1. Forget -me -not. (Missing Person)
The group is seated in one area, all visible at one glance. One person, selected to be It, faces away from the group and covers his or her eyes. Another person is selected to leave the room, while the rest change their positions. At a signal from you, the person who is It turns around and tries to guess who is missing while the group counts to ten. A new person is selected to be It.
2. Getting to know each other. "Question and answer": personal details people often like to know about each other: favorite music, season, color, dislikes, most frightening thing…
Children write on a card: their name, 4 categories they would not mind telling people about. They fasten these cards to their clothes (or hold them) and circulate around the room, looking at each other's name and greeting each other. You say "stop" and they enter into conversation with each other. After a minute they continue to circulate.
At the end you may ask who found people with the same likes and dislikes.
3. A long story: cooperative storytelling (a roll of business machine paper)
4. Yes- and - no-black-and blue tabooDivide the room in half with an imaginary boundary line. Separate the group into 3 teams. Each standing in line - one behind the other. You are going to take turns asking questions, each player called upon must answer immediately. Players may not use some words (yes, no, black, white, blue) or they will lose their turn and go to the end of the line. Players will like the word "maybe", so you may have to eliminate that word too. Players who answer successfully are allowed to cross the line. The first team to answer correctly is the winner.
In order to play fast enough to confuse players, prepare a list of questions beforehand. For example: Are you 14 years old? Do you like homework? Do you have a yellow sweater? What colour is the blackboard? Is your hair green?
5. No, no, no.Everyone agrees to change a sentence just a bit. The object of the game is to pass a sentence from person to person changing one word each time. "The dog went to sleep" - "No, the cat went to sleep." "No, the cat went to London." Allow only a few seconds for thought. Have a time limit. If someone gets stuck, go on to the next person. Encourage the most unusual word combinations - and don't worry if they don't make sense.
6. Terrible telegrams.Give paper and a pencil to each person, each player says the first letter that comes to mind. Players write the letters on the board and then compose a telegram.
Telegrams should be folded and passed to other pupils.
Allow pupils to read the most interesting telegrams aloud.
7. One and only.Give players cards and ask them to write descriptions of themselves. Players should not write their names. They must guess who wrote it.
8. Proudly PresentingWhat could be more perfect than having someone tell everyone how wonderful you are? Why just dream about it?
Materials: None
Room Arrangement: Open space
Time: 15 minutes
Directions:
1. Players find partners. Preferably, people who don't know each other very well should pair up.
2. Partners have 5 minutes to tell things that they would like the other to know about their lives - hobbies, accomplishments, favourite foods, places, and things, plans for the future, and so forth.
3. Players sit in circle, but partners do not sit next to each other. In turn, players stand up and introduce their partners. For example: "I am very happy to say that we have an expert guitar player with us today. He likes to fish, to swim, and eat chocolate-chip ice cream sundaes. May I present to you …!" The person introduced stands up and bows as the group applauds and cheers.
9. Animal, Bird, or FishPlayers will be flying high, sailing along, and climbing the walls with this pantomime game.
Materials: None
Room Arrangement: Open space
Time: 15 minutes
Directions:
1. Divide the players into 2 teams. Teams position themselves in corners of the room opposite each other. A leader is chosen to stand in the center - equal distance from each team.
2. Each team sends one player to the leader in the middle who whispers to each the name of an animal, bird or fish. If the leader says "monkey", for example, each player runs back to his or her team, to act out a monkey in pantomime.
3. When a team member guesses monkey the pantomime player runs back and touches the leader, saying "Monkey!" The first player back to the leader is the winner.
10. Close CallsThis game is based on the old familiar game of Telephone, but you won't find these variation in any phone book
Materials: None
Room Arrangement: Open space
Time: 15 minutes
Directions:
1. In the oldest form of the game Telephone, players sit in a straight line while the person at one end whispers a brief message to the next person.
2. The second person whispers the message to the third person who, in turn, whispers it to the fourth person.
3. The story makes its way down the line to the end. The final person repeats the message aloud. It will likely bear little resemblance to the original. You can count on at least one person to distort it dramatically.
4. Variations:
a) Gather everyone in circle. Instead of passing a single message around in one direction, try passing two messages in opposite directions.
b) Have many people pass messages at the same time. Have players sit in a circle and count off alternately - "one" and "two". To begin, each "one" whispers a message to the "two" on the right. Next, the "twos" pass the messages along so many messages are being passed at once. The messages go around the entire circle until they return to the originators. Players tell their messages in both the original and altered versions.
11. Johnny Went to Sleep Materials: None
Room Arrangement: Open space
Time: 10 minutes
Directions:
1. Everyone stands in a circle. The first player begins by saying "Johnny went to sleep". The rest of the group answers: "How did Johnny go to sleep?" The leader then says: " Johnny went to sleep like this, like this," repeating a small gesture such as nodding a head or twisting the wrist. The rest of the group mimics the gesture and answers "Like this, like this".
2. The entire group continues to repeat the gesture as the next player in line says "Johnny went to sleep", and the others respond as before. The second player adds another gesture to the first, so that now there are two movements to keep going.
3. The game continues around the circle, each player adding a gesture.
4. By the end of the game, the entire group should be a foot-wiggling, eye-blinking, head-shaking, nose twisting mess. Try to add as many gestures as possible before the game totally falls apart. Start off slowly with small things, such as toes and fingers and work up to the bigger things, such as arms and legs.
12. Because
Directions:
1. Players can be seated on the floor in a circle with their legs crossed. The first player must describe an everyday situation in a simple way. For example: "My shoes are muddy".
2. The next person must tell the reason why: "Because it is raining".
3. The third person must figure out a probable effect. For example: "And my footprints are all over the floor." Encourage players to state cause and effect rapidly and not to worry about coming up with the best answer.
