ESL-Games and Activities

8/10/2019 ESL-Games and Activities

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BingoAdaptedLevel: Any Level

Use basic Bingoboard (3x3 0r 5x5 with the middle crossed out)

1. im!le vocabulary bingo"rom the list o# words Ssare re$uired to learn they select % (or &') . eacher to call

Bingo& or three times until everyone nows their card.

&. eacher calls the words. Sswith those words have to shout them out. *nly the #irstone to shout +ets to cover the s$uare.

3. ,rammar !oint or sentence structure.

-all the words. he #irst student to shout out their word in the there$uired structure+ets to cover the s$uare.

e+. o use the !resent !er#ect.

A#ter !ractisin+ the vocabulary Sshave to say /ve been a nurse or never been a nurse.

NBthe truth is not im!ortant. was ha!!y with /ve been a villa+e once as lon+ as theynew what was wron+.

,ets very com!etitive and noisy.

o not do with a han+over unless you +et the winnin+ student to be the bingocaller

Find Someone Who ...Level: Any Level

rite some $uestions on the board and as students to tal to each others as #ollows:

"ind someone who... ..has already #inished his2her -hristmas sho!!in+ etc.

A#ter a +iven amount o# time4 have the students tell the rest o# the class who they #ound.

ubmitted by uan Silva

The Alphabet gameLevel: Any Level

This game is used to practice alphabet and check their vocabulary. Doas a competition. Divide Students into groups of ve ! it depends onthe number of students you have" and ask them to stand in line. giveto the students of the front a marker to #rite on the #hiteboard. Thendra# #ith your nger an imaginary letter of the alphabet on the backof the students at the end of the line. They must do the same #ith thestudent in front of him$her and so on. the students #ith the marker

are supposed to run to the board and #rite any #ord that begins #iththat letter. Students love it%


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Associations Using the Subjunctive MoodLevel: 6edium to i##icult

his +ame is very use#ul to teach the sub7unctive mood.All your students tae !art in this +ame. *ne o# the students +oes out o# the room. All

the rest thin o# one student (he or she should be !resent). he student who went out o#

the room comes in and ass 8# this !erson were a ve+etable (#ruit4 sweet4 animal4 car4

nature4 #lower4 city etc) what ve+etable ( #ruit4 sweet4 animal etc) would he be8

*ne o# the students answers in a #ull sentence: 8# he were an animal he would be a

do+8 #or instance

A#ter some $uestions and answers the student who is asin+ the $uestions should +uess

who it is and the +ame be+ins a+ain with another student +oin+ out o# the room.

Making Words from etters in a ong WordLevel: &edium to Di'cult

This game is a good activity for learning ne# #ords and for revivingsome #ord kno#eledgeand #or +ivin+ a teacher time to !re!are other tass #orstudents.

he class is to be divided into &939 teams. ,ive each team a dictionary and write on the

board a lon+ word. tudents should com!ose di##erent words #rom the letters o# this

word. A#ter some time4 the teams +ive their words. the team that has the most correct

words wins.

"or exam!le:

; < U * =

return tribute iron notion note tone rib tube bruit tent tribe bur button rent burin nob bite

burr run route tire tore bent bet bonnet rub nib net nub bin nut bit rube ruin rob rot unit

union unite tier tie tin tint tone toe brute burn brunt butt butter riot tot tenet tenure

terrier retrobone boot born bout totter tote tour bore

hen you can as them to learn these words.


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B!TT"#$%AU&T"'#Level: Any Level(LASS S)*+: ,-

/+A/AT)0Nrepare a #orksheet #ith 1- or so sentences using grammar pointsyou have recently taught. 1$2 of the sentences should include agrammatical mistake. &ake fake money3 it is more realistic if you usethe currency of #hichever country they are living in.

A/T 0N+Divide the students into teams of 4 or so. The students then have 5-minutes to study the #orksheet and decide and mark #hichsentences are correct !-" or incorrect !6".

A/T T70+ach team receives a set amount of money.

The instructor!s" reads one sentence !select sentences from the list inrandom order".

The instructor begins to auction o8 the sentence. The students shouldtry to buy only the correct sentences. The students bid and theinstructor sells to the highest bidder. !This is really fun%"

The instructor tells #hether or not the sentence is correct.)9 the sentence is correct the team #ins the amount #hich theybought if for. )f it is incorrect the team looses the amount #hich they

bought it for. AN team may #in the lost money buy stating theincorrect sentence correctly. !0; 7)LL B+ S+NT


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hen they can/t come u! with somethin+4 they 7ust say * looin+ im!ressed and

move on to the next statement.

1: Spielberghas ased me to !lay in his new movie.&: o what /ve ased Spielbergto !lay in 6? new movie.3: *

Adding to the Stor() '*+sin the classroom

Level: Any LevelAdding to the Story: 0


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+resent &ontinuous -ideosLevel: Any Level)ve used this activity in ust about every class )ve ever had3 its

suitable for any age group and any level but the best thing about it isthat it reFuires almost no preparation.

oull need a video. ) usually use &r Bean but anything #ill do as longas it isnt dialogue heavy and has a lot of action.

The students #ill need a piece of paper and a pen. Arrange studentsin t#o ro#s and seat them back to back so that the video can be seenby one ro# !#atchers" but not by the other !#riters".

+plain to the #atchers that they are to describe the action takingplace on the screen using the present continuous3 they can alsodescribe clothing3 people3 anything really but try to keep the focus onthe action.

The #riters have to listen carefully to the #atcher sitting behind themand #rite do#n as much information as they can.

=eep this going for about ve or ten minutes !or as long as a &r Beansketch" then get them to s#ap chairs and play a di8erentsketch$segment for the ne# ro# of #atchers.

ut the students into t#o groups according to ro#. They must no#pool their notes and create their o#n version of events. @ood pastcontinuous practice%

) usually get them to share their stories #ith the other group and thenat the end let them #atch both segments again and compare theirversion #ith #hat actually happened.

Lots of listening3 speaking3 #riting and lots of fun.

tent( /uestions

Level: Any Level

Usin+ 3B5 #ile cards cut and !asted a number o# articles #rom a catalo+ue. write on

the board $uestions such as


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ould #ind this in the house (# not assume it is outside)

oes it wei+h more than 10 !ounds

oes it have wheels

oes it have a motor

oes it mae noise

o you have one

ould you lie one-an you eat it

-an you wear it

s it used in the summer (i# not there#ore it is used in winter)

tudents wor in !airs and may answer only ?; or =* and ee! trac o# the number

o# $uestions. ?ou can use many more $uestions !erha!s usin+ words that are new or

di##erent.

your emailaddress does not wor>>>>

Adding Ages in articles

Level: Any Level

am not sure where to write this4 so here is my su++estion in this section. -ould as

that !eo!le who submit activities and articles about classroom teachin+ techni$ues4

+ames or anythin+ relatin+ to teachin+4 to !lease +ive the a+es o# the !eo!le they are

teachin+ or to what a+e the idea relates to.

teach a wide ran+e o# a+es4 #rom & year olds to 50 year olds4 !rivately and in

classrooms a have #ound much o# what is written excellent. he only !roblem is

would lie a re#erence to the a+e so can immediately now whether or not the !iece

will suit what am searchin+ #or.

hans4 it is +reat stu## you are !rovidin+ here.

