to be at the end of the row. (All the students should move forward one seat while the person at the front of the row is looking at the new card.) The winning team is the one that can write the most (correctly spelled) words on the board.
16. BASEBALL 1 The class is divided into two teams. Four chairs are placed in the shape of a baseball diamond. The AET/JTE proceeds to ask each team member a question which must be answered in a complete sentence. If the correct answer is given, the player moves to first base. If the answer is wrong, the player is out . When the team has three outs the other team comes up to bat.
17. BASEBALL 2 Draw a baseball diamond and a score board on the board. Students, in turn, are at bat and choose how difficult a question to attempt: a single, double, triple, or homerun. If a student answers correctly, s/he moves ahead the appropriate number of bases. The students who are already on base advance the appropriate number of bases. Players who advance to homeplate score a point for their team. If a player answers incorrectly, s/he is out. Once a team makes three outs, the other team is up. This works well with spelling practice because it is fairly easy to compile lists of easy to difficult words.
Note from Steve Mendoza I teach at a Japanese high school, and I have some additional ideas for the game Baseball 2?. It may be a good idea to use playing cards, i.e. ace = single, 2 = double etc. Also the joker card can be an automatic walk, and king can be an automatic strikeout. The cards are put face down and the students pick one
For example. If the partner has not placed a ship there.randomly. In Japan. etc. Students record their own guesses on the grid made for that purpose.
18. The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. If she gets three more correct. Students must not show their game sheets to other students. BINGO The game board can be any size as long as it is square (3X3. he says miss . etc. their team gets a home run. (1) The same child can draw more cards. Then the other student makes his own guess. she gets a home run. which allows the children to fill in almost every letter of the alphabet. If she answers the questions successfully. If she makes another correct answer. The student who sinks their partner s entire fleet wins. If the partner has placed a ship in that square. To make the game sheet. If four different children make correct answers consecutively. Divide the children into two teams and give each team some counters. 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 ). third column. The game sheet includes two grids.g. might indicate the square that is in the first row. Students then say these sentences to indicate which square on the grid that they are going to guess. Ships can be placed anywhere on the grid (horizontally. The team takes turns at bat. The other grid is for the student to record his guesses on. (3) She can choose not to go to first base. There are various ways of proceeding from here. This adds a more random element to the game. (2) The next child on her team draws a card. On the student s own grid. vertically. two cruisers (3 squares) and one submarine (1 square). Either the rest of the team or the pitching team ask her one or more questions about the card (e. Students are given the bingo grid and a bunch of words that they are supposed to fill the
. 4X4. BASEBALL 3 Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it. if given the choice. If she makes a mistake.
20. Each team is allowed three outs before the turn passes to the other team. she can choose to move to second base or try for a three-base hit. she moves her counter to first base. he places various ships . What is it? What colour is it?). BATTLESHIP Students get into pairs facing one another. He is ). Students try to sink each other s battleships in this way. one battleship (taking up 4 connecting squares). One grid is for the students to place his battleships on. the turn passes to the other team. but not diagonally). He is Japanese . Each student gets a game sheet. most students would just pick single each time.). For example.
19. If you are teaching elementary school children the alphabet. You are . put beginning parts of sentences in the squares of the first column (for example I am . use a 5 x 5 grid. but to try for a two-base hit. he says hit and marks that square with a big X .
Give the students about 10 minutes to fill their grids with names. So Kenji circles Yes underneath the question and Kanako signs her name at the bottom of the square. start calling out words or sentences that contain the words. Can also be played with vocabulary words. it may be necessary to restrict the area). The blindfolded child then asks the children where they are by saying. rolling again.e. Vary the ways to win. (If the room is large or the game is played outside. the blindfolded child can move and try to catch any of the children. the children have to stop moving immediately. While she is counting. BLINDFOLD One of the children is blindfolded and counts to ten. where are you? . get all of the students to sit down and check the answers of the winning students. Then. Students who answer yes sign their names on the sheets. Call out words and the students write them on the bingo grid wherever they like. that child is the next to be blindfolded. such as Snakes (chutes) and Ladders. etc. Students interview each other by asking the questions on the grid. Have squares for missing a turn. all the other children can move too.
23. You can use true/false questions. Do you like to swim? . I do . or whatever target sentence you are currently studying. Students cannot ask the same person more than one question. sometimes make it two rows or a special design (e. the other children can move around the room. students sit down and the teacher calls out the students names. questions and answers (i. Emi. As soon as she moves.
. getting an extra turn. On the count of ten. or scrambled words or sentences. The blindfolded child can also move. students who answer no don t sign anything. Sometimes make it one row. trivia). Keep playing until someone gets Bingo.
22. Model the game after a well-known game. This can also be played with students racing around to make Bingo with the students names themselves. she must guess who she has caught. Then call out the vocabulary words one by one until someone gets bingo. After a few students call out Bingo.g. If her guess is correct. For example. For example. or make your own. T or X )
21. If they answer no . After any answer. The children answer. If she catches a child. I m near/in/on/under . you know that the students haven t been playing correctly. BOARD GAMES Make up a board game for any grammar point. Kenji asks Kanako Do you like to swim? Kanako says Yes. Ask the students who signed their names if they really answered yes to the question.Bingo grid with have more words than spaces once they have finished. BINGO WITH NAMES Prepare a bingo grid with a question and YES/NO written in each square. Are you a good baseball player? . A straight row of students who answered yes makes Bingo.
1. bop. Or. The person in the middle must approach one of the people in the centre and say either bop or bop. Play this game as quickly as possible. 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.
25. bippity. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another). bop. she can say Hula. BOP Students sit in a circle. bop. A student in the middle calls out the name of one of the students at the end. BOPPITY. bop. BOGGLE 4X4 grid with letters. 1. 2. hula-like.
28. If tagged. 3. 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. bop . bop. Message must travel through the class. This continues until someone slips and says bop when they are not supposed to. bop. One student goes in the middle.24. BULLRUSH (BRITISH BULLDOG) The students stand at one end of the gym. bippity. 2. That student has to run from one end of the gym to the other without being tagged. or doesn t say anything when they are supposed to say bop .
26. If everyone has caught on to this.
27. If the person in the middle says bop. The person in the circle who this is said to must react by contorting his face to look like an alien. bop . the person in the circle must say bop before the middle person has finished saying bop. If not tagged. She can say Aliens. he joins the students in the middle. CARD GAMES
. 2. let the middle person say some different things. 1. The person who makes the mistake must go into the middle. hula dancers. There are one or two students in the middle of the gym. If the person in the middle just says bop . BROKEN TELEPHONE Someone whispers something to a student. Last person says what s/he hears. bippity. bop . The people on either side of the alien must hold their hands up to their faces and scream. then the person in the circle must say nothing. 3?. BOP. she can say Viking ships. 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. 3?.
29. the JTE raises his/her hand and the students mark with a pencil the part of the text where they think the AET was reading when the JTE s hand went up. Can also be done with nouns and adjectives. At various stages. these games can be taught to an English club. The team has one minute to figure out what their team-mate is trying to act out. Crazy Eights.Adapt any card games you know to a grammar point. s/he has another turn. Go Fish.g. The AET reads the text at a certain pace. Each child chooses a car (or counter) and places his/her car on the starting line. E. 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. the other gets to try to steal the point. For advanced students. or say that throwing a 6? on the die will make you crash. CHUNK READING Good for all levels. If at the end of one minute the team still hasn t guessed. This game works well for verbs. or answer a question about it. You can also use brief pauses and get them to try to guess where they occurred. CAR RACE Place some flashcards end to end to resemble a race track.
31. If she makes a mistake. instead of run . give them 90 seconds to do as many cards as they can). When s/he stops on a card. CHARADES It s usually best to introduce this game after playing Pictionary a few times. Also. He is running. The first child draws a number or throws a dies. 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. Either make a crash flashcard. The student must move his/her marker to the side of the track and wait out one turn. Are you ? The rules of the game are as
. she must say what it is. Students pick out a verb card then they act out the verb. Old Maid. Yet another way to play is to give one team a limited amount of time to go through as many cards as they can (e. If a child s piece lands on a brightly coloured card. but first years in particular really get into it. For example. One child stands in the centre and mimes an occupation/animal. etc. CIRCLE MIME The children sit in a circle. make a sentence about it. s/he returns the car to its original position. If they guess properly. Decide the number of laps. The other students try to figure out what the verb is.
32. ask for a full sentence response. says what the number is. Speed. the team gets a point. etc. The other children try to guess what she is miming by asking. and moves her car around the track that number of flashcards.
30. Can be played in two teams.g.
the children can janken to see who gets to ask first. (4) It is probably a good idea for a child who wants to guess to put her hand up first. If they get good at doing that. the child in the centre has to stop miming immediately. but stick with about 5 colours. Students go one by one and ask each other Is this your ? They have three chances. COMMANDOES Make up even teams.follows. then say the alphabet. COLLECTION Collect one thing from every student and put it into a bag. the whole class asks What are you? and the child who is miming answers. 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.
