English Games

Games and Activities for the English as a Second Language Classroom
Activities that can be used with higheachievers in English course

1- Cut-Up Sentence Kabadi
Level Any
This is a combination of a basic TEFL game and the Indian(?) game Kabadi(?).
Prepare some cut up sentences from the grammar or ocab area you!e been "or#ing on and p$ace them on a tab$e at the front
of the c$ass. Arrange the students into teams% standing behind a $ine or mar#er. They hae to run to the tab$e and arrange the
"ords into correct sentences% ho"eer% they are not a$$o"ed to breathe in. To preent this the students hae to repeat !#abadi!
oer and oer. If they stop saying the "ord they hae to return to their teams. The first team to correct$y arrange a$$ their
sentences is the "inner. This can get a bit "i$d but it!s fun.
!- "riting #dea
Level &edium to 'ifficu$t
I as#ed my students to "rite in their dai$y (ourna$s "hat ru$es they "ou$d $i#e to see imp$emented in our c$assroom and "hich
ru$es they be$eied "ou$d benefit our c$ass the most. I then as#ed them to imagine ho" it "ou$d be if "e had no ru$es in our
c$ass% in our schoo$% and in the "or$d. I as#ed them to "eigh the pros and cons of this idea and "rite "hether or not they
"ou$d $i#e to e)perience or $ie in this type of enironment.
$- Spin %one
Level Any
Each set of partners receies a top. *ne $earner says as many sentences or "ords in the target $anguage as he can before the
top stops spinning. +is partner counts. The student "ho says the most "ords "ins. ,e had fun $etting the "inners compete in
-spin offs-. I $i#e to gie stic#ers to a$$ and candy to the "inner.
&- 'repositions Game
Prepare a te)t that contains prepositions. Ta#e out the propositions and print them on a separate sheet% then cut this sheet so
that each preposition is on a piece of paper% then put a$$ of them in an ene$ope . 'iide the c$ass into groups and gie each
group an ene$ope. Te$$ the students that you are going to read a te)t and "heneer you raise your hand they shou$d bring a
suitab$e preposition and put it on your des# and that the fastest team "ou$d get points. /ead the te)t "ith each groups! order
and cance$ a point for each mista#e. Fina$$y read the te)t "ith correct prepositions. 0ou can p$ay this game "ith ad( as "e$$ as
a%the and an.
(- 'unctuation Game
Level Any Lee$
I came up "ith this game to he$p the students understand "hat the mar#s of punctuation are. 'ra" a period (.)% a comma (%)% a
1uestion mar# (?)% e)c$amation mar# (.)% and an apostrophe (!) on the board and $eae a fe" inches bet"een each symbo$. Te$$
the students the name of each and hae them repeat each name. ,hen they are comfortab$e "ith the names% begin by pointing
to each one in succession. *nce they are proficient at this% speed up the pace. This is "here it gets fun. *nce they are ab$e to
say the names in order% change the order on them. 2peed up each time through to get the #ids e)cited. As a fina$ tactic% hae
each student go through the names of the symbo$s at a s$o" pace and then speed up. I gie the one "ho can say the most right
a piece of candy or a stic#er. +ae fun and you!$$ see a big improement in their punctuation.
)- Good *orning +alls
Level Any Lee$
3. 0ou hae three different co$oured ba$$s% (they shou$d be ery $ight "eight% sam$$ ba$$s).
4. 5et the c$ass to ma#e a circ$e.
6. Then gie three peop$e a ba$$.
o /ed 7a$$ 8 5ood &orning
o 5reen 7a$$8 +o" are you?
o 7$ue 7a$$ 8 Fine than# you and you?
9. The c$ass members pass or gent$y thro" the ba$$s and the person "ho receies them says the meaning of the ba$$s.
3
This is fun and gets the c$ass going first thing in the morning.

,- Air-write
Level Any Lee$
*ne person -"rites- $etters% "ords% numbers% shapes etc: in the air and others guess "hat it is. ;an be done in pairs% as a
group% a$ong a chain.
;an a$so be p$ayed as bac#8"rite% that is% "riting the $etter<"ord<... on the bac# of another and they guess "hat it is.
-- Lost in a .ungle
This is a game suitab$e for a c$ass of pre8intermediate and up. The game can be done in groups of three to si) students. It
#eeps eeryone ino$ed een the 1uietest students.
The Teacher prepares a $ist of say 4= items and "rites the $ist on the board or gies copies to groups. This is a $ist of things
that peop$e may need if they!re $ost in the (ung$e and things that they may not need.
For e)amp$e:
A pac# of canned food
>= meters ny$on rope
Knife
Torch
Tent
;e$$u$ar phone
? ga$$ons of "ater
Petro$
A$choho$
7$an#ets
;and$es
&atches
Then% the students in groups decide on > itmes on the $ist "hich seem essentia$ to a$$ of them.
This usua$$y ta#es a "ho$e session since they a$$ come up "ith different ideas. 2ometimes a creatie student chooses an item
apparent$y irre$eant% but "hen he<she e)p$ains ho" to use it% eeryone agrees.
/- #ntonation 0un
Level &edium
@se this actiity to under$ine the importance of intonation "hen your students% as they often do% ta$# $i#e robots. 7asica$$y%
get them to say the "ords in 1uotation mar#s in the conte)ts that fo$$o".
A+e$$oB
to a friend
to a friend you haenCt seen for 6 years
to a neighbour that you donCt $i#e
to a ? month o$d baby
to someone you hae (ust found doing something they shou$dnCt
to someone on the phone "hen youCre not sure if they are sti$$ on the other end
A5oodbyeB
to a member of your fami$y as they are going through the boarding gate at the airport
to someone "ho has been annoying you
to a chi$d starting his ery first day at schoo$
A+o" are you?B
to someone you haenCt seen for 4= years
4
to someone "ho has recent$y $ost a member of the fami$y
to someone "ho didnCt s$eep in their o"n bed $ast night
AI neer go to pubsB
by a person that tota$$y disapproes of drin#ing a$coho$ to someone "ho often goes to pubs
as a response to someone "ho has to$d you they sometimes go to pubs
said before: ADbut I 1uite $i#e discos.B
A,hat hae you done?B
to someone "ho c$aims to hae fi)ed your te$eision on$y that no" itCs "orse than before
to someone "ho is sco$ding you for not doing anything "hen you suspect the same about them.
to someone "ho has (ust done something ery bad and "hich has serious conse1uences
11- 2ruth or Lie3
Level Any Lee$
This isn!t rea$$y ne". I got the idea from a boo# and hae e)panded on it a bit. It can be used at any $ee$ from pre8int. up. It
can be used (ust for spea#ing practice but it!s particu$ar$y usefu$ if you!re doing present perfect for past e)periences. It "or#s
soooo "e$$. The students (ust $oe it. Lots of 1uestion and past tense practice. Een the 1uiet ones "i$$ ta$#.
7ased on a group of three (it can be done in pairs% or fours if you "rite some more 1uestions)% each student has a piece of
paper "ith fie 1uestions on it (see be$o") and ta#es it in turns to as# the person on their $eft one of their 1uestions. The
student ans"ering the 1uestion must ans"er !0es I hae.! regard$ess of the truth. The student "ho as#ed the 1uestion can then
as# as many further 1uestions as he $i#es in order to he$p him decide "hether the truth is being to$d or not. *bious$y%
sometimes they!$$ be te$$ing the truth. The third student can a$so (oin in "ith 1uestions% thereby !ganging up! on student 7.
Listen ho" students fabricate stories in an attempt to aoid 1uestions. ,hen the first student fee$s he!s heard enough he says
!Eo further 1uestions! and "rites !True! or !Fa$se! ne)t to the 1uestion. The game then carries on (student 7 as#s a 1uestion to
student ; and so on) ,hen a$$ the 1uestions hae been as#ed the papers are passed to the $eft for mar#ing i.e. the truth is
reea$ed. The highest score out of fie "ins.
This game "i$$ rea$$y open your eyes to peop$e!s abi$ity to LIE.
+ere are the 1uestions. 0ou can use different ones% obious$y.
+ae you eerD
spo#en to a famous person?
danced on a tab$e in a pub$ic p$ace?
been trapped in a $ift?
ta#en an i$$ega$ drug?
sung #arao#e?
+ae you eerD
appeared on te$eision?
$eft a bar or restaurant "ithout paying?
"ritten graffiti on a "a$$?
appeared in a photograph in a ne"spaper?
chased a crimina$?
+ae you eerD
done a ery dangerous sport?
"on a meda$ or trophy?
missed a f$ight?
stayed in a fie8star hote$?
s"um na#ed in the sea?
A typica$ e)change might be something $i#e:
8 +ae you eer s"um na#ed in the sea?
8 0es I hae.
8 ,here did you do it?
8 Erm. *n ho$iday in &a(orca.
8 ,ho "ere you "ith?
8 2ome friends.
8 ,hat "ere their names?
8 Erm...etc.
11- S4llable Game
Level &edium
6
,rite a difficu$t "ord on the board for e)amp$e
A;;*&&*'ATI*E.
Then c$ap your hands "hi$e saying the "ord. /epeat as necessary.
Then as# them to count the c$aps in A;;*&&*'ATI*E. There are > handc$aps. 5et students to c$ap and say
A;;*&&*'ATI*E.
Te$$ students these handc$aps are ca$$ed 20LLA7LE2 and that eery "ord brea#s do"n into one or more sy$$ab$es. 7rief$y
practice saying -sy$$ab$es.-
*n the board underneath A;;*&&*'ATI*E dra" > medium siFed bo)es. Put the correct number underneath each bo).
;$ap and say the first sya$$ab$e of A;;*&&*'ATI*E and as# your students "hich $etters shou$d go in bo) 3. They shou$d
say A; (some might say A;;.)/epeat this process unti$ a$$ of the $etters are in the correct bo)es. 2o no" you shou$d hae
7o)3 A; 7o)4 ;*& bo)6 &* 7o)9 'A 7o)> TI*E
Then chora$ dri$$ the $etters $i#e this.
Teacher: ,hich $etters are in 7o)3?
2tudents: A;
Teacher: and in 7o)4?
2tudents: ;*&
;ontinue this unti$ a$$ > bo)es (sy$$ab$es) hae been coered.
Then as# a student to gie you the contents of 7*G3 and 4. Then as# another to gie you the contents of bo) 4 and 6. Then 6
and 9. then 9 and >.
This gradua$ bui$ding of the "ord he$ps them not on$y to understand the rhythm and concept of sy$$ab$es% but a$so he$ps them
to fi) the spe$$ing in their minds.
*nce they grasp the concept of sy$$ab$es% ,rite some 6%4% sing$e sy$$ab$e "ords on the board and get the students to "or# out
ho" many sy$$ab$es the "ord has% and then get them to put the $etters into the correct bo)es
1!- Karao5e
Level 'ifficu$t
8for $arger c$asses
Preparation: choose songs that are easy to understand and some"hat en(oyab$e.
3. 'iide the students up into groups of 98> peop$e.
4. 5ie each group a different song. +ae them figure out a$$ the "ords to the song. &a#e sure that not (ust one person is
doing the "or#% but that it is a group effort.
6. 5ie them the entire c$ass (one hour) to "or# on it. Ee)t c$ass% hae them return to their groups to practice one time.
9. 0ou then hae the group as a "ho$e% stand up and sing a$ong "ith the recording.
8this is fun for the students if they a$$ participate and "or# together.
8choose both popu$ar and si$$y songs to #eep their attention and interest
1$- Getting 2o Know 6ou
8for $arger c$asses
3. 5ie each student an ide) card
9
4. +ae the students pair up and "rite the name of their partner on their card.5ie them fie or si) 1uestions that they must
as# each other such as:
8,here "ere you born?
8,hat is your faorite co$or and "hy?
8,hat did you dream $ast night?
6. &a#e sure that they "rite do"n the ans"ers to these 1uestions on their card. ,hen they are done% hae them each choose a
ne" partner.
9. They "i$$ then te$$ their ne" partner about their o$d partner based on the 1uestions ans"ered. Each person "i$$ record this
information on the other side on the inde) card (the inde) card is on$y to he$p them remember eerything).
>. *nce they hae finished% they each stand up in front of the c$ass and te$$ eeryone "hat they $earned about one of their
c$assmates.
8this he$ps them to dee$op their communication s#i$$s and he$ps them get comfortab$e "ith spea#ing and interacting "ith a$$
the students in the c$ass
1&- E7treme Situations
The point of this actiity is to ma#e difficu$t 1uestions ino$ing choosing a course of action in e)treme situations.@sua$$y
This situations "i$$ ino$e fee$ings% pre(udices% ethics%%etc.
E)amp$es 3:
0ou are on a deserted is$and. There is a motor boat and you are the on$y one "ho #no"s ho" to drie it. It is up to you to
decide "hich peop$e of the fo$$o"ing peop$e you are going to ta#e "ith you in the boat. There is space for on$y you and 6
more peop$e.