"rom an in#o hun+ry +SLteachin+ in @on+ Con+

!ssa( planning made eas(

Level: Any Level

6y students #ind it hard to brainstorm ideas4 !lan what to write and !resent balanced

o!inions. his activity seems to hel! because it wors #rom a #un s!eain+ base.

Use bi+ !ieces o# !a!er. rite a di##erent word within a +rou! on #our !ieces o# !a!er

and stic in di##erent corners o# the room(e+. animals: horse4 ele!hant4 do+4 money)

ell the ststo +o and stand next to the (animal) you lie best2#ear most2want to be8 etc.tudents +o to corners and 7usti#y their choice to other students.

his can be done in various ways to suit the situationD sometimes end u! with teams

havin+ to o##er and counteract ar+uments !ublicly across the room. he to!ics can

become more abstract4 de!endin+ on the level o# the students.

"inally4 brin+ the activity to+ether by choosin+ the basis o# an essay topic3eg 8he/ainforestsE. +licit single #ords for the big pieces of paper3 egfuel$building materials$ oygen$medicines !the brainstorm" and stickthem on the board. Then invite students to sort them into t#o


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overarching groupsI eg reasons for forest conservation or reasons forusing the #ood !the plan" /epeat the verbal argument game inteams but keep notes of the submissions on the board or onpaper!the body of the essay"9inally #rite a sentence on the board eg:EAlthough it is important to JJJ because JJJ!give one reason" ) believe

it is more important to JJJ because !give t#o main reasons.EStudents then go to one of the t#o main groups they broadly agree#ith and produce their nal pronouncement!the conclusion".

/evie# the process overtly. @et the students to #rite in groups nettime3 then go it alone #ith the same methods.

The $randfather

Level: Any Level0bective : to practice the numbers.

rocedure :

Students are sit in circle. Then3 they are given a number. 0ne of themor the teacher can be the @randfather. The game goes like this.

A : 7hen the grandpa died3 he left t#enty cups of #ine.

! the person #ho has number 1- ans#ers :"B : #hy 1- HA : So3 ho# many H

B : #hat about 1 H

! the person #ith number 1 says : "

( : #hy 1 HB : So3 ho# many H( : #hat about 2 H

!and so on.."The #inner is the person #ho does not hesitate and make a mistake.Advanced students must play the game in +nglish. But if you havebeginners3 the game can be played in the studentsHmother ton+ue Dhowever4 numbers must be said in ;n+lish. tudents need to be attentive4 otherwise they

are ased to leave the +ame.


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M"M!S

Level: +asy to &ediumT+/ ;S+9;L T0 /A(T)(+ /+S+NT /0@/+SS)>+ST/;(T;/+S. y0;@AE; * ,E; * ;A-@ U;= A 6ALL -A@ A= A-*= (i.e. 0; A/+ DAN()N@". T


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ll out the category chart. 9or eample one may #rite: =ansas forELA(+E3 koala for EAN)&ALE3 key for E0BG+(TE3 ki#ii#or 8"U8 and soon.

; ':

he !artici!ant that #inishes #illin+ all cate+ories #irst shouts *>> And all the others

should sto! writin+.

; 5:

he !artici!ants com!are their words. he words re!eated by two !layers are worth 50

!oints. the words re!eated by three or more are worth &5. he words that are not

re!eated by anyone are worth 100 !oints. he em!ty cate+ories are 808. ;ach !layer

adds u! all the !oints he +ot #or the letter in turn and !ut the result in the 8*AL8 At

the end o# the +ame all the subtotals are added and the one who +ets the hi+hest score is

the winner.

-erb 0evie $ame

Level: Any Level

his +ame can be !layed in teams or individually4 de!endin+ on the siGe end nowled+e

o# the students.

te! 1:

he teacher +ives the students 5 minutes to review a list o# both re+ular and irre+ular

verbs.

te! &:

hen the teacher writes somethin+ lie this on the board : 8thin+s we do with our #eet8

te! 3:

he students then have exactly one minute to write all the verbs related to this to!ic4

such as: wal4 ic4 dance4 run4 7um!4 etc.

te! ':

A#ter the time is u!4 the teacher checs the students/ lists o# vebs. +ach verbcounts for one point. Any verbs appearing in more than one list areelliminated.

Then the teacher #rites another topic on the board3 Ethings #e do#ith our mouthE3 for instance.

The student or team #ith the most points is the #inner.N0T+:This+ame can be used to review otonly verbs but also adetives3 nounsetc.

&reate 1our 'n Similes

Level: ;asy to 6edium

resent a #ew similes and the sam!le sentences to the class. rite the sentences with

underline.

;x. 9 he baby/s sin was as white as snow.

9 "inishin+ u! the !ro7ect by himself3theboy was as9 !roud as a !eacoc.

re!are Kashcardswith one ad7ective on each. tudents !ic out one card in turn andcreate similes by usin+ the ad7ective on the card. ;m!hasiGe that uni$ue ideas are

welcome. nstructor shouldn/t be 7ud+mental4 and acce!t any similes as lon+ as they are

lo+ical.


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;x. 9 as bi+ as &t. 9ui $ as soft as a cotton candyStudents compare their ideas and discuss #hich ones are interestingor funny.

)f time allo#s play a song #hich includes a simile3 for eample thea song EAs deep as the oceanE and discuss the usage and

e8ectiveness of the simile.This activity fosters students creativity and encourage their activeparticipation in the lesson.

Finding the best person for the job

Level: Any LevelThe idea of this activity is to revie# or learn personality adectives.Tell the students that they are the o#ners of a cafe and they have tochoose a ne# #aiter$#aitress from a list of four applicants for the ob.

The teachers preparation involves thinking of four personalityadectives for each applicant. @ive the applicants a name and acolour. 0ne applicant should be ideal for the ob3 t#o neutral and theother totally useless. After this the teacher #rites each adective on aseparate card using a di8erent colour pen for each applicant. 9ourapplicants3 four colours3 siteen adectives altogether.

The net step is to arrive at #ork early before the students and hidethe cards in siteen di8erent places around the classroom.7hen the class starts3 you eplain the activity by telling the studentstheir aim is to decide #hich applicant is best for the ob. There arefour applicants3 each #ith their o#n colour and a total of siteen

#ords. The pair that nds all the #ords and chooses the bestapplicant rst are the #inners. But rst they have to nd the cards%

air the students o8. Student A stays put #hile student B searchesfor the hidden #ords. 7hen a #ord is found B must read it3 !#ithoutalerting the other searchers "return to A and Fuietly say the #ord.Awrites the word4 ee!in+ words o# the same colour to+ether. # < #or+ets the word or the

correct spelling3he2she has to return to the word. A and < should swa! roles a#ter anumber o# words have been #ound.

At the end o# the activity stic all the words on the board4 in their colourgroups3underthe correct name. All the students can then discuss why the a!!licantsare2are not suitable #or the 7ob.

he 7ob could be chan+ed de!endin+ on what sort o# ad7ectives you would lie to #ocus

on as could the number and dicultyo# the ad7ectives.

-illage FairLevel: +asy to &edium

Aim: To practise interrogatives I suggestions Iacceptance I refusal etc.

+ach student decides #hat #ares he is carrying to market to sell. Also#hat he #ants to buy to take home.&elee : Students move around classroom trying to sell their #ares I


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haggling over prices 3 Fuantities etc.They use language such as


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) + A /+D N0S+.) A& AL7AS (/AS+ T0 &++T S0&+ +0L+.)T 70;LD B+ @/+AT T0 B+ /)(


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#here )cannot move like before ...E.Activity B

No#3 #hat you can do is get the students to read$tell their story3adding

in etra bits as they go along.