33. she loses one point. they must clap on the colour orange instead of saying the letter. For example. Get students to close their eyes and take things out of the bag one by one. COLOURS Draw up an alphabet chart. Alternately. Then they must go in front of the class and ask Whose is this?
35. get them to do something else for another colour. but this can be a good chance to cheat a little and let some of the quieter children ask the questions).
. tell them from now on. (3) The child in the centre cannot mime something that has already been mimed. Each letter is a different colour. I m . CLOZE Make two copies of a passage. a student might ask. Then. If she is correct.
34. The first student falls down and then says go and then the next student straddles the first student and falls down and says go. Or. Nobody gets any points. each with (different) words missing. If her guess is incorrect. (2) If three children s guesses are incorrect.
36. If more than one child put their hands up. the students can ask each other questions about the missing parts after reading the passage silently. This is repeated until the team has reached the end of the gym. Review these colours. Blanks identify the missing words. The students read the passage aloud together to fill in the missing parts. What is the mother s name? . When this happens. both she and the child who is miming get a point and they change places. the teacher (or a child) decides who should ask the question (usually the fastest. (1) Any child can ask the question.
CROWS AND CRANES The students make two straight lines. The first girl and boy come forward. then the teacher calls out a number between 1 and 6.g. COUNTING CARDS Use about 20 flashcards. get the students to leave the cards overturned. One line is called crows and the other cranes . Then start reading the flashcards. you can ask students about the cards. E. Do this in a group at first.
39. Go up three and left two. Then. Go through the numbers with the students. Have a student say a number between one and twenty.
41.37. Select a category. The teacher calls out crows . Any student who does the wrong thing on the special number is out. The quickest gets a point and the next two students come forward. If the number is 7? for example.g. girls in a line. What is it? What colour is it? Do you like it? If the student answers incorrectly. or not saying the card. The special thing can be shouting. I explain eleven (7-11) and twelve (difficult) for 5th and 6th graders. concentration now begins! . get them to tell you which cards to turn over. they become a crow and join the crow team (and vice versa). For advanced students. CONCENTRATION 2 Magnetic cards are put on the board with blank backs. Also. they don t get to keep the cards. They roll the dice. E. If a crane is caught.
40. No hints from team-mates allowed instant penalty. if a student turns over a card that has a matching card already showing. The Japanese teacher keeps score. stop and do something special on the seventh card and on any multiple of seven. Team or student with the most cards wins. The students must add the dice number with the number the teacher says. I play boys vs. If they find a match. Students must turn over the cards until they find a match. CONCENTRATION 1 Chant Concentration. The cards are arranged in pairs so that English words match Japanese words. Students must say a member of that category within a time limit (usually within four handclaps).
38. they have made a match. etc. DICE GAME Make dice (saikoro) about 10cm x 10cm or larger.
. The crows try to catch the cranes before they reach the wall. For beginners. they can go again. but later go through the class one by one.
The other is IT. then a sample solution might be: You are so poor that you must eat macaroni everyday. the future. he gets up and runs around the circle twice. etc. you open the dictionary at random and pick a word from that page and read it aloud. she will tap someone one the head and say goose . It has one long green arm and a short blue arm. For example. She can repeat this as many times as she wants. and IT walks around the circle once and tags that person on the shoulder. The goose and IT run opposite ways around the circle and the first person to get back to the vacated spot is safe. trying to tag IT.
45. Practise then erase a part of it. DROP THE HANKY Make a circle and sit down. If IT drops the hanky and the person doesn t realize it. ERASE A SENTENCE
. My monster has three heads. DUCK. that person becomes IT. Have the students repeat replacing the erased bit. such as: not enough money. Keep erasing until the students can recite the entire sentence from memory. One person is IT and has the hanky (handkerchief). DUCK. DRAW THE MONSTER The teacher instructs the students to draw a monster according to his oral directions.
43. Read it line-by-line and have the students repeat it. As soon as that person realizes that the hanky has been dropped behind him. IT is safe and the other person is IT. relating to a difficult person.
44. if the problem is not enough money and the random word is macaroni . The teacher says things like. She walks around the outside of the circle and drops the handkerchief behind someone. DICTIONARY ADVICE Using one or more English dictionaries. present some common problems.
46.42. If IT manages (after two runs around) to get to the vacated place in the circle. One person is IT. but at some point. GOOSE Make a circle and sit down. ERASE A DIALOGUE Model the dialogue or key sentence. Compare notes at the end. It has a pointy nose etc. The word must be used to give advice on the problem. Write it on the board. Good for Let s Read .
47. After the class picks a problem. She walks around the outside of the circle and taps people on the head and says duck .
49. milk . Japan. Read the sentence and ask the students to repeat it. FAMILY TREES This activity can be used to introduce members of the family (Mike is my brother). Draw your own family tree and explain its history. study.
48. jet.e. one student has a copy of a passage and the other student has a copy with factual errors. If the student says it right. cherry . Then. The first student to guess correctly gets to keep the card. in Canada. and the possessive s . India. Students are given an empty grid with the names of the countries and verbs already on it. frog. For example. her row may sit down. Explain and practise new vocabulary words. EXPLANARY Show the students several flashcards that they are familiar with.
51. Better still. you might need to be more specific if the cards are apple. You could use flashcards. shuffle the cards and start describing the top card without showing it to the students. review possessive adjectives (shoyuukaku). Then fill in the middle with appropriate answers (i. Have all of the students stand up. That might be enough to let them guess the word if the cards are apple. include photos. They must fill the chart with the words that you give them. The other student listens and identifies the errors on his/her sheet. Italy. strawberry. These copies are identifies as correct or not.e.
50. eat. You could make it an assignment and have them include photos. use. you could say It s red. If she says it incorrectly. The student with the correct version reads the copy aloud. sun. however. This game can also be played
. FILL IN THE GRID Draw a grid with the names of countries down one side and verbs across the top e. Canada. Hockey is played in Canada. speak. Get the students to draw their own family trees and explain them to a partner (pair practice). Mairi used this for passive voice i. FIND THE MISTAKES Working in pairs. tomato. Have a student from the first row try to say the sentence including the first word. then write sentences or read them out to teachers. her row remains standing and a student from the next row tries.g. Erase one word from the sentence. Tell them to try to remember the cards. Good for building up essential vocabulary. we play hockey). The student (or row) with the most cards at the end wins. UK and play. Check the students understanding by listening to them during pair work and ask a few students to tell the whole class about their family. or introduce their partner s. orange. You eat it. if the top card is apple .Write a target sentence on the board. banana.
52. FIND YOUR PARTNER Prepare a set of cards with different names. an answer might be My name is ______. For example. you may want one team to stay sitting while the other team stands and walks around. I work at a _____. FIND YOUR GROUP Every student is given a card with some information on it. they must sit down. FIND YOUR MATCH Divide the class into two teams. FIND SOMEONE WHO Make a list of qualities or actions.
54. Give one team Vocabulary cards and the other team Japanese Meaning cards so that one card goes to each student. The students in the team that is walking around collects the cards from the students in the team that is sitting. occupations. ______ also likes ______. etc
55. In the end. then student must ask others. When the teacher says start students from one team try to find the card that corresponds to theirs in the other team. if a card says. I like pickles and yakisoba. My friend is _____. the student could write down the answers. Find
.with both readers reading their passages silently and then discussing the content and trying to find the mistakes.e. Students have to ask each other questions to find out who belongs in the same group as they do. I work at a university. the teacher says stop and all of the students sit down. etc. For example. wins. Students must find someone who fits those qualities someone who likes natto. The team with the most points wins. and likes and dislikes. volleyball . This student would have to find her friend Chikako and find other people who like and dislike the same things as her. My friend is Chikako. To control the chaos. _____ also works there. i. 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. friends names. The first group to get the prescribed number of members (perhaps five). high school student. For example.
53. Japan. Play again with the opposite teams sitting and standing. one card might say My name is Yumi. Each student holding a matching set of cards scores one point for his team. After a few minutes. When all the members of the group have gathered.
That number is buzz . Explain the technique of bending your knees. I have used this game with my 1st and 2nd years with great success by pitting the girls against the boys. Go fish! If the student gets the card they asked for.g. 5. 11. For example. they must take a card from the fish pond on the teacher s desk. holds up flash cards one by one and asks questions about them (e. It s a race and the first to cross a finishing line (use a skipping rope) wins. 1. 14. 11. The number seven is unlucky. Then the students ask other students in the class (jankening first to see who will ask who). buzz. etc. You can play this in a relay. 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. 16. and the winner asks. with 2 points for a win. Yes. 1. then ask the same student again. The student with the most pairs wins. fizz. drawing on gills. 15. If they can still manage that with ease. Do you have a ~~? The other student replies.
