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

of the Japan Exchange and Teaching (JET) Programme (Fukushima)

These games and activities have been collected from various sources: past issues of the Fukushima JET newsletter, games books, various CLAIR and AJET teaching resource guides, and stuff left over from my predecessor. I apologize for not quoting sources, but I collected them in such a hurry when I first got here that I can t find the original sources in most cases. It is safe to assume that I did not come up with all of these games, so please do not give me credit for doing so. You can, however, assume that all mistakes are mine.

1. A and AN Draw a large a and a large an on separate pieces of paper. It is best if these words are written inside amusing animal shapes. Divide the class into two teams. The first child from each team puts their hands on their heads. Show the children a vocabulary flashcard. They both touch (or slam) the a or an . The one to touch the correct paper first gets a point for her team, provided that she says, It s a or It s an correctly. If she makes a mistake, the other child is offered a chance to make the correct sentence. After the class gets the idea, one of the children can hold up the cards instead of the teacher.

2. A-B PAIRWORK Student A is given half of the information and Student B is given the other half. Students have to work together and ask each other questions to fill in the missing information on each of their sheets.

3. ADJECTIVES 1 Write down three adjectives and ask pairs of students to write down as many things they can think of that all three adjectives apply to. For example, big, cold, beautiful might apply to snowman, mountain, Alaska Get students to come up with their own adjectives. See who can get the most number of words.

4. ADJECTIVES 2

Choose some advertisements with big print and not too much writing on them. Number them clearly. Black out two adjectives from each and make a list of the missing words. Before the lesson, post the ads on the walls of the classroom somewhere. Dictate the list of adjectives and tell the students that these are the words that have been blacked out on the walls. The object is to match the adjectives with their ads. Students write the number of the ad that they think that adjective appeared in.

5. ALPHABET 1 Use big cards. Go through the alphabet once in order then mix them up. Introduce the pronunciation of B and V, M and N, and L and R carefully.

6. ALPHABET 2 Use chalk as a baton. Arrange teams behind a line before the blackboard. The first student writes A in her/her team s designated space, then passes the chalk to the next student. The fastest team wins. The Japanese teacher monitors the kids to keep them behind the line. Friends can call out from behind the line to help. Give points for speed and neatness. When the students are confident with A to Z, get them to try Z to A. If some students can write the whole alphabet, pit them against each other. Instead of running to the board, you can try having wheelbarrow races or hopping races. The movement and the competition are important in an elementary school.

7. ALPHABET 3 Use sets of alphabet cards. Make groups of 5 students. In the classroom, clear the desks to the side. The students must make an alphabet line, card to card, from A to Z. Can use to check recognition of capitals and small letters.

8. ALPHABET 4 Make two sets of alphabet cards, each letter about half the size of B4. Divide the class into two. Distribute the two sets of cards amongst the students. Some of the students may get two cards. The teacher selects a word for spelling. Each team has to spell the word by its members rushing to the front and holding up their cards in correct sequence. The fastest team wins.

9. ALT S APARTMENT

Draw an empty apartment on the board. Have students try to guess the contents. Draw them in as they name them. For example, the students could ask, Is there a chair? .

10. ANAGRAMS (WORD SCRAMBLES) 1 Mix up vocabulary words and get the students to unscramble them. Can be played in teams, in pairs, or with the whole class. The team who can unscramble the word (i.e. say it in English) and give its meaning in Japanese gets a point. The team with the most points wins. You can also get the students to spell the words correctly for points.

11. ANIMAL GAME Give each student the name of an animal. After practising the different animal sounds, the students make the sound in order to find the other students who are the same animal. Japanese animal cries (nakigoe) are different from their English counterparts. Explain the sounds using pictures. The kids find the differences amusing. They tend to know dog and mouse (after you mention Mickey). I also used kangaroo with a tch, tch sound. Have a card for each student, but make sure they don t show it to anyone else. After finding their partners, they can show their cards to each other, then the JTE and ALT. Presentation is important as without the preparation of cards and the explanation (i.e. you can t show your card to anyone else ), this game can be a flop. It took some fine tuning before it succeeded.

12. ANYTHING GOES Students try to come up with as many different answers to one question as they can. The teacher asks something like, How many fingers do you have? . The first student will probably say, I have ten fingers. . The next student can say, I have more than nine fingers. The next, I don t have sixteen fingers. . The next, I am an alien, so I have sixty fingers. , etc. Try to get them to use any grammar point that they have ever covered.

13. BACK TO BACK Teams of two stand back to back and hook their arms around each other s arms. Race to a marker and then back to the starting line giving both the chance to run forward and backwards once.

14. BACK WRITING 1

After reading a text, each student selects about 5 new, difficult or unusual words. In pairs, they write the words one at a time (with their fingers) on their partners backs. The partner guesses the word. Variation: the partner must use the word in a sentence. Books closed makes it a memory game. Books open makes it a scanning activity.

15. BACK WRITING 2 Each row is a team. The last person in each row comes up to the teacher s desk and looks at a flash card. When all students have returned to their seats, the teacher says Start! and the game begins. The students at the end of the row write the word (with their fingers) on the back of the person in front of them. When that person seems to understand the word, they write it on the back of the person in front of them. The person in the front of the row writes the word on the board, then goes to the teacher s desk to look at a different card. Once he has remembered the card, he goes to the back and writes it on the back of the person who used to be at the end of the row. (All the students should move forward one seat while the person at the front of the row is looking at the new card.) The winning team is the one that can write the most (correctly spelled) words on the board.

