This action might not be possible to undo. Are you sure you want to continue?
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
The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. If the partner has placed a ship in that square. he says miss . If the partner has not placed a ship there. For example. the turn passes to the other team. if given the choice. You are . but not diagonally). Students must not show their game sheets to other students. 4X4. put beginning parts of sentences in the squares of the first column (for example I am . Students are given the bingo grid and a bunch of words that they are supposed to fill the . two cruisers (3 squares) and one submarine (1 square). she moves her counter to first base. What is it? What colour is it?). she can choose to move to second base or try for a three-base hit. Divide the children into two teams and give each team some counters. He is ). For example. He is Japanese . In Japan. Students then say these sentences to indicate which square on the grid that they are going to guess. If she gets three more correct. Each team is allowed three outs before the turn passes to the other team. There are various ways of proceeding from here. On the student s own grid. he places various ships . If four different children make correct answers consecutively. she gets a home run. BINGO The game board can be any size as long as it is square (3X3. The game sheet includes two grids.). but to try for a two-base hit. might indicate the square that is in the first row. etc. Then put the endings of those sentences in the squares of the first row (for example Japanese a good baseball player a high school student ). The team takes turns at bat. (2) The next child on her team draws a card. 19.randomly. If she makes a mistake. third column. BASEBALL 3 Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it. The other grid is for the student to record his guesses on. their team gets a home run. Either the rest of the team or the pitching team ask her one or more questions about the card (e. one battleship (taking up 4 connecting squares). The student who sinks their partner s entire fleet wins. This adds a more random element to the game. If she answers the questions successfully. If she makes another correct answer.g. use a 5 x 5 grid. which allows the children to fill in almost every letter of the alphabet. vertically. 18. Then the other student makes his own guess. he says hit and marks that square with a big X . Ships can be placed anywhere on the grid (horizontally. BATTLESHIP Students get into pairs facing one another. (3) She can choose not to go to first base. If you are teaching elementary school children the alphabet. Students record their own guesses on the grid made for that purpose. Students try to sink each other s battleships in this way. To make the game sheet. (1) The same child can draw more cards. One grid is for the students to place his battleships on. 20. most students would just pick single each time. Each student gets a game sheet. etc.
where are you? . or make your own. such as Snakes (chutes) and Ladders. or scrambled words or sentences. A straight row of students who answered yes makes Bingo. getting an extra turn. . As soon as she moves. Then. students sit down and the teacher calls out the students names. After any answer. it may be necessary to restrict the area). rolling again. Students cannot ask the same person more than one question. Students who answer yes sign their names on the sheets. Then call out the vocabulary words one by one until someone gets bingo.e. the children have to stop moving immediately. get all of the students to sit down and check the answers of the winning students. she must guess who she has caught. Keep playing until someone gets Bingo. For example. After a few students call out Bingo.Bingo grid with have more words than spaces once they have finished. the other children can move around the room. Emi. Kenji asks Kanako Do you like to swim? Kanako says Yes. Sometimes make it one row. trivia). Model the game after a well-known game. BLINDFOLD One of the children is blindfolded and counts to ten. the blindfolded child can move and try to catch any of the children.g. If she catches a child. Are you a good baseball player? . I do . If her guess is correct. This can also be played with students racing around to make Bingo with the students names themselves. For example. Do you like to swim? . sometimes make it two rows or a special design (e. Give the students about 10 minutes to fill their grids with names. questions and answers (i. students who answer no don t sign anything. that child is the next to be blindfolded. 23. (If the room is large or the game is played outside. T or X ) 21. I m near/in/on/under . Vary the ways to win. You can use true/false questions. If they answer no . or whatever target sentence you are currently studying. Students interview each other by asking the questions on the grid. BOARD GAMES Make up a board game for any grammar point. BINGO WITH NAMES Prepare a bingo grid with a question and YES/NO written in each square. The blindfolded child can also move. Have squares for missing a turn. all the other children can move too. The blindfolded child then asks the children where they are by saying. you know that the students haven t been playing correctly. 22. The children answer. start calling out words or sentences that contain the words. So Kenji circles Yes underneath the question and Kanako signs her name at the bottom of the square. While she is counting. Can also be played with vocabulary words. Ask the students who signed their names if they really answered yes to the question. On the count of ten. Call out words and the students write them on the bingo grid wherever they like. etc.
BOGGLE 4X4 grid with letters. 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. 25. A student in the middle calls out the name of one of the students at the end. or doesn t say anything when they are supposed to say bop . 2. bop . One student goes in the middle. 28. bippity. bop . bop. bop . 2. 1. CARD GAMES . That student has to run from one end of the gym to the other without being tagged. This continues until someone slips and says bop when they are not supposed to. If the person in the middle says bop. then the person in the circle must say nothing. 26. bop. the person in the circle must say bop before the middle person has finished saying bop. If not tagged. bop. BOP. bippity. bippity. Or. bop. BULLRUSH (BRITISH BULLDOG) The students stand at one end of the gym. bop. 27. let the middle person say some different things. Or. Play this game as quickly as possible. she can say Hula. 3?. hula dancers. The person in the circle who this is said to must react by contorting his face to look like an alien. The person in the circle must jump into the middle and do a hula dance and the people on either side of the victim must wave their hands from side to side. If tagged. BOPPITY. 1. hula-like. 3. She can say Aliens. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another). If everyone has caught on to this. he joins the students in the middle. 1. bop. she can say Viking ships. The people on either side of the alien must hold their hands up to their faces and scream. BROKEN TELEPHONE Someone whispers something to a student. If the person in the middle just says bop . 2. 3?. Message must travel through the class. Last person says what s/he hears. BOP Students sit in a circle. There are one or two students in the middle of the gym.24. 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. The person who makes the mistake must go into the middle. The person in the middle must approach one of the people in the centre and say either bop or bop.
ask for a full sentence response. etc. Are you ? The rules of the game are as . You can also use brief pauses and get them to try to guess where they occurred. The other students try to figure out what the verb is. CHUNK READING Good for all levels. For example. s/he returns the car to its original position. but first years in particular really get into it. Can also be done with nouns and adjectives. The student must move his/her marker to the side of the track and wait out one turn. Decide the number of laps. 29. When s/he stops on a card. 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. instead of run .g. The first child draws a number or throws a dies. CHARADES It s usually best to introduce this game after playing Pictionary a few times. Each child chooses a car (or counter) and places his/her car on the starting line. the other gets to try to steal the point. Speed. give them 90 seconds to do as many cards as they can). Can be played in two teams. etc. or say that throwing a 6? on the die will make you crash. 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. At various stages. Crazy Eights. or answer a question about it. CAR RACE Place some flashcards end to end to resemble a race track. 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. For advanced students. 32. This game works well for verbs. make a sentence about it. 30. Go Fish. He is running. CIRCLE MIME The children sit in a circle. the team gets a point. she must say what it is. Old Maid. 31. The AET reads the text at a certain pace. If a child s piece lands on a brightly coloured card. E. The team has one minute to figure out what their team-mate is trying to act out. these games can be taught to an English club. Either make a crash flashcard. If she makes a mistake. and moves her car around the track that number of flashcards.g. If they guess properly. If at the end of one minute the team still hasn t guessed. s/he has another turn.Adapt any card games you know to a grammar point. Also. says what the number is. The other children try to guess what she is miming by asking. Students pick out a verb card then they act out the verb. One child stands in the centre and mimes an occupation/animal. 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.
they must clap on the colour orange instead of saying the letter. but stick with about 5 colours. (1) Any child can ask the question. If more than one child put their hands up. When this happens. 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. I m . 36. Nobody gets any points. Review these colours. tell them from now on. This is repeated until the team has reached the end of the gym. the child in the centre has to stop miming immediately. but this can be a good chance to cheat a little and let some of the quieter children ask the questions). Or. the students can ask each other questions about the missing parts after reading the passage silently. COLLECTION Collect one thing from every student and put it into a bag. For example. If her guess is incorrect. then say the alphabet. The first student falls down and then says go and then the next student straddles the first student and falls down and says go. Then. a student might ask. each with (different) words missing. What is the mother s name? . (4) It is probably a good idea for a child who wants to guess to put her hand up first. COLOURS Draw up an alphabet chart. she loses one point. the teacher (or a child) decides who should ask the question (usually the fastest. (2) If three children s guesses are incorrect. both she and the child who is miming get a point and they change places. If they get good at doing that. Alternately. 34. Each letter is a different colour. get them to do something else for another colour. Blanks identify the missing words. the whole class asks What are you? and the child who is miming answers. Get students to close their eyes and take things out of the bag one by one. Then they must go in front of the class and ask Whose is this? 35. . The students read the passage aloud together to fill in the missing parts. COMMANDOES Make up even teams. CLOZE Make two copies of a passage. 33.follows. Students go one by one and ask each other Is this your ? They have three chances. (3) The child in the centre cannot mime something that has already been mimed. the children can janken to see who gets to ask first. If she is correct.