+ere they are:
a prostitute
a drug addict
a dying o$d man
a doctor conicted of ma$practice
a chi$d pornographer
a conicted crimina$
(Eote: 0ou shou$d ad(ust the $ist to suit the students in your c$ass. 'e$ete some if you find them offensie. Add
others that you thin# "ou$d generate good discussion.)
E)amp$e 4:
0ou find a "a$$et "ith H>=%=== and the I' of its o"ner. That money is e)act$y the amount of money you need to coer the
e)penses of a de$icate operation for your daughter. 2he needs that operation to surie. ,hat "ou$d you do "ith the money?
And you can create ne" e)treme 1uestions to cha$$enge students to spea#.
1(- S'82 29E :#00E;E<CE
'iide the group in pairs.For this actiity you get t"o apparent$y i1ua$ pictures.0ou can get this pictures in puFF$e boo#s or
internet. 5ie one of the pictures to a student an the counter8picture to his<her partner. &a#e the students sit far from his<her
partner in order to describe the picture "ithout $oo#ing at the counterpicture. The point of the game is to detect the
differences "ithout using body $anguage or $oo#ing at the partner!s counter8picture. The team that finds a$$ the differences
first is the "inner.
This actiity is specia$$y good for those students "ho are re$uctant to spea#.
1)- 2;A00#C L#G92 =UES2#8<S
Level Any Lee$
>
This games "or#s especia$$y "ith adu$t students "ho are re$uctant to spea# about persona$ issues.
Prepare three cards (a green% a ye$$o"% and a red one) "ith si) 1uestions each. The 1uestions on the green card are easy and
not persona$% and the ones on the red card are more difficu$t and persona$. Each student thro"s a dice t"ice. The first time is
to decide upon the co$or of the card (3 or 4 I green cardJ 6 or 9 I ye$$o" cardJ > or ? I red card) and the second time is to
choose the 1uestion.
1,- 2ELL *E "96
The point of this game is to try to ans"er 1uestions. ,e often ta#e for granted many things but if "e consider them carefu$$y
sometimes they are not necessari$y $ogica$.These 1uestions are intended to ma#e students spea#. In most of the cases there are
no -right- or -"rong- ans"ers. +ere are some e)amp$es:
If you!re so ,I2E can you te$$ me ,+0:
2ome birds hae "ings but neer FL0.
not a$$ the mon#eys hae a tai$ 7E+IE'.
Leopards hae spots and TI5E/2 2T/IPE2.
5rooms dess in b$ac# and 7/I'E2 in ,+ITE.
Peop$e "ae their hands "hen they say good 70E.
The oceanKs b$ue and so is the 2K0.
*ur E0E2 shed tears "hen "e ;/0.
,e must ,/ITE $etters from $eft to /I5+T.
/oosters cro" in the mornings at si) or FILE.
Peop$e trho" /I;E to the groom and 7/I'E.
,e strech and ya"n "hen "e fee$ so TI/E'.
As you can see I repeated the <ai<sound to create a specia$ sensation to the ears.These 1uestions can a$so he$p you to teach
pronunciation and intonation if you read them "ith the proper rhythm.
1-- L#S2E<#<G E>E;C#SE ?S8<G 'U%%LE@
I rea$$y $i#e this actiity because it is easy and fun. 2tudents "i$$ say Eng$ish is music to my ears.
For this e)ercise you "i$$ need the $yrics of a song in Eng$ish.0ou "i$$ need seera$ copies% one for each student .;ut the
$ines of the song .The students "i$$ try to put the song in order.0ou "i$$ p$ay the song as many times as necessary.The student
"ho finishes first is the "inner.
1/- 08U;-LE22E;-"8;:S
Level Any Lee$
This game has nothing to do "ith offensie "ords.I p$ay it (ust for fun and the students $i#e it a $ot.0ou "i$$ be amaFed to see
ho" many different "ords can be generated from a sing$e "ord.
3.8The teacher "rites a four8$etter "ord (not a bad "ord but "ord made up four $etters)on the board.
For e)amp$e:
?
The teacher "rites on the board: TI&E
4.82tudents "i$$ ta#e turns generating "ords from the first one.The idea is to change on$y one $etter but generate a miningfu$
"ord.
TEA;+E/.8TI&E
2T@'EET3.8'I&E
6.8Any $etter can be change.*n$y one at a time% but not on the same p$ace consecutie$y.E)amp$e:
TEA;+E/.8 TI&E
2T@'EET3.8 'I&E
2T@'EET4.8 LI&E (,rong you shou$d change any other $etter but not on the same p$ace consecutie$y).
TEA;+E/.8 TI&E
2T@'EET3.8 'I&E
2T@'EET4.8 '*&E
2T@'EET6.8 ;*&E
2T@'EET9.8 ;A&E
2T@'EET>.8 ;AEE
Etc.
Etc.
The teacher has to $imit the time the students ta#e to "rite the "ords (may be 4= seconds). The students score a point for each
meaningfu$ "ord they "rite. If a student ta#es too much time he $oses his turn. Fina$$y the student "ho ma#es more points is
the "inner.
!1- *E*8;6 GA*E ?Long and Short forms@
/@LE2: The same ru$es as the regu$ar memory games(the on$y difference is they are going to match the $ong forms "ith the
sort forms).
Foreign students sometimes do not rea$iFe there are many reductions in Eng$ish. They fee$ frustrated "hen they are not ab$e
to understand spo#en Eng$ish. This is in part to because they are not a"are of short forms. A "ay to he$p them is by sho"ing
same e)pressions in both short and $ong forms. E)amp$es:
"ant to8 "anna
going to8gonna
ought to8outta
because8!cause
a $ot of8 a$otta
see you8seeya
got to8gotta
$et me8$emmi
gie me8gimmi
"hat hae8"atta
etc.
I adise the teacher to read a$oud the cards "hen the students pic# them up in order to encourage them to repeat and $earn
them.
!1- S'ELL#<G ;EA#E"
Level &edium
This actiity "i$$ ma#e students re"ie" spe$$ing in a funny "ay. 0ou can create simi$ar spe$$ings as the fo$$o"ing ones:
I.3.4.;.@ I I "ant to see you
/.@.*.K? I Are you *.#?
IKs T I Iced tea
I.;.M I I see# you
I.*.@. I I o"e you
N
E.O. I Easy
7.O. I 7usy
I.3.T I I "ant tea
I.P I I ate
@.4 I 0ou t"o< you too.
0? I ,hy?
;.@.Q.R I 2ee you at nine
4E.O.9@ I Too easy for you
/.@.'.O? I Are you diFFy?
stand
888888 I I understand
I
!!- ';8<U<C#A2#8< +#<G8S
T+I2 7IE5* I2 F*/ E*@E8LE/7 2T/E22
I came out "ith this idea "hi$e I "as teaching pronunciation in &e)ico. The idea is to ma#e a bingo game contrasting the the
pronunciation of nouns and erbs "ith the same spe$$ing.(@se a stress mar# (K)to sho" the students that nouns are stressed in
the first sy$$ab$e and erbs on the second).E)amp$es:
prSgress8progrTss
prTsent8presTnt
prStest8protTst
cSntract8contrUct
dTsert8desTrt
rTbe$8rebT$
sVspect8suspTct
cSnso$e8consS$e
cSnf$ict8conf$Wct
rTcord8recSrd
cSnict8conWct
Wnsert8insTrt
pTrmit8permWt
etc.
,hen you name the cards $et the students $isten to the "ords but not $oo# at them. This "ay they "i$$ be ab$e to distinguish
the difference.
888888888888888888888888888888888888888888888888888888
&IEI&AL PAI/2 7IE5*
The same can be done to teach minima$ pairs.E)amp$es:
sit8seat
but8bat
bought8boat
sa"8so
base8ase
etc.
P.'.&AKE T+I2 5A&E IETE/E2TIE5 70 5ILIE5 2&ALL P/IOE2 T* T+E ,IEEE/2.
!$- SAAE: +6 29E +ELL
Level &edium
I discoered this game "hi$e "atching T.L. ,ith some modifications the idea of the game is the same:
P
3.8P$ace a buFF or be$$ inside a "aste bas#et(a c$ean one% of course).
4.85et a $ight ba$$ that fits into the bas#et.
6.8The student "i$$ ma#e a shot "ith the ba$$.If the student scores the be$$ "i$$ ring(saed by the be$$) % if the student fai$s a
indiscreet 1uestion "i$$ hae to be ans"ered by him<her.
9.8In adance% prepare as many cards "ith indiscreet 1uestions as possib$e. For e)amp$e:
+ae you eer cheated in a fina$ test? +ae you eer sto$en something? +ae you eer had t"o or more boy<gir$friends at the
same time?+ae you eer gotten a tic#et? If so "hy?+ae you eer had a nic#name? If so% "hich one? etc%etc.
The point of this game is to practise as#ing and ans"ering in a fun "ay. +o"eer% you hae to be ery carefu$ "ith the
1uestions you "rite on the cards.(some 1uestions may be ery offensie if you are not carefu$).
!&- 29E GA*E 80 2;U29
I $earnt this game "hen I "as chatting "ith a braFi$ian gir$.It is a ery simp$e but interactie game. As you #no" peop$e
a$"ays as the same 1uestions in chats oer and oer again.,hat do you do? +o" o$d are you? etc. 2he as#ed me if I "anted
to p$ay T+E 5A&E *F T/@T+. I say yes of course. +ere are the ru$es:( I made some changes for the Eng$ish c$assroom)
3.&a#e a $ot of sma$$ cards "ith interesting topics "ritten on them% such as:
L*LE%XEAL*@20%PI/A;0%&*EE0%2&*KIE5%2EG%'IEKIE5%;L*EEIE5%7/I7IE5%F/IEE'2+IP%'EAT+
PEEALT0%P+02I;AL P@EI2+&EET%FA&IL0%etc%etc.Loo# for topics that ma#e students spea#.2ometimes een
;*ET/*LE/2IAL ones.
4.8Eery student in the c$ass "i$$ ta#e turns in ta#ing a card.+e or she "i$$ ta$# a $itt$e about the topic in the card he or she
se$ected. For e)amp$e:
&*EE0: for me money is ery important % but is not the most important thing.It is on$y a "ay to reach things.2uccess is not
measure by the money you can get%etc%etc.
6.8A$$o" student to e)press their fee$ings een if it is not their turn. /emember the main point of this game is to ma#e
students spea#.+o"eer donKt $ose the contro$ of the c$ass.
P.'.If you se$ect ery interesting topics I garantee eerybody "i$$ try to ans"er the 1uestions een "hen is not their o"n
turn.This actiity is e)ce$$ento -to brea# the ice- and to he$p you #no" each other in the c$assroom.
!(- #nvitation to an Annual :inner
Level Any Lee$
Pre8actiity: The teacher shou$d hae taught students about prepositions.
Actiity:In pairs% students are re1uired to "rite a dia$ogue of about 3483> e)changes based on an initation card gien by the
teacher.
2amp$e initation card:
IELITATI*E T* EGE;2 7@2IEE22 AEE@AL 'IEEE/
'ATE: 49 X@EE 4==3
PLA;E:PAL*&A 7ALL/**&% 'E PAL&A +*TEL
TI&E: N.6= A&
ATTI/E: F*/&AL
A$$o" about ha$f an hour to prepare the te)t and about 6 minutes to present it in c$ass. As# students to be as creatie as
possib$e.
2tudents get to practice prepositions as "e$$ as ,h81uestions. I find that my students en(oying themse$es "hi$e pretending
to inite their friends to the annua$ dinner.
R
!)- *ovie ;eview
Level Any Lee$
This cou$d be carried out in pairs or in groups of 689.
Pre8actiity:The tearcher shou$d hae taught students about ad(ecties and aderbs.
Actiity:
students can choose a faourite moie% cartoon or te$eision series to reie". They shou$d ta$# about the main p$ot% actors and
actresses% proide a synopsis and te$$ "hy they hae chosen that particu$ar moie. *nce they hae discussed and edited their
moie reie"% they "ou$d hae to present in front of the others% and hand oer a copy of the edited te)t to the teacher to be
correceted.They may a$so inc$ude pictures to ma#e their moie reie" more interesting.
!,- Stor4 telling B *emor4 Game
Level Any Lee$
As# the chi$dren Yat $east > to ?Z to sit around in a circ$e
As# one chi$d to say a sentence in a story form e.g -once there "as a boy-.The ne)t chi$d "i$$ hae to repeat that sentence
and add something more to it $i#e -once there "as a boy "hose name "as Xohn-In this "ay the chi$dren #eep bui$ding up a
story as "e$$ as remembering "hat the preious sentences "ere.The chi$d "hich forgets a $ine "i$$ go out of the game.This
game not on$y improes a chi$d!s memory but a$so encourages him<her to be creatie in story te$$ing.