58. etc. or one on one. buzz. What is it? What colour
. That would result in something like. make is so that multiples of fizz and buzz are also unlucky.
59. 8. Although this has nothing to do with learning English. Uchiwa are much better. 13. try adding another forbidden number. 19. or No. fizz. if 3 is buzz . and colours. The object of the game is to get as many pairs as possible. fizz. or the teacher) stands at the finish line. twenty-seven . 4. fizz. Whenever seven should be said. Each child also has a magazine (or uchiwa). it s important to mix in an international type game and get the students moving about. they keep the pair. Students janken. This game is perfectly suited to Japan because in the UK we used to use newspapers.
57. etc . buzz. the next three . 3. One child. I do. The pattern should sound like. 18. 10. buzz. Set a time limit. 2. 8. FISH Give each student 3 or 4 cards and put the remaining cards on the teacher s desk. 4. one by one. I want a . 16. 9. Please give me ). If the student is told to go fish .56. I m looking for . FLAP THE FISH 2 Make a starting and finishing line on the floor. buzz. students must say fizz . or review of target sentence (Do you have . 10. or make play end when the fish pond runs dry. Here it is. 5. 6. so no one is allowed to say it. buzz. The idea is to wave the fan next to the fish and make it move without touching it. fins. fizz. Move the desks to one side of the room (if you re in a classroom) and divide the students into two teams. Can be used for vocabulary review. FIZZ BUZZ The first student in a row starts counting with one . If the students get very good at that. I don t. then 37 is buzzfizz . 12. etc . or boys vs. buzz. This includes seventeen. girls. 2. the next student says two . Then get a few uchiwa (Japanese fan with a handle).
the person in the middle can call out sentences like I play volleyball and those students who play volleyball must trade seats. then use it for whatever in class)
61. and nose. If a child answers correctly. You can also cross-reference the game by using the colours of the fruit. you can put circles (like an archery target) around the nose and give more points to children who put the nose exactly on target. right. The other students tell him/her where to place the parts of the face. stop . Students give the blindfolded students instructions on where to place the magnet. Practise pronunciation then give each student the name of a fruit. teach the students the parts of the face in English. GIVE ME Like show me . mouth.g. This can also be played with a drawing of a face without a nose and a magnetized picture of a nose. FORTUNE TELLER (in progress) Instructions:(make the origami fortune teller. think of some suitable punishment. This student calls out the next fruit.
62. Also. making the fish move toward the finishing line. left. or team-mates take turns answering and flapping). Have one less chair than students so there is always one student left standing. All the apples must switch chairs. FUKUWARAI (PIN THE TAIL ON THE DONKEY) Use the traditional Japanese New Years game fukuwarai and turn it into an easy English game.
63. ears. 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. For third years. blindfold a student. First. apple). You need visual aids with small kids to get their attention and monitor their understanding. Students must give you the objects that you ask for. The teacher calls out a name (e. FRUIT BASKET Make a big circle with chairs.is it? What does she do?). Write 4 or 5 fruits on the blackboard. and last the words up. down. she hits the floor behind her fish with her magazine (or uchiwa).
. Then. The first child to make her fish cross the finishing line is the winner. If there are more children than can race at the same time. We made eyes. I play ). Can be played as row race or by the whole class at once. If a student is in the middle three times. This game can be played with any vocabulary category or grammatical pattern (I like . 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).
Give each team voting cards. tennis. Mary. Give each group $500. If the sentence is correct. Then. no points are given. in teams. When all of the students have seen one word. Then tell them to go to sleep and wake up the number twos. Teams that are right win the amount that they bet. C. get them to consult with the other members of the group to put the sentence together. GRAMMAR GAMBLE 1 Make a list of sentence pairs. OO means both sentences are right. she says Are you D ? Then Student 2 asks Student 1 the questions. Student 1 asks Student 2 questions. Teams can bet for bonus money if the think they can correct the sentences. XX means both sentences are wrong. For example. If the sentence was correct. Each student has a sheet of paper with a grid on it. Give the number twos a word to memorize. GRAMMAR GAMBLE 2 The teacher writes a sentence on the board. or Are you John? . The teams who raised the I card must write the correct sentence on a piece of paper and hand it in to the teacher. Then get the students to hold up their voting cards. The sentences can be either correct or incorrect (grammatically). or Are you a basketball player? When Student 1 has figured out which letter Student 2 circles. 2:00). Teams that are wrong lose their bets. Students get into teams. John. one row will have various times (1:00. GUESS THE COLUMN Students play in pairs. Let students decide their order within the group (1 to 6). The columns are labelled A. the next row will have various names (John. For example. Think of a sentence and write one word of the sentence for the number ones to memorize. XO means one is wrong and one is right. The winner is the student who needed to ask the least number of questions to find out their partner s choice. they work in pairs to figure out which one their partners circled.
65. etc.64. The students in each group put their heads down except for the number ones. 1:15. 1:15. and the next row will have various clubs (basketball. etc. the team scores a point. Paul.
67. GO TO SLEEP Divide the class into groups.
66. 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. 1:00. basketball). baseball. The team with the most money wins. the teams who raised the C card get points. Mary). Can be played with betting minimums and maximums. B. baseball. Did you finish lunch at 1:00? .
. D. Students. Students circle one of the letters at the top of the columns. The row contain various possibilities and some repetitions. If the sentence is still incorrect. and so on.
70. Play this really fast. gets 3 points to that row. The blanks __ __ __ represent words instead of letters. award 1 point. HALF AND HALF Students are given half of a sentence and have to find the person with the other half. 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. then the next student in the row. Each row is a team.68. etc. HANGMAN 2 Involve competition. palms facing downwards and you are all in a circle. A palm-down slap on the table = a move in the clockwise direction. HANDS DOWN This game can be played on the ground. Introduce the game by explaining the hand motions. Use chalkboard eraser to erase the parts of the person when someone in the row makes a mistake. have a magnetised cut out of the hidoi boy himself. Then they have to read their part of the dialogue in turn. if correct. A palm on its side = reverse direction. The last surviving person is the hands down champion!
69. After you ve done a few words. or better still. on a table.
71. If incorrect. For every correct letter. Hanged man is already drawn. one hand. minus 2 points. The first hand up. Can be used with boring dialogues. One hangman s platform is drawn on the board for each row of students. Students compete against each other in rows. Recommended for 3 year junior high and older. Good for practising spelling and new vocabulary. If hung. Anyone who makes a mistake must take their hands out of the game. A palm-down slap done twice = skip the hand next to your hand. draw a beard on the stick man. The first student of each row says a letter. HANG HIM Variation on the normal game where the sole purpose is to hang a heinous suspect. Target a key sentence/grammar point practised in class. get a student to think of a word and take your role.
. Usually played at the end or beginning of a class. anywhere that is flat and big enough to fit all of your buddies. HANGMAN 1 Variation on the normal game.
72. Students must go to front of class and arrange themselves in order. Any student can guess the word. Everyone intertwines their hands.
you can use to sit. Draw Team A on one cliff and Team B on the other. Name the crocodiles after the teachers. The winner continues. the loser returns to the back of his/her team. First year: Are you a banana?. Divide the class into 4 teams: A. are long and thin.
75. next . Tell the children how many cards have been hidden. The first child to write sentences for all of the cards is the winner. have handles. Draw a bridge and demonstrate that it s shaky. then . HIDDEN CARDS Hide vocabulary flash cards around the room (the game can also be played outside). It s too far to jump (show unlucky athlete falling to his doom). on. The children move around he room with notepads. Don t forget to include words like first . Mistakes (e. and finally . are made of wood/paper/glass. There are always 2 students trying to cross the bridge. and they can
. team members have to read the question out loud and answer correctly.g. etc.g. work on electricity. I do are penalized by one point (crocodiles keep a look out!). Get the JTE to be A and you are B. making sure that they are all clearly in. INDIANA JONES GAME Draw 2 cliffs.g. D (two teams for each bridge). HOW TO Take the instructions for doing something simple (making toast. one for each crocodile/teacher. Prepare about 20 questions on slips of paper. Get ready to FIGHT IT OUT (the kids crease up laughing when they realize it s only janken). doing the dishes. The loser of the fight has to return. Put about 4 questions face down on each bridge. They want to cross the river. Yes. Cut the instructions up. Children can be disqualified for making too many mistakes or writing too untidily. writing sentences about each card (e. and a river with two crocodiles. Get the students to push them together to make two bridges. or under something.
