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Intoduction Learning English doesn't need to be a dreary undertaking.

There are a lot of activities that activate language production skills and are fun for students of any age. Some activities involve competition and others co-operation. Anything that gets students speaking and using the new English they have learned is worthwhile.

LisT Of Activities

For the First Class
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Tips and Ideas for the First Day of Classes By Shad Schroeder Getting to Know You By Henry Reese My Classmates By Charles Kelly & Larry Kelly What's the Truth? A good activity for the first class session. By Carole Allen Poppleton

Autonomy
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Two Activities for Fostering Autonomous Learning By Galina Kavaliauskiene Peer and Self-evaluation in Spoken Tests: Tools and Methods By Alec McAulay Two Activities for Raising Consciousness of Language Learners' Strategies By Scott Redfern and Nolan Weil

Business English

A Simulation for Business English Students (A Six-Unit Course) By Heather Hanson

Conversation / Oral English
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Ten Conversation Lessons with Stories, Vocabulary Practice, Questions and Activities By Farzad Sharifian Ten More Conversation Lessons with Stories, Vocabulary Practice, Questions and Activities By Farzad Sharifian Conversation Topic: Work By Jack Bradshaw An Information-Sharing Puzzle Activity By Bob Gibson Communication in the Classroom (A 5-Lesson Unit) By Catherine Sasaki Bones of Contention: "Listed" Role Plays for Students of Oral English By Stewart Wachs Activities for Conversation Classes By Gerard Counihan o Accidents in the Home o An Activity for Teaching ESL/EFL Students to Make Quick Replies

Orlova Telling True Stories: Blending Multimedia in a Task-based Activity By Aiden Yeh Playing with Questions-A Game for Young Learners By Rania Bekiri Conversation Questions for ESL Students A list of questions that you can use for conversation practice. Michael J. Brown Two ESL Listening & Speaking Games "Name That Thought" and "What Is That Sound" Kimberly Davison-Fujioka An Activity for Teaching the Purposes of Discourse By Carole Allen Poppleton Blurring the Boundary Between Spoken and Written Language in EFL A Lesson Plan for Teacher Training By Maria Bortoluzzi Four Engaging Activities for Large EFL Classes By Eric Prochaska The Love Clinic: Using Advice Columns in the Classroom By Richard Humphries Activities for College Conversation Classes: The Generation Gap and Getting Along with Peers By Natalia F. o o o o o o o o o o o o o o o o o o o o o o Cooperative Learning .          An Activity for Teaching Intonation Awareness to ESL/EFL Students Are you a Good Socializer Discussion Topic: My New Home Discussion Topic: The Home Election Manifesto Finish the Sentence Generalisations Giving and Accepting Compliments Headline Completion Life Nationalities and Their Stereotypes New Year's Resolutions People Who Live the Longest Possible Dangers Associated With Becoming a Millionaire Overnight Predictions for This Year Talking about the Top News Stories The Environment The World Ends in Two Years Things That Have Changed the World Times Have Changed What Type of Student Are You? Word Associations Talking Cards A conversation activity using a deck of playing cards.

whose cups? By Yoshiyuki Nakata Developing Awareness: An Intercultural Communication Lesson Plan By Asako Kajiura The International Potluck: An Integrated-Skills Cross-Cultural Activity By Terry N. small cups. Using Critical Incidents to Teach Cross-cultural Sensitivity By Julia Stakhnevich Table Manners By Shiao-Chuan Kung Discussing Cultural Knowledge for Life in the USA By Rebecca Allen Using Modern Art to Teach Language and Culture to ESL Students By Diane Watt Learning American Holidays Through Greeting Cards By Grace Chin-Wen Chien Flags: A Classroom Activity By Rebecca Belchamber Games     Six Games for the EFL/ESL Classroom By Aydan Ersöz Write-to-Learn: Geography Strategies By Daniel Teng-Lung Peng Using a TV Matchmaking Format in the Classroom By Richard Humphries Student Created Crossword Puzzle Exercise By Greg Goodmacher . Find a good joke or add one to the list. Williams Bringing Culture into the Classroom By Chad Fryer and Lily Wong A Fun Cultural Indoor Rally By Angie & Carlos Ruelas American Fast Food (The Hamburger): A Cultural Lesson By Khalid Al-Seghayer Examining Australian and Japanese Stereotypes Via E-mail Exchange By Rebecca Keogh Jokes for the ESL Classroom Jokes which work well in the ESL classroom. Reaching English Language Learners through Cooperative Learning By Noorchaya Yahya and Kathleen Huie Culture                 Teaching Awareness of Stereotyping By Asako Kajiura Goodmacher A Way to Teach Culture: Guns or No Guns By Yoshiyuki Nakata A Way to Teach Culture: Large cups.