!-- *ini 'la4s
The teacher ma#es up a $itt$e discussion "hich she reads or gies to a coup$e of chi$dren to read. E.g.
&um: 7ye% no". 7e carefu$.
Xohn: 0es% &om. I "i$$.
&um: 'onKt forget to "rite.
Xohn: Eo% &om. IK$$ "rite eery day.
&um: ;a$$ me "hen you get there.
And then the teacher chooses one aspect to the p$ays that "i$$ be improised based on this short discussion. E.g.
-0our p$ays must ne about a situation "here somebody is $eaing a"ay. ,hat happens? ,hat do you say? 0ou hae >
minutes to practise a $itt$e p$ay in groups of 48>.-
In fie minutes the p$ays "i$$ be presented and some ocabu$ary can be mar#ed% if you fee$ $i#e it. The #ids $oe ma#ing
p$ays and they are pretty good in improising incredib$e p$ays een in fe" minutes.
!/- Active +rainstorming
Level Any Lee$
This actiity can be made to fit near$y any $ee$% and "or#s in c$ass siFes of ? to 9=. The aims are to not on$y to generate $ists
of re$eant ocabu$ary around a theme% but to inigorate the c$ass "ith a rather noisy and rambunctious actiity.
To begin "ith% the teacher must se$ect three or four ocabu$ary subcategories "ithin a theme% for e)amp$e "ith a theme of
housing<describing rooms% the subcategories might be things found in a bedroom% a $iing room% and a #itchenJ in a sports
theme% there might be team% indiidua$% and non8competitie sports. 2tudents are then paired up and as#ed to generate ideas
together for each subcategory% preferab$y under a time $imit to #eep things pacey% much as in any brainstorming e)ercise.
Then pairs shou$d be grouped into 4%6%or 9 $arger teams (depending on c$ass siFe% $ogistics% etc.) to share<compare ideas and
$engthen their $ists if possib$e.
Eo" comes the "i$d part. The b$ac#<"hiteboard is diided into sections% one for each subcategory% and one student from each
group is ca$$ed up and handed a piece of cha$# or a mar#er of a co$or assigned to each team. There must be one co$or per
team% eg. the b$ue team% the ye$$o" team% and so forth. The designated "riters for each team are not a$$o"ed to bring any
paper up "ith them. Instead% their team members must shout out ideas "hich can be put under each<any subcategory%
inc$uding the correct spe$$ing of same. ,ith a$$ teams shouting at the same time% a seeming$y out of contro$% but 1uite
en(oyab$e atmosphere perades. The ob(ect is to be the team "ith the most "ords on the board at the end.
3=
It is best to stop eery minute or t"o and change designated "riters so that a$$ can get a chance. A$so% depending on ho"
strict the teacher "ishes to be% groups "hich use L3 might hae their entries ereased. It is a$so a good idea in big c$assrooms
to moe the teams as far a"ay from the board as possib$e% so as to increase the pandemonium. Fina$$y% the teacher shouts
-2top.-% and the scores for each team are tabu$ated.
This actiity "i$$ ta#e bet"een 6= and >= minutes% has been used successfu$$y "ith groups ranging in age from 3? to ?>% and
"ou$d seem to suit younger $earners as "e$$. The on$y materia$s re1uired are a rather $arge board and as many different co$or
mar#ers or pieces of cha$# as there are teams.
$1- A Aariation on +ingo
Level Any Lee$
Instead of ma#ing the cards yourse$f% hae your students ma#e them.
3. 5et a set of reie" 1uesitons from your c$asses te)t boo# or triia type stuff that they shou$d #no". &a#e sure the
1uestions coer a ariety of grammar points that you hae studied.
4. 5ie each student a b$an# bingo grid.
6. 5et the students to fi$$ in the bingo grid "ith the proper ans"ers to the 1uestions.
9. 5o oer the ans"ers (ust to ma#e sure eery one has got it right etc...
>. Eo" start the bingo game% e)cept instead of reading off the ans"ers% read the 1uestions. this gets them thin#ing
$istening and "ritting<reading (three out of the 9 ain!t a$$ bad eh?)
$1- 2he *iming Game
Level Any Lee$
This is a simp$e game "hich re1uires $itt$e preparation. 'iide your students into groups of 4 peop$e(there may be t"o groups
or more). 5ie each group a sentence that inc$udes grammar and< or ocabu$ary a$ready practised% and under$ine the "ords
that shou$d be guessed e)act$y. *ne of the students in the group has to mime the sentence and the other has to guess. *f
course the other groups "i$$ a$so be a$$o"d to guess% "hich "i$$ create competition.
$!- +ingo Adapted
Level Any Lee$
@se basic 7ingo board (6)6 =r >)> "ith the midd$e crossed out)
3. 2imp$e ocabu$ary bingo
From the $ist of "ords the students (2s) are re1uired to $earn they se$ect R (or 49) . Teacher to ca$$ 7ingo 4 or three times unti$
eeryone #no"s their card.
4. Teacher ca$$s the "ords. 2s "ith those "ords hae to shout them out. *n$y the first one to shout gets to coer the s1uare.
6. 5rammar point or sentence structure.
;a$$ the "ords. The first student to shout out their "ord in the the re1uired structure gets to coer the s1uare.
eg. To use the present perfect.
After practising the ocabu$ary 2s hae to say I!e been a nurse or neer been a nurse.
E7 the truth is not important. I "as happy "ith I!e been a i$$age once as $ong as they #ne" "hat "as "rong.
5ets ery competitie and noisy.
'o not do "ith a hangoer un$ess you get the "inning student to be the bingo ca$$er.
$$- 0ind Someone "ho CCC
Level Any Lee$
5et some 1uestions from:
;onersation Muestions for the E2L<EFL ;$assroom
http:<<""".aitech.ac.(p<[ites$(<1uestions<
,rite some of them on the board and as# students to ta$# to each others as fo$$o"s:
33
Find someone "ho...
..has a$ready finished his<her ;hristmas shopping?
etc.
After a gien amount of time% hae the students te$$ the rest of the c$ass "ho they found.
$&- 2he Alphabet game
Level Any Lee$
This game is used to practice a$phabet and chec# their ocabu$ary. 'o as a competition. 'iide 2tudents into groups of fie
( it depends on the number of students you hae) and as# them to stand in $ine. gie to the students of the front a mar#er to
"rite on the "hiteboard.Then dra" "ith your finger an imaginary $etter of the a$phabet on the bac# of the students at the end
of the $ine. They must do the same "ith the student in front of him<her and so on. the students "ith the mar#er are supposed
to run to the board and "rite any "ord that begins "ith that $etter. 2tudents $oe it.
$(- Associations Using the SubDunctive *ood
This game is ery usefu$ to teach the sub(unctie mood.
A$$ your students ta#e part in this game. *ne of the students goes out of the room. A$$ the rest thin# of one student (he or she
shou$d be present). The student "ho "ent out of the room comes in and as#s -If this person "ere a egetab$e (fruit% s"eet%
anima$% car% nature% f$o"er% city etc) "hat egetab$e ( fruit% s"eet% anima$ etc) "ou$d he be?-
*ne of the students ans"ers in a fu$$ sentence: -If he "ere an anima$ he "ou$d be a dog- for instance
After some 1uestions and ans"ers the student "ho is as#ing the 1uestions shou$d guess "ho it is and the game begins again
"ith another student going out of the room.
$)- *a5ing "ords from Letters in a Long "ord
This game is a good actiity for $earning ne" "ords and for reiing some "ord #no"e$edge and for giing a teacher time to
prepare other tas#s for students.
The c$ass is to be diided into 4868 teams. 5ie each team a dictionary and "rite on the board a $ong "ord. 2tudents shou$d
compose different "ords from the $etters of this "ord. After some time% the teams gie their "ords. the team that has the most
correct "ords "ins.
For e)amp$e:
/ E T / I 7 @ T I * E
return tribute iron notion note tone rib tube bruit tent tribe bur button rent burin nob bite burr run route tire tore bent bet
bonnet rub nib net nub bin nut bit rube ruin rob rot unit union unite tier tie tin tint tone toe brute burn brunt butt butter riot tot
tenet tenure terrier retro bone boot born bout totter tote tour bore
Then you can as# them to $earn these "ords.
$,- +E22#<GEAUC2#8<
Level Any Lee$
;LA22 2IOE: 9=
P/EPA/ATI*E
Prepare a "or#sheet "ith 4= or so sentences using grammar points you hae recent$y taught. 4<6 of the sentences shou$d
inc$ude a grammatica$ mista#e. &a#e fa#e money% it is more rea$istic if you use the currency of "hicheer country they are
$iing in.
34
PA/T *EE
'iide the students into teams of > or so. The students then hae 3= minutes to study the "or#sheet and decide and mar#
"hich sentences are correct (=) or incorrect (G).
PA/T T,*
Each team receies a set amount of money.
The instructor(s) reads one sentence (se$ect sentences from the $ist in random order).
The instructor begins to auction off the sentence. The students shou$d try to buy on$y the correct sentences. The students bid
and the instructor se$$s to the highest bidder. (This is rea$$y fun.)
The instructor te$$s "hether or not the sentence is correct.
IF the sentence is correct the team "ins the amount "hich they bought if for. If it is incorrect the team $ooses the amount
"hich they bought it for. AE0 team may "in the $ost money buy stating the incorrect sentence correct$y. (0*@ ,ILL 7E
2+*;KE' T* 2EE ELEE T+E M@IET 2T@'EET2 2;/EA&IE5 F*/ 0*@/ ATTEETI*E).
IF the sentence is ;*//E;T and E* *EE bids on it% ALL TEA&2 must pay a fine.
After a$$ the sentences hae been read the team "ith the most money "ins.
The students seem to rea$$y en(oy this game.
$-- 2he +rag Game
Level &edium
This is a simp$e game I!e made up to practise Present Perfect. 0ou ma#e up about 4=86= sentences in Present Perfect
describing arious actiities one "ou$d share to brag. For e)amp$e: -I!e eaten $unch "ith A$ 5ore-.
-2pie$berg has as#ed me to p$ay in his ne)t moie-. 2tudents dra" a s$ip of paper "ith a statement $i#e that% he<she says it
a$oud to the group and they try to outdo him<her by thin#ing up a statement "hich "ou$d be more impressie. It might $oo#
something $i#e this:
2tudent3: -I!e eaten $unch "ith A$ 5ore-
24: 2o "hat? I!e eaten $unch "ith 7i$$ ;$inton.-
26: 2o "hat? I!e eaten $unch "ith A$ 5ore and 7i$$ ;$inton-
29: 2o "hat? I!e eaten 5ore and ;$inton for $unch-
,hen they can!t come up "ith something% they (ust say ,*, $oo#ing impressed and moe on to the ne)t statement.
23: 2pie$berg has as#ed me to p$ay in his ne" moie.
24: 2o "hat? I!e as#ed 2pie$berg to p$ay in &0 ne" moie.
26: ,*,
They seemed to hae fun "ith this game.
$/- Adding to the Stor4 89's in the classroom
Level Any Lee$
Adding to the 2tory: *+Ps in the c$assroom
7y: ;hristine ;anning8,i$son%
Emai$: christine.canningQhct.ac.ae
Aim: To gie students further practice in e)panding paragraphs.
&ateria$s Eeeded: *+P transparencies<pens< *+P machine
2tage *ne: Photocopy a bac#ground scene on to a transparency. Ee)t% put it up on the "a$$ ne)t to the "hite board. As#
students to "rite do"n ideas about the p$ace.
As# the students to predict "hat is going to happen today in the to"n% mountainside%etc....
(7efore the c$ass% photocopy onto an *+P different peop$e or anima$s that can be cut out and dropped into the scenary or the
bac#ground)
Ee)t% say -perhaps- to their suggestions and then begin to add a transparency character to the scene. E$icit from the students
information and 1uestions about the person. Keep adding characters and $etting students discuss possibi$ities and changes for
the story.
36
After that% in groups as# students to "rite a story about the scene. As# them to describe the enironment and atmosphere in
the first paragraph and to start to te$$ the story thereafter.
,hen the students comp$ete their stories% pass the papers aroung for other groups to read and peer edit before as#ing the
origina$ group to te$$ their story about the i$$ustration.
&1- Group :ialogue
Level Any Lee$
Fo$$o"ing a simp$e "arm8up "here each person must say a "ord associated "ith the "ord mentioned by the person before
him or her% I hae them repeat the same procedure but "ith comp$ete sentences% as if it "ere a discussion bet"een t"o
peop$e. For e)amp$e: student 3% -+i ho" are you Xoe?-J student 4% -*h pretty good 2ue. +o" about you?-J student 6% - ,e$$%
not so good.-J student 9% - ,hy not?-% etc. The dia$ogue must procede in such a "ay that the $ast person conc$udes the
discussion and they bid each other goodbye. 0ou neer #no" "here the conersation "i$$ $ead and it!s e)ce$$ent for $istening%
een "ithout a point system.