Activity (

No#3 you can ask them #hy they chose this animal3 and then go on topick upon #hat they said3 epanding it into a session of echanges bet#eenthestudents3 involving yourself if you feel like it.

Activity D

@et a blank page and dra# a circle in the centre. Then3 place the#ordsEanimal in captivityE inside the circle. @ive each student a copy of thepage and tell them to do an )ND)>)D;AL brainstorming eercise onthe #ordsin the circle. That is3 get them to dra# lines from the circle3 each lineleading up to a #ord or image suggested by the animals situation.@ivethem all a fe# minutes to do this.

This3 #e can call a #ordCmap3 or even a mindCmap.

Net3 get each student to read out the ideas that came spontaneouslyintotheir heads as they thought. ou can all marvel at the number ofdi8erencesCor similarities that arise3 and go on to discuss the matterofcaptive animals.

Dont forget to Fuestion students on #hy they put in such and such a

thing.7atch out for strange concepts%

ut all the pages together so that the students can someho# see the#orkcarried out by the rest.

erhaps no#3 as a group3 they could all focus on the main aspects ofanimals in captivity.

ou could then move on to debate issues like endangered species3#halehunting ...

Activity +


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!B" T)@+/S =)LL T0;/)STS !B"

@et the students to debate3 or role play3 the follo#ing incident: T#o@erman pensioners alighted from their car in a Spanish nature park inorder

to get a better picture !christ%" of the tigers3 #ho #ere relaing in theshade of a tree at the time. They #ere3 bluntly3 torn apart. There #eresigns up in many languages #arning people to stay in their cars ...

Should the animals be put do#nHShould they be in nature reserves in the rst placeH+tc

Activity 9


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(osmetic testing

Activity (

List the most helpful animals3 and #hy.

+amples:

5 The elephant can transport us and pull trees1 Dogs keep us company2 Spiders eat Kies, (o#s give us meat and leather4 ..................... ..........................

Activity D

Negative points associated #ith animals

5 They bite humans1 They ans#er the call of nature any#here2 They bark and #ake us up at night, .............4 .................

Activity +

Should #e use animals to test drugs and cosmetic products onH )fyourans#er is EnoE3 #hat #ay do you suggest insteadH 3 and you see a Ky oraspider3 #hat is your rst reactionH Do you normally kill itH 7hyH

M(ster( 'bject

Level: Any Level) am teaching my Level 5 #riting students ho# to describe things bymeans of process !9irst second then"3 etended denition !forinstance$compareCcontrast"3 and directions !N.S.+.7.$right3 left3 etc".7e have done these things one at a time but my students arecontinually making learning leaps beyond the simple assignmentsand ) #ant to re#ard them for their abilities #hile making sure theyhave the basics do#n. Also3 #e #ill soon be studying the correct formfor personal letters and ) think they are ready to move on. 7e did


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these t#o fun assignments:

)magine a terrible disaster has befallen our class here at the;niversity !&onsoon3 earthFuake3 rainstorm3 sno#storm3 tornado3Kood3 etc." 7rite me a letter in #hich you describe this event and tellme eactly ho# you responded !) ran out the door and turned left% )

ran straight ahead to the end of the hall and looked right and left.etc.".

7e had such fun #ith this assignment% +veryone got into the drama%+citing assignments like this really test the basic understanding ofsentence construction as #ell as sho# them ho# all these forms #orktogether in a paragraph. )t #as clear #hen they began to put all ofthe various forms together that some of them had not completelyunderstood directions #hen they #ere not directly connected #ith thebook eample of street directions !North3 South3 and /ight3 Left". Afterthis adventure in creative #riting3 ho#ever3 they all felt that everysort of description #as easy. So3 #e #ent on to another adventurethat #as even more fun%

Assignment 1: 7rite me a letter in #hich you tell me a #ild story oran outrageous lie about yourself% !+veryone looks up outrageous intheir dictionary". ) provided them #ith stamped envelopes and theseletters #ere actually mailed to me CC so ) had the additional fun ofgetting personal letters in the mail.These letters #ere the best #riting they had done so far and #ere3 inaddition3 hysterically funny !one of my Turkish students #arned me

that he #as a space alien and that the information he #as about totell me #as Especic and secret%E". The follo#ing #eek3 ) helped eachstudent #ith grammermistaes and then read the corrected letters aloud in class.;veryone en7oyed this (!articularly the !ublic !raise and a!!reciative a!!lause) and

they also saw that there were many ways to tell a story and still use correct ;n+lish

writin+ style. wo o# my students had di##iculty with sentence construction when they

let their ima+inations run in this way so they were !rovided with a to!ic

sentence2su!!ortin+ sentence review tool and they then wrote me a third letter while

constantly re#errin+ to their to!ic2su!!ortin+ sentence dia+ram. he im!rovement in

their writin+ was astonishin+.

always encoura+e ima+inations runnin+ wildD the +reatest !ortion o# my student/strainin+ tends to be incredibly #ocused and detail9oriented and an occasional stretch is

im!ortant. Also4 my #ather4 who was an orchestra conductor4 told me that when you are

about to be+in a new !iece with the orchestra you do not start by !racticin+ each section

and then4 when the sections are !er#ect4 !uttin+ them to+ether. ?ou start by !layin+ the

entire !iece throu+h> ?ou tell everyone not to be concerned about their mistaes4 but

7ust to try and ee! u!. =aturally this #irst 8sta++er throu+h8 sounds terrible> 8 *bviously4 they do not want to loo bad in the +rou!4 so they will sel#9disci!line

themselves to im!rove.

0ole +la() The !3clusive +icture

Level: 6edium to Advanced


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ime: *ne hour4 includin+ #ollow9u! debate.

Lan+ua+e: As many s!eech acts as are !ossible. 8iver+ent8a!!roach (see he nternet

T+SLournal8 #or a +ood article by atricia C.Tompkins".0rganiation: Small group !in my case3 O".7armCup$reparation: +ach student compiles a ctitious character

prole!or merely thinks up a fe# ideas on #hat he mightsay in thecontext).

rocedure: eacher ass #or volunteers4 or a!!oints them ifthestudents are stallin+ toomuch.

ariation:)nstead of a photo3 it could be a nasty story about a localhero$personality.

08Cshoot Activity:

The role of ne#spapers in society.7hat sells ne#spaper.7hy do #e buy ne#spapers.7ill they disappear in the futureH


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45 True or False "tems


rint this out and +ive it to your students.

never +o to bed a#ter 1 am

study ;n+lish more than & hours a wee

had a +reat time at secondary school9 loved it

6y ambition in li#e is to +et a !ermanent 7ob

6y !arents started +ivin+ me !ocet money when was #ive

don/t mind wet days4 there are still !lenty o# thin+s to do

really believe that motorbies are dan+erous

arents s!oil their children nowadays

he beach is #or relaxin+ and doin+ nothin+

am an adventurous !erson

never run #or a bus9 can catch the #ollowin+ onen the end4 most !eo!le are very nice

absolutely hate 6ondays

have never stolen anythin+9never

eo!le who smoe are craGy

all men2women are more interestin+ than small ones

eo!le who watch more than & hours o# E a day are wastin+ time

!endin+ '4000 !esetas on a !ermanent is immoral

Cee!in+ animals at home is cruel

am intelli+ent

Word $rab ith Songs

Level: Any LevelThis is a #onderful activity if you think your class needs #aking up alittle.(hoose a song that the students have or have not heard before.(hoose 5-C54 pieces of vocabulary from the song and #rite them onseparate pieces of paper. 7ith lo#er level groups you may #ant topronounce the #ords #ith the students rst. Stick each #ord to theboard #ith putty !blue tack". ut the students into 1 teams each one

in a line before the board. lay the song. 7hen the 1 students at thefront of their line hear a #ord in the song that is on the board theymust race each other to grab that #ord from the board !this can getFuite violent%".

