WARMERS + Ficcees oo 1 owe 10 " 12 13 14 15 16 7 18 19 20 2 22 23 24 25 26 ar 28 29 30 34 Created by Pas is Sate Seprenver 2005 ‘ONION RINGS ‘TRUE OR FALSE FIND YOUR OTHER HALF LINE UP ACCORDING TO... BOARD RACE 20 QUESTIONS BACK TO THE BOARD WHO AM I? 2-MINUTE TOPICS HOTSEAT CHANGE CHAIRS IF... WHO HAS? CATEGORIES BRAINSTORM 3 THINGS IN COMMON WORD ASSOCIATION SCATTEGORIES HIDDEN SENTENCE TABOO ‘TEAM PICTIONARY CALL MY BLUFF ALPHABET GAME LONG SENTENCE GAME JUST A MINUTE RACE TO REORDER SPOOK WHAT AM I? ‘SUBWAY TRAIN AN OLD FRIEND ANIMAL MAGIC QUESTION SWAP UNDESIRABLE OBJECTS: (pred 8 ay 200832 LAST QUESTION 33 PERSUADE YOUR FAVOURITE 4 USE THE SENTENCE 36 TOUCH SOMETHING THATS... 36 ONE WORD CHANGE a7 PICTURE MEMORY 38 SHAPES 39 ONE-WORD DIALOGUES 40 HEADS AND TAILS 1 ONION RINGS Organise the students into two circles, standing and facing each other, like so: Each student should be facing a partner, if there is an extra student, make a group of 3. Stand outside the students and give them a topic to discuss for 1 minute eg. What you did last night, what you ate for lunch yesterday, what you are doing this evening. After 1 minute, ask eacliaircle to move 1 place to their let, ail the students should have a new partner and the students discuss a new topic for 1 minute. Continue until all the students have spoken for 6 ~ 8 minutes. 2 TRUE OR FALSE Give each student a slip; of paper and ask them to write 3 sentences on the paper, 2 sentences should be true and 1 should be false. When the students have finished writing, they should stand up and mingle in a group, telling each other their sentences, the other student should guess which is false, Students continue this activity until they have spoken to 8 students in the group. 3 FIND YOUR OTHER HALF Make cards with 1 half of a word pair on each; these pairs should be simple eg. salt + pepper, happy + birthday, living + room. Give each student 1 card and ask them to think about the word that would make a good pair. Then ask the students to mingle to find their pair and then ask the new partners to sit down together as partners. When ail the students are sitting down ask them to tel the class their word pair. 4 LINE UP ACCORDING TO... Tell all the students to find a new seat in the roo, ranging from highest to lowest around the tables, ideas could be’ birthdays, time they got up, number of letters in their name etc. Once the students have taken a new seat, check the answers with all the students. 5 BOARD RACE Divide the class into 2 teams and give each team a board marker. Divide the whiteboard into 2. Choose arouind 10 = 12 words and call out a word for the students to spell on the board (use words from the glossary). Students should run back and pass the pen to the next member of the team until all the words are written. Then check with the class if the spellings are correct, give each team 1 point for every correct word. Deciare a winner. Crete by Pal ES Date septener 2000 ‘Aspred by NB July 20088 20 QUESTIONS Choose | member from every table and give them a card with the name of an animal, a famous person or an object inthe classroom. They then sit at their table and the other members of the group have 20 questions to find out what they are. The answers to the questions can only be yes or no, The team that guesses first is the winner. ? BACK TO THE BOARD Divisio the class into 2 teams and seat 1 volunteer from each group on a chair, with their back to the board, Write a ‘word on the board that the team must explain to the ‘guesser’, The first team to guess can change the ‘guesser’ and Keep going until most students have had a chance to be the ‘guesser’. Use words from your glossary. 8 WHO AM 1? Write the names of famous people or people from history on post it notes and put 1 each on the backs of your lucents. Students should mingle, asking other people yesino questions to try and find out who they are. Once stustents have guessed, they can remove their posy-it but should continue to answer questions for the other students, 9 2-MINUTE TOPICS Write some general topics on cards, eg. family, hobbies, music etc and give them to students face down in the middle of the table. Organise about 4 or § students around each table. 1 student picks up a card and the group talk about the topic for 2 minutes, then another student picks up another card and changes the topic. The groups ‘keep talking until all he topics have been discussed. 10 HOTSEAT Put students into groups of 5 or 6. Each group should brainstorm a lst of 15 - 20 questions on any topic to ask the other group. The questions should be information questions. Then, 1 student from each group is in the ‘Hotseat’, this means that the other group ask this student their questions, ifthe student doesn’t have an answer or decides to ‘pass’ (not answer), then another student takes the "Hotseat’. The game continues unti all the questions have been asked and answered, 1" CHANGE CHAIRS IF... Organise chairs into a circle, there should be enough chairs for all the students to sit down, leave a space for yt) | stand. You say “Change chairs if... eg you are wearing jeans”, all the students this is true for should chance chairs, you should try to sit down, and the person without a chair is next to say “change chairs if..." Itis no! allow to change chairs with the person next to you. 12 WHO HAS? ‘This is a class mingling game. Everyone should think of 2 questions they would lke to ask the group, a! questions should use the Present Perfect tense. Eg. Who has climbed the Harbour Bridge?, who has visi! Queensland? Each person should ask their questions to everyone in the group. At the end ask each 5! many people said yes to their question. 