Fun Preschool Games and Stories

Fun Preschool Games and Stories 1 to 10
Fun Preschool Games & Stories

for English Language Learners
EFL / ESL Resource for Teachers Excellent for Ages: 3 to 6

By: Shelley Ann Vernon
www.teachingenglishgames.com
Fun Preschool Games and Stories
Copyright @ 2009 by Shelley Ann Vernon !teachingenglishgames!com All rights reser"ed! #o part o$ this publication may be reproduced or transmitted in any $orm or by any means% electronically or mechanically% including photocopying% recording% computer bulletin board &''S(% )nternet% or by any in$ormation storage retrie"al system% ithout ritten permission o$ the author! ) earn my li"ing $rom my boo*s so ) appreciate your integrity on this point! +han* you, )S'#9./000911/2310200
Published by- Shelley Vernon
Ta le of !ontents
A%& !%" E%G '%( L%) P%R S%T *%+ Rh,mes
"etaile# $n#ex
Songs
)-er-ie. of Stories / to /0
)-er-ie. of Stories / to /0 12 3
$ntro#uction an# Ti1s

A note on #ifferent cultures Strategies an# Teaching Ti1s A11l,ing games to Language an# Grammar Grou1 Si5e 6aterials *sing Stories Pre%teaching the 7e, -oca ular, Ti1s for Telling the Stor, Re-ision $#eas for after the Stor, *sing the $llustrations an# :oca ular, Flashcar#s Language Le-el ;aught, or Rough !hil#ren Safet, Tears The First Lesson & Getting Starte# .ith the 6aterials Rea#ing an# =riting 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 /0 /0 /4 /4 /3 /3 /8 /8 /9 /9 /9 /6 /< /< /< />
"etaile# $n#ex of Games

Ste1 one listening games Ste1 t.o listening games Ste1 three s1ea7ing games Ste1 four s1ea7ing games Games for s1ecific -oca ular, themes 12 12 12 12 12 40 4/ 44 43 48
Games A%&
A&! !ircle Game A#?ecti-es All !hange Al1ha et Pu55le Al1ha et 6issing Letter Al1ha et Scram le Animal ;oises &alancing Act &ang the Tin &ig &a# @o7er &ingo &lin#fol# Guessing Game &lin# 6anAs &luff &o#, Parts / % "ra. a Face / !reate a 6onster &o#, Parts 4 B Pin the Tail &o#, Parts 3 B Touching Game 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 46 46 43 4< 4< 4< 4> 4> 30 30 3/ 34 34 33 38 38
&rainstorm Guessing &rainstorm 'o1 &uil# a 1icture
12 39 12 39 12 36
Games !%"
!atalogue Game !hinese =his1ers !olour the !ircles !o1,cat !omman#s !ounting Games /2 &ouncing a &all 42 !la1 an# !ount 32 !ount#o.n 82 !ount ,our Ste1s 92 Gra a 'an#ful an# !ount 62 Guessing 'o. 6an, There Are 32 @um1ing <2 Ponies an# Ri#ers >2 Ta11ing a &alloon "ancing "emons "eli-er, &o, "escri ing Peo1le "i-ing for Treasure "ra.ing Games x 4 "ress *1 "ance "uc7C "uc7 Goose 12 12 12 12 12 33 33 3< 3< 3>
12 12 12 12 12 12 12
8/ 8/ 84 84 83 83 88
Games E%G
Egg an# S1oon Em1ire State &uil#ing Fin# the Pairs 6emor, Game Fin# the Picture Fishing Flash the !ar#s Forfeits Funn, Things Getting =armer Gigantic Glo-es Game Go an# Fetch Four Guess =ho 'as Got $t games 12 12 12 12 12 12 12 12 12 12 12 12 89 89 86 86 83 83 8< 8< 8> 8> 90 9/
Games '%(
'ammer 'ea# 'a11, 6on7e, 'ea# to 'ea# 'i##en Picture 'i#e an# See7 'i#e an# See7 Pairs 'oo1s or !ircles 'o1 &unn, 'o1 'ot Potato 12 12 12 12 12 12 12 12 12 93 93 98 98 98 98 96 96 93
$ AmC Dou Are $s it TrueE $ S1, .ith m, Little E,e @ohnn, =a7e *1F @um1 the Line
12 12 12 12 12
9< 9< 9> 9> 60
Games L%)
Laughing Game Listen Listening Sna1 Little =orm Luc7 Game 6agic Fi-e 6atching Pairs 6emor, game 6iming Games 6on7e,As Tail 6other 6a, $E 6usical &um1s 6usical !ushions 6usical Statues 6,ster, &ag ;ame an# Touch ;ame the =or# ;aught, !hil#ren ;onsense AC & an# ! )fficials 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 6/ 6/ 64 63 63 63 68 68 69 66 66 63 63 6< 6< 6> 6> 6> 30 3/
Games P%R
Pair .or7 an# Recor#ing Parachute Game Phonemes % &oom !hica &oom Pla,ing Teacher Ponies an# Ri#ers Pre1osition ) stacles Guestion an# Ans.er .ith &all Guestion an# Ans.er "ance Ra1i# Reaction Roller &all Ro1e Game Roun#ers Re-ision Game Run an# touch Run an# =al7 Rela, Race Russian Roulette 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 34 34 33 38 38 39 39 39 36 36 33 3< 3< 3> 3>
Games S%T
Sa, $t Guic7F Sentences Sha1es Sho. me Simon Sa,s 12 12 12 12 12 </ </ </ <4 <3
Sna1 Sorting Ste11ing Stones Stuc7 in the 6u# Te##, &ear Game The &ear Li7es 'one, The &lan7et Game The !rossing There $sC There Are Three !u1s Traffic Light T.ister
12 12 12 12 12 12 12 12 12 12 12 12
<8 <9 <6 <6 <3 <3 << <> <> >0 >0 >/
Games *%+
*sing Real ) ?ects :oca ular, Aim an# Thro. :oca ular, !hanting Game :oca ular, !la1 :oca ular, Forfeit Game =hat $s 'i#ing $n 6, Poc7etE =hich )ne 'as GoneE =ho $s $t /E =ho $s $t 4E =ho $s 6issingE =hose Sha#o. $s $tE +ig5ag 12 12 12 12 12 12 12 12 12 12 12 12 >4 >4 >3 >3 >3 >8 >8 >9 >9 >6 >6 >3
Rh,mes an# Finger Pla,s

Een, 6een, 6ine, 6o Famil, 6em ers Fi-e ;aught, mon7e,s $t "i1 "oo @ell, in the "ish Little Tom Thum This Little Pigg, T.o little lac7 ir#s 12 12 12 12 12 12 12 12 >< >< >< >> >> >> >> /00
Acti-ities for Songs

&o#, Parts Song !atch 6e $f Dou !an A !ounting Song &rother @ohn B a song for an, language 'ot Potato @ac7 in the &ox Lon#on &ri#ge is Falling "o.n Tra-elling Train =ea-ing in an# )ut =ho $s $t 4E 12 12 12 12 12 12 12 12 12 12 /0/ /04 /04 /03 /03 /08 /08 /08 /08 /09
)ther Resources , Shelle, :ernon
12 /06
Ta le of !ontents / "etaile# $n#ex
ST)R$ES / to /0 )-er-ie.
This is an o-er-ie. of the contents of the ten stories inclu#e# .ith this games oo72
The stories are #o.nloa#a le se1aratel,C each one .ith the 1ictures that go .ith it2 Please see ,our #o.nloa# email for the lin7 an# 1ass.or#2 Each stor, has lesson 1lan i#eas consisting of: Pre%stor, games to intro#uce the 7e, -oca ular, an# 1hrases $#eas to use #uring stor, telling Post%stor, acti-ities
Dou .ill nee# this games oo7 in con?unction .ith those lesson 1lans2
/2
$Am 'ungr,
Animals: AntC s1i#erC sna7eC ir#C catC fox an# lion2 Greeting: 'ello ho. are ,ouE $Am fineC than7s2 :er s: eat Phrases: $Am hungr,H $ am going to eat ,ou2
42
Anna Goes to the +oo

Re-ision: lionC ir#C sna7e ;um ers: /%/0 ;ouns: #a##,C 5ooC 1oniesC ele1hantC giraffeC earC #uc7C mon7e, an# fish :er s: see Phrases: at the 5oo

32
Archie an# his Pon,

Re-ision: num ers /%/0C 1on, !olours: lac7C lueC greenC ,ello.C ro.nC re#C .hiteC orangeC 1in7 an# 1ur1le ;e. ;ouns: ?um1C shout an# go ;e. Phrases: 'ere isC it isC .ell #oneC ,i11eeF
82
'i#e an# See7

Re-ision: 'ello ho. are ,ouE $Am fine than7s Re-ision ;um ers: /%/0 Re-ision !olours: ,ello.C greenC lueC re# Re-ision Animals: giraffeC ir#C s1i#erC mon7e,C sna7eC lionC ant ;e. ;ouns: 1athC ushC 1on#C grassC flo.erC hea# ;e. :er s: hi#e ;e. Phrases: $s that ,ouE ;oC itAs me2
92 The 6arching Ants

Re-ision: ;um ers /%/0 Re-ision !olours: .hiteC ,ello.C re#C ro.nC orangeC greenC lueC 1in7 an# 1ur1le Re-ision ;ouns: antC 1athC ushC 1on#C grassC flo.er ;e. ;ouns: fiel#C gar#enC e#C te##, ear ;e. :er s: march ;e. Phrases: feels tire#C falls aslee1 )ther: little
62 :ol7a an# the Pin7 &all

Re-ision: 1athC ushesC 1on#C grassC gar#enC shout ;e. ;ouns: allC #ogg,C la#, ;e. :er s: .al7C thro.C chaseC catchC runC gi-e an# s.im ;e. Phrases: this is ;e. )ther: goo#C a# an# .hoo1sF
32 :ol7a an# the "uc7s

Re-ision: 1athC ushesC 1on#C grassC gar#enC #uc7C la#, Re-ision :er s: .al7C runC ?um1C s.imC shout Re-ision Phrases: feels tire# Re-ision )ther: littleC ,i11eeF ;e. :er s: ar7C hearC sto1C loo7 for an# cr, ;e. Phrases: Lucas has gone
<2 &ear an# Te##, &ear

Re-ision: earC te##, ear Re-ision )ther: little ;e. ;ouns: stor,C songC musicC mil7C 7iss ;e. :er s: rea#C singC 1la, an# gi-e ;e. Phrases: $Am tire#C $Am not tire#H go to slee1C goo# night
>2 'ett, an# the Lion

Re-ision: 'elloC ho. are ,ouE $Am fine than7s2 Re-ision ;ouns: lionC mil7 Re-ision )ther: little ;e. ;ouns: orangeC a11leC ananaC 1earC ice cream ;e. :er s: ateC #ran7 ;e. Phrases: =oul# ,ou li7e someE )hC ,es 1lease2
/02
Gerar# the Giraffe
Re-ision: giraffeC ice creamC orangeC a11leC ananaC 1earC mil7C grass ;e. :er s: ateC #ran7 ;e. "a,s of the .ee7: 6on#a, to Sun#a, Io1tionalJ ;e. Phrases: The giraffe .as hungr,2 'e .as still hungr,2
Stories // to 40C also use# in con?unction .ith this games oo7C are a-aila le se1aratel, B see other resources section2
$ntro#uction
Firstl,C than7 ,ou for u,ing this resource of games an# stories2 $ ho1e -er, much that ,ou an# ,our 1u1ils an# chil#ren en?o, the acti-ities here an# enefit from them as man, other teachers alrea#, ha-e2
A ;ote )n "ifferent !ultures

$f ,ou are teaching in a culture that ,ou #o not 7no. then first s1ea7 to the local teachers an# 1eo1le an# chec7 u1 on local customs2 $t is im1ortant to learn the meaning of han# gesturesC .hat is consi#ere# 1olite an# acce1ta le an# .hat is consi#ere# an insult2 For exam1le in the 6i##le East ma7ing a 1la, on .or#s .ith someoneAs nameC or calling a chil# a sill, mon7e, can e inter1rete# as a gra-e insultC .hile for an English chil# this .oul# e funn, an# not an insult at all2 @ust for fun $All tell ,ou a out a han# gesture that the English ha-e2 $f ,ou hol# u1 ,our in#ex an# thir# finger facing out.ar#s B so the ac7 of ,our han# faces ,our interlocutorC ,ou are ma7ing the ru#est han# signal 1ossi le in Englan#2 This stems ac7 to the times .hen &ritish armies ha# fine archers .ho #ecimate# man, a French arm,2 The French thereforeC .hen the, caught an English sol#ierC .oul# often cut those t.o fingers offC as the, .ere the fingers nee#e# to #ra. ac7 a o. an# shoot an arro.2 The English .oul# .a-e these t.o fingers #efiantl, at the French to sho. them the, still ha# their fingers an# coul# still shoot them2 The French are com1letel, una.are of this ru#e gesture to#a, an# .ill often hol# these t.o fingers u1 right in front of ,our faceC to signif, the num er t.oC much to the shoc7 of an English 1ersonF $t has ta7en me ten ,ears of li-ing in France not to ex1erience a minor feeling of shoc7 .hen a French 1erson #oes thisC e-en though $ (;)= the, are ?ust in#icating the num er t.oF So imagine ho. this can come across .ith ,oung chil#renC an# .ith their 1arents if the, fin# out a out it2 "o ,our home.or7 on this firstFF $f an, of the -oca ular, .or#s in the stories are too &ritish for ,our taste , all means s.itch o-er to the American -ersionC or a .or# of ,our choice2 For exam1le use 1ants instea# of trousers in the clothing stories2
Strategies an# Teaching Ti1s
Start , teaching a -er, small amount of language in an, gi-en class2 For exam1le intro#uce onl, three ne. .or#s an# a## to them as soon as ,ou see that the chil#ren ha-e gras1e# the meaning of the first three2 Re-ise an# re-ie. e-er,thing or as much as 1ossi le each time ,ou see the chil#renC or the, .ill sim1l, forget2 Than7s to the use of games itAs 1ossi le to re-ise 1lent, of language in onl, a fe. minutesC .hich still lea-es ,ou am1le time for ne. language2 Teach a fe. .or#s at a timeC re1eat an# re-ise them often2 Those are the 7e,s to success2 $t ma, not seem li7e a lotC ut remem er that ,ou are la,ing #o.n a foun#ation on .hich these chil#ren can ra1i#l, uil#2 As .ell as the .or#s ,ou are teaching themC the, are #isco-ering the ne. soun#s an# .ill e li7el, to ha-e etter 1ronunciation an# more confi#ence that a chil# starting later2
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$f ,ou are in a situation .here ,ou ta7e 1reschoolers for a fe. sessions #uring the .ee7 onl, then ,ou #o not .ant to e ma7ing time%consuming arts an# crafts #uring ,our language lessons2 The chil#ren .ill e #oing that an,.a, outsi#e of ,our language class2 Arts an# crafts are .on#erfulC ut the, shoul# not e the main focus if ,ou are there to teach English an# ,ou onl, ha-e limite# time2 For exam1le if the chil#ren ha-e a half hour time slot for English then ,ou shoul# not s1en# more than 9%< minutes of that half hour on colouring or cutting t,1e acti-ities2 There are far etter .a,s to im1art a 1ractical 7no.le#ge of English to the chil#ren if ,ou ha-e limite# time to #o it2 !ho1 an# change ,our games an# acti-ities e-er, 9%/0 minutes2 This is -ital ecause 1re%school chil#ren nee# -ariet, as the, get ore# easil, an# ha-e a -er, short attention s1an2 6an, of the games in this oo7 in-ol-e mo-ement so ,our lessons .ill e 1la,ful an# the chil#ren .ill learn etter as the, .ill e engage# on man, le-els2 The chil#ren .ill en?o, ,our lessons moreC e more moti-ate# an# remem er the language etter2 6a7e sure ,ou -ar, the 1ace #uring the lessonC mixing u1 excita le games .ith Kuiet ones2 Dou #o not .ant ,our chil#ren getting ore# ut ,ou #o not .ant them getting o-er%excite# eitherC so -ar, the 1ace accor#ing to the moo# an# 7ee1 the chil#ren on their toes ut not o-er the to12 $f the chil#ren are getting restless #o something acti-e2 $f the, are getting nois, then sit them #o.n for a Kuiet game or a stor,2 Teach in a relaxe# an# frien#l, atmos1here .ith 1lent, of encouragement2 ;e-er tell them the, cannot #o itC the, are no goo# at it or that the, ha-e faile#2 Dou coul# 1ut them off .anting to learn English for life2 Smile oftenF A-oi# com1etition .ith 1reschoolers2 $t can e stressful an# o-er.helm them2 Pla, games .here e-er,one .insC or .here ,ou #o not single out a .inner2 &ring in 1u11ets or te##, ears an# ha-e the 1u11et intro#uce the ne. -oca ular, for the lesson2 $f ,ou #o not ha-e a 1u11et itAs 1ossi le to ma7e one from a 1a1er agC or , se.ing a cou1le of uttons on a soc72 *se chantsC rh,mes an# songs2 These are great for mo-ement an# freKuent re1etition of -oca ular, an# 1hrases2 There are a fe. rh,mes 1ro-i#e# in this oo7 an# also some games to use .hile singing songs2 This is 1ersonal ut m, recommen#ation is to a-oi# ur#ening ,our 1re%school chil#ren .ith rea#ing an# .riting B lea-e that for .hen the chil#ren are ol#er2 Preschoolers are still learning to .rite in their o.n language2 There is 1lent, of time for that later2 !oncentrate instea# on listening an# un#erstan#ing an# the acKuisition of -oca ular, an# short 1hrases2 !oncentrate also on s1ea7ing 1racticeC starting .ith single .or#s an# short 1hrasesC an# gra#uall, mo-ing onto longer sentences an# Kuestions2
11
A-oi# a stract conce1ts an# concentrate instea# on concrete real items that the chil#ren un#erstan# an# relate to2 For exam1le start .ith familiar to1ics such as coloursC num ersC greetingsC animalsC fruitC foo# an# #rin7C familiesC o#, 1artsC sha1esC clothingC the .eatherC an# short e-er,#a, sentences an# 1hrases2 Teaching these to1ics using gamesC acti-ities an# stories .ill engage ,our 1reschoolers consi#era l, more than learning 1honetic scri1t an# .riting out the al1ha etF *se 1lease an# than7 ,ou an# e 1ositi-e2 Set the exam1le of ho. to eha-e B ,ou are the role mo#elC so shouting an# raising ,our -oice are not i#ealF See elo. un#er the ;aught, !hil#ren section for i#eas on ho. to sta, in charge2 &e 1re1are# % 1ractise telling the stories efore ,ou go into class an# ha-e ,our 1icture flashcar#s an# materials rea#,2 This .ill allo. ,ou to e relaxe# an# to en?o, the class an# the chil#ren rather than franticall, tr,ing to organise ,our materials .hile the chil#ren ecome restless an# ore#2 &e flexi le2 $f something is not .or7ing then change the game or acti-it,2 $n-ol-e sh, chil#ren too % gi-e them a central role an# hel1 them come out of their shell2
A11l,ing the games to language an# grammar
:oca ular, is one of the main uil#ing loc7s of language an# in this oo7 ,ou ha-e o-er a hun#re# an# t.ent, games to teach -oca ular,2 Al.a,s start .ith listening games so that the chil#ren ecome familiar .ith the soun#s of the .or#s ,ou are teaching an# un#erstan# their meaning2 Then 1rocee# to s1ea7ing games .here the chil#ren sa, the .or#s from memor,2 For re-ision 1la, one listening game as a refresher an# then go straight to s1ea7ing games2 $t is est to start .ith three to six .or#s an# a## to them gra#uall,2 All the games in this oo7 can e use# to teach grammar in the form of sentences an# Kuestions as .ell as -oca ular,2 As .ell as the games an# stories in this oo7 ,ou .ill nee# music an# songs2 There are games li7e musical cushionsC .hich enefit from music 1la,ingC ut if ,ou #o not ha-e a !" 1la,er or other #e-ice then sing along instea#2
Grou1 si5e
The i#eal num er of chil#ren to e a le to use all the games here is a out eight to t.el-eC for an eas, time of itF 'o.e-er ,ou ma, 1la, .ith fe.er or more chil#ren2 $f ,ou ha-e an assistant in class s1lit the chil#ren into t.o grou1s for some games an# ring e-er,one together for others2 $f ,ou ha-e t.ent, three ,ear ol# chil#ren to manage all , ,ourself then see if a 1arent .oul# -olunteer to hel1 out2 E-en if this extra a#ult cannot s1ea7 English the, can hel1 ,ou .ith organisation an# #isci1lineC or the, coul# cu##le a tearful chil# or 7ee1 an e,e on a naught, one .hile ,ou are us, .ith the main grou12 Se-eral games enefit from a larger grou1 ut man, games reKuire that the chil#ren ta7e turns an# for those games ,ou .ant to s1lit the grou1 u1 or ha-e t.o or more chil#ren ta7ing a turn together2 Dou nee# to e a.are that there shoul# not e much
12
.aiting as chil#ren get restless -er, easil,2 There are freKuent notes .ithin the in#i-i#ual games themsel-es .ith i#eas on ho. to 7ee1 the 1ace mo-ing2
6aterials
&ring in real o ?ects .hene-er 1ossi le such as clothes to #ress u1 inC or 1ro1s for acting out little 1la,s or stories2 =hen ,ou cannot ring in real items use .hate-er o ?ects are a-aila le in ,our classC an# use colourful 1ictures of real items in the games2 !hil#ren lo-e to e fairies an# 1rincesses or 1irates an# co. o,s2 =hate-er ,our chil#ren lo-e to eC 1la, some games using those themes2 "ressing u1 itself of course has some contro-ersial elements to it .here one chil# ma, not e so fortunate as the others an# ma, not ha-e a fair, #ress at home2 $n man, countries the i#ea of a fair, #ress is ?ust a #reamF $f ,ou are teaching in an institution ,ou coul# see if the main class teacher .oul# inclu#e ma7ing some 1ro1s such as .an#s or hea# gear in the art class that ,ou coul# su seKuentl, ma7e use of in ,our language class2 Dou might u, some chea1 1ro1s in #ollar storesC such as right flo.ing scar-es that can e fun to run aroun# .ith2 'a-ing sai# that it is 1ossi le to gi-e fun lessons .ith a fe. 1icture car#s an# ,our imagination2 Some 1ro1s can e a fun a##itionC ut the, are not #e rigueurC an# can e-en get in the .a,2
*sing Stories
'ere are ele-en great reasons to use stories to teach 1reschoolers English: !hil#ren lo-e them The stor, can e the focal 1oint of the lessonC gi-ing meaning an# context to o## .or#s an# 1hrases learne# in isolation2 !hil#ren can a sor the structure of language su consciousl, as .ell as hear familiar .or#s the, 7no.2 Preschoolers .ill e ha11, to hear the same stories o-er an# o-er againC .hich is fantastic for re-ision an# a sor1tion2 )nce ,ou ha-e 1re%taught the 7e, -oca ular, the chil#ren .ill easil, e a le to un#erstan# the stor, .ith the ai# of 1icturesC an# .ill e a le to acKuire language su consciousl, from hearing the stor, re1eate#l,2 *se the stories as a ase for fun acti-ities in class2 A useful message can e containe# in the stor,C asi#e from language learning2 *sing stories gi-es ,ou another metho# of 1utting language across an# .ill lea# to more -ariet, in ,our lessons Stories can e use# as a Kuiet time in et.een oisterous acti-ities2 Dou ma, also ma7e stor, telling nois, an# ha-e the chil#ren ?oin in an# act out the #ifferent 1arts2 StoriesC along .ith songsC allo. chil#ren to hear an# un#erstan# far more English than an, other metho#2 Enhancing stor, telling .ith gesturesC actionsC colourful illustrationsC rele-ant games an# role%1la,s increases language retention an# acKuisition ecause through -arie# teaching metho#s ,ou .ill a11eal to man, #ifferent learning st,les an# intelligences2 DouAll also gi-e some reall, fun lessons2 Stories are useful for re-ision e-en if the language in the stor, is asic com1are# to the le-el of ,our class2
13
Pre%teaching the 7e, -oca ular,

$t is im1ortant to 1re%teach the 7e, -oca ular, in a stor, efore rea#ing it so the chil#ren can un#erstan# .hat is going on2 The stor, lesson i#eas contain suggeste# games an# acti-ities for each stor, to use in a##ition to other games from this oo72 The suggeste# amount of -oca ular, to teach in one lesson in the notes .ith the stories is an a-erage amount an# is not necessaril, .hat ,ou .ill nee# for ,our class2 For exam1le three%,ear%ol# eginners .ho ha-e no ex1osure to English asi#e from half an hour a .ee7 .ill e fairl, slo. to get starte# an# ,ou might onl, intro#uce 3 colours an# 3 num ers in a half hour lesson2 'o.e-er 9 ,ear ol# eginners .ill most li7el, e a le to han#le 6 colours an# 6 num ers in the first lesson % at least the, .ill e a le to un#erstan# them all an# #emonstrate that un#erstan#ing through gamesC an# the, ma, e-en e a le to 1la, some s1ea7ing games .ith either the colours or the num ers2 The tric7 is not to #o too muchC ut eKuall,C not to stagnate on ?ust a fe. .or#s until the chil#ren can sa, them 1erfectl,2 $t is etter to ha-e the chil#ren un#erstan#ing man, .or#s an# ?ust sa,ing a fe. to egin .ith2 Dou .ill e a le to uil# on the s1ea7ing as ,ou .or7 through the stories an# the -oca ular, comes roun# again an# again2
Ti1s for telling the stor,
'a-e the chil#ren seate# in front of ,ou on the floor .here the, can all see the 1ictures2 The 1ictures are 7e, to un#erstan#ing so it is -ital that the chil#ren can see them easil,2 Sho. the first 1icture an# as7 the chil#ren .hat the, seeC as7ing them to name the animal or o ?ects2 $t is )( if the chil#ren use their o.n language to re1l,C ut as ,ou .ill ha-e 1re%taught the 7e, -oca ular,C see if ,ou can also elicit the .or#s in English2 Start the stor,C using as much -ocal an# facial ex1ression as 1ossi leC an# acting out the stor, .ith gestures .here-er ,ou can2 *se #ramatic -oices to fit the 1ersonalit, of ,our characters2 Practise eforehan# .ith highC sKuea7, soun#s or lo.C gruff ones an# an, -ariation in et.een2 As .ell as the 1itch -ar, all as1ects of the -oice , ma7ing it lou# or softC slo. or fastC reathlessC sa# or ha11,2 *se gestures an# full o#, language to con-e, emotion2 'ang ,our hea# in sa#ness or loo7 .orrie# an# tearful or loo7 ha11,C as a11ro1riate #e1en#ing on the e-ent in the stor,2 Get the chil#ren to imitate the character in the stor, an# loo7 ha11, or sa#2 A## in animal noisesC or a little song or rh,me that ,ou might ma7e u12 For exam1le in the marching ants stor, ,ou coul# #o some soun# effects of the marching ants an# ha-e the chil#ren ?oin in .ith ,ou2 Soun# effects can e -ocal or .ith instruments or im1ro-ise# instruments such as cla11ing or ta11ing o#, 1arts or o ?ects2 As7 some sim1le Kuestions such asC L=here is the giraffeEL or L$s the ir# hungr,EL #e1en#ing on .hate-er is rele-ant to the stor,2
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As7 the chil#ren to guess .hat .ill ha11en nextC an# the, can #o this in their nati-e language2 The guessing game hel1s #ra. them in to e more curious a out the stor,2 $f the chil#ren are engage# then continue to elicit -oca ular,C an# the guessing game .ith each 1icture2 'o.e-er ,ou ma, also .ant sometimes ?ust to rea# the stor, an# onl, sto1 to as7 a fe. Kuestions here an# there so that the 1rocess #oes not #rag on too long2 That is a #ecision ,ou ma7e each time #e1en#ing on the feeling ,ou ha-e in the grou12 !ertainl, rea#ing the stor, shoul# e en?o,a le an# ,ou #o not .ant to ma7e a meal of it an# s1oil the fun , eliciting -oca ular, the .hole time2 $t is not necessar, to insist the chil#ren sit 1erfectl, still .ithout ta7ing their e,es of ,ou2 As long as the, are Kuiet the, .ill e hearing the .or#s regar#less2 'o.e-er if there is glo al restlessness then ,ou are 1ro a l, ma7ing too much of a meal eliciting -oca ular, an# #ragging the stor, outC so tell it Kuic7er an# mo-e on to an acti-it, in-ol-ing mo-ement as a change from the Kuiet sitting 1erio#2
Re-ision i#eas for after the stor,
$n the lesson i#eas for each stor, ,ou .ill fin# i#eas an# games to use after rea#ing the stor,2 For exam1le colour the lac7 an# .hite flashcar#sC gi-e out the stor, illustrations an# let the chil#ren 1ut them in or#erC let the chil#ren act out the stor, .hile ,ou rea# it an# follo.%u1 .ith 1lent, of games to re-ise the language an# -oca ular, in the stor,C gra#uall, increasing the ratio of s1ea7ing games to listening games as the chil#ren a sor the English2
*sing the illustrations an# -oca ular, flashcar#s

Each stor, comes .ith colour illustrationsC colour flashcar#s an# lac7 an# .hite -oca ular, flashcar#s2 *se the lac7 an# .hite ones for 1ost%stor, colouring2 Let the chil#ren colour freel,C or gi-e a colour #ictation2 $n the case of a colour #ictation gi-e the chil#ren the same 1icture an# tell them .hat colour to use for the #ifferent o ?ects2 For exam1le colour the flo.er ,ello.C colour the ant lac7C etc2 !olouring is -er, useful as a Kuiet timeC for thera1,C for motor s7ills an# it gi-es ,ou the teacher a chance to organise ,ourself for the next acti-it,2 *se the colour -oca ular, flashcar#s to 1re%teach the 7e, language an# .or#s an# use them for re-ision games2
Language le-el
The stories are .ritten for eginners2 There are enough 1ictures for the chil#ren to follo. the action as long as the, ha-e een intro#uce# to the 7e, -oca ular, an# can un#erstan# it sufficientl, .ell to e a le to 1la, an, of the listening games in this oo72 The stories are sim1le an# as re1etiti-e as 1ossi le to gi-e e-er, chance to the chil#ren to un#erstan# most of the .or#s o-er re1eate# listening2 $t is im1ortant that the chil#ren un#erstan# the gist of the stor, from the first time ,ou tell itC ut .ith re1eate# listening gra#uall, the chil#ren .ill come to recognise an# un#erstan# the
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sentences an# 1hrases in et.een the 7e, .or#s an# ta7e the s,ntax on oar# su consciousl,2 $f ,ou ha-e a more a#-ance# grou1C 1erha1s chil#ren .ho come from a ilingual home an# .ho are conseKuentl, learning faster than chil#ren onl, ex1ose# to English #uring their classes .ith ,ouC then ,ou might .ant to -ar, the language an# the tenses ,ou use .hen ,ou tell the stor,2 $f this is the case then ta7e the are ones of the stor, an# using the 1ictures as 1rom1ts retell it #ifferentl, in ,our o.n .or#s each time2 Alternati-el, stic7 to the main sentences an# enrich them .ith a##itional a#?ecti-es or comments2
;aught, or Rough !hil#ren
Dou ma, fin# that ,ou ha-e a igger slightl, ol#er chil# .ho is a little rough .ith the little onesC .hich can 1ertur them Kuite a itC es1eciall, if ,ou are 1la,ing games .here the chil#ren are running or mo-ing a out the room2 Dou must 7ee1 an e,e on the igger chil# an# as7 him or her to e gentle2 $f ,ou ha-e one 1articularl, naught, chil# .ho is 1re-enting the smooth running of the class then ,ou coul# tr, ha-ing that chil# as ,our hel1er so ,ou 7ee1 them a.a, from the others an# allo. the others to learn .hile 7ee1ing a close e,e on the naught, one2 =hen ,ou choose a chil# to start a game let them 7no. that ,our 1olic, .ill al.a,s e to 1ic7 someone .ho has een -er, goo#C or .ho is sitting nicel, an# Kuietl,2 This .or7s -er, .ell2 Remem er to re.ar# the naught, chil#ren as soon as the, are goo# an# loo7 for o11ortunities to 1raise them so ,ou #o not s1en# ,our .hole time telling them off2 !hil#ren lo-e the soun# of their o.n names so .hen a chil# is eing naught, #o not use his or her name2 *se the chil#renAs names .hen 1raising them an# a-oi# using them .hen cautioning a chil#2 *se the Lo-e an# Logic a11roach2 $f Phuong is tal7ing out of turn sa,H L$Am listening to 6erc, no.L instea# of sa,ingH L&e Kuiet PhuongL2 $f Phuong is still 1la,ing u1 sa,H LDou can either ha-e me call ,our father or ,ou ma, 1la, the game 1ro1erl,C .hich .oul# ,ou 1referEL This em1o.ers Phuong as she no. as a choice an# she .ill of course 1refer to 1la, the game 1ro1erl,2 This teaches the chil#ren that the, are res1onsi le for their eha-iour an# the outcome in their li-es from an earl, age an# is significantl, etter than ?ust or#ering them aroun#2 $f chil#ren are tal7ing at the same time as ,ouC s1ea7 -er, Kuietl,C or sto1 s1ea7ing an# .ait2 Loo7 at the chil#ren .ho are tal7ing an# ha-e the class loo7 at those chil#ren2 The, .ill soon realise an# sto1 tal7ingC at .hich 1oint than7 them for their attention2 $f the energ, le-el is too oisterous for the a o-e techniKue to .or7 use the 6agic Fi-e Game to get e-er,oneAs attention an# follo. u1 .ith a Kuiet game or a game li7e FishingC .here it is im1ossi le for the chil#ren to tal7F
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Teacher Ash.ein in &ei?ing uses a naught, chair solutionC a 1lace .here a stu#ent has to sit an# sa, a .or# ten times2 'e re1orts that this M1unishmentN 7ee1s his oisterous 1u1ils in chec72 *se 1ositi-e comman#s such asH L1lease sit stillL rather than Lsto1 fi#getingL2 ) ser-e .hether chil#ren are naught, ecause the, ha-e ecome restless an# ore#2 Aim the le-el of the class for the ol#er chil#ren if ,ou ha-e a mixe# age grou1 other.ise these chil#ren .ill soon start to 1la, u1 an# .orseC lose interest in learning English ecause it is oring2 The ,ounger ones .ill still e a sor ing language regar#less2 *suall, a chil# is naught, ecause of one or more of the follo.ing reasons: o The chil# is ore# ecause the 1ace is too slo.C in .hich case gi-e him Ior herJ extra tas7s an# res1onsi ilit,2 o The chil# feels o-er.helme# , the su ?ect an# uses #isinterest as a line of #efence to a-oi# feeling li7e a failureC in .hich case gi-e him extra encouragement an# as7 him eas, Kuestions ,ou 7no. he can ans.er2 o The chil# is tire# or the o11ositeH he is full of energ, an# nee#s some games .ith mo-ement2 o The chil# is see7ing attentionC in .hich case ignore himFF An# gi-e him s1ecial attention .hen he is goo#2
$f ,ou reall, ha-e a 1ro lem chil# then ,ou .ill ha-e to remo-e him or her from the class2 $f ,ou ha-e a hel1er then he or she can ta7e the chil# out of the room2 $f ,ou ha-e 1arents 1resent then sen# the chil# home earl,2 $ ne-er ha# to remo-e a chil# from classC ut $ .oul# #o it if it .ere necessar, ecause it is not fair to those .ho .ant to learn to ha-e their fun s1oile#2 $f ,ou ha-e a 1otential 1ro lemC 1lease #o not ignore itC it .ill not go a.a,2 )n the other han# if ,ou ha-e an, attention%see7ing tantrum 1erforming chil#ren ignoring them is the est thing ,ou can #oC exce1t .hen the, are eing goo#C .hen ,ou ma7e a 1oint of gi-ing them attention2 The tric7 is to e fun an# .arm ut strict .hen it comes to eha-ing 1ro1erl,2 The t.o are not incom1ati le2 $t is ,our res1onsi ilit, to e in charge of ,our grou12 A ,oung 1u11, .ill tr, an# ta7e charge of its master a fe. times .hile it is gro.ing u1 an# it is essential that the master sho. the 1u11, he is oss2 !hil#ren are the same % e-en little three ,ear ol# chil#ren2 Gi-en half a chance the, .ill tr, an# ta7e o-er an# the, .ill e mercilessF So it is u1 to ,ou to ta7e charge2 $f ,ou are inca1a le of controlling ,our charges then ,ou are .asting their time2
Se1arating trou le ma7ers using a game
$f ,ou .ant to mo-e chil#ren aroun# so that naught, chil#ren are not sitting next to each other then use this little game to #o it an# the chil#ren .ill ne-er sus1ect that ,ou are on to themF Seat the chil#ren in a semi%circle rea#, for stor, time or a Kuiet game2 Tell all the chil#ren to co-er their e,es .ith their han#s an# close their e,es too for goo# measure2 Then ta1 t.o chil#ren on the hea# an# those chil#ren must silentl, get u1 an# change 1laces2 Then as7 the grou1 to o1en their e,es an# name the t.o chil#ren .ho ha-e mo-e#2 "o this a cou1le times an# inclu#e goo# chil#ren as .ell as the trou lema7ers2 $f ,ou ?ust mo-e the naught, chil#ren e-er, time ,our cunning 1lan .ill not seem so cle-erF
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Safet,
For those rea#ing this .ho ha-e not ha# ex1erience .ith ,oung chil#ren eforeC here are a fe. things to consi#er2 Doung chil#ren from three on.ar#s are -er, mo ile an# lo-e running aroun#C ut the, are Kuite lia le to fall o-er2 &ear this in min# an# 7ee1 ,our teaching area free from ha5ar#s the, coul# tri1 or sli1 on2 (ee1 an, 1otentiall, ha5ar#ous materials .ell out of reach such as glue 1ots or other items that ma, e in the room2 A-oi# ha-ing the chil#ren running .ith o ?ects such as stic7s or things that coul# hurt them if the, fell2 =atch out that ,ou #onAt ha-e too man, chil#ren running an# excite# in too small a s1ace2 $n some of the games the chil#ren run to a 1icture or #o actions2 6a7e sure ,ou #o not ha-e a .hole grou1 of chil#ren hea#ing for the same little 1icture ut scatter se-eral co1ies of the same 1icture a out the floor or room2 6a7e sure there is enough s1ace for the chil#ren to carr, out an, actions .ithout acci#entall, hitting each other2 $f ,ou are cram1e# for s1ace then ,ou .ill ha-e to an running an# 1la, the games at a more se#ate 1ace to a-oi# the chil#ren um1ing into each other2 E-er, no. an# then a chil# .ill ha-e a little um1C ut if ,ou 7ee1 ,our s1ace clear it shoul#nAt e an,thing serious2
Tears
Dou ma, fin# that #uring the first lessons some of the chil#ren ma, ecome o-er.helme# an# cr, ut as the, get to 7no. ,ou this .ill sto12 $f a chil# cries 7neel #o.n to the chil#As e,e le-el an# as7 .hat is .rong2 Reassure them as est ,ou can an# carr, on .ith the lesson2 *suall, after a fe. minutes the chil# .ill sto1 cr,ing an# ?oin inC ut if ,ou ha-e serious tears ,ou ma, nee# to gi-e the chil# to a hel1erC or if ,ou are alone call the 1arents as a last resort2 )n the .hole ,ou .ill not ha-e tears if ,ou use masses of encouragement an# go gentl, on the chil#ren2 $f ,ou are 1la,ing a game .here the chil# has to #o or sa, something efore ,ou count to three or for exam1leC then stretch out the three in#efinitel, until the chil# succee#s so that no chil# e-er fails at an,thing or in an, game2 $n a##ition a-oi# com1etition for the 3%9s2 =hen 1la,ing a game 1la, until e-er,one finishes2
The first lesson an# getting starte# .ith the materials here
Remem er that these chil#ren are -er, ,oung an# the most im1ortant thing is to nurture a chil#As natural ?o, in learning2 $n the first lesson the chil#ren .ill most li7el, e -er, sh, an# slightl, o-er.helme# , meeting ,ou an# hearing the strange ne. soun#s of the English language2 =hen ,ou as7 the chil#ren to re1eat something ac7 to ,ou the, ma, e #um struc72 $f that ha11ens relaxC ?ust ha-e the chil#ren tell ,ou their names using the Kuestion an# ans.er .ith a all game2 Then 1la, listening games .ith three to six animals from the first stor,C #o a little finger 1la, li7e 'ere $s Thum 7inC 1la, some more listening games .ith colours an# gi-e the chil#ren a lac7 an# .hite animal 1icture to colour in2 These lac7 an# .hite 1ictures are 1ro-i#e# in the materials .ith the stor, illustrations2 $n the next lessonsC as the chil#ren get use# to ,ou an# en?o, eing .ith ,ou the, .ill start to res1on# an# s1ea7 English2
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$f ,ou are alrea#, in the s.ing of teaching then m, recommen#ation for ,ou to get starte# Kuic7l, an# easil, is to 1ic7 out fi-e listening games an# fi-e s1ea7ing games an# ta7e those along to ,our next class .ith 1icture flashcar#s or o ?ects of -oca ular, ,ou .oul# li7e to teach2 )nce ,ou ha-e those games un#er ,our elt come ac7 to the oo7 for more2 This .a, ,ou .ill e a le to start using these games imme#iatel, .ithout feeling o-er.helme# , all the o1tions2 "e1en#ing on the le-el an# age of ,our grou1 ,ou might intro#uce one ne. stor, e-er, t.o to four lessonsC .hich gi-es ,ou time to 1re%teach the 7e, -oca ular, .ith games eforehan#2 )f course in an, gi-en lesson ,ou ha-e the o1tion to re%rea# stories the chil#ren alrea#, 7no.C an# 1la, games relate# to those storiesC an# act them out2
Rea#ing an# =riting