74. Students have to put the instructions in the right order. (e. ).). make a noise. Set up the classroom. Second year: past tense practice). Eventually. Use 2 bridges. people enjoy looking at. Students who make it across get 5 points. HOW MANY THINGS Students have to write down as many things as they can that fit the description you give. To cross the bridge. B. etc. The shark is under the desk. Six desks and chairs squashed together make bridge. How many things can you think of that are bigger than you? Other categories: are round. while the winner can continue along the bridge. I m not or No. For example. team members will meet on the bridge and janken. Pretend to be crossing the bridge and meet in the middle. C.73. Two middle rows of desks are needed.
No. INTERRUPTIONS Give the students instructions like Clap when you hear a word that starts with S. Can also be made competitive by giving one point for asking a student of the same sex. Very exciting if you have the energy. The other students can see a picture.
79. 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
. Quiz at the end. two points for asking the opposite sex. and three points for asking a teacher. Akihiko doesn t know how to climb mountains rather than. You can try having team tournaments.
80. Shuffle these interview cards and place them on a pile face down on the table or floor. Each child takes turns to pick up a card and answer questions asked by the other children. INTERVIEW 1 Can be used with any grammar point. i.keep score. Leave a blank space after each question so the students can insert the name of the person who they asked. It s best if the students can write down a longer answer. one teacher per bridge. This game works well to get the students familiar with responding great pattern practice. Stand up when you hear the end of sentence. Keep changing the slips of paper so the students can t just memorize the questions. INSTRUCTIONS One person stands at the blackboard with their back to the class. he doesn t . Remember. INTERVIEW 3 Write the names of famous people or the names of countries on the backs of a set of cards. and that person s answer. No.
78. The other students give instructions to the person at the blackboard. Compare the picture with the blackboard. Then read through a passage and get them to follow your instructions while you read. Snap your fingers when you hear the EEE sound. giving hints for reading and answering questions. Students must listen and take notes.
77. INTERVIEW 2 JTE and ALT dress up and act out a TV interview.e. One good point is that the students seem to help each other. Make up a list of questions that the students must ask each other.
An X in the spot means that the person doesn t wash the dishes. First spread out whatever cards you are using face up in front of you. Then call the next card. JANKEN SHOULDER RACE Students get into pairs and stand up. If neither student responds correctly in a reasonable length of time. The student with the most cards at the end of a time limit wins. After this round. Gather the students around the cards. This can also be played in reverse where the class knows who the person at the front is.
83. give it to him/her and pass the turn onto the next student. All playing cards are identical. an O that they do. When the teacher says start .
84. Sanjit and wash the dishes. The loser must say something in English or ask a question.that person or that country. each pair jankens. Each playing card is a grid with five names down the side and five actions on the top (e. say stop and touch the card yourself. Hannah. The grid is filled in with X s and O s X means no and O means yes. Then. Peter. in that it only requires recognition or even partial recognition of the new material. KARUTA (SNAP) 1 Most Japanese children already know this game. Gail. Have the students repeat after you. It s a great way to introduce new vocabulary. If A guesses incorrectly. The students janken to see who asks first. If A guesses correctly. clean the house. The other children must guess who the person or what the country is. B must answer truthfully. Next A can guess who B is. clear the table. the students must change partners. Then choose two students to begin. JANKEN QUESTION GAME Give each student five playing cards. mow the lawn. In either case. 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. Once a student hits the correct card. The game is played by slapping whatever card is called with either hand (or a fly swatter). etc. The children should first be encouraged to ask questions like What do you do? or Where are you? . walk the dog). etc.
82. Between 10 and 20 cards is usually best. James. A can take B s card. Colour coding the cards for points makes ties less likely. Then. Play continues in this manner until all of the cards have been correctly identified. Call the first card. both players keep their cards. but more or less can often work better. The game ends when all of the students are in one row. The pair then find another pair and do the same thing. the child at the front asks What do I do? . the loser must hold onto the winner s shoulder. Demonstrate this once or twice by calling out a card and hitting it yourself. then say the name of each card as you touch it. The winner is the student at the front of the row. but the person at the front doesn t.g. students janken again and the winner asks another question. Students circle one name on every card and then move around the room looking for an opponent. Once students are comfortable with the basic game. you can add the rule that an incorrect response loses a turn. This allows you to make
88. you can play a guessing game (e. Stop to review when students are stuck. Give students a copy of the passage and ask them to circle words that were pronounced incorrectly.g. Can also be done as a listening exercise without a passage. It s smaller than six. or ask for each card in order. The other partner goes to sleep during this time. or if one student is much better than the others. colours. KIMBERLY S GAME Spread out a number of flashcards or real objects. take one object or flashcard away and get the students to guess which one is missing. Then. Then. One partner looks at the flashcards or objects and tries to memorize them. Assign points for each correct answer.false calls (e. Can be used with any vocabulary (e. Can also be played in pairs. The students must write down what they saw. or cards from a previous game). It likes to jump.g. When you call out a card. Get a student to draw pictures of people with all of the parts studied. Pit teams against each other. The children put their hands on their heads.g.). KARUTA 2 Spread some flashcards on the table or floor. It s an animal. Use word pairs such as park and parku and get the students to circle what they hear. 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). After a few minutes of memorization time. It s a number. and is especially useful with only a few cards remain in play. cover all the cards or objects. the first student returns to the
. Using wrapping paper rolls. The successful child calls out another card.
86. Take over or help if they get stuck. KENDO Review the names of the parts of the body.
87. and the other children try to slap their hands down on it. they try to touch or slap their hands on it. It s green. students must hit the drawing on the spot that you call out. have the students count their cards and ask them how many they have. either have each student say the name of the card as they give it back to you. Or. numbers. Have students repeat after you as you name each one.
85. For reviewing vocabulary. of cards that have been removed. For advanced students. have the winner of the first round be the caller for the next round. KATAKANA READING Read a passage pronouncing some of the words as if they were written in katakana. 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. After the last card is won. time words). It s bigger than four.
Student with the most points wins. Start a chant. If only one person remembers a word. Students have to find one adjective for every letter in the alphabet. then around everyone to get back to their original spot. Then gesture to the child on your left and help her make the same sentence with a different adjective (e. The person who makes it back first scores a point for their team. On the top write. though. the pair must get up. Then. Write the words on the board as the students suggest them. LEARNING TO DANCE
. The students then sit down. or does so too slowly. ask the students for suggestions of what they remembered. .g. Kocho-sensei s monkey is a clever monkey. Then erase the list. In the strict version of the game. When the time is up. Can also be played with competition. Students write down the words they can remember. Kyotosensei s monkey ) and keep the chant going in time to the rhythm. When a word is suggested. it is worth 2 points.)
89. Start the chant by referring to a different teacher or student (e. Make the list too long for everyone to remember every word. 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. (Can be played in teams with the same rules. Give them around 10 minutes. If more than ten students remembered.sleeping partner and tells him what he remembers. KOCHO-SENSEI S MONKEY 2 The children sit in a circle or around a table.
91. When the teacher calls a number.g. find out how many students remembered that word. Both lines must contain the same number of people. KOCHO-SENSEI S MONKEY 1 Have a handout with a picture of a monkey. it is worth 5 points. pairing up with the person who is in the same position in the other line. K-S s monkey is a good monkey. 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. that word is worth 1 point. Encourage the children to do this with you. Get a rhythm going by snapping your fingers with your left hand and then with your right hand. If less than ten remembered. a child is out if she cannot think of an adjective. each pair is given a number. Kocho-sensei s monkey is alphabet beneath.) Continue around the circle until they get the idea. past their spot. then list the
90. The partner writes down what the other student saw. run around everyone to one end of the line. and then run up the ladder (made by everyone s legs).
94. The crazier the better. Remember. If the square is correct (i. Emphasize that there is no talking. they try to force their opponent s leg over to the side. On three. It said ___________. design a similar pattern in a notebook. 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. boooo sound) to announce the wrong step.You need a large tarp or a large sheet of plastic. The child who is able to do this is the winner.
. Remember to time the amount of time that is needed to get the entire group across. On each count. New explorers are encouraged to try their skill at the pattern until one person makes it through to the other side. This activity is best played with 5 to 12 people.e. The person starts by stepping on a square of their choice. Go through the pattern slowly. the student has to retrace the whole pattern again. This game promotes group and individual leadership. one student on the tarp at a time and no talking. then they are free to continue to the next step. Then I ______________. If their step is incorrect. An example of this activity could be: This morning. hips touching. Then it ____________. If a mistake has been made. LEG WRESTLING Two children of similar size lie on the floor on their backs. harmonica. they count to three. what do we do now? Divide the tarp (using duct tape) into 6×6 squares. Then it becomes very easy for the remainder of students to all get through the pattern one at a time. If a mistake is made. the person must backtrack through the pattern the same way that he came. parallel to their partner s leg. I saw a _____________. co-operation. Make sure to encourage all students. MADLIBS This is a cloze activity where students must fill in the blanks of a storyline. and mark off a path from one side to the other. the sensei uses a signal (a whistle. It was __________. Then. Using only their leg. Once the ten minutes of group planning is up. and creativity. Then I said ___________. a tarp that you d take camping works best. Their heads should be next to the feet of their partner. one explorer is set forth to brave the tarp and discover the pattern hidden in it. it matches the sensei s pattern). they kick their inside leg straight up into the air. side by side. the legs are hooked with each other. Extra points for creativity. and you d always have it for the day when there s 15 minutes left of the class and your teacher says OK. Gestures are one way to create a system of communication for the group as talking is outlawed. It had many ____________ and ___________. Together. Steps must be made within the square and must be clearly placed so the sensei and other participants can see where they ve stepped. but in opposite directions. 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.