&1- 'resent Continuous Aideos
Level Any Lee$
I!e used this actiity in (ust about eery c$ass I!e eer had% it!s suitab$e for any age group and any $ee$ but the best thing
about it is that it re1uires a$most no preparation.
0ou!$$ need a ideo. I usua$$y use &r 7ean but anything "i$$ do as $ong as it isn!t dia$ogue heay and has a $ot of action.
The students "i$$ need a piece of paper and a pen. Arrange students in t"o ro"s and seat them bac# to bac# so that the ideo
can be seen by one ro" ("atchers) but not by the other ("riters).
E)p$ain to the "atchers that they are to describe the action ta#ing p$ace on the screen using the present continuous% they can
a$so describe c$othing% peop$e% anything rea$$y but try to #eep the focus on the action.
The "riters hae to $isten carefu$$y to the "atcher sitting behind them and "rite do"n as much information as they can.
Keep this going for about fie or ten minutes (or as $ong as a &r 7ean s#etch) then get them to s"ap chairs and p$ay a
different s#etch<segment for the ne" ro" of "atchers.
Put the students into t"o groups according to ro". They must no" poo$ their notes and create their o"n ersion of eents.
5ood past continuous practice.
I usua$$y get them to share their stories "ith the other group and then at the end $et them "atch both segments again and
compare their ersion "ith "hat actua$$y happened.
Lots of $istening% spea#ing% "riting and $ots of fun.
&!- 2went4 =uestions
Level Any Lee$
@sing 6G> fi$e cards I cut and pasted a number of artic$es from a cata$ogue. I "rite on the board 1uestions such as
,ou$d I find this in the house? (If not assume it is outside)
'oes it "eigh more than 3= pounds?
'oes it hae "hee$s?
'oes it hae a motor?
'oes it ma#e noise?
'o you hae one ?
,ou$d you $i#e one?
;an you eat it?
;an you "ear it?
Is it used in the summer? (if not therefore it is used in "inter)
2tudents "or# in pairs and may ans"er on$y 0E2 or E* and #eep trac# of the number of 1uestions. 0ou can use many more
1uestions perhaps using "ords that are ne" or different.
&$- Essa4 'lanning *ade Eas4
39
Level Any Lee$
&y students find it hard to brainstorm ideas%p$an "hat to "rite and present ba$anced opinions. This actiity seems to he$p
because it "or#s from a fun spea#ing base.
@se big pieces of paper. ,rite a different "ord "ithin a group on four pieces of paper and stic# in different corners of the
room(eg. anima$s: horse% e$ephant% dog% mon#ey) Te$$ the sts to go and stand ne)t to the (anima$) you $i#e best<fear most<"ant
to be- etc. 2tudents go to corners and (ustify their choice to other students.
This can be done in arious "ays to suit the situationJ I sometimes end up "ith teams haing to offer and counteract
arguments pub$ic$y across the room. The topics can become more abstract% depending on the $ee$ of the students.
Fina$$y% bring the actiity together by choosing the basis of an essay topic%eg -The /ainforests-. E$icit sing$e "ords for the
big pieces of paper% eg !fue$<bui$ding materia$s< o)ygen<medicines (the brainstorm) and stic# them on the board. Then inite
students to sort them into t"o oerarching groupsJ eg reasons for forest conseration or reasons for using the "ood (the p$an)
/epeat the erba$ argument !game! in teams but #eep notes of the submissions on the board or on paper(the body of the essay)
Fina$$y "rite a sentence on the board eg:
-A$though it is important to \\\ because \\\(gie one reason) I be$iee it is more important to \\\ because (gie t"o main
reasons.-
2tudents then go to one of the t"o main groups they broad$y agree "ith and produce their fina$ pronouncement(the
conc$usion).
/eie" the process oert$y. 5et the students to "rite in groups ne)t time% then go it a$one "ith the same methods.
&&- 2he Grandfather
Level Any Lee$
*b(ectie : to practice the numbers.
Procedure :
2tudents are sit in circ$e. Then% they are gien a number. *ne of them or the teacher can be the 5randfather. The game goes
$i#e this.
A : ,hen the grandpa died% he $eft t"enty cups of "ine.
( the person "ho has number 4= ans"ers :)
7 : "hy 4= ?
A : 2o% ho" many ?
7 : "hat about 4 ?
( the person "ith number 4 says : )
; : "hy 4 ?
7 : 2o% ho" many ?
; : "hat about 6 ?
(and so on..)
The "inner is the person "ho does not hesitate and ma#e a mista#e. Adanced students must p$ay the game in Eng$ish. 7ut if
you hae beginners% the game can be p$ayed in the students] mother tongue J ho"eer% numbers must be said in Eng$ish.
2tudents need to be attentie% other"ise they are as#ed to $eae the game.
&(- *#*ES
Level Easy to &edium
T+I2 5A&E I2 LE/0 @2EF@L T* P/A;TI;E P/E2EET P/*5/E22ILE 2T/@;T@/E2. y*@ +ALE T* 5ILE T*
EA;+ 2T@'EET A 2&ALL ;A/' ,IT+ AE A;TI*E (i.e. 0*@ A/E 'AE;IE5). T+E 2T@'EET +A2 T* &I&E
T+E A;TI*E IE F/*ET *F T+E ;LA22 AE' EA;+ 2T@'EET IE T@/E ,ILL T/0 T* 5@E22 ,+AT +E!2
'*IE5 P*2IE5 A M@E2TI*E LIKE: -A/E 0*@ 'AE;IE5?-. T+E 2T@'EET ,+* &I&E2 +A2 T* AE2,E/
-0E2 I A&- */ -E* I!& E*T-. T+I2 ,A0 P@PIL2 P/A;TI;E AE' +ALE F@E.
5ood $uc#...
&)- <A*E 29E 'LACE
Level Any Lee$
3>
First prepare a $ist of p$aces about 4= on seperate pieces of paper and then diide the students into groups of 98?. *ne
member of the group chooses a piece of paper and bet"een the group they prepare a dia$ogue or mini8theatre based on their
p$ace. ,hen a$$ the groups hae prepared their "or# they ta#e it in turns to read or p$ay them out and the other students hae
to guess the name of the p$ace it is ta#ing p$ace. A time $imit can be based on the $ee$ of the students. I find this "or#s ery
"e$$ "ith student "ho do not hae enough confidence to (ust spea# "ithout preperation% but after the e)ercise they gain a $ot
of confidence by trying to spea# by not $oo#ing.
2ubmitted by 5ina Tuncer( practica$ teacher in Tur#ey)
A ariation on the -EA&E T+E PLA;E- actiity aboe is to do the same but put times of the day on the s$ips of paper.
2tudents hae to "rite a dia$ogue s#etch to get students to guess the time of day.
&,- S28'
2TEP 3:
*n the top of a page each student "rites the fo$$o"ing: category names:
EA&E% PLA;E% A;TI*E% AEI&AL% *7XE;T% F/@IT<LE550 and T*TAL.
2TEP 4:
2omeone starts saying the a$phabet% A% 7% ;...etc. then someone e$se interrupts the a$phabet8te$$er shouting :
2T*P...
2TEP 6:
Let us suppose the a$phabet8te$$er "as interrupted on $etter -K-. A$$ the participants in the game "ou$d try to find
"ords that start "ith -K- to fi$$ out the category chart. For e)amp$e one may "rite: Kansas for -PLA;E-% #oa$a for
-AEI&AL-% #ey for -*7XE;T-% #i"ii for -F/@IT- and so on.
2TEP 9:
The participant that finishes fi$$ing a$$ categories first shouts 2T*P.. And a$$ the others shou$d stop "riting.
2TEP >:
The participants compare their "ords. The "ords repeated by t"o p$ayers are "orth >= points. the "ords repeated
by three or more are "orth 4>. The "ords that are not repeated by anyone are "orth 3== points. The empty
categories are -=-. Each p$ayer adds up a$$ the points he got for the $etter in turn and put the resu$t in the -T*TAL-
At the end of the game a$$ the subtota$s are added and the one "ho gets the highest score is the "inner.
&-- Aerb ;eview Game
Level Any Lee$
This game can be p$ayed in teams or indiidua$$y% depending on the siFe end #no"$edge of the students.
2tep 3:
The teacher gies the students > minutes to reie" a $ist of both regu$ar and irregu$ar erbs.
2tep 4:
Then the teacher "rites something $i#e this on the board: -things "e do "ith our feet-
2tep 6:
The students then hae e)act$y one minute to "rite a$$ the erbs re$ated to this topic% such as: "a$#% #ic#% dance%
run% (ump% etc.
2tep 9:
After the time is up% the teacher chec#s the students! $ists of erbs. Each erb counts for one point. Any erbs
appearing in more than one $ist are e$iminated.
Then the teacher "rites another topic on the board% -things "e do "ith our mouth-% for instance.
The student or team "ith the most points is the "inner.
E*TE:This game can be used to reie" ot on$y erbs but a$so ad(eties% nouns etc.
&/- Create 6our 8wn Similes
3. Present a fe" simi$es and the samp$e sentences to the c$ass. ,rite the sentences "ith under$ine.
E). 8 The baby!s s#in "as as "hite as sno".
8 Finishing up the pro(ect by himse$f% the boy "as as
8 proud as a peacoc#.
4. Prepare f$ashcards "ith one ad(ectie on each. 2tudents pic# out one card in turn and create simi$es by using the
ad(ectie on the card. EmphasiFe that uni1ue ideas are "e$come. Instructor shou$dn!t be (udgmenta$% and accept any
simi$es as $ong as they are $ogica$.
E). 8 as big as &t. Fu(i < as soft as a cotton candy
2tudents compare their ideas and discuss "hich ones are interesting or funny.
3?
6. If time a$$o"s p$ay a song "hich inc$udes a simi$e% for e)amp$e the (aFF song -As deep as the ocean- and discuss
the usage and effectieness of the simi$e.
This actiity fosters students! creatiity and encourage their actie participation in the $esson.

(1- 0inding the best person for the Dob
Level Any Lee$
The idea of this actiity is to reie" or $earn persona$ity ad(ecties.
Te$$ the students that they are the o"ners of a cafe and they hae to choose a ne" "aiter<"aitress from a $ist of four
app$icants for the (ob.
The teacher!s preparation ino$es thin#ing of four persona$ity ad(ecties for each app$icant.5ie the app$icants a name and a
co$our. *ne app$icant shou$d be idea$ for the (ob% t"o neutra$ and the other tota$$y use$ess. After this the teacher "rites each
ad(ectie on a separate card using a different co$our pen for each app$icant. Four app$icants%four co$ours%si)teen ad(ecties
a$together.
The ne)t step is to arrie at "or# ear$y before the students and hide the cards in si)teen different p$aces around the c$assroom.
,hen the c$ass starts% you e)p$ain the actiity by te$$ing the students their aim is to decide "hich app$icant is best for the
(ob.There are four app$icants% each "ith their o"n co$our and a tota$ of si)teen "ords. The pair that finds a$$ the "ords and
chooses the best app$icant first are the "inners. 7ut first they hae to find the cards.
Pair the students off. 2tudent A stays put "hi$e student 7 searches for the hidden "ords. ,hen a "ord is found 7 must read
it% ("ithout a$erting the other searchers )return to A and 1uiet$y say the "ord.A "rites the "ord% #eeping "ords of the same
co$our together. If 7 forgets the "ord or the correct spe$$ing%he <she has to return to the "ord. A and 7 shou$d s"ap ro$es
after a number of "ords hae been found.
At the end of the actiity stic# a$$ the "ords on the board% in their co$our groups%under the correct name. A$$ the students can
then discuss "hy the app$icants are<are not suitab$e for the (ob.
The (ob cou$d be changed depending on "hat sort of ad(ecties you "ou$d $i#e to focus on as cou$d the number and dificu$ty
of the ad(ecties.
(1- Aillage 0air
Aim: To practise interrogaties J suggestions Jacceptance J refusa$ etc.
Each student decides "hat "ares he is carrying to mar#et to se$$. A$so "hat he "ants to buy to ta#e home.
&e$ee! : 2tudents moe around c$assroom trying to se$$ their "ares J hagg$ing oer prices % 1uantities etc.
They use $anguage such as +o" about...? J ;ou$d you ma#e that...? J That!s a dea$ J Eo dea$ etc.
End of 3= minutes a$$ students report to rest of c$ass "hat sa$es they made % "hat they cou$dn!t se$$ and "hat they bought.
'epending on the proficiency of the c$ass % $anguage he$p may be proided at the beginning.