This games oo7 #oes not #eal .ith rea#ing an# .riting s7ills as itAs m, 1ersonal 1reference to lea-e this till later2 Generall, chil#ren are eing taught to rea# an# .rite in their nati-e language #uring other lessons #uring the school #a,2 'a-ing sai# that there are some i#eas on teaching .riting at the -er, en# of the teaching t.os re1ort inclu#e# .ith this oo7C ut #o.nloa#e# se1aratel,2 $n a##ition ,ou .ill fin# i#eas for teaching the al1ha et in a section in the #etaile# in#ex2 $n a##ition teachers can ma7e #otte# letters of -oca ular, .or#sC .or# search ma5esC lin7ing .or#s to 1ictures an# other .or7sheets that ma, e use# as Kuiet acti-ities to en# a class2 These can e useful shoul# 1arents .ant to see .hat ,ou ha-e een .or7ing on2 $ ho1e -er, much that ,ou en?o, this resource2 $ .ish ,ou all the est .ith ,our teaching2 Shelle, Ann :ernon Teaching English Games ...2teachingenglishgames2com
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"etaile# $n#ex
1! 2! 4! 3! 1! 2! .! /!
Ste1 )ne % Listening games to intro#uce ne. language Ste1 T.o % Listening games to consoli#ate Ste1 Three % Eas, s1ea7ing games Ste1 Four % !onsoli#ating .ith more #eman#ing s1ea7ing games Games i#eal for s1ecific language or -oca ular, Rh,mes an# Finger Pla,s Acti-ities For Songs Stories / to /0
OOOOO $t is -ital that ,ou 1la, enough listening games for the chil#ren to recognise the .or#s efore 1rocee#ing to s1ea7ing games2 $f a game is not .or7ing as7 ,ourself .hether it is ecause the chil#ren cannot han#le the language2 OOO (ee1 it sim1le an# uil# 1rogressi-el, so that e-er,one has fun2 $f ,ou rush to a s1ea7ing game efore the chil#ren ha-e ta7en the ne. language or -oca ular, on oar# the game .ill fail2 OOOOO
Ste1 )ne Listening games to intro#uce ne. -oca ular, an# language
&efore 1la,ing an, games ,ou nee# to 1resent the -oca ular, for the first time2 "o this , hol#ing u1 a 1ictureC or 1ointing to the item an# sa,ing LchairL2 'a-e the chil#ren re1eat that ac7 to ,ou in unison2 "o this a cou1le of times 1er .or# for three to four .or#s an# then start an eas, listening game right a.a,2 As ,ou 1la, the game fee# in more ne. .or#s accor#ing to the age an# le-el of ,our grou12 'ol# u1 the ne. 1icture car#C name the .or# an# fee# it right into the game2 Each time ,ou intro#uce ne. .or#s use a #ifferent game to start out .ith2 That .ill gi-e more -ariet, to the tas72 Dou .oul# onl, 1la, 1erha1s t.o of these games efore 1rocee#ing to ste1 t.oC an# ,ou .ant to -ar, the ones ,ou use each lesson so that ,our grou1 ne-er 7no. .hat is coming u1 next2 The est games to use -er, earl, on #uring the 1resentation stage of ne. -oca ular, are:
&ingo Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, &o#, Parts / Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas,C teacher re1eate#l, names o#, 1arts #uring game &uil# a Picture Grou1: small grou1 S1aceE ;o Pace: !alm Le-el: Eas, !atalogue Game Grou1: small S1aceE ;o Pace: !alm Le-el: -oca ular, items !olour the !ircles Grou1: an, S1aceE Flexi le Pace: !alm Le-el: Eas,C not ?ust for colours !o1,cat !omman#s Grou1: An, S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le Funn, Things Grou1: an, S1ace: ;o Pace: !alm Le-el: eas,
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Gigantic Glo-es Game Grou1: 4 to 40 S1ace: A little Pace: =a7e u1 Le-el: Eas, Go an# Fetch Grou1: smaller grou1s S1aceE Des Pace: !alm Le-el: Eas, 'i#e an# See7 Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Fin# the 1ictures ,our name 'oo1s Grou1: :arious S1aceE Des Pace: =a7e u1 to Excita le Le-el: Eas, 'o1 &unn, 'o1 Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas, @um1 the Line Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: :er, eas, Little =orm Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: 6o-ing to -oca ular, 1ictures Listening Sna1 Grou1: an, S1aceE ;o Pace: !alm Le-el: Res1on#ing to -oca ular, Luc7 Game Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: An, -oca ular, 6atching Pairs Grou1: an, S1aceE ;o Pace: !alm Le-el: :er, eas, 6emor, Game .ith Soun# Effects Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: 1ure funF 6iming Games Grou1: an, S1aceE Flexi le Pace: !alm to =a7e u1 Le-el: intro#uce -oca ular, Ra1i# Reaction Grou1: 4 to 40 S1aceE To form a circle Pace: =a7e u1 Le-el: Eas, Run an# Touch Grou1: an, S1aceE Des Pace: =a7e u1 to Excita le Le-el: Eas, Sha1es Grou1: an, S1aceE Des Pace: =a7e u1 to Excita le Le-el: ma7ing sha1es Sho. 6e -ariations / an# 4 Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: Eas, Simon Sa,s eas, -ersion Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Te##, &ear Game Grou1: 4 to /9 S1ace: To sit in a circle Pace: !alm Le-el: $ntro#ucing 1ossessi-es or general tal7ing *sing Real ) ?ects Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, =hat is 'i#ing in m, Poc7etE Grou1: an, S1aceE ;o Pace: !alm Le-el: Flexi le
Ste1 T.o 6ore listening games to consoli#ate ne. language

)nce ,ou ha-e intro#uce# the maximum num er of ne. .or#s ,our grou1 can han#le Ia out 6 .or#sJ 1la, more listening games that reKuire a slightl, etter gri1 of the .or#s2 Ste1 )ne has -er, eas, grou1 games2 $n ste1 t.o the games .or7 much etter if most or all of the chil#ren #o un#erstan# the .or#s an# can react .hen the, hear themC rather than ?ust follo. the her#2 These games also allo. for fun an# effecti-e re-ision of man, .or#s in a short s1ace of time2 $t is useful to refresh ,our 1u1ilsA memories .ith a Kuic7 listening game efore an, s1ea7ing acti-it,2
All !hange Grou1: 6 to /9 S1aceE To form a circle Pace: =a7e *1 Le-el: Flexi le Al1ha et Scram le Grou1: An, S1aceE ;o Pace: !alm Le-el: Recognising letters Animal ;oises Grou1: An, S1aceE ;o Pace: =a7e u1 Le-el: Learning animals &alancing Act Grou1: An, S1aceE The chil#ren lie on the floor Pace: !alm Le-el: Eas, !atalogue Game Grou1: small S1aceE ;o Pace: !alm Le-el: -oca ular, items "eli-er, &o, Grou1: 4 to 40 S1aceE &etter .ith ut flexi le Pace: =a7e u1 Le-el: Eas, "escri ing Peo1le Grou1: an, S1aceE ;o Pace: !alm Le-el: "escri ing 1eo1le an#/or clothes "i-ing for Treasure Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas, "ress u1 "ance Grou1: 4 to 30 S1aceE Des Pace: Excita le Le-el: Eas, Egg an# S1oon Grou1: 4 to 30 S1aceE Des Pace: =a7e u1 to Excita le Le-el: eas, Fin# the Pictures Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi leC excellent for listening com1rehension at all le-els Fishing Grou1: 4 to 40 S1aceE Floor s1ace Pace: =a7e u1 Le-el: Eas, Go an# Fetch Grou1: an, S1aceE Des Pace: Li-el, Le-el: Eas, 'ea# to 'ea# Grou1: *1 to a out 30 S1ace: Des Pace: Li-el, Le-el: Eas,C an, -oca ular, $ S1, Grou1: an, S1aceE ;o Pace: !alm Le-el: 6atching soun#s .ith 1ictures $s it TrueE Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Excellent for general languageC 1articularl, goo# for com1arati-esC 1re1ositionsC ut has unlimite# uses2 Listen Grou1: An, S1aceE :aries Pace: =a7e u1 to excita le Le-el: :oca ular,
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Listening Sna1 Grou1: an, S1aceE ;o Pace: !alm Le-el: Res1on#ing to -oca ular, Little =orm Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Follo.ing instructions 6agic Fi-e A listening game to ra1i#l, ta7e control of an, class an# esta lish calm 6atching Pairs Grou1: an, S1aceE ;o Pace: !alm Le-el: Recognising -oca ular, 6usical &um1s Grou1: an, S1aceE Des Pace: =a7e u1 to Excita le Le-el: Eas, 6usical !ushions Grou1: an, S1aceE Des Pace: =a7e u1 to Excita le Le-el: Eas, 6usical Statues Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas, ;ame an# Touch Grou1: an, S1aceE Des Pace: !alm Le-el: Eas, Parachute Grou1: u1 to a out 49 S1aceE Des Pace: =a7e u1 Le-el: :oca ular, Ponies an# Ri#ers Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Flexi le Pre1osition ) stacles Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: 1re1ositions .ith o1tions for other -oca ular, Roller &all Grou1: 3 to /6 S1aceE Des Pace: =a7e u1 Le-el: =or7ing together .hile listening Ro1e Game Grou1: an,C etter for small grou1s S1aceE Des Pace: Li-el, Le-el: Eas, Sho. 6e -ariation 3 Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, Simon Sa,s .ith more -oca ular, Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Flexi le Traffic Light Grou1: an, S1aceE ;ot o ligator, Pace: =a7e u1 Le-el: Eas, T.ister Grou1: /4 1er sheet S1aceE Some Pace: !alm Le-el: o#, 1arts an# colours :oca ular, Aim an# Thro. Grou1: 4 to 40 S1aceE Flexi le Pace: =a7e u1 Le-el: Eas, :oca ular, !la1 Grou1: an S1aceE ;o Pace: =a7e u1 Le-el: -oca ular, re-ision =ho is 6issingE Grou1: an, S1aceE To lie #o.n Pace: !alm Le-el: Eas,
Ste1 Three !ommunicating .ith the ne. language

)nce ,our class or grou1 ha-e ecome 1roficient at listening an# un#erstan#ing the ne. -oca ular, or language structure ,ou are 1resentingC 1rocee# to s1ea7ing games2 'ere are some goo# ones to start .ith:
&ingo Grou1: 4 to /9 S1aceE ;o Pace: !alm Le-el: Flexi le &ig &a# @o7er Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas, &o#, Parts 3 Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: ;aming o#, 1arts !hinese =his1ers Grou1: an, S1aceE Flexi le Pace: !alm Le-el: :er, eas, "uc7 "uc7 Goose Grou1: 8 to 40 ;ee#s s1aceE Des Pace: =a7e u1 Le-el: eas, Em1ire State Grou1: Small grou1s onl, S1ace: Large ta le or floor Pace: !alm Eas, Fin# the Pairs Grou1: 4 to /9 S1aceE ;o Pace: !alm Le-el: Flexi le Fishing Grou1: 4 to 40 S1aceE Floor s1ace Pace: =a7e u1 Le-el: Eas, Getting =armer Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: :er, eas,
Gigantic Glo-es Game Grou1: 4 to 40 S1ace: A little Pace: =a7e u1 Le-el: Eas,
'i#e an# See7 Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: ;aming 1ictures the, fin# in#i-i#uall, or together 'i#e an# See7 Pairs Grou1: An, S1aceE Des Pace: =a7e u1 Le-el: Eas,
'oo1s Grou1: :arious S1aceE Des Pace: =a7e u1 Le-el: *se .ith song or rh,me
'ot Potato Grou1: 9 to 30 S1aceE Possi le .ithout Pace: =a7e u1 Le-el: Flexi le $ Am Dou Are Grou1: 4 to /9 S1aceE ;o Pace: !alm Le-el: Eas, for an, language @ohnn, =a7e *1F Grou1: An, S1aceE Aisles of class )( Pace: !alm Le-el: Eas, Laughing Game Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, 6emor, Game Grou1: small grou1 S1aceE ;o Pace: !alm Le-el: Eas, The 6on7e,As Tail Grou1: *1 to a out 40 S1aceE Des Pace: Excita le Le-el: Eas,C chanting an# naming -oca ular, 6other 6a, $E Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas,C as7ing Kuestions
6usical &um1s Grou1: an, S1aceE Des Pace: =a7e u1 to Excita le Le-el: Eas, ;ame the =or# Grou1: an, S1aceE ;) Pace: !alm Le-el: Eas,C -oca ular, re1etition
;onsense A Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas,C fluenc, .ith soun#s
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;onsense & eas, -ariant Grou1: an, S1aceE ;o2 Pace: !alm Le-el: Eas, ;onsense ! Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas,C sa, .or#s in a funn, .a, Phonemes % &oom !hica &oom Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Pla,ing Teacher Grou1: an, S1aceE ;o Pace: !alm Le-el: Re1eating -oca ular, Ponies an# Ri#ers Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas, G an# A .ith a &all Grou1: 4 to /9 S1aceE To sit in a circle Pace: !alm Le-el: Eas, G an# A "ance Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas, Russian Roulette Grou1: 4 to /4 S1aceE !ircle on floor or at ta les Pace: !alm Sa, $t Guic7F Grou1: 4 to 40 S1aceE To sit in a circle Pace: =a7e u1 Le-el: Eas, Sna1 Grou1: 4 to 40 S1aceE To sit together Pace: =a7e u1 Le-el: Eas, Sorting Grou1: an, S1aceE Flexi le Pace: !alm to =a7e u1 Le-el: -oca ular,
Te##, &ear Game Grou1: 4 to /9 S1ace: To sit in a circle Pace: !alm Le-el: 1ossessi-es or an, language The &ear Li7es 'one, Grou1: an, S1ace: ;o Pace: !alm Le-el: fluenc, The &lan7et Game Grou1: an, S1ace: ;o Pace: !alm Le-el: as7ing Kuestions in unison
The !rossing Grou1: an, S1aceE Des Pace: =a7e u1 to excita le Le-el: :er, eas, There $s/Are Grou1: an, S1aceE Des Pace: !alm Le-el: There is/are an# counting Three !u1s Grou1: an, S1aceE ;o Pace: !alm Le-el: -oca ular, or sentences :oca ular, Aim an# Thro. Grou1: 4%40 S1aceE Flexi le Pace: =a7e u1 Le-el: Eas, :oca ular, !hanting Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: :er, eas,
:oca ular, Forfeit Game Grou1: an, S1aceE Des Pace: !alm Le-el: naming -oca ular, =hat is 'i#ing in m, 1oc7etE Grou1: an, S1aceE ;o Pace: !alm Le-el: name -oca ular, =hich one has goneE Grou1: 4 to 40 S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le
Ste1 Four !onsoli#ating .ith more #eman#ing s1ea7ing games
)nce ,our 1u1ils ha-e a goo# gras1 of the -oca ular, or language structureC use these alternati-e games:
A#?ecti-es Grou1: u1 to 40 S1aceE To stan# in ro.s Pace: !alm Le-el: fluenc, Al1ha et 6issing Letter Grou1: an, S1aceE ;o Pace: !alm Le-el: al1ha et &ang the Tin Grou1: / to /9 S1aceE DesC floor s1ace Pace: =a7e u1 Le-el: Flexi le &lin#fol# Guessing Game Grou1: / to /9 S1aceE ;o Pace: !alm Le-el: Eas, &lin# 6anAs &luff Grou1: 6 to /9 S1aceE Des Pace: Excita le Le-el: Eas,
&o#, Parts / Grou1: an, S1aceE ;o Pace: !alm Le-el: ;aming o#, 1arts
&o#, Parts 4 Grou1: small S1aceE )n .all Pace: !alm Le-el: o#, 1arts & other -oca ular, &rainstorm Guessing Grou1: an, S1aceE ;o Pace: !alm Le-el: :oca ular, re-ision &rainstorm 'o1 Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Re-ising -oca ular,
!o1,cat !omman#s Grou1: an, S1aceE Flexi le
"ancing "emons Grou1: 4 to 40 S1aceE Des Pace: =a7e u1 Le-el: -oca ular,
"eli-er, &o, Grou1: 4 to 40 S1aceE &etter .ith ut flexi le Pace: =a7e u1 Le-el: Eas, "escri ing Peo1le Grou1: an, S1aceE ;o Pace: !alm Le-el: "escri ing 1eo1le an#/or clothes "i-ing for Treasure Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas,
Pace: =a7e u1 Le-el: Flexi le
"ra.ing Games Grou1: an, S1aceE ;o Pace: !alm Le-el: 6e#ium Egg an# S1oon Grou1: 4 to 49 S1aceE Des Pace: =a7e u1 to Excita le Le-el: Flexi le Flash the !ar#s Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, Guess =ho 'as Got $t Grou1: flexi le S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le 'ammer 'ea# Grou1: An, S1ace: to ma7e a circle Pace: =a7e u1 Le-el: Eas, 'a11, 6on7e, Grou1: an, S1aceE To form a circle Pace: =a7e u1 Le-el: :oca ular, re-ision 'i##en Picture Grou1: an, S1ace: flexi le Pace: calm Le-el: naming -oca ular,
'oo1s Grou1: :arious S1aceE Des Pace: =a7e u1 to Excita le Le-el: :oca ular, re-ision $ S1, Grou1: an, S1aceE ;o Pace: !alm Le-el: :oca ular, re-ision
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6iming Games Grou1: an, S1aceE Flexi le Pace: !alm to =a7e u1 Le-el: Guessing actions an# .hat is eing mime#
6usical Statues Grou1: an, S1aceE ,es Pace: =a7e u1 Le-el: Eas, 6,ster, &ag Grou1: ma7e small grou1s of 3 to 9 S1aceE To sit in grou1s Pace: !alm Le-el: Guessing items ;onsense & har#er -ariant Grou1: an, S1aceE ;o Pace: !alm Le-el: Phonemes )fficials Grou1: an, S1aceE ;o Pace: !alm Le-el: 'ar#erC short #ialogues Pair .or7 an# Recor#ing Grou1: an, S1aceE Aisles )( Pace: !alm Le-el: Guestions
Parachute Grou1: u1 to a out 49
Roun#ers Grou1: 4 to /6 S1aceE Des Pace: Li-el, Le-el: Flexi le Run an# =al7 Rela, Grou1: 8 to 40 S1aceE Des Pace: !alm Le-el: Eas, Sentences Grou1: 4 to /9 S1aceE ;o Pace: !alm Le-el: Flexi le Sorting Grou1: an, S1aceE Flexi le Pace: !alm to =a7e u1 Le-el: 6a7ing sentences Ste11ing Stones Grou1: 4 to 40 S1aceE Des Pace: =a7e u1 Le-el: -oca ular, Stuc7 in the 6u# Grou1: an, S1aceE Des Pace: Excita le Le-el: Flexi le
:oca ular, Forfeit Game Grou1: an, S1aceE Des Pace: !alm Le-el: sentences
S1aceE Des
Pace: =a7e u1 Le-el: :oca ular,
=ho is =ho is =hose +ig5ag
it /E Grou1: 4 to 40 S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le it 4E Grou1: an, S1aceE Des to form a circle Pace: =a7e u1 Le-el: Eas, Sha#o. is itE Grou1: an, S1aceE ;ot much Pace: =a7e u1 Le-el: Eas, Grou1: 3 to /9 S1aceE Des Pace: !alm Le-el: Eas,
Games i#eal for s1ecific language or -oca ular,

>>P of the a o-e games can e 1la,e# to learn an, grammar or -oca ular,2 'a-ing sai# thatC certain games are i#eal forC ut nee# not e use# exclusi-el, for s1ecific language2
Actions
Ste1 Ste1 Ste1 Ste1 Ste1 Ste1 Ste1 )ne !o1,cat !omman#s Grou1: An, S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le T.o =ho is 6issingE Grou1: an, S1aceE To lie #o.n Pace: !alm Le-el: Eas, T.o &alancing Act Grou1: an, S1aceE Floor s1ace Pace: !alm Le-el: Eas, T.o Simon Sa,s Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, T.o =ho is 6issingE Grou1: an, S1aceE To lie on floor Pace: !alm Le-el: Eas, Four A#?ecti-es Grou1: 40 S1aceE To stan# in ro.s Pace: !alm Le-el: fluenc, Four =hose Sha#o. is itE Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas,
Al1ha et
Ste1 T.o A&! !ircle Game Grou1: An, S1aceE Flexi le Pace: =a7e u1 Le-el: Eas, Ste1 T.o Al1ha et Scram le Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Ste1 Four +ig5ag Grou1: 3 to /9 S1aceE Des Pace: !alm Le-el: Eas, Ste1 Three Ste11ing Stones Grou1: 4 to 40 S1aceE Des Pace: =a7e u1 Le-el: Eas, Ste1 Four Pla,ing Teacher Grou1: 4 to 40 S1aceE ;o Pace: !alm Le-el: Flexi le Ste1 Four Al1ha et 6issing Letter Grou1: an, S1aceE ;o Pace: !alm Le-el: al1ha et Ste1 Four =hose Sha#o. is itE Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Al1ha et Letter Pu55le Grou1: an, S1aceE ;o Pace: !alm Le-el: recognising letters See also all the !ounting Games that can also e use# for the al1ha et un#er the letter !2
&o#, 1arts
Ste1 Ste1 Ste1 Ste1 Ste1 Ste1 )ne )ne )ne T.o T.o T.o &o#, Parts / Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, ;ame an# Touch Grou1: an, S1aceE Floor s1ace Pace: !alm Le-el: Eas, !o1,cat !omman#s Grou1: An, S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le Simon Sa,s Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, &o#, Parts 4 Grou1: 4 to /4 S1aceE ;o Pace: !alm Le-el: Eas, 'ea# to 'ea# Grou1: *1 to a out 30 S1ace: Des Pace: Li-el, Le-el: Eas,
24
Ste1 Ste1 Ste1 Ste1 Ste1
T.o T.ister Grou1: 4 to /9 S1aceE Des Pace: !alm to =a7e u1 Le-el: Eas, T.o &alancing Act Grou1: an, S1aceE Floor s1ace Pace: !alm Le-el: Eas, Three &o#, Parts / Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, Four &o#, Parts 4 Grou1: small S1aceE )n .all Pace: !alm Le-el: Eas, Four &o#, Parts 3 Grou1: an, S1aceE A little Pace: =a7e u1 Le-el: Eas,
!lothing
Ste1 )ne !o1,cat !omman#s Grou1: An, S1aceE Flexi le Pace: =a7e u1 Le-el: Flexi le Ste1 )ne ;ame an# Touch Grou1: an, S1aceE Floor s1ace Pace: !alm Le-el: Eas, Ste1 )ne =hat is 'i#ing in m, 1oc7etE Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, Ste1 )ne or T.o !atalogue Game Grou1: small S1aceE ;o Pace: !alm Le-el: Eas, Ste1 T.o Gigantic Glo-es Grou1: 4 to 40 S1aceE Des Pace: =a7e u1 to Excita le Le-el: Eas,C use real clothes Ste1 T.o 'ea# to 'ea# Grou1: *1 to a out 30 S1ace: Des Pace: Li-el, Le-el: Eas, Ste1 T.o Simon Sa,s Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Ste1 T.o &alancing Act Grou1: an, S1aceE Floor s1ace Pace: !alm Le-el: Eas, Ste1 T.o T.ister Grou1: 4 to /9 S1aceE Des Pace: !alm to =a7e u1 Le-el: Eas, Ste1 T.o $s it TrueE Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Ste1 Four +ig5ag Grou1: 4 to 40 S1aceE Des Pace: !alm Le-el: Eas,
!olours
Ste1 Ste1 Ste1 Ste1 Ste1 Ste1 )ne )ne )ne T.o T.o T.o !olour the !ircles Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, =hat is 'i#ing in m, 1oc7etE Grou1: an, S1aceE ;o Pace: !alm Le-el: Eas, or T.o !atalogue Game Grou1: small S1aceE ;o Pace: !alm Le-el: Eas, &alancing Act Grou1: an, S1aceE Floor s1ace Pace: !alm Le-el: Eas, 'ea# to 'ea# Grou1: *1 to a out 30 S1ace: Des Pace: Li-el, Le-el: Eas, T.ister Grou1: 4 to /9 S1aceE Des Pace: !alm to =a7e u1 Le-el: Eas,
!ounting an# num ers

Ste1 )ne !la1 an# !ount Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Ste1 T.o &ouncing a &all Grou1: an, S1aceE Some Pace: !alm or =a7e u1 Le-el: Eas, Ste1 T.o @um1ing Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Listening to num ers out of seKuence Ste1 Three !ount#o.n Grou1: an, S1aceE Flexi le Pace: Flexi le Le-el: !ount ac7.ar#s Ste1 Three !ount ,our Ste1s Grou1: 4 to 40 S1aceE Des Pace: !alm Le-el: Eas, Ste1 Three Em1ire State &uil#ing Grou1: 4 to /9 S1aceE A little Pace: !alm Le-el: Eas, Ste1 Three Gra an# !ount Grou1: 4 to 40 S1aceE ;o Pace: !alm Le-el: Eas, Ste1 Four Ponies an# Ri#ers Grou1: 4 to 40 S1aceE Des Pace: =a7e u1 Le-el: Eas, Ste1 Four Ta11ing a &alloon Grou1: small grou1s S1aceE Des Pace: =a7e u1 Le-el: Eas, Ste1 Four Guessing 'o. 6an, Grou1: an, S1aceE ;o Pace: !alm Le-el: Thin7ing of num ers out of seKuence Ste1 Four +ig5ag Grou1: 4 to 40 S1aceE Des Pace: !alm Le-el: Eas,
Pre1ositions
Ste1 )ne =hat is 'i#ing in m, Poc7etE Grou1: an, S1aceE ;o Pace: !alm Le-el: Flexi le Ste1 )ne Pre1osition ) stacles Grou1: an, S1aceE Flexi le Pace: =a7e u1 Le-el: 1re1ositions .ith o1tions for other -oca ular, Ste1 T.o $s it TrueE Grou1: an, S1aceE ;o Pace: =a7e u1 Le-el: Eas, Ste1 Four A#?ecti-es Grou1: u1 to 40 S1aceE To stan# in ro.s Pace: !alm Le-el:
fluenc,
Guestion an# ans.er games

Ste1 Three G an# A .ith a &all Grou1: 4 to /9 S1aceE For a circle Pace: !alm Le-el: Eas, Ste1 Three G an# A "ance Grou1: an, S1aceE Des Pace: =a7e u1 Le-el: Eas,
25
Games A%&
A&! !ircle Game
Ste1 )ne Listening Game for the al1ha et Grou1: An, S1ace: Flexi leC coul# e 1la,e# at #es7s if ,ou cannot form a circle 6aterials: Letters The aim of the game is to intro#uce an# 1ractise the al1ha et2 The chil#ren sit in a circle an# each chil# hol#s a letterC either a flashcar# or a real letter2 Pla, music .hile the chil#ren 1ass the letters roun#2 $f chil#ren fin# it #ifficult to coor#inate recei-ing an# 1assing a letter re#uce the num er to one 1er e-er, other chil#2 =hen ,ou sto1 the music as7 all the chil#ren .ith the letter A to stan# u1 an# #o a t.irl or a sim1le fun action2 !hil#ren must loo7 at their letterC listen an# recognise the soun#2 *se this .ith 1icture car#s an# 1honemes too2 =hen starting out use three to four letters an# gi-e out multi1le co1ies of these fe. letters2 As the chil#ren ecome familiar .ith those letters 1la, again another #a, .ith t.o or three more ne. letters a##e# to the game2 Pla, at a later stage .ith a mixture of small letters an# ca1itals2 =hen ,ou ha-e ig grou1s an# man, letters as7 chil#ren .ith the letters AC &C ! or " to #o the t.irl2 This .a, more chil#ren are acti-e at once2 $f ,ou ha# the al1ha et to call an# ,ou onl, call one letter 1er turn the chil#ren .ill Kuic7l, lose interest as the chances of eing calle# are so slim2 S1ea7ing :ersion =hen the music sto1s sho. one of the letters2 All the chil#ren .ith that letter must ma7e the soun# or sa, a .or# starting .ith that letter2
A#?ecti-es
Ste1 Four S1ea7ing for fluenc, an# a#?ecti-es an# other language Grou1: *1 to a out 40 chil#ren though ,ou coul# 1la, .ith more if ,our chil#ren are .ell% eha-e# S1ace: ;o 6aterials: ;one This is from )lga &ene#i7 in the *7raine B than7 ,ou )lga2 !hil#ren stan# in a line one ehin# the other2 =ith 40 chil#ren ha-e four ro.s of fi-e 1la,ing simultaneousl, to a-oi# a lot of hanging aroun#2 The secon# chil# in line sa,s a rh,me such as: $Am -er, -er, tall $Am -er, -er, small Sometimes tallC sometimes small Guess .hat am $ no.E =hile the chil# s1ea7s he/she mimes the a#?ecti-e such as stretching u1 for tall an# crouching #o.n for small2 )n the last line the chil# 1ic7s one of the t.o an# hol#s the 1osition2 The chil# in frontC .ithout turning aroun#C guesses .hether the chil# ehin# is tall or small2 !ontinue #o.n the line2
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*se this .ith an, a#?ecti-es such strong an# .ea7C ha11, an# sa# an# so on2 *se also .ith a#-er s: $Am mo-ing slo.l,C -er, -er, slo.l,C $Am mo-ing Kuic7l,C -er, -er, Kuic7l, 'o. am $ mo-ing no.E *se .ith 1re1ositions Ichil# nee#s a oo7 an# an orange for this exam1leJ: The orange is un#er the oo7C The orange is on the oo7 *n#erC onC un#er on =here is it no.E Potentiall, a#a1t this game to an, -oca ular, that len#s itself to miming2
All !hange
Ste1 T.o Listening Grou1: 3 to 49 S1ace: Des 6aterials: Pictures or o ?ects Full -ersion
Seat the 1la,ers in a circle on the floor Ion cushions if ,ou ha-e themJC .ith one 1la,er stan#ing in the mi##le2 The game is faster mo-ing if the chil#ren stan# in a circle rather than sit2 Tr, oth2 Each 1la,er has a 1icture of an item Ior real itemJC inclu#ing the 1la,er in the mi##le2 !all out t.o of the 1icture car# items2 The t.o 1la,ers hol#ing these car#s ha-e to change 1laces .ithout the 1erson in the mi##le gra ing one of their s1ots2 $n short the 1erson in the mi##le tries to s.a1 1laces .ith a chil# from the circle2 At an, time call out LAll changeFL an# this means that e-er, one has to change 1laces2 A .a, to a-oi# collisions is to tell the chil#ren are not to touch each other .hile mo-ing or the, ha-e to go in the mi##le2 *se .ith an, language Either sim1l, name the items the, are hol#ingC or ma7e sentencesC for exam1le if e-er,one has a foo# or #rin7 1icture car# ,ou coul# sa,: $ li7e ananas an# mil72 The chil#ren .ith the 1icture of mil7 or ananas change 1laces .ith each other2 )ther sentence i#eas for #ifferent to1ics are: ;ext .ee7en# $All .in#surf an# 1la, tennis )n m, farm there are 1igs shee1 6, mumAs a #octor m, #a#As a #entist $ am going to the an7 an# the su1ermar7etC or The 1rincess marrie# the martianC the martian marrie# the frogC the frog marrie# the 1rinceC etc2
Gentler :ersion for 3 ,ear ol# chil#ren
27
Pla, as a o-e ut .ith no one in the mi##le2 Dou call out t.o 1icture car#s an# those chil#ren change 1laces .ith each other2 =ith ol#er chil#ren it is a goo# i#ea to start the game li7e this to gi-e the chil#ren the hang of it2 Then a## someone into the mi##le after the first roun# or at another time2
Al1ha et Letter Pu55le
Preliminar, rea#ing game for -isual recognition of the letters Grou1: An, S1ace: ;o 6aterials: Large coloure# lettersC each letter is a #ifferent colour2 =hen ,ou are intro#ucing the al1ha et gi-e out #ifferent letters cut into t.o2 $t is a goo# i#ea to use #ifferent colours for each letter to hel1 the chil#ren if the letters shoul# ecome mixe# u1 .ith each other2 Let the chil#ren ma7e u1 the letter from the t.o 1ieces ,ou ha-e gi-en2 To ma7e the tas7 easierC .rite u1 the letters on the oar# for the chil#ren to loo7 at to hel1 them2 The #isa#-antage of this game is the 1re1aration of the materialsC although once ,ou ha-e 1re1are# a coloure# al1ha et on ,our P! it shoul# e eas, enough to 1rint it out .hen ,ou nee# it2 $f ,our 1u1ils can use scissors then the, coul# each cut a letter into t.o to sa-e ,ou the tas72 ;ee#less to sa, unless ,ou laminate ,our letters the, .ill not last more than a fe. classes B if thatF
Al1ha et 6issing Letter