I like sushi. MIDNIGHT The students stand in a circle and number off from 1 to 5. The winner of that set is the champion. Select a grammar point to practise. MEMORY GAME 1 Divide the class into 6 groups. The teacher calls out a number. My father works for . After all the numbers have been called.)
98. The second student would say. Takehiro gets up at 6:30 . The first student in each row must make a sentence using this grammar point and a topic (e. The group who rolled the die get a point for each correct sentence. the teacher calls midnight and all the winners run. the game begins. MEMORY GAME 2 Each row is a team. They can t get any points.95. My mother s name is . If you really want to spice it up. My brother/sister goes to school). This continues down the row until either a student forgets what his team-mates like.
96. Give each group a pattern to practise and get them to fill in their own answers. The group who rolled the die have to try to memorize Group 3's information. So. All of the groups have different patterns (e. Give a point per correct person.
97. but Takehiro will say I get up at 6:30. Offer several incorrect English sentences as options. I get up at 7.
. The third student would say. Test their understanding of the grammatical structure that you are working on. The groups are numbered from 1 to 6. The first student might say. the students in the group just have to say their own sentences. After all the students have had time to practise and memorize their sentences. For example. I like and food ). . If the group rolls its own number. I like sushi and tempura and yakisoba. My sister often watches on TV. the students would have to say. My mother goes to work by . Megumi gets up at 7. Megumi will say. then Group 3 must recite their sentences. can cook/food. I like sushi and tempura. use like and the first names of the girls/boys in the class. I eat breakfast at . Good combinations are study/subject.g. For example. If a group rolls a three. sing/pop group s song. play/sport. One group rolls a die. or everyone is finished. (Can be used with times number the students from one o clock to twelve o clock. The first student to touch becomes midnight . Group 1 might have to practise and memorize I get up at Each member of the group picks a different time to memorize. . The students who are that number run around the circle and into the middle to touch something.g. MULTIPLE CHOICE Make up a test with multiple choice answers.
The students left over must sit out (or they can
. Do the same with all the numbers. then backwards. If a student cannot get into a group. For example. get them to pass their numbers on at some point.99. NUMBERS 2 Have the students make a circle.
100. sitting down. When the students feel confident. Also. NUMBERS 4 This is a game which many Japanese students will know. Can be made into a quiz or team competition. Get students to guess where the music is from. the number of children in each group corresponding to the number card held by one child in the group. NUMBERS 1 Use flashcards to teach any group of numbers. can be used to liven up row race quizzes. NUMBER GROUPS The students walk around a designated area. Practise counting forwards.
103. or what language a song is being sung in. Sit in the circle and call number 1. Once they are in their groups. NUMBERS 3 Let the children make groups. If not all the children have cards. a child holding an 8-card. Have the students repeat the number. and hand out cards with the numbers you want to teach the children. The game continues until there are only two students left. then by 2s. and have them repeat after you.
101. must find seven other people to be in his/her group. The teacher calls out a number and students have to make a group according to the number called out. Every child need not necessarily have a number. 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). MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. Get the students to form groups according to how many times you blow a whistle or clap your hands.
102. or 4s. etc. then they stand on the side. having the child or children holding that number hold it up high for all to see. call out numbers at random.
Tell the students that they can say two up . Similar game: Counting 1. The trick is that the number has nothing to do with the objects or the drawing. Johnny. one down . In fact. Johnny. ONE UP ONE DOWN The teacher starts by stating. Eventually. That student must respond by saying his number Twenty-seven and another number. the other is crossed against his/her chest. then chant some crazy thing and do some crazy action and then get the students to mimic you. Johnny. Your audience of admirers must repeat your actions exactly.face a penalty like having to sing an English song). 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. For example. Arrange some objects on the floor (or draw some lines on the chalkboard) and announce to the class what number your arrangement represents. Only the teacher knows that that refers to the position of the teacher s arms: one is holding his/her chin. two down . Johnny. The students try to figure out what one up. NUMBERS CHAIN Assign every student a number. Johnny. Look at how their arms are placed and tell them if they are correct. Similar game: Canoe-head. performing them beyond perfection except for the final act the folding of the hands on your lap! Hints are worthy after ten tries. The only thing that you are looking for is whether they cough at the beginning. When someone catches on. Get them to go along with you to tell the other students whether they are right or not. you are arranging your fingers after you finish
. Scratch your head very discreetly. Johnny. Tell your audience to do exactly as you do. he is out of the game. Then you tell them if they are correct.
105. Use numbers from one to ten. it s always worth gallons of giggles. WHOOPS. they ve got it.
106. point to and touch the tips of each finger (of the opposite hand) in succession and say: Johnny. The basic idea is that you cough. Johnny actions. then say. but you fold your hands in your lap discreetly after you finish the final Johnny. Get the students to do exactly as you do. one down . The Whoops is accomplished by sliding the finger down and up on the inside of the fourth and final finger. I like to canoe. The magic of it is that you do the above scenario. If a student isn t paying attention and doesn t respond when his number is called. One student starts by saying her number and then says another number. One up. With one finger from one hand. I LOVE to canoe. If they scratch their heads first. one by one. Eventually. WHOOPS. three down . Similar game: Whoops Johnny. so they will be surprised when they are correct. or one up. Similar game: Wakaranai. Each student tries to test out a theory. Emphasize the LOVE. some of them will be able to figure out the pattern. Do some crazy paddling actions to show how much you love it. Students will just guess randomly at first. Keep going until everyone gets it. Three Twenty-seven . most of the students will figure it out. Johnny. announce that they are in the Johnny Club and get them to perform the Johnny act. Can be played with one other person or blooming crowds of admirers. one down means. The Twenty-seven refers to one of the other students in the class. Johnny. Your audience will probably be baffled and will repeat the Johnny.
The first row to finish wins. That student then dictates it to the partner.
109. Then you raise four fingers and the answer is 5. Then. For example. Then change your fingers to something else.making your arrangement. then you raise four fingers. give them word cards instead of picture cards to work from. Then you raise five fingers. Ask What number is this? The students will probably say five. For example. They continue as long as it takes to dictate the passage. give a flag to the first person in each row. PICTIONARY To introduce this game. the student who guesses correctly gets to draw next. divide the class into two teams and choose one student from each team to draw first. Then you raise two fingers. the student may pass the flag to the student behind. PAIR DICTATION Post copies of a paragraph on the back wall. When the students are comfortable with this game. For example. Adjectives and verbs can be included later. After they guess this one. Do this again. Can also be used with The English Resource s Pin Pon machine. For example. It may be advisable to keep the score fairly close by giving the team that s ahead a slightly more difficult picture to draw. It s usually good to start with simple nouns. then announce that it is four. the correct answer is 3. The first team to score 10 points wins. The first team to guess what their picture is scores a point. Give each student a piece of chalk and show each of them a different picture to draw. raise all four fingers and your thumb. Then raise two fingers.
. PASS THE FLAG Prepare a list of questions. If the answer is correct. but draw the object on the board and get the students to try to guess what it is. The trick is that the number that went before is the real number for the next time. say Here is the basic number. Similar game: Counting 2. Don t show it to the students. if the basic number is 3. pick out a picture card that the students are familiar with. and the correct answer is 4. Show the students the Basic number by raising your right hand and raising some fingers. then put your hands on your lap. Once they guess correctly. The first person to raise his/her flag may answer the question. and the correct answer is 2. One member of each pair goes to a copy and remembers as much of it as possible. show them the card. and ask the students to guess what number they represent. but the correct answer is two .
108. with four fingers of your right hand extended. you draw some crazy thing. Students have to try to figure out your game. Get it?
107. Then raise your fingers again.
PICTURE ASSOCIATION Draw various pictures that illustrate a Let s Read story. Children can be eliminated from the game if they make a mistake. Then. Four-legged things are the clue: desks.