(!- "riting on Shirts
3. The pupi$s say s$ogans<b$essings<funny proerbs% etc.
4. The teacher "rites them on the b$ac#board.
6. The pupi$s then "rite their faorite s$ogans "ith specia$ mar#ers on T8shirts.
($- Advice
Aims: To practise giing adice and suggestions. To trigger creatie
contributions. To generate interaction from a simp$e ra" materia$.
3 5et a student to say the first sentence be$o" to his neighbour. The
$atter ma#es a suggestion% and goes on to utter the ne)t of my sentences%
and so on.
4 If the students are a bit co$d% do the fo$$o"ingJ get them a$$ to "rite
do"n a piece of adice for the first sentence on a page8gie them time.
Then% you can go around the c$ass en(oying the "ide ariety of
contributions "hich are sure to ensue.
3N
(I actua$$y did the uttering of the sentences% and a$$o"ed the students to
propose the adice).
Eote: For some sentences you may get rea$$y boring ans"ers% deoid of any
thought8get them to modify it% change it a bit% spice it up% use
creatiity.
I +ALE A +EA'A;+E.
I +ATE ,*/KIE5.
I FEEL 2A'.
I ,AET T* P/*TE;T T+E EELI/*E&EET.
I L*LE PE*PLE.
I A& AL,A02 LATE.
I KEEP L*2IE5 &0 ;/E'IT ;A/'.
&0 F/IEE'2 '*E!T ,AET T* 2EE &E.
I +ALE A /E' E*2E.
I A& AL,A02 ;/A2+IE5 &0 ;A/.
I ,*@L' L*LE T* &EET 2*&E PE*PLE.
IT ,*@L' 7E 5/EAT T* 7E /I;+.
&0 2T*&A;+ I2 +@5E
I A& LE/0 IETELLE;T@AL.
&*T+E/ 2A02 I A& ATT/A;TILE.
0*@ 2+*@L' ^ IEFIEITILE
0*@ *@5+T T* ^ IEFIEITILE (F*/&AL)
IT ,*@L' 7E A 5**' I'EA IF 0*@ ^ PA2T 2I&PLE
IF I ,E/E 0*@% I ,*@L' ...
0*@ +A' 7ETTE/ ... ^ IEFIEITILE
0*@ ,ILL +ALE T* ^ IEFIEITILE
IT I2 TI&E 0*@ ^ PA2T 2I&PLE
,+0 '*E!T 0*@ ... ^ IEFIEITILE
0*@ ;*@L' AL,A02 ... ^ IEFIEITILE
+ALE 0*@ T+*@5+T A7*@T ... ^ IE5
I&PE/ATILE2 ('on!t ... 'o ...)
(&- Animals for a :a4
Actiity A
2ho" the students a photocopied $ist of many different anima$s (mamma$s%
amphibians ...)% and as# them to choose% indiidua$$y and "ithout spea#ing%
an anima$ they "ou$d $i#e to be for a day. 5ie them a minute. Then
(something they "on!t be e)pecting)% get them to "rite a fe" sentences%
once again "or#ing a$one% about their day% or their thoughts8as the anima$
they hae chosen. 5ie them a fe" minutes.
3P
Eeed$ess to say% you "i$$ be surprised by the imagination of your students%
many of "hom% I be$iee% $oe to indu$ge in moments of escapism8something
us teachers #no" a$$ about.
For e)amp$e% I had a group of fie fema$e students% three of "hom chose to
be do$phins% one an eag$e% and the $ast a bear.
,hat I got from one gir$:
-I am a bear and I $ie "ith my friends in a mountain. I am happy% but "hen
I see a hunter I attac# him% but "hen I see a tourist I shout at him-.
A second:
-I am a do$phin% but I am sad because they hae put me into a poo$% "here I
cannot moe $i#e before ...-.
Actiity 7
Eo"% "hat you can do is get the students to read<te$$ their story% adding
in e)tra bits as they go a$ong.
Actiity ;
Eo"% you can as# them "hy they chose this anima$% and then go on to pic# up
on "hat they said% e)panding it into a session of e)changes bet"een the
students% ino$ing yourse$f if you fee$ $i#e it.
Actiity '
5et a b$an# page and dra" a circ$e in the centre. Then% p$ace the "ords
-anima$ in captiity- inside the circ$e. 5ie each student a copy of the
page and te$$ them to do an IE'ILI'@AL brainstorming e)ercise on the "ords
in the circ$e. That is% get them to dra" $ines from the circ$e% each $ine
$eading up to a "ord or image suggested by the anima$!s situation. 5ie
them a$$ a fe" minutes to do this.
This% "e can ca$$ a "ord8map% or een a mind8map.
Ee)t% get each student to read out the ideas that came spontaneous$y into
their heads as they thought. 0ou can a$$ mare$ at the number of
differences8or simi$arities that arise% and go on to discuss the matter of
captie anima$s.
'on!t forget to 1uestion students on "hy they put in such and such a thing.
,atch out for strange concepts.
Put a$$ the pages together so that the students can someho" see the "or#
carried out by the rest.
Perhaps no"% as a group% they cou$d a$$ focus on the main aspects of
anima$s in captiity.
0ou cou$d then moe on to debate issues $i#e endangered species% "ha$e
hunting ...
Actiity E
(7) TI5E/2 KILL T*@/I2T2 (7)
3R
5et the students to debate% or ro$e p$ay% the fo$$o"ing incident: T"o
5erman pensioners a$ighted from their car in a 2panish nature par# in order
to get a better picture (christ.) of the tigers% "ho "ere re$a)ing in the
shade of a tree at the time. They "ere% b$unt$y% torn apart. There "ere
signs up in many $anguages "arning peop$e to stay in their cars ...
2hou$d the anima$s be put do"n?
2hou$d they be in nature reseres in the first p$ace?
Etc
Actiity F
+ere% you cou$d mention the pros and cons of haing a domestic anima$8a
pet8at home.
((- AnimalsF 8ur 0riends
In February of 3RRP% a 2omerset (@K) man "as trapped under a fa$$en an he
had been repairing. As he cried for he$p and dar#ness fe$$ it seemed he
"ou$d be $eft there a$$ nightJ his $eg had been caught beneath the "hee$s.
The area "as rather iso$ated and nobody heard his cries8e)cept a parrot
perched on a caraan in a nearby camp site. The bird mimic#ed the man!s
cries% "hich is apparent$y norma$ behaiour for this type of anima$% and
a$erted t"o men "or#ing in the area. These reersed the an off the in(ured
man% "ho% in the end% on$y had s$ight in(uries.
Actiity A
+ae you eer been in a simi$ar situation? +as an anima$ eer he$ped you in
some "ay?
Actiity 7
'o you thin# anima$s are necessary for humans? ,hy?
E)amp$es:
;ompany
Protection
;osmetic testing
...........
...........
Actiity ;
List the most he$pfu$ anima$s% and "hy.
E)amp$es:
3 The e$ephant can transport us and pu$$ trees
4 'ogs #eep us company
6 2piders eat f$ies
9 ;o"s gie us meat and $eather
> .....................
? ..........................
Actiity '
Eegatie points associated "ith anima$s
4=
3 They bite humans
4 They ans"er the ca$$ of nature any"here
6 They bar# and "a#e us up at night
9 .............
> .................
Actiity E
2hou$d "e use anima$s to test drugs and cosmetic products on? If your
ans"er is -no-% "hat "ay do you suggest instead? +umans? /obots?
Actiity F
,hen you are at home% studying or "atching TL% and you see a f$y or a
spider% "hat is your first reaction? 'o you norma$$y #i$$ it? ,hy?
()- *4ster4 8bDect
Level Any Lee$
I am teaching my Lee$ 3 "riting students ho" to describe things by means of process (First second then)% e)tended
definition (for instance<compare8contrast)% and directions (E.2.E.,.<right% $eft% etc). ,e hae done these things one at a time
but my students are continua$$y ma#ing $earning $eaps beyond the simp$e assignments and I "ant to re"ard them for their
abi$ities "hi$e ma#ing sure they hae the basics do"n. A$so% "e "i$$ soon be studying the correct form for persona$ $etters
and I thin# they are ready to moe on. ,e did these t"o fun assignments:
Imagine a terrib$e disaster has befa$$en our c$ass here at the @niersity (&onsoon% earth1ua#e% rainstorm% sno"storm% tornado%
f$ood% etc.) ,rite me a $etter in "hich you describe this eent and te$$ me e)act$y ho" you responded (I ran out the door and
turned $eft. I ran straight ahead to the end of the ha$$ and $oo#ed right and $eft. etc.).
,e had such fun "ith this assignment. Eeryone got into the drama. E)citing assignments $i#e this rea$$y test the basic
understanding of sentence construction as "e$$ as sho" them ho" a$$ these forms "or# together in a paragraph. It "as c$ear
"hen they began to put a$$ of the arious forms together that some of them had not comp$ete$y understood directions "hen
they "ere not direct$y connected "ith the boo# e)amp$e of street directions (Eorth% 2outh% and /ight% Left). After this
adenture in creatie "riting% ho"eer% they a$$ fe$t that eery sort of description "as easy. 2o% "e "ent on to another
adenture that "as een more fun.
Assignment 4: ,rite me a $etter in "hich you te$$ me a "i$d story or an outrageous $ie about yourse$f. (Eeryone $oo#s up
outrageous in their dictionary). I proided them "ith stamped ene$opes and these $etters "ere actua$$y mai$ed to me 88 so I
had the additiona$ fun of getting persona$ $etters in the mai$. These $etters "ere the best "riting they had done so far and
"ere% in addition% hysterica$$y funny (one of my Tur#ish students "arned me that he "as a space a$ien and that the
information he "as about to te$$ me "as -specific and secret.-). The fo$$o"ing "ee#% I he$ped each student "ith grammer
mista#es and then read the corrected $etters a$oud in c$ass. Eeryone en(oyed this (particu$ar$y the pub$ic praise and
appreciatie app$ause) and they a$so sa" that there "ere many "ays to te$$ a story and sti$$ use correct Eng$ish "riting sty$e.
T"o of my students had difficu$ty "ith sentence construction "hen they $et their imaginations run in this "ay so they "ere
proided "ith a topic sentence<supporting sentence reie" too$ and they then "rote me a third $etter "hi$e constant$y
referring to their topic<supporting sentence diagram. The improement in their "riting "as astonishing.
I a$"ays encourage imaginations running "i$dJ the greatest portion of my student!s training tends to be incredib$y focused and
detai$8oriented and an occasiona$ stretch is important. A$so% my father% "ho "as an orchestra conductor% to$d me that "hen
you are about to begin a ne" piece "ith the orchestra you do not start by practicing each section and then% "hen the sections
are perfect% putting them together. 0ou start by p$aying the entire piece through. 0ou te$$ eeryone not to be concerned about
their mista#es% but (ust to try and #eep up. Eatura$$y this first -stagger through- sounds terrib$e. 7ut the psycho$ogica$ resu$t
is that "hen you are done eery musician says to himse$f% -I can do this.- *bious$y% they do not "ant to $oo# bad in the
group% so they "i$$ se$f8discip$ine themse$es to improe.
(,- ;ole 'la4 2he E7clusive 'icture
Level &edium to Adanced
Time: *ne hour% inc$uding fo$$o"8up debate.
Language: As many speech acts as are possib$e. -'iergent-approach (see The Internet TE2L Xourna$- for a good
artic$e by Patricia K. Tomp#ins).
*rganiFation: 2ma$$ group (in my case% N).
43
,arm8up<Preparation: Each student compi$es a fictitious character profi$e(or mere$y thin#s up a fe" ideas on "hat
he mightsay in the conte)t).
Procedure: Teacher as#s for o$unteers% or appoints them ifthe students are sta$$ing too much.
+ac5ground
The editor of a ne"spaper% "hose sa$es are not going "e$$ at the moment% has (ust receied a ery graphic photo of a
horrendous accident ino$ing a schoo$8bus and "hich occurred on a nearby motor"ay due to heay fog. In the photo% you
can see the in(ured and dead stre"n around the crash scene. The rest is easy to imagine. The prob$em is "hether to pub$ish it
or not. The image cou$d shoc#% a$$ the more so if it is on the front page. 2hou$d not the ictims be $eft in peace% and not
appear on the coer of a ne"spaper. Then again% perhaps by pub$ishing this photo% the editor see#s to educate "ou$d8be
care$ess driers% or "ou$d8be drin#8driers. *f course% "hy shou$d these ictims be used as free adertising? A$so% it is ne"s%
and nobody can fau$t a (ourna$ist for airing a story and photo. &oreoer% the photo "i$$ attract% perhaps% ne" customersJ
peop$e hae a morbid interest in the misfortunes of others% it is said.
;ole pla4ers
The editor% 1uite young.
The photographer "ho too# the shot% sing$e.
The accountant% married "ith t"o chi$dren.
A (ourna$ist8re$atie of one of the ictims8in faour ofpub$ication%
married ("ith or "ithout chi$dren).