Ste1 Four S1ea7ing Grou1: An, S1ace: ;o 6aterials: !lass oar# =rite the letters of the al1ha et on the oar# in a ?um le2 The chil#ren 1ut their hea#s in their han#s .hile ,ou ru one or more letters off the oar#2 Pla, .ith onl, a fe. letters if ,ou ha-e not taught the .hole al1ha et an# gra#uall, a## more letters in .hen ,ou go ac7 to the game2 Sing the al1ha et song .ith the chil#ren an# if necessar, sto1 on the missing letter to hel1 1u1ils i#entif, .hich letter is missing2 $f ,ou #o not 7no. the al1ha et song ma7e u1 a tune to the letters or 1ut the letters to a song that the chil#ren alrea#, 7no.2
Al1ha et Scram le
Ste1 T.o Listening Grou1: An, S1ace: ;o 6aterials: The oar# or etterC real letters an# as7ets "i-i#e the grou1 into small teams2 =rite u1 the al1ha et in a ?um le on the oar#C call out a letter an# a team2 An, chil# from that team must run u1 an# circle or 1oint to the letter ,ou ha-e name#2 $f ,ou are starting out teaching the al1ha et 1la, this
28
.ith onl, a fe. letters at a time2 *sing real letters in 1iles on the floor or in as7ets is e-en etter than using the oar#2 Dou ma, also gi-e the chil#ren each a 1iece of 1a1er .ith the letters in a ?um le2 Dou call out a letter an# the chil#ren circle that letter on their 1iece of 1a1er2 !o1,ing their frien#s if nee#e# is allo.e#F Pla, this same game .ith 1icture flashcar#s or e-en .ith .or#s if ,ou ha-e to teach s1elling2
Animal ;oises
Ste1 T.o Listening Grou1: An, S1ace: ;o 6aterials: Animal flashcar#s an# o1tionall, hea# an#s Than7s to !raig in !hina for this game2 Gi-e out an animal flashcar# to each 1u1il2 $f ,ou ha-e 1lent, of time ma7e hea# an#s an# stic7 the animal on the an# B this coul# e easil, #one using the non%laminate# small%si5e# colour flashcar#s 1ro-i#e#2 'o.e-er if ,ou are s1ecificall, the language teacher as o11ose# to the class teacher forgo this length, 1re1aration an# ta1e the 1a1er flashcar#s to the chil#renAs forehea#s or noses instea#2 "is1la, animal 1ictures in a ro.2 !all out the first animal2 All 1u1ils .ith that animal on their forehea# stan# u1 an# ma7e the soun#2 !all the secon# animalC the chil#ren stan#ing sit #o.n an# those .ith the next animal stan# an# ma7e the soun#2 The first time ,ou 1la, go slo.l,C ut the fun of the game is to go faster an# faster2 As ,ou go through the listC the stu#ents get etter an# etter at itC so then ,ou can mix u1 the or#er of the animals so the, #o not 7no. .hich to ex1ect2 The faster ,ou go an# the more ,ou mix it u1C the more mixe# u1 the stu#ents ecomeC an# the funnier it is for oth ,ou an# the stu#ents2
&alancing Act
Ste1 T.o Listening Grou1: An, S1ace: Des 6aterials: some small o ?ects such as large #ice or similar2 6a7e sure the o ?ects are consi#ere# safe to use for ,our age grou12 This is a goo# calming game for 1ractising actions an# o#, 1arts or colours2 The chil#ren lie on the floor on their ac7s2 Each chil# alances a small o ?ect on his or her forehea#2 The chil#ren must lie -er, still2 )nce e-er,one has an o ?ect alance# as7 the chil#ren to #o things an# ma7e mo-ementsC .hile still alancing the o ?ect on their forehea#2 For exam1le ,ou coul# as7 them to lift their left armC or touch their noseC or touch an item of clothing or a colourC or e-en the chil# nearest to them2 Dou coul# also tell them to ma7e noises Ima7e a noise li7e a lionC ma7e a noise li7e a trainC etc2J
29
An o1tion is to gi-e out three li-es to each chil# so that a chil# is not out imme#iatel, the o ?ect falls offC ut has three goes2 The est thing is for no one to e out B the, #onAt li7e it at that age2 Alternati-el, .hen a chil# is out he or she can #o a forfeit such as name a flashcar# an# then continue 1la,ing2 For an easier -ersion chil#ren coul# alance the item in the 1alm of their han#C or on the ac7 of the han#C on their stomachC an# so on2 This a##s -ariet, too2
&ang the Tin

Ste1 Four S1ea7ing Grou1: Small S1ace: Des 6aterials: a iscuit li# tin or sauce1an or similarC a s1oon or similar an# 1icture flashcar#s &lin#fol# one chil# an# gi-e him or her a s1oon2 'i#e a flashcar# un#er the li# of a tinC such as the tin of a iscuit ox2 The chil# cra.ls aroun# anging the floor .ith the s1oon until he or she hits on the tin li#C .hich ,ou mo-e to a #ifferent s1ot in the room for each chil#2 )nce the tin is foun# remo-e the lin#fol#C the chil# turns it o-er an# names the flashcar# un#erneathC or sa,s a sentence a out it2 )ne can 1la, this game efore rea7C an# once the chil#ren ha-e name# the flashcar# the, recei-e a iscuit2 For an effecti-e lin#fol# use a 'allo.een mas7 from a #ressing u1 sho1C or airline e,e 1a#s2 Scar-es .or7 ut the, can ta7e longer to 1ut on an# can sli1 #o.n2 =ith more than six chil#ren ha-e t.o or more chil#ren anging a out .ith a s1oon at once2 The other chil#ren ha-e the ?o of 1rotecting the lin#fol#e# ones to ma7e sure the, #o not colli#e .ith each otherC or an, o ?ect2
&ig &a# @o7er

Ste1 Three S1ea7ing Grou1: An, S1ace: Des 6aterials: Pictures Another fun i#ea for the four an# fi-e ,ear ol# chil#ren .oul# e to ha-e a 1ac7 of flashcar#s .ith a ?o7er car# some.here in the 1ac72 Sho. a 1icture car# an# the chil#ren call out the .or#C or a short sentence containing that .or#C an# then ta7e a ste1 across to the other si#e of the room2 !ontinue sho.ing the flashcar#s an# the chil#ren continue naming them togetherC or in#i-i#uall, .ith a small grou1C an# ma7ing their ?ourne,2 "o not ma7e it te#ious , ha-ing each chil# sa, the same .or#2 Either the, all sa, it togetherC or one chil# sa,s itC .hich entitles e-er, o#, to ta7e a ste12 =hen the ?o7er car# comes u1 in the 1ac7 it means that all the chil#ren ?um1 ac7 fi-e 1acesC .hich is a great excuse to sa, the .or#s again of course an# it a##s an element of sur1rise to the game2 The ?o7er nee# not e a s1ecial car# ut sim1l, a 1icture that ,ou #esignate in a#-ance2
30
=hen the ?o7er car# comes out it is im1ortant that all the chil#ren ha-e to go ac72 $f ,ou start sen#ing in#i-i#uals or teams ac7 to the start ,ou are li7el, to ha-e some -er, unha11, chil#renC as all chil#ren .ant to .in an# #o .ell2 LetAs allo. them all to e .inners for a fe. more s1ecial ,earsF The ?o7er car# can e an,thing to fit in .ith the scenario ,ou ha-e create# for the game2 $t coul# e that the chil#ren are ro.ing #o.n the ;ile an# the, ha-e to get from Luxor to !airo ut .hen the ?o7er car# sho.s u1 the, s1ring a lea7 an# the oat sin7sC so the, ha-e to go ac7 to Luxor to get a ne. one2 "o e careful though of ma7ing the ?o7er an e-il croco#ile that eats all the chil#ren u12 This 7in# of thing coul# cause the chil#ren to e afrai# an# e-en cause nightmares2 $ #i# learn this the har# .a, as $ ha# a four ,ear ol# not sho. u1 to one of m, lessons an# her mum sai# it .as ecause she .as afrai# of the croco#ile2 After that $ .as more carefulF
&ingo
Ste1 )ne Listening or Ste1 Three S1ea7ing Grou1: An, for the listening -ersionC small grou1 for the s1ea7ing S1ace: ;o 6aterials: &ingo stri1s 1ro-i#e# .ith e-er, stor,2 *se .ith small%si5e# colour flashcar#sC also 1ro-i#e# .ith stories2 The ingo stri1s are to e foun# .ith each in#i-i#ual stor,2 The small colour flashcar#s are all com ine# in a se1arate P"F #o.nloa#2 'an# out a ingo stri1 to each 1la,erC an# 1lace the in#i-i#ual 1ictures in a 1ile face #o.n in the centre of the grou12 Dou nee# one lac7 an# .hite set .hich ,ou cut into stri1s of threeC an# then use the small coloure# flashcar#s as the ingo car#s2 This .a, the chil#ren can easil, see .hich 1ictures the, are still missing2 Listening -ersion To 1la, as a listening game hol# the 1ile of 1icture car#s an# call the .or#s out in turnC sho.ing the 1icture as ,ou #o2 As more than one chil# .ill ha-e the 1icture on their car# 1lace a 1ile of re1eat colour flash car#s on the floor2 Each chil# .ho has the 1icture ,ou call out ta7es it from this central 1ile an# 1laces it on his or her 3% 1icture car#C co-ering the 1icture that has een calle#2 Alternati-el, ha-e the chil#ren ta7e three small si5e# flashcar#s Ian, onesJ an# 1lace them face #o.n in front of their ingo stri1s2 =hen ,ou call out a .or# that the, ha-e on their ingo stri1 the chil# ta7es one of the car#s an# uses it to co-er the rele-ant 1icture2 At the en# of the game 1la,ers .ill onl, see the ac7s of three flashcar#s an# the aim is to co-er u1 all ,our 1ictures2 That ?ust sa-es on 1rinting extra small flashcar#s if ,ou #o not ha-e man,2 S1ea7ing -ersion Each chil# has a ingo stri1 an# ,ou 1lace a 1ile of in#i-i#ual car#s in the centreC face #o.n2 Pla,er one turns the to1 1icture o-erC all the chil#ren name it togetherC an# if it matches a 1icture on his or her car#C 7ee1s it an# 1laces the colour 1icture o-er the lac7 an# .hite one on the car#2 Pla,er t.o then 1ic7s a car# an# so on2 $f a 1la,er 1ic7s a 1icture that #oes not match their car# the, 1lace it face #o.n in a 1ile next to the other 1ile2 The game
31
continues until all the 1la,ers ha-e fille# u1 their car#s2 There is no .inner % e-er,one .ins at ingo2 )ne can .or7 .ith all sorts of -oca ular, .ith this game from sim1l, naming the 1ictures as one turns them o-erC to forming sentences a out them or as7ing Kuestions2 For exam1le all 1la,ers as7C L=hat .oul# ,ou li7eEL The 1la,er eing Kuestione# turns o-er the 1icture an# sa,sC A$A# li7e some mil7LC an# then 1laces the 1icture either on their car# or in the 1ile2 This -ersion is a small grou1 game onl,2 $f ,ou ha-e t.el-e chil#ren an# cannot s1lit them into t.o grou1s then 1ut them in 1airs so chil#ren .or7 together to fill a ingo car# u12 )ther.ise ,ou .ill fin# the chil#ren .ill ra1i#l, ecome restless an# ore# .aiting for their turn2
&lin#fol# Guessing Game

Ste1 Four S1ea7ing Grou1: Small grou1s S1ace: ;o 6aterials: real o ?ects in #u1licate an# a lin#fol# To 1la, ,ou nee# 1airs of o ?ectsC such as 4 a11lesC 4 ananasC 4 oranges an# 4 1ears2 &lin#fol# a chil# an# 1lace a ox in front of him or her2 The lin#fol#e# chil# has to fin# a 1air of similar o ?ectsC an# name or sa, a sentence a out them2 For exam1le 1lace the follo.ing o ?ects in the ox: an a11leC a anana an# 4 1ears2 The chil# has to fin# an# name the 1ears ecause there are 4 of themC .hereas there is onl, one of e-er,thing else2 That .a, ,ou ma, use the same o ?ects .ith all the chil#renC e-en though the, 7no. .hat the, are the, .ill not 7no. .hich item .ill e #ou le# .hen it is their turn .ith the lin#fol#2 =ith six chil#ren or more $ .oul# e incline# to lin#fol# the chil#ren t.o at a time to 7ee1 the 1ace mo-ing % other.ise there .ill e a lot of hanging aroun# .aiting for a turn2 The chil#ren can either ha-e a ox each to guess .ith or the, can share a ox2 Fruits are an o -ious i#ea ecause one can come , them easil,C ut other i#eas are 1ensC 1encilsC 1a1erC ru ersC etc2 or athroom itemsC common 7itchen itemsC or to,s2 6a7e sure the items #o not ha-e shar1 e#ges that coul# harm the chil#ren if the, sKuee5e# too har#2 Remem er to chec7 .ith the chil#ren if it is )( for them to e lin#fol#e#2 $f the chil# is not 7een then allo. them to shut their e,es tightl, instea# though the, are oun# to cheat thenF
&lin# 6anAs &luff

Excita le Ste1 Four Three S1ea7ing Game Grou1: An, S1ace: Des 6aterials: Scarf to use as a lin#fol#C or airline e,e 1a#s
32
)ne chil# is lin#fol#e# an# must tr, to touch another chil#2 This is har# to #o so ,ou .ant to challenge the other chil#ren to go as close as 1ossi le an# sta, close for as long as the, #are2 The essence of the game is to get as close as 1ossi le .ithout eing touche#2 The minute the lin# man touches someone ,ou s.a1 o-er the lin#fol#2 $f ,ou fin# the same chil#ren are continuall, ecoming the lin# man then ?ust choose .hiche-er chil# ,ou .oul# li7e to ha-e a go2 $f a chil# loo7s -er, u1set at the i#ea of eing the lin# man then #o not force him or her to #o it2 Pic7 someone else instea# .ho lo-es eing the lin# man2 $f ,ou ha-e a me#ium si5e# grou1 then ha-e t.o lin# men at once to gi-e more s1ea7ing o11ortunities to the other chil#ren2 For language 1racticeC each time a chil# goes close to the lin# man he or she must name an item of -oca ular, I,ou ma, #istri ute or hol# u1 1icture car#s for thisJC or sa, a s1ecific sentence2 The rule is that .hene-er ,ou get .ithin one ste1 of the lin# man ,ou must sa, something in English % ,ou s1ecif, .hat .or#s or sentences .ill e use# accor#ing to .hat ,ou .oul# li7e to .or7 on2 :ariant if ,our chil#ren are not 1artici1ating $f ,ou fin# that the chil#ren are all hanging ac7 then ma7e a route that the chil#ren ha-e to .al7 aroun#2 An o1tion is to #efine this route , ta1ing num ers or 1icture car#s to the floor2 Dou cannot use o ?ects ecause the lin# man coul# tri1 on them2 The chil#ren .al7 the set courseC .ell s1ace# out an# each time the, come to a num er or 1icture car# the, must name that car# an# 7ee1 .al7ing2 This allo.s the lin# man to hear .here 1eo1le areC ho1efull, ma7ing it easier for him or her to touch another chil#2 )f course if the lin# man sta,s , a 1icture car# then he or she .ill easil, touch another chil#C an# this is a goo# strateg, if ,ou see that someone is not a le to catch an,one2 $n that case inter-ene an# 1lace the lin# man at the strategic s1ot2 The other chil#ren must 7ee1 on .al7ing an# .ill .al7 right 1ast the lin# man2 6a7e sure that the lin# man #oes not ta7e too long to catch someone or he or she coul# ecome #emoralise# B let him catch ,ouF
&o#, Parts / B !reate a 6onster or "ra. a Face

Ste1 )ne Listening or Ste1 Four S1ea7ing Grou1: An, S1ace: ;o 6aterials: A #iceC 1icturesC 1a1er !reate a 6onster $n this game the chil#ren create a monster2 'a-e a 1ile of 1icture flashcar#s for the 1arts of the o#,2 Each chil# ta7es it in turn to roll the #ice an# 1ic7 a car#2 $f a four is thro.n an# an arm 1icture is 1ic7e# then the chil#ren #ra. four arms2 !ontinue until all the o#, 1arts ha-e een #ra.n2 "ra. a Face Gi-e each chil# the outline of a face #ra.n on a 1iece of 1a1er2 "eci#e in a#-ance .hat num er .ill mean .hich o#, 1art2 For exam1le the e,es are /C the nose is 4C the mouth is 3C the hair is 8C the ears are 9C the e,e ro.sC or teeth or chee7sC or nec7 or .hiche-er other 1art ,ou are learning is 62 The est thing .oul# e to s7etch the o#, 1art on a 1iece of 1a1er .ith the num er next to it an# ha-e that on #is1la, #uring the game2 The chil#ren ta7e it in turns to roll the #ice2 =hen a chil# rolls a /
33
he or she can #ra. the e,es onto his or her face2 Then the next chil# rolls the #ice an# #ra.s the corres1on#ing o#, 1art2 !ontinue until all the faces are finishe#2 $f ,ou ha-e more than 6 chil#ren 1ut the chil#ren in 1airs so there is less .aiting time et.een thro.sC ut gi-e e-er, single chil# a face to fill in2 Either name the o#, 1arts re1eate#l, to 1la, for listening 1ractice or let the chil#ren name them to .or7 on s1ea7ing2
&o#, Parts 4 % Pin the Tail

Ste1 Four S1ea7ing Grou1: Small grou1s onl, S1ace: =all s1ace 6aterials: Picture an# tail to 1in onC or M1artN to 1in on This is an ol# 1art, classic2 Pin u1 a large s7etch of an animal .ith its tail missing2 &lin# fol# each chil# in turnC s1in him or her roun# an# let him or her tr, an# 1in the tail in the correct 1laceC then mar7 that s1ot on the s7etch .ith the chil#As name2 The chil# .ho gets closest the correct s1ot .insC although itAs est not to ha-e .inners ut ?ust let the chil#ren en?o, seeing the #ifferent 1laces the tail is 1inne#2 This can e #one .ith an, o#, 1art % it #oes not ha-e to e the tail that is missing e-er, time2 Dou coul# also #o this .ith a face or a human o#,2 For s1ea7ing 1ractice the chil#ren name the o#, 1art .here the, actuall, 1in the tail if the, miss the #on7e,As ottom2 )r each chil# has to name a o#, 1art in or#er to ha-e a go at 1inning the tail2 For listening 1ractice tell the chil# .here to aim to 1in the tailC such as on the #on7e,As nose2 The chil#ren .ill 1ro a l, fin# this hilarious2 See also &uil# a Picture elo.2 )nce a 1icture is uilt remo-e one 1art an# 1la, Pin the Tail using that 1art2 !onsi#er using if 1ossi le a 1oster of a fa-ourite character from "isne, or a famous character the chil#ren lo-e2 Pla, , gi-ing the chil#ren a 1iece of 1a1er .ith lue or ,ello. tac7 Istic7, tac7 that is tem1orar, an# #oes not ri1 1a1er .hen remo-e#J2 A scenario might e that the chil# is the 1rince an# must 7iss the 1rincess to free herC .here-er he stic7s the 1a1er is .here he 7isses herC of course he is aiming for the mouth2 The chil#ren ma, fin# it hilarious to e 7issing an el o. , mista7e2 Another i#ea if ,ou thin7 the 7issing is a it ris7, is to sa, that to release the s1ell cast on the character the chil# must get the 1a1er on the characterAs hea#C or in its han#222?ust use ,our imagination an# tr, to ma7e the scenario fit the stor, of the character2 )ther -oca ular, The i#ea coul# e use# .ith an, -oca ular, such as 1lacing the cheese on the ta le using a 7itchen 1icture ac7groun#C or tr,ing to 1ut ingre#ients into a mixing o.l2 Getting the .il# animals into the cage222
&o#, Parts 3 % Touching Game

Ste1 Three or S1ea7ing Grou1: An, S1ace: A little at least at the front of class
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6aterials: &o#, 1arts flashcar#s an# 1ots or ags Dou nee# t.o 1iles of o#, 1icture car#s in #ifferent 1ots or ags2 Let a chil# reach into each ag an# 1ull out a car# from each2 That chil# sho.s each car# to the .hole grou1 an# e-er,one names the flashcar# together2 ;o. the t.o car#s ha-e een name# the chil# at the front tries to touch those t.o o#, 1arts together % .hich ma, e im1ossi le ut the chil#ren .ill en?o, tr,ing2 For exam1le if the chil# 1ulls out a nose an# a foot he or she must tr, to touch his or her nose .ith his or her foot2 Either ha-e the .hole class tr, an# 1erform the feat each time an# s.a1 o-er the chil# .ho 1ulls out the car#sC or ring the chil#ren u1 in grou1s of fi-e an# ha-e a grou1 of fi-e 1erform in front of the others2 A#a1t accor#ing to ,our grou1 si5e ut ma7e sure that the chil#ren are not .aiting long efore a turn2
&rainstorm Guessing
Ste1 Four S1ea7ing Grou1: An, S1ace: ;o 6aterials: ;one $n this game ,ou thin7 of a .or#C gi-e the chil#ren a clue an# the, ha-e to rainstorm all the 1ossi le .or#s it coul# e until the, sa, the .or# that ,ou are thin7ing of2 For exam1le sa, that ,ou are thin7ing of a #rin7 so the chil#ren name all the #rin7s the, 7no. such as .aterC mil7C teaC mil7sha7e an# co7e2 )ther o -ious i#eas for this are clothingC o#, 1artsC coloursC num ersC ?o sC trans1ortC rooms of the houseC 1ieces of furnitureC animalsC famil, mem ersC fa-ourite to,sC etc2 'a-ing 1icture 1rom1ts 1lace# strategicall, a out the room .oul# hel1 the ,ounger chil#ren2
&rainstorm 'o1
Ste1 Four S1ea7ing Grou1: An, S1ace: Des 6aterials: ;one ut -arious 1ro1s suggeste# for -ariet, This .oul# e a game to start using from the secon# term of teaching if ,ou ha-e starte# .ith com1lete eginners2 Gi-e the chil#ren a theme from the -oca ular, ,ou ha-e learne# such as foo#C o#, 1artsC or animals an# tell them to call out an, .or#s in that theme to ,ou2 Line the chil#ren u1 at one en# of the class an# sa, that the aim is to get to the other si#e of the ri-er , ho11ing on the roc7s2 The chil#ren can onl, ta7e a ho1 .hen a .or# is calle# out2 Dou #o not .ant onl, the chil# calling out the .or#s to e a le to ho1 ecause that .ill highlight chil#ren .ho #o not 7no. man, .or#s or .ho are too sh, or slo. to thin7 of them first2 Therefore .hen an, .or# is calle# out the .hole class can ta7e a ho12 To encourage all the chil#ren to s1ea7 -ar, the game , sa,ing that each chil# in turn must sa, a .or#2 'o.e-er then it is )( for an, other chil#ren to .his1er a .or#
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to a chil# .ho cannot thin7 of one2 This encourages team s1irit an# 7ee1s all the chil#ren in-ol-e#C as the, 7no. that e-en if it is not their turn the, ma, e nee#e# to hel1 out2 Dou might also .ant to mime clues or sho. some 1icture flashcar#s of .or#s ,ou 7no. the chil#ren 7no. ut that the, cannot thin7 of , themsel-es2 This -oca ular, .ill come out once the, see the 1icture 1rom1t2 :ariet, can e a##e# to this game , -ar,ing the .a,s that the chil#ren must get to the other si#e of the room2 For exam1le it coul# e a #r, #ust, #esert an# the, ha-e to get to the oasisC or a thic7 ?ungle an# the, ha-e to get to the lo#ge2 A## -ariet, , ma7ing the chil#ren mo-e in #ifferent .a,s2 For exam1le gi-e them ags .hich the, must .al7 in such as in a sac7 raceC or sa, that the, must ho1 or .iggle li7e a certain animalC or that the, must .al7 ac7.ar#s or 1reten# to s.im ecause the, are salmon ma7ing their .a, u1 ri-er to the ree#ing groun#sC or .hales migrating to fee#ing groun#s2 All these -ariants .ill mean that ,ou can use the game o-er an# o-er again an# still 7ee1 it fresh for the chil#ren2
&uil# a Picture
Ste1 )ne Listening Grou1: Small grou1s onl, S1ace: =all s1ace 6aterials: a 1icture cut into 1ieces an# something to stic7 it tem1oraril, to a smooth surface2 Gi-e the chil#ren a 1icture cut into 1iecesC an# let them reassem le it on the .all2 As the 1ieces go u1 ,ou name them re1eate#l,2 Dou nee# one 1icture to e-er, three or four chil#ren i#eall,2 $ntro#uce the -oca ular, 1ointing at the 1icture 1ieces an# naming the items2 Sa,H LSall,C 1lease stic7 u1 this legLC an# han# her the leg2 LPeter 1lease stic7 u1 the han#LC etc2 until the .hole 1icture is u12 Then as7 each chil# to ring ,ou a 1art of the 1icture until the .hole 1icture is #o.n again2 Goo# 1ictures to uil# are 1eo1le to learn o#, 1artsC a house an# gar#en for .in#o.sC #oorsC or rooms of the houseC famil, mem ers to ma7e u1 a famil,C or a station .ith 1eo1le on the 1latformC or a 5oo or farm .ith #ifferent animals2 Some of the stor, 1ictures .oul# e i#eal2 For exam1le if ,ou ha-e stories // to 40 then the o#, 1arts stor, /< has a su1er 1icture of all the animals in #ifferent 1arts of the e#room2 Stor, /4 has rooms of the house an# an, of those 1ictures coul# e use# to #o furniture2 Picture ten from stor, 4 .oul# .or7 as chil#ren reconstruct the 1icture , 1utting u1 #ifferent coloure# fish2 The first 1icture of the 6arching Ants .oul# also .or7C .here all ten ants are sho.n marching #o.n the 1ath2 Stor, < 1ictures coul# .or7 .ell as chil#ren 1ut u1 the -iolinC the mil7C the oo7C the music an# so on2 $t .oul# e eneficial to ma7e an A3 enlargement of the A8 stor, 1icture if 1ossi le an# let the chil#ren colour it togetherC then cut it u1 an# 1la,2 $f ,ou #o not ha-e a .hole 1icture i#ea for the -oca ular, ,ou .ant to teach 1la, the game .here the chil#ren stic7 u1 the #ifferent items an# ta7e them #o.n again2 Dou nee# t.o i#entical 1ictures going u1 simultaneousl, if ,ou ha-e eight chil#ren .ith four chil#ren .or7ing on each 1ictureC to a-oi# long .aiting 1erio#s in et.een goes2 =ith /0 chil#ren ha-e three 1icturesC an# so on2
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Games !%"
!atalogue Game
Ste1 )ne or T.o Listening Grou1: Smaller grou1s S1ace: ;o 6aterials: )ne catalogue or maga5ine 1er t.o or three chil#renC o taine# from 1arents2 !ollect some fashion maga5ines or clothing catalogues2 "i-i#e ,our chil#ren into small grou1s an# gi-e each one a maga5ine2 !all out an item of clothing2 For a ste1 one game .hen intro#ucing ran# ne. -oca ular, sho. the item an# name it2 For ste1 t.o onl, name the item ,ou .oul# li7e the chil#ren to fin#2 As the, get etter at it s1ee# u12 )ne 1erson from each grou1 must race to fin# that item of clothing an# call it out .hen the, ha-e foun# it2 The chil#ren must ta7e turns in searching in the catalogue so that e-er,one has a goC ut the other chil#ren can hel12 =hen the chil#ren ecome goo# at naming the clothing items ,ou can a## in colours so the, must fin# lac7 trousersC or a re# s7irt2 This i#ea .or7s .ell .ith other maga5ines such as car maga5ines to re-ise coloursC or a to, sho1 catalogue .oul# e li7el, to ha-e lots of to, trans1ort mo#els an# man, other useful -oca ular, itemsC such as #olls house furniture2 $ #onAt recommen# from an en-ironmental 1oint of -ie. of .asting a lot of 1rinte# materials so a .a, aroun# this .oul# e to as7 1arents to each gi-e their chil# an ol# maga5ine or catalogue from their home that the, ha-e finishe# .ith2 $n France an# the *( .e recei-e ru ish, catalogues from ig chains that most 1eo1le rec,cle .ithout o1ening2 Those are i#eal as the, often ha-e a .i#e -ariet, of o ?ects co-ering #iscounte# 1or7 cho1s to to,s an# T:s all o-er t.ent, 1ages2
!hinese =his1ers
Ste1 Three S1ea7ing Grou1: An, S1ace: ;o ut chil#ren nee# to e stan#ing in linesC or in a circle 6aterials: ;one The name for this game comes from the fact that for the English the !hinese language soun#s incom1rehensi le2 So the i#ea ehin# !hinese =his1ers is that it is har# to ca1ture .hat the 1erson is sa,ing2 There is nothing #erogator, meant , the name of this game2 Dou most li7el, 7no. this game an# ,oung chil#ren a#ore it2 Seat the chil#ren in a circle an# .his1er a message into someoneAs ear2 This chil# .his1ers the message to their neigh our .ho 1asses it onC an# it tra-els full .a, roun# the circle2 =hen ,ou reach the start 1oint the last 1erson to hear the message re1eats it out lou#2 E-er,one then falls a out laughing at the go le#egoo7 that comes out2 'o.e-er from a language learning 1oint of -ie. re1eating go le#egoo7 is har#l, the aim2 'o.e-er one canAt e a total 1art, 1oo1er so 1ass roun# a sim1le message
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an# then at the en# .hen the,A-e all ha# a giggleC as7 them to go roun# againC ut .ith the goal of 1assing the message .ell an# see if the, can get the 1ro1er sentence or .or# at the en#2 $f the, succee# e-er, o#, cla1s each other an# 1ats their neigh our on the ac7F Then ,ou continueC alternating a sill, go .ith a serious go2 $f the, refuse to 1ass the message 1ro1erl, then either ?ust #ro1 the game or use a re.ar# to encourage themC such as the 1romise to sing their fa-ourite songC or 1la, a fa-ourite game if the, get it right2 =ith a igger grou1 of more than < chil#renC 1ut them into t.o lines an# 1ass the same message t.iceC or t.o #ifferent messages simultaneousl,2
!olour the !ircles