13. Something Bad About Something Good
1. Ask everyone to think about a favourite thing. It could be a person, a place, or an object.
2. Now have everyone think of its bad qualities. What are the things it cannot do? What are its limitations?
3. Give each person a turn to describe a favourite thing in unfavorable terms without telling the group what the thing is. Encourage players to make their things sound as awful as they can without lying. For example if the thing is a balloon a player might say : "You cannot sit on it. You have to be careful that it doesn't explode. It doesn't last long. It can't live in one room with hedgehogs."
4. If the player has run out of bad things, suggest giving one "good" clue. The first person to guess what it is gets the next chance to describe something. Try. However, to give everyone at least one turn.
Variation: This game can be played in reverse by describing the good parts of bad things.
14. Name Six
Materials: A key, an eraser, a beanbag, or any other small object.
Time: 15 minutes
Directions:
1. All players sit in a circle. One player stands in the centre.
2. The center player closes his or her eyes while the others pass a small object around the circle. When the center player claps hands, the player caught with the object must keep it. The center person opens his or her eyes and gives the person with the object a letter of the alphabet. The player with the object starts it passing around the circle again, meanwhile naming six objects that begin with the letter named. The six objects must be named before the object makes it around the circle.
3. If the player does not succeed in naming six objects by the time the object is passed around, the player must change places with the one in the center. If he or she names six objects successfully, the game continues with the same player in the center.
15. Chef's Salad
Directions:
1. One person is selected to be the Chef. The rest of the group divides into pairs.
2. Each pair chooses a single vegetable. No two pairs should be the same vegetable. If the group is too large, divide vegetables into groups of four.
3. Form a circle of chairs with the person who is the Chef standing in the center. People with the same vegetable should avoid sitting close together.
4. The Chef calls out the name of a vegetable. Those people whose vegetable is called get up and switch chairs quickly while the Chef tries to grab one of the vacant places. The person who was not able to sit down becomes the new Chef while the former Chef becomes the vegetable.
5. When the Chef calls "Chef's Salad!" everyone changes places. The player without a seat is the new Chef.
16. "What's my dish?"
Students choose a favorite dish and write out the ingredients; other students have to guess the dish.
17. Nose Toes
Directions:
1. Have players sit in a circle on the floor.
2. The leader begins by turning to a neighbor and saying "This is my nose" while pointing to his or her toes. The next person repeats "This is my nose" and points to toes, and then adds another silly statement, such as "This is my ear" while pointing to an elbow. The next person repeats the last sentence and the accompanying gesture and then adds another. This continues around the circle.
3. To keep a lively pace try having everyone clap in rhythm so that each person will want to move along quickly.
Variation: Keep everyone clapping in rhythm. One by one, have each player name two body parts while pointing to the opposite. For example: "This is my ear" (while pointing to the nose), and "This is my nose" while pointing to the ear. After each turn the entire group repeats the statements without missing a beat.
18. Get It Together
People have countless reasons for why they sort and group themselves as they do. In this game, players sort and group themselves and perhaps learn new things about each other in the process.
Directions:
1. Players line up in order, according to a direction you give. After the direction is given, players must seek information from each other so as to know how to put themselves in order. Here are some examples of the kinds of directions you might give:
- Line up according to shoe size, from biggest to smallest.
- Line up according to birthdays, from January to December.
- Line up in alphabetical order using your last names. Can you rearrange the group to spell a word using the first letter of each last name?"
- Line up according to your home address numbers from lowest to highest.
2. Have everyone gather into groups that share certain characteristics:
- "Gather into groups according to the color of your socks."
- "Gather into groups according to the number of brothers and sisters you have"
- "Gather into groups according to your favourite singer"
- "Gather into groups according to your favourite TV star"
19. What's Behind You?
Tell the class not to turn round. Ask them what they think is behind them. They might list other people in the class, furniture, pictures on the walls, windows, …
You might ask what the learners can remember of the street outside the school, or any street or square in your town. There's a…, There are some …, There aren't any …, He(she) is wearing…, Nina is sitting \ standing next to … (behind, between, in front of, …).
20. Questions for Answers.Making up suitable questions to accompany given answers or statements.
21. Describe and Draw a PictureLanguage: Describing pictures, asking questions, making comparisons, encouraging, praising, criticizing.
Skills: Listening and speaking, and, in Variation 3, writing and reading
Time: 15 minutes
Materials: Magazine pictures or line drawings, paper and pencils, chalkboard in Variation 5.
Preparation: select any picture which shows a number of different objects. The objects should be clear in shape and the pictures should preferably not include people. For each pair of learners you should need one picture, a piece of paper and a pencil.
Procedure:
Pair work. one learner describes the picture to the other who must try to draw it. The other must not see the original.
Learner 1: There is a square table in the picture. It is in the middle of the picture.
Learner 2: About here?
L. 1: Yes, a little further down.
L. 2: Is it like that?
L. 1: No, not quite, the legs are too long.
When the 'artist' and the 'patron' have done as much as they can, the original and the copy must be compared: Learner 2: Oh, the legs are too long! Learner 1: I told you they were. But you wouldn't change them.
Variation 1: The artist is asked by the patron to add details to an existing picture. The detail might be, for example, buttons on a coat, hair, windows. The detail might be colour.
Variation 2: Class work: instead of the instructions and description of the picture being given by a learner, they can be given by you to the whole class. Each learner draws his own picture.
Variation 3: Descriptive writing: each learner is given a picture to describe in writing. When the descriptions are ready, they are exchanged with a neighbour, who must then try to make a drawing based on the description. When the drawings are complete, they may be compared with the originals and the differences discussed.