       Language Learning Games: Gotcha & The Spelling Officer By Joan M. Using Games in Teaching English to Young Learners By Lin Hong Games and Activities for the English as a Second Language Classroom This is a page on which teachers can share games and activities that they have found useful in the classroom.A Treasure of an Activity for Students Learning English By Ian Brown Finding Information on the International Movie Database Website By Shiao-Chuan Kung A Virtual Visit to the Guggenheim Museums in New York By Shiao-Chuan Kung Who Wrote That? A lesson using the Project Gutenberg website to search for information. Diez Cliville Password Game By JoEllen Simpson and Jonathan Deer A Campus Scavenger Hunt for ESL Students By Linda Hollandsworth Games and Activities for the ESL Classroom Find one to use or add one to the list. Using Games in Teaching English to Young Learners By Lin Hong Grammar    Grammar Teaching Plan: Real Conditional Sentences By Jungok Bae An Activity for Teaching Prepositions Associated with Time Lily Vered Classroom Handout: The Order of Descriptive Adjectives By Yen-Ling Teresa Ting Internet           CNN Interactive: Reading. Discussing and Writing By Amy Ogasawara Choosing and Summarizing Internet Resources By Amy Ogasawara Projects Using the Internet In College English Classes By Victoria Muehleisen Internet Treasure Hunts . By Shiao-Chuan Kung Using a Modular Approach to schMOOze with ESL/EFL Students By James Backer Web-based Cultural Lesson: Restaurants & Food By Emma de Dios Álvarez Introducing EFL Students to Chat Rooms By Jo Mynard .

By Jeff Leinaweaver Motivation  Six Activities for Generating Enthusiasm in the Foreign Language Classroom By Philip Dave Ambard and Linda Katherine Ambard Music and Songs     Musical Activities for Young Learners of EFL By Abdulvahit Cakir Reviewing Time with the Song 'Rock Around the Clock' By David B. Kent Student Created Song Exercises By Paul A. ESL Lessons Using Non-ESL Websites By Bruce Vorland Listening  The "Tuning In" Listening Activity An activity aimed at constructing solid bottom-up skills while developing student selfreliance and confidence.40 students. Cunningham Digging Deeper into Songs: A Writing Activity By Steven Kenneth Ahola Multi-skill  A Four-Unit EFL Course for Adults A Complete Set of Handouts to Use in the Classroom. By Bruce Vorland Oral Presentation     Country Presentations An oral presentation assignment for second or third-year university speaking classes of 20 . By Lillian Swain Delivering a Persuasive Speech By Douglas Parker Evaluation Sheet for ESL/EFL Speech Practice By Connell Wayne Regner Preparing EFL Learners for Oral Presentations By Jane King .

