You are on page 1of 42

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 randomly. This adds a more random element to the game. In Japan, most

students would just pick single each time, if given the choice.

18. BASEBALL 3

Draw a baseball diamond on a piece of paper and place a pile of flashcards in the middle of it.

Divide the children into two teams and give each team some counters. The team takes turns at

bat. The first child on the batting team puts her counter on home plate and draws a card from the

top of the pile. Either the rest of the team or the pitching team ask her one or more questions

about the card (e.g. What is it? What colour is it?). If she answers the questions successfully, she

moves her counter to first base. There are various ways of proceeding from here. (1) The same

child can draw more cards. If she gets three more correct, she gets a home run. If she makes a

mistake, the turn passes to the other team. (2) The next child on her team draws a card. If four

different children make correct answers consecutively, their team gets a home run. (3) She can

choose not to go to first base, but to try for a two-base hit. If she makes another correct answer,

she can choose to move to second base or try for a three-base hit, etc. Each team is allowed three

outs before the turn passes to the other team.

For example. On the student’s own grid. Vary the ways to win. start calling out words or sentences that contain the words. students who . he says “hit” and marks that square with a big “X”. but not diagonally). vertically. “You are”. “Are you a good baseball player?”. which allows the children to fill in almost every letter of the alphabet. Keep playing until someone gets Bingo. For example. students sit down and the teacher calls out the students’ names. For example. Students must not show their game sheets to other students.). BINGO The game board can be any size as long as it is square (3X3. The other grid is for the student to record his guesses on. “He is”). BINGO WITH NAMES Prepare a bingo grid with a question and YES/NO written in each square. “Do you like to swim?”. If the partner has placed a ship in that square. use a 5 x 5 grid. he places various “ships”. I do”. BATTLESHIP Students get into pairs facing one another. sometimes make it two rows or a special design (e. Students record their own guesses on the grid made for that purpose. Can also be played with vocabulary words. 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”). For example. he says “miss”. One grid is for the students to place his battleships on. put beginning parts of sentences in the squares of the first column (for example “I am”. Then the other student makes his own guess. The student who sinks their partner’s entire fleet wins. third column. Then. To make the game sheet.g. two cruisers (3 squares) and one submarine (1 square). Ships can be placed anywhere on the grid (horizontally. Students who answer “yes” sign their names on the sheets. one battleship (taking up 4 connecting squares). Sometimes make it one row. So Kenji circles “Yes” underneath the question and Kanako signs her name at the bottom of the square. If you are teaching elementary school children the alphabet. might indicate the square that is in the first row. 20. Give the students about 10 minutes to fill their grids with names. Students are given the bingo grid and a bunch of words that they are supposed to fill the Bingo grid with — have more words than spaces — once they have finished. The game sheet includes two grids. If the partner has not placed a ship there. “T” or “X”) 21. Students then say these sentences to indicate which square on the grid that they are going to guess. or whatever target sentence you are currently studying. Call out words and the students write them on the bingo grid wherever they like. Each student gets a game sheet. This can also be played with students racing around to make Bingo with the students names themselves.19. Then call out the vocabulary words one by one until someone gets bingo. etc. Kenji asks Kanako “Do you like to swim?” Kanako says “Yes. “He is Japanese”. Students interview each other by asking the questions on the grid. 4X4. Students try to “sink” each other’s battleships in this way. Students cannot ask the same person more than one question.

2. all the other children can move too. hula dancers. bop”. Or. BOGGLE 4X4 grid with letters. she can say “Hula. 3″. bop. Ask the students who signed their names if they really answered yes to the question. 22. where are you?”.e. You can use true/false questions. The person in the circle must jump into the middle and do a hula dance and . On the count of ten. BOP. let the middle person say some different things. BOARD GAMES Make up a board game for any grammar point. The person who makes the mistake must go into the middle. bop”. 24. If everyone has caught on to this. Model the game after a well-known game. (If the room is large or the game is played outside. BOP Students sit in a circle. BLINDFOLD One of the children is blindfolded and counts to ten. bippity. she must guess who she has caught. If they answer “no”. The people on either side of the “alien” must hold their hands up to their faces and scream. get all of the students to sit down and check the answers of the winning students. 25. The children answer. One student goes in the middle. 1. After a few students call out Bingo. 3″. rolling again. the other children can move around the room. trivia). you know that the students haven’t been playing correctly. “Emi. 2. that child is the next to be blindfolded. bop”. If the person in the middle says “bop. After any answer. 1. She can say “Aliens. The blindfolded child can also move. The person in the circle who this is said to must react by contorting his face to look like an alien. The blindfolded child then asks the children where they are by saying. the children have to stop moving immediately. bippity. The person in the middle must approach one of the people in the centre and say either “bop” or “bop. etc. or scrambled words or sentences. Have squares for missing a turn. bop. 23. If her guess is correct. it may be necessary to restrict the area). “I’m near/in/on/under …”. If the person in the middle just says “bop”. BOPPITY. the blindfolded child can move and try to catch any of the children. As soon as she moves. If she catches a child. questions and answers (i. or make your own. bop. the person in the circle must say “bop” before the middle person has finished saying “bop. Students try to make words out of the connecting letters in any direction (as long as the letters are in fact touching one another). then the person in the circle must say nothing. bop. or doesn’t say anything when they are supposed to say “bop”. getting an extra turn. While she is counting. such as Snakes (chutes) and Ladders. bippity.answer “no” don’t sign anything. bop. This continues until someone slips and says “bop” when they are not supposed to. A straight row of students who answered “yes” makes Bingo. bop.

Crazy Eights. 27. or answer a question about it. BROKEN TELEPHONE Someone whispers something to a student.the people on either side of the victim must wave their hands from side to side. 1. make a sentence about it. Another way to play is to get the whole team to act out a word so that one of their . For example. Speed. This game works well for verbs. BULLRUSH (BRITISH BULLDOG) The students stand at one end of the gym. CARD GAMES Adapt any card games you know to a grammar point. Last person says what s/he hears. she can say “Viking ships. says what the number is. E. If tagged. Students pick out a verb card then they act out the verb.” 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. she must say what it is. ask for a full sentence response. 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. 2. and moves her car around the track that number of flashcards. 26. Play this game as quickly as possible. s/he returns the car to its original position. Or. The student must move his/her marker to the side of the track and wait out one turn. 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. Also. 29. If a child’s piece lands on a brightly coloured card. If not tagged. he joins the students in the middle. Each child chooses a car (or counter) and places his/her car on the starting line. 3. A student in the middle calls out the name of one of the students at the end. Message must travel through the class. Go Fish. 28. etc. hula-like. 30. CAR RACE Place some flashcards end to end to resemble a race track. Either make a “crash” flashcard. The first child draws a number or throws a dies. The other students try to figure out what the verb is. Can be played in two teams. or say that throwing a “6″ on the die will make you crash. If she makes a mistake. Old Maid. When s/he stops on a card. CHARADES It’s usually best to introduce this game after playing Pictionary a few times.g. Can also be done with nouns and adjectives. “He is running. Decide the number of laps. That student has to run from one end of the gym to the other without being tagged. There are one or two students in the middle of the gym. For advanced students. s/he has another turn. these games can be taught to an English club.” instead of “run”.

The AET reads the text at a certain pace. 34. One child stands in the centre and mimes an occupation/animal. CHUNK READING Good for all levels. If at the end of one minute the team still hasn’t guessed. the child in the centre has to stop miming immediately. Blanks identify the missing words. 33. (4) It is probably a good idea for a child who wants to guess to put her hand up first. the children can janken to see who gets to ask first. Students go one by one and ask each other “Is this your…?” They have three chances. a student might ask. 31. “I’m…”. each with (different) words missing. 32. You can also use brief pauses and get them to try to guess where they occurred. CLOZE Make two copies of a passage. both she and the child who is miming get a point and they change places. If her guess is incorrect. the teacher (or a child) decides who should ask the question (usually the fastest.members can figure out what the word is. “Are you…?” The rules of the game are as follows. (2) If three children’s guesses are incorrect. etc. When this happens. Then they must go in front of the class and ask “Whose … is this?” .g. the whole class asks “What are you?” and the child who is miming answers. Another child (possibly the one who is sitting to the left of where the child in the centre was originally sitting) changes place with the child who was miming. If more than one child put their hands up. The team has one minute to figure out what their team- mate is trying to act out. COLLECTION Collect one thing from every student and put it into a bag. the other gets to try to steal the point. The students read the passage aloud together to fill in the missing parts. CIRCLE MIME The children sit in a circle. If they guess properly. Nobody gets any points. (1) Any child can ask the question. but first years in particular really get into it. give them 90 seconds to do as many cards as they can). Get students to close their eyes and take things out of the bag one by one. For example. Yet another way to play is to give one team a limited amount of time to go through as many cards as they can (e. If she is correct. 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. but this can be a good chance to cheat a little and let some of the quieter children ask the questions). At various stages. “What is the mother’s name?”. (3) The child in the centre cannot mime something that has already been mimed. the students can ask each other questions about the missing parts after reading the passage silently. Alternately. Or. The other children try to guess what she is miming by asking. she loses one point. the team gets a point.