112. I don t like Z.).
114. divide the students into teams.g. and indicate that they should carry out the instruction.g. For example. but s/he now knows that the next word will be the right word. Open the door. the non-psychic teacher asks the psychic teacher questions like. such as looking at a prearranged spot. POSITIVE-NEGATIVE RACE First student says I like X. The children can then take turns giving similar instructions to the rest of the class. in the game Black Magic . Please stand up. Indicate that they shouldn t move. table. Alternately. or time each row. Students will get a kick out of trying to guess how you are doing it. Please open the door. You can try to use visual clues also. Go around the room. Next student says I like Y. PSYCHIC You must have two teachers for this game (which shouldn t be too hard to get). That teacher leaves the room while the students give the other teacher a word for the first teacher to guess (e. This game can be played many ways with many different things being the clue word. The other teacher comes in and makes a big show about reading everyone s mind. the nonpsychic teacher asks about something that has four legs: Is it a cow? The psychic teacher says no . beds. Then. PLEASE Give some instructions to the children (e. QUESTION WORDS
. Please open your books. Give an instruction without using the word please (e.
113. Each team is given a copy of the pictures. Please touch the door. Is it a door? Is it a person? Is it a computer? .110. Continue playing the game. The last child to carry out an instruction can also be eliminated. animals. I don t like Y. They carry out the instructions that are preceded by please but must not move if there is no please .g. Is it a pencil? The psychic teacher says yes . Then. Review the story with the children. The word must be a noun. Then say. pencil). Time the whole class and race against the other classes. Mime or gesture to help them guess what to do. the teacher can say sentences from the story and the first team to hold up the correct picture wins a point for their team.). the clue word is something that is black. The students must arrange the pictures in the correct order and then write a sentence that describes the action of the picture. The first teacher is the psychic. The psychic teacher says no . etc.
Madonna plays PACHINKO on Tuesdays. Below the sentences. One team asks someone on the other team a question.
. Then. Students can also add their own questions to the ones that you give them. QUICKIE WORD GAME Groups of students write down as many Christmas words as they can think of. For example. what. QUIZ Give the students a pop quiz on contemporary culture. you get a chance to ask the question. If it is wrong. In the case of the Madonna sentence. Group with the most words left wins. etc. stage a contest between the two teams. the sentence could be. The students write a number above the question words to indicate which reading answered which questions. This game can also be used to develop good listening skills. Answer the Question. For example. food words./Ms. school words. For example. QUIZ BOWL Make up 60 or so questions based on material already covered. fill-in-the-blank. 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. cross out words which the other groups have thought of. If it is right. RACE AGAINST TIME Make a worksheet that has three types of problems. For example. if your three types of problems are Translation.
116. Then. the teacher might first say. make sure the students know the meanings of basic question words: who. Divide the class into two teams. Give half of the questions to one team and half to the other. and how. list the basic question words.First. a correct answer to the two intonations of the Madonna sentence would be a (1) above who and a (2) above what . etc. Madonna plays pachinko on Tuesdays . Get the students to work in smaller teams within the teams to find out the answers to the questions. . The teacher reads the sentence. putting different stresses on the words each time. you can add in an element of the unknown by adding in questions like Let Mr. she might say. what when. the children would circle who. your country. Divide the sheet into four parts. the student gets a point for the team. The questions can be comprehension questions. translation. If the students are advanced enough. and Unscramble the Sentences. the school.
118. Also. make a sheet with 10 or so sentences that answer some of those questions. Then. adjectives. Then. the asking team gets a point. MADONNA plays pachinko on Tuesdays. Then. ~ ask the other team a question. The children circle which question words the sentence answers. Other categories: sports. or vocabulary. where.
117. and when.
122. the bring their sheet to a teacher to be checked. are complete or the time runs out. Or. either questions on one and answers on another. the teacher calls next and the next student in line attempts to read the same word. Each teacher holds ten cards. READ AND RUN Practise sentence structure. two groups can combine pictures to make another story. or answers the question. or whatever. question/answer drill and dialogue memorisation. The first team to correctly read all ten words wins. or the start of one sentence on one and the end on the other. preferably a corner. If their answers are all okay. One student runs over to the first half paper and memorizes a sentence from the sheet and returns to his/her desk. Check the answers. Each team lines up in front of one of the teachers. 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. questions. The students must complete each section. RELAY GAME
. The cards are shown. read a passage and draw a comic strip to show the progression of the story. Then the memorized piece is written down. If it is forgotten. who then runs over to the B sheet and tries to match and memorize the answer. After they finish one section. and the other half (the answers) on the opposite side. Once finished. READING WORDS GAME Two teams play against each other. If a student cannot read a word. Continue until all sentences. This can be the whole activity. The teams not in play should sit and watch the game being played. READ AND DRAW Read the passage and draw a picture. misreads. This game is good for review. Write on two separate sheets of paper.
119. all jumbled up. or mispronounces a word. the student shows his/her partner. One of the teachers says go to start the game. The student must read the word aloud. Remember that the students cannot carry their sheets to the corners of the room to copy the sentences down. they can move on to the next section.then divide your worksheet into four parts and make the fourth section a mixture of all three types. to each student in the team. Even dialogue/statements followed by a natural continuation are OK. Or. Stick the first half of the paper (the questions) somewhere in the classroom. Get students into pairs.
120. then the student can return and try again. one by one. Students who complete all four sections get a prize. That student returns and concludes the sentence.
use the same word. Teacher asks them a question. the students must circle the one they ve heard.
123. Each group has a set of these two blocks. At the end. they take turns to roll the blocks and make a sentence using the words shown on the blocks. they get to sit down. (Or you can write the point value on the back of each card. so the students don t try to horde the good ones and get rid of the bad ones. There can only be one circle (ring) around a word.
126. that person s column has to stand. If the first row doesn t make a mistake. Or. That student must say the word.) Use whatever grammar point you want on the card. Include difficult pairs. The winning team is the group to make the most correct sentences within the time limit. When the teacher yells stop. When you call out the words. ROW RACE 1 Students in front row stand up. you can have a secret list on paper in front of you. Each student in her row must repeat the word. RINGO Write a selection of about 15 random words or numbers on the board. Return to the rows that are standing and give them a new word. Several reading cards are made up. On another block. stick verbs or pronouns. the student with the most number of rings wins. ROLL THE BLOCKS Stick selected common nouns on the six sides of one block. any team who has a card loses 10 points. or articles.
124. use a new word. When there is only one person left in the row. the row must stand up. etc. Have two students come to the board and stand facing it with chalk of a different colour. or if the last student can t give the Japanese meaning. ROW RACE 2 Show the first person in the first row a flash card. students could come to blackboard. To make this game competitive. The last student gives the Japanese meaning as well. like 13 and 30. Within a set time limit. Do this until all of the rows are seated. If the first row makes a mistake. in the same way. The person at the end of the row hands it across to the next row etc.Students are in six rows. Students have to read the card then pass it to the next person in the row. with the second row. student could ask teacher question. the teacher can state that the rows that remain seated after the first round are the winners.
. Name . If a student responds correctly. Continue like this until all of the rows have had a chance to go. Spell Also.
125. If any student makes a pronunciation error. Goes on ad infinitum. Good questions: Show me .
This continues until the last person in the row has been asked. If the number belongs to someone on Team 2. 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. then that person must move to Team 1. animals. The second student replies Yes. Finish with a prize. then that someone must move to Team 2. A student from Team 1 calls out a number.g. ROCK (JANKENPON) Teach the students how to play this game in English.
129. SECRET NUMBERS GAME Students are assigned numbers randomly. The first student picks up a card and asks a question about the card. ROW RACE 3 All students remain seated. Teacher calls out a category and each student in the row must write one word that corresponds to the category (e. day of the week. They run around a designated area where the student on one end of the row tries to tag another student. For example: Is this your ? plus the name of the thing on the card. The
. If tagged. that student joins onto the end of the row and in turn tags another. but can trap their prey. PAPER. The first row to finish all cards wins.
128. The students must try to keep their number a secret. ROW RELAY Each row is given a sheet of paper. 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. The students say their numbers in front of the class and the other students try to remember everyone s numer. This is repeated until all cards have been used up. the students don t have to rely on speed (which they don t have). as the row gets longer. it isn t and proceeds to ask the third person. Place five picture cards (use any nouns covered so far) on the desk of the first student in each row.
130. If the student from Team 1 calls out a number that belongs to someone on her on team. The game continues until all students have been tagged. name in romaji). SCISSORS. The students are then divided into two teams. It s important to have a closed-in space to play this in so that. it is or No.127. ROW TAG Two students form a row by holding hands.
SENTENCE FORMATION Write three words on the board (Masato/tall/family). so each set of cards has 2 or 3 sentences. SHIRITORI A student is given a word. students ask each other questions in order to find out who their secret pen friend is. but not signing their names. SECRET PEN FRIEND Students are given the name of a classmate to whom they must write a letter.
133. describing themselves. or in pairs.
135. Goes to end of row then hand in to teacher.
134. This can
. Teachers check the answers and award prizes for the most number of words (with no spelling mistakes).