stop and do something special on the seventh card and on any multiple of seven. Have a student say a number between one and twenty. What is it? What colour is it? Do you like it? If the student answers incorrectly.g. CROWS AND CRANES The students make two straight lines. The students must add the dice number with the number the teacher says. you can ask students about the cards. Do this in a group at first.37. Students must say a member of that category within a time limit (usually within four handclaps). get them to tell you which cards to turn over. Team or student with the most cards wins. If they find a match. The cards are arranged in pairs so that English words match Japanese words. they don t get to keep the cards. Go through the numbers with the students. etc. COUNTING CARDS Use about 20 flashcards. E. The teacher calls out crows . or not saying the card. 39. For beginners. For advanced students.g. E. then the teacher calls out a number between 1 and 6. Select a category. The special thing can be shouting. The first girl and boy come forward. 40. CONCENTRATION 2 Magnetic cards are put on the board with blank backs. They roll the dice. Any student who does the wrong thing on the special number is out. get the students to leave the cards overturned. Go up three and left two. Students must turn over the cards until they find a match. they can go again. girls in a line. I play boys vs. DICE GAME Make dice (saikoro) about 10cm x 10cm or larger. Then start reading the flashcards. CONCENTRATION 1 Chant Concentration. they have made a match. . The Japanese teacher keeps score. The quickest gets a point and the next two students come forward. If the number is 7? for example. 38. if a student turns over a card that has a matching card already showing. The crows try to catch the cranes before they reach the wall. they become a crow and join the crow team (and vice versa). Also. concentration now begins! . One line is called crows and the other cranes . No hints from team-mates allowed instant penalty. I explain eleven (7-11) and twelve (difficult) for 5th and 6th graders. Then. but later go through the class one by one. 41. If a crane is caught.
that person becomes IT. As soon as that person realizes that the hanky has been dropped behind him. After the class picks a problem. The goose and IT run opposite ways around the circle and the first person to get back to the vacated spot is safe. she will tap someone one the head and say goose . DROP THE HANKY Make a circle and sit down. One person is IT. DUCK. The teacher says things like. he gets up and runs around the circle twice. if the problem is not enough money and the random word is macaroni . Practise then erase a part of it. Good for Let s Read . If IT manages (after two runs around) to get to the vacated place in the circle. etc. DUCK. relating to a difficult person. ERASE A SENTENCE . such as: not enough money. GOOSE Make a circle and sit down. present some common problems. She walks around the outside of the circle and taps people on the head and says duck . Keep erasing until the students can recite the entire sentence from memory. 44. Write it on the board. DRAW THE MONSTER The teacher instructs the students to draw a monster according to his oral directions. The other is IT. and IT walks around the circle once and tags that person on the shoulder. Compare notes at the end. DICTIONARY ADVICE Using one or more English dictionaries. She walks around the outside of the circle and drops the handkerchief behind someone. 45.42. My monster has three heads. IT is safe and the other person is IT. 46. then a sample solution might be: You are so poor that you must eat macaroni everyday. The word must be used to give advice on the problem. It has a pointy nose etc. 43. Have the students repeat replacing the erased bit. She can repeat this as many times as she wants. One person is IT and has the hanky (handkerchief). 47. It has one long green arm and a short blue arm. If IT drops the hanky and the person doesn t realize it. trying to tag IT. Read it line-by-line and have the students repeat it. For example. but at some point. ERASE A DIALOGUE Model the dialogue or key sentence. the future. you open the dictionary at random and pick a word from that page and read it aloud.
tomato. UK and play. FILL IN THE GRID Draw a grid with the names of countries down one side and verbs across the top e. frog. sun. 50. milk . They must fill the chart with the words that you give them. That might be enough to let them guess the word if the cards are apple. Better still.e. if the top card is apple . Erase one word from the sentence. You could use flashcards. 51. 49. include photos. Students are given an empty grid with the names of the countries and verbs already on it. eat. Check the students understanding by listening to them during pair work and ask a few students to tell the whole class about their family. Italy. Then fill in the middle with appropriate answers (i. Read the sentence and ask the students to repeat it. India. EXPLANARY Show the students several flashcards that they are familiar with. shuffle the cards and start describing the top card without showing it to the students. Get the students to draw their own family trees and explain them to a partner (pair practice). The other student listens and identifies the errors on his/her sheet. Mairi used this for passive voice i. Japan. speak. 48.g. banana. orange. jet. You could make it an assignment and have them include photos. however. study. FAMILY TREES This activity can be used to introduce members of the family (Mike is my brother). and the possessive s . strawberry. her row remains standing and a student from the next row tries. The student with the correct version reads the copy aloud. If she says it incorrectly. Good for building up essential vocabulary. you could say It s red. Explain and practise new vocabulary words. Then. use. then write sentences or read them out to teachers. If the student says it right. Have a student from the first row try to say the sentence including the first word. The student (or row) with the most cards at the end wins. Hockey is played in Canada. These copies are identifies as correct or not. The first student to guess correctly gets to keep the card. For example.Write a target sentence on the board. in Canada. we play hockey). her row may sit down. Canada. FIND THE MISTAKES Working in pairs. review possessive adjectives (shoyuukaku).e. This game can also be played . Have all of the students stand up. cherry . you might need to be more specific if the cards are apple. Tell them to try to remember the cards. one student has a copy of a passage and the other student has a copy with factual errors. Draw your own family tree and explain its history. or introduce their partner s. You eat it.
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. For example. friends names. FIND YOUR PARTNER Prepare a set of cards with different names. then student must ask others. Japan. if a card says. occupations. Play again with the opposite teams sitting and standing. you may want one team to stay sitting while the other team stands and walks around.e.with both readers reading their passages silently and then discussing the content and trying to find the mistakes. 52. My friend is Chikako. high school student. To control the chaos. For example. an answer might be My name is ______. _____ also works there. wins. they must sit down. After a few minutes. one card might say My name is Yumi. etc. The team with the most points wins. 53. When the teacher says start students from one team try to find the card that corresponds to theirs in the other team. i. FIND YOUR GROUP Every student is given a card with some information on it. the teacher says stop and all of the students sit down. volleyball . The students in the team that is walking around collects the cards from the students in the team that is sitting. 54. My friend is _____. I work at a _____. When all the members of the group have gathered. etc 55. ______ also likes ______. I like pickles and yakisoba. Students must find someone who fits those qualities someone who likes natto. The first group to get the prescribed number of members (perhaps five). I work at a university. Give one team Vocabulary cards and the other team Japanese Meaning cards so that one card goes to each student. and likes and dislikes. This student would have to find her friend Chikako and find other people who like and dislike the same things as her. Find . the student could write down the answers. FIND YOUR MATCH Divide the class into two teams. For example. Students have to ask each other questions to find out who belongs in the same group as they do. FIND SOMEONE WHO Make a list of qualities or actions. Each student holding a matching set of cards scores one point for his team. In the end.
they keep the pair. 4. if 3 is buzz . students must say fizz . 16. 1. The pattern should sound like. etc . 19. I don t. Move the desks to one side of the room (if you re in a classroom) and divide the students into two teams. 2. That number is buzz . Whenever seven should be said. 8. 11. one by one. 1. etc. fizz. I m looking for . 2. Please give me ). 15. The student with the most pairs wins. This game is perfectly suited to Japan because in the UK we used to use newspapers. holds up flash cards one by one and asks questions about them (e. For example. Uchiwa are much better. Then the students ask other students in the class (jankening first to see who will ask who). 11. Here it is. girls. The object of the game is to get as many pairs as possible. FISH Give each student 3 or 4 cards and put the remaining cards on the teacher s desk. If the student is told to go fish . fins. It s a race and the first to cross a finishing line (use a skipping rope) wins. or review of target sentence (Do you have . 8. 16. they must take a card from the fish pond on the teacher s desk. etc . or No. or make play end when the fish pond runs dry. Students janken. etc. 58. fizz. That would result in something like. I have used this game with my 1st and 2nd years with great success by pitting the girls against the boys. buzz. the next three . 5. Although this has nothing to do with learning English. fizz. or the teacher) stands at the finish line. fizz. You can play this in a relay. FLAP THE FISH 1 Cut some fish from paper. then 37 is buzzfizz . FLAP THE FISH 2 Make a starting and finishing line on the floor. This includes seventeen. 10. or one on one. Do you have a ~~? The other student replies. and the winner asks. One child. buzz. What is it? What colour . The number seven is unlucky. Explain the technique of bending your knees. If they can still manage that with ease. Can be used for vocabulary review. fizz. buzz. buzz. 10. Each child draws and cuts out a paper fish and places it on the starting line. 9.g. 12. and colours. it s important to mix in an international type game and get the students moving about. with 2 points for a win. 14. buzz. Then get a few uchiwa (Japanese fan with a handle). 13. 4. 18. I want a . the next student says two . The idea is to wave the fan next to the fish and make it move without touching it. 3. make is so that multiples of fizz and buzz are also unlucky. buzz. buzz. Go fish! If the student gets the card they asked for. or boys vs. try adding another forbidden number. so no one is allowed to say it. Yes. drawing on gills. then ask the same student again. 6. If the students get very good at that. Set a time limit. 59.56. twenty-seven . 57. I do. Each child also has a magazine (or uchiwa). FIZZ BUZZ The first student in a row starts counting with one . 5.