13 CATEGORIES BRAINSTORM Choose some general categories, eg. food, animals, furniture, technology etc. Each group should have a secre! ‘and each group should have 3 or 4 players. Tell students the first category and give them 3 minutes to write dows, ‘as many items as they can. Then move on to the next category. Do this 3 times. Groups should pass their list of items to another group to be corrected, 1 point for every correct answer, minus 1 if itis wrong or there is a spelling mistake. 14 3 THINGS IN COMMON Tell students to mingle as a class and find 2 people who have 3 things in common with them. Topics cannot include age, nationality, gender, hair colour etc. Topics should be things like, hobbies, where they live, what they studied at university etc Once students are finished they should make a group with the people they found. ua te sSpredoy ne Jay s0615 WORD ASSOCIATION Tell the class a word, and explain that you are going to nominate someone and they have to say a connected word. Eg, white - milk — cow — farm — countryside — grass — green — field ~football - sports — team — ete Each student has to say their word and then nominate a new student. If the student takes more than 5 seconds to think of a word, then the chain has to start again with that student. The gam is finished when all the class have made 1 complete chain, 16 SCATTEGORIES Give the students various categories (about 5) such as: clothing, crime, words with an /0)(/ sound etc. and then give them a letter of the alphabet. The students have to find a word in each category that begins with that letter. 17 HIDDEN SENTENCE Just ike hangman but students have to guess words in the sentence rather than letters in a word. The students must guess the words in the sentence & the position of the words (you can give them some clues!) 18 TABOO, Like ‘Back to the Board’, but the students are told three words they can’t use in their definitions (eg if the word to guess is ‘snow’, the taboo words could be ‘white, winter, ski’) 19 ‘TEAM PICTIONARY Put the students into two groups, then one person from each group is shown a word they have to draw. The student has to run back to their group and draw the word for them to guess. The first group to guess wins a point. 20 CALL MY BLUFF Each pair of students looks up an unusual word in the dictionary, then they write three definitions for the word, 1 true and 2 false. The students give their words and definitions to other pairs for them to guess which is true. 24 ALPHABET GAME Write the alphabet on the board & tell the students a lexical, eg animals. Divide the class into two groups and give ‘a different coloured pen to each group. One person from each group then runs up to the board and writes ONE word in that lexical set (starting with one of the letters). They then give the pen to another student in their group to write up another word. This continues unti the students can't think of any more words. Only one student from each team should be standing at one time and there can only be one word for each letter on the board. The winning team is the one with the most words on the board in their colour. You could then repeat the game with another lexical set. 22 LONG SENTENCE GAME Start by telling the students a life experience, eg "I have travelled to..., | have climbed Mt ..., then ask each student around the room to add their own experiences until the chain becomes too long to remember. 23 JUST A MINUTE Each student has to talk for a minute on a subject of their choosing, while the other students check the time. The ‘student isn't allowed to repeat or hesitate or they are ‘out’. The game is over when all the students have had their tum. 24 RACE TO REORDER Place the class into groups; nominate one person as the mover. The mover comes to the teacher and the teacher gives both groups the same jumbled’ sentences. The mover goes back to the group and they try to reorder the sentence. When they think they have finished, they race to the front to show you the reordered sentences. If it's correct, you give them a new one, if not, they go back and try again. reste by Pals Date September 2008, ‘greg oy NB Tuy 200825 SPOOK All students stand in a circle, The first student says a letter, eg. ’b’, then the next students says another letter, eg "r (Dut they must be thinking of a word = bread), then the next student adds another letter, eg. ‘0, (thinking of = broken) Ifthe next student believes there is no word with those letters, they can ‘challenge’, that is, ask the previous student what the word is, if the challenge is correct, that student wins a point, ifnot, hey lose a point 26 WHAT AM I? Write the names of everyday objects on post it notes and put 1 each on the backs of your students. Students should mingle, asking other people yes/no questions to try and find out who they are. Once students have guessed, they can remove their post-it but should continue to answer questions for the other students. ar SUBWAY TRAIN Line up 2 rows of chairs, facing each other and all quite close together. Each student sits down, facing their partner and all students are given a topic to discuss with each other for two minutes. Then 1 student moves along the train and all the students should have a new partner and the game begins again, this time with a new topic. 