136. SENTENCE GAME Each row is a team. The first student writes a word then passes to the next person in the row.e. The first person writes one word. Students who do it in the time limit stay standing. Each row gets a piece of paper. in teams. 5 seconds). Give each student in the row some cards that are a part of a sentence. Good with English Resource s Bomb .teams try to have the most players by the end of the game. hand > door > red > desk There is a time limit (e. Award points according to the fastest. 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). It will take at least one period to write the letters. There is a time limit and the paper keeps going up and down the row until time is up. You may want to use sentences that are structured similarly. Can be played as a whole class. All students stand and the shiritori goes around the class. Can also be done on paper. SENTENCE SCRAMBLE Scramble up the words in a sentence.g. In the second period. Students write the letter. the next person writes the next word. then shout out the first word of a sentence. students who miss it must sit down. Students have to make sentences.
132. The student must think of a word that begins with the same letter that the first word ended with i. Students try to put the sentence back in the right order. Give the first person in each row a sheet of paper with the row s number on it.
You can also play two individuals against each other.g. students have to sit down (or something) to show that they are not doing what the command was.
140. fishmonger) and a list of things to sell. If there is no Simon says at the beginning. Then divide the students into teams and ask the students to identify a card. Some stores (such as grocery stores and convenience stores) will sell some of the same things. On each desk in a row. Make sure they all use English at least for the prices. 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. Each group tries to buy their things at the lowest price. place a card of a different colour. They make up their own prices. objects (give me a pen). If the teacher doesn t say Sensei says first. . call out the commands. or Simon says touch the red card. SIMON SAYS (SENSEI SAYS) Students must follow the teacher s instructions. then the students must not do the action. (You decide the balance. the students must do whatever the sensei says.) Give shopkeepers a kind of shop (e. actions (turn around).
141. SHOPPING GAME Divide the class into shopkeepers and shoppers. Then. Give shoppers a list of things to buy (different lists for each group). and the fourth a one-syllable word again. etc. SHOUT Introduce or review a set of flashcards by having students repeat them after you. The first person to identify the card wins the card for their team.
138. If the teacher says Sensei says before an instruction. Any student who does the action is out of the game.
139. Use parts of the body (touch your nose). Touch the RED card.also be done with syllables.
137. then the second person says a two-syllable word. SHOW AND TELL Students are asked to bring a photo or an object to class and describe it in front of the class. The first team with all of its members following the command wins a point. For example. 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). so they may start discounting. The first person must say a one-syllable word. SNAKE READING
. the third a three-syllable word. Can also be played in teams.
5. When a child lands on a card she already controls. 4.
142. I want to go home and watch television and listen to music.
143. 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. 5. Make sure the students try to read in a loud voice. as the previous person to read again. 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! .g. When they land on one of the cards. 3 (slap knees) 2. each child adding one more item to the list. 5.
144. The janken winner places her marker on the card. the child whose turn it is challenges her for the card. 3. 3.This makes a change from random chorus or individual reading. 6. ) The activity continues in the same way. Most of the kids should know the tune anyway. This encourages listening and concentration as no one wants to be caught out. It is best if these questions or cards target language from previous lessons. 7 Students stand in a circle holding hands. The children take turns to throw two dice and move their rockets around the race track. ). 6. 3. 3 (clap hands) 2. If the next person doesn t hear. 5. If another child s counter is on the card. 3. If there are too many children. up and down the rows. 6. Insert cards to represent the sun and a black hole. 4. SPACE RACE Arrange flash cards on a table or on the floor in the shape of a race track. the kids will probably be lost. they have to read. make a sentence or answer a question about the card. help her repeat what you say and encourage her to add some additional thing she wants to do (e. The song goes like this: 2. 2. 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.g. After the challenger answers the question. The child then throws the ball to another child who repeats what she said and adds another idea (e. 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. she does not have to perform a language task. One sentence per student. the two janken to see whose counter will stay. 7 (walk seven steps in the other direction) 2. Throw the ball to one of the children. I want to go home and watch television. they can play in pairs or teams. 7 (students walk seven steps in one direction) 2. When they land on the sun or black hole. SONG: 1. or I m going to eat a hamburger and an apple. 4. 6. If you make up your own tune. they place one of their counters on the card. Start at one side of the class and wind your way to the other.
. they have to answer a question from the teacher or identify a card before they can move again.
When everyone understands. SPELLING BEE Students line up at the back and the front of the classroom. they must sit down.
147. Repeat for the best three teams. SPELLING SPRINT
. Students stay standing if they get the words right or sit down if they make a mistake. Give each row a whole alphabet on cards.
148. One student has the question/answer sheet and acts as a quiz-master. or when there are no more students in one of the lines). have them do it in groups of 3 or 4. they go to the back of the line. 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. Have bronze. silver and gold prizes. so each student gets about 3 or 4 cards. The teacher asks a question 2 times. SPEECH CONTEST Stage a pretend speech contest. Students spell out the word by standing up within their row. the teacher says Go! and the students look at the text and try to find the answers. with the teams competing to find the right answers. Once the students understand the game. Each student is given a question. Award points according to the fastest. For longer passages.
146. Shout out a word which does not have the same letter in it. Last student standing wins. and you or JTE as final judge. ask for the spelling and the meaning in Japanese. SPELLING GAME 1 Each row is given all of the letters of the alphabet on cards. This game can also be played in teams.145. SPEED READING Students open their books to the reading and lay the books face down on their desks. Can also be used with words and sentences. have students work in teams to present a full story. To make it more difficult. Use two or three students as judges.
149. If they get it wrong. Can also be played with the whole class standing. If they get it right. SPELLING GAME 2 Each row is a team. Teacher calls out a word (no double letters) and the students race to spell it.
the class tries to guess what word the sculptor was thinking of. nine points with the second guess. Then. or another student or teacher) using the pattern She s from I think she likes and . STORE Open a pretend store in the classroom.
153. Call out an adjective (e. strong) and find a gesture (or facial expression) which you all feel indicates that adjective. 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.
154. Play the game again calling out different adjectives each time the children dance around. STATUES Play the traditional game of statues. We are ). Scramble the strips. STRIP STORY Cut a passage into single sentence strips. When the music stops. Stop the game to show the children how to mime various adjectives. The children take turns to guess who the person is (perhaps getting 10 points for being correct with the first guess. This can also be done with one student making a sculpture out of another student while the music is playing.Students come to the board. let the students place the orders etc.
. teacher calls out a word. SUPERSTARS Describe some person who all the children know (perhaps a singer. The students must arrange themselves in the right order by saying their sentences to each other.g. you can finish by getting the class to recite the whole passage. they have to stand completely still or else they are eliminated from the game. All the children stand up and dance or move around to some lively music.
151. If it is a restaurant. Make teams consisting of as many people as there are sentence strips. If you give each team a different passage. All make the gestures together and call out. This game can also be played in teams. Then ask the child on your left to try to guess who she is. When the music stops. We are strong! after each of them. they have to stand completely still making the appropriate gesture (and possibly shouting out. Each student gets one sentence and memorizes it.) It may sometimes be a good idea to give other information like her age and where she lives. first person to answer correctly scores a point for their team. The sculpture must indicate some sort of feeling or emotion or adjective. etc. Students work in pairs and try to put the sentences in the correct order. sports personality.
Make up signs to go on the desks. For example. Junko is. Compile the results and make a graph for the class.
158. present (ans: he is). If you play one round of the present tense of to be then another round of the past tense of to be . if you want to review the present tense form or the word be . TANGLE
. or They. etc. have them sit down. Junko. Students go around the room asking the other students if they like the person in the picture. Get the students to direct other students around the room. we. If the student gives the wrong answer. she ). For example. You may have to use the Japanese words for present and past to start off with. . Students can ask where certain locations are or they can be directed to a mystery location. This game is best played very quickly. SURVIVAL This is a game to practise grammar structures. you can play a third round where the students don t know what they will get ahead of time. so if the student gives the wrong answer or hesitates for more than a few seconds. Have all of the students practice the structure first. etc. and comparatives (bigger) and superlatives (biggest). have all of the students stand up. Then. TAJIMA TOWN Turn the classroom into a town with the desks representing different locations in the town. giving each student a subject word or words (I. The student who answers must sign in the yes or no column.155. past (ans: They were). You are. Go down the row . have them practise I am. The students who remain standing at the end of the game are the survivors . SURVEY 2 Bring in picture of famous people from Japan and around the world.
157. He is . The student must answer by giving the correct version of the verb you are practising (I am.
159. we are.
156. he or she must sit down.). Takeo and Hisae. Each student has one picture and a sheet with a space for the picture and a yes/no column. you can say He. It is especially good to practise irregular verbs and tenses. You can always play another round to give those students who sat down an extra chance. SURVEY 1 Make a survey using what and who and when. or cannot remember the correct one. A tally is taken at the end of the class.