Variation 4: The patron describes an object but does not describe its function or name it. The 'artist' tries to draw the object as it is described and may ask questions to improve the representation.
Group work: The game may be played in a group with two or three players listening to the description, watching the drawing and guessing what the object might be.
22. Reading Someone's Mind (Caring and sharing games)
Language: making statements about other people, using the phrase I think you are…and adjectives
Skills: listening and speaking
Time: 15 minutes
Preparation: None
Procedure
Class work. Arrange class in two circles, one standing inside the other. Each learner should face someone in the other circle. Ask students to be very quiet and to face their partners and to concentrate on them for a few moments. After half a minute or so ask them to tell each other what it was they felt and understood about the other person. If they were not thinking about them at all they must say what they were thinking about.
Words and expressions:
I think you are… / Rather, a little, very, extremely, too … /
Happy, anxious, worried, angry, frustrated, irritable, cheerful, generous, careful, cautious, friendly, reserved, funny, serious, thoughtful, kind, mean, self-centred, open-hearted, shy, brave, good at .., sad, …
23. Fortune-telling (Caring and sharing games)
Language: Predicting future events, using will and going to
Skills: All.
Time: 30 minutes.
Materials: Paper and pencils / pens.
Procedure
Group work. Learners need not know each other well. People love having their fortunes told, even if the prediction is clearly without any foundation. There are a number of ways of organizing this activity. Essentially, however, each learner writes a fortune for someone else.
One version goes as follows: in a group of four of five learners each leaner writes a fortune for each of the others. In other words each learner writes four or five fortunes. Then, in turn, each learner is given all his / her fortunes. He \ she must read them out and comment, for example, on whether some of them are the same, or just what he \ she hoped for, or highly unlikely.
24. Personal Opinions (Caring and sharing games)
Language: Making statements about people and one's attitudes towards them. Reported speech.
Skills: All.
Time: 30 minutes.
Materials: Several cards or small pieces of paper for each learner.
Preparation: None.
Procedure: Group or class work.
The learners should know and like each other. Each learner prepares a number of cards or small pieces of paper. Each card should have one sentence on it which describes a person. You may have to help them to get the sentence right! The sentences must be complimentary or critical. Obviously the ideas and the language should be appropriate to the cultural beliefs, the individual personality and the language proficiency of the class.
Having said that, here are some examples:
You've got a thoughtful face. You look very intelligent. Your hair is beautiful. You look rather sad. You are very clever. You are aggressive. You are not friendly. You always think that you are right. You never admit that you can be wrong. I'd like to go on holiday with you. I'd like (I wouldn't like) to be stuck in an elevator (lift) with you. you look like a hard person but really you are kind and gentle. You look innocent but really you are a bit of a devil. You have probably broken the hearts of hundreds of women / men.
When the cards are ready, collect them into a pile. Ask a volunteer to take a card, to read it silently and to give it to the person he \ she feels it describes.
The person receiving the card must read out the sentence, changing the wording only to repeat the other person's opinion: 'Jane thinks that I am the ugliest person in the class!' The receiver and anybody else in the group can respond immediately, agreeing with the opinion or rejecting it. Some opinions lead to discussion rather than to the simple exchange of statement of agreement or disagreement.
25. AdditionsLanguage: Making phrases and sentences in cooperation with others.
Skills: Listening, speaking and writing.
Materials: Paper and pencils.
Procedure: Group work leading to class work. The first player in each group says a word. The second player decides on a word that will make some sort of sense when put either in front of the first word or after it. He \ she says the two words together for the other players in the group to hear. The third player decides on a word that will make sense when put in front of or after the second player's two words. He \ she says the resulting phrase of three words … and so on, round and round the group. The object is to make as long sentence as possible by adding words one by one in this way.
One person in each group must write down the words as they accumulate. Finally, in a class discussion, ask all the group secretaries to read out their completed sentences for the others to judge if they are grammatically well formed and make sense.
Learner 1: Cat L. 2: Black cat. L. 3: Black cat climbs. L. 4: The black cat climbs high…
26. Correct me if I am wrong
Language: Identifying mistakes, correcting mistakes, and interrupting politely, using Excuse me, you said …., You should have said… instead.
Materials: Any text which all the learners can have copies of.
Preparation: Select an appropriate text and make copies.
Procedure:
Class, group or pair work.
Read out the text, and deliberately change some of it. The learners should follow their copy of the text and immediately stop you when they notice one of the changes. Once the game is understood, it can be played in groups or pairs. For example, one might read the text as, "Read out the text and deliberately change all of it. The learners must.…"
Learner: Excuse me, you said "all" instead of "some" and you should have said, "The learners should follow".
27. "Boggle"-A) Each player will need a pencil and paper. Shake up the cubes and search the assortment of letters for words of 3 or more letters. Words are formed from letters that adjoin horizontally, vertically, or diagonally to the left, right or up-and-down. However, no letter cube may be used more than once within a single word. When you find a word, write it down.
When the time runs out, all players stop writing. Each player in turn reads his/her list aloud. Any word that appears on more than one player's list must be crossed off all lists - and no one gets a credit for it!
B) The teacher can write the combination of 16 letters on a sheet of paper and use it instead of the game. The task can be given as home assignment. Children will learn many new words!
Go, big, row, win, wink, wing, hike, ride, tag, ink, robin, wine, gin, bingo, twin, king, hog, dawn, bow, brow, wig, tore, brown, tan, bore, ore, being, tang, town, rot, rob, robe, bike, kin, tango, two, bin, nib, rowan, roe.