28 AN OLD FRIEND. Write the words ‘An Old Friend’ on the board. Ask students to imagine meeting an ol friend in the street, someone they haven't seen for a long time. Elicit what they would say, the kind of questions they might ask etc. Tell the students they are going to imagine the classroom is a street where they will meet each other. Ask them to stand up 2and walk around the room. Explain that when you knock on the desk they will stop and talk to the student nearest to them. 29 ANIMAL MAGIC Students are asked to think of three animals, and an adjective to describe each of them. Once they have decided ‘ask them to tell their partner the first animal/adjective tell them the first one describes themselves, then continue with the second ~ this is your ideal partner, and third — how you see the world. Ask students if they think this is true. 30 QUESTION SWAP Give out strips of paper, one for each student. Then name a topic, e.g. "Dreams", "money’, etc, and ask students to write a question related to the topic on the piece of paper. Give a short amount of time to do this. Next, students stand up and move around asking their questions. When a pair have asked each other their questions, they swap questions, and move off to ask that question to 2 new partner, then swap again and so on. Set a time limit, or just let it run. a” UNDESIRABLE OBJECTS Write up an undesirable object on the board, e.g. a feather. Elicit possible interesting uses for i, €.9. use it as a en, a hat ornament, to tickle s/one with, etc. Then put the Ss into small groups and give them another undesirable Object to brainstorm uses for in their groups. Elicit ideas from the class afterwards and ‘award’ the object to the group with the most interesting idea, Repeat this a couple of times with other objects. (Ideas for objects: a single playing card, an old boot, a baby crocodile, a bucket of mud) 32 LAST QUESTION Tell the Ss that you will ask them some questions, but they must answer the previous question each time. (so don’t ‘answer the first question) For example: what's your name? (no answer) Who's queen of England? (Jane) Your teacher's name? (Queen Elisabeth) A famous person you've met? (Nick) etc, Then get students to repeat this in small groups. Crested oy Fae he Date Seplenber 2008 ‘ieghedoy 8 30 200633 34 35 36 38 39 é PERSUADE YOUR FAVOURITE....IS BETTER Get the students to all write down their favourite film. They then have to persuade the other people at their table that their choice is more important than the others. Ss can repeat this with their favourite colour, animal. ete TRAIN COMPARTMENT Put Ss in groups of 4 or 5. Give each student in each group a different sentence. Tell them they are in train compartment with the other Ss at their table and they must try and use their sentence naturally in conversation ‘without the others noticing. Repeat this a few times with different sentences. TOUCH SOMETHING THATS... ‘Students walk round room and have to touch something that is...when told. e.g. Touch a white shoe, something blue, cold, ete ONE WORD CHANGE ‘Word Change - this warmer really gets your students thinking about grammar. Write a lengthy sentence on the board & volunteer a student to come out to the board with the penichalk. The class & the student have to change the sentence word by word but the sentence must still make sense. One word at a time can be changed - keep the original sentence on the board & write the new word below the one it changes. And any word can be changed any time, even the new ones. The key is to keeping grammatical sense. PICTURE MEMORY ‘Show Ss a picture for TEN seconds then turn it over. Ss then tell their partners what they think they saw. They can ‘write down as many things as they can think of. Then compare their ideas to the original picture and see which group was closest to the original. Repeat with one or two other pictures. ‘SHAPES Put Ss into pairs ~ give each one a shape (square, circle, rectangle, cube, sphere, pyramid, diamond, etc.). They have 2-3 minutes to think of as many things as possible, which are generally ONLY that shape. You have to emphasize that the things on their list should normally only take THAT shape. Get the pairs to then walk around and tell other pairs their words and they have to guess the shapes. (They can challenge any they don’t agree with), ONE WORD DIALOGUES: Put Ss in groups pairs and give them a place for a conversation, ¢.9. at the Post Office. Tell them to have a conversation but they can only use one word in each line of the dialogue (and so use their intonation to convey the meaning). E.g. Morning... Moming....Help.... letter...airmail?....yes...$10..etc, Repeat with some other situations and maybe get one pair fo act out their dialogue at the end of each one. HEADS AND TAILS Start with a word e.g. teacher. Ask the students for another word beginning with the last letter of the previous word, e.g rain, and then number , and so on, When the Ss have got the idea, put them into groups of 4 with pairs competing against each other. Of they can't think of the next word within 3 seconds then they get one negative point and they start with another word. The losing pair is the one with most negative points at the end, Crested by Pods Ee Date Sepenter 2005 Adapted by NB Jy 2008