Ste1 )ne Listening Grou1: *1 to a out 30 chil#ren ecause this game can e 1la,e# in silenceC ut ,ou nee# more circlesC .ell s1ace# outC the more 1u1ils that ,ou ha-e2 S1ace: Flexi leC can e 1la,e# on #es7sC ut chil#ren nee# to mo-e aroun# 6aterials: !ra,ons an# 1a1er Pre1aration: "ra. a circle on a 1iece of 1a1er an# colour in a small 1art of that circle in lue an# 1ut it on the floor or a .all2 Re1eat .ith se-eral circlesC each .ith a #ifferent colour2 All the chil#ren ha-e a set of cra,ons2 !all out a colour such as lue2 The chil#ren go o-er to the lue circle an# colour some of it in until ,ou call out the next colour2 A-oi# too man, chil#ren 1er circle although if ,ou 1ut it on the floorC rather than on the .all then more chil#ren .ill fit aroun# it2 $f ,ou ha-e six chil#ren then ,ou .oul# either .ant t.o lue circles so that each circle is not too cro.#e#C or gi-e each small grou1 of chil#ren a set of circles of each colourC or ha-e teams an# sen# one team Ifor exam1le the 1arrotsJ to colour a lue circle an# the other team Isuch as the ro insJ to colour a ,ello. circle2 For #ifferent -oca ular, as7 chil#ren to #ra. a lue item in the lue circle2 Dou sa, lue ele1hant an# the chil#ren run to a lue circle an# #ra. an ele1hant there .ith their lue cra,on2
!o1,cat !omman#s
Ste1 )ne Listening or Ste1 Four S1ea7ing Grou1: An, S1ace: ;ot o ligator, 6aterials: ;one2 Fa7e or real micro1hone o1tional Listening Dou are the mirror an# the chil#ren are the reflection2 ;ame an# mime actions such asH stan# u1C sit #o.nC #anceC touch a colourC a o#, 1art2 Gi-e comman#s such as 1ut ,our han#s u1 highC or hol# ,our left han# u1C 1ut ,our right han# out in frontC 1ut ,our right foot to the si#eC etc2 $f the chil#ren #o not ,et 7no. their left an# right gi-e them comman#s such as touch ,our toesC 1ut one han# u1C 1ut oth han#s u1C etc2
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The 1u1ils listenC .atch an# co1,2 Gra#uall, 1hase out 1erforming the actions ,ourself an# ?ust name them to see if the chil#ren remem er2 This is useful .hen ,ou are at the earl, stage of intro#ucing language or for re-ision2 An alternati-e is to use a te##, earC or a 1u11etC an# as7 the chil#ren to co1, the earC naming the mo-ements as the ear ma7es them2 A -ariant is to 1ut the chil#ren into 1airsC one as the mirror an# one as the reflection2 Gi-e them an action to mimeH the mirror #oes it an# the reflection co1ies2 This is excellent for on#ing2 S1ea7ing As a s1ea7ing game 1ass roun# the micro1honeC or ?ust 1oint at #ifferent chil#renC an# the, choose a comman# to gi-e to the othersC .hich e-er, o#, then #oesC inclu#ing ,ou2 For this -ersion gi-e the chil#ren a sim1le comman# to use each time such asC touch ,our222 Each chil# re1eats Ltouch ,ourL an# a##s the o#, 1art that shoul# e touche#2 'ere are some exam1les of actions to co1,: "ance / @um1 / Run on the s1ot / touch ,our nose or an, o#, 1art / touch something re#C touch something lue / touch an item of clothing / touch a frien#As legC armC etc2 / o1en a oo7 / 1ic7 u1 a 1en / fol# a 1iece of 1a1er / 1ass the 1a1er to a neigh our / scre. u1 the 1a1er / thro. it at someone / 1ic7 it u1 / unfol# it / .rite ,ou name on it / e silent / crouch #o.n / mime a chic7en or an, animal / .rite the num er 3 / sing #o re mi / ta1 ,our feet / cla1 ,our han#s once / cla1 ,our han#s fi-e times / stan# u1 / sit #o.n / stan# u1 if ,ouAre .earing a s7irt / sit #o.n if ,ou are .earing shoes / stan# u1 if ,ou li7e tennis / sit #o.n if ,ou li7e chocolate / e a @e#i 7night / Girls: e a 1rincess / o,s: e a 1rince / fl, a 1lane / go / sto1 /etc2
!ounting Games
:arious counting games Grou1: An, S1ace: Des for someC no for others 6aterials: :arious o1tionsC inclu#ing games .ith no materials nee#e# &ouncing a all % listening/s1ea7ing *sing one of those incre#i l, ounc, little ru er allsC ounce the all an# count the num er of times it ounces2 Encourage the chil#ren to ?oin in .ith ,ouC an# let them ha-e a go at ouncing the all too2 !la1 an# !ount % listening !la1 slo.l, an# rh,thmicall, sa,ing /C 4C 3 an# ha-e the chil#ren co1, ,ou .hile ,ou count2 :ar, it , ta11ing .ith ,our feetC ta11ing ,our legC or the floorC or an o ?ect2 The chil#ren co1, ,ou an# ,ou gra#uall, encourage them to ?oin in2 E-entuall, ,ou onl, cla1 or ta1C an# the, count for ,ou2 *sing #ifferent ?ars or glasses ,ou .ill ha-e #ifferent notes2 Thin7 a out ta11ing on things that ma7e #ifferent noises to ma7e the counting exercise more interesting an# memora le , engaging more areas of the rain2 !ount#o.n
39
For num ers an# counting ac7.ar#s use a fun i#ea such as ta7ing off for the moon or cata1ulting a clo.n into a giant ca7e2 The chil#ren are line# u1 .ith a ean agC .hich the, attem1t to thro. into a uc7et or onto a cushion % use an,thing con-enient that ,ou ma, ha-e to han#2 Dou all count #o.n together from ten to 5ero an# on 5ero the chil#ren thro. the ean ag % .hich re1resents the clo.n hea#ing for the giant ca7eC or .hate-er imager, ,ou .oul# li7e to use2 Dou coul# also use 1a1er 1lanes or alloonsC .hich can e launche# to the moon2 !ount ,our Ste1s 6aterials: "iceC 1refera l, giant #ice This is li7e a oar# game ut using the floor s1ace as the oar#2 Put ,our chil#ren into 1airs or grou1s of three2 Each grou1 thro.s the #ice an# a#-ances that num er of ste1sC counting as the, go2 The 1air or grou1 to reach the other en# of the room first .aits for the other grou1s to arri-e too so e-er,one finishes2 Dou ma, s1ecif, that each grou1 hol#s han#s an# counts togetherC an# that if ,ou canAt hear them count the, ha-e to go ac7 to the eginning2 See also Em1ire State &uil#ing un#er E Gra a 'an#ful an# !ount Place cotton alls in a ag an# allo. each chil# a turn at gra ing a han#ful an# then counting ho. man, he or she has2 'a-e all the chil#ren count u1 together so that e-er,one has 1lent, of o11ortunit, to ?oin in2 $f ,ou #o not ha-e cotton alls use an, suita le items that are not #angerous to ,oung chil#ren2 Dou coul# use a large 1ile of cra,ons an# see ho. man, a chil# can 1ic7 u1 .ith one han#2 Guessing 'o. 6an, There Are Place some items in a ?am ?ar an# let each chil# guess ho. man, there are2 Then ta7e the items out an# count them all together2 *se an, items that are con-enient to ,ou such as s.eetsC nutsC 1encils or small alls of scre.e# u1 1a1erC .hich can e #ifferent colours to ma7e them easier to #istinguish2 @um1ing Sa,C @um1 4C9C322223 timesF Then e silent an# the 1u1ils must ?um1 three times2 The, #o not ?um1 t.iceC or fi-e times or se-en times % the, are .aiting for the final num er an# the, onl, ?um1 that man, times2 Ponies an# Ri#ers !ounting: La,out some ?um1s % such as stic7s or um rellasC or oo7sC or .hate-er ,ou can la, ,our han#s on2 Preten# to e a 1on, an# #emonstrate , ?um1ing o-er the ?um1s an# counting each time ,ou ?um12 $f ,ou ha-e 9 ?um1s ,ou .ill count from / to 9C an# so on2 Each chil# then has a go at counting an# ?um1ing2 An o1tion is to ha-e all the 1u1ils count together .hile one 1u1il ?um1s2 !hil#ren can #eci#e on a name for their horse an# intro#uce them .ith a 1reten# micro1honeC LAn# no. .e ha-e 6iguel on his 1on, &onitoC go 6iguelF Go &onitoFL )nce chil#ren can count u1 the num ers in seKuence as7 6iguel to #o ?um1 num er 3 an# Luisa to #o ?um1 num er 9 an# so on2 Ta11ing a &alloon Ta1 a alloon an# count each time ,ou ta1 it2 'a-e the chil#ren ?oin in an# let them also ta1 the alloon2 =ith the 9 ,ear ol# chil#ren ha-e a rule .here the alloon cannot touch the floor or it ex1lo#esC as it is a om % note this coul# e too scar, for some chil#ren2 Ta le of !ontents / "etaile# $n#ex
40
"ancing "emons
Ste1 Four S1ea7ing Grou1: Small onl, S1ace: 6aterials: Pictures an# o1tional clothes 1egs Put the chil#ren into 1airs an# 1eg a -oca ular, flash car# on to the ac7 of one of the chil#ren2 The chil# .ith the 1icture on his or her ac7 must tr, not to let the other one see it2 Pla, some music or sing a song .hile the chil#ren #ance aroun#2 =hen a chil# successfull, i#entifies the 1icture on the other oneAs ac7 he or she names the -oca ular, itemC or uses it in a sentence as #esignate# at the start of the game2 *se clothes 1egs to attach the 1ictures2 !lothes 1egs are goo# ecause the, are Kuic7 an# ,ou .ill not #amage the clothing Ior the chil#renFJC .hich ,ou coul# #o .ith a safet, 1in2 'o.e-er to #is1ense .ith the other of cli11ing on a 1icture an o1tion is for chil#ren to hol# the car# ehin# their ac7 .ith the 1icture face out2 Dou might .ant to ha-e the rest of the grou1 sitting in a circle singing or cla11ing .hile the game goes on in the mi##le of the circleC or if ,ou ha-e a ig grou1 then ,ou .ill .ant to let se-eral 1airs of chil#ren ha-e a go at the same time2 S.a1 the 1la,ers o-er at the en# of the song .hether the 1icture has een i#entifie# or not2
"eli-er, &o,
Ste1 T.o Listening an# Ste1 Four S1ea7ing Grou1: Eas, for u1 to 40 chil#renC then it starts ecoming chaotic S1ace: Flexi le 6aterials: 3 small oxes such as tissue oxes or shoe oxes2 Picture flashcar#s2 Ta7e 3 em1t, tissue oxes an# stic7 one or t.o 1ictures on each ox2 $f ,ou #o not ha-e tissue oxes use an, 7in# of ox an# cut a slot into it so that it is li7e a 1ost ox2 Dou coul# stic7 the flashcar#s to the oxC ut if ,ou .ant to reuse the oxes for the same game ut .ith #ifferent -oca ular, another time then ?ust la, the 1ictures out ehin# each ox2 The oxes shoul# e scattere# a out the roomC or if ,ou ha-e se-eral rooms ,ou coul# 1ut a ox in eachC lea-ing the #oors hel# o1en2 Start .ith a stac7 of re1lica flashcar#s of the ones ,ou ha-e 1ut out , the oxes2 Each chil# ta7es a 1icture from ,ouC names it an# goes off to fin# the correct ox an# 1ost the 1icture in the slot2 The chil# then runs ac7 to ,ou for another 1icture2 The chil#ren ha-e to name the 1icture ,ou gi-e them in or#er to ha-e the chance to go an# 1ost it2 $f ,ou are 1ractising sentences then the chil# must sa, the sentence .ith the .or# in efore going off to 1ost the 1icture2 At the en# the chil#ren ring ,ou the three oxes an# ,ou all count out the contents of each oxC or name the 1ictures as ,ou 1ull them out2 $f ,ou are short of 1ictures let the chil#ren #ra. them first2 The, ma, not ha-e the s7ills to #o this ho.e-erC unless ,ou use sim1le items li7e ananas an# a11lesC .hich are eas, to #istinguish et.een2 Dou then collect in all the 1ictures an# 1la, as a o-e2
41
$f ,ou are using 1a1er 1ictures rather than laminate# flashcar#s ,ou coul# o1tionall, 1ut the chil#As initial on the ac7 of the 1icture an# .hen ,ou collect all the oxes in see ho. man, each chil# #eli-ere#2 This might .or7 in a small grou1 ut an, more than eight chil#ren an# it .oul# e rather la orious2 Listening :ersion Tell each chil# .hich 1icture to ta7e from a selection of 1iles2 Dou are .atching to chec7 1u1ils 1ic7 the correct 1icture2 $f ,ou ha-e chil#ren .ho are more a#-ance# gi-e them the ?o of .atching that the right 1ictures are ta7en an# hel1ing out .hen a 1u1il #oes not 7no.2 =hen the, fin# the ox .ith the same 1icture the chil# 1osts the 1icture in the slot of the ox2
"escri ing Peo1le Game

Ste1 T.o Listening or Ste1 Four S1ea7ing Grou1: An, S1ace: ;one 6aterials: A9 1a1er for each chil#C 1en an# o1tionall, colours Each chil# #ra.s an outline of his or her han#2 Each finger re1resents a 1ersonC famil, mem er or fa-ourite fictional character2 The teacher #escri es each 1erson in turn .hile the chil#ren #ra. an# colour the hairC e,es an# clothes as #ictate#2 Lea-e the last finger for the chil#ren to #ra. as the, li7e2 For s1ea7ing 1ractise the chil#ren ma, #escri e one of their fingers to the others .ho ha-e to guess .hich famil, mem er or 1erson it is2
"i-ing for Treasure

Ste1 T.o Listening Game an# Ste1 Four S1ea7ing Grou1: An, S1ace: DesC though 1ossi le at front of class ut less fun 6aterials: Pictures Than7s to m, ne1he. Archie for this game2
Tell ,our chil#ren that the, are 1irates an# the, are loo7ing for treasure2 The, #i-e #o.n to the ottom of the sea an# 1ic7 u1 the treasure the, fin# there2 &efore the, go the, ta7e a ig reath inC an# hol# their reath .hile the, #i-e until the, come u1 .ith the treasure2 $n fact all the, are going to #o is 1ic7 a 1icture u1 off the floor .hile hol#ing their reathF Listening To 1re1areC la, out a selection of 1ictures of -oca ular, ,ou ha-e alrea#, intro#uce# ,our 1u1ils to2 $n 1airs or threesC or .hate-er com ination suits ,our grou1 si5eC tell those chil#ren to #i-e an# fetch the treasure that ,ou name2 Each chil# must come ac7 .ith the correct 1ictureC one 1icture 1er chil# as the, .ill not li7e eing em1t,% han#e#C so if ,ou are sen#ing three chil#ren at once ,ou nee# to ha-e three 1ictures of that item on the floor2
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To turn or#inar, .or#s into treasure sa, that the, are magicC .hich is .h, the, can li-e at the ottom of the sea: a magic oo7C a magic 1encilC a magic 1on,C etc2 S1ea7ing To use this game for s1ea7ing sen# half ,our chil#ren at once to go an# 1ic7 u1 an, treasure item from the sea floor the, can name2 The, come ac7 to the surface an# name the item of treasure the, ha-e foun#2 The, can ma7e u1 a sentence a out it if ,ou li7e2 $f ,ou ha-e no flashcar#s ut #o ha-e 1ictures on the .allC or real o ?ects then the chil#ren can s.im o-er to the right 1ictureC touch it to sho. ,ou the, 7no. .hat treasure the, are loo7ing forC an# then #i-e #o.n an# 1reten# to 1ic7 it u12
4 "ra.ing Games
Ste1 Four S1ea7ing Grou1: Smaller grou1s are etter S1ace: ;o 6aterials: The oar# or 1a1er 'o. "o $ "ra. $tE Tell the chil#ren ,ou are going to #ra. somethingC or some thingsC ut ,ou cannot remem er ho. to #o it2 For exam1le sa, ,ou .ant to #ra. a house ut ,ou cannot remem er .hat rooms there are in it2 The chil#ren name the rooms in English an# ,ou #ra. them2 Then go on to a## furniture to the rooms2 This is a goo# game for #ra.ing o#, 1arts % of 1eo1le or animalsC clothes that someone is .earingC rooms in a houseC furniture an# things in a roomC foo# items in a fri#ge or cu1 oar#C items nee#e# for !hristmas or for a irth#a, 1art,C items ,ou might nee# to ta7e on holi#a, to the eachC or to the mountainsC items ,ou might nee# in ,our school agC fa-ourite to,sC sho11ing listC reci1e items etc2 MPictionar,N Tell a chil# to #ra. an animalC or an item .ithin a gi-en theme an# .hile the chil# is #ra.ing the other chil#ren must guess .hat it is2 $t #oes not matter at all if the #ra.ing resem les the corres1on#ing o ?ectC .hat matters is that the chil#ren sa, #ifferent .or#s in English2 $f the ,oung chil#ren ha-e #ifficult, thin7ing .hat o ?ect the, .ill #ra. sho. them 1icture car#s to choose from2 =ith igger grou1s use the class oar# for oth games an# let se-eral chil#ren come u1 to the oar#C each #ra.ing their o.n 1icture simultaneousl,2
"ress u1 "ance
Ste1 T.o Listening Grou1: An, ut chaotic .ith a ig grou1F S1ace: Des 6aterials: Lots of clothing accessories This is a clothing game2 The chil#ren start #ancing to the music % 1refera l, English songs2 Scatter #ressing u1 1ro1s aroun# the roomC such as items of clothingC hats of all 7in#s inclu#ing 1a1er hatsC glo-esC eltsC scar-esC an# e-en things li7e stic7ersC
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mas7sC chea1 ?e.eller,C fa7e moustachesC large oots or a#ult foot.ear Ino high heels as the, coul# e #angerousJ2 *sing a#ult clothing .or7s .ell ecause the chil#ren fin# it hilarious to e .earing things that are far too igC 1lus the, are Kuic7er to 1ut on2 =hen the music sto1s call out an item an# the chil#ren ha-e to run a out the room loo7ing for that item an# .hen the, fin# it the, 1ut it on2 $f ,ou #o not ha-e enough of an, 1articular item then tell the o,s to 1ut on one item an# the girls anotherC or tell them to 1ut on either a hat )R a elt2 )r tell the 1arrot team to 1ut on a hat an# the mon7e, team to 1ut on a coat2
"uc7 "uc7 Goose

Ste1 Three S1ea7ing Grou1: *1 to 40 chil#ren S1ace: For a circle .ith s1ace to run aroun# the outsi#e 6aterials: ;one Seat all the 1la,ers in a circleC close together2 A 1la,er .al7s Kuic7l, aroun# the outsi#e of the circle gentl, ta11ing the seate# 1la,ers on the hea# sa,ing L#uc7L each time until he or she #eci#es to s.itch to LgooseFL At this 1oint the chil# chosen as the goose gets u1 an# chases the chil# .ho ta11e# him roun# the circleC tr,ing to catch him efore he #oes a com1lete circle an# sits #o.n in the LgooseAsL s1ot2 IThe LgooseL almost ne-er catches the L#uc7L ecause the #uc7 has such a hea# startJ2 The LgooseL no. ecomes the L#uc7L an# re1eats the game as #escri e# a o-e2 E-er, fe. roun#s change the -oca ular,C so if stic7ing to the animal theme 1la, .ith tigerC tigerC sna7eF !o.C co.C 1igF Etc2 Also tr, .ith this little rh,meC .hich the .hole grou1 sa,s in unison: Leen, meen, mine, moC catch a 1iglet , its toeC if it sKueals let it goC een, meen, mine, moC )2*2T2 s1ells out so out ,ou must goFL =hile the grou1 chant the rh,me someone goes roun# the circle as a o-eC touching each chil# on the hea#C until the grou1 sa,s the final LgoFL At this 1oint the 1erson touche# must get u1 an# chase the one .ho touche# him roun# the circle2 Su stitute an, rh,me or an, song an# use this i#ea2
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Games E%G
Egg an# S1oon
Ste1 T.o Listening or Ste1 Four S1ea7ing Grou1: An, ut chaotic .ith a ig grou1 S1ace: Des 6aterials: Potatoes an# s1oons Pla, the classic egg an# s1oon 1art, game .here chil#ren race from 1oint A to 1oint & alancing a oile# egg on a s1oon2 $ suggest using 1otatoes instea# of eggs an# 1ossi l, ser-ing s1oons to ma7e it easier2 Sho. the chil#ren ho. to hol# the .hole han#le of the s1oon in the mi##le rather than hol#ing it at the en#C as it is a lot easier to alance the 1otato that .a,2 There is no nee# to raceH com1letion is the aim2 The 9 ,ear ol# chil#ren might en?o, it as a race2 $f ,ou ha-e too man, chil#ren to sen# them all at onceC sen# them in atches2 Ste1 T.o Listening For listening an# learning ne. -oca ular, la, out 1ictures an# tell each atch of chil#ren or each chil# if the, are going in#i-i#uall,C to go to a certain 1ictureC or t.o or three 1icturesC efore returning ac7 o-er the start line2 The i#ea is for the chil# to com1lete the course .ithout #ro11ing the 1otatoC an# also to go to the correct 1ictures2 Ste1 Four S1ea7ing For s1ea7ing the chil#ren must go to the 1icture at the en#C ?um1 on it three times .ithout #ro11ing the 1otatoC .hile naming it Ionce on each ?um1J an# return2 S.a1 the 1ictures aroun# or 1ut out ne. ones et.een goes to ma7e it more #eman#ing2
Em1ire State &uil#ing

Ste1 Three S1ea7ing Grou1: Small grou1 onl, S1ace: 6aterials: uil#ing loc7s or an, items that can e stac7e# on to1 of each other ut .hich to11le o-er after a .hile2 This can e #one .ith a -er, goo# Kualit, 1ac7 of car#s for this an# uil# a car# to.er for the fi-e ,ear ol# chil#renC ut ,ounger ones .ill fin# this too fi##l, an# frustrating2 $f using car#s the, must e thic7 gloss, ol#% fashione# 1la,ing car#s other.ise not e-en an a#ult .ill e a le to uil# a to.er2 *sing a -ariet, of items such as a oo7C a 1encilC a ru erC a 1iece of 1a1er .or7s .ell ecause the, are interesting to stac72 The chil#ren sit in a circle an# each one is gi-en an item to stac72 The first chil# 1laces his ric7 in the centre2 The secon# chil# 1laces her ric7 on to12 The thir# chil# 1laces his ric7 an# so on aroun# the circle until the uil#ing either falls #o.nC or all the chil#ren ha-e use# u1 their items2 $t is much etter to ha-e se-eral to.ers eing uilt in small grou1s of six chil#ren than ha-ing e-er,one sitting aroun# .aiting en#lessl, for a turn2 $f a grou1As to.er falls #o.n those chil#ren ta7e their item o-er to a grou1 .here the to.er is still going on an# see if the, can a## their 1ieces to that so it ecomes a team effort to uil# the iggest 1ossi le to.er2
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&uil# the Em1ire State &uil#ingC or uil# an, other tall uil#ing ,ou .oul# li7e to tell ,our grou1 a outC such as the Eiffel To.er or &ig &en or the Leaning To.er of Pisa2 The most o -ious language i#ea to use .ith this game is counting2 )r once the to.ers are uilt go through the items .ith the class in unison starting at the ottom an# .or7ing u1 to the to12
Fin# the Pairs 6emor, Game

Ste1 Three S1ea7ing Grou1: Smaller grou1sC sa, u1 to /4C unless ,ou ha-e an assistant .ho can ta7e a se1arate grou1 S1ace: Sitting aroun# a ta le or circle 6aterials: Dou nee# t.o sets of matching flashcar#s for this2 La, out t.o of each 1icture an# turn the all car#s o-er face #o.n an# shuffle them aroun#2 These must not e see%through2 Placing ,our car#s on a .hite surface hel1s .ith this2 =ith 440 gram car# it is not see%through an,.a,2 Each chil# in turn then turns o-er t.o car#s ho1ing to fin# a matching 1air2 The chil# must name the items or sa, a sentence .ith the .or# in2 As the 1airs are foun# the, are .ith#ra.n so that fe.er an# fe.er car#s remain an# fin#ing a 1air ecomes easier an# easier2 For the three ,ear ol# chil#ren $ suggest a maximum of six 1airs other.ise it is too #ifficult at first2 $f ,ou ha-e more than six chil#ren 1ut them in 1airsC each one turning o-er one car# onl, % .or7ing as a team to fin# a matching 1air2
Fin# the Picture

Ste1 T.o Listening Game Grou1: An, S1ace: Flexi le 6aterials: Stor, illustrations or interesting 1ictures2 This is a more interme#iate gameC .hich can e use# for listening com1rehension2 Place 1ictures from stories or maga5ines aroun# the room2 "escri e one of the 1ictures an# let the chil#ren .al7 aroun# the room loo7ing for the 1icture that fits ,our #escri1tion2 ;ame a chil# to ring it to ,ou2 $f ,ou are short of s1ace stic7 the illustrations u1 aroun# the room an# the chil#ren 1oint to the correct one2 The illustrate# stories inclu#e# .ith this oo7 are i#eal for this 1ur1ose2 6o#if, the language to the le-el ,ou reKuire2 A sim1le exam1le using 'ett, an# the Lion 1ictures isC LFin# a 1icture .ith ananasL2 A more a#-ance# exam1le isC MThis 1icture has a lionC a little girl in a 1in7 fair, costumeC an# the little girl is offering a #rin7 to the lion2N IThat .oul# e the mil7 1icture as all the others ha-e foo#J2 Alternati-el, mix u1 1ictures from se-eral stories that the chil#ren ha-e co-ere# an# sa,H LFin# an arm .ith a an#ageL IThomas or &an#ages storiesJ2 6a7e ,our #escri1tion more #etaile# if ,our chil#ren are more a#-ance# .ith their English2
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To re-ise o#, 1arts s1rea# out a mixture of 1ictures an# sa,C LFin# a legL2 "o the same for coloursC LFin# something re#LC or clothingC LFin# a shirtLC an# for nounsH LFin# a flo.erLC an# for -er sH LFin# someone runningL2
Fishing
Ste1 T.o Listening or Ste1 Three S1ea7ing Grou1: &etter .ith smaller grou1sC sa, u1 to 40 max2 S1ace: Des 6aterials: #rin7ing stra.s an# small 1ictures on 1a1er rather than car# such as the small si5e# flashcar#s2 The game consists of suc7ing in through a #rin7ing stra. an# attem1ting to 1ic7 u1 a small 1iece of 1a1er .ith the stra. through suctionC hol#ing that 1a1er on the en# of the stra. an# cra.ling across the floor to a #esignate# finish 1oint a fe. metres a.a,2 )rganise more than one 1ile of 1a1ers to suc7 u1C an# #ifferent finish 1laces accor#ing to ,our la,out an# the num er of 1u1ils ,ou ha-e2 This game is for the 8 an# 9 ,ear ol# chil#ren or u1.ar#s2 Some age# threes ma, fin# this game too har# ut four ,ear ol# chil#ren can #o itC an# the, get etter .ith a little 1ractice2 At first ,ou ma, fin# none of the chil#ren can #o itC ho.e-er the, .ill learn2 $f the learning goes on too long lea-e it asi#e for that #a, an# tr, again another time2 Sho. them to hol# the stra. FLAT against the 1a1er efore suc7ing as at first the, .onAt e #oing this2 For listening 1ractice tell the chil#ren .hich 1icture to fish outC an# for s1ea7ing the chil#ren can name the 1ictures the, manage to ring ac72 $nci#entall, this is a goo# game to Kuiet the chil#ren #o.nC as the, canAt s1ea7 .hile the, are suc7ing through a stra.F
Flash the !ar#s

Ste1 Four S1ea7ing Grou1: An, S1ace: Flexi le 6aterials: Picture flashcar#s This is a -oca ular, re-ision game2 !ollect a selection of 1ictures of .or#s ,ou .oul# li7e to re-ise2 La, the 1ictures out u1si#e #o.n in a gri# or circle2 A## m,ster, , 1lacing an o ?ect on to1 of each car#2 The o ?ect of the game is for the chil#ren to i#entif, each 1icture until the .hole gri# or circle is unco-ere# an# all the 1icture car#s are re-eale#2 6a7e sure all the chil#ren can see ,ou2 Ta7e out the first car# from the circle or gri#C .hich coul# e on the oar# if ,ou ha-e a ig class an# cannot get into a circle2 As7 the chil#ren to get rea#,C rea#,C stea#,C an# G)F =hoosh the flashcar# ra1i#l, in front of the chil#renC ho1efull, gi-ing them ?ust enough time to catch a glim1se of it2 An, chil# .ho has i#entifie# the 1icture can name it2 $f no one can name it as7 .hat colour it .as an# then .hoosh it 1ast the chil#ren againC a little slo.er ut still not too slo.l,2 $f the chil#ren still cannot name it as7 Kuestions li7eH L=as it a chairE
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LetAs tr, again an# see if it is a chairQL )nce a 1icture has een name# it is 1lace# ac7 on the floor or oar# 1icture si#e u12 To 1re-ent the same right chil# from naming all the 1ictures efore the others ring that chil# u1 to the front an# let them hel1 ,ou , 1assing ,ou a car# to .hooshC an# 1utting that car# ac7 in the gri# the right .a, u1 once name#2
Forfeits
=hen #oing a sur-e, $ #isco-ere# that man, teachers mista7e the meaning of the .or# forfeit for a 1unishment2 A forfeit in this sense means something sill, or outrageous that ,ou #o if ,ou mess u1 in a game2 $tAs a fun thingC not a 1unishment2 As ,ou .ill e a-oi#ing all form of com1etition .ith the 1reschoolersC use forfeits instea# if ,our grou1 en?o, them2 Let us sa, ,ou are 1la,ing a game .here normall, a chil# .oul# e out in games li7e Simon Sa,sC 6usical &um1s or 6usical !ushions2 $f a 1reschooler is out he or she ma, #issol-e into tears through frustration an# a feeling of failureC PL*S he or she .ill no. e sitting on the si#elinesC not learning an# 1ro a l, ecoming restless an# ore# as .ell as u1setF The i#ea is to inclu#e the chil#ren in the games as much as 1ossi le so that the, are learning English2 Therefore instea# of ma7ing a chil# sit out of the game gi-e a forfeit instea#2 This shoul# e something fun that #oes not o-er.helm the chil#2 $t coul# e naming a 1icture car# % .hich is a useful form of re-ision for e-er,oneC or ,ou coul# gi-e the chil# something eas, an# fun to #o such as alance a ean ag on his or her hea# .hile .al7ing across the roomC or ho11ing across the room li7e a unn,2 Some things that ,oung chil#ren fin# -er, funn, are sa,ing their names ac7.ar#sC sa,ing sill, soun#ing .or#sC ma7ing u1 cra5, .or#sC sa,ing a .or# in an elongate# .a,C or in a -er, high sKuea7, -oiceC or .riting their names in the air .ith their ottomsF $f this is too naught, for ,ou or ,our culture then the chil#ren can .rite the names in the air .ith their el o.sC or their feetC or 7nees or hea# or an, other o#, 1art ,ou fin# acce1ta le for the tas72 =atch out for chil#ren .ho are out #eli eratel, ecause the, .ant to e the centre of attention an# #o the forfeit2 $f ,ou ha-e an, chil#ren li7e that % guess .hatC the, .ill e out for realF @ust let them sit out for one turn thoughC other.ise the, .ill most li7el, start mis eha-ing in or#er to attract attention that .a, instea#2
Funn, Things
Ste1 )ne Listening Grou1: An, S1ace: ;o 6aterials: ;one
'ere are some things that ,oung chil#ren fin# hilarious2 A note of caution a11lies here to all the i#eas as these are 1ercei-e# as funn, in some 1laces ut not in others2 A teacher in the 6i##le East tol# me that naming a o, as a girlC gi-ing someone a sill, nameC or calling them a sill, mon7e, .oul# e the gra-est of insultsC it coul# e re1eate# at home to the shoc7 of the 1arents2 Therefore #o chec7 .ith the locals if ,ou are not familiar .ith the culture ,ou are teaching in first2
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&o, an# Girl Three ,ear ol# chil#ren fin# it -er, funn, .hen ,ou 1oint to a o, an# sa, to him L,ouAre a girlL an# -ice%-ersa for the girls2 For some reason the, fall a out laughing so #o this .hen ,ou teach o, an# girl2 )nce ,ou ha-e intro#uce# A o,A an# AgirlA let ,our 1u1ils hear these .or#s o-er an# o-er , 1ointing at #ifferent class mem ers an# sa,ing .hether the, are a o, or a girlC an# e-er, no. an# then ,ou acci#entall, get it .rongC to the general hilarit, of the grou1F $n :ietnam $ ha-e een tol# that o,s #o not fin# it funn, eing calle# girls B the, li7e to e calle# heroes instea#2 $ imagine that in !hinaC an# other countries .here man, 1eo1le thin7 it is etter to ha-e a o, than a girl this o,/girl thing .oul# not .or7 either2 $t certainl, .or7s in Englan#F =hatAs ,our name )nce the chil#ren 7no. ,our name .ell an# ,ou ha-e 1re-iousl, intro#uce# L=hatAs ,our nameLC ha-e ,our 1u1ils as7 ,ou .hat ,our name isC an# then ma7e u1 an ans.er2 Gi-e the .rong nameC or ma7e u1 a funn, name li7e Acra5, ananasA or an,thing ,ou li7e the soun# of2 The chil#ren .ill sa, L;oFL or loo7 at each other an# giggle2 !ontinue , as7ing a chil# his or her nameC an# see if ,ou can encourage them to ma7e one u12 6ostl, the three ,ear ol# chil#ren .ill onl, gi-e their o.n nameC ut .hen ,ou ha-e a 1u1il .ho ma7es u1 a name the, .ill all fin# it reall, funn,F See the Teaching T.os Re1ort for more i#eas common to man, cultures such as farce2
Getting =armer
Ste1 Three S1ea7ing Grou1: An, S1ace: ;ot necessaril, 6aterials: Something to hi#e )ne chil# .aits outsi#e Ior closes his or her e,esJ .hile ,ou hi#e an o ?ect in front of all the other chil#ren2 The chil# comes in from outsi#e an# loo7s for the hi##en o ?ect2 The other chil#ren hel1 , telling the chil# if he or she is getting .armer or col#er2 The chil#ren can sa, col#C .arm an# hotC or getting .armerC getting col#erC getting hotterC -er, hotFFF To .or7 .ith other -oca ular,C tell the chil#ren to use other .or#s to signif, getting further a.a, or coming closer2 6il7sha7e coul# signif, mo-ing a.a, an# 1i55a coul# mean coming near2
Gigantic Glo-es Game

Ste1 )ne Listening or Ste1 Three S1ea7ing Grou1: Smaller grou1sC sa, u1 to 40 chil#ren max S1ace: Some ut coul# e 1la,e# in the s1ace in front of the oar# it ,ou cannot ma7e a circle 6aterials: Some large a#ult glo-esC a hatC some sunglassesC 1icture flashcar#sC an# a large #ice2 $f ,ou #o not ha-e an item use an alternati-e that is sim1le an# Kuic7 to 1ut on2
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La, out a short line of flashcar#s of .hate-er -oca ular, ,ou are teachingC not necessaril, clothing2 Place the clothes near ,2 $f ,ou ha-e more than six chil#ren ha-e t.o lines of flashcar#s an# t.o lots of clothingC .hich #o not nee# to e i#entical items , the .a,2 The chil#ren sit in a circle an# ta7e it in turns to thro. the #ice2 The first to thro. a six gets u1C 1uts on the clothes an# glo-es an# tries to 1ic7 u1 one of the flashcar#s .ith the giant glo-es on2 $f the chil# manages to 1ic7 it u1 he or she names it an# ta7es it ac7 to the circle2 Ex1eriment efore the game .ith flashcar#s or 3" items so ,ou #o not en# u1 1la,ing .ith something that the chil#ren cannot 1ic7 u1 .ith the glo-es on2 )nce ,ou ha-e 1la,e# this a cou1le of times a -ariation to a## excitement is to ha-e the chil#ren continue to roll the #ice .hile the other chil# is #ressing u1 an# tr,ing to 1ic7 u1 the item2 $f a six is rolle# efore the chil# has finishe# he or she has to ta7e off the clothes an# sit #o.n againC .ithout eing a le to ta7e a flashcar#2 This coul# 1ossi l, ma7e the -er, ,oung chil#ren cr, so ,ou .ill ha-e to see ho. it goes an# e rea#, to let a chil# com1lete the tas7 if it is too u1setting for him or her to sit #o.n efore #oing so2 :ariant An excellent .a, to in-ol-e all the chil#ren is to gi-e a #ie to e-er, chil#2 )n MgoN one or more chil#ren get u1 an# start the #ressing u1 race2 $n the meantime all the other chil#ren furiousl, roll their #ice until the, get a six2 =hen a chil# gets a six that #ie is 1lace# in the centre of the circle2 (ee1 going till e-er,one has rolle# a six an# at that 1oint the game sto1s2 Tric7 to ensure o1timum interestF *sing chocolate uttons or similar instea# of items or flashcar#s is a sure fire hit 1ro-i#e# ,ou are allo.e# to gi-e these to the chil#ren2 Place them on a 1late an# if the chil#ren are successful in 1ic7ing them u1 the, can eat them2 )f course ,ou .oul# ha-e to ma7e sure e-er, chil# #i# get a chocolate utton at some 1oint2 Listening Game Pla, as a o-eC the chil#ren 1ic7 u1 the flashcar# that ,ou name2 S1ea7ing Game !hil#ren name the flashcar#s as the, are 1ic7e# u1
Go an# Fetch B Four Games

Ste1 )ne an# Ste1 T.o Listening Games Grou1: Small for Ste1 ThreeC An, si5e for Ste1 Four S1ace: Des 6aterials: Pictures or o ?ects $n this game tell ,our 1u1ils to 1ic7 u1 or fetch an o ?ect or 1ictureC an# the, #o2 There are so man, .a,s to 1la, this that it ma, e use# o-er an# o-er again for ne. -oca ular,2 Ste1 /C GuietC small grou1
50
The Kuietest .a, to 1la, this is to s1rea# 1ictures on the floor an# as7 a chil# to 1ass ,ou one of them2 !ontinue until e-er, one has ha# a go2 Ste1 /C 6ore li-el,C small grou1 A KuietC ut more interesting .a, to 1la, is to ha-e ,our 1u1ils seate# in a circle .ith a num er of o ?ects or 1ictures in the mi##le2 ;ame an o ?ectC or colourC or 1ictureC an# ,our 1u1ils must race to 1ic7 it u12 The 1u1ils .ho ha-e succee#e# hol# on to their o ?ect an# .atch in the next roun#s until e-er, o#, has 1ic7e# something u12 Then return all the o ?ects to the mi##leC as7 the 1u1ils to shuffle them a outC an# 1la, again2 Ste1 4C Li-el,C an, grou1 si5eC nee#s s1ace Another .a, to 1la,C an# .hich is more funC is to ha-e 1iles of the 1ictures at the en# of the room2 Sit ,our 1u1ils #o.n in grou1s in front of each 1ile2 Tell them to go an# fetch an a11leC Ior .hate-er -oca ular, ,ou are 1ractisingJC an# one mem er from each grou1 runs to the grou1 1ile an# comes ac7 .ith the correct o ?ect or 1icture2 !ontinue until e-er,one has ha# at least one go an# all the 1ictures ha-e een collecte#2 Ste1 4C =a7e u1C an, grou1 si5eC nee#s s1ace Det another .a, to 1la, is to seat all ,our 1u1ils in as ig a circle as 1ossi leC lea-ing as large a s1ace in the mi##le as 1ossi le2 S1rea# out the o ?ects or 1ictures in the s1ace in the mi##le2 !all a 1u1il Ior more than one if ,ou ha-e a ig grou1JC an# sa, LGo an# fetch an a11leLC then the grou1 all start counting from / to 92 The 1u1il ,ou ha-e calle# must run into the mi##le an# fin# the correct 1icture an# return to their seat efore the count of 9 is u12 &ecause it is tremen#ousl, im1ortant for these little 7i#s that the, #o get ac7 to their 1lace in the circle efore the time is u1 ,ou shoul# hel1 them if the, nee# itC , 1ointing out .here the 1icture isC an# , slo.ing #o.n the count if ,ou ha-e to2
Four LGuess =ho 'as Got $tL games

