Games 1.pdf

Number - Bingo!

Language Aims:

To revise numbers (or certain vocabulary

fields, time of day, vocabulary)

Time:

8 minutes

Preparation:

Prepare a 5x5 grid with either

• 25 numbers in each square

• nothing in it (blanc)

Procedure:

The teacher calls out a number he/she draws

from a box. If a student has this number,

he/she puts a little scrap on the number. The

teacher goes on until a student gets five in a

diagonal or horizontal row. Bingo!

Variation:

Prepare a 5x5 grid with

• 25 words in each square (for example 25

words of one unit). Make enough

variations of these grids so each student

has one that is slightly different.

While it may seem time-consuming to make the grids, they can be used over and over.

This game is received very enthusiastically because often, students are already familiar

with it. It is great as a warmup activity and can have many variations (past-participle,)

Who am I??

Language Aims:

To practice learned vocabulary. To

construct Yes / No questions and short Yes /

No replies.

Time:

10 minutes

Preparation:

Either:

• Cut out pictures or photographs of famous

people from magazines or newspapers.

Or:

• Write the names of famous people (mixed

nationalities) on small pieces of paper.

Procedure:

There are two ways to play

this game (depending on the

size of your learner group)

1. Tape a name on the forehead of each

student. The individual student should not

see his or her paper, but the others should.

2. Then, like with 20 questions, only yes or

no questions should be asked. Perhaps

start with yourself and ask "Am I am

man?" If the answer is yes, I can ask

again, but if the answer is no, it's the next

person's turn.

3. Play until everyone has guessed who he

or she is!

Variation:

1. Give each student a picture of a famous

person. Tell the students that they are the

person in the picture they are

holding. Tell them not to let anyone see

their picture.

2. Divide the students into pairs.

3. One of the students in each pair tries to

guess who their partner is by asking Yes /

No questions. For example, Are you a

man? Are you an actor? Are you from

Hong Kong? The partner answers in

short Yes / No answers. (e.g. Yes, I am;

No, I'm not.)

4. The student asking the questions

continues asking questions until he / she

correctly guesses who their partner

is. Remind them that they can only ask

Yes / No questions even if they think they

know the answer (You are Julia Roberts.

(wrong) Are you Julia Roberts?

(correct)).

5. When the first student has guessed the

famous person correctly, partners change

roles and repeat Steps 3 and 4. This can be

played with nationalities, countries,

household objects, food, … anything and it's

a gas

Simon Says

Language Aims:

To review vocabulary for parts of the

body. To review motion verbs that are used

with parts of the body. To practice listening

to instructions.

Time:

10-15 minutes

Preparation:

none.

Procedure:

1. Move all of the desks to the sides of the

room and have the students stand near the

center of the room, about an arm's length

apart.

2. Tell the students your name is

Simon. You, as Simon, give instructions to

the students. They are to do what you

instruct only when you begin the instruction

with "Simon says..." (e.g. "Simon says,

'Touch your nose.'"). If you begin a

command differently (e.g. You only say,

"Touch your nose.") then the students are not

to obey your command. In other words,

students should only respond to your

command if you begin with "Simon says, ..."

3. As Simon you continue giving

instructions to students telling them to touch,

close, raise, etc. different parts of the body,

making sure to mix up proper commands

(e.g. "Simon says, 'Touch your nose.'") with

improper commands (e.g. "Touch your

nose.")

4. A student who responds to an improper

command must leave the game and sit down.

5. The last student left standing is the

winner.

give commands slowly or quickly. You can correctly or incorrectly point to parts of the

body, ensuring students listen carefully to what you say. And finally, if you wish to be

really tricky, you can point to parts of the body on improper commands.

Some example commands are listed below.

"Simon says, 'Close your eyes.'"

"Simon says, 'Scratch your head.'"

"Simon says, 'Raise your right arm.'"

"Simon says, 'Touch your toes.'"

"Simon says, 'Fold your arms.'"

Find A Good Match

Language Aims:

To review vocabulary and phonetic

transcription.

Time:

10 minutes

Preparation:

Prepare enough palm cards so that each

student will have one. On half of the cards,

write vocabulary items your students have

seen recently. On the other cards, write those

same words phonetically.

Procedure:

1. Hand out one card to each student

and get students to find their new

partner and sit down together.

2. Tell each pair to look at their word

and work out what it means.

3. Ask each pair what their word is and what

it means.

Variation:

For a slightly more challenging, but longer,

feedback, get each pair to give a definition of

their word. The other students have to guess

what the word is

Hangman

Language Aims:

To review vocabulary

Time:

10 minutes

Preparation:

none

Procedure:

1. Divide the class into two teams.

2. On the blackboard, draw spaces for the

number of letters in a word.

3. Have the players guess letters in the word

alternating between the teams.

ë If a letter in the word is guessed

correctly, the teacher writes it into the

correct space.

ë If a letter is guessed which is not in the

word, the teacher draws part of the man

being hanged.

ë The team which can guess the word first

receives a point, then start the game over.

Word Grab with Songs

Language Aims: To review vocabulary and it is a wonderful

activity if you think your class needs waking

up a little.

Time:

8 minutes

Preparation: Choose a song that the students have or have

not heard before. Choose 10-15 pieces of

vocabulary from the song and write them on

separate pieces of paper.

Procedure:

1. Pronounce the words with the

students first.

2. Stick each word to the board with

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