"Flowers for Algernon.A Reading with Comprehension Questions By Emma de Dios Álvarez People Who Crossed Borders: An Interactive Reading Exercise By Roger Nunn Three Extensive Reading Activities for ESL/EFL Students Using E-books By Mei-Ya Liang Using Advice Columns with ESL Students By Amy Gwen Larson Travel Survival     Innocents Abroad: Training Japanese for Travel By Eugene Trabich Travel Advice Bureau A classroom activity in which students act as travel agents." to College-Level ESL Students By Loretta Kasper Using University Catalogues as a Pedagogical Tool By Paul Borg Sandra Cisneros' The House on Mango Street: Experiencing Poetical Prose By Carole A. Poppleton Chocolate .Pronunciation   Practicing Pronunciation through Proverbs By Yi Yang Intonation . By Kate Allen A Pre-departure Program for Students Who Study Abroad By Marcel Van Amelsvoort Invitations and Requests in a Restaurant By David Dockhorn Video .It Does Matter! By Rebecca Allen Reading             Teaching Culture in Literature in the ESL/EFL Classroom By Anna Franca Plastina Teaching the English Newspaper Effectively By Kenji Kitao Read Aloud and Spot the Differences By Greg Goodmacher The Newspaper Scavenger Hunt By Greg Goodmacher A Fun Reading Comprehension Activity By Mehmet Ali Akg Teaching the Short Story.

By Rolf Palmberg The Human Body . Alan Davis The Simpsons in Japan: A Lesson on Stereotypes By Rachelle Meilleur Vocabulary        Vocabulary Lesson: If a Runner Runs.         Ideas on Using Videos By Donna Tatsuki Is the Movie the Same as the Book? A classroom activity comparing novels and movies By Donna Hurst Tatsuki Teaching the Movie "Men in Black" to ESL Students By Letitia Bradley o Teacher's Notes o Vocabulary List o Comprehension Questions ESL/EFL Lessons Using Movies By Donna Hurst Tatsuki o Checking into a Hotel in a Video-based Lesson o Politeness in Movies o Listening to Airplane Announcements in Movies o Narrating in Simple Past with Video o Jigsaw Reading Activity Using TV Listings o Quiz about the Movie "The Graduate" Video in the Language Lab: Teaching Vocabulary By Donna Hurst Tatsuki Developing an ESP Course Around Naturally-occurring Videotaped Medical Consultations By Joseph Dias Watching Movie Trailers in the ESL Class By Neil Heffernan Activities for the ESL Classroom Incorporating Reality-based TV By R. Does a Sweater Sweat? By Rolf Palmberg The Adjective-Noun Game By Scott Greene A Man for Every Purpose .A Vocabulary Awareness Activity in Four Steps By Rolf Palmberg Introducing Euphemisms to Language Learners By Scott Alkire A Reading Exercise with Food Related Phrasal Verbs By Yen-Ling Teresa Ting A Lesson on Food Idioms By Yen-Ling Teresa Ting .Increasing Learners' Vocabulary Awareness Activities for the ESL Classroom using the numerous compound words in English that end in 'man'.

Bologna Tips for ESL Students on Reviewing and Improving Written Work By Kristofer Bayne Using Personal Photographs to Spark Narrative Writing By Steven Kenneth Ahola Writing with Style: Two Useful Strategies for Students By Steven Kenneth Ahola Other Lessons               The Outside World as an Extension of the EFL/ESL Classroom By Mark A. O'Conor Sloane Topic Based Lesson: All Kinds of Failure By Rhett Merz A Story Building Activity Using "Not Enough" and "Too Many" By Michael Lovett Learning about Prejudice and Discrimination By Colleen Soares Gender-Based Vowel Preferences and Their Use As a Teaching Tool By Cheryl Caesar Fun Question Rounds for Children's English Classes By Joe Drakos Critical Thinking: How Much of You Is You? By Brent A. Jones .  Similes in the ESL Classroom By Larry Pudwill Activities to Teach the Count and Noncount Noun Distinction By Ron Belisle Writing      Global Warming: A Cause and Effect Writing Lesson By Amy Ogasawara An Interesting Approach to Writing Introduction Paragraphs By Darren P. Pegrum Car Budget Activity By Lawrence Klepinger Using Posters in Content Courses By Michael Furmanovsky & Marc Sheffner Student-Led Lesson: Vacation Commercials By Carol Fritsch Lesson Plan: My Animal A 2nd-5th grade English/Art lesson plan for Limited English Proficient (LEP) students By Carolyn Radice A Story-Telling and Re-Telling Activity By Bob Gibson Teacher-made Activities for a Computer-based ESL/EFL Class By Anil Pathak Minister of the Environment By Justin T.