stop . Write 4 or 5 fruits on the blackboard. GIVE ME Like show me . teach the students the parts of the face in English. you can put circles (like an archery target) around the nose and give more points to children who put the nose exactly on target. You can also cross-reference the game by using the colours of the fruit. This game can be played with any vocabulary category or grammatical pattern (I like . The teacher calls out a name (e. 62. and last the words up. The other students tell him/her where to place the parts of the face. apple). I play ). left. and nose. FRUIT BASKET Make a big circle with chairs. blindfold a student. . mouth. For third years. down. she hits the floor behind her fish with her magazine (or uchiwa). 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. Have one less chair than students so there is always one student left standing. This student calls out the next fruit. Can be played as row race or by the whole class at once. First. 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). right.is it? What does she do?). Then. making the fish move toward the finishing line.g. If a student is in the middle three times. then use it for whatever in class) 61. Practise pronunciation then give each student the name of a fruit. Students give the blindfolded students instructions on where to place the magnet. FUKUWARAI (PIN THE TAIL ON THE DONKEY) Use the traditional Japanese New Years game fukuwarai and turn it into an easy English game. the person in the middle can call out sentences like I play volleyball and those students who play volleyball must trade seats. All the apples must switch chairs. FORTUNE TELLER (in progress) Instructions:(make the origami fortune teller. 63. Also. If there are more children than can race at the same time. ears. or team-mates take turns answering and flapping). think of some suitable punishment. This can also be played with a drawing of a face without a nose and a magnetized picture of a nose. The first child to make her fish cross the finishing line is the winner. We made eyes. If a child answers correctly. You need visual aids with small kids to get their attention and monitor their understanding. 60. Students must give you the objects that you ask for.
If the sentence was correct.64. 67. the team scores a point. decide whether the sentence is Correct (C) or Incorrect (I) and hold up the appropriate letter on a pre-made card. When all of the students have seen one word. Mary. 2:00). Give each group $500. Did you finish lunch at 1:00? . John. D. 66. they work in pairs to figure out which one their partners circled. 1:15. For example. Teams can bet for bonus money if the think they can correct the sentences. get them to consult with the other members of the group to put the sentence together. and so on. basketball). GO TO SLEEP Divide the class into groups. C. Students circle one of the letters at the top of the columns. Teams that are wrong lose their bets. The students in each group put their heads down except for the number ones. Students get into teams. Each student has a sheet of paper with a grid on it. If the sentence is correct. The columns are labelled A. the teams who raised the C card get points. The sentences can be either correct or incorrect (grammatically). the next row will have various names (John. Give each team voting cards. 1:00. 1:15. Students. Read the two sentences then ask the students for their bets. The team with the most money wins. etc. Give the number twos a word to memorize. etc. in teams. one row will have various times (1:00. GRAMMAR GAMBLE 2 The teacher writes a sentence on the board. B. 65. Teams that are right win the amount that they bet. The winner is the student who needed to ask the least number of questions to find out their partner s choice. The teams who raised the I card must write the correct sentence on a piece of paper and hand it in to the teacher. For example. Mary). baseball. Then get the students to hold up their voting cards. Think of a sentence and write one word of the sentence for the number ones to memorize. If the sentence is still incorrect. XX means both sentences are wrong. GUESS THE COLUMN Students play in pairs. Paul. . no points are given. she says Are you D ? Then Student 2 asks Student 1 the questions. baseball. Let students decide their order within the group (1 to 6). GRAMMAR GAMBLE 1 Make a list of sentence pairs. and the next row will have various clubs (basketball. or Are you John? . Then. or Are you a basketball player? When Student 1 has figured out which letter Student 2 circles. XO means one is wrong and one is right. Then tell them to go to sleep and wake up the number twos. tennis. Student 1 asks Student 2 questions. OO means both sentences are right. The row contain various possibilities and some repetitions. Can be played with betting minimums and maximums.
draw a beard on the stick man. The blanks __ __ __ represent words instead of letters. etc. One hangman s platform is drawn on the board for each row of students. Each row is a team.68. Target a key sentence/grammar point practised in class. 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. Play this really fast. Usually played at the end or beginning of a class. HANGMAN 2 Involve competition. or better still. Students must go to front of class and arrange themselves in order. get a student to think of a word and take your role. A palm on its side = reverse direction. one hand. HALF AND HALF Students are given half of a sentence and have to find the person with the other half. if correct. have a magnetised cut out of the hidoi boy himself. Any student can guess the word. If hung. award 1 point. Recommended for 3 year junior high and older. Good for practising spelling and new vocabulary. on a table. Introduce the game by explaining the hand motions. Hanged man is already drawn. Then they have to read their part of the dialogue in turn. 70. HANGMAN 1 Variation on the normal game. . For every correct letter. palms facing downwards and you are all in a circle. If incorrect. Use chalkboard eraser to erase the parts of the person when someone in the row makes a mistake. HANDS DOWN This game can be played on the ground. anywhere that is flat and big enough to fit all of your buddies. gets 3 points to that row. Can be used with boring dialogues. Everyone intertwines their hands. Anyone who makes a mistake must take their hands out of the game. then the next student in the row. HANG HIM Variation on the normal game where the sole purpose is to hang a heinous suspect. 72. 71. Students compete against each other in rows. The first hand up. The last surviving person is the hands down champion! 69. A palm-down slap done twice = skip the hand next to your hand. The first student of each row says a letter. A palm-down slap on the table = a move in the clockwise direction. After you ve done a few words. minus 2 points.
Eventually. Get ready to FIGHT IT OUT (the kids crease up laughing when they realize it s only janken). I m not or No. Don t forget to include words like first . C. ). etc. HOW MANY THINGS Students have to write down as many things as they can that fit the description you give. The children move around he room with notepads. work on electricity. Prepare about 20 questions on slips of paper. make a noise. Two middle rows of desks are needed. (e. There are always 2 students trying to cross the bridge. making sure that they are all clearly in. and finally . Students who make it across get 5 points. are long and thin. Divide the class into 4 teams: A. Yes. Pretend to be crossing the bridge and meet in the middle. etc. The loser of the fight has to return.g. next . First year: Are you a banana?. They want to cross the river. Children can be disqualified for making too many mistakes or writing too untidily. and they can . Draw a bridge and demonstrate that it s shaky. Tell the children how many cards have been hidden. team members will meet on the bridge and janken. Set up the classroom. people enjoy looking at. the loser returns to the back of his/her team. 75. The shark is under the desk. team members have to read the question out loud and answer correctly. or under something. writing sentences about each card (e. It s too far to jump (show unlucky athlete falling to his doom). Students have to put the instructions in the right order. then . and a river with two crocodiles. Cut the instructions up. Get the students to push them together to make two bridges. For example. The first child to write sentences for all of the cards is the winner. I do are penalized by one point (crocodiles keep a look out!). Second year: past tense practice). Mistakes (e. Put about 4 questions face down on each bridge. doing the dishes.g. on. have handles. Six desks and chairs squashed together make bridge. Get the JTE to be A and you are B. The winner continues. HIDDEN CARDS Hide vocabulary flash cards around the room (the game can also be played outside). Name the crocodiles after the teachers. 76. while the winner can continue along the bridge. Draw Team A on one cliff and Team B on the other. 74.73. D (two teams for each bridge). B. Use 2 bridges.g. you can use to sit. How many things can you think of that are bigger than you? Other categories: are round. INDIANA JONES GAME Draw 2 cliffs.). are made of wood/paper/glass. one for each crocodile/teacher. HOW TO Take the instructions for doing something simple (making toast. To cross the bridge.
