Games and Music in English Language Teaching PDF

Games and Music in English Language Teaching i
Games and Music in English Language Teaching
Editors:
Jonnie Hill
Sumarniningsih
Lies Amin Lestari
Desain dan Kompugrafi:

Alifiardi Aditya Maulana R.
Copyright © 2013
Diterbitkan dan dicetakkan oleh:
PT REVKA PETRA MEDIA
Jl. Pucang Anom Timur No. 5 Surabaya
Telp. 031-5051711; Fax. 031-5016848
Email: revkapetra.media@live.com
Cetakan I, 2013
viii + 104 hlm; 14,8 x 21 cm
ISBN 978-602-7982-12-3
Hak Cipta Dilindungi Undang-Undang
Undang-Undang Nomor 19 Tahun 2002

Tentang Hak Cipta:
Hak cipta dilindungi undang-undang. Dilarang memperbanyak atau memindah-

kan sebagian atau seluruh isi buku ini ke dalam bentu apapun, secara elektronis
maupun mekanis, termasuk fotokopi, merekam, atau dengan teknik perekaman
lainnya, tanpa izin tertulis dari penerbit. Undang-undang Nomor 19 Tahun 2002
tentang Hak Cipta, Bab XII Ketentuan Pidana, Pasal 72, AYAT (1), (2), DAN (6).
Isi buku di luar tanggung jawab percetakan.
ii Games and Music in English Language Teaching

Foreword
FOREWORD
From February through June 2012, the authors of this book were
actively involved in creating. We had a goal to create and to test games
that could be used for English language teaching. Each game in this
book fulfills five criteria: enjoyable, educational, English promoting, en-
gaging, and easy to use.
Enjoyable
By definition, a game should be fun. It should be something that
students of all ages want to do again and again. In language learning,
doing things again and again is quite useful because it helps the new
English users memorize vocabulary or grammatical patterns. In tradi-
tional English classes, this is done through drills and worksheets, which
of themselves are not enjoyable. However, an element of competition
or play can transform a boring drill into an enjoyable game.
Educational
Not all games are appropriate for English class. A teacher should
choose games that will help to achieve linguistic goals. Each of the
games in this book has a suggested learning objective to show how
the game will help students to learn or practice skills that will help
them become more fluent in English.
When choosing educational games to play with their students,
teachers need to think about the age and ability of their students. For
each of the games, the creator has thought about the maturity and the
proficiency level for which the game would be most appropriate. Age
levels have been sorted into five broad categories: kindergarten (3 to
6 years old), elementary (6 to 11 years old), junior high (11 to 14 years
old), senior high (14 to 17 years old), and university (older than 17).
English promoting
The goal of English class is for students to learn English. If chosen
appropriately, games offer and opportunity to fill the classroom with
lots of English practice. To do so, however, teachers need to consider
Games and Music in English Language Teaching iii

Foreword
the level of difficulty. If the English required for the game is too dif-
ficult, the students might get frustrated. If too easy, the students may
get bored.
In considering the level of English difficulty, several factors must
be considered: the quality and quantity of words, the complexity and
length of sentences, and the difficulty of the tasks that the students
must perform to succeed in the game. Table 1 defines each of these
categories. When choosing a difficulty level for the games, the most
difficult category was chosen. For example, if a game required easy vo-
cabulary and easy sentence structure, but a difficult task, then it would
be classified as hard.
Table 1. English Difficulty Level
Level Vocabulary Sentence structure Tasks

Easy every day words, One or two words Repetition, mimick-
greetings ing, identify pictures
Moderately easy Survival vocabu- Short, simple sen- Answering questions
lary tences
Moderately hard Words for social- Mix of simple and Describing,
izing complex sentences Reporting
Hard Technical, spe- Long, complex sen- Defending positions,
cialized words tences solving problems
Engaging
An important element of learning in general and language
learning in particular is engagement. A learner must be active and at-
tentive. Games promote such activity and engagement when students
are involved. It is important to choose games that allow all students to
participate, not just watch. For each game in this book, the game cre
ators have suggested how many students can be actively involved in
the game. Each creator has also indicated how long the students may
be engaged in the playing the game.
iv Games and Music in English Language Teaching

Foreword
Easy to use
In designing games for this book, the authors strived to make
them easy to use. The instructions have been written and edited to
make sure that teachers and students can learn to play them quickly.
The materials should be easy to find. Games that could use technol-
ogy have been edited so that laptops and LCDs are optional and teach-
ers can create a low-tech paper version of the game. For some of the
games, sample questions and sample worksheets have been provided.
Teachers may use these or they may write their own questions based
on vocabulary, concepts, and skills that their students have been stud-
ying.
We hope that English teachers find these games useful and fun.
Happy playing!
Jonnie Hill
Sumarniningsih
Lies Amin Lestari
Games and Music in English Language Teaching v

Table of Contents
Table of Contents
Traditional Games .................................................................................. 2

DAKON SPELLING BEE Lies Amin Lestari .......................................... 2
JUMPING SACKS Pramudya Ananta Kusuma ................................. 4
ENGLISH MARBLE RELAY Mohammad Alan Arrosy ...................... 6
WHO HIDES THE STONE Ragil Kharismawati ................................. 9
CATCH ME IF YOU CAN Ramdani Citra Apriyanti ........................... 11
CATCH AND SAY Suryani K.N ............................................................... 14
SLEBUR CROSSWORD Perdana St. Masyithoh,
Nurcahyaning Samsi Pertiwi, Selvi Vangestika,
Budi Angga Kusuma Ningtyas, Ahmad Nidlam Habibi, ................. 16
CASTLE Luhur Bayu Nirwana, Regina Savira C.P,
and Lisa Ikke May T ................................................................................... 18
AMERICAN HAND GAMES Traditional ............................................. 20
ROCK, SCISSORS, PAPER Traditional American ............................... 22
MOSQUITO HUNTER Crystal G. L., Putri Jefta,
Islatul Arifa, Anggia Hyuga .................................................................... 23
JUNGLE GAME Nanik Erlia Santi ......................................................... 25
DUCK, DUCK, GOOSE
A popular children’s game in the USA ................................................... 27
Culture Notes for Traditional games................................ 28
Outdoor Games ....................................................................................... 30

WHO IS THE FASTEST? Fitria Muji Pratawati..................................... 30
STEP ON IT. Annisa Dewi Rachmayanti ............................................. 33
THE SENTENCE CHASER
Deny Yanuarseh, Achmad Yanuar Firmansyah,
Army Vista, Yesvika Fibry ........................................................................ 37
Music ............................................................................................................. 40
RANDOM LETTERS Elsa Fatonah Triwulandari ............................... 40
FINDING WORDS
Oktaviana Dian Permatasar, Aditya Angga Mahendra,
Suryani Kusuma Ningrum, Sheli Dwi .N,
& Rizki Sila Anugrah .................................................................................. 42
vi Games and Music in English Language Teaching

Table of Contents
FIND ME!
Dhiah Ayu Estiningrum, Annisa Dewi Rachmayanti,
Dinna Dwi Pahlawani, Ety Dwi Astuti,
Fitria Muji Pratawati .............................................................................. 44
PUZZLED LYRICS Arista Nurhayati .................................................. 48
PICK AND PLAY Titis A, M. Ismil A, M. Munir,
A. Surya D, M. Ryan ................................................................................. 50
LET’S GO SHOPPING Try Wijayanti, Eti Rosalina,
Fitria Arisma ............................................................................................. 52
SARONG GAME Nury roshidah ......................................................... 54
Word Games ........................................................................................... 58

UNO WORDS Oktaviana Dian Permatasari ................................... 58
FIND THE WORDS Navila Roslidah ................................................... 60
WORD TRAIN RELAY Anis Sulistya .................................................... 62
WHAT STORY IS THIS? Marshalita .................................................... 64
KNOW YOUR BODY Navila, Eka, Niken, and Faridah .................. 65
WINNER TAKES ALL (ROB THE LOSERS)
Ikal Malis, Nanik Erlia S, Ragil Kharismawati,
Aulia Drifani K., Nur Fajriyah, Nikma Datul Y. ................................. 67
WHERE AND WHAT AM I? Aditya Angga Mahendra ................... 69
REMEMBERING NAMES Mohammad Alan .................................... 71
MAKING WORDS Dhiah Ayu Estiningrum ...................................... 73
I SAID, “GIVE ME” Ramdani Citra Apriyanti ................................... 75
Quiz Games ............................................................................................. 78

GUESS WHAT? Dhiah Ayu Estiningrum .......................................... 78
XOY Ety Dwi Astuti ................................................................................ 82
ARE YOU SMARTER THAN AN ENGLISH TEACHER?
Nanik Erlia Santi ...................................................................................... 84
BLINK CLINK Aru Wijayanto ................................................................. 88
Role Play Games ................................................................................... 92

WHO PAINTED IT Titis A, M. Ismil A, M. Munir,
A. Surya D, M. Ryan ................................................................................. 92
Games and Music in English Language Teaching vii

Table of Contents
BANANA OH BANANA…!!!
Oktaviana Dian P., Dhiah Ayu E., Aditya Angga M.,
Suryani Kusuma N, Nikmadatul Y., Ramdani Citra A.,
Risky Sila A. Ety Dwi A. ............................................................................... 95
BANANA OH BANANA…A SEQUEL
M. Ismil Arobi, M. Alan Arozy, Titis Ariwangi,
Ahmad Surya D, Mohammad Ryan ........................................................ 100
TITANIC 2: WHEN FRIENDS BECOME FOES
Pramudya Ananta K, Ni’fatul Fauziyah, Ayu Fitri Pangestu,
Nur Fajriyah, Dinik Rahayu, Siti Aminati W .......................................... 104
Recommended Resources .................................................................... 106

Glossary of English Game Words ...................................................... 107
Index of Games by Age & Difficulty ................................................. 108
viii Games and Music in English Language Teaching

es al
m ion
Ga it
ad
Tr
Games and Music in English Language Teaching 1

Traditional Games
DAKON SPELLING BEE

Lies Amin Lestari
Source: Combination of Dakon and the American

Spelling Bee
Age: Elementary through Junior High
Level of English Difficulty: Moderately Easy
Number of Players: 4
Time for Play: 10-15 minutes
Lesson Objective
Given a picture card, players will be
able to identify the object in the pic-
ture and spell it correctly.
Materials
Modified dakon board made of card-
board and drinking straws (Figure 1)
Picture cards
64 beans (four beans for each square
or house) Figure 1. Modified Dakon Board
Preparation
1. Divide the players in class into groups of four
2. Distribute a game set [a Dakon board, 64 beans, and a set of
cards] to each group.
3. Put four beans into each of the small holes (Figure 1).
4. Place the cards upside down in the centre of the board.
5. Decide on the first player. (See American Hand Games)
2 Games and Music in English Language Teaching

Traditional Games
Rules
Object of the game: to collect as many cards as possible
1. The first player starts the game by taking the beans from one
of the squares in front of her, one of her ‘houses’, and drop-
ping one bean in the hole to the right, another bean in the
next hole, until all of the beans in her hand are gone. She
should drop the beans in both her houses and in the large
squares, or store houses.
2. When the player finishes dropping the beans, she draws a
card from the top of the pile. She says the name of the object
in the picture then spells it. For example, if she drew a card
with a picture of a kitten she says ‘It’s a kitten. K-I-T-T-E-N.’ If
the answer is correct, she collects the card. However, if the
name, the pronunciation, or the spelling is wrong, she must
return the card to the bottom of the pile.
3. The players take turns distributing beans into squares and
spelling the words indicated by the pictures on the cards. If
players do not have any beans in any of their houses, they
lose a turn. Players may not use the beans in their storehouse.
4. The game continues until either a) all cards in the pile are fin-
ished or b) no beans are left in the houses.
5. The winner is the one who collects the most cards.

Traditional Games
JUMPING SACKS
Pramudya Ananta Kusuma
Source: Adapted from an Indonesian Traditional

Game called “BALAP KARUNG”1 :
Age: Junior High
Number of Players: 20 players (4 referees, 4 leaders,
12 players)
Time for Play: 30 minutes
Lesson Objective
While participating in JUMPING
SACKS, the players will be able
to:
1. listen to English instructions
that are given by their friends
in the crowd and follow the
instructions correctly
2. give instructions in English
clearly.
Materials: Figure 2. Jumping Sacks Layout

12 sacks (1 for each jumper)
12 blindfolds (1 for each jumper)
Preparation :
1. Divide players into teams of five (four players and one
referee). Choose players who are not playing to be referees,
one referee for one team.