They then go to the back of the line and its up to the net pair. Theteam #ith the most #ords #ins. ) dont usually stop the tape so dontchoose #ords that come one after the other. )f you #ant to make itmore di'cult you can put red herrings up. ou can usually play thesong a couple of times until they get all the #ords.

"s 1our &onversation St(le Feminine or Masculine6


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Level: &ediumThe follo#ing activity is loosely based on (onversation Analysisreadings3 so nothing is hard and fast doctrine. )t seeks to be thoughtCprovoking and there may be a grain of truth in some of thestatements belo#. /emember also that men and #omen epress

themselves di8erently according to the makeCup of the conversationgroup. That is3 the group may be mied gender3 all male or all female3hence the type of echanges #ill be di8erentCthe atmosphere too.9urthermore3 the group may be friends3 #orkCmates3 academics3 ameeting ....

)f nothing else3 it should generate chat.

ut yes !" or no !N" for the sentences belo#.

@enerally speaking3 #hen ) converse #ith people ) kno#:

) am a blunt person) criticise people) am a little sarcastic) ask a lot of Fuestions in a conversation3 to nd out about people3their thoughts3 etc) rarely admit ) am #rong about something #hen ) am in aconversation) make eyeCcontact and use body language in conversations) generalise

+et !ersonal with !eo!le in conversationsD may even +ossi! about a mutual #riend com!liment !eo!le s!ontaneously

use #our9letter words4 coarse lan+ua+e

lie to tal about mysel#

am a +ood listener

!re#er to tal about non9!ersonal to!ics4 such as unem!loyment4 the economy4 current

a##airs

usually tal about !ersonal !roblems4 !eo!le4 their way o# bein+4 ho!es4 desires4 my

#amily ...

+et !ersonal when write a letter to someone4 but not #ace to #ace in a conversation

hel! to ee! a conversation #lowin+4 am not !rovocative4 controversial4

con#rontational ... lie to +et my say4 +et in a #ew comments4 no matter what the to!ic

don/t assert somethin+4 but mi+ht !re#ace a comment with 8 thin4 su!!ose4

!erha!s8

tal a lot

# as a $uestion4 it is +enerally a yes9no answer am looin+ #or

don/t mind talin+ about a situation where was embarrassed3humiliatedand soon

II esults II (A !ersonal view)

6en4 it is said4 are more assertive4 sarcastic4 lon+9winded4 non9!ersonal and so on4

while women are collaborative4 !ersonal and ha!!y to tae a bac seat in many chats9itis said. o4 worin+ on the !revious assertions9and more9you can score the test the

#ollowin+ way:

'4 F4 H4 %4 1&4 1'4 1F4 1H and &1 would be more #eminine traits9+enerally s!eain+ he


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rest4 male.

*nce a+ain4 the activity should not +ive rise to a++ressive exchan+es.

A &onversation "dea 7 0ate the Apparatus

Level: 6ediumActivity A

he many household a!!aratus2machines2+ad+ets we use at home mae li#e a

little bit easierD the micro9wave oven heats thin+s u! $uiclyD the fridgeee!s!erishable +oods #reshD the washin+9machine cleans our clothes and saves us

time. o4 when !ut to the test4 which o# these machines2a!!aratus could we

do without9" ; @A *. n other words4 which o# these machines is the

most im!ortant4 +enerally s!eain+. ,et your students to mae a list o# ten

common ones4 and then +et them to list them in order o# !erceived necessity

(#or want o# a better word). @ere is a list +leaned #rom my !u!ils4 don/t

show it to the !u!ils at #irst.

e#ri+erator

ashin+ machine

hower

oilet

ea2-o##ee maer

E

adio

ele!hone

Li+ht bulb

-ooer

*# course4 these items must be rated accordin+ to !erceived necessity4 and

the ratin+ must be 7usti#ied. easons #or a choice must be +iven. tudents

will debate the 8to!8 necessity and so on4 down to the least im!ortant

item.

Activity )

chan+e channels

loo #or somethin+ to eat or read

call a #riend

water the !lants

!ut on some #ood #or the next day

!hone iGGa @ut

!ut the children to bed

brush my teeth unload the washin+ machine2!ut clothes on line

rush to do the washin+9u!

?ou can also +et the students to tic o## the ones which they re+ularly do

and chec the most common activities

Activity )

?ou hel! them !er#ect the letters and mail them out. hen they +et a re!ly4 share it with

the class.

earning Months of the 1ear

Level: ;asy

o teach youn+er ;L students (C93) the months o# the

year4 tae lamented !ictures re!resentin+ the months:

anuary9snowman

"ebruary9heart

6arch9shamroc

A!ril9umbrella2bunny2;aster e++

6ay9#lowers

une9sun2watermelom

uly9#la+

Au+ust9sailboat2

e!tember9a!!le2schoolhouse

*ctober9!um!in

=ovember9turey

ecember9-hristmas tree26enorrah

@ave the students tell you which !icture +oes with each

month4 or !ut the !ictures in order by month

+ersonal Surve(


@ere is a li+ht9hearted idea to +et !u!ils talin+ in conversation class. have ada!ted anidea #ound in a +ossi! ma+aGine.

;A-@;

,et your students to #ill out this mini survey. ?ou can as them $uestions at the end o#

the exercise or +o throu+h the answers as they are made. *bviously4 you don/t dwell on

the 8childhood8 $uestion too much9it/s meant to be a bit o# #un.


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id you have a ha!!y childhood

hen do you tell white lies ell us one.

he most ca!able !erson in your country

"avourite novelist

roudest moment

orst moment (last wee i# necessary)

6ost hated son+2music at the momenthe last !iece o# music you bou+ht

ere you +ood at school

he +reatest in#luence on you (!arents4 #riends ...)

-urrent bedside readin+ material

here will you +o when you die

hat do you admire most about yoursel#

*ne o# your main #aults

A small crime you once committed (anythin+ at all)

6usic you would lie !layed at your #uneral

ubmitted by ,erard -ounihan

M( Ton

Level: Any LevelActivity ADo you like the to#n$city you live inH 7hyH 7hy notHActivity B

Teacher makes a list of the positive points mentioned by the pupils.Discuss common and original comments.

Activity (Teacher makes a list of negative comments about to#ns$citiesmentioned

Activity DT


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ou can go on to mention aspects such asollutionoverty$7ealth@reen areasAmenities

Transport


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+ample:Teacher: The topic is pets.9irst student: E&y . . .ESecond student: E. . . dogE

Third student: E. . . has . . .E9ourth student: E. . . spots . . .E9ifth student: E. . . bro#n . . .E

The sentence #ould stop here. The teacher #ould ask the students#hy3 hoping someone eplains that the adective bro#n normallycomes before and not after the noun spots.

Time "ndicators

Level: Any Level

ationale: tudents !ractise usin+ di##erent sub7ect !ronouns4 verb tenses4 and the time

words and !hrases that +o with them. hey must also be able to reco+niGe di##erent

#orms o# the same verb4 es!ecially irre+ular verbs.