Snap your fingers when you hear the EEE sound. INTERVIEW 2 JTE and ALT dress up and act out a TV interview. i. INSTRUCTIONS One person stands at the blackboard with their back to the class. 81. Keep changing the slips of paper so the students can t just memorize the questions. Each child takes turns to pick up a card and answer questions asked by the other children. INTERVIEW 3 Write the names of famous people or the names of countries on the backs of a set of cards. INTERRUPTIONS Give the students instructions like Clap when you hear a word that starts with S. and that person s answer. The other students give instructions to the person at the blackboard. 77. 79. one teacher per bridge. Make up a list of questions that the students must ask each other. Stand up when you hear the end of sentence. 78. Can also be made competitive by giving one point for asking a student of the same sex. Students must listen and take notes. and three points for asking a teacher. 80. The other students can see a picture. INTERVIEW 1 Can be used with any grammar point. No. One good point is that the students seem to help each other. Then read through a passage and get them to follow your instructions while you read. Leave a blank space after each question so the students can insert the name of the person who they asked.keep score. It s best if the students can write down a longer answer. he doesn t . Compare the picture with the blackboard. Remember. Quiz at the end. The child with the card takes the role of the person whose name is on the card or the role of the country and answers questions as if she were . No. two points for asking the opposite sex. You can try having team tournaments. Akihiko doesn t know how to climb mountains rather than. giving hints for reading and answering questions. Very exciting if you have the energy. This game works well to get the students familiar with responding great pattern practice.e. Shuffle these interview cards and place them on a pile face down on the table or floor.
Peter. The student with the most cards at the end of a time limit wins. etc. In either case. Colour coding the cards for points makes ties less likely. All playing cards are identical. It s a great way to introduce new vocabulary. Then. Then. give it to him/her and pass the turn onto the next student. in that it only requires recognition or even partial recognition of the new material. Demonstrate this once or twice by calling out a card and hitting it yourself. This can also be played in reverse where the class knows who the person at the front is. both players keep their cards. then say the name of each card as you touch it. Then call the next card. After this round. Have the students repeat after you. James. 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. Between 10 and 20 cards is usually best. students janken again and the winner asks another question. The game ends when all of the students are in one row. clean the house. clear the table. The game is played by slapping whatever card is called with either hand (or a fly swatter). When the teacher says start . Call the first card. The grid is filled in with X s and O s X means no and O means yes. JANKEN SHOULDER RACE Students get into pairs and stand up. Hannah. If neither student responds correctly in a reasonable length of time. Sanjit and wash the dishes. Play continues in this manner until all of the cards have been correctly identified. The pair then find another pair and do the same thing. KARUTA (SNAP) 1 Most Japanese children already know this game. The loser must say something in English or ask a question. A can take B s card. The other children must guess who the person or what the country is. 84. Then choose two students to begin. say stop and touch the card yourself. Once students are comfortable with the basic game. walk the dog). JANKEN QUESTION GAME Give each student five playing cards. If A guesses correctly. First spread out whatever cards you are using face up in front of you. The students janken to see who asks first. The winner is the student at the front of the row. the students must change partners. each pair jankens.that person or that country. The children should first be encouraged to ask questions like What do you do? or Where are you? .g. Gather the students around the cards. B must answer truthfully. This allows you to make . If A guesses incorrectly. Next A can guess who B is. mow the lawn. Gail. 83. 82. but the person at the front doesn t. an O that they do. the loser must hold onto the winner s shoulder. you can add the rule that an incorrect response loses a turn. Students circle one name on every card and then move around the room looking for an opponent. Once a student hits the correct card. Each playing card is a grid with five names down the side and five actions on the top (e. etc. but more or less can often work better. the child at the front asks What do I do? . An X in the spot means that the person doesn t wash the dishes.
Can also be done as a listening exercise without a passage. the first student returns to the . 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. either have each student say the name of the card as they give it back to you. Pit teams against each other. After the last card is won. Or. 86. or cards from a previous game).g. When you call out a card. Use word pairs such as park and parku and get the students to circle what they hear. Then. Stop to review when students are stuck. numbers. colours. Give students a copy of the passage and ask them to circle words that were pronounced incorrectly. It s green. 85. 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). It s an animal. The children put their hands on their heads. KIMBERLY S GAME Spread out a number of flashcards or real objects. The other partner goes to sleep during this time. you can play a guessing game (e. Take over or help if they get stuck. Have students repeat after you as you name each one. they try to touch or slap their hands on it. 87. The successful child calls out another card. It s bigger than four. It s a number. and the other children try to slap their hands down on it. It likes to jump. Then. cover all the cards or objects. For reviewing vocabulary. KARUTA 2 Spread some flashcards on the table or floor. or if one student is much better than the others. time words). The students must write down what they saw. Can be used with any vocabulary (e. After a few minutes of memorization time. KENDO Review the names of the parts of the body. of cards that have been removed.g. One partner looks at the flashcards or objects and tries to memorize them. students must hit the drawing on the spot that you call out. 88.false calls (e. It s smaller than six. take one object or flashcard away and get the students to guess which one is missing. Can also be played in pairs.).g. For advanced students. Assign points for each correct answer. and is especially useful with only a few cards remain in play. Get a student to draw pictures of people with all of the parts studied. have the students count their cards and ask them how many they have. or ask for each card in order. have the winner of the first round be the caller for the next round. Using wrapping paper rolls.
In the strict version of the game. a child is out if she cannot think of an adjective. Kocho-sensei s monkey is a clever monkey. run around everyone to one end of the line. pairing up with the person who is in the same position in the other line. Then. . It is not always appropriate to make the chant competitive. Start a chant. LADDER Students get in two lines facing each other. Students have to find one adjective for every letter in the alphabet. Give them around 10 minutes. Present the list and get the students to try to remember as many as they can. Student with the most points wins. then around everyone to get back to their original spot. Encourage the children to do this with you. When the teacher calls a number. or does so too slowly.sleeping partner and tells him what he remembers. the pair must get up. On the top write. KOCHO-SENSEI S MONKEY 1 Have a handout with a picture of a monkey. The students then sit down. though. 91. When a word is suggested. Write the words on the board as the students suggest them. it is worth 5 points. If only one person remembers a word. Get a rhythm going by snapping your fingers with your left hand and then with your right hand. find out how many students remembered that word. K-S s monkey is a good monkey. KOCHO-SENSEI S MONKEY 2 The children sit in a circle or around a table. then list the 90. Can also be played with competition. The partner writes down what the other student saw. Kocho-sensei s monkey is alphabet beneath. Make the list too long for everyone to remember every word. Kyotosensei s monkey ) and keep the chant going in time to the rhythm. When the time is up. Students write down the words they can remember.) Continue around the circle until they get the idea. If less than ten remembered. Start the chant by referring to a different teacher or student (e. They sit with their legs extended and the soles of their feet touching each other. each pair is given a number. it is worth 2 points. Then erase the list.g. Both lines must contain the same number of people.) 89. (Can be played in teams with the same rules. 92. and then run up the ladder (made by everyone s legs). LEARNING TO DANCE . that word is worth 1 point. If more than ten students remembered. 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. ask the students for suggestions of what they remembered. past their spot.g.
Steps must be made within the square and must be clearly placed so the sensei and other participants can see where they ve stepped. Then. MADLIBS This is a cloze activity where students must fill in the blanks of a storyline. design a similar pattern in a notebook. harmonica. Then I ______________. and creativity. On each count. LEG WRESTLING Two children of similar size lie on the floor on their backs. On three. Using only their leg. the sensei uses a signal (a whistle. Together. It said ___________. Emphasize that there is no talking. Go through the pattern slowly. a tarp that you d take camping works best. Gestures are one way to create a system of communication for the group as talking is outlawed. If a mistake is made. It had many ____________ and ___________. parallel to their partner s leg. they count to three. Once the ten minutes of group planning is up. co-operation. Then it ____________. the person must backtrack through the pattern the same way that he came. but in opposite directions. and you d always have it for the day when there s 15 minutes left of the class and your teacher says OK. 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. The crazier the better. The child who is able to do this is the winner. I saw a _____________. This game promotes group and individual leadership. If the square is correct (i. then they are free to continue to the next step.e. boooo sound) to announce the wrong step. 93. one student on the tarp at a time and no talking. 94. 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. New explorers are encouraged to try their skill at the pattern until one person makes it through to the other side. The person starts by stepping on a square of their choice. one explorer is set forth to brave the tarp and discover the pattern hidden in it. Their heads should be next to the feet of their partner. Then I said ___________. Make sure to encourage all students. they try to force their opponent s leg over to the side. This activity is best played with 5 to 12 people. If their step is incorrect. what do we do now? Divide the tarp (using duct tape) into 6×6 squares. Remember. and mark off a path from one side to the other. Then it becomes very easy for the remainder of students to all get through the pattern one at a time. it matches the sensei s pattern). Extra points for creativity. If a mistake has been made. they kick their inside leg straight up into the air. It was __________. Remember to time the amount of time that is needed to get the entire group across. An example of this activity could be: This morning.You need a large tarp or a large sheet of plastic. the legs are hooked with each other. . side by side. the student has to retrace the whole pattern again. hips touching.