If s/he is correct. make a sentence about it. When all hands are linked. Eventually. They chant One. and the correct cards for the other team are placed vertically. When everyone has a partner.
163. the other hand is brought in. eyes are opened and the group must disentangle itself without anyone letting go of their partners. place vocabulary flashcards around the room. As you do so. THUMB WARS Students grip each other s hands so that their thumbs are on top. Then. TIC TAC TOE Divide the class into two teams and place some flashcards on the board in a square grid. The correct cards for one team are turned over and placed horizontally. TRANSLATION 2
. Gradually withdraw from the activity until you are only vaguely looking in the direction of the object you say. the whole team repeats what was said and the card is turned over. Points are given for any line of three cards. or the team with the most points. If there are not many objects which the children can see.
164. get one of the students to call out directions. If all the children perform the action correctly. 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 one team points to any card and tries to say what it is.
160. or answer a question about it (perhaps asked by the other team). The winner is either the first team to get a complete line of cards. two. 1 translation = one point. they try to pin their opponent s thumb under their own thumb. touch or point to the object with the whole class until they get the idea. Let s have a thumb war.
161. four. for example Touch this book . Make it a race for points.
162. The first child on the other team does the same. three. Anyone who touches or points to the wrong thing is out. the last child is out. TOUCH AND POINT Call out an instruction.Everyone in a group stands in a circle with their eyes closed. TRANSLATION 1 Teacher says words in Japanese and students must translate them into English.
If none of the 6 students can answer. TREASURE HUNT Draw a treasure island map on a piece of paper then draw a grid (e. and monsters in some of the squares. The fastest hand raised gets first crack at the answer. If one row has five students and the rest six. takusan-no [a large number of. Using each row as a team. sharks. and so on. In rows. Taking turns. The first person in the row goes to the teacher s desk and picks up a card.
167. Reading and writing version: Hand out copies of the maps to each of the students.g. I usually give 1 point for each correct answer. but the others can be anywhere. I pit the first student of each row against one another and so on down the rows. the fifth student gets a second chance.
168. gold = +10 points. sharks = -3. The student who finishes the last word brings the card up to the teacher and takes another one.g. I ll up it to 2 or 3 points. TRANSLATION 4 Prepare cards that have 5 English words on them or 5 Japanese words. She translates the first word on the card and writes it down on her team s paper. TV guide pages work well. it s a free-for-all with anyone in the class having a chance. students compete to finish the most translation cards. If no one knows. Give them points for every word that they translate. she gets any positive or negative points that are in the square.
166. Write or draw gold. Get them to translate any words that they can into English. TRUE OR FALSE
.Give students a page of something printed in Japanese. a lot of] or hayai [early. Points are awarded either to individuals or teams. He translates the next word. It is also possible to give 1 point for all the other squares. diamonds = +5. many. the students say a number and read what is written in a square. fast]). Five or so minutes at the end of class is all you need for this.
165. The card gets handed to the next person in the row to continue translating. TRANSLATION 3 Keep a list of the new words and phrases that the students have learned so far in Japanese and English. monsters = -5. Reading version: Hand out copies of the map with the words or sentences already on the map. You can really confuse them sometimes by repeating the same word which may have two meanings (e. The sharks can only be in the sea squares. The teacher has a copy of the map that the children must not see. She hands the card and the paper back to the person behind her. I say Japanese and the students must answer in English. then dictate words or sentences that they must write in each of the squares. 4×4) on top of it. For example. The team that translates the most cards within the time limit wins. If a child reads correctly. diamonds.
WHAT ARE YOU DOING?
. If you have advanced learners. Clip a picture to the back of each student they should not see their own picture. WEATHER REPORTER Make up map and weather possibilities. They can only ask a student one question. They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are.
170. they keep circulating to help others find out what they are. Students guess which one is right as a group and place their group vote.
173.3). Each row is given three number cards (1. TUMMY RUB. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand.Make a quiz with true or false answers (or correct/incorrect) and test their grammar. Points for the right answer (or you can use fake money). The teacher can only say yes or no in response to the questions.
172. WHAT AM I? Students stand in a circle. then do a weather report. Divide the class into groups and give each group a true card and a false card students vote for the answer.
174. VOTE Rows of students work as a team. The teacher asks a question with three answers. Get the students to try. You can make it more challenging by giving each student a class list and getting them to check off each student that they ask. After they have figured it out. They must not tell each other what picture is on their backs. after the activity.
169. you can discuss the appropriateness of the person s object to their own personality. 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.2.
WHISTLE DICTATION Select a passage that has a lot of whatever grammar point you want to focus on (e. Arrange the students in pairs and give one student the correct version and the other the incorrect version. WHICH PICTURE? Give students a reading passage with 2 to 5 pictures on the bottom. for example. This game encourages students to speak in a loud.g. I m jumping rope. Instead. The differences. like a pen. say another action for their partner to perform (e. Play as quickly as possible. Label one picture as correct and one as incorrect.
175. or a chair. Then the partner acts that out. This can be used for various greetings and statements. A student in the class stands up and says. Good morning (name). or an airplane. leave out the adjectives. or different positioning of objects (e. whistle when there should be an adjective. give points for using adjectives that no one else used.g.
176. inserting any appropriate adjective. expressive voice.) After a couple
. Compare notes later. Dictate the passage. They discuss and write down the differences. Then tell them that it s not. For example.
178.g. The students must talk about the pictures without showing each other their copies. WHAT S THIS? Get an ordinary object. Make the guessing student reply to the greeting (e. in one picture a box is on a table. The student at the front has to guess who said it.
177. Students write the paragraph. what are you doing? The partner must then act out this action and at the same time.This game is to be played in pairs. in the other it is under the table).g. pretend to use it as a toothbrush. adjectives). etc. Get them to guess what it is.
179. can be missing or extra objects. Get them to read the passage then guess which picture goes with the passage. Good morning (name). and mime what it really is. One person starts by saying an action: I m walking on stilts. and ask the students. When you read. what are you doing?). WHAT S WRONG WITH THIS PICTURE? Have two different copies of a picture. Who am I? . To play this in a game. What is this? The students will probably answer It s a pen. WHO AM I? A student stands at the front of the class facing the blackboard.
involve the teacher. When her counter lands on a card.) Give each row a word and they have to make a sentence out of it within a time limit. (This can also
. For each correct sentence. Give the question to them at the beginning of class or assign it for homework. but the children in the group take turns to throw the die. Teacher calls time s up after about 10 seconds. When she reaches an end. The row with the most (correct and correctly spelled) words wins. Each child places a counter on the nearest card. WORD RACE First student from each row comes to the board.
181. Each child places a set of picture cards in a column in front of her. If she has already covered the card. Show the first student of a row a card (e. Students who come up with the best/most outrageous answers win a prize. That student has to say a sentence with that word in it (e. she looks for the corresponding word card and places it on top of the picture. This game can be played in groups of two or three. Give each row about 1 or 2 minutes. Use words from the last few lessons and put them on cards.g. WORDS AND PICTURES Give each of the children one set of picture flashcards and one set of words which corresponds to the flashcards. You ll find that the person who usually can t identify the voices that well is the teacher. Each child plays individually. The throws a die and moves her counter the appropriate number of cards. If a student wants to s/he can say pass .) The next student is shown another card and so on until time runs out. write). the ~~ could be a monkey. (Use a stop watch. WHY? Ask the students questions like: Why have you got ~~ in your bag? For example. The winner is the first child to cover all her cards. Finally.
183. Give them a different letter. Best to give them some time to think about this one. Kocho-sensei.
180. Second students come up.
182. Students must write down all the words they can think of that begin with that letter. The written cards are mixed together and placed nearby. award a point. I write a letter. she moves the counter back in the opposite direction. Teacher calls out a letter. WORD INTO SENTENCE RACE Each row is a team. an axe.g. suggest that the students alter their voices. See how many points they can get in the time limit. Each child has a column of cards in front of her in the same way.of times. she throws again until she has covered all the cards.
. students must NOT use yes or no. Get each one to explain their sentence. The children take turns asking yes/no questions like. Students must find the words. YES/NO 1 Teachers ask students yes/no questions.
185. In their answers. Are you a ? But.)
184. the next child asks a yes/no question. If the answer is yes.be played with the word cards upside down. so the child has to try to remember the position of the word cards. YOU RE THE TEACHER Give each student a sentence to either correct or say that it is OK. but the game can also be played without competition. for example. To make it more difficult.
186. Do you have four legs? or Are you bigger than a dog? . 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. YES/NO 2 One child thinks of an animal and the other children try to figure out what it is.
187. give the students the present tense and tell them to look for the past tense. if the answer is no. Give a prize to the student who lasts the longest. WORD SEARCH Make a list of words and hide them in a grid of letters. It is possible to give points for each correct guess.