COLOURS Draw up an alphabet chart. Select a category. they don’t get to keep the cards. Have a student say a number between one and twenty. CONCENTRATION 1 Chant “Concentration. 38. CONCENTRATION 2 Magnetic cards are put on the board with blank backs. Any student who does the wrong thing on the special number is out. Then. 37. . 40. The teacher calls out “crows”. If a crane is caught. Then start reading the flashcards. concentration now begins!”. The cards are arranged in pairs so that English words match Japanese words. What is it? What colour is it? Do you like it? If the student answers incorrectly. they must clap on the colour orange instead of saying the letter. 39. CROWS AND CRANES The students make two straight lines. One line is called “crows” and the other “cranes”. If the number is “7″ for example. The crows try to catch the cranes before they reach the wall. E. stop and do something special on the seventh card — and on any multiple of seven. but stick with about 5 colours. E. Review these colours. then say the alphabet. If they get good at doing that. For advanced students. Go up three and left two. COMMANDOES Make up even teams. The first student falls down and then says go and then the next student straddles the first student and falls down and says go. they can go again. etc. Team or student with the most cards wins. or not saying the card.35. if a student turns over a card that has a matching card already showing. get them to do something else for another colour. Do this in a group at first. If they find a match. they become a crow and join the crow team (and vice versa). This is repeated until the team has reached the end of the gym. get them to tell you which cards to turn over. The special thing can be shouting. Also. Then. For beginners. Students must turn over the cards until they find a match.g. tell them from now on. Students must say a member of that category within a time limit (usually within four handclaps). COUNTING CARDS Use about 20 flashcards. 36. you can ask students about the cards. get the students to leave the cards overturned. Each letter is a different colour. but later go through the class one by one. they have made a match.g.

DICE GAME Make dice (saikoro) about 10cm x 10cm or larger. 46. After the class picks a problem. If IT manages (after two runs around) to get to the vacated place in the circle. DUCK. I explain eleven (7-11) and twelve (difficult) for 5th and 6th graders. Go through the numbers with the students. The first girl and boy come forward. She can repeat this as many times as she wants. girls in a line. IT is safe and the other person is IT. The word must be used to give advice on the problem. 45.41. 44. I play boys vs. The other is IT. GOOSE Make a circle and sit down. and IT walks around the circle once and tags that person on the shoulder. One person is IT and has the hanky (handkerchief). As soon as that person realizes that the hanky has been dropped behind him. 42.” Compare notes at the end. For example. The teacher says things like. trying to tag IT. It has one long green arm and a short blue arm. No hints from team-mates allowed – instant penalty. DICTIONARY ADVICE Using one or more English dictionaries. that person becomes IT. She walks around the outside of the circle and drops the handkerchief behind someone. DROP THE HANKY Make a circle and sit down. The quickest gets a point and the next two students come forward. relating to a difficult person. She walks around the outside of the circle and taps people on the head and says “duck”.” 43. you open the dictionary at random and pick a word from that page and read it aloud. she will tap someone one the head and say “goose”. DUCK. the future. if the problem is “not enough money” and the random word is “macaroni”. The students must add the dice number with the number the teacher says. he gets up and runs around the circle twice. ERASE A DIALOGUE Model the dialogue or key sentence. such as: not enough money. Read it line-by-line and have the . then the teacher calls out a number between 1 and 6. “My monster has three heads. They roll the dice. The Japanese teacher keeps score. Write it on the board. If IT drops the hanky and the person doesn’t realize it. etc. then a sample solution might be: “You are so poor that you must eat macaroni everyday. It has a pointy nose…etc. but at some point. present some common problems. DRAW THE MONSTER The teacher instructs the students to draw a monster according to his oral directions. The goose and IT run opposite ways around the circle and the first person to get back to the vacated spot is safe. One person is IT.

They must fill the chart with the words that you give them. If she says it incorrectly. FILL IN THE GRID Draw a grid with the names of countries down one side and verbs across the top — e. Check the students’ understanding by listening to them during pair work and ask a few students to tell the whole class about their family. Keep erasing until the students can recite the entire sentence from memory.e. use. or introduce their partner’s. You could make it an assignment and have them include photos. Read the sentence and ask the students to repeat it. banana. 50. FAMILY TREES This activity can be used to introduce members of the family (Mike is my brother). Italy. EXPLANARY Show the students several flashcards that they are familiar with. frog. 49.g. Have the students repeat replacing the erased bit. jet. you might need to be more specific if the cards are “apple. you could say “It’s red. however. include photos. if the top card is “apple”. ERASE A SENTENCE Write a target sentence on the board. then write sentences or read them out to teachers. Have all of the students stand up. eat. orange. cherry”. review possessive adjectives (shoyuukaku). Explain and practise new vocabulary words. Canada. For example. Better still. Tell them to try to remember the cards. You could use flashcards. . 47. shuffle the cards and start describing the top card without showing it to the students. You eat it. study. Good for building up essential vocabulary. Draw your own family tree and explain its history.students repeat it. Practise then erase a part of it. Japan.” That might be enough to let them guess the word if the cards are “apple. Then fill in the middle with appropriate answers (i. her row may sit down.e. speak. Hockey is played in Canada. Have a student from the first row try to say the sentence including the first word. The first student to guess correctly gets to keep the card. milk”. Then. Students are given an empty grid with the names of the countries and verbs already on it. Mairi used this for passive voice — i. Get the students to draw their own family trees and explain them to a partner (pair practice). 48. her row remains standing and a student from the next row tries. Erase one word from the sentence. UK and play. If the student says it right. and the possessive ‘s’. strawberry. tomato. Good for “Let’s Read”. we play hockey). India. The student (or row) with the most cards at the end wins. sun. in Canada.

etc. The team with the most points wins. The student with the correct version reads the copy aloud. When the teacher says “start” students from one team try to find the card that corresponds to theirs in the other team. Give one team Vocabulary cards and the other team Japanese Meaning cards so that one card goes to each student. After a few minutes. Play again with the opposite teams sitting and standing. one card might say “My name is Yumi. “high school student. The first group to get the prescribed number of members (perhaps five). FIND SOMEONE WHO Make a list of qualities or actions. one student has a copy of a passage and the other student has a copy with factual errors. the teacher says “stop” and all of the students sit down. My friend is _____. Each student holding a matching set of cards scores one point for his team.” etc… 55. In the end.e. volleyball”. they must sit down. FIND YOUR MATCH Divide the class into two teams. you may want one team to stay sitting while the other team stands and walks around. if a card says. and likes and dislikes. then student must ask others. 54. The other student listens and identifies the errors on his/her sheet. For example. These copies are identifies as correct or not. I work at a _____. the student could write down the answers. For example. FIND YOUR PARTNER Prepare a set of cards with different names. This game can also be played with both readers reading their passages silently and then discussing the content and trying to find the mistakes. FIND YOUR GROUP Every student is given a card with some information on it. Find someone who likes natto. _____ also works there.” This student would have to find her friend Chikako and find other people who like and dislike the same things as her. My friend is Chikako. Japan. 53. occupations. friends’ names. I work at a university. The students in the team that is walking around collects the cards from the students in the team that is sitting. Students must “find someone who” fits those qualities — i. Students have to ask each other questions to find out who belongs in the same group as they do. When all the members of the group have gathered. an answer might be “My name is ______. “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. To control the chaos. . ______ also likes ______. I like pickles and yakisoba.51. For example. FIND THE MISTAKES Working in pairs. 52. wins.

13. I have used this game with my 1st and 2nd years with great success by pitting the girls against the boys. 6. or review of target sentence (Do you have…. buzz. 2. “Do you have a ~~?” The other student replies. If the students get very good at that. Here it is. I’m looking for…. or one on one. and colours. 5. Whenever “seven” should be said.56. 10. FISH Give each student 3 or 4 cards and put the remaining cards on the teacher’s desk. Can be used for vocabulary review. 5. That number is “buzz”. If they can still manage that with ease. and the winner asks. Set a time limit. it’s important to mix in an international type game and get the students moving about. 16. This includes “seventeen. or make play end when the fish pond runs dry. I want a…. The children who are taking part in the race either . That would result in something like. drawing on gills. buzz. What is it? What colour is it? What does she do?). buzz. make is so that multiples of “fizz” and “buzz” are also unlucky. girls. fizz. “1. 10. FLAP THE FISH 2 Make a starting and finishing line on the floor. This game is perfectly suited to Japan because in the UK we used to use newspapers. etc. twenty-seven”.” or “No. 19. If the student is told to “go fish”. FLAP THE FISH 1 Cut some fish from paper. I don’t. buzz. Each child draws and cuts out a paper fish and places it on the starting line. 8. try adding another forbidden number. Then the students ask other students in the class (jankening first to see who will ask who). 8. so no one is allowed to say it. fizz. 11. Explain the technique of bending your knees. etc”. Each child also has a magazine (or uchiwa). 16. The student with the most pairs wins. 2. etc. Go fish!” If the student gets the card they asked for. 15. fizz. 9. buzz. The pattern should sound like. with 2 points for a win. The idea is to wave the fan next to the fish and make it move without touching it. Students janken. students must say “fizz”. if 3 is “buzz”.g. One child. “1. fizz. The object of the game is to get as many pairs as possible. fins. or boys vs. The number “seven” is unlucky. Please give me…”). etc”. Move the desks to one side of the room (if you’re in a classroom) and divide the students into two teams. “Yes. FIZZ BUZZ The first student in a row starts counting with “one”. the next student says “two”. 57. one by one. 4. buzz. Although this has nothing to do with learning English. holds up flash cards one by one and asks questions about them (e. 18. You can play this in a relay. It’s a race and the first to cross a finishing line (use a skipping rope) wins. Uchiwa are much better. 11. fizz. 14. then ask the same student again. or the teacher) stands at the finish line. 3. buzz. they must take a card from the “fish pond” on the teacher’s desk. Then get a few uchiwa (Japanese fan with a handle). the next “three”. For example. 59. 12. I do. 4. 58. they keep the pair. then 37 is “buzzfizz”.