Traditional Games
2. Ask each team to choose a leader, who will stand behind the
finish line and give instructions.
3. Demonstrate the instructions that the leader might give: Ali
(mention the name of the player), turn clock-wise, take one
hop forward, take one hop to the right, take one hop to the
left, take two hops forward.
4. Show each team their starting place.
5. Ask jumpers to put on their sacks and blindfolds.
6. Position leaders at their start lines. See Figure 2 for a sample
layout.
7. Place a referee next to each leader to make sure that leaders
do not give the same instructions more than three times to
the same jumper
Rules
Object of the game: to be the first team to get the finish line.
1. All three jumpers in each group must jump to the finish line.
However, they must not jump at the same time. Only one
jumper of each group plays at one time.
2. The team leader should call the name of the jumper and
give instructions.
3. The leader must give the instructions clearly to the jumper.
The instructions cannot be repeated more than three times.
4. Each jumper must try to find the voice of his leader by
himself and then follow the instructions to get to the team’s
finish line.
5. The first group for which all three jumpers cross the team’s
finish line is the winner.

Traditional Games
ENGLISH MARBLE RELAY

Mohammad Alan Arrosy
Source: Adapted from an Indonesian traditional

game of playing marbles2
Age: Junior High
Number of Players: 15 players (5 players for one
group, there will be three groups)
Time for Play: About 30 minutes
Objective
While participating in the ENGLISH MARBLES game, the players
will be able to construct well-ordered questions and statements
from jumbled words.
Team 1 Team 2 Team 3
______starting line________
Materials
12 spoons Post 1 Post 1 Post 1
30 or more marbles Post 2 Post 2 Post 2

3 cans ______finish line________________
6 papers & pens
Team 1 Team 2 Team 3
Marble Collectors
Preparation
1. Divide players into teams of five. Figure 3. Marble Relay Layout
2. Choose a player from each team to be a marble collector.
3. Show each team where their two posts are (See Figure 3). The
distance between starting line, posts, and marble collector
depends on the size of the room. The farther the posts are
from each other, the better.

Traditional Games
Rules
Object of the game: to get the most marbles.
1. The first player is given a marble in a spoon. He or she should
put the spoon in their mouth and carry the marble from post
to post without dropping it.
2. The player stops at each post.
3. At each post, the participant will find a bowl with some ques-
tions in it. He or she should choose one question then write
the answer to the question
4. When answering the questions in the first and second post,
the player may place spoon and the marble on the floor.
However, when traveling from post to post, he or she must
balance the marble in the spoon and keep the spoon in his
or her mouth.
5. At the first post, the bowl contains a list of jumbled words.
The player should unscramble the words to form a well-or-
dered question.
6. At the second post, the paper in the bowl contains a list of
jumbled words. The player should unscramble the words to
create a well-ordered statement.
7. At the finish line, the player should give the marble and the
two answers to the marble collector, who will put the m arble
in a bowl and check the answers to confirm that they are cor-
rect. The marble collector will also match questions and an-
swers.
8. After checking the answers, the player returns to the end of
the line and the second contestant in the team plays.
9. After 30 minutes, the game ends. The teacher will check the
answers and remove a marble for each incorrect answer.
10. The team with the most marbles wins.

Traditional Games
Sample Questions
These may be photocopied.
Scrambled Questions
is name What your What is your name?
do live Where you Where do you live?
Do games like play to you Do you like to play games?
are How old you How old are you?
born were Where you Where were you born?

Scrambled Statements
is My John name My name is John.
in I live Surabaya I live in Surabaya.
games I like play to Yes Yes, I like to play games
twelve I’m old years I’m twelve years old
born I in Surabaya was I was born in Surabaya
Suggestions for Materials Development

1. In order to promote the use of English communication, we
have suggested questions and answers that include per-
sonal information. A good follow up activity would be to ask
the players to create answers that were true of them.
2. In these examples, we have capitalized the proper nouns
and the first word of the sentences in the jumbled words
to help raise players’ awareness of the mechanics of English
writing.

Traditional Games
WHO HIDES THE STONE

Ragil Kharismawati
Source: Adapted fromCublak-Cublak Suweng,

a traditional game from East Java.
Age: Junior High
Level of English Difficulty: Moderately Hard
Number of Players: 5-7
Time for Play: 10 to 30 minutes
Lesson Objective: While participating in WHO HIDES THE STONE,

the players will be able to ask and answer questions about physi-
cal appearance using correct word order.
Materials
Stone or large seed
English Song (e.g. Twinkle, Twinkle Little Star, Old McDonald)
Preparation
1. Write model questions on the board, for example:
Is [he, she] wearing [sneakers, dress shoes, a veil, glasses]?
Is [he, she] [short, tall, big, small, shy, talkative, friendly]? Does
[he, she] have [curly hair, straight hair, a brown eyes]?
2. Divide the players into groups of 5 to 7.
3. Ask each group to sit in a circle on the floor.
4. Ask each group to choose a person to be “It”
5. Place “It” in the middle of the circle, covering his or her eyes to
keep from seeing what is going on.
6. Place a stone in someone’s hand.

Traditional Games
Rules
Object of Game: to guess who is hiding the stone
1. Players sing a song.
2. While they are singing, the players pass the stone around the
circle from one hand to another until the song stops.
3. “It” may ask a maximum of 3 yes-no questions to guess who
is holding the stone.
4. The other players can only answer” yes” or “no” when “It” asks
the question.
5. If “It” cannot guess where the stone is hiding, he or she must
remain in the middle.
6. If “It” guesses correctly, the one who was hiding the stone be-
comes “It.”
Suggestions for Assessment

During the game, the teacher can observe grammar and vocabu-
lary that is used by the players when they are asking their friends
questions. After the game, the teacher can tell the players what
they have done, pointing out mistakes in grammar or vocabulary.

Traditional Games
CATCH ME IF YOU CAN

Ramdani Citra Apriyanti
Source: Adapted from Engkle3, a traditional game

from Sragen in Central Java, Indonesia,
Age: Senior High
Number of Players: About 10 players
Objective: While participating in the CATCH ME IF YOU CAN,

the players will enrich their vocabulary and be able to describe
people.
Materials
Chalk to draw the Engkle playing
area (Figure 4).
3 large pictures of actors and
actresses
8 envelopes, each with word
cards to form a sentence
a gaco (token, plastic disk, or flat
stone)
24 cards to mark the home
Figure 4. Engkle playing area.

Traditional Games
Preparation
1. Divide the players into groups.
2. Give five players in each group a flat stone (gaco).
3. Choose two players to be guides. The First Guide will stand at
the top of the grid, holding the envelopes. The first guide also
reads the clues for each word according to the number of the
envelope and checks that the words in the sentence are in the
correct order. The Second Guide places a red card in each of
the spaces when the players have correctly guessed the word.
4. Choose three players to be actors and actresses. Give them
the pictures of the actors or actresses they are to represent.
Rules
Object of the game: to guess words and the names of the actors
and actresses correctly.
1. The five players stand in a line according to their turn to play.
2. The first player throws his disk to any spaces on the Engkle
grid. The disk cannot touch any lines. If it touches a line, the
player must take his or her disk and move to the back of the
line.
3. The first guide chooses the envelop that corresponds to the
number of the box in which the players disk has landed. The
guide gives a clue to the player about the word in the en
velope.
4. If the player guesses the word correctly, he may hop on one
foot into every space from 1 to 8 then return hopping in every
space from 8 to 1. He should not hop in the square in which
his disk has landed. The second guide places a red card in the
box to replace the player’s disk.
5. The remaining players do the same. They cannot throw their
disk into a box which has a card showing that the clue has
already been solved.

Traditional Games
6. When the players have solved all of the words, they should
arrange them into a sentence. They should guess the name
of the actor or actress described in the sentence.
7. If they guess the actor correctly, then all the actors will
come and shake their hands. If they guess incorrectly, all of
the actors will turn their backs to the players and sit on the
ground.
Follow-up
During the game, the teacher can observe the players. After the
game, the teacher can discuss the game and ask the players what
they learned about descriptive texts and vocabulary.
Sample Questions
# Angelina Jolie Brad Pitt Jennifer Lopez
1 a famous and
2 act movie actress
3 beautiful made American
4 is the popular
5 She that singer
6 three Top Gun Spanish
7 with him speaks
8 children was This
Answer key:
She is a beautiful actress with three children . [Angelina Jolie]
Top Gun was the movie that made him famous. [Brad Pitt]
This popular American singer and actress speaks Spanish.
[Jennifer Lopez]
Or
This popular American actress and singer speaks Spanish.
[Jennifer Lopez]

Traditional Games
CATCH AND SAY

Suryani K.N
Source: adapted from an Indonesian traditional

game from East Java, Slebur4
Age: Elementary, early Junior High
Number of Players: About 10-15 players, 2 players
form a trap.
Objective
Given a picture of an object, the players will be able answer ques-
tions and describe the object so that their classmate can guess
the object correctly.
Materials
Picture cards or photographs
Song Lyrics for Hungry Dragon (Slebur)
Preparation
1. Teach the players the song, Hungry Dragon (translated from
Indonesian, Ular Naga Panjangnya):
Dragon, dragon very long, very, very long
Creep here, creep there as you do, as you’ve always done
Delicious food, tasty food is what you’re looking for
Look here! Look here! Look right here, and eat this tasty one.
2. Decide which two players will be the trap.
3. Organize other players into a line or snake, which walks
through the trap.

Traditional Games
Rules
Object of the game: To avoid getting caught.
1. Two players make a trap by clasping their hands, then hold-
ing them high enough for the other players in snake forma-
tion to walk under.
2. Players form a snake and walk under the trap while singing
the Hungry Dragon Song.
3. When the song stops, the trap catches the snake (one per-
son).
4. The teacher secretly shows one of the players forming the
trap a picture.
5. The player who has been trapped tries to guess what is in the
picture by asking four questions (for example, “Is it an ani-
mal?”)
6. If the player in the trap can correctly guess the picture, he
may stand on the true side of trap. If he can’t, he must stand
behind the false side of trap.
7. When all the members of the dragon (line) are standing on
each side of the trap, the side that has the fewest members
should try to catch members from opposite side.
8. When time is up, the side that has the most players wins the
game.

Traditional Games
SLEBUR CROSSWORD
Perdana St. Masyithoh, Nurcahyaning Samsi Pertiwi, Budi Angga
Kusuma Ningtyas, Ahmad Nidlam Habibi, Selvi Vangestika
Source: adapted from an Indonesian traditional

game from East Java, Slebur4
Age: Junior High
Number of Players: About 10-15 players, 2 players
form a trap.

Lesson Objective: While playing SLEBUR CROSSWORD, players
will be able to recognize vocabulary and identify words by their
definitions.
Materials
A blank crossword
Twenty slips of paper with crossword clues.
A box
Preparation
1. Create a crossword puzzle using the vocabulary words.
2. Write each crossword clue on a slip of paper.
3. Teach the players the song, Hungry Dragon (translated from
Indonesian, Ular Naga Panjangnya):
Dragon, dragon very long, very, very long
Creep here, creep there as you do, as you’ve always done
Delicious food, tasty food is what you’re looking for
Look here! Look here! Look right here, and eat this tasty one.
4. Divide the class into two groups.

Traditional Games
5. Allow each group to choose one member to be a police of-

ficer.
6. Ask remaining players to make a train by putting their hands
on the shoulders of the person in front of them.
Rules
Object of the game: to guess the words and solve the crossword
puzzle.
1. Players sing the Hungry Dragon song while they move
forward in a train. When the song finishes, one player is
stopped by the police, who issues them a ticket, which is a
crossword clue for the puzzle.
2. The player has an option to “take it” or “leave it”.
3. If the player chooses to “take it”, he or she has to answer a
question on the ticket.
4. If the player chooses to “leave it”, the player behind him or
her has to answer the question.
5. Each time that players answer correctly, they gain 10 points
for their team. When they answer incorrectly, 5 points will
be deducted from their score.
6. The player who is stopped and the police officer should
exchange places: the player becomes the police officer; the
police officer becomes a part of the train.
7. The game continues until the whole crossword puzzle has
been solved.