6aterials: =one.

Levels: All.


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"ourth student: 8. . . she taes the bus to wor.8

Bingo9 :ith irregular verbs;

Level: +asy

The teacher prepares a 44 grid #ith 14 irregular verbs in the pasttense in each sFuare. &ake enough variations of these grids so eachstudent has one that is slightly !or very" di8erent.

The teacher then calls out the verbs in their present tense form untila student gets ve in a diagonal or horiontal ro#. Bingo%

7hile it may seem timeCconsuming to make the grids3 they can beused over and over. This game is received very enthusiasticallybecause often3 students are already familiar #ith it. )t is great as a#armup activity and can have many variations !pastCparticiple3 time

of day3 vocabulary"


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JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

During your preparation time3 think about the easiest and hardestans#ers for each category and the level of the students and considerho# many possible ans#ers there are for each letter of the alphabet

!in the case of sports: Archery3 Basketball3 (ricket3 Diving3 +Fuestrian3etc".

)f a team or individual is unable to ans#er or gives a incorrect reply3then that letter remains in that point range until someone ans#erscorrectly. )f a stalemate situation ever occurs C give correct ans#ersand encourage the students to repeat them a fe# times3 so as they#ill remember them.

This game is lots of fun3 and my students al#ays #ant to play.

9or variation3 you can dra# a soccer park or basketball court on theboard and assign areas in the same #ay.

Adverbial &harades

Level: Any Level

;ach student is +iven a card with a #amiliar adverb on it99i.e. $uicly4 an+rily4 loudly4

ha!!ily. hen the class tells the student to do somethin+ so they can +uess what adverb

is on the card. hey can tell the student to do thin+s in !antomime4 lie drin a bowl o#

sou!4 or really do it in class4 lie o!en a door or tae a boo #rom the teacher. (-an/trecall where read this idea4 but it is #un and can be !layed in teams.)

Who am "66

Level: Any Levelou can use use this #ith any subect. 7rite the names of famouspeople !mied nationalities" on small pieces of paper. Tape a name onthe forehead of each student. The individual student should not see

his or her paper3 but the others should. Then3 like #ith 1- Fuestions3only yes or no Fuestions should be asked. erhaps start #ith yourselfand ask EAm ) am manHE )f the ans#er is yes3 ) can ask again3 but ifthe ans#er is no3 its the net persons turn. lay until everyone hasguessed #ho he or she is% This can be played #ith nationalities3countries3 household obects3 anything and its a gas3 especially foradult students%%

$uess the 'bject

Level: Any Level

he teacher !re!ares cutout !ictures that are !asted or ta!ed to index cards. *ne student

selects a card and must describe it in ;n+lish until another student can +uess the ob7ect.

his is very much lie 8&0 Juestions8 but instead o# the challen+e bein+ to as


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$uestions4 the bonus is on the cardholder to verbaliGe the descri!tion.

he teacher should be care#ul to select !ictures that re#lect the vocabulary level o# the

students. im!le ob7ects4 lie 8baby84 8door8 or 8car8 are +ood #or be+inners. Later on4

more com!licated !ictures that su++est actions4 scenes and relationshi!s could be used4

lie: 8mother bathin+ child8.

uestion and Anser $ame Activit(

Level: Any Level

Usually students answer com!rehension $uestions a#ter a readin+. hy not have

students create their own com!rehension $uestions have and it wors well4 es!ecially

i# this activity is turned into a +ame. do this by havin+ students in small +rou!s wor

to+ether to write $uestions about the text. *nly $uestions which can be answered by the

text are allowed. *!inion $uestions are not allowed. A#ter +rou!s #inish writin+ their

$uestions4 they as their $uestions to another +rou! which must answer within a

s!eci#ied amount o# time (the teacher decides the time accordin+ the class level). # the

answer is correct and +iven within the time !eriod4 the answerin+ team receives a !oint.

# the answer is incorrect or not #ound within the time !eriod4 the $uestionin+ +rou!

receives a !oint4 but they must in#orm the other +rou! o# the answer. ;ach +rou! taes

turns asin+ and answerin+ $uestions.

8im?s $ame on -ideo

Level: Any Level

he traditional 8Cim/s ,ame8 uses a tray #ull o# ob7ects to stretch the memory and

vocabulary o# the !layers. his version uses movin+ !ictures. here#ore4 a lar+er ran+eo# vocabulary4 word classes4 and !hrases can be elicited.

o lay

1. elect any se$uence that scans over a lar+e number o# ob7ects4 !eo!le or includes

many actions.

;xam!les:

he o!enin+ o# 86aster!iece heatre8

he o!enin+ o# 86iami Eice8


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he toy store in 8@ome Alone 8

A dis!lay o# $uiG +ame !riGes

&. Allow !layers to view the se+ment once. hey are not allowed to tae notes.

3.ndividually or in +rou!s4 #orm a list o# as many o# the ob7ects4 !eo!le or actions in

the scene as can be remembered.

'. lay the scene a+ain usin+ still #rames to chec o## the thin+s on the list. core one

!oint #or each correct item but minus one #or any item on the list that is not in the scene.

Eariation

=arrow the ran+e o# thin+s allowable on the list.

;xam!les:

hin+s that start with (!ic a letter o# the al!habet).

hin+s that are (!ic a color or $uality).

hin+s made o# (!ic a material).

hin+s used #or (!ic an action).ubmitted by onna atsui

-ideo Scavenger *unt

Level: Any Level

-hoose a movie4 a series o# E commericals or any other video9ta!ed resource that you

lie or that learners are #amiliar with and com!ile lists o# thin+s #or viewers or listeners

to #ind. t is also !ossible to !re!are a library o# #ilms and allow the !layers to search

the ta!es.

;ach team +ets a di##erent list. # only one machine is available4 a time limit may be set

and the team that #inds the most in the alloted time wins. t is also !ossible to assi+n this

as a wee lon+ hunt (on student/s own time). n such a case4 one ta!e or many ta!es can

be used.

@ere are some su++ested cate+ories:

n#ormation: As !layers to #ind s!eci#ic #acts or #i+ures. hese #acts may be verbal or

visual. n#ormation #ound on charts4 +ra!hs and in the closin+ credits o# a #ilm are +oodsources.

-ounts: -ount the number o# times a certain word is said in a cli!. -ount the number o#

!eo!le or ob7ects o# a certain $uality (e+. !eo!le who are male4 or !eo!le wearin+ blue4

or ob7ects made o# wood). -ount the number o# !eo!le doin+ a !articular activity (e+.

!eo!le who tal to a !articular character4 !eo!le slee!in+ in class4 !eo!le boardin+ a

train). -ount the number o# times a !articular action is !er#ormed (e+. number o# times

a character +oes u! and down stairs4 crosses a brid+e4 li+hts a ci+arette).

cenes: "ind a !articular scene (e+. a love scene)4 location (e+. a river4 aris)4 view or

social activity (e+. a !icnic4 a s!eech).

!eech Acts: "ind an exam!le o# a s!eech act. (e+. invitin+4 re#usin+4 re$uestin+4

main+ an introduction4 a!olo+iGin+).