Practise pronunciation then give each student the name of a fruit. If a child answers correctly. We made eyes. then use it for whatever in class) 61. down. Also. Students must give you the objects that you ask for. You need visual aids with small kids to get their attention and monitor their understanding. FRUIT BASKET Make a big circle with chairs. GO TO SLEEP Divide the class into groups. and nose. Write 4 or 5 fruits on the blackboard. 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. All the apples must switch chairs.answer individually directed questions in turn or try to answer the same question first (in this case there should be a judge). GIVE ME… Like “show me”. apple). Let students decide their order within the group (1 to 6). ears. Have one less chair than students so there is always one student left standing. 64. you can put circles (like an archery target) around the nose and give more points to children who put the nose exactly on target. You can also cross-reference the game by using the colours of the fruit. The students . the person in the middle can call out sentences like “I play volleyball” and those students who play volleyball must trade seats. For third years. First.g. or team-mates take turns answering and flapping). teach the students the parts of the face in English. mouth. This student calls out the next fruit. blindfold a student. think of some suitable punishment. she hits the floor behind her fish with her magazine (or uchiwa). I play…). Students give the blindfolded students instructions on where to place the magnet. If there are more children than can race at the same time. Can be played as row race or by the whole class at once. The teacher calls out a name (e. making the fish move toward the finishing line. left. This can also be played with a drawing of a face without a nose and a magnetized picture of a nose. The first child to make her fish cross the finishing line is the winner. The other students tell him/her where to place the parts of the face. 62. stop”. Then. and last the words “up. 60. right. FUKUWARAI (PIN THE TAIL ON THE DONKEY) Use the traditional Japanese New Years’ game ‘fukuwarai’ and turn it into an easy English game. FORTUNE TELLER (in progress) Instructions:(make the origami fortune teller. 63. If a student is in the middle three times. This game can be played with any vocabulary category or grammatical pattern (I like….

the team scores a point. The columns are labelled A. If the sentence is correct. Mary). Teams can bet for bonus money if the think they can correct the sentences. B. Then tell them to go to sleep and wake up the number twos. Paul. XO means one is wrong and one is right. D. decide whether the sentence is Correct (C) or Incorrect (I) and hold up the appropriate letter on a pre-made card. get them to consult with the other members of the group to put the sentence together. HANDS DOWN This game can be played on the ground. Give the number twos a word to memorize. baseball. or “Are you John?”. John. 66. The team with the most money wins. palms facing downwards and you are all in a . the next row will have various names (John. basketball). Can be played with betting minimums and maximums. The row contain various possibilities and some repetitions. and the next row will have various clubs (basketball. tennis. they work in pairs to figure out which one their partners circled. 1:00. XX means both sentences are wrong. Teams that are right win the amount that they bet. no points are given. in teams. 2:00). Read the two sentences then ask the students for their bets. Give each team voting cards. 68. Then get the students to hold up their voting cards. Students get into teams. The winner is the student who needed to ask the least number of questions to find out their partner’s choice. GUESS THE COLUMN Students play in pairs. 1:15. Then. 65. Students. Student 1 asks Student 2 questions. GRAMMAR GAMBLE 2 The teacher writes a sentence on the board. Mary. 67.in each group put their heads down except for the number ones. she says “Are you ‘D’?” Then Student 2 asks Student 1 the questions. anywhere that is flat and big enough to fit all of your buddies. The teams who raised the “I” card must write the correct sentence on a piece of paper and hand it in to the teacher. one row will have various times (1:00. Everyone intertwines their hands. etc. “Did you finish lunch at 1:00?”. Teams that are wrong lose their bets. If the sentence was correct. When all of the students have seen one word. OO means both sentences are right. C. Think of a sentence and write one word of the sentence for the number ones to memorize. If the sentence is still incorrect. etc. For example. or “Are you a basketball player?” When Student 1 has figured out which letter Student 2 circles. Each student has a sheet of paper with a grid on it. on a table. the teams who raised the “C” card get points. Give each group $500. The sentences can be either correct or incorrect (grammatically). GRAMMAR GAMBLE 1 Make a list of sentence pairs. and so on. Students circle one of the letters at the top of the columns. baseball. For example. 1:15.

Use chalkboard eraser to erase the parts of the person when someone in the row makes a mistake. 73. gets 3 points to that row. Hanged man is already drawn. Students must go to front of class and arrange themselves in order. Any student can guess the word.”). or better still. Then they have to read their part of the dialogue in turn. For every correct letter. One hangman’s platform is drawn on the board for each row of students. Can be used with boring dialogues. Anyone who makes a mistake must take their hands out of the game. Children can be disqualified for making too many mistakes or writing too untidily. Play this really fast. writing sentences about each card (e. The last surviving person is the hands down champion! 69. A palm-down slap on the table = a move in the clockwise direction. HALF AND HALF Students are given half of a sentence and have to find the person with the other half. The first child to write sentences for all of the cards is the winner. Each row is a team. Tell the children how many cards have been hidden. The blanks __ __ __ represent words instead of letters. 72. The children move around he room with notepads.g. if correct. have a magnetised cut out of the hidoi boy himself. A palm-down slap done twice = skip the hand next to your hand. “The shark is under the desk. Introduce the game by explaining the hand motions. get a student to think of a word and take your role. HANGMAN 2 Involve competition. Usually played at the end or beginning of a class. 70. A palm on its side = reverse direction. or under something. on. Recommended for 3 year junior high and older. The first student of each row says a letter. After you’ve done a few words. 71. HIDDEN CARDS Hide vocabulary flash cards around the room (the game can also be played outside). If incorrect. Students compete against each other in rows. Good for practising spelling and new vocabulary.circle. minus 2 points. one hand. The first hand up. award 1 point. making sure that they are all clearly in. If hung. . Target a key sentence/grammar point practised in class. draw a beard on the stick man. etc. HANGMAN 1 Variation on the normal game. You can also get the students to tell you which part of the man to erase if you want to practise the words for body parts and left/right. then the next student in the row. HANG HIM Variation on the normal game where the sole purpose is to hang a heinous suspect.

Cut the instructions up. C. The other students give instructions to the person at the blackboard. . you can use to sit. Students have to put the instructions in the right order. INDIANA JONES GAME Draw 2 cliffs. have handles. INSTRUCTIONS One person stands at the blackboard with their back to the class. D (two teams for each bridge). 76. Put about 4 questions face down on each bridge. HOW MANY THINGS Students have to write down as many things as they can that fit the description you give. Use 2 bridges. one teacher per bridge. etc. The winner continues. Get ready to FIGHT IT OUT (the kids crease up laughing when they realize it’s only janken). Prepare about 20 questions on slips of paper. Don’t forget to include words like “first”. It’s too far to jump (show unlucky athlete falling to his doom). people enjoy looking at. They want to cross the river. make a noise. the loser returns to the back of his/her team. Mistakes (e.g.g. 77. are made of wood/paper/glass. There are always 2 students trying to cross the bridge. giving hints for reading and answering questions. To cross the bridge. Very exciting if you have the energy. team members will meet on the bridge and janken. are long and thin. etc. Six desks and chairs squashed together make bridge. and they can keep score. Get the students to push them together to make two bridges. Get the JTE to be A and you are B. Set up the classroom. Remember. “next”. HOW TO Take the instructions for doing something simple (making toast. and “finally”. First year: Are you a banana?. Keep changing the slips of paper so the students can’t just memorize the questions. and a river with two crocodiles. work on electricity. You can try having team tournaments.74. I do” are penalized by one point (crocodiles keep a look out!). Name the crocodiles after the teachers. Second year: past tense practice). one for each crocodile/teacher. Two middle rows of desks are needed. doing the dishes. (e. The loser of the fight has to return. while the winner can continue along the bridge. Pretend to be crossing the bridge and meet in the middle. “How many things can you think of that are bigger than you?” Other categories: are round. B. For example. team members have to read the question out loud and answer correctly. Eventually. Compare the picture with the blackboard. Draw a bridge and demonstrate that it’s shaky.). Draw Team A on one cliff and Team B on the other. Students who make it across get 5 points. This game works well to get the students familiar with responding — great pattern practice. 75. “Yes. I’m not” or “No. “then”. One good point is that the students seem to help each other. The other students can see a picture. Divide the class into 4 teams: A.