Ste1 Four S1ea7ing Grou1: :arious o1tions S1ace: Flexi le 6aterials: A utton or small item an# #e1en#ing on the -ariant 1icture car#s The main i#ea is that one chil# onl, is hol#ing a secret item an# the other chil#ren ha-e to guess .ho has the item2 Pla, man, -ariations of this i#ea for #ifferent Kuestions or language2 Game / Pla, an English song .hile the chil#ren 1ass a utton roun# the circle .ith their e,es close#2 Sto1 the music an# the chil#ren all hol# their han#s in fists as if hi#ing the uttonC ut onl, one chil# has the utton2 Then 1ic7 someone to tr, an# guess .ho has it2 $f ,ou ha-e more than six chil#ren 1ass t.o or more uttons roun# at once to 7ee1 the chil#ren intereste#2 To 1ractise languageC 1lace a 1icture car# face u1 on the floor in front of each chil#2 So for exam1le if 6arta has a 1icture of mil7 in front of her an# @aime thin7s that she has the uttonC @aime coul# sa,H L$ li7e mil7L or M$ thin7 the utton is in the mil7N2 The utton coul# e an,thingC such as a frogC so @aime coul# as7H M$s the frog in the mil7EN
51
$f 6arta has the utton she sho.s it2 $f notC a #ifferent chil# has a guess2 A#a1t to an, Kuestion or language2 Game 4 'a-e one chil# in the mi##le .ith e,es close# .hile the other chil#ren 1ass the utton aroun# .hile singing2 $f ,ou ha-e no room an# #es7s this metho# .oul# .or72 =hen the music sto1s the chil# .ith e,es close# can o1en them an# guess .ho has the utton2 Game 3 Seat the chil#ren in a circle2 Sing a song together or 1la, music .hile one chil# .ith a utton or o ?ect runs roun# the circle an# 1laces the utton ehin# someone in the circle2 =hen the music sto1s the chil#ren reach ehin# an# see if the, ha-e the utton2 All the chil#ren 7ee1 their han#s ehin# their ac7s .hile a chil# guesses .ho has the utton2 Game 8 Seat a chil# on a chair .ith his or her ac7 to the grou12 An o ?ect is un#er the chair2 )ne chil# is chosen to cree1 u1 an# ta7e the item from un#er the chair2 The chil# in the chair has to guess .ho too7 it2 Language i#eas *se the i#ea ex1laine# .ith game / for an, -oca ular, or form an, t,1e of Kuestion or sentence2 =ith the chil# in the chair in game 8C once a chil# has cre1t u1 an# ta7en the itemC the .hole grou1 can as7 a Kuestion li7eC L6r2 !roco#ileC .here is ,our #innerEL An# the croco#ile re1liesH L!laireAs got itLC orC L!laire has eaten itL2 $f it .as !laire .ho too7 the item then croco#ile ma#e a correct guess an# is allo.e# another turning the chair2 $f ,ou are learning ?o s ,ou coul# ha-e the grou1 as7 the chil# in the chairH L"octorC #octorC .ho is ,our 1atientEL The #octor tries to guess .ho too7 the item un#er the chair % .hich coul# e a an#age for exam1leC an# sa,sH L$tAs !laireLC orC L6, 1atient is !laireL2 @ust thin7 u1 a fun scenario an# use rele-ant -oca ular,2
52
Games '%(
'ammer 'ea#
Ste1 Four S1ea7ing Grou1: An, S1ace: To sit in a circle 6aterials: A soft o ?ect to use as a hammerC or a soft to, hammer an# a all Than7s to Leanne 6ur1h, for emailing me this game that she calls L'ammer 'ea#L2 Dou nee# a all an# a soft 1la, hammer .ith a reall, soft en# an# that ma7es noises2 $f ,ou #onAt ha-e exactl, this im1ro-ise .ith a ean ag or other soft o ?ect2 E-er, o#, sits in a circle 1assing a all2 'ol#ing a 1ile of flashcar#sC ta7e one an# hol# it o-er ,our face so ,ou cannot see the chil#ren2 The 1icture is facing out.ar#s2 Sa,C LG)L man, times li7e this LgogogogogogogoC ST)PFL then ta7e the car# #o.n an# see .hich chil# has the all2 That chil# sa, the .or# if 1ossi leC or use it in a sentence2 =ith ig grou1s ,ou nee# se-eral alls going aroun# at once to 7ee1 the chil#ren engage#2 Leanne sa,sH AThe chil#ren lo-e it ecause the, #onAt 7no. .hen $ .ill sa, sto1 an# the, 1ass the all so Kuic7l, ecause the, #onAt .ant to sa, the English .or#2 The chil# .ith the all names the flashcar# an# if correctC he or she can hit me on the hea# .ith the soft hammer an# if .rong itAs the other .a, aroun# an# $ can hit the chil# .ith the hammer2 This ma7es the chil#ren cr, .ith laughter an# ,ou .ill hear them shout out Lgo go go go go sto1L .hen the, .ant to 1la, as itAs reall, a great game2A
'a11, 6on7e,
Ste1 Four :oca ular, Re-ision Game Grou1: An, S1ace: To sit in a circle 6aterials: Flashcar#s Teacher !ale +immerman ga-e me this game that he ma#e u1 as a -ariant of one of m, games in the 1rimar, oo7C an# he tells me that he has ne-er ha# such a reKueste# gameF Stu#ents sit or stan# in a circle2 The center of the circle is full of 1icture flashcar#s 1lace# face #o.n2 A 1u1il is in the center turning o-er the car#s one , one .hile the class call out the .or#s the, see2 =hen the mon7e, flashcar# is turne# o-er e-er, o#, stan#s u1C s7i1s in a circle three times an# sa,s Mha11, mon7e,FN Dou .ill fin# a mon7e, flashcar# in three si5es .ith the 1reschool stories / to /0 -oca ular, flashcar#s2 &ear in min# that the mon7e, flashcar#s must loo7 the same .hen face #o.n as the others or there .ill e no sur1rise .hen the mon7e, car# is turne# o-er2
53
'ea# to 'ea#
Ste1 T.o Listening for o#, 1art an# an, -oca ular, Grou1: An, though chaotic .ith larger grou1sF S1ace: Des 6aterials: ;one for o#, 1artsC clothing an# coloursC 1ictures for other -oca ular, This is a gentle -ersion of the official game2 Put ,our chil#ren into 1airs an# ha-e them .al7 roun# hol#ing han#s2 )n ,our comman# the, assume a 1osition such as L'ea# to 'ea#L2 For o -ious reasons this shoul# e #one gentl,2 )ther i#eas for comman#s areH han# to 7neeC nose to noseC e,e to e,eC chee7 to chee7C foot to footC mouth to earC hea# to toeC han# in han#C ac7 to ac7C ear to earC han# to earC ac7 to frontC foot to ottomC heel to toeC shoul#er to shoul#erC finger to fingerC etc2 This is a goo# o11ortunit, to ha-e them sing the -erse of a song or sa, a rh,me .hile the, .al7 roun# in et.een ,our comman#s2 =ith the 8 an# a half to 9 ,ear ol# chil#ren also tr, this -ersion2 $nstea# of .al7ing aroun# in 1airs the chil#ren .al7 aroun# ran#oml,C singing or sa,ing the rh,me Ior listening to musicJC an# on ,our comman# the, must fin# their 1air an# assume the reKuire# 1osition2 E-er, no. an# then sa,C Lfin# a ne. frien#LC .hich means that the chil#ren must s.a1 1artners2 The game is i#eal for o#, 1arts an# coul# also e 1la,e# easil, .ith colours an# clothingC for exam1leC L lue to re#L orC Ls7irt to soc7sL2 Alternati-el, gi-e out -oca ular, flashcar#s an# call out comman#s such asC Lmon7e, on shoul#erLC an, chil#ren .ith a 1icture of a mon7e, ha-e to 1lace it on another chil#As shoul#er2
'i##en Picture
Ste1 Four S1ea7ing Grou1: An, ut etter .ith fe.er stu#ents S1ace: Flexi le 6aterials: Pictures an# 1a1er .ith slits or holes that ,ou ma7e This is a naming -oca ular, game2 Ta7e a series of 1icture flashcar#s that ,ou .oul# li7e to re-ise2 Ta7e a 1iece of A8 1a1er or car# an# cuts slits in itC the igger the slitsC the easier the tas72 Place the 1a1er .ith slits o-er the 1icture so that onl, 1art of the 1icture is -isi le2 Allo. the chil#ren to name the 1icture un#erneath2 $f ,ou ha-e a ig grou1 1lace se-eral hi##en 1ictures aroun# the roomC tem1oraril, stic7ing the co-ering car# .ith slits in 1lace2 Let the chil#ren .an#er aroun# an# ta7e a loo7 at each 1icture2 Then ring the chil#ren into a semi%circle an# let them name each 1icture as ,ou hol# it u1 in turn % still 1artiall, hi##en , the co-er2
'i#e an# See7
Ste1 Three S1ea7ing or Ste1 )ne Listening Grou1: Small an# large grou1 -ariants S1ace: &etter .ith ecause the chil#ren fin# things a out the classroom 6aterials: ) ?ects or 1ictures
54
Ste1 Three :ariant 'i#e some 1icture flash car#s or o ?ects aroun# the room an# let ,our 1u1ils fin# them2 =hen the, fin# a 1icture or o ?ect the, come into the mi##leC name it or sa, a sentence .ith the .or# in itC an# sit #o.n .hile the others carr, on loo7ing2 !ontinue for a fe. more minutes until e-er,one has foun# something2 'i#e the flash car#s in 1lain sight an# no higher than ,our 1u1ilsA e,e le-el2 The chil#ren shoul# e a le to see an# fin# the items easil,2 For exam1leC 1lace items esi#e things or 1artiall, un#er thingsC .ith 1art stic7ing out2 Either hi#e the things efore the class or as7 ,our 1u1ils to close ,our e,es .hile ,ou #o it an# count or sing a song2 A goo# i#ea .ith a ig class is to ha-e half the chil#ren hel1 ,ou hi#e o ?ects an# then .atch the other half fin# themC then s.a1 o-er2 =hen ,ou onl, ha-e a fe. chil#ren left loo7ing gui#e them Iin English as much as 1ossi leJ to hel1 them fin# the 1ictures or o ?ects faster2 Large grou1 -ariant A sim1ler -ersion of this same i#ea is to let the chil#ren see7 out the 1ictures or o ?ects an# 1lace them in a ox2 At the en# all count an#/or name the items together2 6a7e sure though that all the chil#ren #o fin# an item2 $f an, chil#ren #o not then Kuic7l, hi#e items for them in lin#ingl, o -ious 1laces an# let them fin# them % it shoul# ta7e less than a minute2 Then count an# name the items in the ox2 A -ariation on this is to use the ingo car#s 1ro-i#e# .ith each stor,2 Gi-e each chil# a stri1 of three 1ictures an# tell them to go an# fin# the matching 1ictures hi##en aroun# the room2 =hen the, ha-e foun# them the, come to the mi##le an# name the 1ictures2 Ste1 )ne Listening :ariant Alternati-el, tell each chil# in turnC or in 1airs to go an# fin# a 1articular item2 Gi-e each chil# a #ifferent item to fin# ut let all the chil#ren loo7 at the same time so the grou1 are not sitting aroun# #oing nothing .hile one chil# see7s2
'i#e an# See7 Pairs

Ste1 Three S1ea7ing Grou1: An, S1ace: Des 6aterials: 4 sets of 1icture car#s 'i#e a set of 1icture car#s aroun# the room2 'i#e se-eral 1ictures 1er chil# in ,our grou12 Shuffle an# #eal out the secon# matching set to ,our 1u1ils2 Dour 1u1ils go off .ith the car#s ,ou ha-e gi-en them an# loo7 for their matching 1airs hi##en aroun# the room2 As each chil# fin#s a 1air he or she comes into the mi##le of the room an# names the item to ,ou2 $f ,ou ha-e a large grou1 sen# chil#ren off to loo7 for 1ictures in t.os or threes2
55
'oo1s
Ste1 )ne ListeningC Ste1 Four S1ea7ing Grou1: :arious o1tions as there are man, i#eas for using these hoo1s S1ace: Des 6aterials: 1ictures an# hoo1s Place hoo1s in the corners an# aroun# the room or teaching area2 Each hoo1 has either a 1icture or a colour in it2 The chil#ren s7i1 roun# the room an# .hen ,ou call out the colour or 1icture the, must ?um1 into the right hoo12 =atch out that the chil#ren #o not ecome o-er excite# an# um1 into each other .hile ?um1ing into the hoo12 (ee1 an e,e on num ers of chil#ren an# num ers of hoo1sC an# the si5e of the hoo1 an# e sure there is enough room in the hoo1 for all the chil#ren2 *se more than one hoo1 1er colour or item if ,ou nee# to so half ,our grou1 go to one hoo1 an# half to the other2 $f ,ou ha-e these hoo1s ma7e u1 all sorts of other games .ith themC such as: Pu1ils name a 1icture or ma7e a sentence an# get a chance to run an# ?um1 through the hoo1 that t.o other chil#ren are hol#ing Rolling the hoo1s along the floor from one 1icture to the other Roll the hoo1 to someone .earing lueC or .earing trousers Rela, race from one en# of the room to the other in teams B t.o chil#ren 1er hoo1 Short #ialogue exchange at each en# efore the next 1u1il can ta7e the hoo1 S1inning the hoo1 li7e a coin an# naming as man, 1ictures as 1ossi le efore the hoo1 hits the floor an# is still *sing the hoo1s for 1re1ositions B insi#e the hoo1C on itC un#er itC esi#e it222 Going insi#e the magic hoo1 to ma7e a .ish as a re.ar# for eing goo#2 Teacher gi-es the hoo1 a goo# s1inC .hen it falls 1u1il ?um1s in an# ma7es a .ish instantl, Passing the hoo1 aroun# R la 'ot Potato2 =hen the music sto1s of the rh,me is o-er the 1u1il .ith the hoo1 1laces it on the floor an# the teacher thro.s a flashcar# insi#e the hoo12 $f the flashcar# is face u1 the 1u1il names itC if it face #o.n an, 1u1il in the circle names the 1icture an# if the teacher misses the hoo1 he/she has to #o a sill, #anceF Let me 7no. .hat other funn, things ,ou thin7 of to #o .ith these hoo1sF
'o1 &unn, 'o1

Ste1 )ne Listening Grou1: An, S1ace: Des 6aterials: ;one This is a lo-el, game for three ,ear ol# chil#ren2 As7 all the chil#ren to ho1 aroun# li7e unnies until ,ou shout outC "anger % a foxF The chil#ren must free5e2 An, chil# mo-ing .ill e out an# ecome a ?u#ge .ith ,ou for one turn efore re?oining the game2 Dou then sa,C $tAs )(C #angerAs gone2 The chil#ren ho1 a out again until ,ou call out the next thing2
56
Dou might not .ant to sa, that the, .ill e caught , the fox ecause ,ou coul# ha-e chil#ren ha-ing nightmares a out it or #issol-ing into floo#s of tears2 $n fact if ,ou 7no. ,ou ha-e a chil# li7el, to cr, it is est not to notice if he or she is mo-ing2 $n fact at this age the chil#ren .ill all e mo-ing so itAs est to sa, M#angerC a lionFN an# then turn -er, slo.l, .ith ,our han#s o-er ,our e,es for a secon# or t.o to gi-e the chil#ren a chance to stan# stillC then remo-e ,our han#s an# loo72 This game is goo# for animalsC ut ,ou coul# ma7e something u1 for an, language2 For exam1le let us imagine that ,ou .ant to teach foo#2 'a-e a scenario .here there are these giant 1ortions of foo# as ig as a house an# if ,ou are caught mo-ing .hen ,ou shoul# e free5ing ,ou .oul# ha-e to eat the .hole thing2 Then ,ou .oul# sa,C =atch outC a giant urgerF )ther -oca ular, ,ou coul# use for this i#ea are actionsC or ma7e elie-e such as 1reten# ,ou are a #octorC or 1reten# ,ou are eating an ice creamC etc2 *se .ith music :ar, this i#ea , 1la,ing music an# telling the chil#ren to ho1 roun# li7e unnies .hile the music 1la,s2 =hen the music sto1s the, must free5e2 Then ,ou tell them .hat the next animal .ill e an# the, 1reten# to e that animal .hen the music starts again2
'ot Potato
Ste1 Three S1ea7ing Grou1: An, S1ace: Flexi le 6aterials: )ne 1otato to e-er, fi-e chil#ren 'a-e all the chil#ren sit roun# in a circle .ith one 1la,er lin#fol#e# or e,es close# in the mi##le of the circle2 The circle is i#eal ut if itAs not 1ossi le for ,ou the game can e 1la,e# .ith 1u1ils at their #es7s2 The 1la,ers 1ass the 1otato roun# as Kuic7l, as the, canC an# must ta7e it .hen it comes to themC until the 1la,er in the mi##le shouts out L'ot PotatoFL $nstea# of a 1otato use an, o ?ect2 :ar, the game , using #ifferent o ?ects such as a ean ag an# sa, it is a glo.ing coal from a fireC or ma7e it something re-olting such as a rotten fishC or 1on# slime2 $n that case instea# of shouting out 'ot Potato the 1erson in the mi##le shouts out MPon# SlimeFN The 1la,er hol#ing the 1otato at this moment has to name a 1icture flashcar# an# #o a forfeit such as a sill, #ance in the mi##le of the circle to music2 $f ,ou ha-e a large grou1 ha-e t.o or more 1otatoes 1asse# roun# at inter-als of a fe. 1eo1leC to 7ee1 e-er,one acti-el, occu1ie#2 Dou .ant a out one 1otato to e-er, fi-e chil#ren2 $n this case all those hol#ing a 1otato .ill ha-e to #o a grou1 forfeitC such as all miming a cat2 =ith a small grou1 ,ouC or the 1erson in the mi##le can as7 the 1erson hol#ing the 1otato a KuestionC an# if the, get it right the, #o not ha-e to #o the forfeit2 *se .ith a rh,me or song To intro#uce more -oca ular, than ?ust L'ot PotatoL ha-e the 1la,ers sa, a rh,me or sing .hile the, 1ass the 1otato roun#2 As an o1tion the 1erson in the mi##le can call
57
out hot 1otato at an, moment #uring the song or rh,meC an# not al.a,s at the en#C .hich .oul# e 1re#icta le2 $f ,ou intro#uce the game 1la,ing it sim1l, ,ou ma, then a## these -ariations the next time ,ou 1la,2
$ AmC Dou Are
Ste1 Three S1ea7ing Grou1: Small grou1s onl, or it .ill #rag terri l, S1ace: ;o 6aterials: ;one for $ amC ,ou areC she isC ut flashcar#s for an, other -oca ular, The chil#ren sit in a circle or in ro.s at their #es7s2 The first chil# sa,sC L$ am Phuong2 Dou are ;a#iaL2 ;a#iaC .ho is next to Phuong in the circle or ro. sa,sC L$ am ;a#iaC ,ou are 6ohamma#LC an# so on2 For -ariation use .ith he/she alsoC L$ am Phuong2 She is ;a#ia2 To use this for an, language gi-e each chil# a 1icture flashcar# .hich is 1lace# on the floor face u1 so e-er, one can see it2 Phuong has a 1icture of s.imming an# ;a#ia has one of .al7ing2 Phuong sa,sC L$ lo-e s.imming2 ;a#ia lo-es .al7ingL2 )r Phuong sa,sC L$ li7e ice cream2 She li7es hot #ogsL2 ;a#ia sa,sC L$ li7e hot #ogs2 'e li7es 1i55aL2 An# so on2
$s it TrueE
Ste1 T.o Listening Grou1: An, S1ace: ;o 6aterials: ;one The teacher ma7es statements .hich are true or false2 The chil#ren #o a #esignate# action to in#icate if it is true an# a #ifferent action if the statement is false2 For exam1le ,ou coul# sa,C a #og is igger than a cat2 This is usuall, true so the chil#ren can ?um1 an# cla12 Dou then sa,C a s1i#er is igger than a cat2 This is false so the chil#ren 1ut their han#s on their hea#s2 =ith 8 an# 9 ,ear ol# chil#ren an, chil# .ho cla1s can sit out one turn or #o a forfeitC an# then ?oin in againC or ?ust let the chil#ren 1la, on regar#less2 Stic7 to one theme or language structure 1er game2 $#eas are: !om1arati-es: &igger thanC smaller thanC taller thanC shorter than Pre1ositions: the orange is on the chairC the orange is un#er the chair &ir#s ha-e feathersC #ogs ha-e feathersC cats ha-e feathersC #uc7s ha-e feathers Ponies ha-e tailsC #ogs ha-e tailsC s1i#ers ha-e tailsC ants ha-e tailsC frogs ha-e tails !lothing: Sall,As .earing trousersC PeterAs .earing a s7irt Ior not if #ealing .ith highl, sexist culturesFJ Literall, an, language: ,ou ta7e a 1lane at the rail.a, stationC ,ou ta7e a taxi in a fiel#C ,ou ta7e a ferr, at the air1ort an# a car at the sea1ort2
$ S1, .ith m, little E,e

58
Ste1 T.o Listening for Phonemes or Ste1 Four :oca ular, Re-ision Grou1: An, S1ace: ;o 6aterials: Pictures Ste1 Four :oca ular, re-ision La, out -oca ular, car#s aroun# the roomC or use real o ?ects2 Sa,C M$ s1, .ith m, little e,e something that is orangeN2 The chil#ren loo7 aroun# an# name an, orange o ?ects amongst the -oca ular, 1ictures ,ou are re-ising2 !hange the colour each time2 *se t.o or more colours for multi%coloure# 1ictures2 Listening to 1honemes To .or7 on 1honemes la, out a fe. 1icture car#s or o ?ects2 Sa, to the chil#renC $ s1, .ith m, little e,e something eginning .ith C C an# sa, the soun# as in for oo7 not for ee2 The chil#ren loo7 at the 1ictures or o ?ects efore them an# ho1efull, the, are a le to 1ic7 out the o ?ect .hich matches the soun# ,ou ha-e sai#2 $f the chil#ren cannot #o it then sa, the soun# efore each of the .or#s an# as7 each time if there is a match2 =hen ,ou are starting out .ith this ma7e it reall, eas, using -er, #ifferent 1honemes rather than mixing 1 an# in the same set of .or#s2 $f ,ou are in a situation .here ,ou are ex1ecte# to teach rea#ing an# .riting at this age hol# u1 the letter as ,ou sa, the 1honeme2 The chil#ren listen to the soun#C see the letter sha1e an# loo7 for the corres1on#ing 1ictureC such as a ottle2
@ohnn, =a7e *1F

Ste1 Three S1ea7ing Grou1: An, S1ace: !oul# e 1la,e# in the aisles of class if ,ou ha-e no floor s1ace 6aterials: ;one This is a !5echoslo-a7ian 1la,groun# game that a teacher calle# ;atasha 7in#l, ga-e me an# .hich $ ha-e a#a1te# for EFL2 $n the original 1la,groun# game the chil#ren line u1 at one en# an# sa, L@ohnn, .a7e u1FL in unison2 @ohnn,C .ho is at the other en# of the 1la,groun# calls out the name of one of the chil#ren follo.e# , Lt.o chic7en ste1sLC an# that chil# a#-ances , t.o small ste1s2 )r @ohnn, might call out Lfi-e ele1hant ste1sLC in .hich case the chil# a#-ances , fi-e ig ste1s2 The chil# .ho reaches @ohnn, first ecomes the ne. @ohnn,2 Pla, as #escri e# a o-e for fun animal an# counting re-ision an# use the -ariants elo. to a#a1t the game for an, language2 :ariant for large an# small grou1s $nstea# of calling out L@ohnn, .a7e u1FL let the chil#ren call out a sentence or Kuestion in unison2 A solutel, an, Kuestion or sentence .ill #oC for exam1le L=here are ,ou goingEL The teacher 1la,s @ohnn, an# re1liesC L$Am going to the each2L All chil#ren a#-ance one ste1 as if going to the each2 !ontinue until the chil#ren reach the en# of the room2
59
:ariant for small grou1s onl, The teacher is @ohnn,2 The class call out the Kuestion in unison such asC L=hat are ,ou .earingEL The teacher 1ic7s a chil# an# sa,sC L$Am .earing a shirtL2 The chil# chosen a#-ances , three ste1s2 !ontinue .ith the teacher 1ic7ing a #ifferent chil# each time2 :ariant for larger grou1s onl, The teacher is @ohnn,2 The class are #i-i#e# into teams an# each team has a name relating to the -oca ular, ,ou are 1ractising2 The class as7 the Kuestion in unison such asC L=here are ,ou fromEL The teacher re1liesC L$Am from 6exicoL an# the 6exican team a#-ance , 9 ste1s2 Another exam1le .oul# e to name the teams .ith #ifferent foo#s2 The class as7C L=hat .oul# ,ou li7eEL The teacher re1liesC L$A# li7e a san#.ich 1leaseL2 The san#.ich team a#-ances , three ste1s2
@um1 the Line
Ste1 )ne Listening Game Grou1: An, S1ace: ;ot o ligator, 6aterials: Pictures an# o1tionall, a ro1eC stringC or ta1e to ma7e a line on the floor An eas, game .here ,ou la, out t.o lines of 1icture car#s or o ?ects2 *sing a 1iece of string or ri on create a line #o.n the floor #i-i#ing the t.o sets of 1icturesC or use an imaginar, line2 The chil#ren stan# at one en# of the room .here the, can see all the 1ictures2 Dou name an o ?ect an# the chil#ren ?um1 to the left or the right accor#ing to .hich si#e of the central line the 1icture is2 =hen the chil#ren ecome goo# at it a## in more 1ictures gra#uall,C an# s.a1 the 1ictures from si#e to si#e2 Another goo# set u1 is to ha-e the 1ictures stuc7 u1 on the oar#C some on the left an# some on the right2 !hil#ren then stan# along the length of the line an# ?um1 either si#e of it as ,ou call out #ifferent 1ictures2 =ith ig grou1s ma7e se-eral lines of chil#ren2
60
Games L%)
Laughing Game
Ste1 Three S1ea7ing Grou1: An, S1ace: Des 6aterials: a scarfC alloon or featherC or something -er, light This is a sill, game an# it is a goo# one to use if ,ou .ant to 1ut the chil#ren in a goo# moo#2 Dou thro. something light such as a featherC a tissue or a scarf into the air an# the chil#ren must laugh an# giggle an# roll aroun# in feigne# h,sterics until the o ?ect touches the floorC at .hich 1oint the, must free5e an# e silent2 An,one .ho giggles has to #o a forfeitC li7e naming -oca ular,2 Let an,one .ho is out ac7 in after onl, one turn sitting out though2 At first the game .ill a11ear a flo1 .hile the chil#ren .arm u1 to it an# un#erstan# the conce1t2 "onAt ex1ect the first time ,ou 1la, for the chil#ren to all mime laughing h,stericall, li7e 1ai# actorsF 6a7e it eas, for them , starting u1 an eas, fa7e laugh an# let them co1, ,ou2 (ee1 that going .hile ,ou thro. u1 the itemC .atch it fall an# then the minute it hits the floor ma7e a ig gesture an# ST)P the noise #ea#C loo7ing #ea#l, serious2 Re1eat until most chil#ren see ho. ,ou 1la,2 This is the 7in# of game that gets funnier as ,ou go along2 To intro#uce language into this game sho. a 1icture car# after each roun# efore thro.ing the feather .hich the chil#ren must all name2
Listen
Ste1 T.o Listening Grou1: :ariants for small an# ig grou1s S1ace: Des for small grou1 -ariationC no for ig grou1 6aterials: ;one ut 1ro1s enhance the fun
This game is excellent for 1ractising ne. -oca ular, or for re-ising2 Small Grou1 :ariation Stan# in a s1ace .ith the chil#ren all aroun# ,ou an# close to ,ou2 The chil#ren shoul# either e touching ,ou .ith an outstretche# han#C or tie scar-es aroun# ,ou an# each chil# hol#s onto the en# of a scarf2 Although this 7in# of 1ro1 is o1tionalC the chil#ren lo-e it2 Dou ma, ha-e t.o or 1erha1s three chil#ren hol#ing onto the same scarf2 Another o1tional 1ro1 is to stan# on a sKuare of coloure# 1a1er2 The chil#ren must all ha-e one foot on that sKuare2 "o e careful that the chil#ren are not too close to each other so that the, #o not um1 one another #uring the game2 The chil#ren must sta, touching ,ouC hol#ing the scarf or .ith one foot in the coloure# sKuare until ,ou sa, a magic .or#2 =hen ,ou sa, that .or# tr, an# catch one of the chil#ren an# the, ha-e to esca1e efore ,ou #o2 $t is generall, est ne-er to catch the chil#ren as it can ma7e them sa# an# feel as though the, faile#C so e sensiti-e to thisC an# ma7e a con-incing attem1t to catch themC ut ?ust missF
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So for exam1le start , telling the chil#ren the magic .or#C it coul# e LmotherL2 Dou no. start to sa, .or#s such as fatherC rotherC sisterC gran#mother etc2 =hen ,ou sa,C motherC the chil#ren must run off an# ,ou tr, an# touch one of them2 Dou #o not ha-e to chase after the chil#renC ,ou ?ust tr, an# touch one of them efore he or she has let go of ,ouC or the scarfC .ithout ,ou actuall, mo-ing from the s1ot2 $f ,ou onl, ha-e a small s1ace ma7e a rule .here ,ou are allo.e# to ta7e one ste1 onl,2 Great -ariet, can e a##e# to this game , changing the .a, ,ou sa, the .or#s2 Sometimes use a flat monotone for se-eral .or#s an# then su##enl, sa, a .or# .ith great enthusiasm2 This alone can ma7e some chil#ren let go of ,ou e-en though ,ou #i# not sa, the magic .or#2 Dou ma, also a## -ariet, , changing the set u12 For exam1le ,ou ma, ha-e the chil#ren seate# aroun# ,ou on the floor2 =hen the, hear the magic .or# the, must get u1 an# mo-e a.a, to safet,2 Also use i#eas such as ha-ing the chil#ren alance on one leg .hile the, listen out for the magic .or# an# then cla1 an# run a.a, .hen the, hear it2 $f a chil# cannot alanceC or forgets to cla1 efore running a.a, he or she is out an# sits #o.n for one turn or #oes a forfeit2 $f ,ou ha-e a strong grou1 mem er let them ta7e ,our role in the game2 Larger Grou1 :ariation To use this i#ea in a classroom situation .here ,ou ha-e #es7s an# chairs 1lus too man, stu#ents to 1la, the small grou1 -ersion then a#a1t the game as follo.s: *se the magic .or# i#ea as #escri e# a o-e ut this time the chil#ren must cla1 .hen the, hear the magic .or# an# the last one to cla1 is out2 )r the class sit #o.n on hearing the magic .or#C an# last one seate# is out2 *se an, action ,ou fanc, that suits ,our classroom situation2 Language i#eas to use .ith this game This game len#s itself to an, -oca ular,2 Dou ma, also use short sentences , .a, of re-isionC or in 1re1aration for intro#ucing those 1hrases 1ro1erl, later in the lessonC or in the next lesson2 For exam1le ,ou coul# ha-e the .or# LtrainL as the magic .or# an# sa,C $ li7e usesC $ li7e carsC $ li7e 1lanesC $ li7e trainsF Re1lace the 1hrase M$ li7eN .ith more or less an,thing2 For exam1le if ,ou .ant to teach the 1ast continuous then the magic .or# can e Lrea#ingL an# ,ou sa, sentences such as $ .as #ri-ingC $ .as .al7ingC $ .as rea#ingF $f ,our chil#ren are too naught, then use a Kuiet -ersion of the classroom game an# ha-e a rule .here an, nois, chil# is out2
Listening Sna1
Ste1 )ne Listening an# Ste1 T.o :ariant Grou1: An, S1ace: ;o 6aterials: Pictures Listening Sna1 is an eas, fun game to 1la, .hen intro#ucing ne. -oca ular,2 Gi-e each chil#C or grou1 of chil#ren if ,ou ha-e a ig grou1C a 1icture flashcar#2 !all out an item an# the chil#ren .ith that 1icture must raise their han#sC or cla1C or #o a funn, gesture if ,ou 1refer2 !ontinue an# 1ic7 u1 the 1ace as ,ou go along to 7ee1 the chil#ren on their toes2
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ThenC as a ste1 t.o listening gameC to thro. a s1anner in the .or7s start to 1oint at itemsC ut 1oint at the .rong itemC so ,ou sa, trousers ut 1oint to a shirt2 )nl, the chil#ren .ith the trousers 1icture shoul# raise their han#s2 An alternati-e for extra fun is that ,ou sa, the .or# in the nati-e language Iif ,ou 7no. itJC ut the chil#ren must not res1on#C the, onl, res1on# .hen ,ou sa, the .or# in English2
Little =orm
Ste1 )ne or T.o Listening Grou1: An, S1ace: DesC lots 6aterials: ;one or 1ictures Than7s to teacher Thalia Gome5 :alencia for this game2 Thalia use# this game for colours ut ,ou ma, use it for an, -oca ular,2 The chil#ren sit in teams on the floorC one chil# in front of the other .ith legs stretche# out either si#e of the chil# in frontC an# hugging the chil# in front2 Each team ma7es u1 a little .orm an# the chil#ren .riggle for.ar# on their ottoms from chee7 to chee7 .hile hol#ing on to the chil# in front2 Place -oca ular, car#s aroun# the roomC or at one en# of the room an# tell the teams .hich 1icture to .riggle to2 $f ,ou ma7e it a raceC .hich is not 1articularl, recommen#e# for this ,oung ageC then e sure to allo. e-er, team to finish2 For ste1 t.o listening follo.ing instructions one coul# gi-e each team a colour an# sa, Re# Team go for.ar# fi-e2 &lue Team go ac7.ar#s t.o2 Green Team go si#e.a,sF Dello. Team cla1 three times2 'a-e fun222
Luc7 Game
Ste1 )ne Listening Grou1 Si5e: An, S1ace: Des 6aterials: Pictures
This is a listening game suita le for intro#ucing ne. -oca ular,2 To 1re1areC 1lace 1ictures aroun# the roomC on the .alls or on the floor2 !ount #o.n from ten to 5ero .ith ,our e,es close# .hile the chil#ren choose a 1icture to stan# ,2 )n 5ero name of the 1ictures an# all the chil#ren , that 1icture come u1 to the front .ith ,ou2 ;o. ,ou an# the chil#ren at the front count #o.n togetherC all of ,ou .ith close# e,es .hile the other chil#ren mo-e to a #ifferent 1icture2 $f counting #o.n is too har# count u1.ar#s instea#2 Dou can also sa, the al1ha etC or a short rh,me of ,our choosing instea# of counting2
6agic Fi-e
Ste1 T.o Listening Game to regain the attention of the class Kuic7l, Grou1: An, S1ace: ;o
63
6aterials: ;one This is a listening game thatC once the routine has een taught to the classC allo.s ,ou to Kuic7l, esta lish calm an# regain all the chil#renAs attention2 *sing other listening games in this oo7 teach the comman#s: /2 )n ,our ottomC legs crosse#H 42 han#s in ,our la1H 32 loo7 at meH 82 ears an# e,es o1enH 92 mouths close#2 )nce the chil#ren 7no. these comman#s sa,C LGi-e me fi-e: /C 4C 3C 8C 9L .hile the chil#ren #o the seKuence of actions2
6atching Pairs
Ste1 )ne Listening an# Ste1 T.o :ariant Grou1: An, S1ace: ;o 6aterials: Pictures or o ?ects 'an# out a fe. 1ictures or items of the .or#s ,ou are 1ractising2 Dou also ha-e a 1ile of these same 1ictures2 Sa, Mone t.o threeC .hat #o ,ou seeE $tAs a 222N an# ,ou turn o-er one of ,our car#s an# name the .or#2 An, chil# .ho has the same 1icture as ,ou rings it to ,ou2 !arr, on 1la,ing until e-er,one has han#e# ,ou a 1icture2 )r ,ou coul# ha-e a ig ox of 1ictures an# .hene-er a chil# han#s ,ou a 1icture he or she can ta7e another one from the ox or 1ile an# that .a, can carr, on 1la,ing until ,ou sto1 the game2 To use this as a ste1 one game for intro#ucing ne. -oca ular, sho. ,our 1icture as ,ou name it2 For a ste1 t.o game to reinforce or re-ise -oca ular,C #o not sho. ,our 1icture eforehan#C ?ust name the item2
6emor, Game
Ste1 Three S1ea7ing or Ste1 )ne Listening :ariant Grou1: Smaller grou1s for the s1ea7ing gameC an, grou1 for the listening -ariant S1ace: ;o 6aterials: Picture flashcar#s or o ?ects This is a classic list ma7ing game .here -oca ular, is re1eate# man, times2 $t is excellent for reinforcing an# re-ising .or#s2 The first chil# sa,s a .or#C the secon# one sa,s the first .or# an# a##s one an# so on2 $f ,ou ha-e more than eight chil#ren then 1ut the 1u1ils into 1airs so that the .ait et.een turns is re#uce#2 *se an, scenario for this game such as $ .ent sho11ing an# $ ought an a11le2 $ .ent sho11ing an# $ ought an a11le an# a anana2 $ .ent sho11ing an# $ ought an a11leC a anana an# a 1ear2 etc2 $f necessar, #is1la, 1icture flashcar#s to hel1 the chil#ren remem er2 Listening -ariant .ith soun# effects A fun .a, to 1la, is .ith soun# effects2 Tell the chil#ren to #o the soun# effects for the items ,ou name2 For exam1leC $ .ent for a .al7 an# $ sa. a train2 All the chil#ren go Mchoo chooN2 $ .ent for a .al7 an# $ sa. a train an# a #og2 The chil#ren go Mchoo chooC .oof .oofN2 An# so on2 )ther i#eas are animalsC emotionsC -ocal
64
soun#s such as tal7ingC laughingC s1ea7ingC .his1eringC shouting2 This .ill lea# to lots of fun an# 1ro a l, en# u1 .ith all the chil#ren laughing2
6iming Games
Ste1 )ne Listening or S1ea7ing to guess .hat is eing mime# Grou1: An, S1ace: !an e use# .ith or .ithout 6aterials: ;one Doung chil#ren L):E to mime an# the, lo-e #oing actions2 *se miming for -oca ular, or sentences .hich ,ou .oul# li7e 1u1ils to hear re1eate#l,C either as 1art of initial 1resentation of the languageC or as re-ision2 $f ,ou are 1resenting ne. language ,ou tell the chil#ren .hat to mime in English an# #emonstrate ,ourselfC or sho. a 1icture2 The chil#ren co1, ,ou2 S.itch to a ne. .or#C re1eating the .or# an# miming .hile the, co1,2 (ee1 this u1 intro#ucing four ne. .or#s at a time2 Gra#uall, ,ou sto1 miming so the chil#ren ha-e to rel, on un#erstan#ingC an# ,ou ?ust tell them .hat to mime2 Gi-e the chil#ren a chance to s1ea7 , .his1ering to a chil# .hat to mime an# the other chil#ren must guess2 Gi-e each chil# in turn a chance to mime2 To a## a -ariant to that ,ou coul# la, out some car#s face #o.n2 )ne chil# ta7es a car# an# loo7s at it .ithout the others seeing2 'e or she then mimes .hat is on the car# an# the other chil#ren ha-e to guess .hat is eing mime#2 6iming games can e a#a1te# to a .i#e range of -oca ular,2 'ere are some exam1les: 6ime eating #ifferent foo#s % ice creamC 1astaC che., toffeesC che.ing gumC hot #ogC chi1sC stea7C etc2 6ime a mem er of the famil, % mumC #a#C a ,C sisterC rotherC gran#fatherC great%gran#motherC etc2 6ime an action % close the curtainsC 7noc7 on the #oorC sit on the floorC stan# u1C seeC loo7C runC .al7C slee1C cr,C singC #anceC 1la, tennisC 1la, foot allC etc2 6ime a feeling % ha11,C sa#C angr,C slee1,C #ream,C tire# 6ime an animal % mime the animal .ith or .ithout soun# effects 6ime a ?o % #octorC nurseC taxi #ri-erC schoolteacherC foot allerC racing #ri-erC farmerC o1era singerC actorC clo.nC circus acro atC etc2 6ime a t,1e of trans1ort .ith soun# effects Dou ma, use an unlimite# num er of ma7e elie-e t,1e mimes along the lines of the things ,our chil#ren li7e #oing2 Exam1les are: "ri-ing a car at /00 miles 1er hour I/60 7mJ Preten#ing to e a fair,C a 1rincessC a .itchC a 1irateC a co. o,C a 1rinceC a 7nightC a .arriorC a character from Star =ars or a cartoon the, 7no.C a #ancerC a roc7 starC singerC a clo.nC a lion tamer "octors an# 1atients % goo# for listening to o#, 1arts -oca ular, as ,ou can tell them .hich 1art to treat2 !hil#ren ma, also mime an, su ?ect that is relate# to the -oca ular, or language ,ou .ant to teach2 For exam1le: Sho. us ho. ,ou .oul# chase a #og2 Sho. us ho. ,ou .oul# 1ic7 a eautiful flo.er2
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Sho. us ho. ,ou .oul# ho1 li7e a ra Sho. us ho. ,ou .oul# eat a ca7e2
it2
Another miming i#ea is to #i-i#e the grou1 into t.o2 'a-e a chil# from the first grou1 1ic7 out a 1ictureC from a ox or a selection ,ou offer2 The chil# sho.s that 1icture to his or her grou1C ut .ithout the other grou1 seeing2 The first grou1 then mime .hate-er is in the 1icture an# the secon# grou1 ha-e to guess .hat it is2
6on7e,As Tail
Ste1 Three S1ea7ing Grou1: An, ut 1rett, chaotic .ith a ig grou1 an# ,ou nee# se-eral mon7e,s S1ace: DesC an excita le game .ith rh,me 6aterials: a scarfC or a manAs tie or similar Than7s go to m, French niece @ulie for this game2 )ne chil# has a manAs tie or long scarf stuffe# #o.n the ac7 of his or her trousers lea-ing a tail hanging out2 This is the mon7e,2 The other chil#ren ha-e to tr, to 1ull the mon7e,As tail .ithout the mon7e, catching them2 @ust eing touche# , the mon7e, counts as catching2 Start .ith the mon7e, in the mi##le an# all the chil#ren sa, LThe mon7e,As tail the mon7e,As tailC .e all .ant the mon7e,As tailL2 =hen the mon7e, touches someone ,ou s.a1 the tail an# start again2 Each time the mon7e, touches someone ha-e that chil# name a -oca ular, itemC or sa, a sentence in or#er to ecome the mon7e,2 $f a chil# loo7s o-er.helme# at eing the mon7e, al.a,s ste1 in an# acci#entall, allo. them to catch ,ouC then ,ou e the mon7e, an# catch the Kuic7est of the chil#renC .ho other.ise might not e caught2 $f e-er for cultural reasons the i#ea of eing a mon7e, #oesnAt go #o.n .ell use something else such as the catAs tail2 $f ,ou .ant to .or7 on animals s.itch the animal o-er from time to time to re-ise the -oca ular,2
6other 6a, $E
Ste1 Three S1ea7ingC Kuestions an# ans.ers or -oca ular, Grou1: An, S1ace: Des 6aterials: Lines on the floor are nice ut o1tional
"i-i#e ,our grou1 or class of chil#ren into t.o teams an# line them u1 on a start lineC or imaginar, start line2 As7 Team )ne a Kuestion2 Team )ne ans.er the Kuestion an# if correct can ta7e one ste1 for.ar#2 Re1eat .ith Team T.o an# continue until the t.o teams ha-e crosse# the floor an# reache# the finish line2 *se an, Kuestion an# ans.er com inationC or sim1l, hol# u1 flashcar#s an# let the chil#ren name the -oca ular,2 S1ecif, that e-er,one must sa, the ans.er out lou# in or#er to a#-ance a ste12 Let the chil#ren sa, the ans.ers together rather than one , oneC .hich .oul# e la orious an# #ull2 For extra no-elt, for the chil#ren ta1e lines across the floor .hich are the stages the chil#ren a#-ance to each time2 )r use mar7ers such as oo7s at the t.o si#es of the floor as gui#elines2
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6usical &um1s
Ste1 T.o Listening or Ste1 Three S1ea7ing Grou1: An, S1ace: Des 6aterials: 6usic an# o1tionall, flashcar#s This is ase# on the 1o1ular 1art, game .here the chil#ren all #ance to music an# .hen it sto1s the, all sit #o.n as fast as 1ossi le on the floor2 The last one to um1 #o.n is out an# can ?oin the teacher in eing a ?u#ge for one turn efore ,ou let them 1la, on2 )r the last one to um1 #o.n must name a 1icture car# an# if the, can name it the, #o not ha-e to sit out one turn2 $n this case if the chil# cannot name the car# he or she can 1ic7 a frien# to hel12 $t is im1ortant to 1la, English songs that the chil#ren 7no. or .ill e learning ecause e-er, ex1osure to English that ,ou can gi-e them .ill hel12 $n a##itionC to turn this game into something .here ,ou 1ractise languageC la, out -oca ular, 1ictures aroun# the room % .ith sa, 3 co1ies of 8 #ifferent 1ictures ma7ing /4 1ictures in all2 Each time ,ou unex1ecte#l, sto1 ,our music ,ou call out one of the .or#s an# the chil#ren must run an# um1 #o.n near that 1icture2 Dou nee# se-eral co1ies of the same 1icture if ,ou ha-e a grou1 so that the chil#ren are not um1ing into each other tr,ing to get to one 1icture2
6usical !ushions
Ste1 T.o Listening Grou1: An, S1ace: Des 6aterials: !ushions or sheets of 1a1er or other 1ro1s 6aterials: cushions or sKuares of 1a1er or car#C or an,thing that can simulate an islan# in the sea2 Scatter cushions aroun# the room % one cushion 1er chil#2 Pla, some English songs .hile the chil#ren s.im in the sea2 The cushions are islan#s2 Ran#oml, sto1 the music an# call outC Guic7 thereAs a stormC get to the islan#sF The chil#ren ?um1 on the cushions to safet,2 ;o o#, 1art is allo.e# to touch the floor .hile the chil#ren are on the cushions or the, are out2 Then the music starts again an# the, can s.im in the sea once more2 =or7 .ith an, language , -ar,ing .hat ,ou call out each time ,ou 1la,2 For exam1le ,ou coul# 1la, .ith an animal theme .here ,ou sa,C .atch out a croco#ileC or a shar7C or a giant fishC a .hale2 To use more language ?ust change the scene2 The cushions can e trees to clim an# the floor can e the ?ungle2 =atch out a ear an# the chil#ren Kuic7l, clim a tree I?um1 on a cushionJ2 Another i#ea if ,ou .ante# to .or7 on ?o s is to tell the chil#ren that the, are sta,ing in a hotel an# tr,ing to snea7 to the chocolate cu1 oar#2 The cushions are hi#ing 1laces2 As the chil#ren ma7e their .a, to the chocolate cu1 oar#C an# if the, .ant to
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1reten# the, ha-e foun# the cu1 oar# an# are eating the chocolate that is fineC until ,ou call outC Kuic7C a #octor is comingF or Kuic7C a singer is comingF or a .aiterC or .hoe-er2 &, changing the scenario this game is a#a1ta le to most -oca ular, ,ou .oul# li7e to teach2
6usical Statues
Ste1 T.o Listening or Ste1 Four singing or s1ea7ing Grou1: An, S1ace: Des 6aterials: 6usic Pla, music .hile the chil#ren #ance aroun#2 =hen ,ou sto1 the music the chil#ren ecome as still as statues2 ;ormall, an,one caught mo-ing is outC ut $ suggest that the, sit #o.n for one turnC or naming a 1icture flashcar# an# then carr, on in the game2 A-oi# catching the same 1eo1le mo-ing all the time % e-en if the, are the ones .ho are mo-ingF The usefulness of this for language learning is in ,our choice of music2 Dou shoul# 1la, an English song from their re1ertoire .hich the, sing along to .hile the, 1la,C or ,ou 1la, a ne. song .hich ,ou .ill e teachingC so that the melo#,C rh,thm an# .or#s go into their min#s su consciousl,2 Another .a, to 1la, is for ,ou to sing a song the, 7no. .ellC an# sli1 in a .rong .or# at a -er, o -ious 1lace % .hen the chil#ren hear a mis1lace# or .rong .or# the, ha-e to free5e li7e a statue2
6,ster, &ag
Ste1 Four S1ea7ing Game Grou1: An, ut .ith a ig grou1 ,ou .ill nee# se-eral ags S1ace: ;o 6aterials: lac7 ags or su stitute Ie2g2 hi#e o ?ects un#er a ?um1erJC an# o ?ects to feel an# guess at2 $f m,ster, is too so1histicate# a .or# use Asur1riseA2 The game is that ,ou hi#e o ?ects in a ag an# the chil#ren guess .hat the, are an# name them2 DouAll nee# to ma7e this eas, an# that can e #one , stic7ing to a theme such as all fruitsC or all animals2 $f ,ou fin# the chil#ren cannot guess the o ?ects then sho. them all the o ?ects first an# then hi#e them an# let the chil#ren feel an# name them2 "o one o ?ect 1er ag an# 1ass the ags aroun#C or sen# 1u1ils in 1airs to a ag to figure out .hat it is together an# then come an# .his1er it to ,ou2 &ear in min# ,ou #onAt reall, min# if the, get it rightC ,ou ?ust .ant them to sa, the target .or#s2 A -ariation is to use a car# oar# ox .hich ,ou close u1 ut ha-e holes cut into the si#es .hich are large enough for the chil#ren to reach into2
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;ame an# Touch