16. BASEBALL 1 The class is divided into two teams. Four chairs are placed in the shape of a baseball diamond. The AET/JTE proceeds to ask each team member a question which must be answered in a complete sentence. If the correct answer is given, the player moves to first base. If the answer is wrong, the player is out . When the team has three outs the other team comes up to bat.

17. BASEBALL 2 Draw a baseball diamond and a score board on the board. Students, in turn, are at bat and choose how difficult a question to attempt: a single, double, triple, or homerun. If a student answers correctly, s/he moves ahead the appropriate number of bases. The students who are already on base advance the appropriate number of bases. Players who advance to homeplate score a point for their team. If a player answers incorrectly, s/he is out. Once a team makes three outs, the other team is up. This works well with spelling practice because it is fairly easy to compile lists of easy to difficult words.

Note from Steve Mendoza I teach at a Japanese high school, and I have some additional ideas for the game Baseball 2?. It may be a good idea to use playing cards, i.e. ace = single, 2 = double etc. Also the joker card can be an automatic walk, and king can be an automatic strikeout. The cards are put face down and the students pick one

she moves her counter to first base. The student who sinks their partner s entire fleet wins. Ships can be placed anywhere on the grid (horizontally. He is ). third column. For example. BASEBALL 3 Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it. (1) The same child can draw more cards. the turn passes to the other team. Students then say these sentences to indicate which square on the grid that they are going to guess. If she gets three more correct. 18. He is Japanese . one battleship (taking up 4 connecting squares). Students must not show their game sheets to other students. might indicate the square that is in the first row. if given the choice.). Students try to sink each other s battleships in this way. he says hit and marks that square with a big X . BATTLESHIP Students get into pairs facing one another. Each student gets a game sheet. Students record their own guesses on the grid made for that purpose. For example. BINGO The game board can be any size as long as it is square (3X3. Divide the children into two teams and give each team some counters. If the partner has placed a ship in that square. One grid is for the students to place his battleships on. The team takes turns at bat. This adds a more random element to the game. but to try for a two-base hit. etc. Either the rest of the team or the pitching team ask her one or more questions about the card (e. 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 ).g. If the partner has not placed a ship there. put beginning parts of sentences in the squares of the first column (for example I am . he places various ships . etc. If four different children make correct answers consecutively. which allows the children to fill in almost every letter of the alphabet. she can choose to move to second base or try for a three-base hit. their team gets a home run. To make the game sheet. If she makes another correct answer. 20. two cruisers (3 squares) and one submarine (1 square). On the student s own grid. 19. vertically. he says miss . she gets a home run. (3) She can choose not to go to first base. but not diagonally). most students would just pick single each time. If you are teaching elementary school children the alphabet. The other grid is for the student to record his guesses on. Then the other student makes his own guess.randomly. There are various ways of proceeding from here. 4X4. Students are given the bingo grid and a bunch of words that they are supposed to fill the . If she answers the questions successfully. In Japan. The game sheet includes two grids. The first child on the batting team puts her counter on home plate and draws a card from the top of the pile. use a 5 x 5 grid. Each team is allowed three outs before the turn passes to the other team. What is it? What colour is it?). You are . If she makes a mistake. (2) The next child on her team draws a card.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

and have them repeat after you. etc. can be used to liven up row race quizzes. and hand out cards with the numbers you want to teach the children. When the students feel confident. NUMBERS 2 Have the students make a circle.99. 102. must find seven other people to be in his/her group. then backwards. For example. Sit in the circle and call number 1. or 4s. a child holding an 8-card. MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. then they stand on the side. NUMBERS 1 Use flashcards to teach any group of numbers. Have the students repeat the number. NUMBERS 3 Let the children make groups. Practise counting forwards. call out numbers at random. Also. If a student cannot get into a group. The game continues until there are only two students left. or what language a song is being sung in. 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). 103. The students left over must sit out (or they can . Get the students to form groups according to how many times you blow a whistle or clap your hands. sitting down. Every child need not necessarily have a number. 104. 100. the number of children in each group corresponding to the number card held by one child in the group. NUMBER GROUPS The students walk around a designated area. then by 2s. having the child or children holding that number hold it up high for all to see. NUMBERS 4 This is a game which many Japanese students will know. Can be made into a quiz or team competition. The teacher calls out a number and students have to make a group according to the number called out. Once they are in their groups. 101. get them to pass their numbers on at some point. Get students to guess where the music is from. If not all the children have cards. Do the same with all the numbers.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

If you have advanced learners. Clip a picture to the back of each student they should not see their own picture. The teacher can only say yes or no in response to the questions. After they have figured it out. Get the students to try. They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are. VOTE Rows of students work as a team.2. then do a weather report. after the activity. 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. 173. Points for the right answer (or you can use fake money).3). Divide the class into groups and give each group a true card and a false card students vote for the answer. The teacher asks a question with three answers. WHAT AM I? Students stand in a circle. TUMMY RUB. 171. 169. They can only ask a student one question. 174. You can make it more challenging by giving each student a class list and getting them to check off each student that they ask. WHAT ARE YOU DOING? . 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. They must not tell each other what picture is on their backs. you can discuss the appropriateness of the person s object to their own personality. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand. Each row is given three number cards (1. WEATHER REPORTER Make up map and weather possibilities. 172. 170.Make a quiz with true or false answers (or correct/incorrect) and test their grammar.

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

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

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

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