R O I D
E B W A
K I G N
E N H O
28. "Hangman" (Dash It and Hang It)
1. The group is divided into two teams. Each team thinks of a word from the given list, and then they take turns to guess the word letter by letter. For each wrong letter they are given a detail of the "hangman".
2. This game can be played by two pupils, or one pupil composes a word and all the group try to guess it.
29. Animal Habits a) 1 pupil - the class's secretary and writes all the names of animals on the blackboard. The words must be written in disorder.
b) Each student chooses an animal that he or she can associate with. Tell them to avoid cats and other pets. At first each student draws the animal, then he or she holds up the picture and makes the noise this animal makes.
c) Give out the completion cards, the students work on the completions individually - they are writing as their animal in the first person.
d) Ask the students to get up and mill around. Tell them to find a suitable partner and read completions to one another. It might be dangerous for a spider to pair with a hen. Then ask the students to find the most dangerous partner they can and read their sentences again to them.
e) Completion sheet
I normally eat …; At night I … I am afraid of …; When I have to move I usually …; If I want to find a mate, I … ; I don't eat … ; - are \ is afraid of me; During the day I …; I live in …; My mother taught me to …; I normally live for ….
30. "I know you, don't I?"A) Guess the right information about your partner.
1. He/she has (hasn't) been to the cinema in the last 2 weeks;
2. He/she likes (doesn't like) dancing;
3. …has (hasn't) bought a record (CD, cassette) in the last 2 weeks;
4. did (not) do morning exercises yesterday;
5. would (not) like to live in a foreign country;
6. is (not) a morning person (early bird);
7. is (not) a night bird;
8. does (not) like cats;
9. does (not) like dogs;
10. would (not) rather live in the country than in a big city;
11. can (not) sing well;
12. reads (doesn't) a newspaper every day;
13. reads (doesn't) a book every day;
14. watches (doesn't) TV every evening.
B) When students have answered the questions, they should take it in turns to check if their answers were right. Use question tags. Questions should be asked like this: P1: "You haven't been to the cinema, have you?"
P2: "Yes, I have actually"
P1: "You like dancing, don't you?"
P2: "Certainly, I do."
When they have finished checking their answers, they should add up their total number of right questions and then write the score at the bottom of the worksheet.
C) The teacher or one of the pupils ask N. these questions and see if the answers
differ.
31. Stars & Stripes GameHurray for the red, white and blue! Identify things that are coloured red, white or blue or have the colour in their name (example: blueberries). The object of the game is to see who can think of the most reds, whites and blues, until only one player is left. Only four seconds to think or you are out. The colour of the objects must be in sequence - first person names a red object, second player a white, next names a blue, next names a red again. Last one still in the game, wins.
32. One Idea At a TimeLanguage: Describing things using adjectives.
Variation 1: adverbs (e. g. noisily); and imperatives (e. g. open, close)
Variation 2: names of jobs, and questions.
Variation 3: present continuous (e. g. You are carrying something.)
Variation 4: present perfect or past indefinite (e. g. You have written a letter. \ You watched the film.)
Skills: Listening and speaking.
Control: Guided.
Level: Beginners, intermediate.
Time: 10 - 15 minutes.
Materials: None.
Preparation: None.
Procedure:
Class work. One learner mimes an adjective and the others try to guess what he \ she is miming, e. g.:
Learner 1: Are you tired?
Mimer: (Shakes head.)
L. 2: Are you lazy?
Mimer: (Shakes head.)
L. 3: Are you bored?
Mimer: (Nods head.)
You should then encourage the other learners to find the reason for her \ his boredom.
Learner 4: Are you bored because you have nothing to do?
Adjectives: miserable, busy, thirsty, frightened, surprised, angry…
Variation 1: One learner chooses an adverb which will be easy to demonstrate, whatever action he \ she is asked t0o do. The class then ask him to perform various actions and try to guess the adverb he \ she has chosen.
For example, the chosen adverb is 'angrily'.
Class: Open and close the door.
Mimer opens and closes the door angrily.
Class: Noisily!
Mimer: Shakes head.
Class: Walk to the teacher's desk.
Mimes does it angrily.
Class: Quickly!
Mimer: (Shakes head.)
Variation 2: Jobs and questions. One learner mimes a job. The others try to find out what it is by asking not more than 20 questions. The mimer may only shake or nod his \ her head.
Variation 3: Present Continuous: One learner mimes a sequence of actions. The others try to guess what she \ he is doing. The learner who is miming must nod or shake his \ her head as the class make their guesses, e. g.:
Class: Are you carrying something?
Mimer: (Nods head)
Class: Is it a gun?
Mimer: (Shakes head.)
Class: Is it a stick?
Mimer: (Nods head.)
You're climbing on to something…
Variation 4: Present Perfect: One learner mimes an action which implies that something else has happened. The others try to guess what it is, e.g.
Mimer: (Holds his \ her thumb with an expression of pain.)
Class: Have you hurt your thumb?
Mimer: (Nods head.)
Class: Have you hit it? (…with hammer?)
33. Times of dayGrammar: Present, Past or Future continuous to express habitual action.
Time: 30 minutes
Materials: One time grid per four students, one die per four students
In class
1. Give every four students a time grid and a die. Explain that the numbers on the grid are times, starting at the bottom left - hand corner with 6.00 am. Ask each student to find a coin to represent him or herself and to place it on the time he or she gets on a normal working day.
2. Ask the first player in each foursome to roll the die and move the number of squares shown on the die. He or she should tell the others what he or she is usually doing at this time (was doing yesterday, will be doing tomorrow) at this time. "At 7.15 I am (usually) having a shower.
3. An incidental aim of the game is to reach Finish.
4. Students can be asked to do the whole game not about themselves but about a member of their family or a friend. The classmates cam agree or disagree if they are talked about.