the child at the front asks “What do I do?”. he doesn’t”. INTERVIEW 1 Can be used with any grammar point. but the person at the front doesn’t. Quiz at the end. The children should first be encouraged to ask questions like “What do you do?” or “Where are you?”. Can also be made competitive by giving one point for asking a student of the same sex. Akihiko doesn’t know how to climb mountains” rather than. Then. “No. 81. B must answer truthfully. It’s best if the students can write down a longer answer. Students must listen and take notes.e. two points for asking the opposite sex. James. Shuffle these interview cards and place them on a pile face down on the table or floor. The students janken to see who asks first. walk the dog). Next A can guess who B is. Students circle one name on every card and then move around the room looking for an opponent. 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. Stand up when you hear the end of sentence. An X in the spot means that the person doesn’t wash the dishes. INTERRUPTIONS Give the students instructions like “Clap when you hear a word that starts with S. Gail. 79. INTERVIEW 3 Write the names of famous people or the names of countries on the backs of a set of cards. Peter. 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 that person or that country. Snap your fingers when you hear the EEE sound. Sanjit and wash the dishes. Hannah. The other children must guess who the person or what the country is. and three points for asking a teacher. Make up a list of questions that the students must ask each other. Each child takes turns to pick up a card and answer questions asked by the other children.” Then read through a passage and get them to follow your instructions while you read. 80. All playing cards are identical. The grid is filled in with X’s and O’s — X means no and O means yes. Leave a blank space after each question so the students can insert the name of the person who they asked. Each playing card is a grid with five names down the side and five actions on the top (e. INTERVIEW 2 JTE and ALT dress up and act out a TV interview. etc. an O that they do. This can also be played in reverse where the class knows who the person at the front is. mow the lawn. If A . and that person’s answer. JANKEN QUESTION GAME Give each student five playing cards. clear the table.78. “No. clean the house. i.g. etc. 82.

numbers. The game is played by slapping whatever card is called with either hand (or a fly swatter). In either case. then say the name of each card as you touch it. Can be used with any vocabulary (e. It’s a number. This allows you to make false calls (e. each pair jankens. It’s bigger than four. or if one student is much better than the others. colours. KARUTA (SNAP) 1 Most Japanese children already know this game. you can add the rule that an incorrect response loses a turn. It’s green. Then. the loser must hold onto the winner’s shoulder. Once students are comfortable with the basic game. or ask for each card in order. First spread out whatever cards you are using face up in front of you.). The game ends when all of the students are in one row. It’s smaller than six. For reviewing vocabulary. in that it only requires recognition — or even partial recognition — of the new material. or cards from a previous game). you can play a guessing game (e. 83. have the students count their cards and ask them how many they have. Once a student hits the correct card. When the teacher says “start”. KARUTA 2 Spread some flashcards on the table or floor. Then call the next card. A can take B’s card. of cards that have been removed. 84. say “stop” and touch the card yourself. but more or less can often work better. Call the first card. Gather the students around the cards. If neither student responds correctly in a reasonable length of time. the students must change partners. When . It likes to jump. give it to him/her and pass the turn onto the next student. It’s a great way to introduce new vocabulary.guesses correctly. After this round. Then choose two students to begin. and is especially useful with only a few cards remain in play. The student with the most cards at the end of a time limit wins. If A guesses incorrectly. Between 10 and 20 cards is usually best. The winner is the student at the front of the row. 85. Stop to review when students are stuck. Take over or help if they get stuck. After the last card is won. Have the students repeat after you. either have each student say the name of the card as they give it back to you. time words). JANKEN SHOULDER RACE Students get into pairs and stand up. both players keep their cards. Colour coding the cards for points makes ties less likely. It’s an animal. students janken again and the winner asks another question. have the winner of the first round be the caller for the next round. For advanced students. The pair then find another pair and do the same thing. The loser must say something in English or ask a question. The children put their hands on their heads.g. Play continues in this manner until all of the cards have been correctly identified. 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. Demonstrate this once or twice by calling out a card and hitting it yourself. Then.g.g.

KENDO Review the names of the parts of the body. Present the list and get the students to try to remember as many as they can. Use word pairs such as “park” and “parku” and get the students to circle what they hear. The partner writes down what the other student saw. On the top write. the first student returns to the sleeping partner and tells him what he remembers. KATAKANA READING Read a passage pronouncing some of the words as if they were written in katakana. they try to touch or slap their hands on it. that word is worth 1 point. Students write down the words they can remember. 88. KOCHO-SENSEI’S MONKEY 1 Have a handout with a picture of a monkey. . find out how many students remembered that word. and the other children try to slap their hands down on it. 86. Assign points for each correct answer. Student with the most points wins. When a word is suggested. One partner looks at the flashcards or objects and tries to memorize them. Write the words on the board as the students suggest them.) 89. If only one person remembers a word. The successful child calls out another card. If more than ten students remembered. Students have to find one adjective for every letter in the alphabet. The other partner “goes to sleep” during this time. When the time is up. it is worth 2 points. Then erase the list. Give them around 10 minutes. Or. 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). students must hit the drawing on the spot that you call out. “Kocho-sensei’s monkey is…” then list the alphabet beneath. Can also be done as a listening exercise without a passage. Can also be played with competition. Can also be played in pairs. If less than ten remembered. Make the list too long for everyone to remember every word. The students must write down what they saw. cover all the cards or objects. 87. it is worth 5 points. KIMBERLY’S GAME Spread out a number of flashcards or real objects. Get a student to draw pictures of people with all of the parts studied. Have students repeat after you as you name each one. After a few minutes of memorization time. (Can be played in teams with the same rules. Give students a copy of the passage and ask them to circle words that were pronounced incorrectly. Pit teams against each other. Then. take one object or flashcard away and get the students to guess which one is missing. Using wrapping paper rolls. ask the students for suggestions of what they remembered.you call out a card.

90. each pair is given a number. The person who makes it back first scores a point for their team. then around everyone to get back to their original spot. and you’d always have it for the day when there’s 15 minutes left of the class and your teacher says “OK. 92. the pair must get up.) Continue around the circle until they get the idea. it matches the sensei’s pattern). 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. Kyoto-sensei’s monkey …) and keep the chant going in time to the rhythm. a tarp that you’d take camping works best. This game promotes group and individual leadership. When the teacher calls a number. Once the ten minutes of group planning is up. pairing up with the person who is in the same position in the other line. LADDER Students get in two lines facing each other. past their spot. co-operation. 91. Gestures are one way to create a system of communication for the group as talking is outlawed. and then run “up” the ladder (made by everyone’s legs). The students then sit down. then they are free to continue to the next step. what do we do now?” Divide the tarp (using duct tape) into 6×6 squares. The person starts by stepping on a square of their choice. LEARNING TO DANCE You need a large tarp or a large sheet of plastic. Then. Remember. Then gesture to the child on your left and help her make the same sentence with a different adjective (e. run around everyone to one end of the line. the person must backtrack through the pattern the same way that he came. boooo sound) to announce the wrong step. 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. a child is out if she cannot think of an adjective. If the square is correct (i. Get a rhythm going by snapping your fingers with your left hand and then with your right hand. They sit with their legs extended and the soles of their feet touching each other. Start the chant by referring to a different teacher or student (e.g. Encourage the children to do this with you. If their step is incorrect. KOCHO-SENSEI’S MONKEY 2 The children sit in a circle or around a table. one student on the tarp at a time and no talking.”. This activity is best played with 5 to 12 people. In the strict version of the game.g. K-S’s monkey is a good monkey. “Kocho-sensei’s monkey is a clever monkey. Start a chant.e. If a mistake is made. design a similar pattern in a notebook. Then. one explorer is set forth to brave the tarp and discover the pattern hidden in it. harmonica. and mark off a path from one side to the other. New explorers are encouraged to try their skill at . the sensei uses a signal (a whistle. or does so too slowly. and creativity. though. It is not always appropriate to make the chant competitive. Both lines must contain the same number of people.

Then it becomes very easy for the remainder of students to all get through the pattern one at a time. MEMORY GAME 2 Each row is a team. LEG WRESTLING Two children of similar size lie on the floor on their backs. An example of this activity could be: “This morning. the legs are hooked with each other. If a mistake has been made. If a group rolls a three. but Takehiro will say “I get up at 6:30. Using only their leg.the pattern until one person makes it through to the other side. It said ___________. The crazier the better. It was __________. Then I said ___________. My sister often watches… on TV.”. My mother’s name is…. If the group rolls its own number. They can’t get any points. The child who is able to do this is the winner. Give each group a pattern to practise and get them to fill in their own answers. then Group 3 must recite their sentences. MADLIBS This is a cloze activity where students must fill in the blanks of a storyline. Group 1 might have to practise and memorize “I get up at…” Each member of the group picks a different time to memorize. For example. The first student might . It had many ____________ and ___________. On each count. “Megumi gets up at 7.”. One group rolls a die. Then I ______________. The group who rolled the die get a point for each correct sentence. Select a grammar point to practise. My brother/sister goes to … school). hips touching. Together. The groups are numbered from 1 to 6. My father works for…. My mother goes to work by…. I saw a _____________. So. Go through the pattern slowly. the students would have to say. Extra points for creativity. For example. The group who rolled the die have to try to memorize Group 3′s information. the students in the group just have to say their own sentences. The first student in each row must make a sentence using this grammar point and a topic (e. All of the groups have different patterns (e. the game begins. After all the students have had time to practise and memorize their sentences. 93. Megumi will say. they count to three. side by side. Emphasize that there is no talking. Steps must be made within the square and must be clearly placed so the sensei and other participants can see where they’ve stepped. Remember to time the amount of time that is needed to get the entire group across.g. Takehiro gets up at 6:30…”. 96. 95. I eat breakfast at….g. “I get up at 7. 94. MEMORY GAME 1 Divide the class into 6 groups. Make sure to encourage all students. Their heads should be next to the feet of their partner. the student has to retrace the whole pattern again. “I like…” and “food”). Then it ____________. parallel to their partner’s leg. they kick their inside leg straight up into the air. On three. they try to force their opponent’s leg over to the side. but in opposite directions.