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&oncentration Using an 'verhead +rojector

Level: Any LevelThis is a game for the overhead proector. )t is a version of the game

E(oncentrationE in #hich students Kip over cards of items to ndmatching pairs. 9or the overhead proector you #ill need to make agrid of sFuares on a transparency. 9ive sFuares across by four do#n. )make the sFuare about 5.14 inches on a side. At the top of the grid#rite the letters Tida


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+amples: Nobody in this class likes #inter. +veryone here can dra# a>olks#agen Beetle car.

Students talk to as many other students as possible to prove$disprovethe statements. Then they give feedback to the class: This statementis not true. There are at least 4 people in this class #ho like #inter.

What?s the Word6

Level: &edium to Di'cult0n an inde card3 #rite a #ord !eample: school" and #rite , or 4 key#ords that cannot be used to describe that particular #ord. !+ample:teachers3 blackboards3 students3 desks3 tests" Any other #ords can beused ecept for the #ords #ritten on the inde card. A sample card#ould look like this:

S(uestions

Level: Any Level

9irst one member of the class chooses an obect3 an occupation3 or anaction #hich ever you decide. Then members of the class try todiscover #hat it is by asking Fuestions #hich can be ans#ered byEyesE or EnoE9or eample3 if the subect is EoccupationsE then the Fuestions mightbe like these.Do you #ork in the eveningsHDo you #ork aloneHDo you #ork outsideH

Simon Sa(s

Level: +asyThis game #hich is often played by nativeCspeaker children is veryuseful in the +SL classroom. The person chosen as ESimonE stands infront of the classroom and issues commands. The rest of the classonly follo#s these commands if preed #ith the #ords ESimon saysE.)f someone follo#s a command not preed by ESimon saysE3 he isout of the game. The last person remaining becomes the netESimonE. Some eamples of commands are: stand up3 sit do#n3 touchyour left ear3 say EyesE

Whispering $ame

Level: ;asy

ivide the class into two teams. Line u! the !layers. # there/s an odd number o#


35/50

!layers4 one can be the teacher/s 8hel!er8. he teacher or his hel!er whis!ers a messa+e

to the #irst !erson o# both +rou! A and +rou!


36/50

socks #ith dried beans3 sand3 etc.3 then tying them shut.

lace letters in four ro#s3 si in the rst3 seven in the second3 si inthe third3 and seven in the fourth. Students then stand at an assignedline and toss a bean bag onto the playing area. Beginning studentsmust think of a #ord beginning #ith the letter upon #hich the bean

bag landed3 then use the #ord in a sentence. )ntermediate studentsshould toss t#o to three bean bags3 think of #ords that began #ith allletters3 then use all #ords in one sentence. 9or more advancedstudents3 you might have them toss all si bean bags3 then create a#ord using as many of the letters as possible. oints are assigned foreach letter used.

Blind Man?s Treasure *unt

0bective: layers try to guess the contents of packages by touch.@roup Sie: , to 1,rep Time: R 1- minuteslaying Time: 4C1- minutes)nterest Level: ages 2 to 5,Ability Level: beginning to intermediate

reparation: 7rap several obects of various #eight3 shape3 andteture in separate parcels. lace these on table.

@ame: Divide students into t#o teams. Blindfold a player and leadhim to the table.


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ho#ever3 should come from the SA&+ category.

@ame: (hoose one student to the postmaster. The postmaster isblindfolded3 led to the middle of the circle3 and spun around a coupleof times so that he or she is some#hat disoriented. 7arning: D0 N0Tspin the student around more than a couple of timesI young children

especially may get sick% The postmaster then announces that a letterhas been sent bet#een t#o locations. 9or instance3 EA letter is goingfrom Gapan to (hina.E layers bearing the aforementioned namesmust then s#itch places #hile the postman attempts to steal on oftheir seats. )f the students called upon reach their seats3 the postmanmust announce another letter. )f3 ho#ever3 the postman manages tosteal a seat3 the player #ithout a seat becomes the ne# postman.

>ariation: The postman may also say ho# the letter is to travel3 thusindicating ho# students must move. !The postman must use thesame mode of travel." Suggestions include the follo#ing:

By airCCStudents move Fuickly.By trainCCStudents march at a steady pace.By #aterCCStudents cra#l slo#ly.By footCCStudents #alk normally.By horseCCStudents gallop like horses.By bicycleCCStudents skip.By unicycleCCStudents hop on one foot.Advanced >ariation: The postman may announce more than one letterat a time. 9or instance3 EA letter is going from the school to the bank

and from the doctors o'ce to the hospital.E 9or added interest3 thepostman may send these letters by di8erent modes of transportation.9or eample3 EA letter has been sent by air from Seoul to Ne# orkand by boat from London to Gerusalem.E )n this instance3 the postmanmay travel by either mode of transportation.

&lose 1our !(es9

Skills: Describing physical appearanceI asking and responding toFuestionsI visual discrimination

@roup Sie: , to 1,rep Time: nonelaying Time: 4C1- minutes)nterest Level: ages 2 to adultAbility Level: beginning to intermediate

Language used: ELook at JJJJJJJJJ.E E(lose your eyes%E colors3shapes3 positions3 articles of clothing

@ame: (hoose a student to begin. Tell the student3 ELook at JJJJJJJ.EAllo# the student to eamine the person or obect for about veseconds3 then direct the student3 E(lose your eyes%E After thestudents eyes are closed ask him or her a Fuestion about the personor obect eamined. 9or eample3 you might ask3 E7hat color is SungChos shirtHE or E)s there a bo of crayons on my deskHE )f the student


38/50

responds incorrectly3 direct him or her to open his or her eyes andinspect the obect for ve more seconds. Direct the student to closehis or her eyes again and ask another Fuestion. Depending on classsie3 you may allo# students up to three turns. )f the student correctlyans#ers the Fuestion3 he or she chooses a player as #ell as a personor obect and asks the net Fuestion.

,isaster9

0bective: to recognie and describe changes in a specic setting.@roup Sie: , to 1,rep Time: nonelaying Time: 4C1- minutes)nterest Level: ages 2 to adultAbility Level: beginning to intermediate

@ame: Divide students into t#o teams. Send one team outside of theclassroom !#ith a coCteacher3 if students are very young." Allo# theother team a set period of time !t#o to ve minutes depending on

students ages" to make changes to the classroom !like hang a posterupside do#n3 move books3 s#itch pictures3 echange chairs3 etc." orthemselves !shoes on #rong feet3 s#eater inside out3 socks o83

e#elry traded3 etc." At the end of the time period3 the opposing teamreturns to class and points out as many changes as its membersdetect. 0ne point is given for each correct response !vocabulary andkno#n synta". Teams then reverse roles and continue. The #inningteam is the team that describes the greatest number of changescorrectly.

"?m $oing to the Supermarket...

Skills: naming food items3 listing items in alphabetical order3identifying initials sounds3 recalling items in a series@roup Sie: 1 to 2rep Time: nonelaying Time: 4C54 minutes)nterest Level: ages 2 to adultAbility Level: beginning to lo#er intermediate

(hoose a student to begin. This student #ill say3 E)m going to thesupermarket to buy food item beginning #ith EaE.E The net student#ill then say3 E)m going to the supermarket to buy food itembeginning #ith EaE named by rst student and food item beginning#ith EbE.


39/50

lay continues3 #ith each student recalling all previously mentioned

items and adding another item in alphabetical seFuence. )f a studentmisses an item or cannot think of an item to add3 he or she is out. Thelast remaining student #ins.