The second student would say. MEMORY GAME 1 Divide the class into 6 groups. Megumi will say. then Group 3 must recite their sentences. 96. After all the numbers have been called. MEMORY GAME 2 Each row is a team. This continues down the row until either a student forgets what his team-mates like. MIDNIGHT The students stand in a circle and number off from 1 to 5. I like sushi and tempura. The first student might say. After all the students have had time to practise and memorize their sentences. 97. If a group rolls a three. I like sushi.g. My father works for . The winner of that set is the champion. MULTIPLE CHOICE Make up a test with multiple choice answers. The third student would say. . the game begins. One group rolls a die. Offer several incorrect English sentences as options. For example. The students who are that number run around the circle and into the middle to touch something. My brother/sister goes to school). can cook/food.) 98. The group who rolled the die have to try to memorize Group 3's information. I like sushi and tempura and yakisoba. The groups are numbered from 1 to 6. The teacher calls out a number. I like and food ). Takehiro gets up at 6:30 . The group who rolled the die get a point for each correct sentence.g. Test their understanding of the grammatical structure that you are working on. The first student to touch becomes midnight . the students in the group just have to say their own sentences. the teacher calls midnight and all the winners run. . For example. Give each group a pattern to practise and get them to fill in their own answers. My mother goes to work by .95. All of the groups have different patterns (e. use like and the first names of the girls/boys in the class. Give a point per correct person. (Can be used with times number the students from one o clock to twelve o clock. I eat breakfast at . Megumi gets up at 7. My mother s name is . My sister often watches on TV. but Takehiro will say I get up at 6:30. Select a grammar point to practise. Good combinations are study/subject. . 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 would have to say. If you really want to spice it up. If the group rolls its own number. sing/pop group s song. or everyone is finished. play/sport. They can t get any points. So. The first student in each row must make a sentence using this grammar point and a topic (e. I get up at 7.
When the students feel confident. 101. or what language a song is being sung in. then backwards. NUMBERS 1 Use flashcards to teach any group of numbers. NUMBERS 4 This is a game which many Japanese students will know. etc. The game continues until there are only two students left. If a student cannot get into a group. having the child or children holding that number hold it up high for all to see. sitting down. Get the students to form groups according to how many times you blow a whistle or clap your hands. 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. or 4s. call out numbers at random. Get students to guess where the music is from. If not all the children have cards. 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). NUMBERS 2 Have the students make a circle. Have the students repeat the number. get them to pass their numbers on at some point. Do the same with all the numbers. MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. Every child need not necessarily have a number. a child holding an 8-card. 102. For example. Also. 100. Sit in the circle and call number 1. 104. Once they are in their groups. can be used to liven up row race quizzes. then they stand on the side. NUMBERS 3 Let the children make groups. the number of children in each group corresponding to the number card held by one child in the group. 103. Practise counting forwards. and hand out cards with the numbers you want to teach the children. Can be made into a quiz or team competition. The students left over must sit out (or they can . NUMBER GROUPS The students walk around a designated area.99. and have them repeat after you. then by 2s.
I LOVE to canoe. Three Twenty-seven . I like to canoe. That student must respond by saying his number Twenty-seven and another number. Johnny. Arrange some objects on the floor (or draw some lines on the chalkboard) and announce to the class what number your arrangement represents. Can be played with one other person or blooming crowds of admirers. Johnny. The basic idea is that you cough. one down . two down . you are arranging your fingers after you finish . Johnny. Similar game: Whoops Johnny. Johnny. With one finger from one hand. WHOOPS. The Twenty-seven refers to one of the other students in the class. one by one. Your audience will probably be baffled and will repeat the Johnny. performing them beyond perfection except for the final act the folding of the hands on your lap! Hints are worthy after ten tries. he is out of the game. Johnny. some of them will be able to figure out the pattern. 106. then say. Eventually. Get the students to do exactly as you do. announce that they are in the Johnny Club and get them to perform the Johnny act.face a penalty like having to sing an English song). The only thing that you are looking for is whether they cough at the beginning. it s always worth gallons of giggles. 105. Tell the students that they can say two up . the other is crossed against his/her chest. Similar game: Counting 1. Use numbers from one to ten. Look at how their arms are placed and tell them if they are correct. Johnny actions. One up. When someone catches on. Johnny. point to and touch the tips of each finger (of the opposite hand) in succession and say: Johnny. Keep going until everyone gets it. Tell your audience to do exactly as you do. Each student tries to test out a theory. three down . One student starts by saying her number and then says another number. The trick is that the number has nothing to do with the objects or the drawing. Johnny. Then you tell them if they are correct. Scratch your head very discreetly. If a student isn t paying attention and doesn t respond when his number is called. If they scratch their heads first. Eventually. Emphasize the LOVE. or one up. In fact. they ve got it. Do some crazy paddling actions to show how much you love it. Similar game: Canoe-head. but there will always be one or two who just don t get it! This can also be done with the position of the fingers on the right or left hand (not including the thumb): one up. Only the teacher knows that that refers to the position of the teacher s arms: one is holding his/her chin. one down . Students will just guess randomly at first. Get them to go along with you to tell the other students whether they are right or not. Your audience of admirers must repeat your actions exactly. For example. but you fold your hands in your lap discreetly after you finish the final Johnny. NUMBERS CHAIN Assign every student a number. one down means. The students try to figure out what one up. WHOOPS. so they will be surprised when they are correct. Johnny. Similar game: Wakaranai. then chant some crazy thing and do some crazy action and then get the students to mimic you. ONE UP ONE DOWN The teacher starts by stating. most of the students will figure it out. The magic of it is that you do the above scenario. The Whoops is accomplished by sliding the finger down and up on the inside of the fourth and final finger.
Show the students the Basic number by raising your right hand and raising some fingers. The first team to guess what their picture is scores a point. but draw the object on the board and get the students to try to guess what it is. Get it? 107. Once they guess correctly. That student then dictates it to the partner. but the correct answer is two . . the student may pass the flag to the student behind. Can also be used with The English Resource s Pin Pon machine. The first team to score 10 points wins. Similar game: Counting 2. The first row to finish wins. PASS THE FLAG Prepare a list of questions. if the basic number is 3. raise all four fingers and your thumb. then you raise four fingers. then announce that it is four. show them the card. 108. It s usually good to start with simple nouns. They continue as long as it takes to dictate the passage. The first person to raise his/her flag may answer the question. After they guess this one. Then change your fingers to something else. and the correct answer is 4. When the students are comfortable with this game. say Here is the basic number. then put your hands on your lap. divide the class into two teams and choose one student from each team to draw first. For example.making your arrangement. Do this again. Ask What number is this? The students will probably say five. and the correct answer is 2. PAIR DICTATION Post copies of a paragraph on the back wall. pick out a picture card that the students are familiar with. Adjectives and verbs can be included later. give a flag to the first person in each row. Then raise two fingers. If the answer is correct. Students have to try to figure out your game. Don t show it to the students. Give each student a piece of chalk and show each of them a different picture to draw. the correct answer is 3. with four fingers of your right hand extended. the student who guesses correctly gets to draw next. One member of each pair goes to a copy and remembers as much of it as possible. Then raise your fingers again. For example. give them word cards instead of picture cards to work from. For example. Then you raise two fingers. PICTIONARY To introduce this game. Then. and ask the students to guess what number they represent. For example. you draw some crazy thing. Then you raise five fingers. It may be advisable to keep the score fairly close by giving the team that s ahead a slightly more difficult picture to draw. The trick is that the number that went before is the real number for the next time. 109. Then you raise four fingers and the answer is 5.
114. animals. PSYCHIC You must have two teachers for this game (which shouldn t be too hard to get). Then say. 113. Please open your books. Then. Please open the door.110. 111.g. The other teacher comes in and makes a big show about reading everyone s mind. QUESTION WORDS . the teacher can say sentences from the story and the first team to hold up the correct picture wins a point for their team. This game can be played many ways with many different things being the clue word. such as looking at a prearranged spot. the non-psychic teacher asks the psychic teacher questions like. 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. Review the story with the children. divide the students into teams. Please stand up. Is it a pencil? The psychic teacher says yes . Give an instruction without using the word please (e. table. etc. I don t like Y. The first teacher is the psychic. POSITIVE-NEGATIVE RACE First student says I like X. Time the whole class and race against the other classes. The psychic teacher says no . Open the door. in the game Black Magic . The word must be a noun. Indicate that they shouldn t move. Alternately. Then. or time each row. Students will get a kick out of trying to guess how you are doing it. The children can then take turns giving similar instructions to the rest of the class. For example. Then. the nonpsychic teacher asks about something that has four legs: Is it a cow? The psychic teacher says no . PLEASE Give some instructions to the children (e. Is it a door? Is it a person? Is it a computer? . pencil). Four-legged things are the clue: desks. but s/he now knows that the next word will be the right word. PICTURE ASSOCIATION Draw various pictures that illustrate a Let s Read story.).). 112. The last child to carry out an instruction can also be eliminated.g. Next student says I like Y. Each team is given a copy of the pictures. They carry out the instructions that are preceded by please but must not move if there is no please . Please touch the door. You can try to use visual clues also. Mime or gesture to help them guess what to do. Go around the room.g. I don t like Z. Continue playing the game. Children can be eliminated from the game if they make a mistake. and indicate that they should carry out the instruction. beds. That teacher leaves the room while the students give the other teacher a word for the first teacher to guess (e.