        Critical Thinking: What a Character By Brent A. Zimmerman . Clinton Six Group Activities for Teaching ESL Children By Joanne Elliott Discussing Your Name to Develop ESL Presentation Skills By Beth Clark-Gareca Self-introduction Lesson Plan for ESL Students By Stefan Chiarantano Teaching Abstract Concepts in the EFL Classroom By Lynn W. Jones Facilitating Discussions of Newspaper Articles in the ESL/EFL Classroom By Brendan Daly A Training Lesson Plan on Virtual Communities for EFL By Maria Teresa Ciaffaroni Bronx Zoo Lesson Plan for Adult ESL Students By Virginia E.

For example. Much of the content is comparable in interest and quality to paid content on CD ROMs etc.. clothes. The games are organised below by approximately how often I have or will use them in my classes.. They are perfectly right in calling them “fun” though! This article aims to make it easier to choose the best game for your students. wear. Despite the name of the section of the site I’m going to look at being Just for Fun. This series of articles aims to help teachers who have those problems. This is made worse by too many results for most searches and some difficulty in finding teachers’ notes.] Alex Case Learn English Kids is a great site for class or home use that is offered by the British Council for free.Using Learn English Kids Just for Fun games in class Learn English Kids is a great site for class or home use that is offered by the British Council for free. You could try blanking out or covering this part of the screen in some way. and easier to make the game useful and fun in class. or put more communication into other parts of the game. verbs connected to jobs (help. It could also provide a model for judging and using other interactive EFL games for young learners. each time a wrong piece of clothing comes up the students have to answer one question about that part in order to be allowed another try. use etc) Ways of using it in class: The fact that a green light comes up when the answer is correct takes away most of the need to read and understand any of the information. If anyone has any other suggestions for how to use the games or other recommendations on good free online EFL games for kids. What’s my job? (=Job mixer) Brief description of the game: Change the clothes on the head. almost all of the games described here can be just as useful for learning language as some of the content in other parts of Learn English Kids if they are used correctly (exceptions mentioned below). body and legs of a person to match the description and guess the job and get a noise representing that job when it is correct (siren for police officer. especially for teachers with limited preparation time and a desire to tie things in with the syllabus. Useful classroom language: “Why doesn’t that one match?/ Which job is that one for?/ What is that?” Possible lead-ins and extensions: Jobs 20 questions . car engine for mechanic etc) Possible language and topic connections: Jobs. please leave comments below. If there is any problem with the site it is that the sheer amount of good material [. If there is any problem with the site it is that the sheer amount of good material makes it overwhelming. Much of the content is comparable in interest and quality to paid content on CD ROMs etc.

antlers. Possible language and topic connections: Colours. See Jobs Mixer above for more ideas. It is therefore more suitable for a whole class activity.Sports Mixer Brief description of the game: Students change clothes on the head. animal body parts (horn. and asking them to predict what each part of the correct sports kit will look like. Animal countdown . sports equipment (goggles. football stripe etc). Useful classroom language: “Which part do you want to try first?” “What do you think the … will look like?” “Does that match?/ Is that a football? No? What is it? What sport should it be used with?” Possible lead-ins and extensions: Students create different costumes that can be stuck on a similar flat cut out doll. body and legs of the character to match the sport that is described in the short text. Useful classroom language: “Which ones have poison (do you think)?” “Do you mean dark blue or light blue?” “Why do you think your one is better?” “Which (of all the animals) is the scariest/ strongest/ prettiest?” “What real animals have antlers/ poison?” Possible lead-ins and extensions: Students tell the story of their animal’s combats with their classmates’ animals. Tactics for this include asking them what each thing that doesn’t match is and what sport it will match. “a” and “some” (“a racket” and “some tennis shoes”) Ways of using it in class: This game is rather easy. jaw. ing with “love”). especially as students can just click through randomly until they see the tick come up (possibly without even reading the text). verb patterns (infinitive with “want to” and “need to”. dangerous animals Ways of using it in class: Students left on their own will probably choose the body parts without using the language at all. names of sports. They can also design similar animals with other body parts/ weapons cut out that other students can use to make animals. robots etc. Each one comes up with a tick as you find it. teeth etc). with the teacher getting as much language out of the students as they can during the game. Similar things can be done with space rockets. and then click on the cameras to check. One way of adding language is to get them to match the body parts and the things they can do. Clicking on the camera symbol near each body part shows how it can be used to attack and defend. Possible language and topic connections: Clothes (boots. They can then print out their finished animal. poles etc). can (“This jaw can break bones”). Make a dangerous animal Brief description of the game: Students choose a colour and body parts to make a Pokemontype animal that can defeat other animals.