Traditional Games
CASTLE
Luhur Bayu Nirwana, Regina Savira C.P, and Lisa Ikke May T
Source : adapted from Ben – dol, a traditional Indo-

nesian game
Age: Elementary
Level of English Difficulty: Easy
Number of Players: 10 - 40
Lesson Objective
While playing CASTLE, the players will be able to memorize vo-
cabulary and associate words according to categories.
Materials
Ropes or chalk for marking boundaries (optional)
Preparation
1. Divide players into two groups
2. Assign each group a category (for example, fruits, animals,
vehicles)
3. Ask players to think of a name related to their categories.
For example, the fruit group might use the names apple,
banana, grapes, mango, banana, and orange.
4. Ask player to introduce themselves using their game names
(e.g. banana or orange)
5. Define the boundaries for the game. Show where each
group’s castles and prisons are.

Traditional Games
Rules
Objective of the game: to
capture the most prison-
ers.
1. One member from
each group comes
forward. The teacher
tosses a coin to see
who goes first. The
castle that wins the
coin toss becomes the
chasers. Two members Figure 5. CASTLE playing field
of each group run out of their castle.
2. If the chasers can tag a member of the other group and call
their game name correctly, the person that they tag be-
comes their prisoner. If they cannot remember their game
name, the player goes free.
3. If a player does not want to be caught, she or he can say
“STATUE.” Players who say “STATUE” must be still and silent
until someone from their castle tags them and says, “FREE”.
If a statue moves or makes noise before being freed by his
teammate, he must go
4. directly to prison even if his opponent cannot remember his
name.
5. Each member should have chance to run out of the castle.
6. After 10 minutes, the referee blows the whistle, another
castle becomes the chasers.
7. The winner is the group that captures the most prisoners.

Traditional Games
AMERICAN HAND GAMES

Jonnie Hill
Source: traditional American rhymes

Age: All Ages
Number of Players: 2 to 12
Lesson Objective
While playing American Hand Games, players will be able to
gain a feel for the rhythm of English and will be able to partici-
pate in popular games that American children play.
Materials
Words for chants:
Eeny, meeny, my nee mo
Catch a tiger by the toe
If he hollers, let him go
Eeny, meeny, my nee mo
One potato, two potatoes, three potatoes, four

Five potatoes, six potatoes, seven potatoes, more
My mother told me to pick the very best one
And it is not you, it is you.
Preparation
1. Teach the players the words for the chant.
2. Place players in a circle, each with their fists in front of them.

Traditional Games
Rules
Object of game: to decide who will go first.
1. Players sit in a circle with their fists in front of them.
2. One of the players goes around the circle, tapping each fist
for each stressed syllable of the chant (stressed syllables are
underlined in the printed text above)
3. The last fist to be hit at the end of the chant should be re-
moved from the circle.
4. The last remaining fist goes first in the game.

Traditional Games
ROCK, SCISSORS, PAPER

American Traditional Game
Age: Elementary and Junior High

Number or Players: 2 or 3
Lesson Objective
Through playing ROCK, SCISSORS, PAPER, the students will be
able to participate in a game that American children play and to
compare this American game with the Indonesian game, ANT,
MAN, ELEPHANT (Semut, Orang, Gajah)
Preparation
1. Show students the
hand signals and their
meaning (See Figure 6)
2. Teach students to say
this phrase in unison:
1, 2, 3, Go.
Rules
Object of the Game: to
choose a stronger object
than your opponents Figure 6. ROCKS, SCISSORS, PAPER
1. Players face each other.
2. With their hands in fists, players say, “1, 2, 3, Go”.
3. At the word “go” players place their hands in the center in
the form of a rock (fist), scissors (index finger and middle
finger form a “V”), or paper (hand is flat).
4. Rock crushes scissors; scissors cut paper; paper covers rocks.

Traditional Games
MOSQUITO HUNTER
Crystal Galuh L., Putri Jefta , Islatul Arifa, Anggia Hyuga
Source: adapted from Ceblek Nyamuk, a traditional

Javanese game
Age: Junior High
Lesson Objective
While playing MOSQUITO HUNTER, players will be able to
identify and describe pictures quickly.
Material
Picture cards from various categories
Preparation
1. Divide players into groups of 5.
2. Explain the object and rules of the game.
Rules of the Game

Object of the game: to be the last player to be eliminated
1. Dealer holds cards face down.
2. Dealer calls a category (e.g. food, jobs, animals) and quickly
places a card, face up on the table.
3. If the category matches the picture on the card, the players
should slap the card and leave their hand over the card.
4. The last person to slap the card must identify and describe
the picture in as much detail as possible. If he describes the
picture well, the player may remain in the game. If not, then
he cannot participate in the rest of the round.

Traditional Games
5. If a player slaps a card incorrectly, she cannot participate in

the rest of the round.
6. If a player does not try to slap a card when the category and
picture match, he cannot participate in the rest of the round.
7. The player who remains wins the round and becomes the
dealer for the next round.

Traditional Games
JUNGLE GAME
Nanik Erlia Santi
Source: combination of ESL Kidstuff’s Zoo Game

and DUCK, DUCK, GOOSE
Age: Kindergarten and Elementary
Number of Players: Up to 40
Lesson Objective
While playing JUNGLE GAME, the students will be able to
identify English animal names.
Materials
45 Animal pictures
Preparation
1. Arrange players in a circle
2. Show the animal pictures and say the names of the animals.
Also identify their sounds.
Rules
Object of the game: to pronounce the English names of animals
clearly.
1. The host gives one card to each player. If there are any cards
left over, the host should carry these.
2. The players hold up their card.
3. The host walks around then asks a player, “What animal are
you?”
4. The player makes the sound of the animal on the card then
says the name. For example, if the player had a picture of a

Traditional Games
monkey, he might say, “Nguk nguk nguk; monkey.”

5. If the player imitates the sound and says the name correct-
ly, the host will trade places with the player, handing the
extra animal pictures over to the new host. The new host
will give the old host a card then walk around the circle. He
or she will ask another player, “What animal are you?”
6. If a player cannot make the sound of the animal or pro-
nounce the name clearly, he or she must sit in the “jungle
jail” in the center of the circle. The host will continue to
walk around the circle.
7. Periodically, a host might go to the jungle jail and ask the
players in the jail, “What animal are you?” If the player in
the jail can correctly make the sound of the animal and say
its name clearly, he or she can get out of the jail and return
to the circle. If not, he must stay in jail.

Traditional Games
DUCK, DUCK, GOOSE

A popular children’s game in the USA
Age: Kindergarten
Lesson objective
While playing DUCK, DUCK, GOOSE, the students will experi-
ence American culture and will practice saying two words: duck
and goose.
Preparation
Arrange players in a circle. They should be sitting down in a clear
space (no furniture or big rocks to trip over)
Choose a player to be it.
Rules
Object of the game: not to get caught.
‘It’ walks around the outside of the circle saying, “duck” while tagging
each players back.
When ‘it’ reaches the player who should be the next ‘it’, he or she
says “goose”, then run around the circle. When ‘it’ gets to the gooses
place, he or she should sit down.
The player who was tagged as ‘goose’ should chase ‘it’. If the goose
cannot catch ‘it’ before ‘it’ sits in her place in the circle, then he or she
becomes the new ‘it’. He or she should walk around the circle saying
“duck” until choosing the next goose.
If the player can tag ‘it’ or sit back down in his or her place before ‘it’
does, then ‘it’ must go in the mush pot in the middle of the circle.
Only one player remains in the mush pot at a time. When a new ‘it’
is caught for the mush pot, the player in the mush pot may return
to the circle.

Traditional Games
Culture Notes for Traditional games

1. At community picnics or school picnics, Americans have
sack races, which are like Balap Karung. When participating
in sack races, the players are usually not blindfolded. This
aspect of JUMPING SACKS is the author’s idea. It is a creative
way to help players practice speaking English.
2. American children, particularly boys, like to play with
marbles. Americans also participate in relay races. In ENG-
LISH MARBLE RELAY, the author has proposed a way of
making a relay race with marbles that incorporates English
practice.
3. Americans recognize the Engkle game board as hopscotch.
They would not have to answer questions. This aspect of the
game, which was added by the author, gives the players the
opportunity to practice English.
4. Many American and British children would recognize Slebur
as London Bridge. In London Bridge, two children clasp hands
above their head to form a bridge. The other children walk
under the bridge singing
London Bridge is falling down, falling down, falling down
London Bridge is falling down, my fair lady (gentleman).
On the last phrase, “my fair lady”, the bridge falls, trapping
the player who was under the bridge. The bridge swings the
caught player back and forth while all the players sing,
Take the key and lock her up, lock her up, lock her up
Take the key and lock her up, my fair lady.

Traditional Games
m oor
es
Ga td
Ou

Outdoor Games
WHO IS THE FASTEST?

Fitria Muji Pratawati
Age: Senior High

Number of Players: 40 (20 runners, 5 captains, 5
starting line hosts, 5 music hosts, 5 quizzers)
Lesson Objective
While participating in WHO IS THE FASTEST the players will be
able to give factual information in English and to arrange sen-
tences with relative clauses in the correct grammatical sequence.
Materials
5 envelopes
110 word strips
music CDs
CD player
headphones
Figure 7. Step On It
Preparation
1. Prepare two sets of word strips for each of five sentences.
Place one set of words that form a sentence in an envelope.
Place the other set of words in the Word Warehouse.
2. Show the boundaries for the playing area. Place 5 hosts at
the starting line and a host at each of the relay posts. Each
music host should have music files, a way to play them (com-
puter or CD player), and a set of headphones.

Outdoor Games
3. Divide the player into five groups of five. Each group should
stand in a line at the starting line.
4. Choose a captain for each group. The captain should stand
at the finish line.
Rules
Object of the game: To be the first group to put the words in the
correct order.
1. The first member of each team will be given an envelope by
the host containing eleven words that form a sentence.
2. One by one, the members of the team should run to the
warehouse to retrieve one of the words then give it to the
captain after successfully passing two obstacles.
3. The players must take turns passing through the obstacles.
The host at the starting line should make sure that only one
member of each team is on the course at the same time.
Teams with two or more members at a post will be disquali-
fied from the race.
4. At the first obstacle, the player will listen to a popular song
in English. After the song played, they have to tell the music
host the name of the singer and the title of the song. If the
player can correctly identify the name of the singer and the
song, he or she may continue to the second obstacle.
5. If a player cannot complete the task in the first or second
obstacle, he or she must return to the starting line and give
the paper from the warehouse to the next player.
6. The second obstacle is to answer a question which will be
read to the player by the question host. If the player answers
the question correctly, he or she may give the paper to the
captain then run back to the starting line and tags the next
player, who will go to the warehouse for the next word.

Outdoor Games
7. Finally, the captain will arrange all the words from the team
in the correct order. The first team to form the sentence cor-
rectly wins.
Sample Questions
Sample sentences
1. Teachers who attend the teachers’ seminar will be given a
certificate.
2. The players who are majoring in English are doing an experi-
ment.
3. Marmot babies that are born sooner in spring are in danger.
4. The English Debaters who compete in Jakarta will leave on
Thursday.
5. The house which is located on “Afika Apa” Street Number 18
is mine.
Sample Quiz Post Questions

1. Who is Price William’s wife? Kate Middleton
2. Who was the first African American president? Barack
Obama
3. Where is Eiffel tower located? Paris / France
4. What is the capital city of England? London
5. Where is Amazon River located? Brazil
6. When did Tsunami happen? 26 December 2004
7. What does GMT in England stand for? Greenwich Mean
Time
8. Where is Malin Kundang story from? Sumatra Barat
9. What is the name of zoo in Yogyakarta? Gembora Loka
10. Where is equator (khatulistiwa) tower located? Pontianak
11. What is the highest mountain in Indonesia? Jaya Wijaya
12. What is the name of the dance from East Java? Remo dance

Outdoor Games
STEP ON IT.
Annisa Dewi Rachmayanti
Age: University
Number of Players: 28 (12 team players, 2 overseers,
2 quizzers)
Lesson Objective
While participating in STEP ON IT, the players will be able to
practice team work and identify parts of speech in English.
Materials
Question Sheet
Rope or chalk to mark the grid
Pencil & paper
Powder
Stones
Preparation Figure 7. STEP ON IT

1. Mark a 4 x 3 grid on the ground using chalk or rope (Figure 7)
2. Number the squares from 1 to 12
3. Divide the class into two teams of twelve. Remaining play-
ers may be controllers and supervisors of the two groups.
Rules
Object of the Game: Be the first team to successfully pass
through all the boxes in a 4 x 3 grid to get to the other side.
1. A player chooses one of the twelve questions.