Madonna plays PACHINKO on Tuesdays. school words. or vocabulary. etc. list the basic question words. and when. you can add in an element of the unknown by adding in questions like Let Mr. The students write a number above the question words to indicate which reading answered which questions. Get the students to work in smaller teams within the teams to find out the answers to the questions. Then. For example. the children would circle who. fill-in-the-blank. The children circle which question words the sentence answers. she might say. Then. what. QUIZ BOWL Make up 60 or so questions based on material already covered. Other categories: sports. if your three types of problems are Translation. what when. RACE AGAINST TIME Make a worksheet that has three types of problems. 116. your country. Then. the student gets a point for the team. you get a chance to ask the question. . Students can also add their own questions to the ones that you give them. ~ ask the other team a question. make sure the students know the meanings of basic question words: who. stage a contest between the two teams. Below the sentences. and Unscramble the Sentences. For example. Also. If it is right. In the case of the Madonna sentence. the sentence could be. Give half of the questions to one team and half to the other. The teacher reads the sentence. If it is wrong. QUIZ Give the students a pop quiz on contemporary culture. MADONNA plays pachinko on Tuesdays. the school. If the students are advanced enough. putting different stresses on the words each time.First. For example. etc. . food words. 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. and how. a correct answer to the two intonations of the Madonna sentence would be a (1) above who and a (2) above what . make a sheet with 10 or so sentences that answer some of those questions. Divide the class into two teams. Then. QUICKIE WORD GAME Groups of students write down as many Christmas words as they can think of. where./Ms. For example. Answer the Question. Madonna plays pachinko on Tuesdays . the teacher might first say. 117. adjectives. the asking team gets a point. Divide the sheet into four parts. This game can also be used to develop good listening skills. One team asks someone on the other team a question. Group with the most words left wins. Then. The questions can be comprehension questions. cross out words which the other groups have thought of. 118. translation.
The cards are shown. One of the teachers says go to start the game. Each teacher holds ten cards. Or. Write on two separate sheets of paper. READ AND DRAW Read the passage and draw a picture. Check the answers. who then runs over to the B sheet and tries to match and memorize the answer. either questions on one and answers on another. question/answer drill and dialogue memorisation. This game is good for review. Even dialogue/statements followed by a natural continuation are OK. 119. 122. or answers the question. The student must read the word aloud. then the student can return and try again. misreads. 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. the student shows his/her partner. one by one. The teams not in play should sit and watch the game being played. The first team to correctly read all ten words wins. the teacher calls next and the next student in line attempts to read the same word. to each student in the team. or mispronounces a word. they can move on to the next section. After they finish one section. Continue until all sentences. or the start of one sentence on one and the end on the other. the bring their sheet to a teacher to be checked. That student returns and concludes the sentence. questions. READ AND RUN Practise sentence structure. Or. The students must complete each section. 121. Students who complete all four sections get a prize. Remember that the students cannot carry their sheets to the corners of the room to copy the sentences down. preferably a corner. READING WORDS GAME Two teams play against each other. If their answers are all okay. If it is forgotten. read a passage and draw a comic strip to show the progression of the story. One student runs over to the first half paper and memorizes a sentence from the sheet and returns to his/her desk. This can be the whole activity. 120. Once finished. Get students into pairs. are complete or the time runs out. Stick the first half of the paper (the questions) somewhere in the classroom. If a student cannot read a word. all jumbled up. two groups can combine pictures to make another story. or whatever. and the other half (the answers) on the opposite side. Then the memorized piece is written down. RELAY GAME . Each team lines up in front of one of the teachers.then divide your worksheet into four parts and make the fourth section a mixture of all three types.
with the second row. Students have to read the card then pass it to the next person in the row. The winning team is the group to make the most correct sentences within the time limit. Do this until all of the rows are seated. like 13 and 30. If the first row doesn t make a mistake. If a student responds correctly. they take turns to roll the blocks and make a sentence using the words shown on the blocks. the row must stand up. or if the last student can t give the Japanese meaning. The last student gives the Japanese meaning as well.Students are in six rows. RINGO Write a selection of about 15 random words or numbers on the board. The person at the end of the row hands it across to the next row etc. Each group has a set of these two blocks. Include difficult pairs. etc. Or. use a new word. When there is only one person left in the row. the students must circle the one they ve heard. ROW RACE 1 Students in front row stand up. they get to sit down. that person s column has to stand. ROLL THE BLOCKS Stick selected common nouns on the six sides of one block. 126. Goes on ad infinitum. so the students don t try to horde the good ones and get rid of the bad ones. If the first row makes a mistake. There can only be one circle (ring) around a word. If any student makes a pronunciation error. you can have a secret list on paper in front of you.) Use whatever grammar point you want on the card. the teacher can state that the rows that remain seated after the first round are the winners. (Or you can write the point value on the back of each card. On another block. When you call out the words. Several reading cards are made up. Continue like this until all of the rows have had a chance to go. 125. students could come to blackboard. At the end. or articles. Each student in her row must repeat the word. Good questions: Show me . 124. student could ask teacher question. any team who has a card loses 10 points. Name . in the same way. Spell Also. To make this game competitive. stick verbs or pronouns. use the same word. the student with the most number of rings wins. Teacher asks them a question. When the teacher yells stop. Have two students come to the board and stand facing it with chalk of a different colour. ROW RACE 2 Show the first person in the first row a flash card. That student must say the word. . 123. Return to the rows that are standing and give them a new word. Within a set time limit.
The . The students must try to keep their number a secret. 130. For example: Is this your ? plus the name of the thing on the card. 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. but can trap their prey. This is repeated until all cards have been used up. day of the week. then that person must move to Team 1. The students say their numbers in front of the class and the other students try to remember everyone s numer. ROW RACE 3 All students remain seated. ROW TAG Two students form a row by holding hands. ROCK (JANKENPON) Teach the students how to play this game in English. This continues until the last person in the row has been asked. It s important to have a closed-in space to play this in so that. it is or No. The first student picks up a card and asks a question about the card. If the number belongs to someone on Team 2. Finish with a prize. The second student replies Yes. Teacher calls out a category and each student in the row must write one word that corresponds to the category (e. They run around a designated area where the student on one end of the row tries to tag another student. that student joins onto the end of the row and in turn tags another. If tagged. ROW RELAY Each row is given a sheet of paper. 129.127. Place five picture cards (use any nouns covered so far) on the desk of the first student in each row. The first row to finish all cards wins. animals. name in romaji). A student from Team 1 calls out a number. 131. The students are then divided into two teams. 128. The game continues until all students have been tagged. SECRET NUMBERS GAME Students are assigned numbers randomly. then that someone must move to Team 2. SCISSORS. as the row gets longer. If the student from Team 1 calls out a number that belongs to someone on her on team.g. the students don t have to rely on speed (which they don t have). PAPER. it isn t and proceeds to ask the third person. 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.
This can . or in pairs.g. All students stand and the shiritori goes around the class. SENTENCE SCRAMBLE Scramble up the words in a sentence. Teachers check the answers and award prizes for the most number of words (with no spelling mistakes).e. You may want to use sentences that are structured similarly. 135. but not signing their names. 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).teams try to have the most players by the end of the game. Good with English Resource s Bomb . The first person writes one word. In the second period. Students who do it in the time limit stay standing. Students try to put the sentence back in the right order. Goes to end of row then hand in to teacher. students who miss it must sit down. SHIRITORI A student is given a word. The first student writes a word then passes to the next person in the row. SENTENCE FORMATION Write three words on the board (Masato/tall/family). Can also be done on paper. Students write the letter. Give the first person in each row a sheet of paper with the row s number on it. It will take at least one period to write the letters. The student must think of a word that begins with the same letter that the first word ended with i. the next person writes the next word. hand > door > red > desk There is a time limit (e. then shout out the first word of a sentence. 136. Give each student in the row some cards that are a part of a sentence. SECRET PEN FRIEND Students are given the name of a classmate to whom they must write a letter. SENTENCE GAME Each row is a team. 133. Can be played as a whole class. There is a time limit and the paper keeps going up and down the row until time is up. students ask each other questions in order to find out who their secret pen friend is. in teams. 132. 134. 5 seconds). Each row gets a piece of paper. Students have to make sentences. so each set of cards has 2 or 3 sentences. describing themselves. Award points according to the fastest.