pond etc. numbers. click on that” “The one in the middle” “No. it is possible to use gapfills or matching the statements to the three insects. It has spots and a long tail”) Ways of using it in class: Choose one student to come to the front of the class (or one student per team). superlative adjectives. Students make a list of animals in another order (e. . This means some kind of game where they use other language such as describing animals’ bodies as suggested above is vital to make the game worthwhile. Finding the insects is done as a class and points are given only for having correctly predicted the information about each insect. food) for each letter. Students draw and describe a made up animal or one they have found on the internet that no one will know. further right” Possible lead-ins and extensions: Give an alphabetical list and students have to think of one word in the category you are practising (e. the same game can be done in pairs with laptops. Alternatively. nature vocabulary (desert. average lifespan. with the person with the answer key sitting behind the computer so that they can’t see the screen Useful classroom language: “It’s got long legs/ spots/ stripes/ a long beak” “It’s a kind of bird/ animal/ lizard” “There’s only one left. Miscellaneous notes: Note that some of the animals are very obscure and that even a native speaker probably wouldn’t know them. names of insects (stick insect etc) Ways of using it in class: The danger is that students won’t use much language while playing the game and just ignore the information that comes up about each insect as they anxiously wait to continue with the next insect. and the others draw it and compare their drawings to the original. Instead of true/ false. Give the class an answer key made up of print outs of the animals stuck to one A3 sheet. number of babies. Brainstorm animals with various parts of their appearance in common. One way round this is to give them true/ false statements about the insects that will be in the scene they will see next (maybe making this focus on one language point such as superlatives). estimated population in their country or the world) and the other students guess how they have been arranged. animals.Brief description of the game: In groups of around five on each screen. the clock is paused while they learn something about that insect (highlights include “a cockroach can live without food for a month and without its head for a week”). They can see the list of animals before they start the game (but not during play) Possible language and topic connections: First letter phonics.g. e. body parts (“The next one is a lynx. plus the things shown in the pictures). size. rainforest. Insect World Brief description of the game: Students zoom a magnifying glass in and out to find three tiny or otherwise difficult to see insects in a scene within 30 seconds. the alphabet. They use this to shout out clues to the person controlling the computer. You could also test them on what they remember at the end of each scene. students try to put animals in order from A to Z before the time limit finishes. birds with big beaks. Possible language and topic connections: Have (“It has six legs”). After they find one.g.g.