Outdoor Games
2. If the player answers correctly, other players should take

note of the answer, which is a part of the sentence that play-
ers need to arrange in the correct order to win the game.
3. If the player answers incorrectly, one of the supervisors will
put powder on his or her cheek.
4. After answering the question, the player must classify which
part of speech the word belongs to.
5. The player who answers correctly must choose a path across
the board using three different kinds of steps in any order:
right diagonal, left diagonal, straight ahead.
6. The player must step on the square that corresponds with
the number of the question that he or she answered.
7. The player may enter at Square 1, Square 2, Square 3, and
exits at Square 10, Square 11, or Square 12.
8. The boxes containing the chosen questions may not be
chosen again. Once a question has been answered, it can-
not be chosen again.
9. A player cannot step in any of the boxes used by the pre-
vious player (See Figure 7). For example, if Player A (gray
footprints) took the path of 2, 5, 7, and 11, Player B would
have to choose a path like 1, 4, 8, 10 (white footprints) or 3,
6, 8, 12.
10. After all of the team has successfully passed through the
grid, they should organize their answers into a correct Eng-
lish sentence. The first team to arrange the sentence cor-
rectly wins the game.
Sample Questions
Question Set 1
1. A place where people who are ill or injured are treated and
taken care of by doctors and nurses (hospital) à noun
2. The 9th letter of the English alphabet (I) à pronoun

Outdoor Games
3. Final, or sometime directly before the present: as in ‘Did you

see the news on TV ... night?’, or ‘They got married .... Novem-
ber’ (last) à determiner, adverb, noun
4. A female parent (mother) à noun
5. Not healthy or the synonym of ill (sick) à adjective
6. One of the most frequently used words in English. It is used
in this movie title: Remember …Titans (the) à article, deter-
miner
7. Two is a number. The same pronunciation but without the
letter ‘w’. (to) à preposition
8. The opposite of from. (to) à preposition
9. To go to a place in order to look at something or someone in
order to spend time with them (visit) à verb
10. A period of seven days, especially either from Monday to
Sunday or from Sunday to Saturday (week) à noun
11. The past participle of go (went) à verb
12. Belonging to me, another word for mine (my) à possessive
pronoun
Solution: I went to the hospital last week to visit my sick
mother.
Question Set 2
1. To like something very much or the synonym of admire
(adore) à verb
2. Describes a person, animal, thing or activity that could harm
you, the antonym of safe (dangerous) à adjective
3. Antonym of to (from) à preposition
4. The antonym of his (her) à possessive pronoun
5. The antonym of death (life) à noun
6. The antonym of woman (man) à noun
7. Someone who steals (robber) à noun

Outdoor Games
8. To stop someone or something from being killed, injured or

destroyed, synonym of rescued (saved) à verb
9. Used to refer to a woman, girl or female or the antonym of
he (she) à pronoun
10. A word used to indicate a specific noun. It is used in the title
of the American national anthem: …. Star-Spangled Banner
(the) à determiner, article
11. Frequently used word in English to indicate that the speaker
has a specific object in mind. It is used in the title of Robert
Forst’s poem, “... Road Not Taken.” (the) a determiner, article.
12. A synonym for which and that used as the subject or object
of a verb to indicate a person just mentioned. For example ‘I
think it was your dad ... phoned. (who) à pronoun
Solution: She adores the man who saved her life from the dan-
gerous robber.

Outdoor Games
THE SENTENCE CHASER

Deny Yanuarseh, Achmad Yanuar Firmansyah, Army Vista C.S,
Yesvika Fibry P
Age: Junior High

Lesson Objective
While participating in THE SENTENCE CHASER, the players will
be able to arrange words into an English sentence and judge
whether their classmates have created correct sentences.
Materials
word blocks
tennis ball
Answer Key
Preparation
1. Create word blocks for several sentences with seven or eight
words.
2. Create an Answer Key for each of the sentences. (The sen-
tences may be made up by the teacher or could be a phrase
from a song or poem the students should know.)
3. Divide the players in the class into two groups.
4. Divide each group into teams of three to five members.
5. Make boundaries for the playing area.

Outdoor Games
Rules
Object of the game: be the first to arrange words blocks into a
correct sentence.
1. Stack the word blocks on top of each other randomly.
2. Group 1 (Teams D, E, and F) form the walls for the jail while
Group 2 (Teams A, B, and C) plays. While Team C guards the
blocks, Teams A and B take turns trying to knock the word
blocks down by throwing a tennis ball at them.
3. If Team A succeeds, Team C chases Team B while Team A tries
to arrange the word blocks into the sentence as shown in
the answer key.
4. Players who step outside the boundaries of the playing field
must go to jail.
5. Players who are tagged by the ball must go to jail. To tag
other players with the ball, Team C must touch the player
with the ball; they cannot throw the ball at them. Players
from Team C may throw the ball to their teammates.
6. When players from the team arranging the blocks have
finished, they should yell, “Done.” Team C should check their
answers. If it is incorrect, Team C should yell, “I don’t think so”
and the players should keep trying to find the correct sen-
tence before Team C has caught all the players of the other
team and put them in jail.
7. The game is over when the players succeed in arranging
the word blocks into the right sentence or when Team C has
caught all the players from the other team and put them in
jail.
8. When Group 2 is finished, they become the walls for the jail
while Teams D, E, and F play.

Outdoor Games
ic
us
M

Music
RANDOM LETTERS
Elsa Fatonah Triwulandari
Age: Junior High

Number of Players: 25 to 30 (5 groups consist of
5-6 player)
Time for Play: 15 – 20 minutes
Lesson Objective
Given the description of a word, players while working collab
oratively with their teammates will be able to identify that word.
Materials
Recording of ABC Song
5 envelopes, each with 26 letters of the English alphabet
8 envelopes, each containing the clue for a word
Preparation
1. Write a sentence. Place each word in an envelope, marking
the envelope with the first letter of the word.
2. Divide the class into five groups.
3. Give each group an envelope with the letters A – Z inside.
Rules
Object of the game: to guess a word when given its definition
and to make sentences.
1. The teacher plays the ABC Song, pausing at a letter.
2. The players have to listen carefully and then when the song
is paused, find the letter as quickly as possible then take it to
the teacher.

Music
3. The teacher gives each group an envelope which consists

of letters A-Z.
4. The teacher will play the song and she will pause the song
at certain letter.
5. The first group to correctly identify the letter will receive
an envelope with a clue for a word that begins with the
letter they identified.
6. The group should read the clue and identify the word. If
they cannot identify the word, they must return the env
elope and the clue to the teacher. If they can identify the
word correctly, they should write it on the board and hold
the envelope until the end of the game.
7. When all the clues have been solved, the teams should
rearrange the words to create a sentence.
8. The team who answers the most clues is the winner.
Sample Clues
A a verb to describe being - - - (3 letters)
F an adjective for something enjoyable --- (3 letters)
G some things you play _ _ _ _ _(5 letters)
Games are fun.

Music
FINDING WORDS
Oktaviana Dian Permatasari, Aditya Angga Mahendra, Suryani
Kusuma Ningrum, Sheli Dwi .N, & Rizki Sila Anugrah
Age: Elementary or Junior High

Lesson Objective
While participating in FINDING WORDS, the players will practice
thinking of words quickly that begin with a certain letter.
Materials
None
Preparation
1. Write the lyrics on the white board:
What can you make?
What can you make?
What word can you make with …, …?
I can make ….
I can make…
I can make… with ….?
2. Rap the chant with the students, giving them examples of
how to fill in the blanks.
What can you make? What can you make? What word can you
make with C, Tri?
I can make cabin. I can make cabin. I can make cabin with C.
3. Explain the Rules.

Music
Rules
Object of the game: to remain standing when classmates have
all sat down.
1. All players stand up.
2. The first player begins the chant then chooses a second
contestant to continue the song with the letter mentioned.
For example:
Eka: What can you make? What can you make? What word
can you make with C, Dewi?
Dewi: I can make cabin. I can make cabin. I can make cabin
with C.
3. Players are given 5 seconds to think of a word.
4. Players who cannot think of an appropriate word in 5 sec-
onds must sit down.
5. Players who repeat a word that has already been said must
sit down.
6. The last player still standing wins the game.

Music
FIND ME!
Dhiah Ayu Estiningrum, Annisa Dewi Rachmayanti, Dinna Dwi
Pahlawani, Ety Dwi Astuti, Fitria Muji Pratawati
Age: Senior High

Lesson Objective
While participating in FIND ME, the players will practice critical
listening and enhance the mastery of vocabulary by listening to
the song and finding words from the lyrics in the Word Search
puzzle.
Materials
Worksheet
Pencils, Pens
English song
Preparation
1. Choose an English song
2. Make a list of words in the song
3. Create a Word Search Puzzle using words from the list
Rules:
Object of the game: to identify the words in the grid that are in
the song.
1. Give a Word Search Puzzle to each player.
2. Play a song twice. Players list and have to listen and look for
words from the song in the Word Search Puzzle.
3. After finding the correct words, the players should identify
which part of speech the words are.

Music
Sample Questions
The worksheet on the next page may be copied. The answers to
the worksheet appear below.
A F H S D S N E E R R O
H D E F C O E V B B M L
H E A R D M V F L O O D
F G R W N E E A I W Q R
M K S H U O R C Y G G F
T U I K O N B E A Q H T
P R I G F E U N N B V T
P T U A D S X X F H G E
O T L E L M S H Y X F A
S O B E R A G U O V H K
H O L D G R P Q U Y H K
E S U D R R L I E S K L
F T E G B I S M A E R D
D F A A Q E E R I I Y U
F R I E N D J J G G V P
Verbs: fight, heard, hold

Nouns: face, friend
Pronouns: I, you, me
Adjectives: blue, married, old, shy, true

Music
FIND ME
Instructions: Find the words from the lyrics of the song, “Some-
one Like You” by Adele in the grid. They may be forward, back-
ward, horizontal, vertical, or diagonally.
A F H S D S N E E R R O
H D E F C O E V B B M L
H E A R D M V F L O O D
F G R W N E E A I W Q R
M K S H U O R C Y G G F
T U I K O N B E A Q H T
P R I G F E U N N B V T
P T U A D S X X F H G E
O T L E L M S H Y X F A
S O B E R A G U O V H K
H O L D G R P Q U Y H K
E S U D R R L I E S K L
F T E G B I S M A E R D
D F A A Q E E R I I Y U
F R I E N D J J G G V P

Music
Instructions: Classify the words you found as verbs, nouns, pro-

nouns, and adjectives.
VERB NOUN PRONOUN ADJECTIVE

Music
PUZZLED LYRICS
Arista Nurhayati
Age: Senior High

Number of Players: 25 – 30 (5 groups of 5 or 6)
Lesson Objective
Given descriptive clues and partial lyrics for a song, players will
be able to identify the title and artist of the song and confirm
their ideas with other players.
Materials
Recordings of 4 songs
25 Envelopes with clues (5 each for each of 5 different songs)
Scoreboard and marker
Preparation
1. Choose songs for the activity. Write a section of the lyrics.
It should be the same length for each song. Cut the words
apart and put them in an envelope.
2. Give five envelopes with five different songs to each of the
groups.
Rules
Object of the game: to get the most points for the team
1. Each group is given 5 envelopes containing words of a song
lyrics part and clues.
2. The group should open one of the envelopes to unscramble
the words to create the lyrics for a song. They should also
identify the title and the artist before the other groups.

Music
3. When the group thinks they have unscrambled the lyrics

and can identify the title and the artist, they should raise
their hand and say “Finished”. If they can identify the title
and artist, they receive 5 points. If they can sing the song
correctly, they receive 5 more points.
4. After trying the first envelope, the team should replace the
words in the envelope and open the second envelope. Play
continues until one team has opened all five envelopes and
has correctly identifies the titles, artists, and lyrics for all the
songs.
5. The first team to complete all 5 envelopes or the team with
the most points wins.