The group is seated in one area, all visible at one glance. One person, selected to be It, faces away from the group and covers his or her eyes. Another person is selected to leave the room, while the rest change their positions. At a signal from you, the person who is It turns around and tries to guess who is missing while the group counts to ten. A new person is selected to be It.
2. Getting to know each other. "Question and answer": personal details people often like to know about each other: favorite music, season, color, dislikes, most frightening thing…
Children write on a card: their name, 4 categories they would not mind telling people about. They fasten these cards to their clothes (or hold them) and circulate around the room, looking at each other's name and greeting each other. You say "stop" and they enter into conversation with each other. After a minute they continue to circulate.
At the end you may ask who found people with the same likes and dislikes.
3. A long story: cooperative storytelling (a roll of business machine paper)
4. Yes- and - no-black-and blue tabooDivide the room in half with an imaginary boundary line. Separate the group into 3 teams. Each standing in line - one behind the other. You are going to take turns asking questions, each player called upon must answer immediately. Players may not use some words (yes, no, black, white, blue) or they will lose their turn and go to the end of the line. Players will like the word "maybe", so you may have to eliminate that word too. Players who answer successfully are allowed to cross the line. The first team to answer correctly is the winner.
In order to play fast enough to confuse players, prepare a list of questions beforehand. For example: Are you 14 years old? Do you like homework? Do you have a yellow sweater? What colour is the blackboard? Is your hair green?
5. No, no, no.Everyone agrees to change a sentence just a bit. The object of the game is to pass a sentence from person to person changing one word each time. "The dog went to sleep" - "No, the cat went to sleep." "No, the cat went to London." Allow only a few seconds for thought. Have a time limit. If someone gets stuck, go on to the next person. Encourage the most unusual word combinations - and don't worry if they don't make sense.
6. Terrible telegrams.Give paper and a pencil to each person, each player says the first letter that comes to mind. Players write the letters on the board and then compose a telegram.
Telegrams should be folded and passed to other pupils.
Allow pupils to read the most interesting telegrams aloud.
7. One and only.Give players cards and ask them to write descriptions of themselves. Players should not write their names. They must guess who wrote it.
8. Proudly PresentingWhat could be more perfect than having someone tell everyone how wonderful you are? Why just dream about it?
Materials: None
Room Arrangement: Open space
Time: 15 minutes
Directions:
1. Players find partners. Preferably, people who don't know each other very well should pair up.
2. Partners have 5 minutes to tell things that they would like the other to know about their lives - hobbies, accomplishments, favourite foods, places, and things, plans for the future, and so forth.
3. Players sit in circle, but partners do not sit next to each other. In turn, players stand up and introduce their partners. For example: "I am very happy to say that we have an expert guitar player with us today. He likes to fish, to swim, and eat chocolate-chip ice cream sundaes. May I present to you …!" The person introduced stands up and bows as the group applauds and cheers.
9. Animal, Bird, or FishPlayers will be flying high, sailing along, and climbing the walls with this pantomime game.
Materials: None
Room Arrangement: Open space
Time: 15 minutes
Directions:
1. Divide the players into 2 teams. Teams position themselves in corners of the room opposite each other. A leader is chosen to stand in the center - equal distance from each team.
2. Each team sends one player to the leader in the middle who whispers to each the name of an animal, bird or fish. If the leader says "monkey", for example, each player runs back to his or her team, to act out a monkey in pantomime.
3. When a team member guesses monkey the pantomime player runs back and touches the leader, saying "Monkey!" The first player back to the leader is the winner.
10. Close CallsThis game is based on the old familiar game of Telephone, but you won't find these variation in any phone book
Materials: None
Room Arrangement: Open space
Time: 15 minutes
Directions:
1. In the oldest form of the game Telephone, players sit in a straight line while the person at one end whispers a brief message to the next person.
2. The second person whispers the message to the third person who, in turn, whispers it to the fourth person.
3. The story makes its way down the line to the end. The final person repeats the message aloud. It will likely bear little resemblance to the original. You can count on at least one person to distort it dramatically.
4. Variations:
a) Gather everyone in circle. Instead of passing a single message around in one direction, try passing two messages in opposite directions.
b) Have many people pass messages at the same time. Have players sit in a circle and count off alternately - "one" and "two". To begin, each "one" whispers a message to the "two" on the right. Next, the "twos" pass the messages along so many messages are being passed at once. The messages go around the entire circle until they return to the originators. Players tell their messages in both the original and altered versions.
11. Johnny Went to Sleep Materials: None
Room Arrangement: Open space
Time: 10 minutes
Directions:
1. Everyone stands in a circle. The first player begins by saying "Johnny went to sleep". The rest of the group answers: "How did Johnny go to sleep?" The leader then says: " Johnny went to sleep like this, like this," repeating a small gesture such as nodding a head or twisting the wrist. The rest of the group mimics the gesture and answers "Like this, like this".
2. The entire group continues to repeat the gesture as the next player in line says "Johnny went to sleep", and the others respond as before. The second player adds another gesture to the first, so that now there are two movements to keep going.
3. The game continues around the circle, each player adding a gesture.
4. By the end of the game, the entire group should be a foot-wiggling, eye-blinking, head-shaking, nose twisting mess. Try to add as many gestures as possible before the game totally falls apart. Start off slowly with small things, such as toes and fingers and work up to the bigger things, such as arms and legs.
12. Because
Directions:
1. Players can be seated on the floor in a circle with their legs crossed. The first player must describe an everyday situation in a simple way. For example: "My shoes are muddy".
2. The next person must tell the reason why: "Because it is raining".
3. The third person must figure out a probable effect. For example: "And my footprints are all over the floor." Encourage players to state cause and effect rapidly and not to worry about coming up with the best answer.