Ste1 T.o Listening Game B 1articularl, goo# for o#, 1artsC clothing an# colours Grou1: An, S1ace: Des 6aterials: ;oneC or flashcar#s for general -oca ular, The chil#ren lie on the floor .ith e,es close#2 The teacher goes aroun# the room naming o#, 1arts an# touching them on #ifferent chil#ren2 The chil#ren are not allo.e# to mo-e or giggle .hen the, are touche#2 $f the, #o the, sit u1 an# .atch the rest of the game until all the chil#ren are sitting u12 =hen the chil#ren start to un#erstan# the o#, 1arts a 1u1il can go aroun# the room .ith the teacher an# touch the 1arts the teacher sa,s2 =hen a chil# touche# giggles or mo-es that chil# s.a1s 1laces an# accom1anies the teacher2 $f the chil#ren are .ell% eha-e# ,ou ma, e a le to ha-e t.o or more chil#ren in the room touching the o#, 1arts that ,ou name2 This i#ea .or7s eKuall, .ell for clothing or colours the chil#ren are .earing2 Also to 1la, it .ith an, -oca ular, gi-e each chil# a flashcar# that is 1lace# face u1 on the chil#As stomach2 Pla, as a o-e ut this time the teacher names the flashcar# an# touches the chil# some.here on his or her o#,2
;ame the =or#

Ste1 Three S1ea7ing Grou1: An, S1ace: ;o 6aterials: ;one This is a sim1le re1etition game so it is goo# to 1ractise ne. .or#s ?ust intro#uce#2 The class sit #o.nC one 1u1il stan#s2 Line the 1icture car#s u1 on the oar#C or .here the, can all e seen2 Dou name the first oneC the chil# stan#ing then re1eats the .or#C an# all the other chil#ren sa, it next2 $f an, of the chil#ren sitting #o.n sa, the .or# out of turnC i2e2 efore the chil# stan#ing has sai# itC then the, ha-e to stan# u1 instea# an# the chil# stan#ing sits #o.n2 For some reason the ,ounger chil#ren fin# it hilarious .hen a .or# is sai# out of turnF
;aught, !hil#ren
Grou1: An, S1ace: Sitting in a circleC or coul# e #one in a tra#itional classroom .ith #es7s 6aterials: ;one This game is mentione# in the intro#uction in the naught, chil#ren section2 $ am inclu#ing it here too for those .ho ha-e not rea# the intro#uctionF $f ,ou .ant to mo-e chil#ren aroun# so that naught, chil#ren are not sitting next to each other then use this little game to #o it an# the chil#ren .ill ne-er sus1ect that ,ou are on to themF Seat the chil#ren in a semi%circle rea#, for stor, time or a Kuiet game2 Tell all the chil#ren to co-er their e,es .ith their han#s an# close their e,es too for goo# measure2 Then ta1 t.o chil#ren on the hea# an# those chil#ren must
69
silentl, get u1 an# change 1laces2 Then as7 the grou1 to o1en their e,es an# name the t.o chil#ren .ho ha-e mo-e#2 "o this a cou1le times an# inclu#e goo# chil#ren as .ell as the trou lema7ers2 $f ,ou ?ust #o it .ith the trou lema7ers then the, ma, guess .hat is going on2
;onsense A B fluenc, .ith soun#s or 1honemes

Ste1 Three S1ea7ing for fluenc, Grou1: An, S1ace: ;o 6aterials: ;one Let the chil#ren 1ronounce 1honemes , ma7ing u1 nonsense .or#s2 Gi-e the chil#ren the i#ea , ha-ing them co1, ,ou first2 Set u1 a cla11ing rh,thm an# sa,C a le a le oo2 $n time .ith the cla11ing the chil#ren re1l,C a le a le oo2 !ontinue .ith #a le #a le #ooC an# the chil#ren re1l, in time .ith the rh,thm2 !ontinue using #ifferent soun#s li7e ca leC ca leC cooC or haggle haggle hoo2 =hen ,ou thin7 that ,our grou1 ha-e got the i#eaC sto1 an# as7 #ifferent chil#ren to ma7e u1 an# call out some of their o.n soun#s2 Then #o the cla11ing again an# let the chil#ren ma7e u1 the soun#s for e-er,one to co1,2 This gi-es the chil#ren a goo# o11ortunit, to ma7e English soun#s e-en if the .or#s #o not mean an,thing2
;onsense & % more soun#s

Ste1 Three S1ea7ing Grou1: An, S1ace: ;o 6aterials: ;one Eas, -ariant: Another i#ea is to sing a fa-ourite song ut using ?ust one 1honeme2 $nstea# of singing the .or#s of the song sing the tune to one soun# such asC m or 72 A har#er -ariation is to sing the song ut 1ut one soun# in front of e-er, .or#2 So this .oul# mean thatC &rother @ohnC Are ,ou slee1ing .oul# ecome &rother &ronC &ra roo ree1ingE or !o-er conC car coo 7ee1ingE Etc2 This might .ell e too tric7, for ,our grou1 so instea# ,ou coul# sa, e-er,oneAs name .ith one soun# efore it % Shelle,C Paul an# Peter .oul# ecome (ell,C (aul an# (eter2 The chil#ren shoul# fin# this 1rett, funn, an# get some goo# 1ractice .ith English soun#s too2
;onsense !
Ste1 Grou1: S1ace: 6aterials:
70
La, out a fe. 1icture car#s of .or#s ,ou are learning or re-ising2 Tell the chil#ren ,ou are going to sa, the .or#s in a funn, .a, an# the, ha-e to tell ,ou .hich .or# ,ou sai#2 Dou then sa, one of the -oca ular, .or#s in a funn, ut recogni5a le .a,2 Dou coul# stretch the .or# out reall, long an# sa, suuuuuuu%n,,,,,,,,,,,,,C or ,ou coul# sa, the .or# .ith one half reall, high an# the secon# half -er, -er, lo.2 Let the chil#ren sa, the .or# 1ro1erl, an# then let them ha-e a go at sa,ing the .or#s in a funn, .a,2 To start off ,ou .ill 1ro a l, ha-e to gi-e them a s1ecific .a, to sa, the .or#s % such as using a -er, high -oice2 )nce ,ou ha-e ha# a fe. goes at the game the chil#ren .ill egin to get the i#ea an# come u1 .ith #ifferent .a,s to sa, the .or#sC ut at the start the, ma, e #um foun#e# so ,ou .ill nee# to hel1 them , gi-ing them one mo#el to co1, at first2
)fficials
Ste1 Four s1ea7ing for fluenc, Grou1: An, S1ace: Flexi le #e1en#ing on ,our scenarioC chil#ren 1erform a short #ialogue in 1airs 6aterials: )1tionall, co1ies of official #ocumentsC or other 1ro1s for the role%1la,s !hil#ren lo-e 1reten#ing to e gro.n u12 Ta7e a 1hotoco1, of one of ,our official #ocuments such as ,our 1ass1ortC #ri-ing license or cre#it car#2 &lan7 out ,our name first so that the chil#ren can fill in their o.n names on the #ocument2 For ,our cre#it car# ta1e a stri1 of 1a1er o-er ,our name efore co1,ing an# for 1ass1orts an# 1a1er items use lutac7 .hich can e 1eele# off after.ar#s .ithout #amaging the original2 Gi-e each chil# a co1, of the official #ocument an# .or7 .ith short Kuestions an# ans.ers as the chil#ren 1reten# to e a 1ass1ort ins1ector at an air1ort or a 1oliceman as7ing to see a #ri-ing license2 &ring in mono1ol, mone, for 1reten# sho11ing tri1s2 &ring in a real .allet an# let the chil#ren #o a role 1la, .ith the 1ro12 =ith limite# English 7ee1 the role%1la, sim1le2 )ne chil# coul# e s1ee#ing along .hile another is the 1olice car2 The 1olice car comes u1 ehin# the s1ee#ing chil#C .ho has to sto12 The 1olice officer sa,s something li7eC excuse meC can $ see ,our licenseE The s1ee#ing chil# han#s it o-er an# sa,sC here ,ou are2 Then the 1olice officer can as7C .hatAs ,our nameE the s1ee#ing chil# can re1l,C the officers sa,s than7 ,ou an# off the, go again2 This is a more #eman#ing fluenc, t,1e of acti-it, for 1u1ils .ith some months of English alrea#,2 (ee1 it sim1le an# #o not e too am itious so that the chil#ren ecome ogge# #o.n2 An i#ea for #rilling this 1olice car scenario as a grou1 first is the &ritish &ull#og game2 Start .ith one 1oliceman in the mi##le an# all the other chil#ren are s1ee#ers2 The 1oliceman catches someoneC the t.o chil#ren 1erform the #ialogue an# the s1ee#er then ?oins the 1oliceman an# hel1s catching s1ee#ers until all the s1ee#ers are caught2
71
Games P%R
Pair .or7 an# Recor#ing
Ste1 Four S1ea7ing B as7ing an# ans.ering a Kuestion Grou1: an, S1ace: !an e #one in a tra#itional classroom 6aterials: Flashcar#s or o ?ects Gi-e each chil# a 1icture flashcar# such as a foo# item2 Tell the chil#ren to .al7 aroun# an# fin# out .hether their frien#s li7e that foo#2 Sa, the Kuestion together first using -arious listening games an# other s1ea7ing games efore ,ou let the chil#ren loose to use the language alone in this 1air .or7 game2 The chil#ren must fin# out from at least three other chil#ren if the, li7e the item on the car#2 $t ma, e easier if ,ou gi-e half the grou1 1icture car#s an# line u1 all the chil#ren .ith no 1ictures2 The ones .ith 1ictures can then clearl, see .ho the, can as72 After a cou1le of minutes s.a1 o-er the 1ictures an# let the other half of the class as7 the Kuestion2 $f ,ou #i# ha11en to ha-e to, micro1hones the, are great for the inter-ie.erC or chil# as7ing the Kuestion2 E-en etter is to #o a real recor#ing as chil#ren lo-e the no-elt, of hearing their o.n -oices 1la,e# ac72 )ne .a, to #o this .oul# e to let the class #o the inter-ie.ing as #escri e# a o-e an# .hile it is going on ,ou go aroun# .ith a real ta1e recor#er an# micro1hone an# recor# #ifferent chil#ren2 Then 1la, ac7 ,our recor#ings to the grou1C .hich gi-es extra listening 1ractice an# ma7e a game .here the chil#ren guess .hich t.o chil#ren are s1ea7ing2 *se these i#eas for an, Kuestion an# ans.er format such as #o ,ou li7eE Are ,ou .earingE "o ,ou .antE 'a-e ,ou gotE 'a-e ,ou eenE 'a-e ,ou seenE !an ,ouE =hat #i# ,ou ha-e for rea7fastE "o ,ou li-e in to.nE Etc2
Parachute Game
Ste1 T.o Listening game or Ste1 Four s1ea7ing Grou1: *1 to a out 49 chil#ren S1ace: DesC to fit aroun# a sheet 6aterials: A sheet $n some nurser, schools in Englan# the, are using ol# 1arachutes #onate# , the arm, .hich is the reason for the name gi-en to this game2 &ut in all li7elihoo# ,ou #o not ha-e a 1arachuteC so 1la, this game .ith a #ou le or a single sheet2 Dou ma, get more chil#ren aroun# a #ou le sheet2 The chil#ren stan# aroun# the sheet an# ta7e hol# of the e#ge2 Together ,ou then .hoosh the sheet u1 in to the air2 ThatAs the game an# here are some i#eas on ho. to use it for language learning2 Listening First sim1l, use it as an excuse to sa, a rh,me or sing the -erse of a song an# at the en# of each -erse e-er,one .hooshes u1 the sheet2 Secon#l, 1ut 1icture car#s un#erneath the sheet an# tell a 1articular chil# that .hen the sheet goes u1 he or she is to run un#erneath an# run to the right 1icture on the
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.a, out to the other si#e2 DouAll ha-e to thin7 a out .hether the 1icture car#s sli1 on ,our flooring an# stic7 them #o.n if necessar,2 Alternati-el, ?ust t.o 1ictures un#er the sheet an# s.a1 o-er from time to time2 S1ea7ing A s1ea7ing i#ea is to name a chil# or some chil#ren .ho are to run un#er the sheet .hen it goes u1 an# as7 ,our Kuestion such as L=hatAs ,our nameEL or L"o ,ou li7e sugarEL Dou then .hoosh u1 the sheet an# that chil# runs un#erneath an# ans.ers ,our Kuestion as the, run2 Dou ma, also sho. all the chil#ren a 1ictureC then name a chil#C .hoosh u1 the sheetC that chil# runs un#er naming the 1icture ,ou sho.e#2 $f ,ou ha-e enough room then ha-e t.o chil#ren running un#erneath at once2 $f ,ou ha-e an assistant then the t.o of ,ou .ill e a le to get a lot more height on the sheetC an# hence ha-e more time efore it #escen#s2
Phonemes % &oom !hica &oom

Ste1 Three S1ea7ing for fluenc,C 1honemes an# -oca ular, re-ision Grou1: An, S1ace: !an e #one at #es7s if no s1ace is a-aila le 6aterials: Flashcar#s The chil#ren each ha-e a flashcar# that the, #o not sho. to an,one2 !hoose a sill, highl, rh,thmic 1hrase .hich e-er,one sa,s together in the rh,thm2 The stress is on each oom an# in the secon# line on each Mroc7N as .ell2 For those .ho 7no. music imagine t.o four% eat ars: &oom chica oomC $ sai# a oom chica oomC &oom chica roc7a chica roc7a chica oom2 At the en# of the 1hrase a chosen chil# acts out the 1icture on his or her flashcar# an# the other chil#ren attem1t to name the .or#2 =hen #one re1eat the rh,thmic 1hrase an# ha-e another chil# act out his or her 1icture an# so on until all the chil#ren ha-e ha# a turn2 !hil#ren can also gi-e a sentence .ith the .or# in as .ell as ?ust naming the .or# if a11ro1riate2 =hile useful for -oca ular, re-ision the main 1ur1ose of the game is to hel1 fluenc, an# 1ronunciation , ha-ing the chil#ren re1eate#l, using the same rh,me or 1hrase2 Therefore ma7e one u1 that targets 1honemes the chil#ren nee# to .or7 .ith2 =ith French 1reschool chil#ren tr, this one: Thic7er thac7er thum1erC thic7er tha7er thum1C thic7er thac7er thic7er thac7er um1 um1 um12 French chil#ren ha-e #ifficult, .ith all those soun#s so e-en though the .or#s are nonsense it is -er, useful .or7ing on the MthN soun#2 ;ee#less to sa, if ,ou are going to use this exam1le ,ou must insist on the correct 1ronunciation of the MthN .ith the tongue eing 1lace# et.een the teeth to ma7e the soun#2 $f left to their o.n #e-ices a French chil# .ill sa, M5ic7er 5ac7er 5um1N .hich #oes some.hat #efeat the 1ur1ose of the exerciseF The game i#ea ma, also e use# for meaningful rh,mes such as: Act sister act Ior rother if it is a o,JC #o ,our est2 =hatAs on the car#E $ et .e can guessF
73
Pla,ing Teacher
Ste1 Three S1ea7ing B naming -oca ular, Grou1: An, S1ace: ;o 6aterials: Flashcar#s Pu1ils ta7e it in turn to e the teacher , hol#ing a flashcar# face #o.n an# as7ingC L=hat is itEL The other chil#ren tr, to guess the .or# an# the chil# .ho guesses ecomes teacher2 To ma7e this easier ha-e a set of flashcar#s on #is1la, an# gi-e the LteacherL a set too2 The chil#ren can use the 1ictures on #is1la, as 1rom1ts other.ise the, .ill ha-e a ?o coming u1 .ith .or#s on their o.n2 *se this game for the al1ha et too2 The LteacherL hol#s a letter flashcar# face #o.n an# as7sC L=hat letter is itEL The other 1u1ils call out #ifferent letters until someone names the correct letter2 =ith larger grou1s let all the chil#ren call out their guess at the same timeC ecause if ,ou #o it one , one the game .ill instantl, ecome a #rag2
Ponies an# ri#ers

Ste1 Three S1ea7ing or Ste1 T.o Listening Grou1: An, S1ace: Des 6aterials: -arious o1tions inclu#ing 1icture flashcar#s Actions The chil#ren 1reten# to e 1onies an# canter aroun# the room2 Tell them to .al7C trotC canter or sto1 Igallo1ing 1ro a l, not a#-isa leFJ2 Dou ma, gi-e them other comman#s such as lie #o.nC go to slee1 in ,our sta le or ha-e a #rin7 from ,our uc7et2 @um1ing To .or7 on an, -oca ular, or language set out a course of A?um1sAC .hich are 1icture flashcar#s .hich the chil#ren ri#e aroun#C naming the .or#s as the, go aroun# the course2 $f ,ou are not at the s1ea7ing stage for those .or#s then 1la, the same game ut ,ou tell the 1onies to ri#e o-er to the #ifferent 1icturesC such as the schoolC an# from there to go to the fiel#C etc2 6o#if, the instructions to suit the language ,ou .ant to teach2 For exam1le if ,ou .ant to teach foo# sa, that the, ha-e gone on a 1icnic ut forgotten all the foo#C so the 1onies ha-e to ri#e to the man .ho sells cheeseC an# the .oman .ho sells fishC etc2 For mem ers of the famil, 1la, sa,ing Ago an# see mumm,A2 "e1en#ing on ,our facilities ha-e real ?um1s ma#e from oo7s or short stic7s .hich ,ou la, on the floorC or la, across a cou1le of oo7s2 !hil#ren ha-e such rea#, imaginations ,ou #o not nee# to attem1t to construct 'orse of the Dear Sho. at =em le, in ,our classroomC ut ,ou coul# sho. them some 1ictures of a great ri#ing e-ent if ,ou ha-e an,C an# sa, that the, are going to e ?um1ing there2
74
Pre1osition ) stacles
Ste1 )ne Listening games es1eciall, for 1re1ositions though useful for an, -oca ular, Grou1: An, S1ace: !oul# e #one in the aisles of a classroom ut nicer .ith s1ace 6aterials: $tems that ,ou ha-e to han# in the room alrea#,C or 1ieces of car# oar# La, out a fe. items for the chil#ren to clim o-er or cra.l un#er or throughC such as a lan7et or a chair2 An, o ?ect can e ste11e# o-er2 A hoo1 coul# e something the, go through2 Dou coul# e-en ?ust use large 1ieces of car# oar#2 The chil#ren each ha-e a 1iece of car# an# ,ou tell them .hat to #o .ith itC for exam1le to go un#er itC or o-er itC to stan# ehin# itC to sit on itC or similar2 This game len#s itself to 1re1ositions in 1articular ut ma, e use# for man, other language2 For exam1le use it .ith a#-er s , telling chil#ren ')= to sit on the car# oar#H Msit on the car# oar# SL)=LDC stan# un#er the car# oar# angril,N2 For general -oca ular, re1lace the car# oar# .ith A8 flashcar#s .hich ,ou scatter a out the room2 !all out Msit next to a #ogN the chil#ren fin# one of the #og flashcar#s an# sit next to it2 =ith larger grou1s 1ut the chil#ren in 1airs or threes .ith one 1iece of car# oar# 1er 1air or grou1 to re#uce the materials ,ou ha-e to fin#2 Then the chil#ren .or7 together at #oing .hat ,ou sa,2
Guestion an# Ans.er .ith a &all

Ste1 Three S1ea7ing Grou1: *1 to a out 40 chil#ren S1ace: Des to form a circle on the floor 6aterials: a all =ith ,our chil#ren in a circle roll a all across the floor to one an# as7 ,our KuestionC the chil# ans.ers an# rolls the all ac7 to ,ou2 As the chil#ren ecome more 1roficient at the language ha-e them roll the all to each otherC an# not al.a,s ac7 to ,ouC as7ing the target Kuestion as the, roll2 =ith larger grou1s roll t.o alls2 To in-ol-e more chil#ren an# 1re-ent them from asicall, sitting there for ages until E:E;T*ALLD the, ha-e a turn .ith the all an i#ea is to ha-e the all rolle# to three 1eo1le efore a Kuestion is as7e#2 So for exam1le the teacher rolls the all to Sall,C .ho rolls it to PeterC .ho rolls it to "a-i# an# "a-i# is the one .ho ans.ers the Kuestion2
Guestion an# Ans.er "ance

Ste1 Three S1ea7ing Game Grou1: An, S1ace: ;ot o ligator, as can e #one in aisles et.een #es7s 6aterials: )1tional music to #ance to or sing a song the class 7no.s .ell
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The chil#ren #ance to musicC or sing a song .hile #ancing aroun#2 At an, moment interru1t the music or the song .ith a lou# cla1 or signal or , sa,ingC LSto1FL This is the signal for ,our 1u1ils to as7 ,ou a Kuestion in unison such as L'o. ol# are ,ouEL Ans.er an# continue .ith the music until ,ou sa, LSto1FLC .hen the chil#ren as7 the Kuestion againC an# this time ,ou 1oint at one of the 1u1ils .ho must ans.er the Kuestion this time2
Ra1i# Reaction
Ste1 T.o Listening Game Grou1: *1 to a out 49 chil#ren S1ace: Floor s1ace for a circle 6aterials: :oca ular, Pictures or o ?ects Seat the chil#ren in a circle aroun# some o ?ects or 1ictures2 $f ,ou are using o#, 1arts or clothing ,ou .onAt nee# an, 1ictures as the chil#ren can touch their o.n an# each otherAs clothes or o#, 1arts2 Tell the chil#ren to touch an item an# the, #o2 Dou ma7e this exciting , sa,ing LTouch2222touch222touch222some trousersFFFL an# the, ha-e to race to touch the trousers as Kuic7l, as 1ossi le2 Then ,ou Kuic7l, mo-e on to the next item2 =ith this game an# an, other game in the oo7C gi-e the tas7 of calling out the items to touch to ,our most talente# 1u1ils so that the, are stretche# , ,our classes e-en if the, are ahea# of the other chil#ren2
Roller &all
Ste1 T.o Listening Game Grou1: 3 to a out /6 chil#ren S1ace: Des to stan# aroun# the sheet 6aterials: A sheet2 Pictures are o1tional2 *se the sheet that ,ou ha-e for the Parachute gameC or for T.ister2 Fol# the sheet into a half or a Kuarter .ith smaller grou1s ecause it ma7es it easier for the chil#ren to mani1ulate2 Pin or ta1e some 1icture car#s onto the sheet2 The chil#ren stan# aroun# the sheet an# hol# it taut2 ;ext 1lace a all on the sheet an# tell the chil#ren to mo-e the sheet in such a .a, that it rolls o-er to one of the 1ictures2 Sa, the name of the 1icture or item an# the chil#ren .or7 together to ma7e the all roll o-er that 1icture2 To 1la, .ithout 1ictures 1ic7 out four chil#ren on #ifferent e#ges of the sheet an# name them2 )ne coul# e 1i55aC one mil7sha7eC one chi1s an# one sala#2 !all out 1i55a an# the chil#ren must ma7e the all roll o-er to the 1erson #esignate# as 1i55a2 *se sentences too such as $ li7e 1i55a2 The first time ,ou #o this the chil#ren .ill nee# some hel1 so itAs est ?ust to 1ut t.o 1ictures on the sheet % one on either si#e2 Then a## a fe. more as the chil#ren get etter at mo-ing the all aroun# on the sheet2
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This is a fun coor#ination game .here the target -oca ular, is re1eate# freKuentl,2 The chil#ren ma, also sa, the .or# on the 1icture e-er, time the all goes o-er it if ,ou .ant s1ea7ing 1ractice2
Ro1e Game
Ste1 Three S1ea7ing Grou1: An, ut the more stu#ents ,ou ha-e the longer the ro1e ,ou .ill nee# S1ace: Des 6aterials: A ro1e an# 1icture flashcar#s Than7s to Ash.ein 6oerlie in &ei?ing for this game an# 1icture2 For age# four an# u12 Place the 1u1ilsA chairs in a circleC one chair 1er 1ersonC inclu#ing a chair for the teacher2 The 1u1ils stan# in a circle in front of their chairs .hile the teacher .al7s aroun# the outsi#e of the circleC .ra11ing u1 the grou1 so to s1ea7 li7e a 1arcel .ith string aroun# it to hol# it together2 The ro1e goes aroun# the grou1 of stu#entsC ut not aroun# the ac7 of the chairs2 Finall, the teacher ties a 7not on the t.o ro1e en#s an# stan#s insi#e the ro1e2 $#eall, 1u1ils must 7ee1 the ro1e taught .ith their o#ies alone B no touching the ro1eC though this ma, e something to .or7 to.ar#sF $f a stu#ent mo-es for.ar# the ro1e .ill fall to the floor2 )ne coul# sa, a sill, rh,me .ith actions e-er, time the ro1e falls2 ;o. ,ou are set u1 the teacher ma, hol# u1 flashcar#s to the grou1 .hich e-er,one names togetherC or ma7es sentences .ithC as 1er ,our language nee#s as usual2 Each time the grou1 successfull, names a car# or seKuence of car#sC e-er,one mo-es aroun# to the next chair2 $t ma, e technicall, too challenging for the grou1 to sit in the chairs an# stan# u1 again .ithout the ro1e falling2 $f so sim1lif, , mo-ing to stan# in front of the next chair ut .ithout sitting #o.n in it2
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Roun#ers Re-ision Game