Music
PICK AND PLAY

Titis A, M. Ismil A, M. Munir, A. Surya D, M. Ryan
Age: Senior High School

Level of English Difficulty: Moderately Easy (de-
pending on vocabulary)
Number of Players: 8-32
Time for Play: 30- 45 minutes
Lesson Objective
While participating in this game, the players practice accurate
pronunciation and listening skills by understanding and re-
sponding to clues and questions and by singing songs.
Materials
5 slips of paper with song titles that students know
4 song sheets for each of 5 different songs
Paper and pencil for each team
Preparation
1. Divide the class into four groups.
2. Draw straws to decide the order in which groups will per-
form.
Rules
Object of the game: to write the lyrics of the song as accurately
as possible (listeners) and to sing clearly enough that others can
understand and write down the lyrics accurately (singers)
1. The first team picks one of the slips of paper with a song title
(without seeing the title)
2. The whole team sings the song in front of the class three
times

Music
3. The other teams listen and write the lyrics.

4. The remaining teams choose a slip of paper and sing their
songs three times while other teams listen and write the
lyrics.
5. The teacher collects the players’ answer sheets and scores
them. The team that writes the most words from the lyrics
correctly will receive 10 points; the second most will receive
5 points. The team that sings the song that most teams were
able to write accurately receives 10 points. If there is a tie,
both teams receive 10 points.
6. The teacher distributes the song sheets to each group and
the players sing all the songs together

Music
LETS GO SHOPPING
Tri Wijayanti, Efi Rosalina, Fitria Arisma
Age: Junior High

Lesson Objective
While participating in this game, the players will be able to prac-
tice speaking and to apply their knowledge of vocabulary by de-
scribing words and associating them with other similar words.
Materials
Picture cards of food, clothes, school supplies, tools, or toys
Let’s go Shopping lyrics
Preparation
1. Review words for types of stores: grocery store/ supermar-
ket, hardware store, toy store, clothing store, stationery store
and the types of items that are for sale in each store.
2. Demonstrate how to play the game, drawing a card, singing
the song, then telling the type of store that sells the item
and three more clues about the item.
3. Example: (picture: teddy bear): You can find this at the toy
store. It is cute and cuddly. It costs about 100,000 rupiah.
Rules
Object of the Game: to guess the secret picture based on clues
and where to buy it.
1. The first player draws a picture card, but does not show it to
anyone in the class.

Music
2. All the players sing the song.

3. The first player is given about 2 minutes to think about what
type of store would sell his or her item and three more clues
that would help other players know which item it is.
4. The player who can guess the item gets to draw the next
picture card
5. All the players sing the song.
6. The player has 2 minutes to think about the store and how
to describe the item.
7. The player who guesses the item is the next to play.
8. Play continues in this manner until all players have had a
chance to describe at least one picture card.
Sample Questions
“Let’s Go Shopping” lyrics

Tune: Frères Jacques
Let’s go shopping. Let’s go shopping.
Here’s a store. Here’s a store.
What things can we buy here? What things can we buy here?
We want more. We want more.

Music
SARONG GAME
Nury Roshidah
Age: Junior High

Lesson Objective
While playing the SARONG GAME, players will be able to enrich
their vocabulary and to answer questions.
Materials
2 sarongs in different colors
Preparation
Organize the players into a big circle.
Rules
Object of the game: To avoid answering questions incorrectly
1. The teacher (or judge) stands in the middle of the circle
formed by the players.
2. The teacher gives two students a sarong.
3. While the music plays the student with the first sarong must
pass through it head first, top to bottom After pulling the
sarong over his head, he should step out of it and pass it to
the person on his left, who will also pass through the sarong
head first before passing it to the player on her left.

Music
4. The player with the other sarong must pass through the sa-
rong feet first, bottom to top. After stepping into the sarong,
the player will pull it over her head before passing it to the
player on her right, who will also pass through the sarong
feet first before passing it to the player on her right.
5. When the music stops, the players who are wearing the
sarong must come into the middle of the circle to answer a
question.
6. If the contestant’s answer is correct, he or she may return to
the circle. If the answer is wrong, the player must sit inside
the circle until the game is over.
7. The last player who is still standing when everyone else is
sitting is the winner.

m rd
es
Ga o
W

Word Games
UNO WORDS
Oktaviana Dian Permatasari
Source: adapted from UNO

Age: Elementary and Junior High
Number of Players: 16- 24 (4 groups up to 6 players)
Lesson Objective
When given picture cards in UNO WORDS, the players will able
to associate words by beginning sounds and categories. .
Materials
4 sets of 52 Picture Cards (12 pictures from 4 categories, 4 pic-
tures of wild animals)
Preparation
Show students the pictures from the 4 categories and the 4
pictures of wild animals
Show how a word might match because it is in the same cat
egory (bowl and spoon) or because it begins with the same
sound (bowl and banana)
Rules
Object of the game: to play all of your cards. :
Deal 6 cards to each player. Place one of the remaining cards
face up.
The person to the left of the dealer plays first. He or she should
play a matching card (either by category or by beginning
sound). When players do not have a card to play, they should
draw card. Then the person to their left should play.

Word Games
Animals are wild. When they are played, whoever plays them
may change categories.
The first person to play all their cards wins.
Tournament play
First Round
Four groups of students play UNO words.
After fifteen minutes, if no one has won the game, the person
with the fewest cards wins.
Second Round
If there are more than 24 students in the class, divide the class
in half. In the first round, half the class should play the others
should kibbutz. In the second round, observers of the first round
play; players in the first round kibbutz.
Third Round (Semi-Finals)

Winners of the first round compete against each other.
Winners of the second round compete against each other.
Fourth Round (Finals)

The winners of the third round compete against each other.

Word Games
FIND THE WORDS

Navila Roslidah
Age: Junior High

Number of Players: Up to 40 (4 groups of 10)
Lesson Objective
While participating in FIND THE WORDS the players will be able
to rearrange letters to make English words.
Materials
Whiteboard
4 Markers
Preparation
Divide the class into four groups. Ask each group to make a line,
Rules
Object of the Game: To make as many words as one can with a
specific group of letters.
1. Every member of the first group must write a letter at the
top of the board
2. When time begins, the first member of each group must re-
arrange the letters on the board to create a word. When the
first player of a team has written a word, he or she should
pass the marker to the second player in the line to write
another word.
3. Each player must write a different word. If one of the players
writes a word that is already on the board, that word will be
ignored and deleted.

Word Games
4. The group with the most points wins. Three and four letter
words are one point. Five and six letter words are 2 points,
seven and eight letter words are three points. Words that
have nine or more letters are five points.

Word Games
WORD TRAIN RELAY

Anis Sulistya R
Age: Senior High

Number of Players: 30-36 (five or six groups of six)
Lesson Objective
Given the opportunity to call to mind vocabulary, students will
be able to call to mind words that begin with a specific letter.
Materials
Whiteboard
Marker
Alphabet cards
Preparation
1. Divide class into groups of six.
2. Instruct each group to form a line with the first member
facing the board.
Rules
Object of the game: to write as many words as possible in the
time given.
1. The front member of each team should draw a card with a
letter on it
2. When the teacher says go, the first player should write a
word on the board beginning with the letter he drew. After
writing the word on the board, the first player may write
another word that begins with the letter at the end of the
previous word. The first player has ten seconds to form as
many words as he or she can in this way.

Word Games
For example:
(T) (C) (B) (V)

table chair bed vehicle
elephant rose door engine
toilet egg ring electronic
thumb gun gorilla coat
brother noodle ant tank
3. After ten seconds, the first player should pass the marker to
the second player on the team, who will continue the chain.
4. A player cannot use a word that has already been written on
the board.
5. The group with the most words in their word train is the win-
ner.
Variations
1. The teacher might specify a type of word that students
should write (e.g. nouns, verbs).
2. Rather than counting the number of words to get a score,
the score could be calculated based on the length of the
words. Thus, a six letter word might get two points; a seven
letter word, three points; an eight letter word, four points; a
nine letter word, five points.

Word Games
WHAT STORY IS THIS?

Marshalita
Age: Senior High

Lesson Objective
In WHAT STORY IS THIS? the players will be able to write a story
in a group based on a picture and to engage with the other
members of their group Players will also explore different
genres of stories: tragedy, comedy, romance, and suspense.
Materials
Picture cards (one for each group)
Paper and pencils
Preparation
Divide class into groups of 4
Give each group a picture card to write a story about
Give each group a pencil and piece of paper to write their story.
Rules
Object of the game: to write the funniest comedy, scariest sus-
pense, best romance, or saddest tragedy.
1. When the song is being played, the first player writes a sen-
tence or two to begin a story about the object in the picture.
2. When the music stops, the first player passes the paper to
the next player, who will continue writing the story until the
music stops again.
3. After everyone in the group has written a part of the story,
one of the players for each group comes in front of the class
and reads the story. Everyone votes for the best comedy,
scariest suspense, best romance, and saddest tragedy.

Word Games
KNOW YOUR BODY

Navila, Eka, Niken, and Faridah
Age: Elementary
Time for Play: 30- 45 minutes
Lesson Objective
While playing PLAY WITH ME, players will be able to identify
parts of their body
Materials
Recording of the song, Heads, Shoulders, Knees, and Toes or any
other song about the body
Question sheet
Preparation
1. Divide class into groups of 5.
2. Listen to the song and point to the body parts as they are
being sung.
Rules
Object of the game: to get the most points for your team by
identifying parts of the body
1. Each group sends a representative to the front of the room.
2. The representative will listen to the song.
3. The instructor plays the music about part of body
4. The instructor stops the music at one part of body
5. Players must put their hand on the part of the body that was
just sung.

Word Games
6. Players who answer quickly and correctly will receive one

point for their team.
7. The fastest player will receive a bonus question that his or
her group may help answer. If their answer is correct, they
will receive extra points.
8. Players return to their groups and send another representa-
tive for Round 2.
9. The game will be played five times so that every member of
the group will get a turn.
10. The team with the most points wins.
Sample Questions
Bonus Questions
• My teacher is in the classroom. He uses this to hold a pen.
(hand)
• My grandfather is in the garden. He uses this to smell the
flowers. (nose)
• When you are sick, you go to the doctor. She uses this to listen
to your heart (ears)
• The singer uses this to make music. (voice, mouth)
• The cook is in the kitchen. He uses this to taste the food
(tongue).
• The librarian needs to use these to read a book (eyes)
• The policeman works very hard. He uses these to run after a
thief. (feet, legs)
• A graceful dancer stands on the tips of these. (toes)
• The farmer uses these to carry a heavy load. (shoulders)

Word Games
WINNER TAKES ALL (ROB THE LOSERS)

Ikal Malis, Nanik Erlia Santi, Ragil Kharismawati, Aulia Drifani K.,
Nur Fajriyah, Nikma Datul Y.
Age: Junior High through University

Number of Players: 30 players
Lesson Objective
While participating in this game, the players will be able to
experiment with tense, reference, tone, and negation and will
accurately paraphrase English sentences.
Materials
Recording of any song (slow, repetitive, and not familiar to the
students)
DVD player and loud speakers
Paper and pencils (1 for each team)
Preparation
Divide students into groups of 6
Demonstrate how to change a sentence by changing tense, pro-
nouns, negation, tone (question, exclamation, statement), using
antonyms. Example:
I will always love you (original)
I have always loved you (change tense)
He has always loved her. (change pronouns)
He has never loved her. (negation)
Has he never loved her? (tone)
Has he never hated her? (antonym)

Word Games
Rules
Object of game: To be the first team to win 15 points.
1. Players listen to the song
2. The first player chooses a line from the song and writes it
exactly as it is sung
3. The second player must change the tense of the sentence
4. The third player must change the pronouns.
5. The fourth player must negate the sentence.
6. The fifth player must change the tone of the sentence.
7. The sixth player must change one of the keywords to an
antonym.
8. Team members may help each other
9. Players may ask for help from the teacher to spell any words
from the lyrics.
10. All groups begin with 5 points.
11. The first team to answer all six parts correctly and to create
a sentence that means the same thing will receive 1 point
from each of the other teams.
12. The second team to answer all six parts correctly will receive
1 point from the teams that have not finished yet.
13. If a team loses all its points, it is eliminated from the game.
14. The first group to win 15 points wins.