Is this right? etc). I think. so don’t spend too much time on that (although parts of the name that are used more generally like “moth” or “beetle” could be useful) Trolley dash Brief description of the game: Students sweep their shopping trolley left and right across a shelf of supermarket goods and try to remember and find the things that were on their shopping list (they can look at the shopping list again if they forget. perhaps blindfolding the person who needs to take the right card or giving them chopsticks. The memory game “I went to the supermarket and I bought…” where the chain of things gets longer and longer. students are likely to stop using the language entirely if you aren’t careful. 12 flashcards along the floor or whiteboard. To avoid this problem. wheel. tyres and balls in the street and then answer questions about road safety every couple of minutes. If there is a danger that students can’t finish the game successfully.g. Miscellaneous notes: Some of the insect names are very obscure indeed. class rules or the upcoming fire safety drill). Simple Past (“What did we get?” “What did we miss/ forget?”) Ways of using it in class: You could allow some of the students to look at the list so that they can help the person controlling the trolley Useful classroom language: “(A little) right/ left”. advice (should. knife and fork or tongs to take it with. prepare a version that can be used without the computer. please?” Possible lead-ins and extensions: Play the same game with flashcards. food and drink. “(You need to find) two more”. pavement etc). “Can we see the list. perhaps telling them to use a different container word each time Miscellaneous notes: Because the game is very fast and the music is good at building excitement. e.Useful classroom language: “(Hit the) space bar” “Go closer” “Press/ Click the left mouse button” “Where is it?” “Zoom in/ out” “What kind of insect is it?” “(Move a little) up/ left/ up/ down” “In the middle/ On the right/ In the top left corner” Possible lead-ins and extensions: Students draw very tiny drawings for other people to identify. keep the teacher as the one controlling the mouse or make sure there is plenty of useful practice of the language before and after the game. street vocabulary (rubbish bin. but lose time doing so) Possible language and topic connections: Clothes. Possible language and topic connections: Safety (e. words that make uncountable nouns countable (a carton of… etc). large numbers (how far the dog travelled) .g. going to (“What are we going to buy?” after seeing the list and before starting the shopping). Drag two flashcards along a table for students to try and slap the one you are describing before it reaches the other end. Use Where’s Wally (= Where’s Waldo) or similar pictures or books. “Click”. Road Safety Run Brief description of the game: Students make a dog jump and roll to avoid bins.

The name of each object comes up as you hover over it. respond to their commands very literally. let each team answer until they make a mistake and then switch teams. prepositions Ways of using it in class: Ask students to tell you where each piece is. giving one point for each correct answer. singer. lyrics. rhythm. sounds. let each team take turns choosing which thing they want to try next. pianist. Useful classroom language: “Where is it?” “What is this?/ What do you think this is?” Possible lead-ins and extensions: Brainstorm what things from the class could go into each of those bins (including things that aren’t rubbish such as the hamster!) Miscellaneous notes: “A bottle of coke” isn’t really accurate as it is empty and so should be “A coke bottle”. If not. DJ) Ways of using it in class: Let two teams take turns answering the questions. Animal Band Quiz Brief description of the game: Students answer general knowledge questions about music. so you might want to add another reward such as letting them try to throw scrap paper into the real bin. try again”. getting an out of tune piano played by the giraffe if they are wrong and a drum roll by the tiger if they are right. instrument names. notes. To do it in teams. instrument. the song is out of tune and they can try again. keep on going right if they don’t say “Stop”. music vocabulary (composer. learning from the other team’s mistakes.g. If they get all the questions right. and where it should go. tune. To add language. Possible language and topic connections: Green issues. to guess what it is (to be confirmed when you hover over it). vibrate. or which thing that they have to avoid is coming up. compound nouns (bus ticket). .Ways of using it in class: The whole class tell the teacher or a student with a blindfold on when to press the buttons for roll and jump. Alternatively. Possible language and topic connections: Animals. or similar games for other potentially dangerous places like the playground Clean and green Brief description of the game: Drag and drop rubbish from a bedroom into the right recycling bin and hear “Good job!” or “Rubbish. the animal band plays the song in tune. Only a congratulations message marks the end of the game. types of music. e. band. They can also tell that person where to move the mouse to answer the questions correctly Useful classroom language: “Are you sure? Why/ why not?” “It’s (very) dangerous” “Which button should I push to jump/ roll?” “Which button is right?/ Which button should I push?” “The top one/ bottom one/ The (red) cross/ The (green) tick” Possible lead-ins and extensions: Students create a road safety board game where they answer similar questions to avoid other road dangers such as crossing the road. containers (a bottle of ketchup).