You can also play two individuals against each other. This gives you the chance to match students more evenly and give the shy or slow students more of a chance to participate. If the teacher doesn t say Sensei says first. The first person to identify the card wins the card for their team. so they may start discounting. 138. Touch the RED card. For example. Use parts of the body (touch your nose). fishmonger) and a list of things to sell. SHOPPING GAME Divide the class into shopkeepers and shoppers. Give shoppers a list of things to buy (different lists for each group). 139. The first person must say a one-syllable word. Can also be played in teams. 141. Some stores (such as grocery stores and convenience stores) will sell some of the same things. Each group tries to buy their things at the lowest price. (You decide the balance. SHOW AND TELL Students are asked to bring a photo or an object to class and describe it in front of the class. . Can be made more difficult by including body parts (touch the BLUE card with your ELBOW) or other classroom objects (Simon says put a pen on the YELLOW card). the students must do whatever the sensei says.) Give shopkeepers a kind of shop (e.g. students have to sit down (or something) to show that they are not doing what the command was. 140. On each desk in a row. The first team with all of its members following the command wins a point. SIMON SAYS (SENSEI SAYS) Students must follow the teacher s instructions. Good idea to say that they must use at least three sentences. then the second person says a two-syllable word. If the teacher says Sensei says before an instruction. etc. If there is no Simon says at the beginning. and the fourth a one-syllable word again. call out the commands. SNAKE READING .also be done with syllables. 137. objects (give me a pen). Make sure they all use English at least for the prices. actions (turn around). Then. place a card of a different colour. or Simon says touch the red card. SHOUT Introduce or review a set of flashcards by having students repeat them after you. They make up their own prices. then the students must not do the action. Then divide the students into teams and ask the students to identify a card. the third a three-syllable word. Any student who does the action is out of the game.
3. 7 (students walk seven steps in one direction) 2.This makes a change from random chorus or individual reading. 3. If you make up your own tune. . SONG: 1. each child adding one more item to the list. help her repeat what you say and encourage her to add some additional thing she wants to do (e. One sentence per student. If the card they land on (except for the sun or black hole) has no counter on it and if they successfully perform the language task prompted by the card. the two janken to see whose counter will stay. 7 Students stand in a circle holding hands. they place one of their counters on the card. If there are too many children. the child whose turn it is challenges her for the card. 3. 4. Make sure the students try to read in a loud voice. If the next person doesn t hear. 3 (clap hands) 2. Start at one side of the class and wind your way to the other. as the previous person to read again. If another child s counter is on the card. make a sentence or answer a question about the card.g. up and down the rows. 5. 4. they have to answer a question from the teacher or identify a card before they can move again. Most of the kids should know the tune anyway. SPACE RACE Arrange flash cards on a table or on the floor in the shape of a race track. When they land on one of the cards. 6. 3. When they land on the sun or black hole. they can play in pairs or teams. When a child lands on a card she already controls.g. Insert cards to represent the sun and a black hole. 5. I want to go home and watch television. 4. 3 (slap knees) 2. 2. The children take turns to throw two dice and move their rockets around the race track. ). 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! . 142. 6. or I m going to eat a hamburger and an apple. ) The activity continues in the same way. It is best if these questions or cards target language from previous lessons. 6. The janken winner places her marker on the card. 4. I want to go home and watch television and listen to music. 5. 5. Give each of the children a set of counters and one rocket (or something to represent a rocket) all of the same colour. The winner is the child who controls the most cards after a fixed amount of time or number of turns. The child then throws the ball to another child who repeats what she said and adds another idea (e. 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. 6. The all place their rockets on the same flash card to start. 144. she does not have to perform a language task. After the challenger answers the question. they have to read. 143. The song goes like this: 2. This encourages listening and concentration as no one wants to be caught out. the kids will probably be lost. Throw the ball to one of the children. 7 (walk seven steps in the other direction) 2.
Students spell out the word by standing up within their row. with the teams competing to find the right answers. SPELLING BEE Students line up at the back and the front of the classroom. Use two or three students as judges. the teacher says Go! and the students look at the text and try to find the answers. SPELLING GAME 2 Each row is a team. Teacher calls out a word (no double letters) and the students race to spell it. and you or JTE as final judge. have them do it in groups of 3 or 4. 149. so each student gets about 3 or 4 cards. One student has the question/answer sheet and acts as a quiz-master. Last student standing wins. SPEED READING Students open their books to the reading and lay the books face down on their desks. they go to the back of the line. Once the students understand the game. 150. Shout out a word which does not have the same letter in it. To make it more difficult. 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. If they get it wrong. silver and gold prizes. Each student is given a question. 146.145. The teacher asks a question 2 times. For longer passages. If they get it right. Students stay standing if they get the words right or sit down if they make a mistake. Have bronze. Repeat for the best three teams. Give each row a whole alphabet on cards. This game can also be played in teams. Can also be used with words and sentences. 147. or when there are no more students in one of the lines). SPELLING SPRINT . ask for the spelling and the meaning in Japanese. have students work in teams to present a full story. SPELLING GAME 1 Each row is given all of the letters of the alphabet on cards. Can also be played with the whole class standing. they must sit down. 148. SPEECH CONTEST Stage a pretend speech contest. When everyone understands. Award points according to the fastest.
We are ). STATUES Play the traditional game of statues. Each student gets one sentence and memorizes it. STORE Open a pretend store in the classroom. or another student or teacher) using the pattern She s from I think she likes and . first person to answer correctly scores a point for their team. 153. We are strong! after each of them. teacher calls out a word. Students work in pairs and try to put the sentences in the correct order. Scramble the strips. strong) and find a gesture (or facial expression) which you all feel indicates that adjective. Then ask the child on your left to try to guess who she is. etc. 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. When the music stops. . Make teams consisting of as many people as there are sentence strips. 152. If you give each team a different passage. Play the game again calling out different adjectives each time the children dance around. nine points with the second guess. All the children stand up and dance or move around to some lively music. 154. let the students place the orders etc. Stop the game to show the children how to mime various adjectives. SUPERSTARS Describe some person who all the children know (perhaps a singer. Call out an adjective (e. sports personality. If it is a restaurant.g. Then. All make the gestures together and call out. they have to stand completely still making the appropriate gesture (and possibly shouting out. they have to stand completely still or else they are eliminated from the game.Students come to the board. The students must arrange themselves in the right order by saying their sentences to each other. The children take turns to guess who the person is (perhaps getting 10 points for being correct with the first guess. 151. The sculpture must indicate some sort of feeling or emotion or adjective. This game can also be played in teams. the class tries to guess what word the sculptor was thinking of. When the music stops. This can also be done with one student making a sculpture out of another student while the music is playing. you can finish by getting the class to recite the whole passage. STRIP STORY Cut a passage into single sentence strips.) It may sometimes be a good idea to give other information like her age and where she lives.
155. If the student gives the wrong answer. The student must answer by giving the correct version of the verb you are practising (I am. or cannot remember the correct one. Takeo and Hisae. 159. Each student has one picture and a sheet with a space for the picture and a yes/no column. he or she must sit down. You are. The student who answers must sign in the yes or no column. you can play a third round where the students don t know what they will get ahead of time. present (ans: he is). 156. He is . you can say He. or They. Students can ask where certain locations are or they can be directed to a mystery location. Then. If you play one round of the present tense of to be then another round of the past tense of to be . For example. SURVIVAL This is a game to practise grammar structures. TANGLE . etc. Go down the row . 158. Students go around the room asking the other students if they like the person in the picture. if you want to review the present tense form or the word be . past (ans: They were). Compile the results and make a graph for the class. we. A tally is taken at the end of the class.). 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. we are. Make up signs to go on the desks. SURVEY 1 Make a survey using what and who and when. have them practise I am. have them sit down. and comparatives (bigger) and superlatives (biggest). For example. You may have to use the Japanese words for present and past to start off with. It is especially good to practise irregular verbs and tenses. Get the students to direct other students around the room. have all of the students stand up. Junko is. You can always play another round to give those students who sat down an extra chance. The students who remain standing at the end of the game are the survivors . she ). . SURVEY 2 Bring in picture of famous people from Japan and around the world. Have all of the students practice the structure first. 157. etc. Junko. This game is best played very quickly. so if the student gives the wrong answer or hesitates for more than a few seconds.
four. 163. for example Touch this book . As you do so. make a sentence about it. Make it a race for points. touch or point to the object with the whole class until they get the idea. The winner is either the first team to get a complete line of cards. or the team with the most points. the whole team repeats what was said and the card is turned over. place vocabulary flashcards around the room. THUMB WARS Students grip each other s hands so that their thumbs are on top. TIC TAC TOE Divide the class into two teams and place some flashcards on the board in a square grid. Eventually. the last child is out. get one of the students to call out directions. Let s have a thumb war. The first child on the other team does the same. and the correct cards for the other team are placed vertically. three. They chant One. TRANSLATION 1 Teacher says words in Japanese and students must translate them into English.Everyone in a group stands in a circle with their eyes closed. The first child on one team points to any card and tries to say what it is. TRANSLATION 2 . 1 translation = one point. When everyone has a partner. 164. 160. Gradually withdraw from the activity until you are only vaguely looking in the direction of the object you say. If there are not many objects which the children can see. the other hand is brought in. Anyone who touches or points to the wrong thing is out. 161. Points are given for any line of three cards. two. If s/he is correct. Each person then extends an arm into the middle of the circle and grips whichever hand they come into contact with. Then. When all hands are linked. If all the children perform the action correctly. eyes are opened and the group must disentangle itself without anyone letting go of their partners. 162. TOUCH AND POINT Call out an instruction. The correct cards for one team are turned over and placed horizontally. or answer a question about it (perhaps asked by the other team). they try to pin their opponent s thumb under their own thumb.