Word Games
WHERE AND WHAT AM I?

Aditya Angga Mahendra
Age: Kindergarten
Number of Players: 10 (5 for each round)
Lesson Objective
Through playing WHERE AND WHAT AM I, the players will in-
crease the power of their memory and enrich their vocabulary.
Materials
10 real objects (e.g. book, pen, pencil, eraser, toy)
Preparation
Help students memorize the names of ten items.
Choose the students who will look for the hidden items.
Rules
Object of the game: to be the fastest to find and identify the
most objects:
1. Tell five players to hide their eyes while you or other players
hide ten items.
2. Tell five players the names of the ten things that are hidden
around the room.
3. The players should remember the names of the items and
look for them.
4. The player who finds the most items and remembers their
English names wins the round.
5. Tell five new players to hide their eyes while you hide the ten
items.

Word Games
6. Remind the players of the names of the items that they

should find.
7. The player who finds the most items and remembers their
English names wins the round.
8. Place the items on the table so that the winners of Rounds 1
and 2 can reach them.
9. When you say the name of an item, the players should grab
the item as quickly as possible.
10. The one who grabs the most wins the game.

Word Games
REMEMBERING NAMES
Mohammad Alan
Source: inspired by one of 102 English Games by

Redjeki Agoestyowati
Age: Junior and Senior High
Level of English Difficulty: Moderately
Number of Players: up to 50
Lesson Objective
While playing REMEMBERING NAMES, the students will be able
to introduce themselves and memorize information about
others
Materials
none
Preparation
Ask students to think of something about themselves that is
unusual or unique.
Demonstrate how to introduce yourself and tell something that
is unusual or unique.
Rules
Object of the game: to remember unusual information about
other members in the group.
1. All players including the teacher should stand
2. Each person should introduce themselves and mention
something unusual about themselves. For example: My
name is Rachda, I have many white hairs.

Word Games
3. The next person should introduce each person who has

gone before them and mention something unusual about
himself: His name is Rachda; he has many white hairs.
My name is Asti Ananti; I have dark blue eyes.
4. If a player mentions something that is not unusual (for ex-
ample, Sidqi also has dark blue eyes) the two players should
exchange places in the circle and the other player should
introduce all the other people who have mentioned some-
thing unusual then introduce himself and what is unusual
about him. For example: His name is Rachda, he has many
white hairs. My name is Sidqi, I have eight brothers and sisters.
5. If a player makes a mistake or forgets to introduce someone,
he or she must move to the end of the line.
6. After all the players have introduced themselves, players
should return to their original positions and remain stand-
ing. When a player can successfully identify all of his or her
classmates and their unusual traits, he or she may sit down.

Word Games
MAKING WORDS
Dhiah Ayu Estiningrum
Source: Adapted from iteslj.org

Age: Senior High
Lesson Objective
While participating in this game, the players will be able to recall
old words and acquire new words.
Materials
5 markers, whiteboard
Stopwatch
Preparation
Divide students into group of four. Each group should choose a
name for themselves.
Write a long word on the board, for example, ELIMINATION
Rules
Object of the game: to get the most points by making words ac-
cording to the rules:
1. Players have two minutes to rearrange the letters in the long
word to form as many words as they can. For example: lime,
mine, nation, mint, late
2. Give 1 point for every short word that can be formed from
the long word; 5 points for every word that is six letters or
longer.
3. The two teams with the most points advance to the next round.

Word Games
4. Give the two groups a word, “LIME”

5. The groups should transform the word by changing one let-
ter at a time. The word must be an English word.
The first word and the second word should be completely
different. For example:
LIME
LINE
LONE
NONE
NOTE
NOTA
6. The team that can correctly transform the word in the few-
est steps receives ten points. Each team receives 1 point for
every word that appears both in their list from the qualifying
round and their word transformation chain.


Word Games
I SAID, “GIVE ME”

Ramdani Citra Apriyanti
Age: Junior High

Number of Players: 25 players
Lesson Objective
Given a sentence, the players will be able to identify a word’s
class and spell it correctly.
Materials
25 short slips of paper (1 for each player)
30 long slips of paper
3 sets of alphabet cards
3 bowls, 2 cups
Preparation
1. Divide the students into two teams.
2. Write the name of each student on a short slip of paper. Roll
up the paper. If the player is on Team 1 place it in a bowl for
Team 1. If not, place it in the bowl for Team 2.
3. Write a sentence on each of 30 long slips of paper. The
sentence should have a noun, pronoun, verb, adjective, and
adverb. Fold the sentence strips and place them in a third
bowl.
Rules
Object of the game: to get the most points.
1. The host (or teacher) takes two slips of paper from the bowl
of names.

Word Games
2. The players whose names were chosen come to the front of

the room.
3. The host draws a slip of paper from the bowl of sentences
and reads the sentence.
4. After reading the sentence, the host says, “I said, ‘Give me
a…..mentioned in the sentence.” The host may ask for a
noun, pronoun, verb, adjective, or adverb.
5. The players who were chosen arrange the alphabet cards
into the words that correctly respond to the host’s clue. The
first to respond correctly receives one point for his or her
team.
6. Before returning to their seats, each of the two players
chooses a name from the name bowl and calls out the
names of the next two contestants. They place the papers
they drew into a cup.
7. When all the sentences have been read, the team with the
most points wins.
Sample Questions
Sample sentences:
Since the air (N) in Beijing (N) is (V) very (adv) polluted (adj), I
(pronoun) can’t breathe (V).
The students (N) at our (pronoun) school (N) are (V) really (adv)
smart (adj).
I (pronoun) like(V)singing (V) popular (adj) songs (N) very (adv)
much (adv).

Word Games
m iz
es
GaQu

Quiz Games
GUESS WHAT?
Dhiah Ayu Estiningrum

Number of Players: 7 (5 contestants, 1 host, 1 score
keeper)
Lesson Objective
While participating in GUESS WHAT?, junior and senior high
school players will learn, improve, and also demonstrate their
mastery of vocabulary by responding correctly to the clues.
Materials
Questions Cards about three categories
Preparation
Write five questions for each of three categories that students
should be familiar with.
Arrange the players so that the five contestants sit in a row fac-
ing the host.
Rules
Object of the game: to get the most points
1. The contestants sit in the order of play. They take turns
answering questions.
2. The contestant chooses one of the categories. The host
reads a question from that category.
3. If a contestant answers correctly, he or she receives 10
points.

Quiz Games
4. If a contestant answers incorrectly, the first contestant to

raise a hand may answer.
5. If there is a tie, the players with the same score will play in
the speed round. In the speed round, the host reads three
questions. After each question, the first contestant to raise
his or her hand may answer the question.
Sample Questions:
Category: Occupation
1. Usually, she is a woman. She always wears a uniform. Her job
is serving the passengers’ needs. She works on an airplane.
Who is she? (flight attendant)
2. My job is somewhat the same as the police officer’s. It can
be said that I help the police. I discover information about
crimes and find out who is responsible for them. Who am I?
(detective)
3. I have a medical degree. I can help the people who have
pets. I have been trained to take care of the health of ani-
mals. Who am I? (veterinarian)
4. He doesn’t work inside an office. His work is making and
repairing things. It deals with wooden objects. Usually, the
products that he makes are sold in furniture store. Who is
he? (carpenter)
5. I usually work outdoors, especially in the water. I often work
in my boat and use a net to catch fish. Who am I? (fisherman)
Category: Hobby
1. My hobby is a kind of sport. It is really relaxing because I
can move my body through the water. It can be done in the
beach or pool. What is my hobby? (swimming)

Quiz Games
2. Often, this is a woman’s hobby. My mother does it because

she loves to make her own clothes. She uses yarn or another
type of thread and two long needles to connect it into long
rows. What is my mother’s hobby? (knitting)
3. My hobby is a kind of sport. It needs a field to play. There
are two teams each of them consists of five men or women.
Players throw a large ball through an open net hanging from
a metal ring to score points. What is my hobby? (playing
basketball)
4. My hobby does not require a lot of money. It is nice to do it
in the morning or in the late afternoon when it is cool. It is
good for my health. I run at a steady pace down the street or
around a track. What is my hobby? (jogging)
5. My sister’s hobby is something that is often done by women.
She does this in the yard next to house. She takes care of
the plants and makes the yard attractive. What is my sister’s
hobby? (gardening)
Category: Places
1. This is a public place where many people meet to buy and
sell things. Mothers usually buy vegetables and all their
daily needs here. Where is it? (market)
2. This is a public place where most people do not want to go
unless they are sick or injured. The doctors and nurses will
take care of them in this place. Where is this place? (hospital)
3. This is a building where some services are offered. People
can change their money into foreign money, borrow money,
and also invest their money. What is this place? (bank)
4. This is a place with chairs and tables and food. People may
buy their breakfast, lunch, or dinner here and sit at the
tables to eat it since the cook has already prepared it. What
is this place? (restaurant)

Quiz Games
5. This is a public place that is often crowded with people.

People may be dragging suitcases, buying food or drinks,
and buying tickets. Some of them are waiting for the public
transportation; some of them have just arrived from other
cities. What is this place? (station)
Speed Round (if necessary)

1. I work in an office filing papers, writing letters, and answer-
ing the phone for my boss. What am I? (secretary)
2. My hobby requires a lot of practice and dedication. My
friends and I have formed a band with guitars, drums, and a
keyboard. What is our hobby? (musicians)
3. This is a public place, but people have to buy tickets if they
want to enter the park to see the animals. What is it? (zoo)

Quiz Games
XOY
Ety Dwi Astuti

Lesson Objective
Given many questions related to a theme, the player will be able
to associate specific words with themes.
Materials
Pins
Nine cards about 10cm x 20cm: 3 X, 3 O, and 3 Y
Game board
Preparation
1. 1. Make a game board from carton or Styrofoam like the one
below.
Sports Opposites Food Fairy Tales
Jobs Homophones Tools Animals
Geography Music Cinema Plants
Math Technology Drink Celebrities
3. Prepare one or two question cards for each category.
4. Divide the class into three different teams. Write a symbol to
represent each team:
Team 1 = X; Team 2 = O; Team 3 = Y
5. Allow each team to appoint a captain to announce the
answer to the questions.

Quiz Games
Rules
Object of the Game: to place your team’s symbol in three boxes
in a row either horizontally, vertically or diagonally.
1. The first team chooses a category.
2. The host asks a question from that category.
3. If a team answers a question correctly, they pin their symbol
in the box of the correctly answered question then choose
another question.
4. If a team answers incorrectly, the next team may answer.
5. When a team discusses the answer to a question, the dis
cussion must be in English.
Sample Questions
Sports—In this sport, people move in the water. (swim)
Jobs—A person with this job works at a hospital and helps
people get well. (doctor, nurse)
Geography—This continent is south of Indonesia. (Australia)
Math—How much is three times three? (nine)
Homophones—these words can be a number, mean ‘also’, or
indicate direction. (two, too, to)
Technology—This tool goes with the computer to move the
cursor. (mouse)
Tools—You use this tool to write. Be careful, you can’t erase
afterwards. (pen)
Fairy Tales—In this story, Snow White hides from her step
mother with seven of these. (dwarves)

Quiz Games
ARE YOU SMARTER THAN AN ENGLISH TEACHER?

Nanik Erlia Santi
Source: adapted from Are You Smarter than a Fifth

Grader
Age: Senior High and University
Number of Players: up to 30
Lesson Objective
While participating in ARE YOU SMARTER THAN AN ENGLISH
TEACHER, the players will be able to understand questions and
respond both verbally and in writing.
Materials
25 multiple choice questions
Bell
3 cards with the words, copy, peek and save.
1 A4 paper for each student
Preparation
1. Write 25 multiple choice questions about knowledge, cul-
ture, pronunciation, vocabulary, grammar, and geography
2. Ask students to prepare their answer sheets by folding a
paper in half and writing large letters in each panel: A, B, C,
and D.
3. Have students draw lots (to make a decision by choosing
from a set of objects such as pieces of paper or sticks that
are all the same except for one) to see who will be the first
player.

