Teaching Online Games and

Activities Suite (TOGAS )

©

Young Learners (ages 7-10)

 1.1
Games and Activities Suite
for Young Learners (7-10
years old)
Digital Games and Activities Using Apps and
Technology
Game 1: Literacy Shed - The Little Shoemaker
Game 2: BTN Speaking Game - Distance Learning
Game 3: Talking Dinosaur Game
Game 4: Story Salad Game 04
Game 5: Fruit and Vegetable Power!
Activity 6: Talking Pictures Activity
Game 7: Zombies Don’t Eat Veggies!
Activity 8: Speed Challenge

Traditional Games and Activities Using Realia

Game 9: Judge a Book by Its Cover 06
Game 10: The Jumbled Wall
Game 11: Draw my Picture
Game 12: Show and Tell
Activity 13: How Much Is It?
Activity 14: What’s my Occupation?
Activity 15: Read and Retell
Activity 16: My Realia Story
Introduction
Welcome to Your Free Sample
eBook From the Bridge Micro-
Credential Course: Teaching
Online Games and Activities
Suite for Young Learners
(TOGAS©)!
As an online teacher of young learners, ESL games keep
your students actively engaged in what they’re learning
while developing and practicing their English skills in a fun
way.

This sample eBook contains select games from the full

Bridge Micro-Credential Course: Teaching Online Games
and Activities Suite for Young Learners (TOGAS©). All
TOGAS© games are carefully designed to incorporate the
four macro language skills: listening, speaking, reading, and
writing as well as one micro skill: vocabulary. Some games
are digital and leverage the use of apps and technology, and
others are traditional, using readily available realia from
around the home or office.

To access the complete suite of 16 games and activities

and earn a verifiable certificate and digital badge upon
completion, enroll in the full Bridge Micro-credential course,
or choose from our portfolio of other topics!
4
Teaching Online Games and Activities Suite (TOGAS)
Young Learners (ages 7-10)

Game 4 Story Salad Game

Game Story Salad Notes Speakers are needed for ABC Kids
Name Game Listening games.

Screen sharing, access to Story Topic/

Necessary Salad, whiteboard (if necessary,
Storytelling,
Materials/ can include digital, e.g., Google
Focus listening to other
of stories, vocabulary
Technology Classroom, Zoom whiteboard, etc.),
development
pen and paper Lesson

Practical Skills:
Listening, Speaking.

Objectives:
Students will be able to:

Listen to an example of Story Salad and do something similar individually/as a class

Choose the correct answers with the help and guidance of their teacher

Play the game in accordance with the stage outcome descriptors

Background Knowledge:
Story Salad is a great game because it encompasses the importance of listening to a story and how to make a
whole story from only three words, which helps immensely with vocabulary development. The two speakers in the
example use three words (e.g., monkey, purple, sock) to tell a verbal story together for three minutes. This activity
can be adapted for all levels as well.

Instructions Resources
Introduction/Warm-up • Whiteboard (if necessary;
can include digital, e.g., Google
The teacher introduces students to the topic of the game: story salads. The Classroom, Zoom whiteboard,
etc.)
teacher can ask the students what they need to make a story (e.g., plot,
characters, climax, etc.) and can record anything on the whiteboard if necessary • Screen sharing

• https://www.abc.net.au/
kidslisten/story-salad/

• Pen and paper

Copyright © 2021 Bridge Education Group, Inc. All rights reserved.
5
Teaching Online Games and Activities Suite (TOGAS)
Young Learners (ages 7-10)

Quick Tip
For more advanced students, the teacher can get students to work
in pairs to make a congruent story (this will prove challenging but it’s
worth it if the students find making a story themselves too easy).

Methodology
• Access to a computer/phone/
This can be done in a number of ways, either using teams/pairs or tablet
playing individually. It is recommended that students play games • Access to https://www.abc.
individually in an online classroom, as it is very hard to set up teams net.au/kidslisten/story-
online. However, the teacher may use whichever format they desire. salad/
• Whiteboard (if necessary) – it
The teacher will play the Story Salad for the students. A screen isn’t could be good to keep track
needed, as it is a listening activity. The teacher will let students know of points (can include digital,
e.g., Google Classroom, Zoom
the three words for the story salad (e.g., monkey, purple, sock) and
whiteboard, etc.)
that the aim of the game is to include all three words into the story.
The Story Salad audio states all of the rules anyway (including that the • Pen and paper
speakers only have three minutes to tell the story), but it is a good idea
to tell the students beforehand/to write the rules on the whiteboard.

The teacher can play the story salad for the students as many times
as necessary (two to three times is a good starting point). The teacher
can then do an example with the class by writing three words on the
board (they can use vocabulary words if they want to use the game for
review) and setting a timer/countdown for three minutes. They ask for
the students’ help in writing a verbal story (make sure to use discourse
markers for fun, such as “Once upon a time…,” “then,” “suddenly,” etc.).