)f play continues after all letters have been ehausted3 studentsrepeat all previously named #ords3 then add a ne# #ord beginning#ith EaE and continue through the alphabet once more. 9or eample3E)m going to the supermarket to buy apples and . . . ebra meat andapple uice . . . E

Note: The letters EF3E E3E and EE may be ommitted if you like. 0r youmay encourage creativityCCFuiche3 a ylophoneCshaped cake3 ebrameat3 etc...

"n the &it(

Skill: 9ollo#ing oral directions to arrive at a specic locations@roup Sie: ,C51rep. Time: 4 minutes readyCmade mapC5 hour teacherCmade map

Time: 5-C2- minutes)nterest Level: ages 2Cadult

Ability Level: beginning

&aterials: t#o identical city street maps listing sites such as school3post o'ce3 department stores3 hospital3 churches3 police stations3 etc.!may be teacher created"I t#o &atchbo cars

@ame: Divide students into t#o groups. Student from each groupplaces his car on map at a prescribed location. Teacher givesdirections to destination. !+ample: ETurn right on to &ain Street. @ofour blocks. Turn left at the church. Turn right onto the net street.(ross the railroad tracks. Take the net left. The supermarket is t#o

blocks do#n on your right.E" 0ther students should monitor to seethat driver follo#s prescribed route. !)n one class3 ) gave each student5- tokens at the beginning of the game. 0bserving students #erehigh#ay patrolmen #ho could ne driver one token for directionalviolations. Students got to echange tokens for &P&s at the end ofthe game."

"n the ,ark

Skill: Describing ho# a given obect feelsI associating descriptiveterms #ith an appropriate obect


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@roup Sie: , to 1,rep Time: U5$1 hourlaying Time: 4C1- minutes)nterest Level: ages 2 to 5,Ability Level: beginning to intermediate

Language used: (ommon obectsI #ords that describeteture$feelingCCsoft3 hard3 rough3 smooth3 silky3 light3 heavy3 small3large3 cold3 sharp3 dull3 etc.

@ame: 9ill a bo #ith tetured itemsCCa piece of blanket3 a feather3 asFuare of sandpaper3 a rock3 a small pillo#3 a bean bag3 a coin3 a ball3etc. Blindfold one student. ?uietly choose one item from the bo andsho# it to the rest of the class. They must then give the blindfoldedstudent clues to help him or her nd the obect. 9or eample3 Eitssmall. )ts round. )ts cold. )ts heavy3E and so forth.

The etter *unt

*b7ective: increase !honemic awarenessD correctly identi#y initial consonant sounds.

,rou! iGe: ' to &'

re! ime: K 15 minutes

layin+ ime: 5915 minutes

nterest Level: a+es 3 to 1&

Ability Level: be+innin+ to intermediate

6aterials =eeded: collection o# #lashcards or small ob7ects

,ame: @ave students #orm a circle. lace #lashcards or ob7ects outside the circle. eachthe #ollowin+ son+ to the tune o# 8he "armer in the ell8:

e/re looin+ #or a2an name o# letterM4

e/re looin+ #or a2an name o# letterM4

in+ sound o# the letter to the tune o# 8@ei+h4 ho4 the erry *h>8M

e/re looin+ #or a2an name o# letterM.

A#ter each verse4 as a student to #ind an ob7ect or !icture be+innin+ with that sound

and !lace it in the center o# the circle. -ontinue until all ob7ects or !ictures have been

used.

=ote: ?ou mi+ht also use this son+ to teach vowel sounds4 #inal consonant sounds4 or

blends. "or added variety4 you mi+ht +ive each student a #lashcard instead o# !lacin+

cards or ob7ects outside circle. hen a student/s sound is sun+4 he or she ste!s into the

circle.

7'ccupation2 +lease9

ill: identi#yin+ and discussin+ occu!ations

,rou! iGe: ' to &0

re! ime: K &0 minuteslayin+ ime: 59&0 minutes

nterest Level: a+es 5 to adult

Ability Level: be+innin+ to lower intermediate


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aste !ictures o# !eo!le en+a+ed in various occu!ations on ' x F or lar+er cardstoc4 or

write occu!ations on cardstoc (i# students can read).

elect student to be+in. he student draws a card and must assume that occu!ation

shown. *ther students as yes2no $uestions in order to +uess occu!ation. am!le

$uestions mi+ht be...o you wor inside

o you treat sic !eo!le

o you wor with children

o you wor in an o##ice

o you travel a +reat deal

he #irst student to +uess the correct occu!ation draws the next card

+hotographic Memor(

>ocabulary 0bective: to revie# and remember vocabulary.

@ame 0bective: to recall items3 #ords3 or pictures seen.@roup Sie: , to 1,rep Time: R 5- minuteslaying Time: 4C1- minutes)nterest Level: ages 2 to adultAbility Level: beginning to intermediate

reparation: lace a variety of small items or Kashcards !#ord orpicture" face do#n on a table. (over these #ith a cloth or to#el untilplaying begins.

@ame: ;ncover the obects and allo# the players a set amount oftime !5C2 minutes3 depending on students ages" to memorie them.layers may not make any notes about the contents. At the end of thetime3 obects are removed or recovered. )f players can #rite3 they areasked to list as many of the items as they can remember. The student#ith the most detailed list #ins. )f students cannot #rite3 they aredivided into t#o teams. Teams form t#o separate lines. The studentin the front of the rst line tries to recall an item he or she sa#. 9orrecall3 one point is a#arded. )f the student can also use the item in asentence3 a second point is a#arded. The student then goes to the

back of the line. The student at the front of the second line repeatsthe process. )f a student cannot remember an item3 he or she goes tothe back of the line and no points are a#arded.

>ariation: )f you are teaching phonemic a#areness3 you might havethe student name the letter of the initial consonant sound instead ofusing the #ord in a sentence.

+olice Artist

Skill: accurately describing peopleI comprehending descriptions@roup Sie: , to 51rep Time: R 1- minuteslaying Time: 4C1- minutes)nterest Level: ages , to 5,


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Ability Level: beginning to lo#er intermediate

aste pictures of various people on , or larger cardstock. (lothingcatalogs are ideal sources of pictures. (ards should reKect a #ideassortment of ages3 nationalities3 clothing3 hair styles3 and eye andhair color.

+ach student #ill need paper !scrap paper is ne" and colored pencils3markers3 or crayons.

0ne student selects a card.


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tra'c cop must #atch the light and the cars. 7hen the light is greenand the tra'c light has called3 E@o%E students may run around freely.0n yello#3 students may move3 but anyone #hom the cop tags is out.7hen the light turns red3 everyone must freee. )f the cop detectsany movement on red3 the player is out.

After students have become familiar #ith the oral commands3 thetra'c light may discard the colored circles and simply call #ords.Students must then listen carefully to ensure that they are follo#ingdirections

0ing2 0ing2 Who *as M( 0ing6

ills: asin+ $uestions about !eo!leD identi#yin+ !eo!le by descri!tion

,rou! iGe: ' to &'

re! ime: none

layin+ ime: 5915 minutesnterest Level: a+es 3 to 1&


-hoose a student to be+in. his student ste!s out o# the room. @and a rin+ to another

student. All students in the classroom should see who receives the rin+. -all student to

return to class. @e or she must try to +uess who has the rin+ by asin+ various

classmates ten or #ewer yes2no $uestions.

am!le $uestions include...

an+9chul4 does a +irl have the rin+

6in9soo4 is the !erson who has the rin+ wearin+ tennis shoes

-harles4 is the !erson who has the rin+ older than me

,yun+9hee4 is the !erson who has the rin+ wearin+ somethin+ blue

6ary4 was the !erson who has the rin+ late to class

# the student +uesses correctly4 he or she +ets another turn (limit three). # the student

+uesses incorrectly4 the student who has the rin+ becomes the next !layer.

