1-Have you ever…

Kids sit on the floor doing a circle. One sits in the middle and asks: have you ever…. Of answer is yes
kids stand up and must swap places. Last kid to sit goes to the middle. Same game can be played kids
are behind line a and line b (facing each other whatever distance the teacher wants) and need to run
from one line to another. Last kid to reach either of the lines goes in the middle.

2- Running dictation with tongue twisters

3- A-Z board race

This is a speed and vocabulary game. To play, divide the class into two teams
and give them a large lexical set to work with (food, clothing items, countries).
Each team lines up in front of the whiteboard. The first student in each line
runs to the board and writes a word belonging to the chosen lexical set that
starts with “A”. Returning to their team, the second student adds a word
starting with “B”, and so on, until a winning team has completed the entire
alphabet or achieved the most words after a given time limit.

Tip: If you wish, you can allow teams to leave a limited number of blank letters,
or include a limited number of repetitions from the other team

4. Direct me

This game is perfect for practicing giving directions, and prepositions of place
and movement—as well as being a completely unexpected lesson addition.

To play, it is a good idea to rearrange the furniture every time you blind fold a
couple of students. In pairs, students lead their blindfolded partner through the
maze. Instructors must give clear instructions (“Take three steps forward, then
crouch down and crawl…”, “Go under,” “Walk past,” “Step over,”). You can try
add obstacles to the game. An alternative is the cacachof version, you make
poops out of playdoh and students walk blindfolded and barefoot to try avid the
poops.
5- Scavenger hunt
. Give pairs or teams of students a list of 10 to 20 items which must be found (and if possible
photographed). Set a time limit, I usually give my students 30 minutes and then meet up
again to compare answers.

The list of things to be found can be quite vague, for example: something tiny, something old,
something scary. Or the list can be more specific, for example: a road sign, a take away food
menu, a policeman on rollerskates. For more challenging you can blindfold one of them, tie
their feet or hands together or tie their hands against their backs.

Here are some items you could put on a list.

Vague list
 something old
 something smooth
 something shiny
 something beautiful
 something expensive
 something yellow
 something made in another country
 something tiny
 something that’s alive
 something dangerous
 something horrible
 something you can eat
 something you also have at home
 something that smells bad / good
 something made of wood
 something damp

Specific list items

 a menu
 a truck
 a doorbell
 a garden ornament
 a flag
 a clock
 someone wearing a hat
 a man with a beard
 a spider web
 a poster for a forthcoming event
 a loaf of bread
 a vending machine
 someone wearing a uniform
 a rose
6- pe gymkana. They do the gymkana as fast as they can.

7- find the letters. Students have descriptions of objects, animals, etc. they are numbered.
They must read the description and run to the number and get one letter at a time. When
they have all the letters, they need to order them into a proper word. When number 1 is
correct they can go to number 2. Find difficult word like Mississippi, platypus,
supercalifragilisticexpialidocious, etc

8- Bring the descriptions to its place. Make 4 different buckets: animals, body, city, etc or
parts of the grammar, or word rhyming. It must be 4 different categories. Students read a
word and need to put it in the proper basket that will be far away, but with a handicap
(either hopping on one foot, carrying the word on a spoon in the mouth, carrying with
another part of the body that is not the hand or mouth, etc)

By the way I know a bunch of easy magic tricks, maybe one day big kids could do magic
for the little ones?