Quiz Games
Rules
Object of the game: to answer 7 questions from 6 categories
correctly.
1. The contestant chooses a classmate to accompany him or
her. Both stand with their backs to the class.
2. The contestant chooses a question. The host reads it.
3. All students choose an answer (A, B, C, D) to the questions.
The contestant answers the question verbally. When the
contestant has given the answer he or she believes to be
correct, he or she should ring the bell. If the answer is cor-
rect, the contestant will receive 10 points.
4. If the contestant does not know the answer for any of the
first six questions, he or she may receive three types of help:
copy, peek, and save. Each type of help may only be used
once.
Copy: If the student chooses to copy a classmate, he or she
must use that answer. If the answer is wrong, the contest-
ant loses. If the answer is right, the contestant may continue
playing. The contestant will lose 15 points for using this type
of help.
Peek: The contestant may ask his or her classmate for their
answer. If they like it they may choose to use it. They may
also choose another answer. If the answer is right, then the
contestant continues. The student loses 15 points for using
this type of help. If not, the contestant must return to his or
her desk.
Save: If the contestant answers incorrectly but their class-
mate is correct, the contestant may continue playing. The
accompanying classmate should return to his or her desk.
The contestant loses 10 points for receiving this type of help.
If the classmates’ answer is incorrect, the contestant loses.

Quiz Games
5. If the contestant answers incorrectly or depends on help

that answers incorrectly, he or she loses the game and must
return to his or her desk.
6. If the contestant answers the first six questions correctly, he
or she may enter the bonus round. The seventh question is
a bonus question. The contestant may not get any help in
answering this question. If answered correctly, the contest-
ant will receive 50 points.
Supplement material:
Sample Questions
Vocabulary
1. Fill in the blank with the phrase that best describes Teni’s
feeling. (d)
Teni : The music is too loud. I am reading now …..
Dewi : I’m sorry. I’ll turn it down.
a. Take it easy c. It’s embarrassing
b. I am very pleased d. I can’t take this anymore
2. Fill in the blank with the best word. (a)
Our ……. president had a prestigious position in a reputable
state university. Now, our president is an economist.
a. former c. recent
b. latter d. new
Geography
3. How many states were a part of the United States in 1776? (a)
a. 13 c. 52
b. 50 d. 15
4. Which hemisphere does Indonesia share with the US and the
UK? (c)
a. West c. North
b East d. South

Quiz Games
Pronunciation
5. When Jafar lived in Sumatra, he had a small zoo in his back yard.
If you asked him, “how many?” what might he tell you? (b)
a. ./εl e fn/ c. /εl e fæn/
b. /i le vn/ d. /il e vn/
6. Which two numbers in English sound like prepositions? (d: to
and for)
a. 1 and 2 c. 1 and 3
b. 3 and 4 d. 2 and 4
Culture
7. Which type of clothing are many American or British boys not
likely to wear? (c)
a. shorts c. dresses
b. socks d. jackets
8. This popular sandwich is made by putting a beef patty in a
bun. What is it? (b)
a. peanut butter and jelly c. grilled cheese
b. hamburger d. hot dog
Knowledge
9. Six times six divided by six plus six minus six equals what? (b)
a. 0 c. 12
b. 6 d. 36

Quiz Games
BLINK CLINK
Aru Wijayanto
In light of the fact that high school students are more likely to
use their cell phones rather than read their English books, this
game seeks to motivate students by letting them use their cell
phones to study English.
Source: adapted from Plants vs Zombie

Age: Senior High
Number of Players: any number
Lesson Objective
By playing BLINK CLINK, the players will practice arranging the
adjectives in noun phrases in the correct order.
Materials
Laptop, LCD, Modem (optional)
Working cell phone for each player
Preparation
1. Create six to ten strings of adjectives, making sure the string
includes various types of adjectives (number, size, shape,
texture, smell, speed, color, origin). For example:
(1) a big round red soft aromatic American rose
(2) eleven big smelly brown Sumatran elephants
2. Either write each word on a separate card or create a Power
Point presentation scrambling the words in the adjective
string and placing each set of words on a slide.

Quiz Games
3. Choose a player to be the operator.

4. Inform students all of the cell phone numbers they should
call.
Rules
Object of game: to be the first to send an sms with a list of ad-
jectives in the correct order.
1. The host should place a jumbled phrase so that all players
can see it. After the phrase is shown, the players must ar-
range the jumbled phrase in the right order and send it as
an sms to the operator as fast as possible.
2. The operator should announce the first five players to sub-
mit a correct answer. These are the winners.
Sample Scrambled Noun phrases

Chinese delicious sweet dumplings many [many sweet delicious Chinese dumplings]
German wooden big six puppets [six big wooden German puppets]
tall young famous Canadian singer the [the tall young famous Canadian singer]
the new Thai white silk wedding dress [the new white Thai silk wedding dress]
floppy big round Spanish hat my [my big round floppy Spanish hat]
seven delightfully silly noun phrases long [seven long delightfully silly noun phrases]
night dark stormy October one cold [one cold dark stormy October night]

Quiz Games

Quiz Games
es y
m la
Ga P
ole
R

Quiz Games
WHO PAINTED IT
Titis Ariwangi, M. Ismil Arobi, M. Alan Arozy, Ahmad Surya, Mu-
hammad Ryan
Age: Senior High and Adult

Level of English Difficulty: Hard
Time of Play: 20 minutes
Learning Objective
While playing WHO PAINTED IT, players will listen to clues and
solve problems using English.
Materials
Role Cards
Preparation
Read situation. Assign roles to students.
Allow students time to read their role cards and become familiar
with who they are and what they were doing on the day the in-
sulting picture was painted on the board.
Rules
Object of the game: solve the mystery
1. Read the scenario.
2. Listen as the suspects present their alibis.
3. Ask questions to find out who painted the insulting picture.
Scenario
One morning, there was an uproar in the classroom. There was a
giant painting on the whiteboard in front of the class which was
insulting one of the teachers. No one knows who painted it. It

Quiz Games
was the first day of school; only a few students were permitted
to be on the school grounds the day before, they are:
• Tono and Doni, students in charge of the school library, they
asked for permission to go to library to clean it up.
• Budi, captain of the football team, who asked for permission
to return the football team uniform to the school warehouse.
• Anggie, a member of the cheerleading squad, who asked for
permission to return the pom-poms to the warehouse after
using to cheer for the football team.
• Edi, computer lab assistant, who asked for permission to do
maintenance on all the computers in the lab, so that they can
be used the next day.
They have been to the principal’s office for questioning. Tono and
Doni, who are Sherlock fans, offer to help the principal to find the
one who painted the picture in the classroom. They ask for every-
one’s alibi for the day, including their own.
After hearing everyone’s alibi, Tono and Doni smile. Who is the
culprit?
Note
Solution is at the bottom of the Recommended Resources List
for this book. (p. 106)

Quiz Games
Role Cards
Tono and Doni
You came to school at 9am to clean up the library. You didn’t go
to the school guard office to borrow the key because you already
had spare key. You said you were in the library for 6 hours and
then went home. You said you didn’t meet anyone. The library is
far from the computer lab and the warehouse. You said you went
home at 3pm.
Budi
You came to school at 10am in the morning. You said you came
to return the football uniform because the football tournament
had ended. You asked the school guard for the warehouse key
and returned it after you finished. You said you saw Edi in the
computer lab, so busy with the computer that he didn’t notice
that you were there. Then you said you went straight home after
you returned the uniform.
Anggie
You came to school at 12pm to return the pom-poms to the
warehouse after using them to cheer the football team in the
tournament. You went to the school guard office to borrow the
warehouse key. You said you saw Edi in the computer lab and
you saw Budi going home wearing his football uniform. You went
home after returning the pom-poms and locked the warehouse.
Edi
You came to school at 8 in the morning to do maintenance on
the computers in the lab. You said you used the spare key to open
the computer lab. You said you spent about 6 hours to finish the
job. You said you didn’t see anyone, but you heard several foot-
steps in front of the lab. You went home after you finished.

Quiz Games
BANANA OH BANANA…!!!
Oktaviana Dian P., Dhiah Ayu E., Aditya Angga M., Suryani Kusuma
N, Nikmadatul Y., Ramdani Citra A., Risky Sila A. Ety Dwi A.

Time of Play: 30 to 60 minutes
Learning Objective
While playing BANANA OH BANANA, students will be simulating
an American court of law and using English to decide the guilt of
an old woman accused of theft.
Materials
Role cards (May be photocopied from this book)
Preparation
Review vocabulary and roles for what happens in an American
courtroom
Roles
- Judge maintains order in the court and sees that justice is
done.
- Bailiff announces the arrival of the judge and swears in the
witnesses.
Useful phrases for the bailiff:
When the judge arrives: Please raise for the Honorable Judge............
To swear in witnesses: Do you swear to tell the truth , the whole
truth, ang nothing but the truth, so help you God?
- Lawyers argue the case and try to figure out what happened.
- Prosecutors acuse their fellow human beings of doing wrong.
- Defendants are acused of doing something wrong.

Quiz Games
- Witnesses tell what they saw at the scene of the crime.

- Jurors listen to the lawyersand witnesses and decide whether
the defendant is guilty. In America, the defendant is innocent
until the juryannounces in the court that he or she is guilty.
Procedure
The judge enters and announces that the court is in session.
The prosecution makes their opening remarks.
The defense makes their opening remarks.
The prosecution calls their witnesses and asks them questions.
The defense cross examines each of the witnesses, asking them
questions.
The defense calls their witnesses and asks them questions.
The prosecution cross examines each of the witnesses, asking
them questions.
The prosecution makes closing remarks reminding the jury of
why the defendant is guilty.
The defense makes closing remarks reminding the jury of the de-
fendant’s innocence.
The jury meets together to discuss whether the defendant is
guilty, writing their verdict.
The bailiff takes the paper from the jury and gives it to the judge.
The judge reads the verdict of the jury.
The judge announces that court is adjourned.
Rules
2. Divide into three groups: jury and judges, defendant with her
lawyer and witnesses, and prosecution with his lawyer and
witnesses.

Quiz Games
3. The prosecution and defense teams take time before the

court to prepare their cases, discovering the details of the
witnesses stories and finding evidence to support their case.
If the team wants to add any new evidence or witnesses that
are not in the scenario or role cards, the team needs to tell
the judge and lawyer.
4. Act out the court case.
Scenario
A banana farmer who lost his harvest in his farms has accused
poor granny of stealing his crop.
Role Cards
Justice Team
Judge Juror
Your job is to maintain order and In this case, you will be asked
make sure the defendant gets a to decide the guilt of Granny.
fair trial. You will listen to the attorneys
and the witnesses that they
introduce to make their case.
Bailiff
You announce the arrival of the
judge and swear in the witnesses

Quiz Games
Prosecution Team
Prosecution Attorney
You want to prove that Granny is guilty. You will call four witness-
es to prove your case.
Banana Farmer Neighbour

You make a report to the police You found toy when you were
that you lost your harvest and walking around the farm. At
suspect Granny, who asked for 7 pm you saw a person or
some bananas one day before the something, you’re not sure,
case happened. entering the farm. It was not
clear because you saw it from
a distance, but it looked like
Granny.
A Pregnant Woman Monkey Keeper
You are a newcomer in the You are distressed by the
neighbourhood. You were having stolen crop because the
dinner with your husband on the farmer is the sole provider of
night the bananas disappeared. bananas for your monkeys.
The next morning, you noticed You were on vacation when
that Granny had a lot of bananas the incident occurred, but
hanging on her back porch. you support the farmer in his
suspicion that Granny stole
the bananas and gave them to
the children

Quiz Games
Defense Team
Defense Attorney
You want to prove that Granny is innocent. You have five wit-
nesses to prove your case. However, children can only be used as
witnesses in very special circumstances.
Forensics Expert Granny

You analyzed the fur that You asked the farmer for the
was found on the farm and banana a day before the case
concluded that it belonged to happened. Because of that you
monkeys. You also analyzed become a suspect. You said
the tire tracks, but found they that you saw children play-
did not match those of Gran- ing around the farm. You were
ny’s truck massaging a neighbour when
the bananas disappeared.
The Police Children

In your investigation of the You met the pregnant woman
banana farm, you found some- when you were playing on the
thing like fur in the farm. You farm in the afternoon. She
sent it to a forensic expert to asked who the farm belonged
determine what kind of fur it to. Although you often play
was. You also found some toys, on the farm, you never eat the
and some tire tracks. bananas. If you want to eat
bananas, you visit Granny, who
always gives you snacks and
tells stories.
Note
In court simulations, the decisions depend on how the people
develop their roles. Each time you play you might have a differ-
ent outcome.