See2 *ear2 Taste2 and Smell

*b7ective: to increase sensory awarenessD describe ob7ects usin+ sensory detail.

,rou! iGe: ' to &'

re! ime: nonelayin+ ime: 59&0 minutes

nterest Level: a+es 3 to adult

Ability Level: be+innin+


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,ame: ivide students into two teams. ic student #rom one team to be the 8sensor.8

;ither assi+n an ob7ect to the student or allow him2her to select an ob7ect. his student

must now +ive one sensory descri!tion o# the ob7ect. (i.e. 8 see somethin+ NNNN48 or 8

taste somethin+ NNNNN.8) he student/s team then receives one +uess. # it +uesses

correctly4 no !oints are assi+ned. # it +uesses incorrectly it receives one !oint4 and the

o!!osin+ team receives a +uess. # the o!!osin+ team +uesses correctly4 no !oint isassi+ned to it4 and the next sensor is selected #rom it. *therwise4 it also receives one

!oint4 the current sensor o##ers another descri!tion and teams may +uess a+ain.

emember4 !oints are assi+ned #or incorrect +uessesD there#ore4 the team with the

lowest wins.

=ote: his +ame !rovides an excellent tool #or vocabulary review. ?ou may wish assi+n

a !articular to!ic #or the session (i.e. clothin+4 ve+etables4 classroom ob7ects4 etc.).

"lash cards may also be incor!orated. hese are es!ecially use#ul when worin+ with

youn+er students. would o#ten !ost ten or #i#teen ob7ect cards that wanted my

students to review4 then allow the sensor to choose amon+ these ob7ects. ;ven !re9

school students seemed to en7oy this variation.

Sentence Scramble

Skills: vocabulary revie#I sentence structure@roup Sie: , to 1,rep Time: R4 minuteslaying Time: 4C1- minutes)nterest Level: ages to adultAbility Level: upper beginning to intermediate

7rite a list of ve or more vocabulary #ords. Divide students intoteams3 and give each team one copy of the list. Teams must #orktogether to create a story using all of the vocabulary #ords listed.+ach student in the group should create at least one sentencecontaining at least one vocabulary #ord to ensure that the nalproduct is a group e8ort and not ust the #ork of one member. Teamscompete in the three follo#ing areas: !5" speed3 !1" usage3 and !2"

creativity.

The rst team to complete a story receives 1- points3 the second 543the third 5-3 and so on.


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,rou! iGe: ' to &'

re! ime: K &0 minutes

layin+ ime: 59&0 minutes

nterest Level: a+es F to 15


-reate three sets o# cards. he #irst should contain sim!le ad7ectivesD the second4common nounsD and the third4 basic verbs. "ollowin+ are lists o# su++ested words:

lace all three sets o# cards #ace down on the table. 6ae sure that the three sets remain

in se!arate stacs. he #irst student draws the to! card and #rom any stac he or she

chooses and reads the word on it. @e or she then uses the word in a sentence. # the

sentence is correct4 the student may ee! the card.

Ad7ectives

color wordsM

number wordsM

short

tall

lon+

old

youn+

new

ind

mean

+ood

bad

wet

dry

hot

cold

bi+little

u+ly

!retty

#irst

last

rich

!oor

smart

999999nouns

boy

+irl

man


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woman

do+

cat

bird

#ish

home

carbus

truc

!ar

store

tree

+rass

#lower

+ame

class

ball

doll!en

!encil

crayon

boo

999999999verbs

run

wal

sit

stand

eat

sho!

slee!

+o

sto!

write

!aint

sin+

7um!

dance!lay

study

bae

draw

color

wor

wash

clean

cry

lau+h

tal

he next student then draws a card #rom the stac o# his or her choice and uses it in a

sentence. As be#ore4 the student wins the card i# the sentence is correct. # the student


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can use both the word he or she has drawn and the card !reviously drawn in a sentence4

he or she wins both cards.

he third student draws a card #rom the stac o# his or her choice and uses the word

correctly in a sentence #or the card. his student may win any o# the !reviously drawn

cards by usin+ those words in his or her sentence as well.

lay continues4 until all cards have been disbursed. he student who has the most cards

wins.

Eariation: o use this +ame with youn+er students4 you may substitute !icture cards #or

word cardsD however4 this +reatly increase !re!. time.

Sorr(9

0bectives: &atching +nglish #ords #ith corresponding picturesIpracticing a basic Fuestion and ans#er structure

@roup Sie: , to 51rep Time: 2-C- minuteslaying Time: 4C1- minutes)nterest Level: ages 2 to adultAbility Level: beginning

&aterials Neededed: TeacherCmade coordinated picture and #ordcards

reparation: List 1, or more #ords that you #ant students should be

able to recognie. rint each #ord on one card. 0n separate cards3dra# or paste an illustration of each #ord. Laminate cards3 if possible3for prolonged life.

@ame: Distribute all cards among students. Students rst remove any#ord$picture matches they have and place these cards on the desk ortable. (hoose a student to begin. 9rom among his or her cards3 thisstudent picks a card for #hich he or she has no match. )f the chosencard is a #ord card3 the student asks a classmate3 E(lassmate3 doyou have a picture of !a$an" #ord featured on #ord cardHE )f thechosen card is a picture card3 the student asks a classmate3

E(lassmate3 do you have the #ord item picturedHE

The student #ho is called on then revie#s his or her cards. )f he orshe has a match3 he or she responds3 Eariations:Alphabet Sorry: lace uppercase and lo#ercase letters on separatecards. layers must match corresponding upper and lo#ercase


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letters.

Number Sorry: 0ne one card #rite a numeral. 0n the net #rite anumber #ord or dra# the same number of obects.

/hyme Sorry: 7rite rhyming #ords on cards. Students may then ask3

EDo you have a #ord that rhymes #ith batHE or EDo you have a #ordthat rhymes #ith cakeHE

Same Sound Sorry: aste on separate cards t#o pictures that start#ith the same initial consonant sound. Students #ould ask EDo youhave a picture that starts #ith $t$HE

Taste Test

0bectives: describing ho# a particular food tastesI asking andans#ering Fuestions about the taste of a given food@roup Sie: , to 5Vrep Time: R 54 minuteslaying Time: 4C1- minutes)nterest Level: ages 2 to adultAbility Level: beginning to intermediate

Language used: 9ood itemsI #ords that describe tasteCCs#eet3 sourbitter3 tart3 salty3 hot3 cold3 spicy3 refreshing3 bland3 crunchy3 che#y3crisp3 light3 heavy3 smooth3 thick3 soft3 rm3 etc.I simple Fuestions andans#ers.

@ame: Bring several food items to class. Be sure to include somethings#eet3 something sour3 something spicy3 and something salty. (hoosea student to be the o'cial taster. The taster must step out of theroom and sample the food item given to him or her.


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(all one student a#ay from group. Sho# the student a card. !&akesure that the student recognies the individual on the card." Thestudent then stands in front of the class and his or her classmates askFuestions in order to guess #ho the student is. Students may askFuestions like . . .

Are you male or femaleHAre you a real personHAre you a child or an adultH


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A: o you eat it #or brea#ast

ESL-Games and Activities

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