13. Something Bad About Something Good
1. Ask everyone to think about a favourite thing. It could be a person, a place, or an object.
2. Now have everyone think of its bad qualities. What are the things it cannot do? What are its limitations?
3. Give each person a turn to describe a favourite thing in unfavorable terms without telling the group what the thing is. Encourage players to make their things sound as awful as they can without lying. For example if the thing is a balloon a player might say : "You cannot sit on it. You have to be careful that it doesn't explode. It doesn't last long. It can't live in one room with hedgehogs."
4. If the player has run out of bad things, suggest giving one "good" clue. The first person to guess what it is gets the next chance to describe something. Try. However, to give everyone at least one turn.
Variation: This game can be played in reverse by describing the good parts of bad things.
14. Name Six
Materials: A key, an eraser, a beanbag, or any other small object.
Time: 15 minutes
Directions:
1. All players sit in a circle. One player stands in the centre.
2. The center player closes his or her eyes while the others pass a small object around the circle. When the center player claps hands, the player caught with the object must keep it. The center person opens his or her eyes and gives the person with the object a letter of the alphabet. The player with the object starts it passing around the circle again, meanwhile naming six objects that begin with the letter named. The six objects must be named before the object makes it around the circle.
3. If the player does not succeed in naming six objects by the time the object is passed around, the player must change places with the one in the center. If he or she names six objects successfully, the game continues with the same player in the center.
15. Chef's Salad
Directions:
1. One person is selected to be the Chef. The rest of the group divides into pairs.
2. Each pair chooses a single vegetable. No two pairs should be the same vegetable. If the group is too large, divide vegetables into groups of four.
3. Form a circle of chairs with the person who is the Chef standing in the center. People with the same vegetable should avoid sitting close together.
4. The Chef calls out the name of a vegetable. Those people whose vegetable is called get up and switch chairs quickly while the Chef tries to grab one of the vacant places. The person who was not able to sit down becomes the new Chef while the former Chef becomes the vegetable.
5. When the Chef calls "Chef's Salad!" everyone changes places. The player without a seat is the new Chef.
16. "What's my dish?"
Students choose a favorite dish and write out the ingredients; other students have to guess the dish.
17. Nose Toes
Directions:
1. Have players sit in a circle on the floor.
2. The leader begins by turning to a neighbor and saying "This is my nose" while pointing to his or her toes. The next person repeats "This is my nose" and points to toes, and then adds another silly statement, such as "This is my ear" while pointing to an elbow. The next person repeats the last sentence and the accompanying gesture and then adds another. This continues around the circle.
3. To keep a lively pace try having everyone clap in rhythm so that each person will want to move along quickly.
Variation: Keep everyone clapping in rhythm. One by one, have each player name two body parts while pointing to the opposite. For example: "This is my ear" (while pointing to the nose), and "This is my nose" while pointing to the ear. After each turn the entire group repeats the statements without missing a beat.
18. Get It Together
People have countless reasons for why they sort and group themselves as they do. In this game, players sort and group themselves and perhaps learn new things about each other in the process.
Directions:
1. Players line up in order, according to a direction you give. After the direction is given, players must seek information from each other so as to know how to put themselves in order. Here are some examples of the kinds of directions you might give:
- Line up according to shoe size, from biggest to smallest.
- Line up according to birthdays, from January to December.
- Line up in alphabetical order using your last names. Can you rearrange the group to spell a word using the first letter of each last name?"
- Line up according to your home address numbers from lowest to highest.
2. Have everyone gather into groups that share certain characteristics:
- "Gather into groups according to the color of your socks."
- "Gather into groups according to the number of brothers and sisters you have"
- "Gather into groups according to your favourite singer"
- "Gather into groups according to your favourite TV star"
19. What's Behind You?
Tell the class not to turn round. Ask them what they think is behind them. They might list other people in the class, furniture, pictures on the walls, windows, …
You might ask what the learners can remember of the street outside the school, or any street or square in your town. There's a…, There are some …, There aren't any …, He(she) is wearing…, Nina is sitting \ standing next to … (behind, between, in front of, …).
20. Questions for Answers.Making up suitable questions to accompany given answers or statements.
21. Describe and Draw a PictureLanguage: Describing pictures, asking questions, making comparisons, encouraging, praising, criticizing.
Skills: Listening and speaking, and, in Variation 3, writing and reading
Time: 15 minutes
Materials: Magazine pictures or line drawings, paper and pencils, chalkboard in Variation 5.
Preparation: select any picture which shows a number of different objects. The objects should be clear in shape and the pictures should preferably not include people. For each pair of learners you should need one picture, a piece of paper and a pencil.
Procedure:
Pair work. one learner describes the picture to the other who must try to draw it. The other must not see the original.
Learner 1: There is a square table in the picture. It is in the middle of the picture.
Learner 2: About here?
L. 1: Yes, a little further down.
L. 2: Is it like that?
L. 1: No, not quite, the legs are too long.
When the 'artist' and the 'patron' have done as much as they can, the original and the copy must be compared: Learner 2: Oh, the legs are too long! Learner 1: I told you they were. But you wouldn't change them.
Variation 1: The artist is asked by the patron to add details to an existing picture. The detail might be, for example, buttons on a coat, hair, windows. The detail might be colour.
Variation 2: Class work: instead of the instructions and description of the picture being given by a learner, they can be given by you to the whole class. Each learner draws his own picture.
Variation 3: Descriptive writing: each learner is given a picture to describe in writing. When the descriptions are ready, they are exchanged with a neighbour, who must then try to make a drawing based on the description. When the drawings are complete, they may be compared with the originals and the differences discussed.