Test their understanding of the grammatical structure that you are working on. and have them repeat after you. play/sport. the teacher calls “midnight” and all the winners run. Give a point per correct person. NUMBERS 1 Use flashcards to teach any group of numbers. If you really want to spice it up. 101. MUSIC FROM AROUND THE WORLD Prepare a tape with bits of songs from near and far. MULTIPLE CHOICE Make up a test with multiple choice answers. The teacher calls out a number. “I like sushi and tempura and yakisoba. sing/pop group’s song. use ‘like’ and the first names of the girls/boys in the class.” This continues down the row until either a student forgets what his team-mates like. then they stand on the side. Can be made into a quiz or team competition. or what language a song is being sung in. The first student to touch becomes “midnight”. Also. The teacher calls out a number and students have to make a group according to the number called out. If not all the children have cards. Sit in the circle and call number 1. can cook/food. The winner of that set is the champion. After all the numbers have been called. If a student cannot get into a group. 99. call out numbers at random.” The second student would say. When the students feel confident. Do the same with all the numbers. NUMBERS 2 Have the students make a circle. or 4s. 102.say.) 98. etc. Get students to guess where the music is from. then backwards. (Can be used with times — number the students from one o’clock to twelve o’clock. Offer several incorrect English sentences as options. .” The third student would say. then by 2s. 100. “I like sushi. NUMBER GROUPS The students walk around a designated area. The game continues until there are only two students left. 97. “I like sushi and tempura. can be used to liven up row race quizzes. The students who are that number run around the circle and into the middle to touch something. MIDNIGHT The students stand in a circle and number off from 1 to 5. or everyone is finished. sitting down. Every child need not necessarily have a number. Have the students repeat the number. and hand out cards with the numbers you want to teach the children. Practise counting forwards. Good combinations are study/subject. get them to pass their numbers on at some point. having the child or children holding that number hold it up high for all to see.

Johnny. “One up.103. Students will just guess randomly at first. Get the students to form groups according to how many times you blow a whistle or clap your hands. Look at how their arms are placed and tell them if they are correct. Johnny. The students left over must sit out (or they can face a penalty like having to sing an English song). Once they are in their groups. Can be played with one other person or blooming crowds of admirers. The “Twenty-seven” refers to one of the other students in the class. but you fold your hands in your lap discreetly after you finish the final Johnny. Get them to go along with you to tell the other students whether they are right or not. WHOOPS. One student starts by saying her number and then says another number. ONE UP ONE DOWN The teacher starts by stating. 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. a child holding an 8-card. “Three…Twenty-seven”. Tell the students that they can say “two up”. he is out of the game. Each student tries to test out a theory. WHOOPS. some of them will be able to figure out the pattern. one down” means. “two down”. or “one up. The students try to figure out what “one up. performing them beyond perfection except for the final act — the folding of the hands on your lap! Hints are worthy . For example. 105. Johnny. Only the teacher knows that that refers to the position of the teacher’s arms: one is holding his/her chin. With one finger from one hand. must find seven other people to be in his/her group. That student must respond by saying his number “Twenty-seven” and another number. the other is crossed against his/her chest. one down”. NUMBERS CHAIN Assign every student a number. Johnny actions. three down”. 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). Johnny. The magic of it is that you do the above scenario. NUMBERS 4 This is a game which many Japanese students will know. Eventually. so they will be surprised when they are correct. Your audience of admirers must repeat your actions exactly. 104. Eventually. Johnny. Johnny. point to and touch the tips of each finger (of the opposite hand) in succession and say: “Johnny. Johnny. For example. If a student isn’t paying attention and doesn’t respond when his number is called. NUMBERS 3 Let the children make groups. Your audience will probably be baffled and will repeat the Johnny. the number of children in each group corresponding to the number card held by one child in the group. one down”. Similar game: Whoops Johnny. most of the students will figure it out. 106. The Whoops is accomplished by sliding the finger down and up on the inside of the fourth and final finger. Johnny.

The basic idea is that you cough. Then you raise two fingers. I LOVE to canoe. They continue as long as it takes to dictate the passage. Tell your audience to do exactly as you do. Then change your fingers to something else. Similar game: Wakaranai. then chant some crazy thing and do some crazy action and then get the students to mimic you. then announce that it is four. say “Here is the basic number. announce that they are in the Johnny Club and get them to perform the Johnny act. Similar game: Canoe-head. Scratch your head very discreetly. you draw some crazy thing. “I like to canoe. 109. Then you raise four fingers and the answer is 5. with four fingers of your right hand extended. One member of each pair goes to a copy and remembers as much of it as possible. When someone catches on. Then raise your fingers again. If they scratch their heads first. then you raise four fingers. The only thing that you are looking for is whether they cough at the beginning. then put your hands on your lap. they’ve got it.” Emphasize the LOVE. Similar game: Counting 1. For example. then say. Then you tell them if they are correct.” Then raise two fingers. Similar game: Counting 2. Show the students the “Basic number” by raising your right hand and raising some fingers.after ten tries. PAIR DICTATION Post copies of a paragraph on the back wall. if the basic number is 3. 108. pick out a picture card that the students are familiar with. it’s always worth gallons of giggles. The first row to finish wins. Students have to try to figure out your game. give a flag to the first person in each row. The trick is that the number that went before is the real number for the next time. For example. Get the students to do exactly as you do. Use numbers from one to ten. That student then dictates it to the partner. PICTIONARY To introduce this game. but the correct answer is “two”. one by one. and the correct answer is 2. The trick is that the number has nothing to do with the objects or the drawing. Then you raise five fingers. and ask the students to guess what number they represent. Ask “What number is this?” The students will probably say five. For example. In fact. Keep going until everyone gets it. the correct answer is 3. raise all four fingers and your thumb. Can also be used with The English Resource’s Pin Pon machine. If the answer is correct. Arrange some objects on the floor (or draw some lines on the chalkboard) and announce to the class what number your arrangement represents. Get it? 107. you are arranging your fingers after you finish making your arrangement. The first person to raise his/her flag may answer the question. Don’t show it to . and the correct answer is 4. PASS THE FLAG Prepare a list of questions. the student may pass the flag to the student behind. Do some crazy paddling actions to show how much you love it. For example.

pencil). It may be advisable to keep the score fairly close by giving the team that’s ahead a slightly more difficult picture to draw. After they guess this one. divide the students into teams. Then. Then.). the non-psychic teacher asks the psychic teacher questions like. The other teacher comes in and makes a big show about reading everyone’s mind. Once they guess correctly. Children can be eliminated from the game if they make a mistake.g. They carry out the instructions that are preceded by ‘please’ but must not move if there is no ‘please’. The word must be a noun. 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. Please stand up. The last child to carry out an instruction can also be eliminated. Give an instruction without using the word ‘please’ (e. The first team to guess what their picture is scores a point. It’s usually good to start with simple nouns. Then say.” Next student says “I like Y. POSITIVE-NEGATIVE RACE First student says “I like X. Time the whole class and race against the other classes. or time each row. give them word cards instead of picture cards to work from. PICTURE ASSOCIATION Draw various pictures that illustrate a Let’s Read story. The children can then take turns giving similar instructions to the rest of the class. Each team is given a copy of the pictures. the student who guesses correctly gets to draw next. Continue playing the game. but draw the object on the board and get the students to try to guess what it is. 113. Mime or gesture to help them guess what to do.g. I don’t like Y. PSYCHIC You must have two teachers for this game (which shouldn’t be too hard to get). Indicate that they shouldn’t move. “Is it a door?” “Is it a person?” “Is it a computer?”. show them the card. Do this again. Please touch the door. 110. 111. PLEASE Give some instructions to the children (e. The first teacher is the psychic. The psychic teacher says . Open the door. Then. When the students are comfortable with this game. the teacher can say sentences from the story and the first team to hold up the correct picture wins a point for their team. Adjectives and verbs can be included later. Please open your books. Give each student a piece of chalk and show each of them a different picture to draw. divide the class into two teams and choose one student from each team to draw first. The students must arrange the pictures in the correct order and then write a sentence that describes the action of the picture. Review the story with the children. Alternately. The first team to score 10 points wins. I don’t like Z.” Go around the room. 112. “Please open the door.the students.).g.