After this example story, the teacher can give all of the students three
different words each and give them prep time (one minute) to think of
their own story. The teacher can then ask each student to repeat their
story for the class and award points based on the words, the time limit,
and whether the student has included all of the necessary things for a
good story, such as a plot or characters.

Once all of the students have attempted a story salad, the teacher can
make the game more difficult, e.g., two-minute stories, stories in pairs/
teams where each person says one sentence, etc. This keeps going
until the number of points has been met (e.g., the teacher can say
“the first team to five points wins”) or the number of rounds has been
satisfied.

Copyright © 2021 Bridge Education Group, Inc. All rights reserved.

6
Teaching Online Games and Activities Suite (TOGAS)
Young Learners (ages 7-10)

Closure
Once the students have completed all rounds or scored enough points, the game ends.

Assessment of Student Learning

At the end of the game, the teacher can ask students what the hardest round was, what the hardest
aspect of the game was, and if they found specific words hard to incorporate into stories.

Notes and/or Extension Activities

The teacher can give students an extension activity where they write down their story salads (for homework/more
advanced students).

Game 9 : Judge a Book by Its Cover

Game Judge a Book Students will need a variety of books for this activity.
by Its Cover
Notes It would be a good idea to let parents know BEFORE
Name the lesson. It would be a good idea for the teacher to
have a few books as well.

Necessary Screen sharing, whiteboard (if Topic/ Speaking,

Materials/ necessary), a variety of books Focus analytical skills
Technology (see “notes”) of Lesson

Practical Skills:
Speaking

Objectives:
Students will be able to:

Learn to use multimodal devices (e.g., pictures) to talk about and analyze the writer/reader

Partake in a discussion with the class

Do the activity in accordance with the stage outcome descriptors

Copyright © 2021 Bridge Education Group, Inc. All rights reserved.

7
Teaching Online Games and Activities Suite (TOGAS)
Young Learners (ages 7-10)

Background Knowledge:
This game involves using a variety of editions of books with different covers within your home to allow students
to explore book selection choices and cultural assumptions surrounding the marketing of books for children and
young people. This stimulus provides a great discussion point using readily available realia.

Instructions Resources
Introduction/Warm-up • A variety of books from home•

The teacher can start off the activity by setting an example for the students
to model by showing the students a book they have (it can be any book). The
teacher can then ask the students various questions about the book and its
cover (e.g., What is happening on the cover? Who is on the cover? What colors
are on the cover? What do you think the book is about? What theme/genre is
• A variety of books from home
the book?). This will allow the students to predict what the book is about.

Quick Tip
Pick a book with a very colorful design/drawing (e.g., Harry Potter)
to elicit the most responses. You can instruct the students to do
the same.

Methodology
The teacher will ask the students to compile a small stack of books in
front of them from their house (five should be plenty). The teacher will
then ask each student to hold up their books and show the covers.
All covers should have a design on them to make the activity work
smoothly (ask students to do this and to have books ready for class
beforehand).

The teacher can ask students questions about the covers. Some
examples of questions include:

• Who/what is on the cover?

• What is happening on the cover?
• What colors are included on the cover?
• What genre do you think the book belongs to?
• What age group does the book belong to?
• What is the book about?
• What is included on the cover (e.g., writing, drawings, people,
animals, etc.)?

Copyright © 2021 Bridge Education Group, Inc. All rights reserved.

8
Teaching Online Games and Activities Suite (TOGAS)
Young Learners (ages 7-10)

Get each student to ask at least one question about each book. Students
should also try to answer the questions in order to practice analytical
skills. The teacher can give points based on good questions/answers
about the books to make it more competitive.

The teacher will screen share The Little Shoemaker Game with the
students. The first part is to show the video (in full). Show the video
as many times as necessary for the students to understand what is
happening.

After watching, the teacher will go through what happened in the story
with the students to make sure they’ve understood the story correctly.
The teacher can record the main parts of the story on the whiteboard (in
order) if this helps students remember. Once this is done, make sure to
erase all story parts from the board.

Get the students to retell the story using dialogue. They can do this
individually or in pairs (individually would be easier, but pairs would
be funnier). Encourage students to do different voices for the two
shoemakers, e.g., a smaller, high-pitched voice for the small shoemaker

Closure
The teacher can close the lesson by asking students to make recommendations for readers, discuss the suitability
of the books to audiences, and address other points to make when analyzing text types.

Assessment of Student Learning

At the end of the game, the teacher can ask students what the hardest part of describing book covers
was, what the hardest aspect of the game was, and if they found specific types of analyses difficult.

Notes and/or Extension Activities

The teacher can get students to also talk/write about why we say “Don’t judge a book by its cover” in English as an
extension activity for more advanced groups.

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