A second (ourna$ist% sing$e% "ho is against pub$ication.
&ore (ourna$ists from arious sections of the paper.
(The ages and marita$ status may be a$tered as you see fit).
0acts on newspaper
Emp$oys fifty "or#ers% most "ith chi$dren.
Is on the erge of c$osure.
2erious ne"spaper.
0ollow-up
Teacher co$$ects main arguments raised and "rites them do"n in order to fu$$y tease out "hat "as said% the a$idity<$ogic of
same.
A more open - casua$- group debate can ensue in the "a#e of the ro$e p$ay.
Aariation
Instead of a photo% it cou$d be a nasty story about a $oca$ hero<persona$ity.
8ff-shoot Activit4
The ro$e of ne"spapers in society.
,hat se$$s ne"spaper.
,hy do "e buy ne"spapers.
,i$$ they disappear in the future?
(-- !1 2rue or 0alse #tems
Print this out and gie it to your students.
3. I neer go to bed after 3 am
4. I study Eng$ish more than 4 hours a "ee#
6. I had a great time at secondary schoo$8I $oed it
9. &y ambition in $ife is to get a permanent (ob
44
>. &y parents started giing me poc#et money "hen I "as fie
?. I don!t mind "et days% there are sti$$ p$enty of things to do
N. I rea$$y be$iee that motorbi#es are dangerous
P. Parents spoi$ their chi$dren no"adays
R. The beach is for re$a)ing and doing nothing
3=. I am an adenturous person
33. I neer run for a bus8I can catch the fo$$o"ing one
34. In the end% most peop$e are ery nice
36. I abso$ute$y hate &ondays
39. I hae neer sto$en anything8neer
3>. Peop$e "ho smo#e are craFy
3?. Ta$$ men<"omen are more interesting than sma$$ ones
3N. Peop$e "ho "atch more than 4 hours of TL a day are "asting time
3P. 2pending 9%=== pesetas on a permanent is immora$
3R. Keeping anima$s at home is crue$
4=. I am inte$$igent
(/- "ord Grab with Songs
Level Any Lee$
This is a "onderfu$ actiity if you thin# your c$ass needs "a#ing up a $itt$e.
;hoose a song that the students hae or hae not heard before. ;hoose 3=83> pieces of ocabu$ary from the song and "rite
them on separate pieces of paper. ,ith $o"er $ee$ groups you may "ant to pronounce the "ords "ith the students first. 2tic#
each "ord to the board "ith putty (b$ue tac#). Put the students into 4 teams each one in a $ine before the board. P$ay the song.
,hen the 4 students at the front of their $ine hear a "ord in the song that is on the board they must race each other to grab
that "ord from the board (this can get 1uite io$ent.). They then go to the bac# of the $ine and it!s up to the ne)t pair. The
team "ith the most "ords "ins.
I don!t usua$$y stop the tape so don!t choose "ords that come one after the other. If you "ant to ma#e it more difficu$t you can
put red herrings up. 0ou can usua$$y p$ay the song a coup$e of times unti$ they get a$$ the "ords.
)1- #s 6our Conversation St4le 0eminine or *asculine3
Level &edium
The fo$$o"ing actiity is $oose$y based on ;onersation Ana$ysis readings% so nothing is hard and fast doctrine. It see#s to be
thought8proo#ing and there may be a grain of truth in some of the statements be$o". /emember a$so that men and "omen
e)press themse$es different$y according to the ma#e8up of the conersation group. That is% the group may be mi)ed gender%
a$$ ma$e or a$$ fema$e% hence the type of e)changes "i$$ be different8the atmosphere too. Furthermore% the group may be
friends% "or#8mates% academics% a meeting ....
If nothing e$se% it shou$d generate chat.
Put yes (0) or no (E) for the sentences be$o".
5enera$$y spea#ing% "hen I conerse "ith peop$e I #no":
I am a b$unt person
I criticise peop$e
I am a $itt$e sarcastic
I as# a $ot of 1uestions in a conersation% to find out about peop$e% their thoughts% etc
I rare$y admit I am "rong about something "hen I am in a conersation
I ma#e eye8contact and use body $anguage in conersations
I genera$ise
I get persona$ "ith peop$e in conersationsJ I may een gossip about a mutua$ friend
I comp$iment peop$e spontaneous$y
I use four8$etter "ords% coarse $anguage
I $i#e to ta$# about myse$f
I am a good $istener
I prefer to ta$# about non8persona$ topics% such as unemp$oyment% the economy% current affairs ...
I usua$$y ta$# about persona$ prob$ems% peop$e% their "ay of being% hopes% desires% my fami$y ...
46
I get persona$ "hen I "rite a $etter to someone% but not face to face in a conersation
I he$p to #eep a conersation f$o"ing% I am not proocatie% controersia$% confrontationa$ ...
I $i#e to get my say% get in a fe" comments% no matter "hat the topic
I don!t assert something% but I might preface a comment "ith -I thin#% I suppose% perhaps-
I ta$# a $ot
If I as# a 1uestion% it is genera$$y a yes8no ans"er I am $oo#ing for
I don!t mind ta$#ing about a situation "here I "as embarrassed%humi$iated and so on
__ /esu$ts __ (A persona$ ie")
&en% it is said% are more assertie% sarcastic% $ong8"inded% non8persona$ and so on% "hi$e "omen are co$$aboratie% persona$
and happy to ta#e a bac# seat in many chats8it is said. 2o% "or#ing on the preious assertions8and more8you can score the test
the fo$$o"ing "ay:
9% ?% P% R% 34% 39% 3?% 3P and 43 "ou$d be more feminine traits8genera$$y spea#ing The rest% ma$e.
*nce again% the actiity shou$d not gie rise to aggressie e)changes.

)1- A Conversation #dea - ;ate the Apparatus
Level &edium
Actiity A
The many househo$d apparatus<machines<gadgets "e use at home ma#e $ife a
$itt$e bit easierJ the micro8"ae oen heats things up 1uic#$yJ the fridge #eeps
perishab$e goods freshJ the "ashing8machine c$eans our c$othes and saes us
time. 2o% "hen put to the test% "hich of these machines<apparatus cou$d "e
do "ithout8IF ,E +A' T*. In other "ords% "hich of these machines is the
most important% genera$$y spea#ing. 5et your students to ma#e a $ist of ten
common ones% and then get them to $ist them in order of perceied necessity
(for "ant of a better "ord). +ere is a $ist I g$eaned from my pupi$s% don!t
sho" it to the pupi$s at first.
/efrigerator
,ashing machine
2ho"er
Toi$et
Tea<;offee ma#er
TL
/adio
Te$ephone
Light bu$b
;oo#er
*f course% these items must be rated according to perceied necessity% and
the rating must be (ustified. /easons for a choice must be gien. 2tudents
"i$$ debate the -top- necessity and so on% do"n to the $east important
item.
Actiity 7
Are these things necessary?
The actiity A cou$d branch out into further items "e use to ma#e $ife
easier and% presumab$y% ma#e $ife better. For e)amp$e:
Perfume
+air driers
&irrors
,a$#man
49
;igarette $ighters
2pecia$ "ine g$asses
&obi$e te$ephones
;urtains
E)pensie furniture
2"eets and saouries
Etc ...
The idea is not to embar# on an ethica$ crusade% but simp$e to get peop$e
thin#ing and spea#ing in Eng$ish. A$$ of this is% crucia$$y% bac#ed up by
rea$istic reasons for the comments made. 2ome of the items aboe are by no
means origina$% but they are eeryday things "hich are part and parce$ of
our $ies.
;an you thin# of more norma$% common8or8garden items "hich cou$d be
dispensed "ith?
)!- A Conversation #dea - 9ow :o 6ou Kill 2ime3
Level &edium
+ere is a simp$e idea to generate chat among your students. ,e a$$ #no"
that there are moments during the day "hen "e hae nothing to do% no p$ans.
For e)amp$e% "hen you are "aiting for a teacher% a friend and so on. +o" do
"e occupy these periods of time% either menta$$y or physica$$y? For
e)amp$e:
Actiity A
,hat do you do during the TL adertisements?
&a#e a $ist of "hat the students say
(&y students got these)
Ta$# to my sister
I read something% anything
I get up and do something
I go to the bathroom (.)
I change channe$s
I $oo# for something to eat or read
I ca$$ a friend
I "ater the p$ants
I put on some food for the ne)t day
I phone PiFFa +ut
I put the chi$dren to bed
I brush my teeth
I un$oad the "ashing machine<put c$othes on $ine
I rush to do the "ashing8up
0ou can a$so get the students to tic# off the ones "hich they regu$ar$y do
and chec# the most common actiities
Actiity 7
,ays to pass the time<occupy your mind<se$f "hen you are:
In a bus 1ueue
,aiting at a supermar#et chec#8out
In a doctor!s "aiting8room
,aiting for your boy<gir$friend on a co$d day8outdoors
In a cinema<theatre% "aiting for the fi$m<p$ay
In a traffic (am
4>
In an airport<train station
In a $ift<e$eator
5etting your hair done<cut
Etc ...
)$- 2ell me about m4self
Level Any Lee$
This game "or#s "e$$ "ith students at pre8intermediate $ee$ or aboe and can be adapted according$y. It is an origina$ "ay
of introducing yourse$f (as a teacher) to a c$ass for the first time% but cou$d a$so be used $ater on.
Prepare in adance% on an oerhead transparency or "hite8board% a mind map of yourse$f. Instead of using sentences to
describe your $ife% use sing$e "ords% numbers% dates% symbo$s and i$$ustrations "here possib$e.
For e)amp$e I inc$ude information about my $ife in Eng$and% names of sib$ings% date of birth% name of hometo"n etc. (&y
hometo"n is 2to#e8on8Trent "hich I then i$$ustrate "ith a cup and saucer 8 the Potteries% and a footba$$ 8 2to#e ;ity F;. It
#eeps them guessing.)
I inc$ude information about my husband (name and i$$ustration of (ob) chi$dren (names% ages% birthdays). 0ou can add your
shoe siFe% height% i$$ustrations of your hobbies etc. I dra" a need$e and thread 8 se"ing% a pair of s#is 8 I en(oy s#iing% and a
penci$ 8 dra"ing.
Any #ind of information can be inc$uded. @se your imagination. I $ie in 2"eden and dra" a picture of a sno"man "ith a
cross through it to i$$ustrate that I don`t $i#e the "inter.
5et your students to te$$ you "hat the information means. For e)amp$e.
Xu$y 8 is that "hen your birthday is?
'oes the cup and saucer mean you drin# tea?
Try and get a good mi) of obious and $ess obious information. For e)amp$e% "hen I dre" a fish (to i$$ustrate that I #ept
tropica$ fish) it proo#ed 1uestions $i#e:
'o you eat a $ot of fish?
'o you en(oy fishing?
Is your star sign pisces?
5ie them a c$ue if they`re haing prob$ems guessing.
This game has "or#ed "onderfu$$y for me in many c$asses of arying $ee$s. To fo$$o" up% get you students to ta#e a fe"
minutes to prepare something simi$ar indiidua$$y% and then "or# in pairs guessing "hat the information means about their
partner.
)&- 'eople "ho CCC
Level Any Lee$
An actiity "hose aim is to comp$ete sentences and a$so ta#e adantage of the contributions in order to generate debate and
interaction.
+o": Xust hand out the fo$$o"ing sheet "ith the heading
PE*PLE ,+* ...
and te$$ the students they hae to comp$ete the sentences "ith rea$ism8not (ust adding on a grammatica$$y correct ending.
PA/K T+EI/ ;A/2 *E T+E F**TPAT+ ...
,+* '*E!T PA0 TAG ...
,+* T+/*, LITTE/ *E T+E 5/*@E' ...
,+* 5ILE &*EE0 T* ;+A/ITIE2 ...
EAT ;/I2P2 AT T+E ;IEE&A A/E ...
4?
,+* '/IEK AE' '/ILE ...
,+* T/ALEL A L*T ...
,+* 2ALE L*T2 *F &*EE0 ...
,AT;+ TL ALL 'A0 ...
5* T* T+E *PE/A ...
EAT F/*5!2 LE52 ...
;LI&7 ELE/E2T ...
+@ET ,+ALE2 ...
EAT T** &@;+ ...
'/ILE T** FA2T ...
X@&P M@E@E2 ...
,+I2TLE AT 5I/L2 ...
2&*KE IE P@7LI; 2PA;E2 ...
EA/E A L*T *F &*EE0 ...
T+/*, T+EI/ *L' ;**KE/ IET* A FIEL' ...
2E*/E ...
Etc .......... (Add more.)
E7: The idea is to get persona$% indiidua$ endings. For e)amp$e% for
-Peop$e "ho eat crisps in the cinema ...-%
I got:
annoy me
shou$d eat them before the sho"
ma#e a $ot of noise
hae a right to do so (.)