Useful classroom language: “Are you sure?” “Which button? Left. perhaps with each symbol being a thing that starts with the letter it represents Quiz-o-saurus .g. sky etc). the time is nearly finished”. please?” “Let’s take a vote. Possible language and topic connections: Seasons (autumn and winter). Useful classroom language: “What letter does a bird represent? Who can find it the quickest?” “All the words must be types of uncountable food” “Print out your words now and pass them to the next team (clockwise)/ pin them to the notice board” Possible lead-ins and extensions: Ask students to make up their own codes. “Quickly. hibernation Ways of using it in class: Cover the part of the screen that has the temperature on it and have the teacher or students counting that down instead. (middle) or right?” “Can you read the question (out loud). nature vocabulary (seed. where students try to match words and pictures. “Do you want to try again?” Possible lead-ins and extensions: You can play the same game with normal flashcards face down on the floor (without the time limit) Hiero-writer Brief description of the game: Students can change words into hieroglyphics just by typing the word in Possible language and topic connections: Spelling practice. boy bands you might not know about (due to being too old!) or traditional music. students write a word in hieroglyphics then print it our and pass it to another team or change computers for them to work out what the word is as quickly as possible. “What does this say?”. e. Students tell the teacher or student (maybe blindfolded) which button to press or where to move to find the right button Useful classroom language: “(A little) up/ down”. “Who wants to try next?”. with quite a tricky time limit. Nut hunt Brief description of the game: This game is basically pelmanism (= pairs = memory game). cloud. You could give them musical instruments to play in or out of tune to show you if you are wrong or right. Who thinks the answer is… (hands up)?” “What does the piano mean?” “Is that a nice tune? Why not (do you think)?” Possible lead-ins and extensions: The class test you on music from their country/ countries. “What is this (in English)?”. vocabulary revision Ways of using it in class: With teams working on laptops.

Brief description of the game: Students answer difficult trivia questions about 10 dinosaurs with 45 seconds for each question. The game can also be two player. Bookworm Brief description of the game: Students guide their worm around the screen to eat one of three letters that represents the word that has been shown and said. give them a word limit for how many things they can write down. “one third as long as”). country names (where the dinosaurs are found). Possible language and topic connections: Names of sports Ways of using it in class: If you are doing the 2 player version in two teams with a projector. claw. so you might want to let students take notes when they are reading up on the dinosaurs. “spaghetti” etc) Ways of using it in class: The quiz is very difficult. maybe linking to original meanings of “croissant”. with one player using number buttons 1 to 3 and the other 7 to 9. Miscellaneous notes: Make sure Number Lock is set right on the keyboard. thumb. body parts (horns. or only let them write notes after they have closed the information box. getting one extra segment on the worm for each correct word. beak. getting medals depending on how well they do. setting similar questions as you do so. Play dinosaur Call My Bluff (research some dinosaurs and make up others and see if the other students can work out which one is which). Word hurdles Brief description of the game: Students identify Olympic sports from three options to jump over hurdles. The students can then do the same thing in teams. how long ago it lived etc). comparatives and superlatives (“the most intelligent dinosaur”. Useful classroom language: “Are you sure? You can change your answer if you like” Possible lead-ins and extensions: Use the same pictures for flashcard slow reveal. either preparing the questions beforehand or just doing it as they go along. backbone etc). . give them a time limit for how long they can open each text. you might want to set up some kind of barrier so that they can’t see the other teams’ answers. Put similar texts up around the classroom (on the same or a different topic) and ask students to write questions for another group to run around the class reading and trying to answer as quickly as possible. probably after “moving around” the museum and reading up about each one Possible language and topic connections: Large numbers (length. what words really mean (names of dinosaurs. Create a board game with a track and hurdles on it (either 2D or 3D) and drag a character around it. Useful classroom language: “Are you ready to close the box yet?” “Are there any ones you want to try again?” Possible lead-ins and extensions: Play Top Trumps with dinosaurs (similar to Pokemon). To make sure these are really notes.