she might say. Four-legged things are the clue: desks. the teacher might first say. your country. the student gets a . beds. Other categories: sports. Get the students to work in smaller teams within the teams to find out the answers to the questions. For example. and how. stage a contest between the two teams. etc. Then. Then. where. The children circle which question words the sentence answers. etc. cross out words which the other groups have thought of. list the basic question words. Then. school words. table. in the game “Black Magic”. make a sheet with 10 or so sentences that answer some of those questions. The questions can be comprehension questions. In the case of the Madonna sentence. make sure the students know the meanings of basic question words: who. the school.” The students write a number above the question words to indicate which reading answered which questions. what. adjectives. putting different stresses on the words each time. “Is it a pencil?” The psychic teacher says “yes”. fill-in-the-blank. and when. Then. the sentence could be. If the students are advanced enough. animals. Students will get a kick out of trying to guess how you are doing it. 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.“no”.”. such as looking at a pre-arranged spot. 114. QUIZ BOWL Make up 60 or so questions based on material already covered. One team asks someone on the other team a question. or vocabulary. QUICKIE WORD GAME Groups of students write down as many Christmas words as they can think of. the non-psychic teacher asks about something that has four legs: “Is it a cow?” The psychic teacher says “no”. QUESTION WORDS First. what when. Then. 117. but s/he now knows that the next word will be the right word. If it is right. Below the sentences. “Madonna plays pachinko on Tuesdays”. etc. This game can be played many ways with many different things being the “clue” word. The teacher reads the sentence. Group with the most words left wins. You can try to use visual clues also. Give half of the questions to one team and half to the other. 116. This game can also be used to develop good listening skills. For example. a correct answer to the two intonations of the Madonna sentence would be a (1) above “who” and a (2) above “what”. the clue word is something that is black. “MADONNA plays pachinko on Tuesdays. the children would circle who. For example. For example. QUIZ Give the students a pop quiz on contemporary culture. “Madonna plays PACHINKO on Tuesdays. food words. Divide the class into two teams. translation.

121. If it is wrong. who then runs over to the B sheet and tries to match and memorize the answer. 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. either questions on one and answers on another. two groups can combine pictures to make another story. RACE AGAINST TIME Make a worksheet that has three types of problems. the student shows his/her partner.point for the team. they can move on to the next section. Each team lines up in front of one of the teachers. preferably a corner. 120. If it is forgotten. One student runs over to the first half paper and memorizes a sentence from the sheet and returns to his/her desk. read a passage and draw a comic strip to show the progression of the story. Remember that the students cannot carry their sheets to the corners of the room to copy the sentences down. Answer the Question. one by one. then divide your worksheet into four parts and make the fourth section a mixture of all three types. or answers the question. then the student can return and try again./Ms. question/answer drill and dialogue memorisation. if your three types of problems are Translation. READING WORDS GAME Two teams play against each other. Get students into pairs. all jumbled up. READ AND DRAW Read the passage and draw a picture. After they finish one section. That student returns and concludes the sentence. 118.” Then. questions. Divide the sheet into four parts. The teams not in play should sit and watch the game being played. and the other half (the answers) on the opposite side. If their answers are all okay. For example. Stick the first half of the paper (the questions) somewhere in the classroom. Also. or the start of one sentence on one and the end on the other. Students can also add their own questions to the ones that you give them. The students must complete each section. or whatever. READ AND RUN Practise sentence structure. you can add in an element of the unknown by adding in questions like “Let Mr. 119. you get a chance to ask the question. This can be the whole activity. and Unscramble the Sentences. Then the memorized piece is written down. One of the teachers says “go” to start the game. Check the answers. The cards are shown. Or. Continue until all sentences. Once finished. Each teacher holds ten cards. Or. the asking team gets a point. Even dialogue/statements followed by a natural continuation are OK. This game is good for review. are complete or the time runs out. Students who complete all four sections get a prize. the bring their sheet to a teacher to be checked. Write on two separate sheets of paper. ~ ask the other team a question. to each student in the .

Good questions: Show me…. The first team to correctly read all ten words wins. That student must say the word. 123. Or. 122. they get to sit down. use the same word. If a student cannot read a word. 126. or articles. The person at the end of the row hands it across to the next row etc. student could ask teacher question. misreads. Several reading cards are made up. they take turns to roll the blocks and make a sentence using the words shown on the blocks. If the first row doesn’t make a mistake. in the same way. ROW RACE 2 Show the first person in the first row a flash card.team. you can have a secret list on paper in front of you. so the students don’t try to horde the good ones and get rid of the bad ones. Students have to read the card then pass it to the next person in the row. that person’s “column” has to stand. Do this . The winning team is the group to make the most correct sentences within the time limit. When the teacher yells stop. On another block. or mispronounces a word. Goes on ad infinitum. or if the last student can’t give the Japanese meaning. ROW RACE 1 Students in front row stand up. RELAY GAME Students are in six rows. Name…. If a student responds correctly. the row must stand up. Have two students come to the board and stand facing it with chalk of a different colour. The last student gives the Japanese meaning as well. 124. Teacher asks them a question. the students must circle the one they’ve heard. Return to the rows that are standing and give them a new word. Within a set time limit. If any student makes a pronunciation error. with the second row. Each group has a set of these two blocks. (Or you can write the point value on the back of each card. etc. At the end. ROLL THE BLOCKS Stick selected common nouns on the six sides of one block. Spell… Also. RINGO Write a selection of about 15 random words or numbers on the board. the student with the most number of rings wins. stick verbs or pronouns. There can only be one circle (ring) around a word. like 13 and 30.) Use whatever grammar point you want on the card. When you call out the words. Each student in her row must repeat the word. The student must read the word aloud. the teacher calls “next” and the next student in line attempts to read the same word. use a new word. any team who has a card loses 10 points. students could come to blackboard. If the first row makes a mistake. Continue like this until all of the rows have had a chance to go. 125. When there is only one person left in the row. Include difficult pairs.

130. This continues until the last person in the row has been asked. The teams try to have the most players by the end of the game. The game continues until all students have been tagged. Teacher calls out a category and each student in the row must write one word that corresponds to the category (e. SECRET NUMBERS GAME Students are assigned numbers randomly. name in romaji). PAPER. day of the week. 128. If tagged. but can trap their prey. animals. as the row gets longer. ROCK (JANKENPON) Teach the students how to play this game in English. It’s important to have a closed-in space to play this in so that. Finish with a prize. 129.until all of the rows are seated. ROW RACE 3 All students remain seated. the teacher can state that the rows that remain seated after the first round are the winners. Place five picture cards (use any nouns covered so far) on the desk of the first student in each row. The last person replies and then takes the card up to the teacher and asks “Is this your…?” The teacher replies and tells the last student to turn the next card over on the first student’s desk. The students say their numbers in front of the class and the other students try to remember everyone’s numer. 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. To make this game competitive. 127. the students don’t have to rely on speed (which they don’t have). The second student replies “Yes. The first row to finish all cards wins. This is repeated until all cards have been used up. then that someone must move to Team 2. then that person must move to Team 1. it isn’t” and proceeds to ask the third person. ROW TAG Two students form a row by holding hands. For example: “Is this your…?” plus the name of the thing on the card. that student joins onto the end of the row and in turn tags another. If the student from Team 1 calls out a number that belongs to someone on her on team. it is” or “No. 131. The students are then divided into two teams.g. A student from Team 1 calls out a number. The students must try to keep their number a secret. . ROW RELAY Each row is given a sheet of paper. The first student picks up a card and asks a question about the card. If the number belongs to someone on Team 2. SCISSORS. They run around a designated area where the student on one end of the row tries to tag another student.

but not signing their names. SENTENCE FORMATION Write three words on the board (Masato/tall/family).) Give shopkeepers a kind . 133. Students write the letter. Give the first person in each row a sheet of paper with the row’s number on it. Students try to put the sentence back in the right order. SENTENCE GAME Each row is a team. Teachers check the answers and award prizes for the most number of words (with no spelling mistakes). 134. students ask each other questions in order to find out who their secret pen friend is. All students stand and the shiritori goes around the class. hand –> door –> red –> desk… There is a time limit (e. This can also be done with syllables. The first student writes a word then passes to the next person in the row. Award points according to the fastest. then the second person says a two-syllable word.e. Goes to end of row then hand in to teacher. The student must think of a word that begins with the same letter that the first word ended with — i. Can be played as a whole class. the next person writes the next word. It will take at least one period to write the letters. or in pairs. so each set of cards has 2 or 3 sentences. Students who do it in the time limit stay standing. 132. SHOPPING GAME Divide the class into shopkeepers and shoppers. students who miss it must sit down. 136. Can also be done on paper. and the fourth a one-syllable word again. There is a time limit and the paper keeps going up and down the row until time is up. Students have to make sentences. (You decide the balance. in teams. SHIRITORI A student is given a word. SENTENCE SCRAMBLE Scramble up the words in a sentence. 135. then shout out the first word of a sentence. 137.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). 5 seconds). Good with English Resource’s “Bomb”. The first person must say a one-syllable word. The first person writes one word. SECRET PEN FRIEND Students are given the name of a classmate to whom they must write a letter. In the second period. the third a three-syllable word.g. describing themselves. You may want to use sentences that are structured similarly. Give each student in the row some cards that are a part of a sentence. Each row gets a piece of paper.