For example. students compete to finish the most translation cards. Give them points for every word that they translate. 4×4) on top of it. I usually give 1 point for each correct answer. The team that translates the most cards within the time limit wins. and monsters in some of the squares. and so on. Reading and writing version: Hand out copies of the maps to each of the students. she gets any positive or negative points that are in the square. Taking turns. Reading version: Hand out copies of the map with the words or sentences already on the map. The sharks can only be in the sea squares. 165. sharks. monsters = -5. TRUE OR FALSE . TV guide pages work well. If no one knows. Using each row as a team.Give students a page of something printed in Japanese. 166. The teacher has a copy of the map that the children must not see. The first person in the row goes to the teacher s desk and picks up a card. If none of the 6 students can answer. She translates the first word on the card and writes it down on her team s paper. a lot of] or hayai [early. gold = +10 points. It is also possible to give 1 point for all the other squares. TREASURE HUNT Draw a treasure island map on a piece of paper then draw a grid (e. Five or so minutes at the end of class is all you need for this. then dictate words or sentences that they must write in each of the squares. The student who finishes the last word brings the card up to the teacher and takes another one. If a child reads correctly. TRANSLATION 3 Keep a list of the new words and phrases that the students have learned so far in Japanese and English. but the others can be anywhere. 168. the students say a number and read what is written in a square. diamonds = +5. TRANSLATION 4 Prepare cards that have 5 English words on them or 5 Japanese words. I say Japanese and the students must answer in English. The card gets handed to the next person in the row to continue translating. Write or draw gold. In rows. Points are awarded either to individuals or teams. I ll up it to 2 or 3 points. fast]). She hands the card and the paper back to the person behind her. He translates the next word. 167. takusan-no [a large number of. it s a free-for-all with anyone in the class having a chance. You can really confuse them sometimes by repeating the same word which may have two meanings (e.g. If one row has five students and the rest six. I pit the first student of each row against one another and so on down the rows. The fastest hand raised gets first crack at the answer. diamonds.g. Get them to translate any words that they can into English. many. sharks = -3. the fifth student gets a second chance.
Students guess which one is right as a group and place their group vote. they keep circulating to help others find out what they are. After they have figured it out.2. 174. 173. WHAT ARE YOU DOING? . VOTE Rows of students work as a team. 170. then do a weather report. you can discuss the appropriateness of the person s object to their own personality. The teacher asks a question with three answers. If you have advanced learners. You can make it more challenging by giving each student a class list and getting them to check off each student that they ask. TUMMY RUB. They can only ask a student one question. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand.3). 172. They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are. WEATHER REPORTER Make up map and weather possibilities. They must not tell each other what picture is on their backs. Points for the right answer (or you can use fake money). after the activity. Get the students to try. The teacher can only say yes or no in response to the questions. Divide the class into groups and give each group a true card and a false card students vote for the answer. WHAT AM I? Students stand in a circle. Clip a picture to the back of each student they should not see their own picture. 169.Make a quiz with true or false answers (or correct/incorrect) and test their grammar. 171. 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. Each row is given three number cards (1.
) After a couple . A student in the class stands up and says. Get them to read the passage then guess which picture goes with the passage. whistle when there should be an adjective. To play this in a game. or an airplane. and ask the students. WHISTLE DICTATION Select a passage that has a lot of whatever grammar point you want to focus on (e. expressive voice. I m jumping rope. WHAT S WRONG WITH THIS PICTURE? Have two different copies of a picture. or different positioning of objects (e. Who am I? . Get them to guess what it is.g. like a pen. adjectives).g. The students must talk about the pictures without showing each other their copies. Instead. or a chair. Compare notes later. inserting any appropriate adjective. give points for using adjectives that no one else used. Good morning (name). Good morning (name). can be missing or extra objects. leave out the adjectives. 179. Students write the paragraph. in one picture a box is on a table. what are you doing?). One person starts by saying an action: I m walking on stilts. The differences. WHO AM I? A student stands at the front of the class facing the blackboard. 178. etc. Then tell them that it s not. They discuss and write down the differences. Then the partner acts that out. WHAT S THIS? Get an ordinary object. Make the guessing student reply to the greeting (e.g. in the other it is under the table). 176. What is this? The students will probably answer It s a pen. Arrange the students in pairs and give one student the correct version and the other the incorrect version. and mime what it really is. Dictate the passage. For example. Label one picture as correct and one as incorrect. WHICH PICTURE? Give students a reading passage with 2 to 5 pictures on the bottom. This game encourages students to speak in a loud. When you read. This can be used for various greetings and statements.This game is to be played in pairs. Play as quickly as possible. say another action for their partner to perform (e. 175. 177. for example. what are you doing? The partner must then act out this action and at the same time. The student at the front has to guess who said it.g. pretend to use it as a toothbrush.
The written cards are mixed together and placed nearby. Students must write down all the words they can think of that begin with that letter. she moves the counter back in the opposite direction.) Give each row a word and they have to make a sentence out of it within a time limit. If she has already covered the card. Each child plays individually. suggest that the students alter their voices. an axe. WORDS AND PICTURES Give each of the children one set of picture flashcards and one set of words which corresponds to the flashcards. The winner is the first child to cover all her cards. write). Each child places a counter on the nearest card.g. but the children in the group take turns to throw the die. Best to give them some time to think about this one. the ~~ could be a monkey. When she reaches an end. she looks for the corresponding word card and places it on top of the picture. Finally. WORD RACE First student from each row comes to the board. (Use a stop watch. Second students come up. If a student wants to s/he can say pass . Give each row about 1 or 2 minutes. The throws a die and moves her counter the appropriate number of cards.) The next student is shown another card and so on until time runs out. Teacher calls out a letter. Teacher calls time s up after about 10 seconds. Each child places a set of picture cards in a column in front of her. 182. award a point.g. Show the first student of a row a card (e. Give the question to them at the beginning of class or assign it for homework. See how many points they can get in the time limit. This game can be played in groups of two or three.of times. 181. (This can also . You ll find that the person who usually can t identify the voices that well is the teacher. 180. When her counter lands on a card. I write a letter. Students who come up with the best/most outrageous answers win a prize. The row with the most (correct and correctly spelled) words wins. 183. WHY? Ask the students questions like: Why have you got ~~ in your bag? For example. involve the teacher. Kocho-sensei. That student has to say a sentence with that word in it (e. Use words from the last few lessons and put them on cards. For each correct sentence. WORD INTO SENTENCE RACE Each row is a team. she throws again until she has covered all the cards. Each child has a column of cards in front of her in the same way. Give them a different letter.
if the answer is no. the next child asks a yes/no question. students must NOT use yes or no. but the game can also be played without competition. YES/NO 1 Teachers ask students yes/no questions. 186. Give a prize to the student who lasts the longest. 185. The child who guesses correctly then thinks of a different animal and the other children try to guess what it is. Are you a ? But. Students must find the words. WORD SEARCH Make a list of words and hide them in a grid of letters. To make it more difficult. 187.) 184. YES/NO 2 One child thinks of an animal and the other children try to figure out what it is. Get each one to explain their sentence. In their answers. The children take turns asking yes/no questions like. It is possible to give points for each correct guess.be played with the word cards upside down. YOU RE THE TEACHER Give each student a sentence to either correct or say that it is OK. If the answer is yes. . so the child has to try to remember the position of the word cards. Do you have four legs? or Are you bigger than a dog? . the child can guess the name of the animal by asking. give the students the present tense and tell them to look for the past tense. for example.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.