Variation 4: The patron describes an object but does not describe its function or name it. The 'artist' tries to draw the object as it is described and may ask questions to improve the representation.
Group work: The game may be played in a group with two or three players listening to the description, watching the drawing and guessing what the object might be.
22. Reading Someone's Mind (Caring and sharing games)
Language: making statements about other people, using the phrase I think you are…and adjectives
Skills: listening and speaking
Time: 15 minutes
Preparation: None
Procedure
Class work. Arrange class in two circles, one standing inside the other. Each learner should face someone in the other circle. Ask students to be very quiet and to face their partners and to concentrate on them for a few moments. After half a minute or so ask them to tell each other what it was they felt and understood about the other person. If they were not thinking about them at all they must say what they were thinking about.
Words and expressions:
I think you are… / Rather, a little, very, extremely, too … /
Happy, anxious, worried, angry, frustrated, irritable, cheerful, generous, careful, cautious, friendly, reserved, funny, serious, thoughtful, kind, mean, self-centred, open-hearted, shy, brave, good at .., sad, …
23. Fortune-telling (Caring and sharing games)
Language: Predicting future events, using will and going to
Skills: All.
Time: 30 minutes.
Materials: Paper and pencils / pens.
Procedure
Group work. Learners need not know each other well. People love having their fortunes told, even if the prediction is clearly without any foundation. There are a number of ways of organizing this activity. Essentially, however, each learner writes a fortune for someone else.
One version goes as follows: in a group of four of five learners each leaner writes a fortune for each of the others. In other words each learner writes four or five fortunes. Then, in turn, each learner is given all his / her fortunes. He \ she must read them out and comment, for example, on whether some of them are the same, or just what he \ she hoped for, or highly unlikely.
24. Personal Opinions (Caring and sharing games)
Language: Making statements about people and one's attitudes towards them. Reported speech.
Skills: All.
Time: 30 minutes.
Materials: Several cards or small pieces of paper for each learner.
Preparation: None.
Procedure: Group or class work.
The learners should know and like each other. Each learner prepares a number of cards or small pieces of paper. Each card should have one sentence on it which describes a person. You may have to help them to get the sentence right! The sentences must be complimentary or critical. Obviously the ideas and the language should be appropriate to the cultural beliefs, the individual personality and the language proficiency of the class.
Having said that, here are some examples:
You've got a thoughtful face. You look very intelligent. Your hair is beautiful. You look rather sad. You are very clever. You are aggressive. You are not friendly. You always think that you are right. You never admit that you can be wrong. I'd like to go on holiday with you. I'd like (I wouldn't like) to be stuck in an elevator (lift) with you. you look like a hard person but really you are kind and gentle. You look innocent but really you are a bit of a devil. You have probably broken the hearts of hundreds of women / men.
When the cards are ready, collect them into a pile. Ask a volunteer to take a card, to read it silently and to give it to the person he \ she feels it describes.
The person receiving the card must read out the sentence, changing the wording only to repeat the other person's opinion: 'Jane thinks that I am the ugliest person in the class!' The receiver and anybody else in the group can respond immediately, agreeing with the opinion or rejecting it. Some opinions lead to discussion rather than to the simple exchange of statement of agreement or disagreement.
25. AdditionsLanguage: Making phrases and sentences in cooperation with others.
Skills: Listening, speaking and writing.
Materials: Paper and pencils.
Procedure: Group work leading to class work. The first player in each group says a word. The second player decides on a word that will make some sort of sense when put either in front of the first word or after it. He \ she says the two words together for the other players in the group to hear. The third player decides on a word that will make sense when put in front of or after the second player's two words. He \ she says the resulting phrase of three words … and so on, round and round the group. The object is to make as long sentence as possible by adding words one by one in this way.
One person in each group must write down the words as they accumulate. Finally, in a class discussion, ask all the group secretaries to read out their completed sentences for the others to judge if they are grammatically well formed and make sense.
Learner 1: Cat L. 2: Black cat. L. 3: Black cat climbs. L. 4: The black cat climbs high…
26. Correct me if I am wrong
Language: Identifying mistakes, correcting mistakes, and interrupting politely, using Excuse me, you said …., You should have said… instead.
Materials: Any text which all the learners can have copies of.
Preparation: Select an appropriate text and make copies.
Procedure:
Class, group or pair work.
Read out the text, and deliberately change some of it. The learners should follow their copy of the text and immediately stop you when they notice one of the changes. Once the game is understood, it can be played in groups or pairs. For example, one might read the text as, "Read out the text and deliberately change all of it. The learners must.…"
Learner: Excuse me, you said "all" instead of "some" and you should have said, "The learners should follow".
27. "Boggle"-A) Each player will need a pencil and paper. Shake up the cubes and search the assortment of letters for words of 3 or more letters. Words are formed from letters that adjoin horizontally, vertically, or diagonally to the left, right or up-and-down. However, no letter cube may be used more than once within a single word. When you find a word, write it down.
When the time runs out, all players stop writing. Each player in turn reads his/her list aloud. Any word that appears on more than one player's list must be crossed off all lists - and no one gets a credit for it!
B) The teacher can write the combination of 16 letters on a sheet of paper and use it instead of the game. The task can be given as home assignment. Children will learn many new words!
Go, big, row, win, wink, wing, hike, ride, tag, ink, robin, wine, gin, bingo, twin, king, hog, dawn, bow, brow, wig, tore, brown, tan, bore, ore, being, tang, town, rot, rob, robe, bike, kin, tango, two, bin, nib, rowan, roe.