Can also be played in teams. Good idea to say that they must use at least three sentences. as the previous person to read again.of shop (e. SHOUT Introduce or review a set of flashcards by having students repeat them after you. One sentence per student. Each group tries to buy their things at the lowest price. They make up their own prices. For example. The first person to identify the card wins the card for their team. students have to sit down (or something) to show that they are not doing what the command was. Give shoppers a list of things to buy (different lists for each group). Some stores (such as grocery stores and convenience stores) will sell some of the same things. SNAKE READING This makes a change from random chorus or individual reading. If there is no “Simon says” at the beginning. etc. “Touch the RED card. call out the commands. SHOW AND TELL Students are asked to bring a photo or an object to class and describe it in front of the class.” or “Simon says touch the red card. then the students must not do the action. This encourages listening and concentration as no one wants to be caught out. fishmonger) and a list of things to sell. The first team with all of its members following the command wins a point. place a card of a different colour. This gives you the chance to match students more evenly and give the shy or slow students more of a chance to participate.”. 138. up and down the rows. SIMON SAYS (SENSEI SAYS) Students must follow the teacher’s instructions. Then divide the students into teams and ask the students to identify a card. 142. Make sure they all use English — at least for the prices. You can also play two individuals against each other. so they may start discounting. Then. actions (turn around). the students must do whatever the sensei says. On each desk in a row. If the next person doesn’t hear. 140. Start at one side of the class and wind your way to the other. Any student who does the action is out of the game. 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). If the teacher says “Sensei says…” before an instruction. If the teacher doesn’t say “Sensei says” first.g. Use parts of the body (touch your nose). objects (give me a pen). SNOWBALL Hold a soft ball in front of you and say dramatically something like “I want to go home!” or “I’m . Make sure the students try to read in a loud voice. 139. 141.

For longer passages. The winner is the child who controls the most cards after a fixed amount of time or number of turns. and you or JTE as final judge. 4.g. Have bronze. The song goes like this: 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. 3. 3 (slap knees) 2. 5. 143. SPACE RACE Arrange flash cards on a table or on the floor in the shape of a race track. she does not have to perform a language task. 4. silver and gold prizes. When a child lands on a card she already controls.”). 6. The janken winner places her marker on the card. When they land on the sun or black hole.g. Throw the ball to one of the children. If there are too many children. The child then throws the ball to another child who repeats what she said and adds another idea (e. each child adding one more item to the list. . 3. Use two or three students as judges. After the challenger answers the question.” or “I’m going to eat a hamburger and an apple. SPEECH CONTEST Stage a pretend speech contest. Most of the kids should know the tune anyway. It is best if these questions or cards target language from previous lessons. 6. the kids will probably be lost. they have to answer a question from the teacher or identify a card before they can move again. 4. Insert cards to represent the sun and a black hole. 144. If you make up your own tune. 7 (walk seven steps in the other direction) 2. the two janken to see whose counter will stay. 6.”) The activity continues in the same way. The children take turns to throw two dice and move their rockets around the race track. “I want to go home and watch television. 145. 7 Students stand in a circle holding hands. If another child’s counter is on the card. they can play in pairs or teams. 6.going to eat a hamburger!”. “I want to go home and watch television and listen to music. make a sentence or answer a question about the card. they have to read. 3. 2. the child whose turn it is challenges her for the card. Give each of the children a set of counters and one rocket (or something to represent a rocket) all of the same colour. 3 (clap hands) 2. help her repeat what you say and encourage her to add some additional thing she wants to do (e. 3. 5. When they land on one of the cards. 5. have students work in teams to present a full story. they place one of their counters on the card. The all place their rockets on the same flash card to start. SONG: 1. 5. 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. 4. 7 (students walk seven steps in one direction) 2.

146. ask for the spelling and the meaning in Japanese. One student has the question/answer sheet and acts as a quiz-master. Can also be played with the whole class standing. Once the students understand the game. they have to stand completely still or else they are eliminated from the game. This game can also be played in teams. To make it more difficult.g. Each student is given a question. strong) and find a gesture (or facial expression) which you all feel indicates that adjective. “We are strong!” after each of them. Students spell out the word by standing up within their row. Call out an adjective (e. SPELLING GAME 1 Each row is given all of the letters of the alphabet on cards. with the teams competing to find the right answers. SPELLING GAME 2 Each row is a team. 150. teacher calls out a word. Last student standing wins. have them do it in groups of 3 or 4. Shout out a word which does not have the same letter in it. When everyone understands. 151. Teacher calls out a word (no double letters) and the students race to spell it. SPEED READING Students open their books to the reading and lay the books face down on their desks. they go to the back of the line. first person to answer correctly scores a point for their team. 147. When the music stops. so each student gets about 3 or 4 cards. The teacher asks a question 2 times. 149. Repeat for the best three teams. Play the game again calling out different adjectives each time the children dance around. SPELLING SPRINT Students come to the board. SPELLING BEE Students line up at the back and the front of the classroom. they must sit down. If they get it right. All the children stand up and dance or move around to some lively music. If they get it wrong. 148. When the . Stop the game to show the children how to mime various adjectives. Students stay standing if they get the words right or sit down if they make a mistake. 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. All make the gestures together and call out. Can also be used with words and sentences. STATUES Play the traditional game of statues. Give each row a whole alphabet on cards. Award points according to the fastest. the teacher says “Go!” and the students look at the text and try to find the answers. or when there are no more students in one of the lines).

It is especially good to practise irregular verbs and tenses. If it is a restaurant. Compile the results and make a graph for the class. nine points with the second guess. 152. 157. 153. The sculpture must indicate some sort of feeling or emotion or adjective. For example. let the students place the orders etc. This can also be done with one student making a sculpture out of another student while the music is playing. 155. SURVEY 1 Make a survey using what and who and when. if you want to review the . This game can also be played in teams. Students go around the room asking the other students if they like the person in the picture. Students work in pairs and try to put the sentences in the correct order. STORE Open a pretend store in the classroom. STRIP STORY Cut a passage into single sentence strips. A tally is taken at the end of the class. Each student has one picture and a sheet with a space for the picture and a yes/no column. 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.music stops. Have all of the students practice the structure first. Then. If you give each team a different passage. Then ask the child on your left to try to guess who she is. or another student or teacher) using the pattern ‘She’s from… I think she likes…and…”. The student who answers must sign in the yes or no column. Make teams consisting of as many people as there are sentence strips. you can finish by getting the class to recite the whole passage. SURVIVAL This is a game to practise grammar structures. and comparatives (bigger) and superlatives (biggest). SUPERSTARS Describe some person who all the children know (perhaps a singer.) It may sometimes be a good idea to give other information like her age and where she lives. The students must arrange themselves in the right order by saying their sentences to each other. etc. Each student gets one sentence and memorizes it. 154. SURVEY 2 Bring in picture of famous people from Japan and around the world. 156. the class tries to guess what word the sculptor was thinking of. Scramble the strips. sports personality. “We are …”). The children take turns to guess who the person is (perhaps getting 10 points for being correct with the first guess. they have to stand completely still making the appropriate gesture (and possibly shouting out.

For example. etc. Students can ask where certain locations are or they can be directed to a mystery location.). You may have to use the Japanese words for “present” and “past” to start off with. Get the students to direct other students around the room. The first child on the other team does the same. Each person then extends an arm into the middle of the circle and grips whichever hand they come into contact with. three. or the team with the most points. This game is best played very quickly. he or she must sit down. have all of the students stand up. Takeo and Hisae. four. TIC TAC TOE Divide the class into two teams and place some flashcards on the board in a square grid. you can play a third round where the students don’t know what they will get ahead of time. If the student gives the wrong answer. she…). make a sentence about it. the other hand is brought in. Junko is. They chant “One. etc. we are. have them practise “I am. The correct cards for one team are turned over and placed horizontally. Then. The winner is either the first team to get a complete line of cards. or answer a question about it (perhaps asked by the other team). The students who remain standing at the end of the game are the “survivors”. TAJIMA TOWN Turn the classroom into a town with the desks representing different locations in the town. you can say “He. they try to pin their opponent’s thumb under their own thumb. 161. When everyone has a partner. past” (ans: They were). TANGLE Everyone in a group stands in a circle with their eyes closed.”. we. The first child on one team points to any card and tries to say what it is. giving each student a subject word or words (I. Let’s have a thumb war. 160. THUMB WARS Students grip each other’s hands so that their thumbs are on top. 158. or cannot remember the correct one. present” (ans: he is). If s/he is correct. Go down the row . You can always play another round to give those students who sat down an extra chance. Points are given for any line of three cards.present tense form or the word “be”. and the correct cards for the other team are placed vertically. Make up signs to go on the desks. . You are. eyes are opened and the group must disentangle itself without anyone letting go of their partners. or “They. He is…. so if the student gives the wrong answer or hesitates for more than a few seconds. The student must answer by giving the correct version of the verb you are practising (I am. two. the whole team repeats what was said and the card is turned over. When all hands are linked.” Then. Junko. 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”. 159.

