1. WINNER SAYS M
2. ON MY BACK
3. STAND UP SEQUENCES
Students sit in a circle. Establish which sequence you are going to do and without coordinating with the others, one student should just start by standing up and beginning the sequence. For example, if it’s the alphabet, one student (any student) will stand up and say “A” and sit down again. Then another student (anyone) will stand up and say “B” and so it goes on. If two students stand up at the same time the sequence must begin again from the very beginning. This is good for students to practise using eye contact and turn taking.
4. TOPIC TAG
5. STOP THE BUS
It really gets students focused and working on task as a team and can be a savior to fill the last ten minutes in a class when you have run out of ideas!
- Put the students into teams of three or four.
- Draw on the board a table like the ones below and get each team to copy it onto a piece of paper.
- Students simply have to think of one item to go in each category beginning with the set letter.
- Give an example line of answers for the first time you play with a new group.
- The first team to finish shouts “Stop the Bus!” .
- Check their answers and write them up on the board and if they are all okay that team wins a point. If there are any mistakes in their words, let the game continue for another few minutes.
- If it gets too difficult with certain letters (and you can’t think of one for each category) reduce the amount of words they have to get. You can say. “Ok. For this round you can Stop the Bus with 4 columns”.
For higher levels change the category headings. For example:
|Something in the Kitchen||Something in the living room||something in the bedroom||something in the bathroom||something in the Office||Something in the garden|
Or, for even higher levels:
|something made of metal||Something made of glass||something made of plastic||something made of wood||something made of material|
6. SHIRI TORI
7. ODD ONE OUT
Ask the students to stand up at their desks and choose someone to go first (or alternatively ask for a volunteer).
They need to listen carefully to the words you say and decide which is the odd one out. If the student is correct then they can choose either their row or column to sit down with them, if the student is incorrect then nobody gets to sit down. Continue the game until everyone sits down.
If your students have good English, are finding it too easy or you just want to challenge them then you can make them give the reason behind their choice as well as the answer.
Here are a few examples of odd one out questions that you might like to use:
John, Steve, Matthew, Kate – Answer: Kate (because it’s a girl’s name)
Brother, Mother, Friend, Daughter – Answer: Friend (because they aren’t family)
Summer, Winter, Spring, March – Answer: March (because it’s a month, not a season)
Tokyo, Sydney, New York, Brazil – Answer: Brazil (because it’s a country, not a city)
At times there can be more than one answer that you might not have thought of so feel free to accept different answers if the student has a good explanation.
8. SHOOT THE BASKET
9. TWO TRUTHS AND A LIE
This simple activity will help students get to know each other a little better while helping improve their English at the same time. Give students some time to think of two truths and one lie about themselves, with the aim of surprising classmates when they guess which one is the lie.
It makes it more fun if they think of facts that may trick or surprise others so encourage them to be creative.
There are endless options but here are a few examples:
- I have two sisters.
- I can’t swim.
- I am a black belt in karate.
- My favourite food is chocolate.
- I am taller than my dad.
- I have never been skiing.
The next part can be done as a class or in smaller groups of around 6 students. The first student says their two truths and one lie (in any order) while the others students listen and then guess which statement is the lie (usually by a show of hands).
Give everyone a turn and if it goes well you might want to have another round to give students the opportunity to think of more creative ideas now that they have the hang of it.
10. SIMON SAYS
11. THE YES AND NO GAME
Nominate one student to be in the hot seat, slightly apart from the rest of the circle. The rest of the group must think of questions to ask the student in the hot seat. They can ask anything they like, the only rule is that the student in the hot seat must answer the questions without using the words “yes” or “no”. Also ban “yeah”, head nods and shakes! For example, a student asks, “Are you wearing jeans today?” The student in the hot seat could reply, “I am” or “you can see that they’re jeans!”
12. THE WIND IS BLOWING
A great game for all kids ages 6+, as long as they’re producing full sentences, in a group of maybe 8-15 people. It is best played outside or in an area with a lot of space. Have the students make a spacious circle with you in the middle (there should be maybe a meter between each student). Each student needs to leave one item at there feet to mark a fixed spot in the circle (a shoe, a pencil case, a backpack, a rock… something they don’t mind possibly getting stepped on). You start the game by making a statement that will correspond to some or all of the students. If it corresponds to them, they have to leave their spot and find a different one. So, for a food unit, you can use a beginner command structure: “Move if… you like bananas,” or “Move if… you don’t like onions,” an intermediate structure: “You have to move if… you like bacon on your pizza,” or an advanced structure: “The wind is blowing for everybody that…” (The command structures can be used with lots of different verbs and themes e.g. “have” for family members, “are wearing” for clothes, “want” for Christmas presents) Once you make the command, you have to run to take an abandoned spot, and one student will be left in the middle. For younger kids, its fun to chant “_______’s in the middle, ________’s in the middle!” in a sing-songy voice. That person is then in charge, and has to make a sentence using the same structure that you used. The game goes on for as long as you want, cycling through lots of students and putting them on the spot to make sentences using relevant vocab.
Trò này rất tuyệt cho các bạn trên 6 tuổi để đặt các câu đầy đủ, trong một nhóm 8-15 bạn. Chơi ở chỗ nào càng rộng càng tốt. Học sinh đứng xếp thành một vòng rộng, giáo viên ở giữa, khoảng cách giữa các học sinh nên là khoảng 3 mét. Mỗi bạn đặt một vật (như giày hay bút chì hay balo,…) dưới chân để đánh dấu chỗ của mình. Giáo viên bắt đầu trò chơi bằng cách nói một câu mà sẽ đúng với một số hoặc tất cả các bạn. Nếu đúng với ai, thì người đó phải rời chỗ ban đầu đến một chỗ mới. Ví dụ khi dạy về food, giáo viên có thể ra lệnh “Hãy di chuyển nếu bạn thích ăn chuối”, hay “Hãy di chuyển nếu bạn không thích hành tây”. GV cũng có thể dùng những câu khó hơn như “Gió đang thổi những ai có anh trai/em gái/… (chủ đề gia đình), đang mặc … (chủ đề trang phục), muốn có … (chù đề Quà tặng/Đồ chơi). Khi ra một lệnh xong, giáo viên sẽ chạy lên chiếm một chỗ đang bị trỏ trống, và một học sinh không tìm được chỗ mới sẽ phải vào giữa vòng và đặt lệnh theo kiểu GV đã làm.
13. GIVING DIRECTIONS
14. BLINDFOLD CONVERSATION
15. THE BALL GAME
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