Ste1 Four S1ea7ing Grou1: Small grou1 onl, S1ace: Des 6aterials: Picture flashcar#s Pla, roun#ersC or ase all ut use .or#s instea# of a all2 )ne chil# is u1 to at2 Place one chil# on each ase2 *suall, there are four ases ut if ,ou onl, ha-e four chil#ren 1la, .ith three asesC an# if ,ou ha-e a ig grou1 ha-e moreC as man, as ,ou nee#2 Dou are the o.ler2 Dou o.l , sho.ing a 1icture car# to the chil# u1 to at2 This chil# runs to first ase an# .his1ers the .or# in English to the chil# on first2 The chil# on first runs to secon# an# .his1ers the .or# an# so on until the .or# reaches fourth aseC or .hich e-er is ,our last aseC then the .or# is sai# out lou# in English2 !ount one 1oint for that an# 1la, until that team ha-e ten 1oints2 Then s.a1 teams an# 1la, until the secon# team also ha-e ten 1oints2 That a-oi#s ringing in com1etitionC .hich is not reKuire# at this ,oung age2
Run an# Touch

Ste1 )ne Listening Grou1: An, S1ace: &etter .ith ut 1ossi le .ithout 6aterials: Picture flash car#s an#/or the things aroun# ,ou This is a sim1le game .hich ,oung chil#ren en?o,2 Place ,our 1ictures in #ifferent corners or 1arts of the room an# call out an item2 The chil#ren run to that 1icture together2 Dou #o not .ant more than 8 or 9 chil#ren hea#ing for an, one 1icture at a time or ,ou ris7 collisions2 Therefore #i-i#e ,our 1u1ils into grou1sC such as the turtles an# the ir#s2 Tell the ir#s to go to the num er t.oC or to the countr,2 =hen the ir#s reach their s1ot the, .ait there .hile the turtles go o-er to their 1icture an# so on2 As al.a,s ,ou ha-e the o1tion to ?ust name the items or use a short sentence such as L&ir#sC fl, to the eachLC or LThe ir#s are going to the eachL2 Alternati-el, call outC L.ho can fin# the eachEL This game .or7s 1articularl, .ell for coloursC clothing an# o ?ects .hich ,ou ha-e aroun# ,ou ecause the chil#ren loo7 an# tra-el aroun# the room see7ing out the colour or o ?ectC .hich ma, e 1resent in man, 1laces2 For exam1le using colours the, can touch colours an,.here in the roomC or eing .orn , someone2 =hen ,ou are intro#ucing ne. -oca ular, thro. in some things for them to touch .hich the, alrea#, 7no. for re-ision2 Also tr, thisC thro. in the o## comman# such as Ltouch Sall,L Iusuall, the chil# eing touche# , all the others lo-es itJ2 (ee1 u1 a ra1i# 1ace throughout so that the chil#ren ha-e no time in et.een listening to ,our comman#s an# are constantl, on the goC alert an# getting lots of listeningC thus learning the ne. .or#s2
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Run an# =al7 Rela, Race

Ste1 Four S1ea7ing Game Grou1: *1 to 40 chil#renC ut fe.er is more managea le S1ace: Des 6aterials: 1icture car#s This is Kuite excita le so it is goo# to follo. it u1 .ith one of the Kuiet games2 "efine a clear start line an# at the other en# of the room 1lace t.o 1iles of 1icture car#s of the target .or#s2 'a-e t.o teams of chil#ren on the start line2 The first mem er of each team runs to the 1ile of 1icturesC chooses oneC hol#s it u1 an# names itC or sa,s a sentenceC an# rings it ac7 to the start lineC ut .al7ing onl,2 An,one .ho runs ac7 has to start again2 =hen the chil# .ith the 1icture arri-es at the start line the, 1ut the car# in the team oxC or in the 1lace ,ou ha-e #esignate# an# the next team mem ers sets off at a run for the 1ile of 1ictures2 Re1eat until there are no more 1ictures2 6a7e sure the chil#ren ha-e the same num er of goes each if 1ossi le2 $f running ma7es the chil#ren too excite# for ,our en-ironment then onl, allo. .al7ingC or ,ou coul# ha-e ho11ing u1 to the 1icture car#s an# .al7ing ac72 Dou coul# e-en gi-e the chil#ren something sill, to #o li7e running to the 1ictures hol#ing their an7les2
Russian Roulette
Ste1 Three S1ea7ing Game Grou1: Small grou1s of six 1er grou1 S1ace: To sit in a circle on the floor on aroun# ta les 6aterials: Flashcar#s :ariant .ith 1re1aration Ta1e flashcar#s to the floor in a circle so there are no ga1s in et.een the flashcar#s2 6a7e a coin using thic7 car# oar# an# #ra. an arro. on each si#e 1ointing out.ar#s2 S1in the coinC .hen it falls the chil#ren name the flashcar# the arro. is 1ointing at2 :ariant .ith no 1re1aration Another .a, to 1la, is to 1lace six flashcar#s in a circle on the floor ut #o not .orr, a out using ta1e or ga1s2 "eci#e .hich flashcar# is num er one2 The chil# .hose turn it is rolls a #ice an# names .hiche-er flashcar# corres1on#s to the num er rolle# on the #ice , counting roun# from flashcar# num er one cloc7.ise2 *se t.el-e flashcar#s an# 1la, .ith t.o #ice2 Another alternati-e is to la, out ,our #esire# num er of flashcar#s in a circle an# s1in a real coin2 A 1u1il sla1s his or her han# #o.n on the s1inning coin an# then names an, flashcar# he or she li7es as long as it is not the one name# on the 1re-ious turn2 An, of the three -ersions a o-e can also e 1la,e# .ith mar7ers2 Gi-e out mar7ers to all the 1u1ils2 =hen a 1u1il successfull, names a flashcar# he can 1lace his mar7er on it2 As a -ariant .hen using mar7ersC 1la, .here onl, one mar7er is
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allo.e# 1er car#C so if a chil# rolls the #ice an# a mar7er is alrea#, on that car# the chil# s7i1s a turn2 =ith the three ,ear ol# chil#ren the fe.er rules ,ou ha-e the etter ut if 1la,ing .ith 9 or 6 ,ear ol# chil#ren some restrictions an# rules can a## to the fun2 *se the game to name -oca ular, an# .or7 on grammar , forming sentences .ith the .or#s2
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Games S%T
Sa, $t Guic7F
Ste1 Three S1ea7ing for names an# -oca ular, Grou1: An, S1ace: ;o ut etter .ith the chil#ren in a circle 6aterials: ;one .ith namesC 1ictures .ith -oca ular, The chil#ren sit in a circle .ith one 1u1il in the mi##le2 The chil# in the centre calls out someoneAs name three timesC for exam1leC Sall,C Sall, Sall,2 Sall, has to react an# sa, her name Kuic7l,C efore the chil# in the mi##le has finishe# sa,ing it three times2 *se the games .ith names the first time ,ou 1la, itC an# also at the eginning of a ne. class .here chil#ren #o not 7no. each other2 )nce the chil#ren 7no. the game use it for -oca ular,2 Gi-e out 1icture flashcar#s to the chil#ren2 The chil#ren hol# their car#s so the chil# in the mi##le can see them an# 1la, as a o-e2 The chil# sa,s one of the .or#s three times an# the chil# or chil#ren hol#ing that 1icture must sa, the .or# or hol# u1 the 1icture Kuic7l, efore the three re1etitions are u12 The teacher can go in the mi##le if the chil#ren #o not 7no. all the .or#s2
Sentences
Ste1 Four s1ea7ing B ma7ing sentences Grou1: *1 to a out /6 chil#ren S1ace: ;o 6aterials: 1icture flash car#s Put a 1ile of 1ictures of o ?ects in one as7et or ox an# a 1ile of colours of other a#?ecti-es in another2 'a-e the chil#ren run u1 to the as7ets an# ta7e one 1icture from each an# ma7e a sentence .ith those t.o .or#s2 The sentence .ill li7el, e using a 1rescri e# form that ,ou are 1ractising2 $f a chil# 1ic7s out a 1icture of a train an# the colour re# he or she can sim1l, sa, re# trainC or $ li7e re# trainsC or $ ha-e a re# trainC or this is a re# trainC etc2 This ma, e a#a1te# to an, sentence or grammar2 $f ,ou mix u1 colours an# fruits ,ou coul# ha-e a lue a11le an# other unli7el, com inationsC .hich the chil#ren .ill 1ro a l, fin# funn,2
Sha1es
Ste1 )ne Listening for sha1es or other -oca ular, Grou1: An, S1ace: Des 6aterials: Sha1es or 1ictures of sha1es Tell the chil#ren the, are .o l, ?ell, lo s2 !all out a sha1eC hol# the sha1e u1 as a -isual 1rom1tC an# tell the chil#ren that the ?ell, is going to ma7e that sha1e2 The chil#ren come together an# tr, to ma7e the sha1e ,ou ha-e calle# out2 Then ,ou sa,C oh ohF The ?ell, is meltingC an# the chil#ren go ac7 to eing in#i-i#ual ?ell, lo s again2
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*se an, sha1es such as sKuaresC circlesC trianglesC o longs or rectangles2 Also tr, out using other -oca ular, such as uil#ingsC or a car or a train2 This might e a little tric7, for the chil#ren ut if the, loo7 li7e the, are engrosse# in the attem1t then the game is .or7ing2 $f the chil#ren loo7 lost go ac7 to regular sha1es an# lea-e it at that2 For -ariet, 1la, this .ith the .hole grou1 or s1lit ,our chil#ren into smaller grou1s to ma7e the sha1es2
Sho. 6e
Ste1 )ne Listening Grou1: an, S1ace: Des ut can e #one .ith no s1ace 6aterials: The things aroun# ,ouC on the .alls or out#oors :ariation / Dour chil#ren can e seate# on the floorC ut it is etter if the, are stan#ing2 There shoul# e enough s1ace aroun# each chil# for them not to acci#entall, hit each other .hen the, mo-e2 Dou sa, to them LSho. me an a11leL an# the, all 1oint to an a11leC .hich ma, e a real a11leC 1lace# some.here in the roomC or a 1icture of an a11le on the .all or some.here in the room2 "emonstrate to the chil#ren ho. to s.i-el aroun# on the s1ot an# 1oint to the item2 Sim1l, name the item as mentione# or ma7e u1 a sentence such as L$A# li7e to see an a11leLC or L$ li7e a11lesL2 A Kuiet -ersion is to #is1la, all the 1ictures in the centre of the circleC ut .ell s1ace# outC an# as ,ou name each item the chil#ren 1oint to it2 :ariation 4 The chil#ren touch the item % similar to run an# touch ut .ithout running2 !hil#ren touch colours or clothes the, are .earing or o ?ects aroun# them2 $f ,ou sa, touch something lueC touch ,our feetC touch PeterC touch ,our noseC touch Angela222an# ,ou sa, all these things Kuic7l, one after the other the chil#ren .ill lo-e it2 The, 1articularl, lo-e touching each other as .ell as o ?ectsC so ,ou coul# also ha-e them touch PeterAs feetC or AngelaAs ?um1er Is.eaterJ2 :ariation 3 $n this -ariation ,ou han# out a 1icture car# or o ?ect to each chil#2 The chil#ren loo7 at their car# ut 7ee1 it face #o.nC or at least so that ,ou cannot see it2 Dou then nameC or sa, a sentence a out one of the items2 The chil# .ith the 1icture of that item must sho. it to e-er,one2 =hen the chil#ren ha-e ecome goo# at this ma7e u1 sentences .ith se-eral .or#s in at once so a fe. chil#ren turn u1 their car#s at each roun#2 Then 1la, music .hile the chil#ren 1ass the car#s aroun# the circle so e-er,one has a #ifferent car# an# 1la, again2 For all three -ariations if the chil#ren ha-e enough English then ta7e it in turns for each chil# to tell the grou1 .hat to touch2
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:ariation 8 'an# out #ifferent 1ictures to ,our 1u1ils2 !all out an itemC or use the .or# in a sentence2 The chil#ren loo7 through their 1ictures an# race to hol# u1 the 1icture .ith the .or# ,ou mentione#2 6ore than one chil# ma, ha-e the same 1icture2 'ere is -ariation 8 in actionC an# than7s to Ash.ein 6oerlie for the su1er 1icture2
Simon Sa,s
Ste1 T.o Listening for an, -oca ular, Grou1: An, S1ace: ;o 6aterials: ;one for clothingC actionsC o#, 1artsC 1ictures for other -oca ular, The classic -ersion of Simon Sa,s is as follo.s: )ne 1erson % usuall, the teacher starts off as Simon2 Dou gi-e the 1la,ers instructions .hich the, must follo.C ut onl, if Simon sa,s so2 For exam1le: Simon sa,s touch ,our noseC ,ou touch ,our nose an# the 1la,ers co1, ,ou2 Simon sa,s touch ,our feetC ,ou touch ,our feet an# the chil#ren #o .hat Simon sa,s2 Touch ,our hea#C ,ou touch ,our hea# &*T the chil#ren must sta, stillC ecause Simon #i# not sa, to touch ,our hea#2
The three ,ear ol# chil#ren ma, ta7e a long time to un#erstan# the notion ecause the, .ill see ,ou touching ,our hea# an# co1,2 At first therefore .hen ,ou sa,
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Mtouch ,our hea#NC #onAt touch ,our o.n hea#2 This .ill e easier for them an# as the, get etter at the game start to #o that to a## more of a challenge to the game2 ;ormall, in the classic -ersion an, 1la,ers .ho touche# their hea# .oul# e out2 'o.e-er $ usuall, either gi-e 1eo1le a lot of li-es or ?ust let them 7ee1 1la,ing % after all the i#ea is to ha-e e-er,one 1la,ingC not sitting aroun# .atching2 Alternati-el, as soon as ,ou ha-e three 1eo1le out ,ou restart the game .ith e-er,one 1la,ing again2 ) -iousl, Simon Sa,s is a great game to 1la, for o#, 1artsC clothing an# actionsC ut the language 1ossi ilities are much greater than that2 'ere are some other exam1les of things that Simon can sa,: Raise ,our left han# Touch ,our right leg Touch something lue Touch #ifferent articles of clothing Touch Sall,As leg B goo# for 1ossessi-es @um1/run/s7i1/sto1/#ance/sing/ e silent/sit #o.n/stan# u1/listen/loo7 at the ceiling/loo7 u1/loo7 #o.n/loo7 to the left/loo7 at the floor/touch a chair/.rite 6ime an animal 6ime an action such as #rin7 a glass of .ater/eat an ice cream/slee1/ get #resse#/ get un#resse#/1reten# to e a mo#el/1reten# to e atman/ e S1i#er man @um1 on a 1icture % la, out 1ictures on the floor for the 1la,ers to ecome familiar .ith or re-ise s1ecific -oca ular, Touch a real o ?ect % la, out o ?ects that the 1la,ers touch on SimonAs instruction2 Touch the train/the car/the 1lane % if ,ou ha-e to, o ?ects2
A -ariant for the ol#er chil#renC .ith a goo# comman# of the language ,ou are using in the gameC is .here Simon sa,s t.o things at onceC for exam1le:
Simon sa,s raise ,our han# an# Simon sa,s touch ,our leg The 1la,ers must raise their han# an# touch their leg Simon sa,s eat ice%cream an# iscuits The 1la,ers must eat ice cream ut not iscuitsC ecause Simon #i# not sa, to eat the iscuits2 Simon sa,s touch ,our hea# an# ,our nose The 1la,ers must touch their hea# ut not their noseC as Simon #i# not sa, to touch their nose2
Sna1
Ste1 Three S1ea7ing for naming -oca ular, Grou1: 4 to 40 S1ace: ;o though this game is est 1la,e# in a circle on the floor or aroun# a ta le2 6aterials: car#s or 1airs of 1ictures *sing a 1ac7 of 1la,ing car#s for num ers or 1icture flashcar#s for o ?ects la, one car# or 1icture face u1 on the floor2 The chil#ren then ta7e it in turns to turn o-er the other car#s or 1ictures an# .hen there is a match ,our chil#ren call out Lsna1FL Then ha-e them name the num er or item an# continue .ith the game2
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=ith larger grou1s ha-e three or four chil#ren turning o-er car#s at the same time2 An, chil# .ho has a 1air ma, call out Msna1N2 As .ell as 1la,ing .ith i#entical num ers or 1ictures 1la, a matching game .here an 1erson in a ?o fits .ith a .or7 1lace or an animal fits .ith a ha itatC or a 1iece of furniture fits .ith a room in the houseC etc2 $ #o not recommen# 1la,ing sna1 in the tra#itional .a, .here the one .ho calls out sna1 first 7ee1s all the car#s2 @ust 1la, along sa,ing sna1 an# naming the items2
Sorting
Ste1 Three S1ea7ing for -oca ular, or Ste1 Four for ma7ing sentences Grou1: An, S1ace: ;o 6aterials: Pictures or o ?ects $n this game chil#ren .ill name an# sort -oca ular, 1ictures2 For exam1le gi-e the chil#ren a ig 1ile of 1ictures of t.o categories of .or#s that the, 7no.C such as famil, mem ers an# animals2 Let the chil#ren 1ic7 u1 the 1ictures an# tell ,ou .hether the, are of a 1erson or an animal2 Alternati-el, ha-e the chil#ren name the famil, mem er or animal s1ecificall, an# then 1lace the 1icture in the correct 1ile or ox % a ox for 1eo1le an# a ox for animals2 )ne .a, of #oing this is to scatter the 1ictures aroun# the room an# let the chil#ren come to ,ou in turn .ith a 1icture the, ha-e chosen2 Each chil# names the 1ictureC or categor, an# 1uts it in the correct ox or 1ile2 Alternati-el, the chil# must ma7e a sentence using the .or#2 Another .a, of #oing this if ,our grou1 is not too ig is to let the chil#ren sort .hile sitting in a semi%circle .ith the t.o oxes in the centre2 =hene-er a chil# 1uts a 1icture into the correct ox he or she must name itC or the categor,2 Tell the chil#ren to 1ic7 u1 car#s that the, 7no. ho. to sa,2 Then if ,ou notice some of the .or#s are eing leftC such as the 1icture of the #on7e, as none of the chil#ren can remem er that .or#C as7C Lhas an,one seen the #on7e,EL "o this .ith nounsC .ith a#?ecti-es or .ith coloursC or action -er sC or an, language2 S1ecific i#eas are colours an# num ersC $Am ha11, an# $Am sa#C summer an# .interC the .eather an# an, nouns2 Luc7, "i1 i#ea Another .a, of sorting is to 1lace all the 1ictures or colours in a large ox .ith a hole in the to1C ?ust ig enough for the chil#ren to reach in2 Each chil# ta7es a turn at 1ulling out a 1ictureC or item2 The chil# then names the item an# 1laces it in an a11ro1riate smaller oxC or 1ile2 So if ,ou ha-e coloursC num ers an# animals in the large oxC then ,ou .ill ha-e three se1arate smaller oxesC one for all the coloursC one for the num ers an# one for the animals2 :ar, the -oca ular, accor#ing to .hat ,ou are re-ising2
Ste11ing Stones
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Ste1 Four S1ea7ing for -oca ular, Grou1: *1 to 40 chil#renC more coul# egin to e chaotic S1ace: !oul# e #one et.een aisles or at the front of the class2 6aterials: 1icture car#s La, out a fe. num ers or relate# 1icture car#s2 The chil#ren ta7e it in turns to ho1 across an# name them in English2 $f ,ou ha-e more than eight 1u1ils then ha-e se-eral chil#ren go togetherC on t.o three or four 1arallel lines of i#entical 1ictures2 For colours use the coloure# feet 1ro-i#e# .ith the -oca ular, flashcar#s2 Dou coul# either sa, that these are ste11ing stones across a ri-er an# the chil#ren must name them correctl, or the, get their feet .et or the, coul# get stuc7 in some s1ecial glue%li7e mu#2 This is ?ust a tric7 to ma7e the game exciting ecause ,ou .ill e li7el, to fin# that if an, chil# #i# get .et feet or get stuc7 in the s1ecial mu#C he or she .oul# 1ro a l, cr,2 So ,ou ha-e the .ater or mu# there for the fun of itC ut a chil# .ho cannot name a 1icture correctl, shoul# e hel1e#C 1refera l, , the other chil#renC ut failing that , ,ou2 $ learne# this the har# .a, ecause $ ha-e a game calle# +am e5i Ri-er .hich .as this exact game exce1t that the ri-er .as croco#ile infeste# an# if ,ou #i#nAt name a 1icture ,ou .oul# e eaten , the croco#iles2 $ .as the croco#ile l,ing on the floor sna11ing m, ?a.s an# the chil#ren lo-e# that2 Exce1t for one little four ,ear ol# .ho #i# not come the follo.ing .ee7 ecause she .as scare# of the croco#ile2 So $ #i# a.a, .ith the croco#iles an# sa-e them for fi-e ,ears ol# an# u1.ar#s an# ensure that no chil# is E:ER eaten2 )n one han# $ ha# a six ,ear ol# #eli eratel, tr, to get caught so he coul# e eatenC an# on the other han# a nine ,ear ol# nearl, crie# .hen $ .ent to eat himF Another 1resentation i#ea for these ste11ing stones is to ma7e them a secret 1ath that lea# to a sur1rise 1lace2 Then string the feet or 1ictures across the room an# into another room2 The last 1icture coul# e on a chair .hich the chil#ren sit onC or un#er something ?ust for -ariet,2
Stuc7 in the 6u#

Ste1 Four S1ea7ing for an, -oca ular, or sentences Grou1: An, S1ace: Des 6aterials: Picture flashcar#s or o ?ects from the nurser, or school2 $n this -ersion of the classic 1la,groun# game ,ou are al.a,s AitA2 Each chil# has a 1icture car# Ior o ?ectJ an# ,ou ha-e to catch the chil#ren2 =hene-er ,ou touch a chil# the, must sto1 still .here the, are .ith their legs a1art an# the, are stuc7 in the mu#2 The, #is1la, their 1icture clearl,C hol#ing it u1 against their chest an# to e release# another chil# must touch them an# name the 1ictureC or sa, the reKuire# sentence .ith the 1icture in it2 This must e sai# lou# enough for ,ou an# e-er,one else to hear it or it #oesnAt count2 $f the chil#ren start shouting too lou#l, a## that shouting #oesnAt count either2 Dou are onl, allo.e# to mo-e aroun# on ,our stomachC or on one footC or .ith heel to toe ste1sC or cra.ling .ith ,our el o.s on the floorC or in some .a, that slo.s ,ou
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#o.n enough so that ,ou ha-e trou le catching the chil#renC or at least it can loo7 to them as though ,ou are ha-ing trou le2
Te##, &ear Game

Ste1 )ne Listening or Ste1 Four S1ea7ing Grou1: &etter for a smallish grou1 S1ace: To sit in a circle 6aterials: Dour 1u1ilsA te##, ears or stuffe# to,s2 &lin#fol#s or scar-es Dour 1u1ils ring in one of their fa-ourite te##, ears or stuffe# to,s2 Sit them in a circle .ith the stuffe# to,s in the mi##le an# lin# fol# one or t.o of the chil#ren2 The chil# feels the ears in the 1ile an# tries to 1ic7 out his or her o.n earC sa,ing LitAs mineL or Lthis oneAs mineL2 (ee1 going until all the chil#ren ha-e reclaime# their te##, ears2 $f it is going on too long inter-ene , 1lacing the right te##, ear in front of the chil#C an# of course it gets easier as the num er of ears to 1ic7 out #.in#les2 AgainC if ,ou ha-e more than eight chil#renC ha-e three chil#ren lin#fol#e# an# 1ic7ing out their to,s simultaneousl,2 This game len#s itself to 1ractising language such as itAs mineC itAs ,oursC is it ,oursE is it hisE $s it Sall,As earE etc2 'o.e-er ,ou ma, use it for an,thing2 For exam1le .hen a chil# 1ic7s out his or her ear or to, he or she then has to then name a -oca ular, item or sa, a sentence a out a 1icture flashcar# ,ou hol# u12 $t goes .ithout sa,ing that these te##, ears are li7e gol# #ust to ,our 1u1ils so ,ou ta7e extra care to 1ut them a.a, safel, an# gi-e them ac7 at going home time2 Dou ma, e a le to 1la, this .ith to,s from the nurser,2 The chil#ren 1ic7 out a to, an# tell ,ou its nameC or .hat it is2
The &ear Li7es 'one,

Ste1 Three s1ea7ing fluenc, an# o1tional naming -oca ular, Grou1: An, S1ace: $#eall, ma7e a circle on the floor ut if not 1la, .ith chil#ren at their #es7s 6aterials: 4 sheets of A8 1a1er 1er chil#2 Than7s to teacher @oan Ellen )s.al# for gi-ing me this gameC .hich is a -ariation on !atch me if ,ou !an2 )ne chil# la,s on the floor .ith the other 7i#s aroun# in a circle2 All the 7i#s re1eat: $snAt it isnAt it isnAt it funn,C isnAt it funn, a &ear li7es 'one,F All the chil#ren ha-e their han#s ehin# their ac7s an# the chil# in the mi##le has his or her e,es close#2 Dou nee# something for them to use as hone,C I@oan Ellen uses a s.eetJ an# one chil# has it ehin# his or her ac72
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Then altogether the, sa, L.a7e u1 6r &earL an# 6r &ear gets u1 an# goes to each chil# as7ingC M'a-e ,ou got m, hone,EN until he reaches the one .ith the 'one,2 6r &ear then gets to eat the hone,2 Ta7e it turn so e-er,one is the &ear2 @oan Ellen sa,s M$t is a -er, goo# game2 $ teach German 7i#s English an# the, 1ic7 this u1 reall, Kuic7l,2N ;o #ou t the, are highl, moti-ate# , the o11ortunit, to eat a s.eetF $f ,ou 1refer to e health conscious consi#er using a to, s.eet or an, o ?ect that re1resents the hone, an# then gi-e 6r &ear an orange segment or slice of anana as the hone,2 =ith a large grou1 it .oul# e la orious for e-er, chil# to ta7e a turn ho.e-er #o ma7e sure that E:ERD chil# recei-es a 1iece of fruit or s.eet2 $t .oul# e 1ossi le to 1la, .ith se-eral ears in the mi##le at once2 $f ,ou ha-e three ears in the mi##le then ,ou nee# three s.eets in the circle2 'ere is an i#ea to ring in more -oca ular, to this game2 Pla, exactl, as a o-e exce1t that 1u1ils each ha-e a flashcar# in front of them in the circle2 6r &ear then a##resses that chil# , name: M6rs PencilC Ithe 1icture is of a 1encilJ ha-e ,ou got m, hone,EN
The &lan7et Game

Ste1 Three S1ea7ing Grou1: An, S1ace: ;o 6aterials: Something for a chil# to hi#e ehin# an# 1ictures or o ?ects $n this game one chil# hi#es ehin# something .ith a selection of flashcar#s or o ?ects2 The chil# coul# hi#e ehin# a lan7et hung u1 o-er t.o chairsC or ehin# a large 1iece of car# oar#C or ehin# a 1iece of furniture2 )n the floor ehin# the arrier are the 1icture car#s ,ou are .or7ing .ith2 The chil# 1ic7s one out an# hol#s itC or stan#s on itC or 1uts it on if it is a real item of clothing2 The chil# then .aits an# listens out for the chil#ren the other si#e of the arrier to guess .hich car# or item he or she has selecte#2 For the most sim1le language the other chil#ren call out the -arious .or#sC an# if ,ou nee# to 1rom1t them , hol#ing u1 1ictures then #o so2 Dou coul# also teach a sim1le KuestionC such asH L$s it the trainE "o ,ou ha-e the trainE 'a-e ,ou got the trainE "i# ,ou 1ic7 the trainEL )r use statements such asC L$t is the train2 $ thin7 it is the train2 Dou ha-e the train2 Dou 1ic7e# the train2L The chil# ehin# the arrier re1lies .ith a suita le re1l, to the Kuestion such asC L;o it is notL orC Lno $ ha-enAtLC or ?ust 1lain LnoL for the sim1lest ans.er2 $f ,ou are teaching eginners to lo.er interme#iate le-els then 1ic7 ?ust one Kuestion an# one ans.er an# .or7 .ith those until the chil#ren are using it fluentl,2 =hen someone calls out the correct 1icture then the chil# ?um1s out from ehin# the arrier an# sho.s the car# to e-er,one2 Then ,ou 1ut someone else ehin# the arrier2 !onsi#er orchestrating the Kuestioning in unison , hol#ing u1 a 1icture car# an# con#ucting the 1u1ils to as7 the Kuestion together2 This .or7s .ell .ith a ig grou1 as it 7ee1s all 1u1ils in the game2
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The !rossing
Ste1 Three s1ea7ing Grou1: An, S1ace: Des 6aterials: 4 sheets of A8 1a1er 1er chil#2
This is a -er, eas, s1ea7ing game2 Gi-e each chil# t.o 1ieces of A8 1a1er an# ha-e the chil#ren #ra. a 1icture of the target -oca ular, on each 1iece2 The chil#ren then line u1 an# must cross the ocean to the other si#e , ste11ing onl, on their t.o A8 sheets of 1a1er2 Each time the, ste1 on the 1a1er the, must sa, the .or# on it2 To cross the ocean a chil# has to 1lace one 1iece of 1a1er in front of himself at a timeC an# ste1 on it2 'e then reaches roun# an# ta7es the other 1iece of 1a1er an# 1laces it in front of himC ste1s on it an# so on2 The chil#ren are not allo.e# to ste1 on the floorF !onsi#er using a rule .here if a chil# ste1s on the floor , acci#entC or #oes not name the 1ictureC the, ha-e to ta7e one ste1 ac7.ar#s on their 1a1er efore mo-ing for.ar# again2 $f the three ,ear ol# chil#ren fin# this too har# then 1ut them in 1airsC .ith one mo-ing the 1a1ers an# the other .al7ing an# naming them2 Then s.a1 o-er2 Let the chil#ren go all at once if ,ou ha-e room or in .a-es2 Let all the chil#ren finish an# #o not a11lau# the one .ho arri-es first ut a11lau# e-er, o#, at the en#2 $f ,ou .ant to a## some excitement ma7e it a race ut a grou1 race2 Time ho. long it ta7es for the .hole grou1 to ma7e it across the ocean2 Then gi-e out ne. 1icture .or#s to use an# race again an# see if the .hole grou1 are Kuic7er the secon# time2 $f ,our chil#ren ecome too nois, ha-e a rule .here the onl, noise allo.e# is to sa, the .or#s on the 1a1erC an# an, other tal7ingC the chil# has to go ac7 fi-e ste1s2 Laughing or giggling shoul# e allo.e#2
There $sC There Are