As you can see% eerybody has a different ans"er8and opinion. The $atter is "hat generates ta$#.
2o you #i$$ t"o birds "ith one stone: 0ou practise grammar and you get students ta$#ing.
)(- 0L6 S"A2G
Level Any Lee$
'iide your c$ass into 4 groups.
;hoose 4 ss. and as# them to go to the bac# part of the c$assroom and turn bac#.
'isp$ay on the b$ac#board 4= ocabu$ary "ords and oer 3= of them paste -f$ies- made of cardboard paper "ith a piece of
e$cro on them.
5ie both ss. a f$y s"atter "ith the other side of e$cro on them.
The ob(ectie on the game is that you "i$$ say a "ord and ss. "i$$ turn bac# and run to -f$y s"at- the "ord that has the bug
oer it. The ss. "ho -#i$$s- the f$y has to spe$$ the "ord and then he "i$$ score a point for his team.
4N
,ith the f$y s"atter and the e$cro f$ies% you can inent many different games. Try it...
I`e "or#ed "ith 9% > and ? graders and they $oe this game.

))- <ame Si7
Level Any Lee$
This game is fun and cha$$enging at the same time. It can be adapted for irtua$$y any sub(ect and any grade $ee$. It a$$o"s
the students to reie" materia$ they!e $earned% "ithout haing to get out a penci$ and paper and ans"er 1uestions from the
te)t.
Arrange ? chairs in a circ$e and choose one person% the teacher or another student% to stand outside the circ$e.
5ie someone in the circ$e a stuffed anima$% the funnier the anima$ the better.
The person outside the circ$e states "hat the person ho$ding the anima$ has to name si) of.
The person then starts moing the anima$ around the circ$e and the other p$ayers pass it around.
The p$ayer must name si) of the ob(ects before the anima$ gets bac# to him or her.
For e)amp$e% $et!s say that you hae (ust finished a ocabu$ary unit on anima$s. The person standing outside the group may
say something $i#e%-Eame si) anima$s that hae fur.- The person sitting in the circ$e begins namimg si) anima$s and at the
same time% the stuffed anima$ is being passed around the circ$e. If the p$ayer cannot name ? anima$s "ith fur by the time the
stuffed anima$ reaches him% he has $ost and it!s his turn to stand outside the group and stunt the other students.
&y students abso$ute$y $oe this game and so do I because it re1uires no prep time.. It may ta#e the students a fe" times
before they become successfu$ at the game% but eentua$$y I!m sure it "i$$ become one of their faorites. I hope you hae as
much success "ith Eame 2i) as I hae had.
),- Career Letters
&y high schoo$ students hae en(oyed this actiity ery much. It he$ps them thin# about more possibi$ities for a future career
and is a great "riting actiity. They a$so $earn ho" to "rite a business $etter by "riting a rea$ $etter.
&any E2L students hae $imited #no"$edge of career possibi$ities. Far too many thin# on$y in terms of becoming a mechanic
or a secretary. 2o first you discuss "ith them some of the opportunities they hae.
2tudents choose a career fie$d and then "rite a $etter to a schoo$ re1uesting information about that fie$d. It cou$d be anything
from astronomer ($oca$ or out8of8to"n uniersity) to e$ectrician (technica$ institute) to trae$ agent (yes% there are trae$
agency schoo$s.)
0ou he$p them perfect the $etters and mai$ them out. ,hen they get a rep$y% share it "ith the c$ass.
)-- Learning *onths of the 6ear
Level Easy
To teach younger E2L students (K86) the months of the
year% ta#e $amented pictures representing the months:
Xanuary8sno"man
February8heart
&arch8shamroc#
Apri$8umbre$$a<bunny<Easter egg
&ay8f$o"ers
Xune8sun<"aterme$om
Xu$y8f$ag
August8sai$boat<?????
2eptember8app$e<schoo$house
*ctober8pump#in
Eoember8tur#ey
'ecember8;hristmas tree<&enorrah
4P
+ae the students te$$ you "hich picture goes "ith each
month% or put the pictures in order by month
)/- 'ersonal Surve4
+ere is a $ight8hearted idea to get pupi$s ta$#ing in conersation c$ass. I hae adapted an idea I found in a gossip magaFine.
TEA;+E/ TIP
5et your students to fi$$ out this mini surey. 0ou can as# them 1uestions at the end of the e)ercise or go through the ans"ers
as they are made. *bious$y% you don!t d"e$$ on the -chi$dhood- 1uestion too much8it!s meant to be a bit of fun. 7ut you
shou$d get some mi$eage from the -"hite $ies- one.
PE/2*EAL 2@/LE0
'id you hae a happy chi$dhood?
,hen do you te$$ "hite $ies? Te$$ us one.
The most capab$e person in your country?
Faourite noe$ist?
Proudest moment?
,orst moment? ($ast "ee# if necessary)
&ost hated song<music at the moment?
The $ast piece of music you bought?
,ere you good at schoo$?
The greatest inf$uence on you? (parents% friends ...)
;urrent bedside reading materia$?
,here "i$$ you go "hen you die?
,hat do you admire most about yourse$f?
*ne of your main fau$ts?
A sma$$ crime you once committed? (anything at a$$)
&usic you "ou$d $i#e p$ayed at your funera$?
,1- *4 2own
Level Any Lee$
Actiity A
'o you $i#e the to"n<city you $ie in? ,hy? ,hy not?
Actiity 7
Teacher ma#es a $ist of the positie points mentioned by the pupi$s. 'iscuss common and origina$ comments.
4R
Actiity ;
Teacher ma#es a $ist of negatie comments about to"ns<cities mentioned
Actiity '
T+E PE/FE;T T*,E<;IT0:
The c$ass no" ma#es a $ist of the characteristics of a perfect to"n<city. For e)amp$e% these cou$d inc$ude:
7icyc$e paths
Eo smo#e
Eo cars
2ports faci$ities
Eo io$ence
7eautifu$ bui$dings
;u$ture
Actiity E
;ompare your to"n<city "ith another one you #no"% and ma#e a $ist of the comments. 2ome e)amp$es:
&y to"n is noisier than G% because ...
&y city is more boring than 0% because ...
0ou can go on to mention aspects such as
Po$$ution
Poerty<,ea$th
5reen areas
Amenities
Transport
+ea$th
;ro"ding
;ost of $iing
2e$fishness ...
Actiity F
The best to"n<city you hae eer been to<seen?
,1- Class *i7er
Level Any Lee$
This game can be p$ayed "ith a range of different $ee$s. It can be used pure$y as a mi)er<ice brea#er or can be adapted to
reinforce target gambits% grammar or ocabu$ary by directing the !chat! portion of the game. This game is essentia$$y an
adaption of the o$d !,ho am I?! game. 2tart "ith a !chat! either in rotating groups or in an interie" format. This portion sets
the $ee$ and focus of the game. For e)amp$e a $o" intermediate c$ass might be instructed to as# a$$ of their c$assmates a
series of -+ae you eer...?- 1uestions. A more adanced group might be to$d to ta$# to a$$ their c$assmates about a certain
topic% $eaing the specific 1uestions up to them. ,ith a $o"er $ee$ group I find a note ta#ing form to be usefu$. After the chat
portion% do the !"ho am I! game using your students! names. They must use the same target $anguage to as# yes<no 1uestions
and find out "ho they are.
,!- Add a "ord
Level Any Lee$
/ationa$e: 2tudents practise grammar and synta).
&ateria$s: Eone.
Lee$s: A$$ $ee$s% though better for more adanced students% because the game is more fun at a 1uic# pace.
6=
&ethod: *ne student begins a sentence by saying on$y one "ord. A second student must say a "ord "hich continues the
sentence. A third must continue% and so on% unti$ someone says a "ord that does not fit syntactica$$y or grammatica$$y. If the
sentence comes to a $ogica$ end "ithout error% the ne)t student may say -period- and begin a ne" sentence "ith a ne" "ord.
The teacher may suggest a topic to get things started. ,hat the students say may a$so be recorded and p$ayed bac#% so the
c$ass can discuss the error that stopped the sentence.
E)amp$e:
Teacher: The topic is !pets!.
First student: -&y . . .-
2econd student: -. . . dog-
Third student: -. . . has . . .-
Fourth student: -. . . spots . . .-
Fifth student: -. . . bro"n . . .-
The sentence "ou$d stop here. The teacher "ou$d as# the students "hy% hoping someone e)p$ains that the ad(ectie !bro"n!
norma$$y comes before and not after the noun !spots!.
,$- 2ime #ndicators
Level Any Lee$
/ationa$e: 2tudents practise using different sub(ect pronouns% erb tenses% and the time "ords and phrases that go "ith them.
They must a$so be ab$e to recogniFe different forms of the same erb% especia$$y irregu$ar erbs.
&ateria$s: Eone.
Lee$s: A$$. 7eginners can p$ay using on$y four erb tenses (present% past% future% and present progressie). &ore adanced
can p$ay using a$$ the tenses.
&ethod: *ne student says a time "ord or phrase (e.g. ne)t year% a fe" days ago). A second student must comp$ete a sentence
using the proper erb tense. That student then says a different time "ord or phrase. A third student uses it to form a sentence%
but may not use the same erb or sub(ect pronoun the second student used.
Lerb tenses may be repeated if necessary% but erbs may not% and sub(ect pronouns may be repeated on$y after they hae a$$
been used once.
The game can continue as $ong as the teacher "ants% though t"o runs through a$$ the sub(ect pronouns is an appropriate
$ength. The teacher may "rite the fu$$ sentences on the board% but shou$d at $east #eep trac# of "hich sub(ect pronouns and
erbs hae been used.
E)amp$e:
First student: -At the moment . . .-
2econd student: -. . . I am sitting in a c$assroom.-
2econd student: -Last year . . .-
Third student: -. . . they "ent to Europe.-
Third student: -Eery day . . .-
Fourth student: -. . . she ta#es the bus to "or#.-
,&- 0lip a Card
Level Any Lee$
/ationa$e: 2tudents dee$op ocabu$ary and% at higher $ee$s% practise proper "ord order by forming sentences.
&ateria$s: 2tandard dec# of p$aying cards.
&ethod: For each card from ace to #ing% assign t"o $etters of the a$phabet% and "rite these on the board. Assigning $etters can
be done at random% but it is $ogica$ to hae some sort of order% e.g.:
63
A 2 3 4 5 6 7 8 9 10 J Q K
A B C D E F G H I J K L M
N O P Q R S ! " # $ % &
For beginners: F$ip a card. The student must thin# of a "ord beginning "ith one of the $etters that card represents. If% for
e)amp$e% the card is a 6% the student must say a "ord beginning "ith ; or P. Lariation: The "ord must fit a category% e.g.
anima$s% occupations% etc.
For higher beginners and intermediate: F$ip a certain number of cards8say% seen. Each student must "rite do"n a sentence
using "ords beginning "ith the gien $etters% in order. If the teacher so "ishes% the students can "or# in sma$$ groups.
2tudents then read their sentences a$oud.
For adanced: Ta#ing turns "ith each card f$ipped% students ora$$y form grammatica$$y and syntactica$$y correct sentences.
For e)amp$e:
C'()*+ A, Q, K, Q, K, 6, 8, 7, 5, 4, 4, 10, 2, K, 2, 2, 8, 9, A, 7-
S'./01 *1231241+ A 0o5106 .o2716 0'89:1) .1((;06, <o( :;* 9(112
101/:'23 )('27 =8;4706 >:;01 o('291 ?1@('* @(o89:3 o51( :829(6,
;23100;9123, 2'89:36 9;('<<1*-
,(- +ingoG ?with irregular verbs@
Level Easy
The teacher prepares a >)> grid "ith 4> irregu$ar erbs in the past tense in each s1uare. &a#e enough ariations of these
grids so each student has one that is s$ight$y (or ery) different.
The teacher then ca$$s out the erbs in their present tense form unti$ a student gets fie in a diagona$ or horiFonta$ ro". 7ingo.
,hi$e it may seem time8consuming to ma#e the grids% they can be used oer and oer. This game is receied ery
enthusiastica$$y because often% students are a$ready fami$iar "ith it. It is great as a "armup actiity and can hae many
ariations (past8particip$e% time of day% ocabu$ary)
,)- H.eopard4H
2e$ect 9 or > categories 8 either genera$ (I norma$$y use countries% sports% anima$s% food and drin# and names) or areas from
the te)tboo# that is in use 8 and then diide the board into three 8 assigning each area "ith a point score (3==% 4==% 6== 8
etc...). 'iide the c$ass into teams% or get them to "or# indiidua$$y and as# them to se$ect a category and a score.