R O I D
E B W A
K I G N
E N H O
28. "Hangman" (Dash It and Hang It)
1. The group is divided into two teams. Each team thinks of a word from the given list, and then they take turns to guess the word letter by letter. For each wrong letter they are given a detail of the "hangman".
2. This game can be played by two pupils, or one pupil composes a word and all the group try to guess it.
29. Animal Habits a) 1 pupil - the class's secretary and writes all the names of animals on the blackboard. The words must be written in disorder.
b) Each student chooses an animal that he or she can associate with. Tell them to avoid cats and other pets. At first each student draws the animal, then he or she holds up the picture and makes the noise this animal makes.
c) Give out the completion cards, the students work on the completions individually - they are writing as their animal in the first person.
d) Ask the students to get up and mill around. Tell them to find a suitable partner and read completions to one another. It might be dangerous for a spider to pair with a hen. Then ask the students to find the most dangerous partner they can and read their sentences again to them.
e) Completion sheet
I normally eat …; At night I … I am afraid of …; When I have to move I usually …; If I want to find a mate, I … ; I don't eat … ; - are \ is afraid of me; During the day I …; I live in …; My mother taught me to …; I normally live for ….
30. "I know you, don't I?"A) Guess the right information about your partner.
1. He/she has (hasn't) been to the cinema in the last 2 weeks;
2. He/she likes (doesn't like) dancing;
3. …has (hasn't) bought a record (CD, cassette) in the last 2 weeks;
4. did (not) do morning exercises yesterday;
5. would (not) like to live in a foreign country;
6. is (not) a morning person (early bird);
7. is (not) a night bird;
8. does (not) like cats;
9. does (not) like dogs;
10. would (not) rather live in the country than in a big city;
11. can (not) sing well;
12. reads (doesn't) a newspaper every day;
13. reads (doesn't) a book every day;
14. watches (doesn't) TV every evening.
B) When students have answered the questions, they should take it in turns to check if their answers were right. Use question tags. Questions should be asked like this: P1: "You haven't been to the cinema, have you?"
P2: "Yes, I have actually"
P1: "You like dancing, don't you?"
P2: "Certainly, I do."
When they have finished checking their answers, they should add up their total number of right questions and then write the score at the bottom of the worksheet.
C) The teacher or one of the pupils ask N. these questions and see if the answers
differ.
31. Stars & Stripes GameHurray for the red, white and blue! Identify things that are coloured red, white or blue or have the colour in their name (example: blueberries). The object of the game is to see who can think of the most reds, whites and blues, until only one player is left. Only four seconds to think or you are out. The colour of the objects must be in sequence - first person names a red object, second player a white, next names a blue, next names a red again. Last one still in the game, wins.
32. One Idea At a TimeLanguage: Describing things using adjectives.
Variation 1: adverbs (e. g. noisily); and imperatives (e. g. open, close)
Variation 2: names of jobs, and questions.
Variation 3: present continuous (e. g. You are carrying something.)
Variation 4: present perfect or past indefinite (e. g. You have written a letter. \ You watched the film.)
Skills: Listening and speaking.
Control: Guided.
Level: Beginners, intermediate.
Time: 10 - 15 minutes.
Materials: None.
Preparation: None.
Procedure:
Class work. One learner mimes an adjective and the others try to guess what he \ she is miming, e. g.:
Learner 1: Are you tired?
Mimer: (Shakes head.)
L. 2: Are you lazy?
Mimer: (Shakes head.)
L. 3: Are you bored?
Mimer: (Nods head.)
You should then encourage the other learners to find the reason for her \ his boredom.
Learner 4: Are you bored because you have nothing to do?
Adjectives: miserable, busy, thirsty, frightened, surprised, angry…
Variation 1: One learner chooses an adverb which will be easy to demonstrate, whatever action he \ she is asked t0o do. The class then ask him to perform various actions and try to guess the adverb he \ she has chosen.
For example, the chosen adverb is 'angrily'.
Class: Open and close the door.
Mimer opens and closes the door angrily.
Class: Noisily!
Mimer: Shakes head.
Class: Walk to the teacher's desk.
Mimes does it angrily.
Class: Quickly!
Mimer: (Shakes head.)
Variation 2: Jobs and questions. One learner mimes a job. The others try to find out what it is by asking not more than 20 questions. The mimer may only shake or nod his \ her head.
Variation 3: Present Continuous: One learner mimes a sequence of actions. The others try to guess what she \ he is doing. The learner who is miming must nod or shake his \ her head as the class make their guesses, e. g.:
Class: Are you carrying something?
Mimer: (Nods head)
Class: Is it a gun?
Mimer: (Shakes head.)
Class: Is it a stick?
Mimer: (Nods head.)
You're climbing on to something…
Variation 4: Present Perfect: One learner mimes an action which implies that something else has happened. The others try to guess what it is, e.g.
Mimer: (Holds his \ her thumb with an expression of pain.)
Class: Have you hurt your thumb?
Mimer: (Nods head.)
Class: Have you hit it? (…with hammer?)
33. Times of dayGrammar: Present, Past or Future continuous to express habitual action.
Time: 30 minutes
Materials: One time grid per four students, one die per four students
In class
1. Give every four students a time grid and a die. Explain that the numbers on the grid are times, starting at the bottom left - hand corner with 6.00 am. Ask each student to find a coin to represent him or herself and to place it on the time he or she gets on a normal working day.
2. Ask the first player in each foursome to roll the die and move the number of squares shown on the die. He or she should tell the others what he or she is usually doing at this time (was doing yesterday, will be doing tomorrow) at this time. "At 7.15 I am (usually) having a shower.
3. An incidental aim of the game is to reach Finish.
4. Students can be asked to do the whole game not about themselves but about a member of their family or a friend. The classmates cam agree or disagree if they are talked about.
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