The person controlling the worm could be blindfolded or standing so that they can’t see the screen so that they have to listen to the other students’ instructions. can (“I can click on 20 letters in 30 seconds” “I can click on all the letters in 20 seconds”) Ways of using it in class: Use this game as part of a challenge game for “Can” as suggested above or as a lead in for putting other things into order (by alphabetical order. try and prove them wrong!” “Never mind. that’s a long way!” . number of syllables etc) Useful classroom language: “How quickly can you do it?” “How many can you do in 30 seconds?” “Do you think he can really do it? How much do you want to bet?” “Okay. or play You Bet (the other students bet pretend money on whether that person really can do what they say) Coconut cricket Brief description of the game: Press the left mouse button once when you want the bowler to release the coconut and another when you want the monkey to hit it and then see how far it goes (if you don’t miss completely!) Possible language and topic connections: British sports and other sports around the world. large numbers and decimals (the distance it goes).Possible language and topic connections: First letter phonics Ways of using it in class: You might want to turn off the volume so that students have to look at and identify the word rather than hear it. you were close” Possible lead-ins and extensions: See above. size. comparatives and superlatives (talking about which one is the longest and how much shorter and longer it is than other attempts) Ways of using it in class: The people looking at the screen tell the teacher or student in charge the distance to be written down and kept to compare to other attempts Useful classroom language: “You need to hit sooner/ later” “Wow. number of letters. Useful classroom language: “What things can’t you do?” “How many segments do you have now?” “Move up/ down/ left/ right” Possible lead-ins and extensions: A blindfolded student tries to guide a toy car through a course without touching the bad and touching the good parts by listening to the instructions of his or her classmates Miscellaneous notes: This game is only suitable for very low levels (although fun enough that higher level students will happily play while learning nothing!) ABC Countdown Brief description of the game: Students try to click on the letters of the alphabet in order in 30 seconds Possible language and topic connections: Alphabet.

give some of the students a version with the landmarks in the right place and get them to describe which one should be where without saying any landmark or place names Useful classroom language: “It’s in Asia/ Africa” “It looks like a mosque” “(You need to go further) North/ South/ East/ West/ Northwest” Possible lead-ins and extensions: Students test the teacher on landmarks in different parts of their country/ countries Miscellaneous notes: This game needs some careful thought on how to play it. or unsuccessfully when you have been hit by asteroids a few times. Useful classroom language: “(Move) up/ down/ left/ right” “Shoot!/ Press the space bar!” “You can guess whenever you know the word/ Any ideas?” Possible lead-ins and extensions: A game with a sticky ball where the students try to hit asteroids.Possible lead-ins and extensions: Explain the rules of real cricket and play it (with a very soft ball) Miscellaneous notes: There’s not much too this game. Landmarks Brief description of the game: Drag six landmarks like the Taj Mahal onto the right country Possible language and topic connections: Names of countries and continents. so you’ll probably want to move on after maximum 5 minutes Planet (= Asteroid blaster) Brief description of the game: Zap asteroids and get one letter of a word connected to space for each red asteroid hit. Possible language and topic connections: Space vocabulary Ways of using it in class: As it stands there is basically no language in it. The game ends successfully when they have all the letters in the word. flying saucers etc on the board to be able to answer questions for points. if they can shout out the word before getting all the letters give them the point without them needing to blast any more asteroids. because as it stands it only tests reading comprehension of country names Mosquito Swat . They can also guide the teacher or a student who can’t see the screen to the right position and when to shoot. Alternatively. describing buildings Ways of using it in class: If the students are unlikely to know them. You could ask students to define or draw the word when the word is complete to get the points or extra points.

use it as a chance to discuss the rules of the game and move onto other discussion of rules of games. It is very fun and rather addictive. suggesting ideas for new Olympic sports like this. but you can do that with virtually every game here with more useful other language.Brief description of the game: Move a swatter around and try to swat yellow mosquitoes while not swatting green ones before they drink so much of your blood (!) that the game finishes Possible language and topic connections: Really no language point at all! Could lead into discussing better ways of getting rid of mosquitoes. Useful classroom language: You could have them say “Up/ down/ swat!” etc. but that’s probably a bad thing as students will want to keep playing even when they are learning nothing . or designing traps etc for insects and mice Ways of using it in class: Get it over with quickly as a lead into or break from something else! Alternatively. Possible lead-ins and extensions: See above. discussing if all animals really were vegetarians (the green mosquitoes say that). or design other disgusting computer games (likely to be popular with an all boys class!) Miscellaneous notes: You’d have to have a really good reason to use this is class.