Ste1 Three s1ea7ing 1ractising There is/There are an# counting Grou1: An, S1ace: ;o 6aterials: ;one o ligator, ut real o ?ects are useful for counting The first time ,ou 1la, this use onl, 1lurals so the chil#ren #o not confuse using there is an# there are2 As7 the class Kuestions such as: 'o. 'o. 'o. 'o. 'o. man, man, man, man, man, .in#o.s are there in the classroomE #oors are there in the classroomE teachers are there in the schoolE chil#ren are there in the classE ta les/chairs/ oo7s are there in the classroomE
Also thin7 of Kuestions li7e these:
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'o. man, shoes/s7irts/soc7s/shirts are there in the roomE 'o. man, trees are there in the gar#enE 'o. man, animals are there in m, as7etE
Then for Lthere isL as7 Kuestions li7e: 'o. man, mummies are there in ,our famil,E 'o. man, noses are there on m, faceE 'o. man, girls are there in the room calle# PetraE
To mix e-er,thing u1 an i#ea is to s1rea# flashcar#s out so that ,ou ha-e three nurse 1icturesC one #octorC one #entistC three singers an# so on2 Then as7: 'o. man, #octors are there in the roomE Ans.er: There is one2 'o. man, nurses are there in the roomE Ans.er: There are three2
Three cu1s
Ste1 Three S1ea7ing for an, -oca ular, or grammar Grou1: An, though it is etter in smaller grou1s S1ace: ;o 6aterials: 3 cu1s an# 1ictures
*se smallC un%laminate# 1ictures for this game2 Roll u1 the 1ictures into a tu e so that the, fit insi#e a cu12 Turn ,our cu1s u1si#e #o.n an# s.itch them aroun#2 The o ?ect is to guess .hich 1icture is un#er each cu12 Start , selecting one of the cu1sC name an# then re-eal the 1icture % the chil#ren ma, thin7 itAs funn, if ,ou get it .rong2 Then let them ha-e a go at guessing2 The, fin# this fun an# it gi-es them a chance to use the same .or#s freKuentl,2 To 1la, .ith more .or#s s.a1 the 1ictures o-er e-er, no. an# then2 To 1ractise sentences or Kuestions sim1l, insert the -oca ular, .or# into a sentence each time ,ou or a chil# 1ulls a 1icture out of a cu12
Traffic Light
Ste1 T.o Listening game for an, -oca ular, Grou1: An, S1ace: ;ot o ligator, 6aterials: ;one The chil#ren stan# in a line in front of the teacher2 The teacher calls out LgreenL an# all the chil#ren start .al7ing2 The teacher calls out Lre#L an# all the chil#ren sto1 #ea#2 The teacher calls out L,ello.L an# all the chil#ren are Kuiet2 :ar, the meaning of the traffic light colours accor#ing to ,our nee#s2 For exam1le re# can mean cla1C ,ello. can mean ?um1 an# green can mean run on the s1ot2 )r use -oca ular, so LlionL coul# mean .al7C L earL coul# mean sto1 an# L1an#aL coul# mean slee12 Start slo.l, an# gra#uall, mix u1 the comman#s faster an# faster so it ecomes more an# more challenging2 As an o1tion chil#ren that ma7e a mista7e can sit #o.n for t.o turns an# then stan# ac7 u1 again2 )r chil#ren can sit #o.n an# sta, seate#
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until all chil#ren are out2 'o.e-er the game is more fun if it flo.s rather than sto11ing e-er, time someone ma7es a mista7e2
T.ister
Ste1 T.o Listening game for o#, 1artsC clothing or colours Grou1: *1 to t.el-e 1er sheet S1ace: Enough to s1rea# a sheet on the floor 6aterials: :ersion .ith a T.ister sheetC an# -ersion .ith no materials T.ister is an i#ea for ex1osure to colours an# o#, 1arts2 T.ister 7its ma, e ought in stores ho.e-er it is eas, to ma7e ,our o.n2 To ma7e a t.ister gameC ta7e an ol# sheet an# 1aint circles on it of #ifferent colours2 I$ use# 1ermanent mar7er 1en for mine so $ coul# .ash the sheet if necessar,2J Tell 1la,er num er one of each grou1 to 1ut his right foot on re# % he must 7ee1 his right foot on re# for the #uration of the gameC 1la,er t.o 1uts her left han# on lueC 1la,er three 1uts his left 7nee on ,ello.C an# ,ou go roun# a##ing a o#, 1art an# a colour each time .hile ,our grou1 ecome 1rogressi-el, more intert.ine# an# stretche# into an un elie-a le human tangle2 $f ,our grou1 #o not ,et 7no. o#, 1arts sim1l, as7 them to touch a colourC an# the, can use an, o#, 1art the, li7e2 Lea-e out left an# right if ,our chil#ren #o not 7no. that ,et2 $nstea# sa, 1ut one han# on ,ello.C 1ut the other han# on lueC etc2 $f ,ou ha-e t.el-e chil#ren ha-e t.o or three chil#ren coming onto the T.ister sheet at once to a-oi# long #ela,s in et.een turns2 :ariant of T.ister % ;ee#s no material Pla, a -ersion of t.ister .here 1eo1le touch a colour that someone is .earingC or a o#, 1art an# get themsel-es into a tangle that .a,2 )ne .a, of #oing this is to #i-i#e ,our class into grou1s of 3 name# AC & an# !2 Then tell all the As to touch someoneAs el o.C all the &s to touch someoneAs footC an# so onC until the AsC &s an# !s an# all touching t.o o#, 1arts each2 !ontinue , ha-ing 1u1ils touch another o#, 1artC or all sit #o.n .hile still touching the 1artC an# so on until ,ou ha-e ha# enough2
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Games *%+
*sing real o ?ects
Ste1 )ne Listening for 1resenting ne. .or#s Grou1: An, S1ace: ;o 6aterials: Real o ?ects in a as7et or ox =hene-er it is 1ossi le or 1ractical for ,ouC use real o ?ects to 1resent ne. -oca ular, for the first time2 This hel1s ma7e it more real an# es1eciall, for the three ,ear ol# chil#ren2 &ring ,our o ?ects in a as7et an# la, the flashcar#s out on the floor2 Ta7e each real o ?ectC name it an# 1lace it on the 1icture car#2 )1tionall, ha-e the chil#ren re1eat each .or# a fe. times an# 1ut the o ?ects ac7 in the as7et2 Then name one of the o ?ects an# the chil#ren ta7e it in turns to 1ic7 that o ?ect out of the as7et an# 1lace it on the correct flashcar#2 !ontinuation .ith s1ea7ing: !ontinue no. or later after more listening games .ith =hich )neAs Gone .here ,ou remo-e an o ?ect from ,our as7et or ox an# the chil#ren ha-e to sa, .hich one has gone2
:oca ular, Aim an# Thro.
Ste1 T.o Listening an# Ste1 Three S1ea7ing Grou1: This coul# get a little cra5, .ith o-er 40 chil#ren2 S1ace: Flexi leC use the oar# if ,ou ha-e no floor s1ace2 6aterials: Picture car#s an# scrunche# u1 alls of 1a1er or other suita le missiles2 Gi-e each chil# a missile to thro. % use soft non ounc, things such as alls of 1a1er or ean ags2 La, out the 1icturesC .ell s1rea# a out on the floor an# line the chil#ren u1 hori5ontall,2 $f ,ou ha-e < or more chil#ren then ,ou .ill ring 1erha1s 8 chil#ren u1 at an, one time to ta7e aim an# thro.2 $f ,ou ha-e no floor s1ace ,ou ma, stic7 1ictures on the oar# an# let the chil#ren aim at those2 The chil#ren are stan#ing rea#, on the line an# ,ou tell them .hich 1icture the, must aim at2 The chil#ren then tr, to hit the correct 1icture flash car# .ith their missile2 =hen chil#ren miss e encouraging an# sa, things li7eC oh .ell #oneC that .as closeF $n or#er to in-ol-e all chil#ren ,ou coul# sa, that .hene-er a missile lan#s on a 1icture e-er,one shoutsC &ingoF or 'allelu?ahFF S1ea7ing -ariant Another .a, to 1la, this is to ha-e a in or hoo1 .hich the chil#ren must aim at2 $n or#er to ha-e a go at thro.ing the ean ag in the in the chil# must first ans.er ,our Kuestion or name a flashcar# ,ou sho.2 To 7ee1 e-er,one in-ol-e# #i-i#e the grou1 into t.o teams2 As7 a chil# from team one to name a -oca ular, itemC or ma7e a sentence2 $f that chil# is correct
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e-er, o#, from that team has a go at hitting the correct 1icture2 ;o. gi-e team t.o a turn2 So .hile onl, one chil# .ill s1ea7 at each turnC the .hole team .ill 1artici1ate2
:oca ular, !hanting Game

Ste1 Three S1ea7ing Grou1: An, S1ace: ;o 6aterials: Pictures This game is excellent for reinforcing ne. -oca ular,2 )ne chil# goes outsi#e an# ,ou sho. ,our class a flashcar#C such as a shee12 Dou hi#eC or one of the chil#ren hi#es the flashcar# an# the chil# from outsi#e comes ac7 in2 The chil#ren in the grou1 then shee1C shee1C shee1C continuall, .hile the chil# from outsi#e searches for the 1icture2 =hen the chil# goes in the .rong #irection the grou1 .his1er shee1C shee1C shee12 An# .hen the chil# comes nearer to the hi##en flashcar# the chil#ren in the grou1 s1ea7 lou#er an# lou#er2 As an o1tionC .hen the chil# actuall, fin#s the flashcar# all the chil#ren stan# u1C or run a out miming a shee1 an# ma7ing shee1 noises in cele ration2
:oca ular, !la1

Ste1 T.o Listening for -oca ular, Grou1: An, S1ace: ;o 6aterials: ;one
This is a goo# .a, to re-ise a lot of -oca ular, ,ou ha-e taught #uring the term or 1re-ious lessons2 Tell the chil#ren to cla1 once .hen ,ou name an item of foo# an# t.ice .hen ,ou name a #rin72 *se this i#ea .ith an, action if ,ou .ant -ariet,C an# .ith an, t,1es of -oca ular,2 For exam1le ha-e the chil#ren cla1 once .hen ,ou name a mo#e of trans1ort an# t.ice .hen ,ou name an item of clothing2 A -ariation is to ha-e the chil#ren cla1 .hen ,ou name an item of clothing an# e silent .hen ,ou name an, .or# .hich is not an item of clothing2
:oca ular, Forfeit Game

Ste1 Three or Four S1ea7ing Grou1: An, S1ace: Des 6aterials: 1icture flashcar#s an# 1ieces of re# car# or similar2 La, out 1ictures of all the -oca ular, ,ou are re-ising on the floor2 *n#er certain 1ictures 1lace a small 1iece of re# car#C re# 1a1erC or im1ro-ise .ith something2 =hen loo7ing at all the flashcar#s it shoul# not e 1ossi le to tell .hich 1ictures ha-e a re# car# un#er them2 $f ,ou are using the classroom oar# tem1oraril, stic7 this re# car# to the ac7 of the flashcar#2 ;o. let the chil#ren all sit on one si#e of the room an# sa, there is a ig ri-er the, must cross2 The, come u1 t.o or three at a time an# each chil# 1oints at a 1icture that he or she can name an# turns that car# o-er2 $f there is nothing un#erneath the
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car# the chil#ren can cross the ri-er an# sit on the other si#e of the room2 $f ho.e-er there is a re# car# un#er the 1icture flashcar# then the chil# must #o a forfeit in or#er to e allo.e# across the ri-er2 This can e an,thing from #oing a sill, #ance to naming some extra -oca ular, to miming an animal2 As7 the chil#ren for i#eas too2 $f a chil# cannot name an, of the 1ictures then he or she can as7 for hel1 an# ha-e another chil# .his1er the .or# in his or her ear2 $n a##ition to naming -oca ular, chil#ren ma, ma7e a sentence using the 7e,.or#2 For exam1leC instea# of naming the 1icture as mil7 the chil# can sa, M$ li7e mil7N2 =ith large grou1s sen# fi-e chil#ren at once to minimise #ela, in et.een turns2 "isaster :ariant 'a-e se-eral teams an# sen# one mem er from each team across the ri-er togetherC as #escri e# a o-e2 The re# car# is re1lace# , a #isaster .here all the teamAs mem ers .ho ha-e alrea#, ma#e it across the ri-er ha-e to cross ac7 to the original si#e of the ri-er an# start again2 This .oul# .or7 .ith age four an# u1C ut at age three an, 7in# of feeling of failureC e-en in the context of a game is not a goo# i#ea2
=hat is hi#ing in m, 1oc7etE

Ste1 )ne listening or Ste1 Three s1ea7ing Grou1: An, S1ace: ;o 6aterials: coloure# scar-es or small o ?ects
'i#e some real items in ,our clothingC in ,our hairC ,our shoesC ,our soc7sC in 1oc7etsC u1 a slee-eC etc2 Then ,ou gra#uall, 1ro#uce each item sa,ingC =hat is hi#ing in m, 1oc7etE or =hat is hi#ing in m, soc7E an# ,ou ring out the item .hich ,ou nameC or the chil#ren name2 Let the chil#ren ha-e a go at hi#ing items as soon as the, are rea#,2 Sim1lif, the Kuestion for them if the, ha-e not learne# all the clothing -oca ular, ,et2 The, can sim1l, as7C =hat is thisE as the, 1ull out one of the hi##en items2 The other chil#ren ha-e to ans.er them2 A fun -ariation is to use coloure# scar-es or coloure# o ?ects2 Dou hi#e the scar-es all a out ,ouC in ,our ootsC un#er ,our hatC u1 a trouser legC in ,our 1oc7etsC etc2 $t hel1s if ,ou 1ut on ,our coat or a cou1le of ?ac7ets so ,ou ha-e 1lent, of 1oc7ets2 Then li7e a magician ,ou materialise the coloure# scar-es or o ?ects2 This is goo# for naming clothingC coloursC 1re1ositionsC or as7ing Kuestions2 Then hi#e the scar-es a out one of ,our 1u1ils an# let them ha-e a go as the magician2 A -ariant .oul# e to hi#e the coloure# scar-es or o ?ects aroun# the room an# teach 1re1ositions: .hat is hi#ing $; the #ra.erC ); the ta leC *;"ER m, hat an# so on2
=hich one has goneE
Ste1 Three: ;aming -oca ular, Grou1: Smaller grou1s are etter though ,ou ma, 1la, .ith 40 chil#ren it .ill e har#er to 7ee1 their attentionC so 1la, for a shorter time2 S1ace: ;one nee#e# if ,ou 1ut 1ictures on the oar# 6aterials: Pictures or o ?ects
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La, 3 car#s outC as7 ,our 1u1ils to close their e,es .hile ,ou remo-e one of the car#s2 Tell the chil#ren to o1en their e,es an# the, must tell ,ou .hich car# has gone2 :ar, this same game , letting the chil#ren 7ee1 their e,es o1en the .hole time an# 1ic7ing u1 the car#s after each roun#C shuffling themC hi#ing one an# la,ing out the remaining car#s2 )nce the chil#ren can easil, manage it .ith three car#s inclu#e a fourth or fifthC an# more e-en for the fi-e ,ear ol# chil#ren2 A -ariant is to la, o ?ects of 7no.n -oca ular, out on a tra,C let the chil#ren loo7 at the tra, for a .hile an# then remo-e one o ?ect .hile the, turn aroun# or close their e,es2 The chil#ren sa, .hich o ?ect is missing2 The chil# .ho guesses first can remo-e the next o ?ect an# so on until the tra, is em1t,2
=ho is it /E
Ste1 Four: As7ing an# ans.ering Kuestions Grou1: &est for small grou1s to a-oi# long #ela,s et.een turns S1ace: ;o 6aterials: ;one o ligator, &lin#fol# one chil#C or tell the chil# to sit on a chair .ith his or her ac7 to the grou1 .ith han#s o-er his/her e,es2 ;o. a mem er of the grou1 comes u1 an# 7noc7s on the chair an# sa,sC 7noc7 7noc7 7noc72 The chil# on the chair has to guess .ho is 7noc7ing from the soun# of the -oice2 (ee1 the language -er, sim1le for thisC or -ar, the Kuestions an# ans.ers that ,ou use2 For exam1le the chil# 7noc7ing on the chair coul# sa, a sentence of ,our choosing2 The chil# guessing can gi-e an ans.er that inclu#es a name2 &ear in min# that this is a#a1ta le to A;D language2 LetAs imagine ,ou .oul# li7e to .or7 on trans1ort -oca ular,2 The chil# 7noc7ing sa,sC 6a#amC ,our car is rea#,C orC SirC ,our 1lane is rea#,2 The chil# in the chair sa,sC than7 ,ou 6ar,C an# tries to use the name of the 1erson .ho has 7noc7e#2 Another exam1le using clothing coul# eC L7noc7 7noc7 7noc7C is this ,our coatEL The chil# in the chair thin7s the -oice elongs to Peter an# re1liesC Lno PeterC it is notLC or LDes it is PeterL2
=ho is it 4E
Ste1 Four: As7ing an# ans.ering Kuestions Grou1: An, S1ace: To form a circle 6aterials: A stic7C 1ointer or similar
Another .a, of using the same i#ea is to lin#fol# one chil# in the mi##le of the circle2 The other chil#ren .al7 roun# hol#ing han#sC an# singing a song or sa,ing a rh,me2 The chil# in the mi##le has a stic7 or something .hich ma7es a noise2 At an, 1oint in the song or rh,me the chil# in the mi##le angs the stic7 on the groun# or ma7es the s1ecifie# soun# an# all the chil#ren must sto12
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The chil# in the mi##le then 1oints at someone .ith the stic7 an# as7s a Kuestion using the target language of ,our choice2 The chil# in the circle .ho is eing 1ointe# at must re1l, to the Kuestion an# the chil# in the mi##le then has a guess at .ho it is2 Gi-e the chil# in the mi##le three goes to guessC or gi-e clues to hel1 out2
=ho is 6issingE
Ste1 T.o Listening for instructions A useful game to calm the class #o.n Grou1: An, S1ace: ;o 6aterials: A lan7etC sheet or large co-ering such as a ta lecloth This game is similar to =hich one has gone ut using 1eo1le rather than o ?ects2 Tell the chil#ren to lie #o.nC close their e,es an# 1reten# to go to slee12 Then Kuietl, co-er one chil# .ith the lan7et2 Tell the chil#ren to .a7e u1 an# as7 them .ho is missing2 This is not that -ersatile language%.ise2 Gi-e the instructions such as lie #o.nC close ,our e,es an# .a7e u1 in English2 Dou coul# a## in a fe. more actions along the .a, efore the chil#ren finall, 1reten# to go to slee1 such asC rush ,our hairC clean ,our teethC get into e#2 $n fact this is a goo# calming game to use .hen ,ou nee# to ring some 1eace an# Kuiet to the room an# 1erha1s calm the chil#ren #o.n efore letting them out of classC or efore 1arents sho. u1 to collect them2 A t.ist to this game is to ha-e all the chil#ren .earing mas7s that the, ha-e ma#e2 $ #o not suggest ,ou s1en# half the lesson ma7ing a mas7 ut it might fit in .ith something the chil#ren ha-e alrea#, een #oing at the nurser,2 For exam1le aroun# 'allo.een the chil#ren ma, ha-e ma#e mas7s as 1art of another class2 Dou coul# then use this for ,our game to a## a little fun2
=hose Sha#o. is itE

Ste1 Four S1ea7ing for an, -oca ular, Grou1: An, S1ace: ;o 6aterials: A sheetC a torch or lam1
!hil#ren lo-e thisF 'ang a sheet u1C or #ra1e one o-er a cou1le of chairs2 Turn all the lights out exce1t for a light or torch ehin# the sheet2 Seat the chil#ren on the floor in front of the sheet an# ha-e them all close their e,es2 To a-oi# an, 1ee7ing ha-e the chil#ren sit .ith hea#s ent #o.n an# resting the ti1 of their hea#s on the car1et2 Then sen# one of the chil#ren ehin# the sheet an# let the others guess .hose sha#o. it is2 As7 the chil# ehin# the sheet to #o an action using rele-ant -oca ular, that ,ou are learning2 Language $#eas Guestions: The chil#ren can sa, short sentences or Kuestions such asC $s that ,ou 'enr,E or $ thin7 itAs 'enr,C or $tAs 'enr,C or $s is 'enr,E
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:er s: The chil#ren ma, guess .hat action the chil# ehin# the sheet is #oing in or#er to use more -oca ular, .ith this i#ea2 ) ?ects: The chil# ehin# the sheet can also ma7e a sha1e of an o ?ect in a gi-en themeC such as foo#C or an animalC or a t,1e of trans1ortC or a 1rofessionC an# the other chil#ren ha-e to guess .hat o ?ect it is2 E-en if the .or# is #ifficult to act out ut that is irrele-ant in that the aim is to ha-e all the chil#ren in front of the sheet calling out -oca ular, in an attem1t to guess .hat the sha#o. is 1reten#ing to e2 Al1ha et: one or t.o chil#ren go ehin# the sheet an# ma7e u1 a letter of the al1ha et .ith their o#ies2 The others tr, to guess .hich letter it is2
+ig5ag
Ste1 Four S1ea7ing for an, -oca ular, Grou1: 3 to /9 S1ace: DesC enough to lie on the floor 6aterials: ;one
The chil#ren lie on the floor in a 5ig5ag2 Each chil# has his or her hea# on another chil#As stomach so all the chil#ren are touching stomach to hea#2 The first chil# exclaims LAFL The secon# chil# sa,s L&FL The thir# chil# sa,s L!FL etc2 This usuall, causes some laughter as the hea#s mo-e u1 an# #o.n on the stomachs2 *se the al1ha et or countingC or .hen ,our chil#ren ha-e acKuire# a reasona le -oca ular, 1la, .ith themes2 The chil#ren can ta7e it in turns to call out an animal or a room in the house or an, -oca ular,2 'a-e a rule .here a .or# can onl, e use# once2 $f ,ou ha-e more than ten chil#ren #i-i#e them into t.o teams an# let each team 1la, simultaneousl,2 $f ,ou ha-e t.ent, chil#ren in one long line then ") ex1ect them to get ore# l,ing there .aiting for their turn2
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Rh,mes an# Finger Pla,s

Een, 6een, 6in, 6o
Een, 6een, 6ine, 6o !atch a 1iglet , its toe $f it sKueals let it go Een, meen, mine, mo ) * T s1ells out so out ,ou must go *se this rh,me in a circle counting roun# the grou1 as ,ou all sa, the rh,me2 =hiche-er chil# is out has to name a 1icture car# or stan# u1 an# #o a funn, forfeit such as a sill, #anceC or 1reten#ing to e a ear2 That chil# sta,s in the circle ut if 1ic7e# again must 1ass the forfeit or tas7 to another chil# .ho has not ,et een 1ic7e#2 That .a, e-er,one gets a go an# no one is e-er out2
Famil, mem ers

Start .ith the thum an# .or7 roun# the fingers2
This is #a##,C heAs Kuite small2 This is mumm,C sheAs Kuite tall2 This is rotherC he is taller2 This is sisterC she is smaller2 An# this is a ,C 'e is tin,C An# heAs fast aslee1C shhhhhhh2 Iforefinger on li1sJ Goo#night I.his1erJ
Fi-e ;aught, 6on7e,s

The chil#ren start , hol#ing u1 fi-e fingers an# then fourC threeC t.oC one an# none as ,ou sa, the rh,me together2 =a-e on goo# ,e an# a## in other actionsC such as 1ointing u1.ar#s for Mon highN2 $f ,ou ha# a to, mon7e, ,ou coul# sit him u1 on a shelf an# 1oint to him each time ,ou sa, Msitting u1 on highN2 Fi-e naught, mon7e,s sitting u1 on highC )ne naught, mon7e, sai# goo# ,e2 Four naught, mon7e,s sitting u1 on highC )ne naught, mon7e, sai# goo# ,e2 Three naught, mon7e,s sitting u1 on highC )ne naught, mon7e, sai# goo# ,e2 T.o naught, mon7e,s sitting u1 on highC )ne naught, mon7e, sai# goo# ,e2 )ne naught, mon7e, sitting u1 on highC This little mon7e, sai# goo# ,eF )n another occasion a## in this secon# -erse an# use .a-ing on helloC hol#ing the correct num er of fingers u1 on the other han#:
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)ne little mon7e, sai# helloC )ne little mon7e, sitting #o.n elo. )ne little mon7e, sai# hello T.o little mon7e,s sitting #o.n elo.2 )ne little mon7e, sai# hello Three little mon7e,s sitting #o.n elo. )ne little mon7e, sai# hello Four little mon7e,s sitting #o.n elo. )ne little mon7e, sai# hello Fi-e little mon7e,s sitting #o.n elo.
$t #i1 #oo
$t #i1 #oo The catAs got the flu The #ogAs got the chic7en 1ox )ut goes ,ou
This is a rh,me for 1ic7ing a chil# to #o something li7e eing the one to ti#, u1C or the one to go first2
@ell, in the #ish

@ell, @ell, le .o @ell, in the #ish in the #ish le .i le .o in the #ish
=i
le
)n the .i le .o le 1art e-er,one sha7es their o#, an# then 1lo1s #o.n on the floor to the last @ell, in the #ish2
Little Tom Thum

'elloC helloC Little Tom Thum Little Tom Thum )ut ,ou comeF
'i#e ,our thum in ,our fist an# sa, the rh,me2 =hen ,ou sa,C out ,ou comeC 1o1 ,our thum u12 Sa, the rh,me .ith the chil#ren an# ha-e them co1,2 "ra. a little face on each chil#As thum 2
This Little Pigg,

This little 1igg, .ent to mar7et2 This little 1igg, sta,e# at home2 This little 1igg, ha# roast eef2 This little 1igg, ha# none2 An# this little 1igg, .ent .ee .ee .ee .ee all the .a, home2
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Start .ith the thum an# mo-e roun# the fingers2 =ith the last little 1igg, ma7e ,our han# run off an# tic7le a chil#2
T.o Little &lac7 ir#s
T.o little lac7 ir#s sitting on a .allC )neAs calle# PeterC oneAs calle# Paul2 Fl, a.a, PeterC fl, a.a, Paul2 !ome ac7 PeterC come ac7 Paul2 6a7e some rele-ant han# gestures .hile telling this rh,me that the chil#ren can co1,2 Gi-e the chil#ren t.o little lac7 tissues or 1ieces of fol#e# car# to e the lac7 ir#sC an# use a sheet or 1iece of furniture to e a .all that the ir#s can sit on2 Then one chil# can go ehin# the .all at a time an# #o the actions .hile all the chil#ren sa, the rh,me togetherC #oing the actions .ith their han#s2 This is a nice little thing to inclu#e in a sho. to 1arents an# other chil#ren2
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Acti-ities for Songs

All the acti-ities in this section are things to #o .hile singing or listening to songs2
Some suggestions on teaching songs

A full course on teaching songs is inclu#e# .ith the songs acti-it, oo7 that accom1anies Teaching English Songs !" / ho.e-er here are a fe. of those i#eas elo.: *se these acti-ities .hile 1la,ing ne. music so that the chil#ren ecome familiar .ith the tune an# rh,thm2 *se them .ith songs the chil#ren 7no. for re-ision an# fluenc, *se them .ith ne. songs as 1art of the learning 1rocess
&efore teaching a ne. song first teach the -oca ular, using an, of the games in this oo72 Dou .ill alrea#, ha-e #one this .ith Teaching English Songs !"/ ecause the .or#s of the songs are the same as in the stories2 $n the earl, stages of learning the song ha-e the chil#ren 1oint to or touch the 1ictures of the 7e, .or#s the, hearC or ha-e them #ance aroun# the room listening to the song an# e-er, time the, hear a .or# the, 7no. the, cla1C or ?um1 on the 1icture of that .or#2 Then ha-e the chil#ren sing ac7 each line of the song to ,ou one , one2 Stic7 to one -erse an# one chorus2 An, songs .ith too man, .or#s .ill not .or7 % the chil#ren .ill ne-er learn all the .or#s Iunless ,ou ha-e interme#iate to a#-ance# le-elsJC an# the, .ill e ore# stiff of the song through o-er ex1osure to it2 =hen using the songs .ith the acti-ities elo. in most cases ,ou .ill .ant to stic7 to singing onl, the -erse or onl, the chorus 1er roun#C rather than singing through se-eral -erses an# choruses2 That .a, ,ou .ill e a le to s.a1 the chil#ren o-er ra1i#l, so that each chil# .ill ha-e a turn at .hate-er the acti-it, is % for exam1le eing the sKuirrel in !atch me if Dou !an2 $t goes .ithout sa,ing that ,ou must ma7e sure that e-er, chil# has a go2 $f a chil# is chosen to go again .hen the, ha-e alrea#, ha# a turn as7 them instea# to 1ic7 out one of the chil#ren .ho has not ,et ha# a go2 $ suggest singing -erse oneC chorus an# ac7 to -erse one again2 Dou ma, also sim1lif, the .or#s to songs2
&o#, Parts Song
*se the tune of Lon#on &ri#ge is Falling #o.nC an# if ,ou #o not 7no. it ma7e a tune u1 or use one ,ou 7no. that fits the .or#s2 "i-i#e the chil#ren into t.o grou1s facing each other2 The first grou1 sing: !an ,ouC can ,ou touch ,our noseC touch ,our noseC touch ,our noseE !an ,ouC can ,ou touch ,our noseC m, #ear frien#E
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The other grou1 re1l,: )h ,es $ can touch m, noseC touch m, noseC touch m, noseE )h ,es $ can touch m, noseC m, #ear frien#E Then continue .ith other .or#s such as can ,ou touch ,our toesC can ,ou touch ,our 7neesC can ,ou cla1 ,our han#sC can ,ou ?um1 an# shoutC etc2
!atch 6e $f Dou !an

6aterials: an item such as a scarfC ut it can e an,thing2 &est from 8S ut a gentle -ersion is fun for the three ,ear ol# chil#ren2 The chil#ren are seate# in a circle an# one chil# is on the outsi#e of the circle hol#ing an o ?ect2 Dou ma, -ar, the o ?ect ut the 1rinci1le is al.a,s the same2 For exam1le gi-e the chil# outsi#e the circle a scarf sa,ing that it is a sKuirrelAs tail an# he is a little sKuirrel2 =hile e-er,one sings the song the chil# on the outsi#e runs aroun# the circle an# efore the song is o-er he or she 1laces the sKuirrelAs tail ehin# another chil#As ac72 =hen the song is o-er all the chil#ren loo7 to see if the, ha-e the tail an# the one .ho has it gets u1 an# chases the sKuirrel roun# the circle2 The sKuirrel must run roun# an# sit in the chil#As 1lace .ho is chasing him2 The chil# left stan#ing is the next sKuirrel an# ,ou start the song again2 The chil#ren sometimes hang onto the tail until the song is o-er2 ThatAs )(2 =hen the -erse en#s the chil# must lea-e the tail .ith someone efore ,ou count to three2 $nstea# of a sKuirrelAs tail of course an, animalAs tail .ill #o2 Alternati-el, use a 1iece of 1a1er an# sa, it is a letter that must e #eli-ere# to a frien#C or use an, item ,ou ha-e to han#2
A !ounting Song
This is goo# to get the grou1 sitting #o.n an# 1a,ing attention efore a stor, or a Kuiet game2 *se the tune of The Farmer in the "ell for this game2 $f ,ou #o not 7no. that song then ?ust ma7e u1 a sim1le tune or use the tune of a song ,ou #o 7no.2 'a-e one chil# come an# sit on the floor an# sing: )ne is sitting #o.n )ne is sitting #o.n eeeeee iiiiiiiiii in .e go )ne is sitting #o.n Then ha-e a secon# chil# come an# sit #o.n an# sing the same -erse .ith T.o are sitting #o.nC an# continue until all the chil#ren are sitting in the circle2 As7 the last chil# to sit #o.n to 1ic7 the next one .ho .ill come an# ?oin the grou12 $f ,ou ha-e a large grou1 then ,ou .ill .ant se-eral chil#ren to sit #o.n together so the song #oes not last fore-er2 For -ariet, use the chil#renAs names instea# of num ers2
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&rother @ohn
A Song to *se .ith An, Language *se the tune to FrTre @acKuesC or &rother @ohn as it is calle# in English2 $f ,ou #o not 7no. that tune then ma7e one u1 or 1ut the .or#s to a tune that ,ou #o 7no.2 *se this song .hen ,ou .ant to re-ie. clothing an# colours2 E-er,one sings these .or#s together: =ho =ho =ho =ho has lue onE has lue onE is .earing lueE is .earing lueE
=hile ,ou are all singing the chil#ren loo7 to see if the, are .earing lue an# those .ho are stan# u1C .hile the others remain seate#2 The chil#ren stan#ing then sing: =e are .earing lue =e are .earing lue =eAre in lue =eAre in lue Dou coul# use .e li7e lueC or .e .ear lue as the last line if ,ou line2 Then ,ou continue .ith other colours an# the t.o s,lla le colours fit 1erfectl, .ith the tune too2 $f ,our chil#ren .ear a uniform this song .ill not .or7 so .ell so gi-e out coloure# scar-es or hats as 1ro1s to len# some -ariet, to the colours2 At a later time in the term use this i#ea again .ith the same tune ut gi-e out 1icture car#s to the chil#ren of -oca ular, that ,ou are learning2 For exam1le if ,ou are learning foo# ,ou coul# a#a1t the .or#s an# use =ho li7es a11lesE The chil#ren .ith 1ictures of a11les stan# u1 an# sing ac7C =e li7e a11les2 Another exam1le .oul# e to use trans1ort 1ictures to mime an# sing: =ho can #ri-eE =ho can #ri-eE "ri-e a carC "ri-e a carC =e can #ri-e a car =e can #ri-e a car "ri-e a car "ri-e a car Then re1eat .ith trainC usC taxiC fl, a 1laneC an# ri#e a i7e2
'ot Potato an# 'o1 &unn, 'o1
See un#er the letter ' for ho. to 1la, these gamesC .hich goes -er, .ell .ith singing songs2
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@ac7 in the &ox

The chil#ren all crouch #o.n on the floor an# ,ou sing along together2 *nex1ecte#l, at the en# of a line in the songC or in et.een -erses or a chorusC or .here there ma, e a 1ause in the .or#sC ,ou call outC @ac7 in the &oxF The chil#ren must ?um1 u1 .hene-er the, hear thisF Then all the chil#ren sit #o.n again an# ,ou start the -erse or chorus againC or continue it from .here ,ou left off if that is feasi le2
Lon#on &ri#ge is Falling "o.n

This is a .ell 7no.n English nurser, song ut if ,ou #o not 7no. it then su stitute an, song here2 Dou nee# t.o a#ults 7neeling #o.n hol#ing han#s an# raising u1 their arms to form an arch2 $f ,ou are the onl, a#ult then 1ic7 out one of the taller chil#ren to e ,our 1artner2 The chil#ren form a line in front of the arch an# must .al7 un#er the arch an# roun# an# ac7 un#er the arch again2 E-er,one sings the song .hile the chil#ren .al7 their circle 1assing un#er the arch2 At the en# of the -erse or song the a#ults #ro1 their arms #o.n an# catch one of the chil#ren un#er the arch2 Dou then as7 the chil# if he or she .oul# li7e to e a ra it or a frog an# the chil# #eci#es2 The frogs go one si#e an# the ra its go the other an# the, .ait there singing along .ith the song2 =hen ,ou ha-e caught all the chil#ren ,ou sing the song one final time .ith the ra its gam ling a out as ra its an# the frogs eing frogs2 S.a1 ra its an# frogs for an, other animalC or for fairies an# el-es or 7ings an# KueensC or .hate-er ,ou li7e as long as it is -oca ular, ,ou ha-e alrea#, taught or are currentl, teaching2 $f ,ou ha-e rather a lot of chil#ren it .oul# e some.hat long for the chil#ren caught first to .ait aroun#2 Therefore ,ou coul# sim1l, catch #ifferent chil#ren ut once caught the chil#ren ?oin ac7 in the line again2 Dou ?ust ma7e sure that ,ou #o not catch the same chil# t.ice2
Tra-elling Train
The chil#ren form a line an# hol# each other , the .aist2 Dou are at the front an# ,ou lea# the .a, aroun# the room .hile e-er,one sings along to .hate-er song ,ou are singing2 "o a fun action at the en# of each -erse such as cla1 ,our han#s a o-e ,our hea# or stic7 out ,our leg to one si#e in time to the music2 "o the same action each time so the chil#ren 7no. .hat to ex1ect an# ma7e sure it fits in .ith the rh,thm of the music2
=ea-ing in an# out

6aterials: ;one
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All the chil#ren are stan#ing in a circle hol#ing han#s .ith their arms raise# u1 to form arches2 )ne chil# #ances in an# out of the other chil#renC going un#er the arches an# ma7ing his or her .a, aroun# the circle .hile e-er,one sings2 =hen ,ou get to the en# of the -erse or chorus ,ou all sto1 singing2 The #ancing chil# sto1s an# ta1s another chil# in the circle on the shoul#er an# the, s.a1 1laces2 Dou start u1 the song again an# the ne. chil# no. #ances in an# out of the arches2 A -ariation on this if ,ou ha-e enough chil#ren in ,our grou1 an# for the 8 ,ear ol# chil#ren u1.ar#s is to ha-e the first chil# 1ic7 out a secon# chil# an# the t.o chil#ren then hol# han#s an# #ance through the arches together2 The secon# chil# then ta1s on a thir# chil#As shoul#er an# the three chil#ren go aroun# togetherC an# so on until the .hole circle falls a1artF Then either start again or mo-e onto another game or acti-it,2
=ho $s $tE
See the game =ho $s $t 4E for another game to use .ith a song or a rh,me2
105
)ther Resources from Shelle,

$ ho1e that this oo7 of games an# stories rings much ?o, to ,our classrooms2 $f the comments that $ ha-e ha# from hun#re#s of teachers are an,thing to go , then $t surel, .ill2 'ere is a list of m, other resourcesC some of .hich go .ith this oo7C or follo.%on from itC an# others .hich ma, e useful if ,ou teach a -ariet, of ages or class si5es2
/2 Teaching English Songs / !" or "o.nloa#

This !" contains sixteen songs to match the -oca ular, taught in the stories2 $t is the 1erfect com1liment to stories / to /0C hel1ing ,ou to reinforce .hat ,ou are teaching .hile ringing cheerful music to the classroom2 A songs acti-it, oo7 is inclu#e# .ith lesson 1lan i#eas for intro#ucing an# teaching each song2 The i#eas in there ma, e use# .ith an, songs an# not ?ust the ones on !"2 $n a##ition mas7s of all the characters in the stor, are inclu#e# in lac7 an# .hiteC to cut outC colour an# .earC an# 1re%coloure#2 The t.o sho.n are not to scale2 htt1://...2teachingenglishgames2com/eslsongs2htm
106
42 Follo.%on Stories // to 40
6ore stories co-ering actionsC famil, mem ersC rooms of the houseC natureC light an# #ar7C -er sC farm animalsC o#, 1artsC clothing an# other useful -oca ular,2 htt1://...2teachingenglishgames2com/3%9/1reschoolstories2htm
32 Teaching English Songs 4 !" or "o.nloa#

6ore songs to go .ith stories // to 40 .ith the songsC 7arao7e -ersion an# mas7s of the characters2
82 Pla,s an# S7its

Pla,s an# s7its for small grou1s u1 to /9 stu#entsC also for use one on one2 For eginners age# 8 to /02 htt1://...2teachingenglishgames2com/esl1la,s2htm
92 Primar, games oo7C flashcar#s an# lesson 1lans
Games oo7 for chil#ren age# 6 to /4C han#ling all class si5es2 $f ,ou ha-e -er, ig 1reschool grou1s an# ,ou nee# more games for large classes this oo7 .oul# hel12 )-er six hun#re# 1rinta le flashcar#s in -oca ular, themesC in three si5esC an# eing a##e# to all the time2 Elementar, lesson 1lans to hel1 get teachers starte# using games2
htt1://...2teachingenglishgames2com/8%/42htm
62 Teen/A#ult Games oo7

This inclu#es games an# acti-ities for higher le-els2 Printa le oar# games an# game car#s are 1ro-i#e# to 7ee1 1re1aration to a minimum2 htt1://...2teachingenglishgames2com/8%/42htm
32 )ne to )ne Games an# :i#eo

Games for 1ri-ate tutors an# 1arents =ith -i#eo #emonstrations For ages 8 to /4 htt1://...2homeenglishteacher2com
107

Fun Preschool Games and Stories

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Fun Preschool Games & Stories

EFL / ESL Resource for Teachers Excellent for Ages: 3 to 6