;ountries 2ports Anima$s Fa' Eames
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
3
=
=
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
4
=
=
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
6
=
=
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
'uring your preparation time% thin# about the easiest and hardest ans"ers for each category and the $ee$ of the students and
consider ho" many possib$e ans"ers there are for each $etter of the a$phabet (in the case of sports: Archery% 7as#etba$$%
;ric#et% 'iing% E1uestrian% etc).
If a team or indiidua$ is unab$e to ans"er or gies a incorrect rep$y% then that $etter remains in that point range unti$ someone
64
ans"ers correct$y. If a sta$emate situation eer occurs 8 gie correct ans"ers and encourage the students to repeat them a fe"
times% so as they "i$$ remember them.
This game is $ots of fun% and my students a$"ays "ant to p$ay.
For ariation% you can dra" a soccer par# or bas#etba$$ court on the board and assign areas in the same "ay.
,,- Adverbial Charades
Level Any Lee$
Each student is gien a card "ith a fami$iar aderb on it88i.e. 1uic#$y% angri$y% $oud$y% happi$y. Then the c$ass te$$s the student
to do something so they can guess "hat aderb is on the card. They can te$$ the student to do things in pantomime% $i#e drin#
a bo"$ of soup% or rea$$y do it in c$ass% $i#e open a door or ta#e a boo# from the teacher. (;an!t reca$$ "here I read this idea%
but it is fun and can be p$ayed in teams.)
,-- "ho am #33
Level Any Lee$
0ou can use use this "ith any sub(ect. ,rite the names of famous peop$e (mi)ed nationa$ities) on sma$$ pieces of paper. Tape
a name on the forehead of each student. The indiidua$ student shou$d not see his or her paper% but the others shou$d. Then%
$i#e "ith 4= 1uestions% on$y yes or no 1uestions shou$d be as#ed. Perhaps start "ith yourse$f and as# -Am I am man?- If the
ans"er is yes% I can as# again% but if the ans"er is no% it!s the ne)t person!s turn. P$ay unti$ eeryone has guessed "ho he or
she is. This can be p$ayed "ith nationa$ities% countries% househo$d ob(ects% anything and it!s a gas% especia$$y for adu$t
students..
,/- Guess the 8bDect
Level Any Lee$
The teacher prepares cutout pictures that are pasted or taped to inde) cards. *ne student se$ects a card and must describe it in
Eng$ish unti$ another student can guess the ob(ect. This is ery much $i#e -4= Muestions- but instead of the cha$$enge being to
as# 1uestions% the bonus is on the cardho$der to erba$iFe the description.
The teacher shou$d be carefu$ to se$ect pictures that ref$ect the ocabu$ary $ee$ of the students. 2imp$e ob(ects% $i#e -baby-%
-door- or -car- are good for beginners. Later on% more comp$icated pictures that suggest actions% scenes and re$ationships
cou$d be used% $i#e: -mother bathing chi$d-.
-1- H2ic 2ac 2oeH or H<oughts and CrossesH
Level Any Lee$
This is a good game for a reision or for a reader!s discussion. 'iide the c$ass into t"o groups. 'ra" a grid of nine s1uares
on the board and "rite a number on each s1uare (from 3 to R). Prepare nine 1uestions and set one 1uestion for each number.
The groups ca$$ out the numbers and if they ans"er the 1uestion correct$y% they get the point. The goa$ of the game is to ma#e
a $ine (either horiFonta$% ertica$ or diagona$).
-1- =uestion and Answer Game Activit4
Level Any Lee$
@sua$$y students ans"er comprehension 1uestions after a reading. ,hy not hae students create their o"n comprehension
1uestions? I hae and it "or#s "e$$% especia$$y if this actiity is turned into a game. I do this by haing students in sma$$
groups "or# together to "rite 1uestions about the te)t. *n$y 1uestions "hich can be ans"ered by the te)t are a$$o"ed.
*pinion 1uestions are not a$$o"ed. After groups finish "riting their 1uestions% they as# their 1uestions to another group
"hich must ans"er "ithin a specified amount of time (the teacher decides the time according the c$ass $ee$). If the ans"er is
correct and gien "ithin the time period% the ans"ering team receies a point. If the ans"er is incorrect or not found "ithin
the time period% the 1uestioning group receies a point% but they must inform the other group of the ans"er. Each group ta#es
turns as#ing and ans"ering 1uestions.
-!- KimIs Game on Aideo
Level Any Lee$
The traditiona$ -Kim!s 5ame- uses a tray fu$$ of ob(ects to stretch the memory and ocabu$ary of the p$ayers. This ersion
uses moing pictures. Therefore% a $arger range of ocabu$ary% "ord c$asses% and phrases can be e$icited.
66
To P$ay
3. 2e$ect any se1uence that scans oer a $arge number of ob(ects% peop$e or inc$udes many actions.
E)amp$es:
The opening of -&asterpiece Theatre-
The opening of -&iami Lice-
The toy store in -+ome A$one II-
A disp$ay of 1uiF game priFes
4. A$$o" p$ayers to ie" the segment once. They are not a$$o"ed to ta#e notes.
6.Indiidua$$y or in groups% form a $ist of as many of the ob(ects% peop$e or actions in the scene as can be remembered.
9. P$ay the scene again using sti$$ frames to chec# off the things on the $ist. 2core one point for each correct item but minus
one for any item on the $ist that is not in the scene.
Lariation
Earro" the range of things a$$o"ab$e on the $ist.
E)amp$es:
Things that start "ith (pic# a $etter of the a$phabet).
Things that are (pic# a co$or or 1ua$ity).
Things made of (pic# a materia$).
Things used for (pic# an action).
-$- Aideo Scavenger 9unt
Level Any Lee$
;hoose a moie% a series of TL commerica$s or any other ideo8taped resource that you $i#e or that $earners are fami$iar "ith
and compi$e $ists of things for ie"ers or $isteners to find. It is a$so possib$e to prepare a $ibrary of fi$ms and a$$o" the p$ayers
to search the tapes.
Each team gets a different $ist. If on$y one machine is aai$ab$e% a time $imit may be set and the team that finds the most in the
a$$oted time "ins. It is a$so possib$e to assign this as a "ee# $ong hunt (on student!s o"n time). In such a case% one tape or
many tapes can be used.
+ere are some suggested categories:
Information: As# p$ayers to find specific facts or figures. These facts may be erba$ or isua$. Information found on charts%
graphs and in the c$osing credits of a fi$m are good sources.
;ounts: ;ount the number of times a certain "ord is said in a c$ip. ;ount the number of peop$e or ob(ects of a certain 1ua$ity
(eg. peop$e "ho are ma$e% or peop$e "earing b$ue% or ob(ects made of "ood). ;ount the number of peop$e doing a particu$ar
actiity (eg. peop$e "ho ta$# to a particu$ar character% peop$e s$eeping in c$ass% peop$e boarding a train). ;ount the number of
times a particu$ar action is performed (eg. number of times a character goes up and do"n stairs% crosses a bridge% $ights a
cigarette).
2cenes: Find a particu$ar scene (eg. a $oe scene)% $ocation (eg. a rier% Paris)% ie" or socia$ actiity (eg. a picnic% a speech).
2peech Acts: Find an e)amp$e of a speech act. (eg. initing% refusing% re1uesting% ma#ing an introduction% apo$ogiFing).
-&- Concentration Using an 8verhead 'roDector
Level Any Lee$
This is a game for the oerhead pro(ector. It is a ersion of the game -;oncentration- in "hich students f$ip oer cards of
items to find matching pairs. For the oerhead pro(ector you "i$$ need to ma#e a grid of s1uares on a transparency. Fie
s1uares across by four do"n. I ma#e the s1uare about 3.4> inches on a side. At the top of the grid "rite the $etters T+IEK%
one $etter oer each co$umn. 'o"n the $eft side of the grid "rite the numbers 3469% one number to each ro". &a#e a
transparency of your grid. Ee)t% cut out cardboard or heay paper -tents-: sma$$ rectangu$ar pieces (ust $arge enough to coer
each space. I ca$$ them tents because they hae a $itt$e f$ap "hich I use to pic# them up. Prepare the game in adance. 0ou
hae to thin# of ten pairs of any item. For e)amp$e% ten pairs of opposites% ten pairs of irregu$ar past tense forms (get%got) or
ten pairs of a picture and a "ord. ,rite (or dra") one "ord or picture in each space in a random fashion. P$ace the
69
transparency on the *+P ("ith the $ight off) and coer each space. ,hen you turn the $ight on% the students "i$$ see the grid
but each image or "ord "i$$ be dar#. (0ou "i$$ be ab$e to see the "ords and images i$$uminated through the paper)
T* PLA0: Instruct the students (and mode$ of course the first time) that they are to pic# t"o s1uares by ca$$ing out a number
and a $etter for each s1uare. For e)amp$e T4 and E9. 0ou uncoer the spaces as a students ca$$s out the $etter. If the t"o
spaces uncoered are a match "rite the student!s name in the spaces "ith a mar#er and toss them a priFe (a piece of candy
seres nice$y). If the t"o spaces are not a match% coer them bac# up and ca$$ a different student. As spaces are uncoered%
e)citement bui$ds in the c$assroom unti$ the $ast t"o spaces. 2ince these are obious "inners% you can ta#e the opportunity for
teacher inspired humor and ca$$ on either the c$ass -comic- ma#ing a big disp$ay of -Are you sure?- or any other indiidua$
"ho maybe had repeated incorrect ans"ers.
An indiidua$ game usua$$y ta#es bet"een 3> and 4= minutes to comp$ete.
If you #eep seera$ transparencies of the grid handy% you can prepare a game pretty fast for the $ast part of the c$ass. If you
are doing a unit on irregu$ar past tense% you can prepare a grid using the specific erbs that you reie"ed in the $esson.
This game "as introduced to me by eteran Los Ange$es @nified 2choo$ 'istrict teacher Lida +e$$man (no" retired).
-(- 'rove it
5ie your students one or more statements to proe or disproe. The statements can tie in "ith the topic or the grammar point
of the c$ass. E)amp$es: Eobody in this c$ass $i#es "inter. Eeryone here can dra" a Lo$#s"agen 7eet$e car.
2tudents ta$# to as many other students as possib$e to proe<disproe the statements. Then they gie feedbac# to the c$ass:
!This statement is not true. There are at $east > peop$e in this c$ass "ho $i#e "inter.
-)- "hatIs the "ord3
*n an inde) card% "rite a "ord (e)amp$e: schoo$) and "rite 9 or > #ey "ords that cannot be used to describe that particu$ar
"ord. (E)amp$e: teachers% b$ac#boards% students% des#s% tests) Any other "ords can be used e)cept for the "ords "ritten on
the inde) card. A samp$e card "ou$d $oo# $i#e this:
2;+**L
teachers
b$ac#boards
students
des#s
tests
-,- 2went4 =uestions
Level Any Lee$
First one member of the c$ass chooses an ob(ect% an occupation% or an action "hich eer you decide. Then members of the
c$ass try to discoer "hat it is by as#ing 1uestions "hich can be ans"ered by -yes- or -no-
For e)amp$e% if the sub(ect is -occupations- then the 1uestions might be $i#e these.
'o you "or# in the eenings?
'o you "or# a$one?
'o you "or# outside?
--- Simon Sa4s
Level Easy
This game "hich is often p$ayed by natie8spea#er chi$dren is ery usefu$ in the E2L c$assroom. The person chosen as
-2imon- stands in front of the c$assroom and issues commands. The rest of the c$ass on$y fo$$o"s these commands if prefi)ed
"ith the "ords -2imon says-. If someone fo$$o"s a command not prefi)ed by -2imon says-% he is out of the game. The $ast
person remaining becomes the ne)t -2imon-. 2ome e)amp$es of commands are: stand up% sit do"n% touch your $eft ear% say
-yes-
-/- "hispering Game
Level Easy
6>
'iide the c$ass into t"o teams. Line up the p$ayers. If there!s an odd number of p$ayers% one can be the teacher!s -he$per-.
The teacher or his he$per "hispers a message to the first person of both group A and group 7. The game on$y starts "hen
both p$ayers #no" the message. Then each p$ayer "hispers the message to the ne)t p$ayer in his group sucessie$y unti$ the
$ast p$ayer gets the message. The team "hich can repeat the message first and correct$y receies a point. 2tart the game oer
"ith the second student of each group becoming the first ones in $ine.
/1- 9angman
Level Any Lee$
'iide the c$ass into t"o teams. *n the b$ac#board% dra" spaces for the number of $etters in a "ord. +ae the p$ayers guess
$etters in the "ord a$ternating bet"een the teams. If a $etter in the "ord is guessed correct$y% the teacher "rites it into the
correct space. If a $etter is guessed "hich is not in the "ord% the teacher dra"s part of the man being hanged. The team "hich
can guess the "ord first receies a point% then start the game oer.
6?

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Games and Activities for the English as a Second Language Classroom

Activities that can be used with higheachievers in English course

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