TRANSLATION 2 Give students a page of something printed in Japanese. it’s a free-for-all with anyone in the class having a chance. The fastest hand raised gets first crack at the answer. 166. In rows. Eventually. 163. As you do so. He translates the next word. many. She hands the card and the paper back to the person behind her. Give them points for every word that they translate. If none of the 6 students can answer. I say Japanese and the students must answer in English. Make it a race for points. TOUCH AND POINT Call out an instruction. a lot of] or hayai [early. If there are not many objects which the children can see. students compete to finish the most translation cards. takusan-no [a large number of. TV guide pages work well. The card gets handed to the next person in the row to continue translating. TRANSLATION 4 Prepare cards that have 5 English words on them or 5 Japanese words. the fifth student gets a second chance. The team that translates the most cards within the time limit wins. touch or point to the object with the whole class until they get the idea. for example “Touch this book”. . The student who finishes the last word brings the card up to the teacher and takes another one. get one of the students to call out directions. TRANSLATION 1 Teacher says words in Japanese and students must translate them into English.g. 164. TRANSLATION 3 Keep a list of the new words and phrases that the students have learned so far in Japanese and English. place vocabulary flashcards around the room. fast]). Using each row as a team. the last child is out. and so on. The first person in the row goes to the teacher’s desk and picks up a card. If one row has five students and the rest six. She translates the first word on the card and writes it down on her team’s paper. 1 translation = one point. Anyone who touches or points to the wrong thing is out. If no one knows. Five or so minutes at the end of class is all you need for this. If all the children perform the action correctly. I pit the first student of each row against one another and so on down the rows. Gradually withdraw from the activity until you are only vaguely looking in the direction of the object you say. 165. You can really confuse them sometimes by repeating the same word which may have two meanings (e. I usually give 1 point for each correct answer. I’ll up it to 2 or 3 points. Get them to translate any words that they can into English.162.

4×4) on top of it. but the others can be anywhere. If a child reads correctly. 173. 168. Reading version: Hand out copies of the map with the words or sentences already on the map. they keep circulating to help others find out what they are. 170. she gets any positive or negative points that are in the square. monsters = -5. diamonds = +5. Taking turns.167. The teacher asks a question with three answers.3). diamonds. then dictate words or sentences that they must write in each of the squares. Get the students to try. The teacher can only say “yes” or “no” in response to the questions. The teacher has a copy of the map that the children must not see. For example. Points are awarded either to individuals or teams.g. Clip a picture to the back of each student — they should not see their own picture. TRUE OR FALSE Make a quiz with true or false answers (or correct/incorrect) and test their grammar. the students say a number and read what is written in a square. TREASURE HUNT Draw a treasure island map on a piece of paper then draw a grid (e. sharks. HEAD PAT Try to pat your head with one hand while rubbing your stomach in circular motions with the other hand. They must not tell each other what picture is on their backs. It is also possible to give 1 point for all the other squares. Students guess which one is right as a group and place their group vote. They must circulate and ask each other questions which can only be answered by yes or no until they figure out what they are. 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. 169. TUMMY RUB.2. gold = +10 points. Write or draw gold. 172. WHAT AM I? Students stand in a circle. Reading and writing version: Hand out copies of the maps to each of the students. Divide the class into groups and give each group a true card and a false card — students vote for the answer. 171. VOTE Rows of students work as a team. and monsters in some of the squares. Points for the right answer (or you can use fake money). Each row is given three number cards (1. The sharks can only be in the sea squares. You . sharks = -3. then do a weather report. After they have figured it out. WEATHER REPORTER Make up map and weather possibilities.

The students must talk about the pictures without showing each other their copies. and mime what it really is. “What is this?” The students will probably answer “It’s a pen. The differences. and ask the students. or different positioning of objects (e.g. Who am I?”. Students write the paragraph. They can only ask a student one question. or an airplane. “Good morning (name). WHICH PICTURE? Give students a reading passage with 2 to 5 pictures on the bottom.g.” Then tell them that it’s not. give points for using adjectives that no one else used. Get them to read the passage then guess which picture goes with the passage. Label one picture as correct and one as incorrect. in the other it is under the table). can be missing or extra objects. This can be used for various . etc. what are you doing?). WHAT’S THIS? Get an ordinary object. 175. Play as quickly as possible. 176. They discuss and write down the differences. Arrange the students in pairs and give one student the correct version and the other the incorrect version. Get them to guess what it is. for example. 178. Compare notes later. Instead. adjectives). WHO AM I? A student stands at the front of the class facing the blackboard. WHAT ARE YOU DOING? This game is to be played in pairs. in one picture a box is on a table.can make it more challenging by giving each student a class list and getting them to check off each student that they ask. inserting any appropriate adjective. The student at the front has to guess who said it. you can discuss the appropriateness of the person’s object to their own personality. Dictate the passage. or a chair. like a pen. expressive voice. leave out the adjectives. 177. 179. 174. WHAT’S WRONG WITH THIS PICTURE? Have two different copies of a picture. I’m jumping rope. If you have advanced learners.g. WHISTLE DICTATION Select a passage that has a lot of whatever grammar point you want to focus on (e. pretend to use it as a toothbrush. One person starts by saying an action: I’m walking on stilts. A student in the class stands up and says. Then the partner acts that out. When you read. To play this in a game. what are you doing? The partner must then act out this action and at the same time. For example. This game encourages students to speak in a loud. after the activity. say another action for their partner to perform (e. whistle when there should be an adjective.

The row with the most (correct and correctly spelled) words wins. That student has to say a sentence with that word in it (e. Give the question to them at the beginning of class or assign it for homework. Finally. The written cards are mixed together and placed nearby. For each correct sentence. 183.greetings and statements. Use words from the last few lessons and put them on cards.) The next student is shown another card and so on until time runs out. The winner is the first child to cover all her cards. WORD INTO SENTENCE RACE Each row is a team.) After a couple of times. award a point. Kocho-sensei. WORD RACE First student from each row comes to the board. WORDS AND PICTURES Give each of the children one set of picture flashcards and one set of words which corresponds to the flashcards. Each child has a column of cards in front of her in the same way. Give them a different letter.g. so the child has to try to remember the position of the word cards. See how many points they can get in the time limit. she looks for the corresponding word card and places it on top of the picture. Second students come up. Show the first student of a row a card (e. suggest that the students alter their voices.) . Students who come up with the best/most outrageous answers win a prize. Good morning (name). When she reaches an end. she moves the counter back in the opposite direction. Each child places a set of picture cards in a column in front of her. Make the guessing student reply to the greeting (e. When her counter lands on a card. the ~~ could be a monkey. an axe.) Give each row a word and they have to make a sentence out of it within a time limit.g. but the children in the group take turns to throw the die. 180. WHY? Ask the students questions like: “Why have you got ~~ in your bag?” For example. If she has already covered the card. 182. Give each row about 1 or 2 minutes. 181. I write a letter. Teacher calls out a letter. write). involve the teacher. You’ll find that the person who usually can’t identify the voices that well is the teacher. Teacher calls “time’s up” after about 10 seconds. If a student wants to s/he can say “pass”. The throws a die and moves her counter the appropriate number of cards. This game can be played in groups of two or three. Students must write down all the words they can think of that begin with that letter. Each child plays individually.g. Each child places a counter on the nearest card. (Use a stop watch. she throws again until she has covered all the cards. Best to give them some time to think about this one. (This can also be played with the word cards upside down.

In their answers. YOU’RE THE TEACHER Give each student a sentence to either correct or say that it is OK. Have a wonderful weekend. 186. Get each one to explain their sentence. “Do you have four legs?” or “Are you bigger than a dog?”. and thank you for the feedback! 3. Steve. the next child asks a yes/no question. Teaching | Leave a reply 4 Comments 1. “Are you a …?” But. It is possible to give points for each correct guess. 187. YES/NO 1 Teachers ask students yes/no questions. for example. if the answer is no. students must NOT use yes or no. Categories: English Language. The child who guesses correctly then thinks of a different animal and the other children try to guess what it is. 2010 at 5:40 am . If the answer is yes. 2010 at 11:13 pm Glad you found it useful. The children take turns asking yes/no questions like. YES/NO 2 One child thinks of an animal and the other children try to figure out what it is. but the game can also be played without competition. I’ll put these to use on Monday in class. Students must find the words. 185. To make it more difficult. 2. Steve says: March 14. the child can guess the name of the animal by asking. 2010 at 10:36 am Brilliant. give the students the present tense and tell them to look for the past tense. Give a prize to the student who lasts the longest. Susie says: July 6. Shaney says: March 14. Thanks for such a comprehensive list. 184. WORD SEARCH Make a list of words and hide them in a grid of letters.

and I was so scared about what to do if my lesson plans didn’t work out too well. but I think that this list may just save me.I’m about to teach my first EVER class. to an elementary level group of Japanese students. Thank you so so much! .

Related Interests