Quiz Games
BANANA OH BANANA…A SEQUEL

M. Ismil Arobi, M. Alan Arozy, Titis Ariwangi, Ahmad Surya D, Mo-
hammad Ryan

Learning Objective
While playing BANANA OH BANANA THE SEQUEL, students will
be simulating an American court of law and using English to de-
cide the guilt of a monkey keeper accused of negligence.
Materials
Role cards (May be photocopied from this book)
Preparation
Review vocabulary and roles for what happens in an American
courtroom
Rules
2. Divide into three groups: jury and judges, defendant with her
lawyer and witnesses, and prosecution with his lawyer and
witnesses.
3. The prosecution and defense teams take time before the
court to prepare their cases, discovering the details of the
witnesses’ stories and finding evidence to support their case.
If there is any new evidence or witnesses that are not in the
scenario or role cards, the team needs to tell the judge and
lawyer.

Quiz Games
4. A person who has been found innocent in a previous court

cannot be convicted of the same crime unless new, compel-
ling evidence is produced.
5. Act out the court case.
Scenario
A previous court found that granny was innocent and did not
steal bananas from her neighbor’s farm. However, it came up dur-
ing the trial that one or more monkeys might have invaded the
farm and taken the bananas. The only monkeys in the area live at
a zoo. The banana farmer is suing the monkey keeper for the loss
of his bananas.
Role Cards
Judge Juror
Your job is to maintain order In this trial, you will decide
and make sure the defendant whether the monkey keeper is
gets a fair trial. guilty of negligence and should
take responsibility for paying
the farmer for his lost bananas.
Bailiff
You announce the arrival of the
judge and swears in the wit-
nesses

Quiz Games
Prosecution Team
Prosecuting Attorney
You want to prove that the monkey keeper is guilty. You call four
witnesses to prove your case.
. Banana Farmer Neighbour

You make a report to the You found toy when you were
police that you lost your har- walking around the farm. At 7
vest and suspect the monkey pm you saw a person or some-
keeper’s monkeys escaped and thing, you’re not sure, entering
ate your crop. You want him to the farm. It was not clear be-
pay you back. cause you saw it from a distance,
but it looked like monkey.
The Police Forensics Expert
In your investigation of the You analyzed the fur that was
banana farm, you found some- found on the farm and con-
thing like fur in the farm. You cluded that it belonged to mon-
sent it to a forensic expert to keys. You also analyzed the tire
determine what kind of fur it tracks, but found they did not
was. match those of Granny’s truck

Quiz Games
Defense Team
Defense Attorney
You want to prove that the monkey keeper is not responsible for
paying for the crop because it was not his monkeys that ate the
bananas.
The zoo owner Granny

You are the owner of the zoo You asked the farmer for a
and you want to fire the mon- banana a day before the ba-
key keeper because she often nanas disappeared. Because of
has vacations. That’s why you that you become a suspect. The
often check on the monkeys. court found you innocent. You
It was not your monkeys that took the children to the zoo the
ate the farmer’s bananas; your day after the bananas disap-
monkeys have always been in peared and saw the monkeys.
their cage.
Monkey Keeper Forensics Expert
While attending Granny’s trial You analyzed the fur that was
concerning missing bananas, found on the farm and con-
it came to light that monkeys cluded that it was not fur, but it
were the thieves. The court was hair.
acquitted Granny. Now the
farmer is suing the zoo for the
loss of his bananas, suggesting
that your monkeys stole them
while you were on vacation.

Quiz Games
TITANIC 2: WHEN FRIENDS BECOME FOES

Pramudya Ananta K, Ni’fatul Fauziyah, Ayu Fitri Pangestu, Nur
Fajriyah, Dinik Rahayu, Siti Aminati W

Learning Objective
Given a situation, the students will be able to interact with other
players to create a logical solution to the problem presented.
Materials
Role cards (may be photocopied)
Rules
Object of the game: solve the puzzle in twenty minutes
1. Every student has to play a role that he or she is given.
(There is no reason for not doing the role simply because the
role is not good or not suitable).
2. Students must decide which two players should not be
placed in the raft.
3. Each player should defend themselves and try not to be
sacrificed. Players must justify the reasons why they deserve
to board the life boat.
4. Each player should suggest other characters to be sacrificed
and should justify the reasons to leave them behind.
Scenario
You are nine passengers aboard the Titanic 2, which is damaged.
It will sink in twenty minutes and there is only one life boat left.

Quiz Games
Unfortunately, the boat has only enough room and supplies for
seven people. Which seven will it be?
Role Cards
Captain Crew 1 Crew 2

You are 31 years old and You are 27 years old. You are You are 25 years old. You
have10 children. Your wife very skillful in fixing the ma- are an assistant to Crew 1.
died. You had no insurance. chine of the boat when you are You are very kind but also
You are very famous for help- sober. Usually, you are drunk. very temperamental.
ing others.
Baby’s grandmother. Woman. Student.

You are 55 years old. You You are 42 years old and preg- You are 21 years old. You
are very kind and in a good nant. You wear heavy makeup are a famous basketball
health, but very depressed and use vulgar language. player and very brilliant
because your husband just Everyone in the ship thinks with an IQ of 170. You are
passed away. He was a police that you are a prostitute. also a gay and very active
officer. in supporting gay rights.
Baby Doctor 1 Doctor 2

You are one year old, travel- You are 72 years old. You are You are 70 years old. You
ling with your grandmother. very clever and can cure rare can cure human disease.
You are extremely sick with diseases. Everyone in the ship You are very clever, but the
a rare disease but your blood believes that you are very police are investigating you
contains the antidote for the religious because of your polite because of your involve-
disease. language and religious cloth- ment in the 9/11 tragedy.
ing. They don’t know that you
are a drug addict and an illegal
drug dealer

Quiz Games
Recommended Resources
The creators of the games in this book and their colleagues

found these websites to be a good source of inspiration for
games that can be played in English classes.
iteslj.org
http://www.teachingenglish.org.uk
http://teach.fcps.net/trt2/links/powerpointgames.htm
http://powerpointgames.wikispaces.com/
powerpoint+game+templates
http://www.eslkidstuff.com/
Solution to Who Painted It

Budi the football player did it. He said that he came to return
his football uniform, but when he was leaving, Anggie saw him
wearing his uniform. Could it be that he spilled paint on his
shirt and had to change back into his uniform before returning
home?

Quiz Games
Glossary of English Game Words
Blindfold—a scarf or handkerchief that covers a player’s eyes so

that he or she cannot see.
Contestant— a person who participates in a contest or event
to prove that he or she is better, smarter, stronger, or faster than
his or her opponent.
Dealer— the person in charge of the cards, may or not play the
game.
Draw a card— to take a card (usually from the top of the pile)
Draw straws— to choose from two or more sticks of various
lengths to decide who starts a game. The one who chooses the
longest straw wins.
“It”— a player who has been singled out for a special role. For
example, in Tag, “it” chases the other players. When “it” tags
another player, the tagged player becomes “it.”
Kibbutz— to watch a card game.
Lottery— a gambling game in which people pay money to buy
a ticket. If the number of their ticket is chosen, they win the
money in the jackpot.
Opponent— the person or team that plays against a player.
Round— a part of a game
Tag— touch to indicate that the person touched is “it”
Tie— when two or more opponents have the same score

Quiz Games
Index of Games by School Level & Difficulty
Kindergarten (TK)
Jungle Game, 25
Duck, Duck, Goose, 27
Where and What Am I, 69
Elementary (SD)
Easy Castle, 19
American Hand Game, 20
Rock, Sciccors, and Paper, 22
Jungle Game, 25
Random Letters, 40
Know Your Body, 65
Where and What Am I, 69
Moderately Easy
Dakon Spelling Bee, 2
The Sentence Chaser, 37
Finding Words, 42
UNO Words, 58
Junior High (SMP)

Easy American Hand Game, 20
Rock, Sciccors, Paper, 22
Mosquito Hunter, 23
Finding Words, 42
UNO Words, 58
Moderately Easy
Jumping Sack, 4
English Marble Relay, 6
Catch and Say, 14
Slebur Crossword, 16

Quiz Games
Let’s Go Shopping, 52
Sarong Game, 54
Remembering Names, 71
Moderately Hard
Who Hides the Stone, 9
Senior High (SMA)

Easy American Hand Games, 20
Word Train Relay, 62
Moderately Easy
Pick and Play, 50
Winner Takes All (Rob the Losers), 67
Remembering Names, 71
Making Words, 73
Guess What?, 78
XOY, 82
Are You Smarter than an English Teacher?, 84
Moderately Hard
Catch Me if You can, 11
Who is the Fastest, 30
Find Me!, 44
Puzzled Lyrics, 48
What Story is This?, 64
Blink Clink, 88
Hard Who Painted It, 92
Banana oh Banana, 95
Banana oh Banana ... A Sequel, 100
Titanic 2: When Friends Become Foes, 104
Adults
Easy American Hand Games, 20


Moderately Easy
Winner Takes All (Rob the Losers), 67
Are You Smarter than an English Teacher?, 84
Moderately Hard
Step on It, 33
Hard Who Painted It, 92

Banana oh Banana, 95
Banana oh Banana ... A Sequel, 100
Titanic 2: When Friends Become Foes, 104

Games and Music in English Language Teaching PDF

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Games and Music in English Language Teaching PDF

Încărcat de

Drepturi de autor:

Formate disponibile

Games and Music in English Language Teaching i

Games and Music in English Language Teaching

Desain dan Kompugrafi:

Hak Cipta Dilindungi Undang-Undang

Undang-Undang Nomor 19 Tahun 2002

Hak cipta dilindungi undang-undang. Dilarang memperbanyak atau memindah-

Isi buku di luar tanggung jawab percetakan.

ii Games and Music in English Language Teaching

Games and Music in English Language Teaching iii

Table 1. English Difficulty Level

Level Vocabulary Sentence structure Tasks

iv Games and Music in English Language Teaching

Games and Music in English Language Teaching v

Traditional Games .................................................................................. 2

Outdoor Games ....................................................................................... 30

vi Games and Music in English Language Teaching

Word Games ........................................................................................... 58

Quiz Games ............................................................................................. 78

Role Play Games ................................................................................... 92

Games and Music in English Language Teaching vii

Recommended Resources .................................................................... 106

viii Games and Music in English Language Teaching

Games and Music in English Language Teaching 1

DAKON SPELLING BEE

Source: Combination of Dakon and the American

2 Games and Music in English Language Teaching

Games and Music in English Language Teaching 3

Source: Adapted from an Indonesian Traditional

Materials: Figure 2. Jumping Sacks Layout

4 Games and Music in English Language Teaching

Games and Music in English Language Teaching 5

ENGLISH MARBLE RELAY

Source: Adapted from an Indonesian traditional

30 or more marbles Post 2 Post 2 Post 2

6 Games and Music in English Language Teaching

Games and Music in English Language Teaching 7

Suggestions for Materials Development

8 Games and Music in English Language Teaching

WHO HIDES THE STONE

Source: Adapted fromCublak-Cublak Suweng,

Lesson Objective: While participating in WHO HIDES THE STONE,

Games and Music in English Language Teaching 9

Suggestions for Assessment

10 Games and Music in English Language Teaching

CATCH ME IF YOU CAN

Source: Adapted from Engkle3, a traditional game

Objective: While participating in the CATCH ME IF YOU CAN,

Figure 4. Engkle playing area.

Games and Music in English Language Teaching 11

12 Games and Music in English Language Teaching

Games and Music in English Language Teaching 13

CATCH AND SAY

Source: adapted from an Indonesian traditional

14 Games and Music in English Language Teaching

Games and Music in English Language Teaching 15

Source: adapted from an Indonesian traditional

16 Games and Music in English Language Teaching

5. Allow each group to choose one member to be a police of-

Games and Music in English Language Teaching 17

Source : adapted from Ben – dol, a traditional Indo-

18 Games and Music in English Language Teaching

Games and Music in English Language Teaching 19

AMERICAN HAND GAMES